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Article
Publication date: 1 January 1986

ROSS TELFER and TREVOR SWANN

The Content Theories of Motivation — those of Maslow, Herzberg and Alderfer — yielded four criteria by which alternate promotion structures in N.S.W. High Schools could be…

389

Abstract

The Content Theories of Motivation — those of Maslow, Herzberg and Alderfer — yielded four criteria by which alternate promotion structures in N.S.W. High Schools could be evaluated. The four criteria are the extent to which the promotion structure: 1. Acts as a source of intrinsic motivation; 2. Is a source of job enrichment; 3. Allows for and encourages participative management; and 4. Offers non‐administrative career paths. The four criteria were used to evaluate the existing promotion structure in N.S.W. High Schools, the structure proposed in A Discussion Paper, the proposal of the N.S.W. Institute of Inspectors, and the promotion structure policies of the N.S.W. Teachers Federation. It was concluded that the existing promotion structure failed to satisfy any of the criteria. The proposal contained in A Discussion Paper advocated measures to meet all of the criteria except non‐administrative career paths, yet did not incorporate practical means of achieving such objectives. The policies of the N.S.W. Teachers Federation cannot be fully appraised until they are formulated into a concrete proposal. The proposal of the Institute of Inspectors went closest towards satisfying all criteria except that of participative management.

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Journal of Educational Administration, vol. 24 no. 1
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 28 June 2017

Kajsa Asplund, Pernilla Bolander and Andreas Werr

Performance management can play an important role in the implementation of strategic change, by aligning employees’ mindsets and behavior with organizational goals. However, the…

Abstract

Performance management can play an important role in the implementation of strategic change, by aligning employees’ mindsets and behavior with organizational goals. However, the ways in which employees react to change efforts aided by performance management practices are far from straight-forward. In this chapter, we develop a conceptual framework for understanding employees’ reactions to strategic change as a consequence of their occupational identities and their performance management outcome. We further apply the framework to an empirical study of a strategic change initiative in a school organization that was supported by a new performance management practice. We show how variations in perceived identity threat translate into four distinct patterns of emotional and behavioral reactions, where only one represents whole-hearted change acceptance. The study contributes to our understanding of individual- and group-level heterogeneity in reactions to strategic change, and also to a more nuanced conception of identity threat.

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Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78714-436-1

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Article
Publication date: 17 January 2019

Keith Trevor Thomas

The youth leadership development program is an opportunity to establish best practices for the development of youth and of the wider community. Based on underpinning research…

1484

Abstract

Purpose

The youth leadership development program is an opportunity to establish best practices for the development of youth and of the wider community. Based on underpinning research related to social cohesion and social capital, the purpose of this paper is to focus on connectedness is consistent with the work of Putnam (Bowling Alone).

Design/methodology/approach

Reflecting the multi-level character of all complex problems and also the need to explore common values, social networks and problem-solving mechanisms, the initial approach was a pre- and post-activity survey for participants, and focus groups with elders and parents. The pilot survey, however, revealed participants were unable to discriminate between the nominated Likert scales. The consequent approach turned to appreciative inquiry involving observational data and selected interviews with a random sample of participants from both gender groups, as well as focus groups with community elders.

Findings

The study presents findings from an experiential activity in a youth group to bridge social boundaries. Findings are presented using a social-ecosystem model. Key constructs relevant to a discussion of social cohesion and connectedness are discussed, and the youth development initiative identified bridging capital strategies and noted countervailing forces to engagement and successful integration. Central to effective social development strategies is the need for peer- and community-based initiatives to foster shared responsibility, hope and a sense of significance. The social-ecosystem framework offers a potential and realistic approach to enabling families and community groups to be the foundation of a safe and resilient country.

Research limitations/implications

A single case study, where the pilot survey revealed participants were unable to discriminate between the nominated Likert scales. The consequent approach turned to appreciative inquiry involving observational data and selected interviews with a random sample of participants from both gender groups, as well as focus groups with community elders.

Practical implications

Looking first at the participants in this program, engagement requires challenge and buy-in, much the same as in classroom-based educational strategies. There are some preconditions that vary by gender. For young men, there is a mask that they adopt. As well, there is a rift between fathers and sons – confirmed in the community consultation and a more general inter-generational gap that requires attention. There are competing tensions that emerge at the family, community and societal levels. For example, the prevailing discourse is on acute VE related responses. However, what is needed is a greater focus on building social cohesion. Conversely, if family commitment is an important motive to disengage from VE, then cultural realities such as fractured communities, lack of role models, as well as a lack of suitable knowledge and the infrastructure for people to deal with vulnerable youth makes the whole issue highly problematic.

Social implications

Central to community-based primary prevention responses and to bridging capital is the need for common values, strong social networks and shared problem-solving mechanisms. Table I presents a summary of key insights and countervailing forces (in italics and with a *) that illustrates a tug-of-war between different stakeholders in the social-ecosystem. This list is not exhaustive, but it provides a formative framework for the deeper exploration of community participation and evaluation of the cost-effectiveness of primary prevention.

Originality/value

An experiential approach to bridging social boundaries based on a youth development program in a refugee community is presented. Findings are presented using a social-ecosystem model was presented. Key constructs include an ecosystem model, and a framework that links social cohesion, capital and connectedness. The study presents ideas to activate bridging capital strategies and highlights countervailing conditions to engagement and development.

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Equality, Diversity and Inclusion: An International Journal, vol. 41 no. 7
Type: Research Article
ISSN: 2040-7149

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Article
Publication date: 8 April 2014

Stanley Ross

The goal of the leadership development process is to enable the individual to learn how to become a self-leader and for any organization to develop leaders. Self-leadership…

8774

Abstract

Purpose

The goal of the leadership development process is to enable the individual to learn how to become a self-leader and for any organization to develop leaders. Self-leadership represents an individual's ability to exercise control (self-efficacy) over his or her choice of situations in which to participate in and to provide intrinsic rewards that are usually associated with achieving goals. The paper aims to discuss these issues.

Design/methodology/approach

This study presents and describes a conceptual model that will help us to understand the critical dimensions (e.g. self-esteem) associated with self-leadership and the interrelatedness of these dimensions.

Findings

The conceptual model that the author describes in this paper provides a comprehensive overview of self-leadership that extends Neck and Manz's (2010) conceptual model. It does so by identifying all the critical super ordinate mediators referred to by Deci et al. (1981) as internal states (referred to in this study as “dimensions”). These “dimensions” are then organized into his or her own singular system which leads to specific types of behavior. Through elucidating the important mediators and learning about and understanding how behavior, an individual's internal processes and external forces influence each other (in what Manz, 1986; Bandura, 1978 refer to as reciprocal determinism), we can begin to understand how to design more effective leadership development programs. Additionally, by studying these mediators any organization can develop clearly defined profiles of potential leaders; in turn, this will help an organization screen candidates more effectively to fill leadership jobs.

Originality/value

This concept piece offers a comprehensive model of the self-leadership process that includes all the important issues and the relationship among the important issues.

Details

Journal of Management Development, vol. 33 no. 4
Type: Research Article
ISSN: 0262-1711

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Book part
Publication date: 13 August 2018

Robert L. Dipboye

Abstract

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The Emerald Review of Industrial and Organizational Psychology
Type: Book
ISBN: 978-1-78743-786-9

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Article
Publication date: 14 June 2018

Sheine Peart

The purpose of this paper is to explore the lived educational realities of black male students studying in further education (FE) colleges to understand how these experiences…

295

Abstract

Purpose

The purpose of this paper is to explore the lived educational realities of black male students studying in further education (FE) colleges to understand how these experiences compare to their experiences of statutory education. It describes the way in which students perceived and received education in both sectors and highlights the similarities and variations between the two.

Design/methodology/approach

Ethnographic methods including focus groups, individual interviews and naturalistic observations were used to investigate black male students’ perceptions of FE. These accounts were compared to their memories of compulsory schooling experiences to establish differences and similarities between sectors and to determine which educational approaches black male students identified as most useful.

Findings

The research established black males perceived there were significant differences between the two sectors and these differences had impacted on their ability to learn. These findings provide a useful reference point for educators seeking to evaluate their organisation’s education provision for black male students.

Social implications

This paper provides suggestions on what sorts of educational opportunities are appropriate and accessible for black males and which approaches help to support their educational achievement.

Originality/value

There are little research data which specifically discuss black male students’ experience of the FE sector. This paper will help teachers and managers at all organisational levels in FE (and in schools) review their provision and consider adopting approaches that may help to enhance black students’ educational journeys.

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Education + Training, vol. 60 no. 6
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 January 1978

Gordon Wills

BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is…

423

Abstract

BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.

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European Journal of Marketing, vol. 12 no. 1
Type: Research Article
ISSN: 0309-0566

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Article
Publication date: 14 November 2019

Vasiliki Bozani, Nick Drydakis, Katerina Sidiropoulou, Benjamin Harvey and Anna Paraskevopoulou

The purpose of this paper is to provide empirical patterns regarding trans people’s self-esteem-oriented evaluations during observations of positive workplace actions. The case of…

1570

Abstract

Purpose

The purpose of this paper is to provide empirical patterns regarding trans people’s self-esteem-oriented evaluations during observations of positive workplace actions. The case of a 2015 UK workplace guide is utilized to fulfil the aims. The guide provides suggestions to employers for recruiting and retaining trans people.

Design/methodology/approach

A new questionnaire is created which forms a 20-item scale capturing a variety of self-evaluations. Trans people provided their responses in a 2018–2019 survey and the study’s patterns were captured.

Findings

The outcomes suggest that trans people’s self-esteem and self-respect are enhanced by policy makers’ positive actions to promote inclusivity in the workplace. In addition, due to these actions trans people feel more accepted, valued and trusted by the government. The authors suggest that a lack of positive workplace actions may be detrimental to trans people’s self-esteem. However, if a workplace policy is perceived to be a recognition of trans people’s worth this may be internalized, resulting in positive self-evaluations. The authors suggest that the 2015 workplace guide aims to ensure that trans people’s self-expressions are not constrained in ways that could cause them self-esteem difficulties.

Practical implications

The study also finds that firms which have implemented the workplace guide have informed human resources strategies, affected corporate profiles and staff organizational behaviours, created a more inclusive workplace culture, and addressed LGBT business and trans staff members’ needs. The authors suggest that when employers utilize policy makers’ positive workplace policies they may be able to realize positive organizational outcomes in their firms.

Social implications

The World Health Organization perceives self-esteem as a public matter and this study suggests that inclusive workplace strategies can positively affect the psychological states of a highly marginalized population group.

Originality/value

To the best of the authors’ knowledge this is the first attempt to quantify how a workplace guide impacts on self-esteem-oriented evaluations among trans people. Each one of the 20 items in the scale brings new insights into the subject matter.

Details

International Journal of Manpower, vol. 41 no. 6
Type: Research Article
ISSN: 0143-7720

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Book part
Publication date: 13 August 2018

Robert L. Dipboye

Abstract

Details

The Emerald Review of Industrial and Organizational Psychology
Type: Book
ISBN: 978-1-78743-786-9

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Article
Publication date: 14 October 2007

Lesley Preston

School sex education has the potential to evoke a range of personal and political reactions. While it is usually agreed that sexuality should be ‘done’ in school, few agree on the…

256

Abstract

School sex education has the potential to evoke a range of personal and political reactions. While it is usually agreed that sexuality should be ‘done’ in school, few agree on the best way of ‘doing’ it. This article provides a personal account of the development of sex education at Shepparton South Technical School, Victoria, Australia from 1973‐1985. It is supported by interviews with the people involved in those events and archival materials, including media reports. It also documents the efforts of extreme right activists to discredit and stop programmes, and the State Liberal government’s attempt to formulate a policy on sex education. First I provide a general background to technical schools in Victoria in the 1970s followed by a discussion of Shepparton South Technical School specifically. I then discuss the development of the sex education (social biology) programme, the pivotal role of the Social Biology resource Centre, and the networks involved. I also describe the attacks on the programme in the late 1970s, and their origins and impact. I conclude with a discussion of the outcomes of this intense public scrutiny, and the demise of social biology and the secondary technical schools, the ‘techs’ in the 1980s.

Details

History of Education Review, vol. 36 no. 2
Type: Research Article
ISSN: 0819-8691

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