Reflexive Practices and Competences for Addressing Change
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In this conceptual paper, we explore how individuals respond to a need to change when faced with the revelation of something undesirable about their social – and particularly organizational – conte ...Keywords:
Reflexivity
Revelation
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When a workgroup of educators determines to develop an online teaching capability, a number of fundamental change issues become apparent. For the manager, the issues relate to effecting a change process that is inclusive, sustainable and strategic. For the educators, the issues relate to their pedagogy, work practices and the power relations of the group, challenging their identities as academics. This paper examines the learning and development of one work group engaged in innovation and critiques its processes and outcomes in the light of some theories of organisational and individual change and the construction of work identity. Recommendations are made for sustainable change in similar contexts.
Workgroup
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Organizational Competence Provision - contributions from systemic perspectives on the management of people issues
Competence-based management
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The idea of a learning organization emerges from organizational cybernetics and results in agency staff having the means to use their skills and expertise to meet the needs of the organization's clients. Relevant to Title IV-E training programs, such organizational processes would maximize the use of knowledge and skills the graduates bring back to the agency. This article uses focus group data to explore how Title IV-E graduates perceive the potentialities of their agency as a learning organization. This analysis results in recommendations to improve organizational performance without impinging on existing agency resource constraints.
Learning Organization
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In the context of public value, it is argued that there is a need to adopt the learning organisation philosophy to manage public service organisations better. For collaborative work with public sector managers or in management education, a fictitious scenario is presented to develop the concept of the learning organisation as paradox. Faced with multiple and conflicting demands, public managers find it difficult to change organisational behaviour in response to new knowledge. The scenario demonstrates how learning organisation philosophy can be used to translate new knowledge into new behaviours. Key skills required for public managers to exploit the knowledge of all organisational members and confront the challenges of a contested concept, such as public value, are developed and comprise summarising evidence, making judgements, sharing thought processes on a contentious issue, and arriving at a consensus together. Contributions to public administration theory and practice are discussed.
Value (mathematics)
Public Value
Public Service Motivation
Knowledge Sharing
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Purpose: This paper shares the learning from a new course to explore and develop leadership by experts by experience involved in health and social care education provision, research and policy. Method: A Knowledge Café approach was used to provide opportunities for participants to explore and reflect together on shared experiences of what it means to be an expert by experience, and the extent to which the role can be understood in terms of grounded concepts of 'leadership'. Findings: The paper discusses how involvement as a service user emerged out of a personal drive to challenge and change appalling experiences of health and social care services. The paper goes on to illustrate this dynamic concept of leadership; the importance of networking with other users and carers, and, skills in enabling professionals to change. Argument and Conclusion: 'Professional leadership' is one of the domains of the UK Professional Capabilities Framework for social work defined as facilitated learning to include service users, carers and others involved.The call for a learning culture is not new and its application in complex practice and crisis points remains a current challenge. In contrast, the concept of Leadership discussed in this paper is grounded in experience and resonates with aspects of contemporary ethical, distributed and complex models of leadership but extends beyond organisations. Finally the paper raises the issue of learning opportunities available to experts by experience and the responsibilities for higher education and service providers to strengthen and support people in this complex role.
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How do we reshape management education beyond the design of courses and programs? This article helps us better understand the role of language and dialogue in discourse to effect change. To illustrate the power of language and dialogue in effecting change, we provide two examples which describe a student profile attributes framework and work portfolios as catalysts to actualize these profiles. Finally, we discuss challenges for management education and include questions reflecting important issues related to discourse and change and involve the reader in the dialogue: How do we talk about what we do?
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It is an unsettled issue between research traditions how we should negotiate the implied rather than acknowledged dispute between individual agency, i.e. the ability/need/urge of a manager to act on/in the world on the one hand and the functioning of a structured social system where management and employee initiatives, relations and reactions are crucial for the main activity. This chapter resolves parts of the debate by drawing on general activity theory and a digital tool for facilitating job-related group interaction.
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Decision makers in organisations, need a capacity to cope with moral conflicts which arise in their ordinary activities, that is, they need high ethical competence. This competence means (a) high e ...
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Mirroring
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Communication and, through it, language have become key elements of business and organizational life. How organizations interact within their walls and with the outside world fundamentally affects business processes, creating organizational culture, shaping public perceptions, and influencing consumer choices. This essay calls for a greater acknowledgment of language and communication and suggests that management educators may want to review how they are incorporated in management education curricula. Expanding on the skill-based approach typically adopted in business school classes, the essay points to the utility of exposing business students to the dual function of language as a means of doing work and as a social action that constitutes social reality. Drawing on examples from scholarship in linguistics and discourse analysis, the essay demonstrates that the ability to notice, identify, and reflect on linguistic and discourse practices is a crucial managerial skill. Nurturing such analytical and thinking skills enables people to become not only better communicators but also critical thinkers able to understand and challenge when social control, power, or injustice is enacted in organizations.
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