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1 – 10 of 504Amy Paros, Michael Taylor and Robert M. Yawson
The purpose of this paper is to provide an experiential learning exercise that develops student understanding of social networks within organizations. Understanding these networks…
Abstract
Purpose
The purpose of this paper is to provide an experiential learning exercise that develops student understanding of social networks within organizations. Understanding these networks can foster complete access to information and inclusive decision-making that translates into career success.
Design/methodology/approach
This experiential learning classroom exercise supports all student learning styles using a puzzle to teach students to apply social network theory toward real-world decision-making. This exercise is best used in small and medium-sized classrooms with ideally 15–40 students. This simulation could be used during 50 up through 120-min class sessions.
Findings
The game-like environment created by this exercise helps extend real-world understanding that may traditionally be lost with a lecture. Components within this simulation provide balanced consideration for many different learning styles. This exercise has been used successfully within a graduate-level leadership and decision-making course in at least ten sessions over 5 years.
Practical implications
This is a real-time theory to practice application exercise where an experiential activity is deployed for students to understand the practical implications and application of a theoretical concept.
Social implications
Organizations have internal social networks connecting employees. These connections are how information is dispersed and knowledge is shared. When these networks are understood and effectively used, it can result in more comprehensive problem-solving, valuable collaboration and the maximization of subject matter expertise within the organization.
Originality/value
This is a “how-to” teaching and pedagogical exercise. It is original with the benefit of its flexibility and adaptability in the classroom.
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Steve Lambert, Nikolaos Dimitriadis, Matteo Venerucci and Mike Taylor
The purpose of this viewpoint paper is to explore the fixation of the eyes of human resource (HR) professionals' when identifying emotions in the context of workplace research and…
Abstract
Purpose
The purpose of this viewpoint paper is to explore the fixation of the eyes of human resource (HR) professionals' when identifying emotions in the context of workplace research and to propose measures that might support them in their role.
Design/methodology/approach
This paper combines a contemporary literature review with reflections from practice to develop more nuanced understandings of 39 HR professionals' ability to recognise emotions. This paper used eye-tracking technology more commonly used in laboratory-based students to explore the fixation of the eye when identifying emotions.
Findings
The preliminary findings suggest that HR professionals with higher levels of emotional recognition principally focus on the eyes of the recipient, whereas those with lower levels or emotional recognition focus more so the nose or the randomly across the face, depending on the level of emotional recognition. The data suggest that women are better than men, in the sample group at recognising emotions, with some variations in recognising specific emotions such as disgust.
Research limitations/implications
The viewpoint paper proposes a number of implications for middle leaders and suggests that middle leaders should proactively seek out opportunities to be engaged in activities that support the Default Mode Network (DMN) function of the brain and subsequently the relationship-orientated aspects of leadership, for example, coaching other staff members. However, it has to be recognised that the sample size is small and further work is needed before any generalisations can be made.
Originality/value
This paper offers a contemporary review underpinned by a preliminary study into HR professionals' ability to recognise emotions.
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