Search results

The personalities, style and job demands of top ranking police officers have never before been seriously analysed. Here, by using a management development survey, key personality characteristics and the management and interpersonal styles of top ranking officers are identified. The views of chief officers are discussed, together with an examination of the necessary qualities required. Ways in which senior officers can improve their performance through management training and development and how this can assist their professional growth and development, are emphasised.

The police service has been encouraged to become a “self-reforming sector”, yet there is an acknowledgement of a “blame culture” within the policing. The purpose of this paper is to explore the barriers to “self-reform”, as identified by chief officers, and propose a series of strategies to help inform the future of police leadership.

The research is primarily underpinned by a series of semi-structured interviews with chief constables and a series of four workshops.

The paper argues that contemporary police cultures, and approaches to failure, are not conducive to the realisation of a “self-reforming” sector. It is proposed that strategic future leaders should consider establishing a common process for organisational learning whilst simultaneously encouraging cultural change that de-stigmatises failure and supports the development of adaptive and networked learning organisations.

The research is limited by exclusively drawing on the perspective of chief officers and does not engage a representative cross section of the police service. The absence of detailed analysis of Her Majesty’s Inspectorate of Constabulary findings to complement the review of IPCC recommendations is a limitation that weakens subsequent conclusions. Finally, this research would benefit considerations of potential structural and organisational changes that would support the realisation of a “self-reforming sector”.

This research supports work by the National Police Chiefs’ Council to deliver police reform.

The paper is informed by new and original qualitative research explicitly focused on the perspective of senior police leaders.

This study aims to identify how and why chief learning officers (CLOs) build the learning organization. The study was undertaken in the conceptual framework of leadership and change by using the lens of the Marquardt Systems Model.

This exploratory study used semi-structured interviews with 20 participants. The purpose of the interviews was to understand the themes and subthemes associated with how CLOs define and build the learning organization, as well as the activities and strategies they use to build a learning organization.

Four major conclusions were drawn from the study: CLOs collaborate and encourage others to collaborate both within and outside of the organization; they assess and measure learning and development programs consistently; they seek and secure funding and resources; and they have a vision for the learning organization and realize that vision through strategy development and implementation.

This study is the first to provide comprehensive research on how CLOs build learning organizations, as well as the first to analyze this role using the Marquardt Systems Model.

Personnel costs typically account for 60% or more of total operating expenses in health systems, and as such beome a necessary focus in most if not all substantive health reform adaptations. This study sought to assess whether strategic alignment of the human resource (HR) and learning functions was associated with greater adaptive capacity in U.S. health systems.

Data were gathered using a survey that was distributed electronically to chief human resource officers from two U.S.-based associations. The survey included questions about organizational structure, strategic human resource management, strategic learning, and organizational response to health reform.

Significant correlations were found between strategic alignment of HR and HR’s involvement in responses related to cost control (r=0.46, p<0.01); quality improvement (r=0.45, p<0.01), and patient access (r=0.39, p<0.01). However, no significant relationships were found between strategic alignment of organizational learning and HR involvement with these responses.

Results suggest that HR structure may affect an organization’s capacity for adaptive response. Top-management teams in health systems should consider positioning HR as part of the core leadership team, with a reporting relationship that allows HR to maximally participate in formulating and implementing organizational adaptation.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds his/her own impartial comments and places the articles in context.

This research looks at the role of chief learning officers (CLOs), at how they create and develop a learning organization, and at what they need to achieve success. There are four main themes behind the role of a CLO: funding and resources; networking, collaboration, and building a community; having a vision and a strategy; and measuring, assessing, and using feedback.

This paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The purpose of this paper is to put forward the position of chief learning officer (CLO) as a potential new role or models for new roles in libraries wishing to integrate human resources, strategic planning, and budgeting.

The paper reviews the history and present functions of the CLO role in the corporate world, correlating work within the library field with key aspects of the position as way by which to conceptualize the integration of disparate library operations.

The position of CLO has not yet entered the library and information science (LIS) discourse.

Libraries that do not have CLO-like positions in their organizations may benefit from adopting or adapting the position to their libraries.

The paper introduces the CLO position to the field of LIS.

This is an account of how the London Borough of Bromley introduced an approach to Management Development based around a performance appraisal mechanism (which they call Performance Review) from autumn 1985 to spring 1986. The need for an improvement in management methods and approaches was inspired by a strong and imaginative paper on “survival management style” published by the Chief Executive in June 1985. This was a time when local government in Britain was thinking very seriously about its right to continue doing what it had traditionally regarded as its own. However, the strong guidelines contained in the Chief Executive's paper were not in themselves capable of getting a common approach to better management started on its own. It needed much more in the way of structure and order, and this is what the management development programme set out to provide.

The middle‐aged Chief Architect who heads the massive Architects Department of a London borough was bitterly bemoaning how his circle of professional friends, as they advanced in their chosen professions, continued to act as expert professionals: “Barristers become QCs and take the most technically demanding briefs, surgeons graduate to brain surgery or organ transplants and personally perform the most technically demanding operations. I'm at the top of my profession as an architect—and what do you think I do? I sign letters!”

The purpose of this article is to provide an interview with Andrew Kilshaw.

The interview is conducted by an independent interviewer.

Andrew Kilshaw is Chief Learning Officer at Nike Inc., responsible for overseeing the development needs of over 37,000 employees in Nike's global work‐force. His varied background led from studies at Manchester University and Coventry Business School, to IMD, Lausanne, where Andrew received an MBA with distinction. Andrew has since worked with numerous top‐tier global companies, and specializes in leadership development and talent management.

The paper provides insights from Andrew Kilshaw about his role at Nike Inc., the learning and development profession, and strategies to develop and retain talent.

This paper aims to clarify the need for Chief Knowledge Officers (CKOs) and explain how some recent views on competencies for educational guidelines, a Knowledge Management (KM) competency model and expansion of practice management concepts make the need for CKOs clearer.

This viewpoint was developed in response to recent publications disparaging the idea of a CKO. The method used was to extract ideas from published and in-work papers to establish the basis for and explain the postulated Unified Competency Theory of KM and its implications regarding the need for CKOs.

CKOs are needed to ensure that all organizationally relevant functions’ knowledge and KM assessments and/or audits are individually complete and collectively sufficient. A risk/opportunity management role also provides justification.

This paper mainly limits its discussion to the papers that comprise research leading to the Unified Competency Theory of KM, its implications and an updated practice management model. Other points of view that might substantiate or refute the conclusions have not been addressed.

The KM field needs to better identify KM’s risk and opportunity management role and functional imperative. Organizations may need to reevaluate their directions with regards to KM and a CKO.

It extends the concept of practice management to permit differentiating disciplines. It provides new rationale for CKOs.