Marlene S. Neill and Shannon A. Bowen
The purpose of this study was to identify new challenges to organizational listening posed by a global pandemic and how organizations are overcoming those barriers.
Abstract
Purpose
The purpose of this study was to identify new challenges to organizational listening posed by a global pandemic and how organizations are overcoming those barriers.
Design/methodology/approach
The researchers conducted 30 in-depth interviews with US communication management professionals.
Findings
Communication management professionals value listening, but do not always make it the priority that it merits. They listed lack of desire of senior management, time, and trust of employees as barriers to effective organizational listening. The global COVID pandemic has made it more challenging to connect to employees working remotely and to observe nonverbal cues that are essential in communication. Organizations are adapting by using more frequent pulse surveys, video conferencing technology and mobile applications. Most importantly, this pandemic has enhanced moral sensitivity and empathy leading organizations to make decisions based on ethical considerations.
Research limitations/implications
The researchers examined organizational listening applying employee-organization relationships (EOR) theory and found that trust is essential. Trust can be enhanced through building relationships with employees, ethical listening and closing the feedback loop by communicating how employers are using the feedback received by employees to make a positive change.
Practical implications
Communication managers need to place a higher priority on listening to employees. Their listening efforts need to be authentic, morally autonomous or open-minded, and empathetic to respect the genuine concerns of employees and how organizational decisions will affect them. Listening is essential to serving as an ethical and effective strategic counselor.
Originality/value
The study examines organizational listening in the context of a global pandemic.
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Diana C. Sisson and Shannon A. Bowen
Following a report released by the UK Parliament’s Public Accounts Committee, multinational corporations like Starbucks, Google, and Amazon found themselves in a firestorm of…
Abstract
Purpose
Following a report released by the UK Parliament’s Public Accounts Committee, multinational corporations like Starbucks, Google, and Amazon found themselves in a firestorm of criticism for not paying or paying minimal taxes after earning significant profits in the UK for the past three years. Allegations of tax evasion led to a serious crisis for Starbucks in the UK, which played out in a public forum via social media. The researchers explored whether Starbucks’ corporate ethics insulated its reputation from negative media coverage of alleged tax evasion evidenced in its “hijacked” social media “#spreadthecheer” campaign. The paper aims to discuss these issues.
Design/methodology/approach
Using an exploratory case study analysis of news articles, Starbucks’ annual reports, #spreadthecheer Tweets, and David Michelli’s The Starbucks Experience, data collection helped to inform the discussion of authenticity and whether it helped to insulate Starbucks’ reputation during its crisis in the UK.
Findings
Authenticity is key when organizations face a turbulent environment and active publics and stakeholder groups. Findings from this study also suggested proactive reputation management strategies and tactics, grounded in the organization’s corporate culture and transparency, could have diffused some of the uproar from its key publics.
Originality/value
Authentic corporate cultures should align with corporate business practices in order to reduce the potential for crises to occur. It is possible that ethical core values and a strong organizational approach to ethics help to insulate its reputation among publics during a crisis.
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The purpose of this paper is to examine three perspectives on autonomy: communication management or public relations autonomy, autonomy in management theory, and the autonomy of…
Abstract
Purpose
The purpose of this paper is to examine three perspectives on autonomy: communication management or public relations autonomy, autonomy in management theory, and the autonomy of moral philosophy.
Design/methodology/approach
These arguments for autonomy are combined and studied to ascertain their impact on: the contribution of the communication function to strategic management of the organization, and, the enactment of an ethics counselor role by public relations. This research examines autonomy in communication at two global organizations through 43 interviews, observation, and document analysis. Factors influencing and contributing to autonomy are discussed.
Findings
Autonomy was found to be necessary for optimal contribution to strategic management and acting as ethical counsel in the public relations function. In both ways, autonomy contributes to the stature of the communication function within an organization and the development of public relations as a profession. Autonomy should be high on the research agenda of public relations scholars and a primary goal of communication professionals.
Practical implications
Communication managers should work for autonomy, inclusion in the strategic management team, and a rational approach to problem solving.
Originality/value
This research provides important theoretical value and enormous implications for communication professionals. Many conclusions about autonomy can be drawn from this conceptual and empirical research. Using systems and excellence theory as a framework, then building on that basis with empirical research in two world‐wide organizations, the research takes a novel approach in applying and studying the autonomy concept from moral philosophy in modern business. Data show that autonomy is necessary for excellence in communication, defending against encroachment, inclusion in strategic management, using empowering or collaborative management, and enacting the role of ethics counselor. These important implications for communication management have the potential to make business more ethically and socially responsible and to enhance the overall value of the communication function within organizations.
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To discuss organizations’ approaches to company values and ethics, an important aspect of which should be finding out from employees what their perceptions are – asking them “What…
Abstract
Purpose
To discuss organizations’ approaches to company values and ethics, an important aspect of which should be finding out from employees what their perceptions are – asking them “What do we stand for?”
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
If you are a big company like Shell, getting front‐page news and mentions on prime‐time TV for all the wrong reasons, it's understandable why you make massive efforts to give priority to ethical strategies and to make sure they're well understood and accepted both externally and internally. The fact that Shell was already working on the studies and actions which crystallized into its present stakeholder approach to management well before it was rocked by the Ken Saro‐Wiwa and Brent Spar controversies did nothing to lessen the negative impact, but few would doubt that the vociferous criticism hurried the process along.
Originality/value
The experiences noted in the articles provide a basis of discussion for organizations to decide the values, ethics and principles that they will adhere to as they go about their business.
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Emma Mecham, Eric J. Newell, Shannon Rhodes, Laura J. Reina and Darren Parry
Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah…
Abstract
Purpose
Using integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.
Design/methodology/approach
This article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.
Findings
These fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the authors' perspectives. It is our belief that students are more likely to continue to think like historians as they operate as “critical consumers” (Moore and Clark, 2004, p. 22) of other historical narratives. This ability to think and act with attention to multiple viewpoints and perspectives, power and counter stories develops more empathetic humans. While the authors prize the ability of students to succeed in intellectually rigorous tasks and learn content material, in the end this trait is the most important goal for teaching students history.
Research limitations/implications
The authors recognize operating within primarily non-Native spaces and discourses about social studies; with curricular efforts, there are a variety of ways the authors could do harm. Along the way, the authors recognized places for future improvement, critically examining the authors' work. As the authors look to future planning, there are several issues identified as the next spaces that the authors wish to focus on improving the Utah Studies curriculum experience of fourth graders at MBES. This is an area for further exploration.
Practical implications
This precise set of primary sources, field experiences and assessments will not be the right fit for other classrooms with differences in resources, space and time. The authors hope it will serve as an example of how teachers can create curriculum that addresses the failings of status quo social studies instruction with regard to Indigenous peoples. The students were not the only beneficiaries of change from this curriculum development and implementation; as a team the authors also benefited. The experience solidified our self-perception as decision makers for our classroom. The authors' ability to extend past the packaged curriculum of textbooks and worksheets made it easily available to engage students as historical inquirers into the multiple perspectives and complex contexts of decolonizing-counter narratives built the authors' confidence that such work can be successful across the curriculum.
Social implications
The authors believe this is a more potent antidote to the colonizing-Eurocentric narratives of history that they will undoubtedly be exposed to in other spaces and times than simply teaching them a singular history from an Indigenous perspective; if students are able to contextualize, interpret, and question the accounts they encounter, they will be more likely to “challenge dominant historical and cultural narratives that are endemic in society” (Stoddard et al., 2014, p. 35). This too can make them more thoughtful consumers of today's news, whether that news is about Navajo voting rights in southeastern Utah or oil and gas development in South Dakota.
Originality/value
Working against the colonizing narratives present in media, textbooks and local folklore is necessary if the authors are to undermine the invisibility of Native experiences in most social studies curriculum (Journell, 2009) and the stereotyping and discrimination that Native American students experience as a result (Stowe, 2017, p. 243). This detailed look at how the authors developed and implemented standards-based curriculum with that intent adds to the “little research [that] exists on teacher-created curricula and discourse” (Masta and Rosa, p. 148).
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Nathan Justis, Breanne K. Litts, Laura Reina and Shannon Rhodes
As educators across the globe are tasked with taking teaching online, this paper shares a culture-centered approach to transitioning to education at a distance. Specifically, in…
Abstract
Purpose
As educators across the globe are tasked with taking teaching online, this paper shares a culture-centered approach to transitioning to education at a distance. Specifically, in this essay, a focus is placed on how one school preserved their collaborative culture among administrators, teachers and staff. The purpose of this paper is to provide guidance to school leadership during this public health crisis.
Design/methodology/approach
To ensure trustworthiness in this naturalistic inquiry, a triangulation was made of contributing authors’ perspectives to present theory-informed insights.
Findings
This school’s transition to online education was guided by a shared goal to not only move content online but also a rich participatory culture among staff. Critical forms of participation and community practices are presented that were pivotal in supporting teachers through the transition. Insights equip school leaders and administrators potentially remaining online, at least in part, through the next school year.
Practical implications
Schools undergoing the shift to teaching online should attend to cultural shifts and create conditions in which staff members can collaborate at higher levels.
Originality/value
New administrator-level insights are contributed regarding the organizational shift to teaching elementary school online, a minimally researched topic.
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Madjid Tavana, Akram Shaabani and Naser Valaei
Delivering premium services and quality products are critical strategies for success in manufacturing. Continuous improvement (CI), as an underlying foundation for quality…
Abstract
Purpose
Delivering premium services and quality products are critical strategies for success in manufacturing. Continuous improvement (CI), as an underlying foundation for quality management, is an ongoing effort allowing manufacturing companies to see beyond the present to create a bright future. We propose a novel integrated fuzzy framework for analyzing the barriers to the implementation of CI in manufacturing companies.
Design/methodology/approach
We use the fuzzy failure mode and effect analysis (FMEA) and a fuzzy Shannon's entropy to identify and weigh the most significant barriers. We then use fuzzy multi-objective optimization based on ratio analysis (MOORA), the fuzzy technique for order of preference by similarity to ideal solution (TOPSIS) and fuzzy simple additive weighting (SAW) methods for prioritizing and ranking the barriers with each method. Finally, we aggregate these results with Copeland's method and extract the main CI implementation barriers in manufacturing.
Findings
We show “low cooperation and integration of the team in CI activities” is the most important barrier in CI implementation. Other important barriers are “limited management support in CI activities,” “low employee involvement in CI activities,” “weak communication system in the organization,” and “lack of knowledge in the organization to implement CI projects.”
Originality/value
We initially identify the barriers to the implementation of CI through rigorous literature review and then apply a unique integrated fuzzy approach to identify the most important barriers based on the opinions of industry experts and academics.
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Jasmine Alam, Mustapha Ibn Boamah and Yuheng Liu
This study aims to investigate the relationship between a commercial bank’s micro-loaning activity and overall performance over a 10-year period.
Abstract
Purpose
This study aims to investigate the relationship between a commercial bank’s micro-loaning activity and overall performance over a 10-year period.
Design/methodology/approach
Quarterly data was obtained from the Wind Database, China Minsheng Banks’s official annual reports and annual corporate social responsibility reports from 2009 to 2019, to test the linear relationship between micro-loan activities and the overall financial performance of the bank.
Findings
The results of this study empirically demonstrate that there is a positive relationship between increases in micro-loaning activity and the overall performance of the bank. Some key recommendations for the sector are shared in the conclusion of this paper.
Originality/value
In the financial sector, some corporate social responsibility activities focus on the issuance of micro-loans. It is unclear, however, if this has also served as a means to increase profitability and overall performance for such institutions.
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The sex work research field has expanded significantly in recent years, and a myriad of studies have highlighted diverse forms of injustice that sex workers endure. Sex workers…
Abstract
The sex work research field has expanded significantly in recent years, and a myriad of studies have highlighted diverse forms of injustice that sex workers endure. Sex workers are a marginalised and criminalised population and thus researchers have an ethical responsibility to undertake research that challenges existing social conditions and can help support sex worker-led campaigns for change. But what does ‘making a difference’ mean in the context of sex work research and what factors may constrain the extent to which this can be achieved? In this chapter, I explore the promise and pitfalls of undertaking politically engaged, activist research on sex work. I do so by reflecting on my experience as a researcher in the New Zealand context. The aim of this chapter is to unpack the challenges of undertaking research for social change and to explore the possibilities for strengthening the impact of research in this ideologically charged area.