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This paper aims to report on a project undertaken in order to identify, develop and reflect on the leadership and managerial skills of clinicians. The main aim of the…
This paper aims to report on a project undertaken in order to identify, develop and reflect on the leadership and managerial skills of clinicians. The main aim of the project was to design, plan, organise and deliver a learning session for Foundation Year 2 Doctors within the premises of one of the largest NHS Foundation Trusts in the UK. The key theme of the learning session was the introduction of the notion of competent medical leadership in the NHS. A leadership role has been traditionally seen as the task of managers and as such clinicians have seemed reluctant to engage.
A two hour workshop was designed and delivered with the use of Open Space Technology. Foundation Year 2 doctors were invited to consider the importance of leadership in their everyday roles. An awareness of the Medical Leadership Competency Framework had been a key aspect of the learning session.
The project's outcome can be identified as being the encouragement of Foundation Year 2 doctors in considering their roles as leaders in their everyday tasks.
Design, planning, organisation and delivery of a two hour Open Space learning session with the Foundation Year 2 doctors portrays the session's learning potentials and the potential for such sessions to provide a platform for difficult discussions in the NHS. This is particularly beneficial where a cultural shift is needed in order to see a way forward, notably when facing significant change.
The purpose of this article is to demonstrate the immediate and practical value of a new way of thinking about organizations – not as machines, but as living things. The…
The purpose of this article is to demonstrate the immediate and practical value of a new way of thinking about organizations – not as machines, but as living things. The article contrasts an old view of organizations as machines with a new view of them as living things. It suggests that an “emergent” approach to setting strategy is one consequence of the new view. It then explores the power of fostering “emergent strategy” in two real‐life cases, one each from the corporate and community sectors. Finally, it details process steps and results. The author shows how two organizational development processes foster “emergent strategy:” “Open space technology” and “Grounded visioning”. “Open space technology” helps develop breakthrough strategies in business challenges that are complex, urgent, require diverse thinking, and spark conflict. “Grounded visioning” helps create a shared vision among large, diverse, and conflicted sets of stakeholders in record time. Senior leaders now have tools for finding strategic direction with large, diverse groups in complex, fluid, and conflicted situations. This article demonstrates the value of “emergent strategy” as an alternative to traditional, directive strategy setting processes used by senior leaders. It presents real‐life case examples from the corporate and community sectors in which this idea is put to use with spectacular results. It introduces senior leaders to two innovative organizational development processes – “Open space technology” and “Grounded visioning” – which they can use in their organizations to tap the natural intelligence of their people.
Explores the writer’s learning about open space technology ‐ from a first experience of it ‐ and also shares some of the content and conclusions of a session offered…
Explores the writer’s learning about open space technology ‐ from a first experience of it ‐ and also shares some of the content and conclusions of a session offered during an open space event. Describes the session entitled: “Is current management development appropriate for future roles in organizations?” Explains that one of the key observations was: “What has to be managed is changing”, which provides an exciting or daunting prospect depending on your perspective as a management developer. Outlines other conclusions from the session which focused on the future emphasis and direction of management development and the implications for the role of developers. These were reached through discussions on some of the trends in society, and through the sharing of knowledge and experiences within the group in an open space way. Concludes that the discussions were exciting and stimulating, and the conclusions offered provide a starting point for further exploration of the topic of management development, and for endorsement of the principles of open space as an energizing force to begin the journey.
The purpose of this paper is to critically assess integrated reporting so as to “broaden out” and “open up” dialogue and debate about how accounting and reporting…
The purpose of this paper is to critically assess integrated reporting so as to “broaden out” and “open up” dialogue and debate about how accounting and reporting standards might assist or obstruct efforts to foster sustainable business practices.
The authors link current debates about integrated reporting to prior research on the contested politics of social and environmental reporting, and critiques of the dominance of business case framings. The authors introduce research from science and technology studies that seeks to broaden out and open up appraisal methods and engagement processes in ways that highlight divergent framings and politically contentious issues, in an effort to develop empowering designs for sustainability. The authors demonstrate the strong resonance between this work and calls for the development of dialogic/polylogic accountings that take pluralism seriously by addressing constituencies and perspectives currently marginalized in mainstream accounting. The authors draw and build on both literatures to critically reflect on the International Integrated Reporting Council's (IIRC, 2011, 2012a, b, 2013a, b) advocacy of a business case approach to integrated reporting as an innovation that can contribute to sustainability transitions.
The authors argue that integrated reporting, as conceived by the IIRC, provides a very limited and one-sided approach to assessing and reporting on sustainability issues. While the business case framing on which it rests might assist in extending the range of phenomena accounted for in organizational reports, it remains an ideologically closed approach that is more likely to reinforce rather than encourage critical reflection on “business as usual” practices. Recognizing that the meaning and design of integrated reporting are still far from stabilized, the authors also illustrate more enabling possibilities aimed at identifying and engaging diverse socio-political perspectives.
Science and technology studies research on the need to broaden out and open up appraisal methods, together with proposals for dialogic/polylogic accountings, facilitates a critical, nuanced discussion of the value of integrated reporting as a change initiative that might foster transitions to more sustainable business practices.
The authors link ideas and findings from science and technology studies with literature on dialogic/polylogic accountings to engage current debates around the merits of integrated reporting as a change initiative that can contribute to sustainability. This paper advances understanding of the role of accounting in sustainability transitions in three main ways: first, it takes discussion of accounting change beyond the organizational level, where much professional and academic literature is currently focussed, and extends existing critiques of business case approaches to social and environmental reporting; second, it emphasizes the political and power-laden nature of appraisal processes, dimensions that are under-scrutinized in existing accounting literature; and third, it introduces a novel framework that enables evaluation of individual disclosure initiatives such as integrated reporting without losing sight of the big picture of sustainability challenges.
Social space, the central construct in field theory, offers dialogic organization development a generative image similar to open systems for diagnostic OD. Social space…
Social space, the central construct in field theory, offers dialogic organization development a generative image similar to open systems for diagnostic OD. Social space imagery enables people to think, feel, and act in ways that exercise greater choice over the realities they construct and that construct them. This process is illustrated through a “transitional space” that enabled people with severe disabilities to overcome stigma and isolation. Social spatial imagery moves dialogic OD away from systems imagery and language, addresses ambivalence about self and mind, clarifies the meaning of reality, and reconnects it to its Lewinian roots.
A dialogic approach to Ontario, Canada policy development was utilized to collaboratively re-conceptualize provincial Special Education qualification courses for teachers…
A dialogic approach to Ontario, Canada policy development was utilized to collaboratively re-conceptualize provincial Special Education qualification courses for teachers. The stories, perspectives and lived experiences of teachers, principals, supervisory officers, parents, school board special services personnel, students, and the public were included as essential voices and information sources within policy development conversations. These narratives of experience revealed the forms of knowledge, skills, commitments, and ethical stance necessary for teachers to support students with diverse and unique learning needs today and in the future. The transformative nature of narrative dialogue to enlighten, deepen understanding, and alter perspectives was illuminated. The policy development processes used in this publicly shared educational initiative served as a model of democratic dialogue. The inclusive and dialogic methods employed to collectively re-conceptualize special education courses illustrate an innovative framework for developing policies governing the public good. This model of democratic dialogue holds considerable promise for the future of teacher education policy and practice.
For our organisations to flourish, they need to engage the intelligence, creativity and energy of the whole workforce and involve all stakeholders. One way of doing this…
For our organisations to flourish, they need to engage the intelligence, creativity and energy of the whole workforce and involve all stakeholders. One way of doing this is to use whole system approaches to planning and implementing change and what have come to be known as large‐group methods. This article, the first of two parts, makes a case for these approaches and describes the major benefits, outlines their history and describes two well‐tried methods: future search and open space technology.
This chapter explores issues of quality teaching, learning, and assessment in higher education courses from the perspective of teaching fully online (polysynchronous…
This chapter explores issues of quality teaching, learning, and assessment in higher education courses from the perspective of teaching fully online (polysynchronous) courses in undergraduate and graduate programs in education at a technology university in Ontario, Canada. Online courses offer unique opportunities to capitalize on students’ and professors’ digital capabilities gained in out-of-school learning and apply them to an in-school, technology-enabled learning environment. The critical and reflective arguments in this paper are informed by theories of online learning and research on active learning pedagogies.
Digital technologies have opened new spaces for higher education which should be dedicated to creating high-quality learning environments and high-quality assessment. Moving a course online does not guarantee that students will be able to meet the course outcomes more readily, however, or that they will necessarily understand key concepts more easily than previously in the physically copresent course environments. All students in higher education need opportunities to seek, critique, and construct knowledge together and then transfer newly-acquired skills from their coursework to the worlds of work, service, and life. The emergence of new online learning spaces helps us to reexamine present higher education pedagogies in very deliberate ways to continue to maintain or to improve the quality of student learning in higher education.
In this chapter, active learning in fully online learning spaces is the broad theme through which teaching, learning, and assessment strategies are reconsidered. The key elements of our theoretical framework for active learning include (1) deliberate pedagogies to establish the online classroom environment; (2) student ownership of learning activities; and (3) high-quality assessment strategies.
This chapter explores the roles of maker spaces in promoting accessibility for and inclusion of library patrons with disabilities. The maker movement is a cultural trend…
This chapter explores the roles of maker spaces in promoting accessibility for and inclusion of library patrons with disabilities. The maker movement is a cultural trend toward creativity, and the disability community can gain both accessibility and innovation solutions from the maker movement.
This chapter is a case study, examining the development, outreach, partnership, engagement, and programing activities of the District of Columbia Public Library to establish an inclusive maker space. This library brings users and developers together to share information and innovate solutions for patrons with disabilities.
The maker space has been an important part of the suite of services for patrons with disabilities. The Adaptive Technology Program influences the application and implementation of assistive technology in the community through the maker movement, bringing innovative technology support, training, and events that act as models for further innovation in the community.
This chapter offers many ideas for inclusion and empowerment of patrons with disabilities through maker spaces, assistive technologies, and related programs and services. These ideas can be applied in other public libraries and in any other types of libraries wishing to use innovative technologies to serve patrons with disabilities.
With most people living in ‘archipelagoes of peripheries’ in a late capitalist global regime, on an earth struggling with environmental crises, the mission of learning…
With most people living in ‘archipelagoes of peripheries’ in a late capitalist global regime, on an earth struggling with environmental crises, the mission of learning environments is to provide the pod for growth, whether for kindergarten children, teenagers or adults in lifelong learning. The pod is both a protective and an enabling surrounding, and itself a living part of a greater organism. The paper proposes an approach to creation of learning environments through the intertwining of topographies - the owned and continual space of everyday life and dwelling; shrines - the spaces for the new, the exalted, the non habitual; and making by the community - the continual collaboration of the community, teachers and pupils in the design and re-design of the learning environments. All three counterparts are profoundly context related, soundly local and of uttermost significance to identity, belonging and hence wellbeing. The paper unfolds knowledge from diverse sources, ranging from scientific to phenomenological research, from non-conventional community-specific learning environments to historical precedents, and from architectural theory to practical-professional experience of the author. The resulting approach, summarized in a metaphorical nutshell as Topographies and Shrines aims at a pod-environment of learning: responsive, inclusive, and supportive.