The purpose of this paper is to share how SoftServe launched a new internal communications platform Workplace by Facebook.
Abstract
Purpose
The purpose of this paper is to share how SoftServe launched a new internal communications platform Workplace by Facebook.
Design/methodology/approach
For a global company like SoftServe, operating in over 30 locations in Europe and the USA, it was crucially important to have an internal communications platform, which can effectively connect over 4,000 employees and be available on-the-go from any device.
Findings
The introduction of corporate social network helped to make internal communication two-sided, more informal and easy. This paper indicates the results of a new tool launch in terms of associates’ engagement and change in a mode of communication.
Originality/value
The case-study reveals step-by-step story on the introduction of a new communication tool to employees.
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What does evidence‐based health care add to the numerous initiatives in the UK over the last 10 years to improve the quality, effectiveness and efficiency of health care? The…
Abstract
What does evidence‐based health care add to the numerous initiatives in the UK over the last 10 years to improve the quality, effectiveness and efficiency of health care? The health care research and development industry has evolved into a patchwork of activities — clinical audit, clinical effectiveness, health services research, health outcomes, health technology assessment, quality in health care, clinical guidelines, systematic reviews, and medical informatics — with many blurred boundaries. Is evidence‐based health care just an old product in a new package, or does it offer new concepts?
The behaviour of managers oriented to learning from action is reviewed, and analysed in relation to the work of Kolb, Honey and Mumford. It is proposed that there is a difference…
Abstract
The behaviour of managers oriented to learning from action is reviewed, and analysed in relation to the work of Kolb, Honey and Mumford. It is proposed that there is a difference between action and experience. The steps necessary to convert action into experience are defined, following an examination of blockages and defensive routines.
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“Real time” experiential learning formanagers appears to be taxing on theemotions and tough on the nerves.How readily can this be changed byequipping managers to learn…
Abstract
“Real time” experiential learning for managers appears to be taxing on the emotions and tough on the nerves. How readily can this be changed by equipping managers to learn more congenially? It is argued that such a mission borders on the impossible. Some of the psychological and cultural barriers that would be encountered are examined and the strong, opposing institutional forces that will need to be contended with are considered.
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Ruth Marlow, Lorraine Hansford, Vanessa Edwards, Obioha C Ukoumunne, Shelley Norman, Sara Ingarfield, Siobhan Sharkey, Stuart Logan and Tamsin Ford
The purpose of this paper is to explore the feasibility of a classroom management course as a public health intervention. Improved socio-emotional skills may boost children’s…
Abstract
Purpose
The purpose of this paper is to explore the feasibility of a classroom management course as a public health intervention. Improved socio-emotional skills may boost children’s developmental and academic trajectory, while the costs of behaviour problems are enormous for schools with considerable impact on others’ well-being.
Design/methodology/approach
In total, 40 teachers attended the Incredible Years (IY) Teacher Classroom Management (TCM) intervention in groups of ten. Afterwards teachers attended focus groups and semi-structured interviews were completed with headteachers to explore whether TCM was feasible, relevant and useful, research processes were acceptable and if it influenced teachers’ practice and pupils. Teachers completed standardised questionnaires about their professional self-efficacy, burnout and well-being before and after attendance.
Findings
In all, 37/40 teachers completed the course. Teachers valued sharing experiences, the support of colleagues in the group and time out to reflect on practice and rehearse new techniques. Most teachers reported that they applied the strategies with good effect in their classrooms. Teachers’ questionnaires suggested an improvement in their self-efficacy in relation to classroom management (p=0.03); other scales changed in the predicted direction but did not reach statistical significance.
Research limitations/implications
Although preliminary and small, these feasibility study findings suggest that it was worthwhile proceeding to a definitive randomised controlled trial (RCT).
Practical implications
Should the RCT demonstrate effectiveness, then the intervention is an obvious candidate for implementation as a whole school approach.
Originality/value
Successful intervention with one teacher potentially benefits every child that they subsequently teach and may increase the inclusion of socio-economically deprived children living in challenging circumstances in mainstream education.
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Proposes a new way of looking at learning that reflects the complexity and messiness of life. While inefficient learning habits are just that, the long‐standing cycle, circle…
Abstract
Proposes a new way of looking at learning that reflects the complexity and messiness of life. While inefficient learning habits are just that, the long‐standing cycle, circle, wheel or spiral of learning theory is too neat and organized. Criticizes the Honey and Mumford approach to learning styles for adopting an approach to experience that is behavioural at the expense of the meaningful aspects of experience. Theorizing and experiencing are one action, not two. People are practical theorists. They use the learning elements of Kolb, Honey and Mumford, etc., but in a varying sequence. The result is rich and complex patterns. Action learning’s theory of learning provides an example of this pattern. People often display this pattern in their knowing‐in‐action. The learning cycle is a convenient simplification that is best used for after‐the‐event reflection. Underlying these contrasting theories are two schools of thought ‐ traditional analytic and interpretive science. Proposes the need to use interpretive science to develop action as thinking.
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Breanne K. Litts, Melissa Tehee, Jennifer Jenkins, Stuart Baggaley, Devon Isaacs, Megan M. Hamilton and Lili Yan
As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work…
Abstract
Purpose
As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work, especially with and in diverse project teams. The purpose of this paper is to provide a critical examination of adopting a culturally disruptive approach in a research–practice partnership (RPP) that includes Indigenous and non-Indigenous researchers, designers and educators who worked together to collaboratively design culturally situated experiences for sixth graders.
Design/methodology/approach
Following a design-based implementation research methodology, data from design and implementation are presented as two case studies to illustrate key findings.
Findings
Leveraging the frame of culturally disruptive pedagogy, key tensions, disruptions, self-discoveries and resulting pedagogical innovations are outlined. While the authors experienced multiple forms of disruptions as researchers, designers and educators, they focused on tracing two powerful cases of how culturally disruptive research directly and immediately resulted in pedagogical innovations. Together the cases illustrate a broader shift toward interdependence that the team experienced over the course of the school year.
Research limitations/implications
A new frame for conducting culturally disruptive research is presented. Both the theoretical application and practical implementation of this frame demonstrate its usefulness in conceptualizing culturally situated research through cultivating an uncomfortable yet generative interdependence.
Practical implications
Findings include examples and strategies for how to practically conduct multi-sector, interdisciplinary research and teaching. Scholars and educators share their stories which illustrate the practical impact of this work.
Originality/value
Critical insights presented in this paper build on and contribute to the growing body of work around RPPs, community-based research and other critical partnership methods.
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Inez Fainga'a-Manu Sione, Andrew Harvey, Jaimee Stuart, Matt Statham, Naomi Pelite, Faamanuia Aloalii and Ruta Aloalii
This paper identifies the value of Indigenous processes in developing a reciprocal working relationship between a Pasifika grass roots community organisation, Pasifika Church and…
Abstract
Purpose
This paper identifies the value of Indigenous processes in developing a reciprocal working relationship between a Pasifika grass roots community organisation, Pasifika Church and an Australian university. The focus is on the capacity of Indigenous methodologies to authentically attain equity, diversity and inclusion, during the development of stakeholder partnerships, particularly when there are power and resource imbalances between parties.
Design/methodology/approach
This paper is about the process of how Pasifika methodologies, namely talanoa, e-talanoa and teu le va, were used to create positive reciprocal relationships in a culturally grounded manner. The outcome was an agreement of the three stakeholders, the Pasifika Church, the Pasifika organisation and a tertiary institute to work together on a community educational and training project.
Findings
The agreement by all parties to adopt Indigenous methodologies from inception enabled the process to be community-led in a culturally safe manner. Critically, these cultural processes established a foundation of trust, expanding possibilities for shared work and projects. For migrant communities, the advocacy and employment of cultural methodologies can empower them through negotiations to maintain their sovereignty over their Indigenous knowledge and priorities. Similarly, it is important for universities and mainstream organisations not only to acknowledge power imbalances and to support community-led priorities but also to cede power around processes of negotiation and discussion.
Research limitations/implications
This is an experience of four organisations working together. It is uncertain whether the same outcome could be attained with other organisations, personalities and cultural groups.
Practical implications
The same principles may be harnessed for other migrant communities, allowing for their cultural practices to inform the ways in which stakeholders work together as opposed to the often-dominant euro-centric practices of the West. It is a deliberate effort that privileges Indigenous ways of being, knowing and doing.
Social implications
Migrant communities that perhaps may be subject to the more Western dominant environment are empowered to use their cultural frameworks to create an equal ground with government, tertiary and not-for-profit stakeholders.
Originality/value
This article is one of the first in Australia to document how talanoa, e-talanoa and teu le va were used to develop a working partnership in a culturally grounded manner to uphold the sovereignty of grassroots Indigenous organisations. This strengthens relationships between migrant communities and mainstream organisations. It outlines Pasifika protocols and successful use of equitable decision-making, led by a grassroots community organisation, a Pasifika Church, whilst liaising with a multi-campus university.