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21 – 30 of over 1000Clive Trusson, Donald Hislop and Neil F. Doherty
This paper responds to a recent trend towards reifying “knowledge hoarding” for purposes of quantitative/deductive research, via a study of information technology (IT) service…
Abstract
Purpose
This paper responds to a recent trend towards reifying “knowledge hoarding” for purposes of quantitative/deductive research, via a study of information technology (IT) service professionals. A “rhetorical theory” lens is applied to reconsider “knowledge hoarding” as a value-laden rhetoric that directs managers towards addressing assumed worker dysfunctionality.
Design/methodology/approach
A qualitative study of practicing IT service professionals (assumed within IT service management “best practice” to be inclined to hoard knowledge) was conducted over a 34-day period. Twenty workers were closely observed processing IT service incidents, and 26 workers were interviewed about knowledge-sharing practices.
Findings
The study found that IT service practice is characterized more by pro-social collegiality in sharing knowledge/know-how than by self-interested strategic knowledge concealment.
Research limitations/implications
The study concerns a single occupational context. The study indicates that deductive research that reifies “knowledge hoarding” as a naturally occurring phenomenon is flawed, with clear implications for future research.
Practical implications
The study suggests that management concern for productivity might be redirected away from addressing assumed knowledge-hoarding behaviour and towards encouraging knowledge sharing via social interaction in the workplace.
Originality/value
Previous studies have not directly examined the concept of knowledge hoarding using qualitative methods, nor have they considered it as a rhetorical device.
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Susan J. Paik, Lindsey T. Kunisaki, Vinh Q. Tran and Kenya R. Marshall-Harper
The purpose of this study is to discuss the significance of “contextual factors” on the talent development of underserved populations. Understanding the “context” and background…
Abstract
Purpose
The purpose of this study is to discuss the significance of “contextual factors” on the talent development of underserved populations. Understanding the “context” and background of an individual provides greater insight into their life experiences (Paik, 2013). Race, class and gender, in particular, play a role in one’s life, providing both barriers and opportunities.
Design/methodology/approach
To examine contextual and other factors, in-depth biographical case studies were systematically studied across 10 diverse notable artists and scientists. Over 85 autobiographies, biographies and other sources were carefully content-analyzed for commonalities and differences in artists’ and scientists’ lives.
Findings
Because of their ascribed statuses (e.g. race, class, gender), these individuals had to navigate their unique school and life circumstances. Within their sociocultural contexts, however, key relationships (e.g. parents, teachers, mentors and peers) helped mitigate the challenges. All artists and scientists had a “village” – key stakeholders who invested in them at every stage of their talent development.
Practical implications
Parents, teachers, mentors and peers are not only critical, but they are lifelines for talent development. Key implications discuss the role of contextual factors and support networks for aspiring diverse artists and scientists.
Originality/value
The theoretical framework for this study is based on the productive giftedness model (PGM) (Paik, 2013, 2015). PGM includes 10 key psychosocial and environmental factors and how they influence “productive giftedness” (e.g. achievements, accomplishments, leadership). Within the model, both “alterable” and “contextual factors” provide access to different opportunities, support and resources. The model is considered generalizable and applicable for diverse populations.
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Stefanie Oliveira Antunes, Verity Wainwright and Neil Gredecki
This paper aims to provide an overview of current suicide prevention across the UK criminal justice system (CJS). It considers shortcomings in current provision and how…
Abstract
Purpose
This paper aims to provide an overview of current suicide prevention across the UK criminal justice system (CJS). It considers shortcomings in current provision and how improvements could be made by drawing on international practice. Recommendations for practice going forward and suggestions for future research are made based on the literature.
Design/methodology/approach
This paper provides an overview of suicide prevention research to date. Relevant literature was identified through a basic journal article search, including terms such as “probation”, “criminal justice system”, “suicide”, “suicide prevention”, “UK” and “suicide theory”.
Findings
This paper highlights opportunities to improve practice based on the current evidence base, making several recommendations and suggestions for practice, including improving multi-agency cooperation through clearer distribution of responsibilities, simplifying data sharing and investing in trauma-focussed suicide training for staff.
Practical implications
This paper considers how research and psychological theory has informed suicide prevention practice in the UK. Limitations and challenges in applying theory to practice are explored, in the context of research with frontline staff who use such policies. This review proposes potential improvements to suicide prevention implementation to reduce suicide across the wider CJS.
Originality/value
This article represents an overview of the existing literature as well as possible future ideas for policy. It is therefore a piece that represents the viewpoint of all involved authors.
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Elizabeth Hughes, Neil Robertson, Cheryl Kipping and Claire Lynch
Dual diagnosis poses particular challenges for inpatient mental health services. Workers have low levels of training, clinical experience and support to deliver integrated care…
Abstract
Dual diagnosis poses particular challenges for inpatient mental health services. Workers have low levels of training, clinical experience and support to deliver integrated care that combines mental health and substance use interventions. In addition, inpatient workers have to balance being therapeutic with ensuring that illicit substance use does not occur on the wards. This often leads to confrontation and poor engagement.In order to improve the capabilities of the workers to deliver more effective interventions for this group of service users, dual diagnosis training should be a high priority for acute inpatient services. However, there are a number of challenges in the implementation of this including lack of resources to fund training and specialist roles, lack of time to attend training (and supervision), and lack of time to implement learning in routine care.This paper will describe the policy drivers for the improvement of dual diagnosis care in acute psychiatric inpatient services, and how two initiatives in London are overcoming some of the obstacles and showing some promising initial outcomes. This paper will make recommendations for future research and developments.
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Neil Brewer, Patricia Mitchell and Nathan Weber
This study examined the relationship among biological sex, gender role, organizational status, and conflict management behavior of males and females in three similar…
Abstract
This study examined the relationship among biological sex, gender role, organizational status, and conflict management behavior of males and females in three similar organizations. Individuals (N = 118) from upper and lower status organizational positions completed the Rahim Organizational Conflict Inventory‐II, in the context of two recalled organizational conflicts (Rahim, 1983a), and the Bern Sex Role Inventory (Bern, 1974). After controlling for biological sex, when compared with other gender roles masculine individuals were highest on the dominating conflict style, whereas feminine individuals were highest on the avoiding style, and androgynous individuals on the integrating style. Further, upper organizational status individuals were higher on the integrating style, while lower status individuals reported greater use of avoiding and obliging styles.
Russell Ashmore and Neil Carver
The purpose of this paper is to determine what written information is given to informally admitted patients in England and Wales regarding their legal rights in relation to…
Abstract
Purpose
The purpose of this paper is to determine what written information is given to informally admitted patients in England and Wales regarding their legal rights in relation to freedom of movement and treatment.
Design/methodology/approach
Information leaflets were obtained by a search of all National Health Service mental health trust websites in England and health boards in Wales and via a Freedom of Information Act 2000 request. Data were analysed using content analysis.
Findings
Of the 61 organisations providing inpatient care, 27 provided written information in the form of a leaflet. Six provided public access to the information leaflets via their website prior to admission. Although the majority of leaflets were accurate the breadth and depth of the information varied considerably. Despite a common legal background there was confusion and inconsistency in the use of the terms informal and voluntary as well as inconsistency regarding freedom of movement, the right to refuse treatment and discharge against medical advice.
Research limitations/implications
The research has demonstrated the value of Freedom of Information Act 2000 requests in obtaining data. Further research should explore the effectiveness of informing patients of their rights from their perspective.
Practical implications
Work should be undertaken to establish a consensus of good practice in this area. Information should be consistent, accurate and understandable.
Originality/value
This is the only research reporting on the availability and content of written information given to informal patients about their legal rights.
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Vaughn Schmutz, Sarah H. Pollock and Jordan S. Bendickson
Previous research suggests that women receive less critical attention and acclaim in popular music. The authors expect that gender differences in the amount and content of media…
Abstract
Previous research suggests that women receive less critical attention and acclaim in popular music. The authors expect that gender differences in the amount and content of media discourse about popular musicians occur because music critics draw on the cultural frame of gender as a primary tool for critical evaluation. In order to explore the role of gender as a frame through which aesthetic content is evaluated, the authors conduct detailed content analyses of 53 critical reviews of two versions of the popular album 1989 – the original released by Taylor Swift in 2014 and a cover version released by Ryan Adams less than a year later. Despite Swift’s greater popularity and prominence, the authors find that reviews of her version of the album are more likely to focus on her gender and sexuality; less likely to describe her as emotionally authentic; and more likely to use popular aesthetic criteria in evaluating her music. By contrast, Ryan Adams was more likely to be seen by critics as emotionally authentic and to be described using high art aesthetic criteria and intellectualizing discourse. The authors address the implications of the findings for persistent gender gaps in many artistic fields.
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Sara Bonesso, Fabrizio Gerli, Anna Comacchio and Laura Cortellazzo
Research has extensively underlined the positive impact of emotional, social and cognitive competencies on leadership effectiveness. Despite the fact that literature acknowledges…
Abstract
Research has extensively underlined the positive impact of emotional, social and cognitive competencies on leadership effectiveness. Despite the fact that literature acknowledges that these competencies can be learned from different experiences over a person’s lifetime, research has mainly focused on leadership development in adulthood. Through the case study of the Ca’ Foscari Competency Centre, this chapter advances the understanding on how higher education can favour leadership development at the early stage, in terms of identity formation and self-regulation, through the implementation of the intentional change theory, considering that this learning process varies according to different developmental trajectories.
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Anupama Narayan and Debra Steele‐Johnson
The purpose of this article is to understand the role of individual and relational self‐concepts on various team processes and outcomes in a team context.
Abstract
Purpose
The purpose of this article is to understand the role of individual and relational self‐concepts on various team processes and outcomes in a team context.
Design/methodology/approach
Participants (n=470) worked in dyads on a computer‐based truck dispatching task, deciding as a team which task activities to perform and in what order. The authors assessed differential relationships between individual and relational self‐concepts and various team processes (e.g. trust) and outcomes (satisfaction).
Findings
Subjective task complexity was influenced primarily by individual self‐concept, specifically their core self‐evaluations. Trust in others was influenced primarily by individuals' relational self‐concepts, specifically their teamwork predisposition. Intrinsic motivation and satisfaction were influenced by both individual and relational self‐concepts.
Research limitations/implications
Future research should examine these effects in teams larger than dyads, with other types of tasks, over longer time periods, and with non‐college student samples.
Practical implications
Depending on the task type, a practitioner might cue different self‐concepts to increase individuals' focus on team performance, individual performance, or both. For example, if the team task is highly interdependent and reciprocal in nature, then the team can be trained together or provided information to cue relational self‐concept.
Originality/value
This paper focuses on the construct of individual and relational self‐concepts and their effects on individual functioning in a team context. The results support and extend prior research by demonstrating that outcomes in a team context can be identified and examined in relation to individual conceptions of the self, relational conceptions of the self, or by both.
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