Search results

The purpose of this paper was to examine the definitions of global leadership and indigenous leadership, identify leadership capacities inherent in human resource development (HRD) and determine relationships of the three as a means to develop a model to aid and guide opportunities for future research.

Following a two-stage integrative literature review of HRD, global and indigenous leadership literature, the grounded theory constant comparative method established 31 positive and 1 negative leadership domains, and respective capacities, and compare domains from literature.

The Global Leadership Capacity Wheel informs researchers of strengths and areas for additional research, has resulted in a more complete model of global leadership and calls for increased clarity for leadership capacity model development, especially for complex, global environments and local constructs and theories.

Although the literature had adequate representation in the business and organizational acumen and managing people and relationships central global leadership domains, more research and reporting is required for managing self and indigenous leadership capacity development subdomains.

Leadership development is a high priority and core function of HRD. The Global Leadership Capacity Wheel provides a tool for scholars and practitioners to guide global leadership development programs and research.

Understanding the relationships of leadership capacities from global and indigenous perspectives is helpful to examine cultural, identity and macro-contextual dimensions and their influence on leadership.

The Global Leadership Capacity Wheel provides a type of road-map, a holistic representation, in the context of developing global leaders in today’s complex environment.

The purpose of this paper is to explore the views and experiences of probation staff working with individuals convicted of a sexual offence who have been prescribed medication to manage sexual arousal (MMSA).

Semi-structured interviews were utilised with a sample of probation staff (offender supervisors and managers, n=12), who supervise individuals convicted of a sexual offence, either in prison, or post-release in the community. Data were analysed using thematic analysis.

Two main themes emerged: barriers for probation staff and suspicious but hopeful. Theme 1 encapsulates factors that prevent probation staff from engaging with MMSA; theme 2 highlighted the samples’ uncertainty and mistrust of the use of medication as a potential tool for risk management and scepticism about individuals’ motivations, particularly in the community.

The main limitation of this study was the differing levels of knowledge the sample had about MMSA and their subsequent ability to discuss MMSA other than in a theoretical sense.

Practical implications include the need for further training for probation staff, improved collaboration between departments and ongoing support for staff to support the success of the MMSA intervention.

This study offers a novel perspective on MMSA – that of the probation staff supervising prisoners taking MMSA. This has not been explored before, and the findings and associated implications are of importance for the treatment and care of those convicted of sexual offences.

This chapter argues the importance of ritualised family occasions in the moral economy of intergenerational families. The chapter draws on 34 semi-biographical interviews with 13 men and 21 women aged 20–90, focussing on stories about troubled or failed rituals. The analysis shows that family members depend on the support and recognition of each other to maintain their moral identities. Ritualised occasions work as magnifying glasses, focussing and intensifying the ongoing relationship work, and forcing family members to take stock and signpost the state of their social bond, and as cultural reference points, providing a window into normative expectations of how parents and adult children should perform relatedness.

The purpose of this paper is to examine the expectations women have of their women managers and/or women employees and to suggest personal and organizational strategies to strengthen those relationships.

Building on a first phase of research using narrative inquiry into the lived experiences of women managing and/or being managed by women, workshops were held with 13 participants to explore their relationship expectations of women managers and/or employees.

While the participants initially believed they expected the same things of a manager or employee irrespective of gender, a closer examination revealed gender-based expectations. Women expect a higher degree of emotional understanding and support from a woman manager, than they would from a man. They also expect a woman manager to see them as an equal, take a holistic view of them as people, understand the complexities of their lives and provide flexibility to accommodate those complexities.

This is an exploratory study in an under-researched area. Extensive further research is warranted.

Understanding the expectations women have of their women managers enables the development of both personal and organizational strategies aimed at strengthening those relationships.

These findings begin a dialogue on the often-unspoken and unrecognized gender-based expectations women have of their relationships with women managers and/or women employees. Although considerable research exists on gender stereotypes in the workplace, little research exists on these gender-based relational expectations.

To date, higher education frameworks for teaching and learning are not designed to focus on interdisciplinary subject matters like sustainability. Consequently, based on an in-depth literature review, this chapter presents a theoretical framework for teaching and learning about sustainability. Within this framework, it is posited that opportunity to learn (OTL) about sustainability can directly influence promising practices of teaching and learning about sustainability (including both cognitively responsive teaching and teaching for sustainability) along with transformative sustainability learning outcomes. Additionally, it is posited that OTL can indirectly affect transformative sustainability learning outcomes by directly influencing promising practices of teaching and learning about sustainability. This in turn directly influences transformative sustainability learning outcomes. Implications from this framework offer a distinctive way to frame sustainability-specific subject matter and teaching practices. With respect to practice, this framework can provide critical information to instructors about how to teach sustainability. With regards to conceptual contributions, this framework can guide further research through this precise framing of discussions, as well as guiding data collection and analyses. Also, scholars can continue to examine the framework for facets that are most important, and continue to fine-tune it as it further develops and demonstrates its viability.

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.

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).

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.

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.

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.

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.

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.

This chapter presents a theoretical and evidence-based investigation of the contribution that national educational systems make to the development of and transition to a knowledge economy in the Arabian Gulf, generally, and Saudi Arabia, specifically. The challenges to creating an Arabian Gulf knowledge economy are twofold. One is a functional and structural challenge of developing a knowledge economy-oriented mass education system. The other is a cultural and contextual challenge of aligning Arabian Gulf expectations, traditions, and norms with institutionalized expectations for knowledge economies. The knowledge economy development challenge that is specific to national versus non-national Gulf populations, information and communication technology (ICT), and formal mass education systems is highlighted. The chapter concludes with a discussion of the role that national innovation systems play in knowledge economy development in the Arabian Gulf countries.

The paper aims to explore young people's experiences of having access to personal advisors (PAs), from Connexions, a support and guidance service.

Semi‐structured interviews were conducted, in two phases, with young people in a large new town. Thematic analysis highlighted significant issues and suggested factors that might differentiate between those in employment, education and training and those not in this position.

Young people's relationship with their Connexions PA emerged as a significant factor in mediating the extent to which they used the service as a “portal” to opportunities and resources. For some young people faced with complex and challenging circumstances, the relationship with their PA provided a uniquely stable and valued source of support.

Although drawn from a small and focused sample, the results suggests that the large‐scale cuts to the service, currently underway, could have a significant impact on young people in difficult circumstances.

The identity of the Connexions service creates issues of access for potential service users.

The research illustrates the positive impact that PAs can have in the complex and challenging situations which some young people encounter. It highlights the nature of the relationship developed with PA as a key issue in facilitating positive changes in the lives of young people. It also suggest that the categories of not in education, employment and training and education, employment and training are too simplistic as descriptors of the young peoples lives or the work undertaken with them by PAs.