Richard Page and Adrienne Curry
Notes that while total quality management has elements in behavioural and culture change which look to empowerment, the reality has been a selective, if not cynical, use of tools…
Abstract
Notes that while total quality management has elements in behavioural and culture change which look to empowerment, the reality has been a selective, if not cynical, use of tools and language. Points out that successful TQM initiatives abound and that often they involve a method of redistributing power within organisations which facilitates a change of perception of roles and values. Argues that auditing the process relies on clear objective measurement that will keep organisations “honest” and that this also helps keep the direction of efforts visible and on target.
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This special “Anbar Abstracts” issue of the Health Manpower Management is split into five sections covering abstracts under the following headings: Management tools;…
Abstract
This special “Anbar Abstracts” issue of the Health Manpower Management is split into five sections covering abstracts under the following headings: Management tools; Participation/roles; Types of change; Management Implementation.
This paper considers supranational initiatives ‐ particularly those emanating from the Organisation for Economic Co‐operation and Development, the Financial Action Task Force and…
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This paper considers supranational initiatives ‐ particularly those emanating from the Organisation for Economic Co‐operation and Development, the Financial Action Task Force and the Financial Stability Forum ‐ proposing changes in the regulation of offshore financial centres. The implications of the withdrawal of US support for elements of the initiative are reviewed. The underlying rationales for change are considered, as are the probable and appropriate response for the stakeholders in the offshore centres, including governments, financial institutions and clients.
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The common view of communication is of something that is not really communication. To be effective, communication effort must be seen in its holistic social context, and be…
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The common view of communication is of something that is not really communication. To be effective, communication effort must be seen in its holistic social context, and be managed — planned, co‐ordinated, integrated — and understood. Modern organisational communication, ie interpersonal communication in an organisational setting, must be recognised as a social integrator rather than as a mechanistic management tool. This requires managers to hold a particular concept of interpersonal communication. Evidence of the prevailing concept is provided, a more appropriate view is discussed, and a research agenda is outlined.
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Recently, I was asked to be the technical editor for a book that purported to put in one volume all the knowledge gained from an MBA program. Since a typical MBA program requires…
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Recently, I was asked to be the technical editor for a book that purported to put in one volume all the knowledge gained from an MBA program. Since a typical MBA program requires two full years of study, this was an ambitious undertaking. Always up for a challenge, I decided to give it a look. First, I skimmed through the text. The section that caught my attention, and stopped me for a closer read, was the one on strategic planning.
Picture if you can: a word And if you can, you have the beginnings of a children's dictionary. Take a child, or better yet have one of your own, shake him in a bag filled with…
Abstract
Picture if you can: a word And if you can, you have the beginnings of a children's dictionary. Take a child, or better yet have one of your own, shake him in a bag filled with picture‐words, and the most pleasing combinations are likely to occur. The point of this illustration, and all word illustrations for that matter, is the potential they possess in the hands of a child for unlimited possibilities, creative growth, and excitement about language.
THE Newcastle school, like most others, was established after the second world war to provide full‐time education in librarianship as an alternative to the part‐time system which…
Abstract
THE Newcastle school, like most others, was established after the second world war to provide full‐time education in librarianship as an alternative to the part‐time system which until 1946 was the only one available to the majority of librarians. At first most of the students were returning servicemen whose library careers had been interrupted by the war and they were followed by students direct from libraries, universities and schools. From a handful of students and one full‐time member of staff in the first year the school has grown steadily until there were 53 students and five staff during the session 1962–3 which was the last course held for the Registration Examination.