Simon Levinson, Pieter Willem Nel and Louise-Margaret Conlan
There is a gap in the literature regarding the experiences of newly qualified Clinical Psychologists (NQCPs) working within Child and Adolescent Mental Health Services (CAMHS) in…
Abstract
Purpose
There is a gap in the literature regarding the experiences of newly qualified Clinical Psychologists (NQCPs) working within Child and Adolescent Mental Health Services (CAMHS) in the National Health Service (NHS). This paper aims to explore three aspects of newly qualified Clinical Psychologists’ experiences: their transition and development; working in multi-disciplinary teams located in large organisations; and support and coping in the role.
Design/methodology/approach
Seven participants each engaged in one semi-structured interview, and an interpretative phenomenological analysis was conducted.
Findings
Three super-ordinate themes emerged from the analysis: A big jump, the transition from trainee to NQCP; The support of home comforts, old and new; and Acknowledging and desiring ongoing development.
Originality/value
Implications and recommendations for both Clinical Psychology training programmes and NHS employers are discussed, to support the development and wellbeing of this staff group, and in turn the clinical population they serve. These include gradually increasing caseloads on training, a staggered workload at the outset of the transition, and CAMHS teams ensuring appropriate supervision for NQCPs.
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Colette Rabin and Grinell Smith
The purpose of this paper is to explore social studies from the moral perspective of an ethic of care. Care ethics considers not only the cognitive skills but also the affective…
Abstract
Purpose
The purpose of this paper is to explore social studies from the moral perspective of an ethic of care. Care ethics considers not only the cognitive skills but also the affective dimensions of educative experiences for how they might forward an ethical ideal of caring.
Design/methodology/approach
This case study was conducted in a second-grade classroom at a small, diverse, urban, independent K-8th grade elementary school. Data were gathered from six sources: notes from the participating second-grade teacher’s planning meetings over the course of a two and a half month unit of instruction about genealogy; lesson plans and observation notes; interviews of participating teachers; interviews with participating students; surveys of students; and the second-grade teacher’s reflective journal. The authors took a phenomenological approach to data analysis, examining the entire data set and conducting inductive interpretive coding to identify emergent themes.
Findings
The authors found that adopting the theoretical perspective of care ethics helped a novice elementary teacher revise his/her approach to social studies instruction. Care ethics led to the teacher coming to see himself/herself as a teacher of care ethics, focusing on dialogue over stories to teach caring in diverse contexts, and highlighting social aspects of the curriculum. The students’ descriptions of their learning indicate that they perceived a larger purpose for their social studies lessons – in this case, participation in social life – and that this perception contributed to their engagement.
Research limitations/implications
The study was conducted at one school site where the teachers enjoyed the intellectual freedom to infuse new perspectives such as care ethics into their curriculum. More research needs to be done to explore the feasibility of application of these ideas elsewhere.
Practical implications
Implications include how adopting an ethic of care provides a larger purpose for social studies that may deepen the educative experience, both for the teacher and for the students. Adopting an ethic of care in social studies might help cultivate students’ inclination to act in more caring ways toward one another.
Originality/value
This paper addresses the overlooked ethical purposes of teaching social studies from a care ethics perspective.
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Manish Kumar and Hemang Jauhari
In today’s scenario when loyalty can no longer be demanded from employees, the extent of organizational identification (OID) of employees predicts outcomes of organizational…
Abstract
Purpose
In today’s scenario when loyalty can no longer be demanded from employees, the extent of organizational identification (OID) of employees predicts outcomes of organizational interest. It is therefore essential for organizations to foster the sense of oneness in employees. Since, need satisfaction lies at the core of human motivation, the purpose of this paper is to test if satisfaction of learning, performance, and relatedness needs at workplace could influence employees’ identification with the organization.
Design/methodology/approach
For this study, the authors collected data from 365 professionals representing diverse work backgrounds and analysed it using structural equation modelling approach.
Findings
Results suggest that OID is positively influenced by satisfaction of these three needs and about 45 per cent of its variance is explained by these needs.
Originality/value
The study corroborates the relevance of the three needs in organizational context. Although not a part of design of the study, nonetheless the study sheds light on methodological and theoretical possibilities of salience of needs. Therefore to the best of awareness, this study stands apart from other studies exploring relationship of disparate needs with OID. The authors believe the study enriches social identity theory literature in indicating that researchers should not only consider focusing on relationship of needs variables with OID but also the dynamics of interaction between various needs among themselves as well as on their differential relationship with OID.
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The relationship between employees and their employers has been conceptualized as involving a “psychological contract” (PC). The PC construct is assumed by many to have a key role…
Abstract
The relationship between employees and their employers has been conceptualized as involving a “psychological contract” (PC). The PC construct is assumed by many to have a key role to play in understanding organizational behavior, and there has been a proliferation of writing regarding PCs in recent years. The history of the construct, however, has remained under‐reported, and largely undiscussed. This articles seeks to contribute to the evolution of the PC construct by providing a richer, more thorough historical perspective than can be presently found in the PC literature. The origins and early development of the PC construct are traced through a review of books, articles, and unpublished dissertations. Observations regarding historical developments are linked to the current state of the literature, and the implication of these observations for the future direction of the PC literature is briefly discussed.
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The purpose of this paper is to explore emerging issues related to conducting research of an ethnographic nature for a case study based within the school environment where the…
Abstract
Purpose
The purpose of this paper is to explore emerging issues related to conducting research of an ethnographic nature for a case study based within the school environment where the author is a teacher and faculty coordinator.
Design/methodology/approach
This research paper provides an outline of the experience of the researcher. The research was a single site case study incorporating participants from different faculties and with different roles. The approach taken here allows for consideration of some key arguments in related literature, and the consideration of the voice and experience of the researcher.
Findings
This paper contributes to the understanding of the complexity of ethnographic style research including the needs of both researcher and participants. The need for an ability to move between a multiplicity of roles as school teacher, faculty coordinator, participant in activities and researcher, and the demands of this requirement are considered. Further, the effect of this complexity on the notion of voice in research writing is also discussed.
Research limitations/implications
The research was conducted by a single researcher at a single site. This presents some limitations in terms of the likelihood that while these issues may be present in a range of ethnographic case study environments, they may be experienced in disparate ways.
Originality/value
This paper examines the role of the researcher conducting an ethnographic case study. It contributes to the broader literature related to educational research through consideration of the personal decision making by the researcher and complex demands of this type of research. This is achieved through a contextualisation of the researcher's experiences within key arguments in relevant literature. It purports that whilst this approach to research is demanding, there are organisational advantages as well as important benefits related to knowledge, connection and understanding all of which can enrich the research process and the meaning ascribed to findings.
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Lynn M Shore, Lois E Tetrick, M.Susan Taylor, Jaqueline A.-M Coyle Shapiro, Robert C Liden, Judi McLean Parks, Elizabeth Wolfe Morrison, Lyman W Porter, Sandra L Robinson, Mark V Roehling, Denise M Rousseau, René Schalk, Anne S Tsui and Linn Van Dyne
The employee-organization relationship (EOR) has increasingly become a focal point for researchers in organizational behavior, human resource management, and industrial relations…
Abstract
The employee-organization relationship (EOR) has increasingly become a focal point for researchers in organizational behavior, human resource management, and industrial relations. Literature on the EOR has developed at both the individual – (e.g. psychological contracts) and the group and organizational-levels of analysis (e.g. employment relationships). Both sets of literatures are reviewed, and we argue for the need to integrate these literatures as a means for improving understanding of the EOR. Mechanisms for integrating these literatures are suggested. A subsequent discussion of contextual effects on the EOR follows in which we suggest that researchers develop models that explicitly incorporate context. We then examine a number of theoretical lenses to explain various attributes of the EOR such as the dynamism and fairness of the exchange, and new ways of understanding the exchange including positive functional relationships and integrative negotiations. The article concludes with a discussion of future research needed on the EOR.
Muriel Mignerat and Katty Marmenout
Cultural, social, and psychological perspectives on mergers assume conflict to be an important mediator of post-merger outcomes. Yet, despite a growing literature on the human…
Abstract
Cultural, social, and psychological perspectives on mergers assume conflict to be an important mediator of post-merger outcomes. Yet, despite a growing literature on the human side of mergers, conflict in mergers remains poorly understood.
Based on the disputing perspective and negotiated order theory, a contextual and dynamic approach is presented along with propositions to guide future empirical research in the form of a process model of post-merger order negotiation.
When negotiating the post-merger order, different issues emerge that are embedded in the broader context of the merger.
Adopting this theoretical framework allows us to understand the intergroup dynamics and antagonistic behavior observed in mergers.
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Leonard Karakowsky and Kenneth McBey
Little research attention has addressed the notion of the organization as a facilitator or inhibitor of adult learning or personal growth and development. This theory paper…
Abstract
Little research attention has addressed the notion of the organization as a facilitator or inhibitor of adult learning or personal growth and development. This theory paper attempts to identify individual‐level and organizational‐level factors that can influence the potential for learning and development in the workplace. Along with the presentation of a theoretical framework, a number of research propositions are generated with the aim of encouraging management scholars and practitioners to more fully consider the impact of the workplace on adult learning and development.
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Research on mentorship has been dominated by the West and little is known about the cultural variations of the mentoring phenomenon in Asian countries. A richer understanding of…
Abstract
Research on mentorship has been dominated by the West and little is known about the cultural variations of the mentoring phenomenon in Asian countries. A richer understanding of the cultural context that is more attuned to mentoring experience in Asia can help to improve workplace experience, in general, for those working in and for those who intend to work in the region. This chapter captures the important theoretical lenses in the mentoring literature, and also provides a clear demarcation between negative mentoring and dysfunctional mentoring. This is followed by contextualizing mentoring as per four of Hofstede's six cultural dimensions by dwelling on mentoring experience in countries such as China, India, Pakistan, Japan, South Korea and Taiwan. It is hoped that this chapter will pave the way for further research, which may be a precursor for theory development.