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1 – 10 of 38The author argues for the use of unedited, fixed-camera-position video footage in relationally responsive research grounded in Bakhtinian dialogic theory. The purpose of this…
Abstract
Purpose
The author argues for the use of unedited, fixed-camera-position video footage in relationally responsive research grounded in Bakhtinian dialogic theory. The purpose of this paper is to offer an empirical example of such a use, and shows how this contrasts with an ethnomethodological interactionist use of similar types of video footage.
Design/methodology/approach
The empirical material is taken from an ethnographic study of a project group in the UK, in which video is used alongside other data during the fieldwork period.
Findings
The author proposes that the audio-visual detail of social interaction and the sense of experiential immersion upon re-viewing can provide a “talking back” dialogic potential for video recordings, that helps to show multiple narratives in social interaction other than the researcher’s original interpretation, and that points to new ways to engage with research participants.
Research limitations/implications
The paper focuses specifically on unedited video footage that is generated through fixed-camera positions. It is also limited to the ethnographic fieldwork period rather than the textual practices of writing up research.
Practical implications
The purpose and positioning of unedited, fixed-camera-position video footage in the empirical study is contrasted with other research approaches to video. Through this contrast, the paper offers methodological support for a way of using such footage which brings out a range of voices and alternative perspectives on social interaction.
Originality/value
The paper contributes to the methodological literature by discussing a research approach in which both interactionist and phenomenological qualities of video footage were combined to develop a radically reflexive (Cunliffe, 2003) purpose for video in relational research.
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The monograph analyses (a) the potential impact of informationtechnology (IT) on organisational issues that directly concern thepersonnel function; (b) the nature of personnel’s…
Abstract
The monograph analyses (a) the potential impact of information technology (IT) on organisational issues that directly concern the personnel function; (b) the nature of personnel’s involvement in the decision making and activities surrounding the choice and implementation of advanced technologies, and (c) their own use of IT in developing and carrying out their own range of specialist activities. The monograph attempts to explain why personnel’s involvement is often late, peripheral and reactive. Finally, an analysis is made of whether personnel specialists – or the Human Resource Management function more generally – will play a more proactive role in relation to such technologies in the future.
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John R. Turner, Rose Baker, Jae Schroeder, Karen R. Johnson and Chih-hung Chung
The purpose of this paper is to identify the different leadership development techniques used to develop leaders from the human resource development (HRD) and performance…
Abstract
Purpose
The purpose of this paper is to identify the different leadership development techniques used to develop leaders from the human resource development (HRD) and performance improvement (PI) literature, and to categorize the development techniques using Garavan et al.’s (2015) multifaceted typology of development where development has recently emerged in the literature as a “central and important process” (p. 360).
Design/methodology/approach
This literature review followed the guidelines for an integrative literature review presented by Torraco (2005) and Imel (2011). This literature review was a freestanding literature review designed to provide directions for future research and development within the HRD discipline.
Findings
This literature review categorized over 500 leadership development techniques and mapped them with previously identified leadership capacities into Garavan et al.’s (2015) development typology. Once mapped, the authors were able to identify the most common leadership capacities and related development techniques for each development domain in the typology.
Practical implications
This research provides a tool for identifying required leadership capacities and development techniques that could be used by scholars and scholar-practitioners to conduct further research, as an aid in designing future leadership development programs and as instructional materials in the classroom.
Social implications
Leadership is becoming a shared construct in today’s literature. Leadership as a shared construct has multiple shareholders, both internal and external of the agent. To better meet the needs of these shareholders, this research provides tools for the scholar and scholar-practitioner for leadership development that can be catered to one’s needs – as opposed to a one-size fits all strategy.
Originality/value
This paper highlights the HRD and PI literature, and provides a pragmatic tool for leadership development. This tool can be used by scholars for future research and for testing, as well as by scholar-practitioners for designing future leadership development programs.
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Peter A.C. Smith and Judy O’Neil
Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of…
Abstract
Many organizations now utilize action learning, and it is applied increasingly throughout the world. Action learning appears in numerous variants, but generically it is a form of learning through experience, “by doing”, where the task environment is the classroom, and the task the vehicle. Two previous reviews of the action learning literature by Alan Mumford respectively covered the field prior to 1985 and the period 1985‐1994. Both reviews included books as well as journal articles. This current review covers the period 1994‐2000 and is limited to publicly available journal articles. Part 1 of the Review was published in an earlier issue of the Journal of Workplace Learning (Vol. 15 No. 2) and included a bibliography and comments. Part 2 extends that introduction with a schema for categorizing action learning articles and with comments on representative articles from the bibliography.
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Diffusion channels, after all, consist of people. If there is no one in an organization with an understanding of mathematics, then information available only in mathematical terms…
Abstract
Diffusion channels, after all, consist of people. If there is no one in an organization with an understanding of mathematics, then information available only in mathematical terms is unavailable information. For this, among other reasons, many organizations employ mathematicians, as they employ physicists, chemists and engineers in a development role. Their effective use requires a good deal of organizational sophistication and tolerance of ambiguity.
Karen L. Samuels, Glenda Reynolds and Nick Turner
The dual purpose of this paper is (1) to describe and contextualize encounters between mentors' and mentees' differing needs in a leadership development programme and (2) to posit…
Abstract
Purpose
The dual purpose of this paper is (1) to describe and contextualize encounters between mentors' and mentees' differing needs in a leadership development programme and (2) to posit that practice negotiating frictional encounters constructs “good fit” between mentors and mentees and is a potentially important skill for leadership development.
Design/methodology/approach
The authors gathered data through qualitative, semi-structured interviews of mentors, mentees and mentoring programme staff participating in a mentoring programme for leadership development offered at a mid-sized Canadian business school. Using a grounded theory, interpretive analytical approach, the authors examine the notion of “good fit” and how it emerged in encounters between participants' diverse needs.
Findings
The authors identified participants' mentoring needs by eliciting their experiences of “good fit” in the focal leadership development programme. The findings revealed that encounters between contrasting needs fell into two categories: (1) the need for career advising versus leadership development and (2) the need for structured versus free-flowing conversation. Those encounters, in turn, generated opportunities for leadership development.
Practical implications
The findings have valuable implications for designing mentoring for leadership programmes. Namely, the authors propose pairing individuals with similar deeper-level qualities but diverse educational backgrounds and experiences to allow for practice in negotiating encounters with friction and contrast.
Originality/value
As an empirical study of mentoring for leadership development in practice, this study applies a dialectical approach to encounters across contrasting mentoring needs. In doing so, it locates leadership development potential in those frictional encounters.
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Richard C. Becherer, Mark E. Mendenhall and Karen Ford Eickhoff
Entrepreneurship and leadership may flow from the same genealogical source and the appearance of separation of the two constructs may be due to differences in the contexts through…
Abstract
Entrepreneurship and leadership may flow from the same genealogical source and the appearance of separation of the two constructs may be due to differences in the contexts through which the root phenomenon flows. Entrepreneurship and leadership are figuratively different manifestations of the need to create. To better understand the origin of entrepreneurship and leadership, research must first focus on the combinations or hierarchy of traits that are necessary, but perhaps not sufficient, to stimulate the two constructs. Factors that trigger a drive to create or take initiative within the individual in the context of a particular circumstance should be identified, and the situational factors that move the individual toward more traditional leader or classic entrepreneurial-type behaviors need to be understood.
Describes the efforts of the owner/directors of a private limitedcompany to put into place a succession strategy. Considers three majorthemes: second generation…
Abstract
Describes the efforts of the owner/directors of a private limited company to put into place a succession strategy. Considers three major themes: second generation entrepreneurs/management succession; action learning as a human resource development strategy and philosophy; and the learning organization. Concludes that people (and organizations) “learn” best from the priorities of the business, once they have been identified, and that organizational learning is really based on institutionalization of what has been learned – requisite learning.
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This article reviews the role of the facilitator, commencing withthe work of Kurt Lewin. It then goes on to describe a project on which afacilitator was engaged in a large British…
Abstract
This article reviews the role of the facilitator, commencing with the work of Kurt Lewin. It then goes on to describe a project on which a facilitator was engaged in a large British company. Facilitation in this case is concerned with communications and “clearing the air”, as well as operating mainly on a one‐to‐one basis. It concludes that before people can be helped to help themselves, communications must be unblocked and misconceptions cleared away. The article also discusses some of the issues in relationship to facilitation.
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