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The purpose of this paper is to introduce a novel direction of enquiry into predictions of employee turnover through the application of a qualitative method adapted from…
The purpose of this paper is to introduce a novel direction of enquiry into predictions of employee turnover through the application of a qualitative method adapted from marital research. This method focuses on diagnosing the relationship, and has been able to predict divorce with an accuracy of over 90 per cent, as opposed to existing turnover prediction methods’ modest success of about 30 per cent. By demonstrating that the method can be applied to turnover research, this study completes a seminal step in developing this promising direction of enquiry.
The Oral History Interview method for predicting divorce is adapted to employment settings, and tested on Australian legal and healthcare employees. A qualitative analysis of their responses maps the results from this inquiry onto separation-predicting processes identified in marital research. The results are compared to turnover data collected two years later.
Similar relational processes exist in marital and employment relationships when the marital relationship diagnostics method is applied to organisational settings, demonstrating the utility of this tool in the employment context. Preliminary turnover data indicate that some relational processes are significantly associated with employee turnover.
Future research should examine the predictive power of this tool on a larger sample, and apply it to a wider range of professions, tenure, and positions.
The results indicate that it is viable to diagnose an employment relationship using this diagnostics method developed in marital research.
The novel perspective offered in this paper has potential to greatly improve this employment relationship across jobs and organisations, thus improving organisational productivity and individual wellbeing.
Researchers of employee turnover and practitioners seeking to understand and manage it can benefit from this novel and practical perspective on employment.
The purpose of this paper is to propose a new conception of the “good teacher” – that of the teacher-as-mentor, or, as the author refer to it, the “mentoring teacher,” who…
The purpose of this paper is to propose a new conception of the “good teacher” – that of the teacher-as-mentor, or, as the author refer to it, the “mentoring teacher,” who is equipped with heutagogical skills aimed at promoting self-determined learning through dialogic teaching. This conception appears to be better suited than current conceptions for the twenty-first century and the postmodern era.
The conception is based on an interpretative textual analysis of western educational philosophies and of the nature of postmodernity.
The mentoring teacher, presented to be the “good teacher” for the new era, is provided with skills associated with heutagogy: a pedagogical approach that emphasizes the individual’s need to learn autonomously and independently and that regards the capacity to do so as a basic skill for living and lifelong learning in the changing world. Using dialogic teaching, mentoring teachers equipped with heutagogical skills can navigate their teaching to promote the self-learning abilities of different learners and better prepare them to navigate the challenges of the current era.
This paper presents one perspective on looking at the changes that have occurred in the conception of the good teacher in western society and offers one point of view of the image of the new good teacher, hoping it might stimulate new thinking on the need to reconsider the role of the teacher in contemporary western society.
Placing the focus on teachers’ skills as opposed to students’ needs, which is much more common, invites discussion regarding the image of the good teacher and teacher education.