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1 – 10 of over 7000Edward Daly, Denelle Mohammed, Cheryl Boglarsky, Patrick Blessinger and Rana Zeine
Facilitation and Task Facilitation are important components of healthy supervisory/managerial relationships among higher education professionals. Juniors are guided by superiors…
Abstract
Purpose
Facilitation and Task Facilitation are important components of healthy supervisory/managerial relationships among higher education professionals. Juniors are guided by superiors who play a supervisory/managerial role in professional development. The purpose of this paper is to examine the impact of Interaction Facilitation and Task Facilitation on supervisory/managerial relationships among higher education professionals.
Design/methodology/approach
The Human Synergistics International Organizational Effectiveness Inventory® was used to survey faculty and administrators at public and private higher education institutions. The authors analyze Interaction Facilitation and Task Facilitation, which focuses on people-oriented and task-oriented skills, respectively.
Findings
The authors demonstrated the negativity of current organizational cultures on organizational effectiveness measures in higher education institutions. The authors analyze Interaction Facilitation and Task Facilitation, which focuses on people-oriented and task-oriented skills, respectively. Results revealed average scores for both measures fell undesirably below the Historical Averages and Constructive Benchmarks in private and public not-for-profits, private for-profits, faculty, administrators, males and females.
Practical implications
To increase follower satisfaction and improve task and contextual performance in higher education institutions, the authors recommend defining the leader’s influence within supervisory/managerial relationships, increasing flexibility in contextual/situational factors, clarifying the role of supervisors, aligning individual and organizational goals in millennials, and maintaining collegiality.
Social implications
The findings suggest that organizational effectiveness in higher education institutions may benefit from thoughtful revision of leadership strategies, better alignment of individual with organizational goals, and continuous cultivation of constructive organizational cultures.
Originality/value
This study has identified the need to ameliorate the practice of Interactive Facilitation and Task Facilitation styles in higher education institutions. Ineffective supervisory/management styles in higher education have a negative impact on the organization cultures reducing the practice of constructive work behaviors.
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It is quite common today for teams to use facilitators to expedite group process and help the teams reach desired goals. As the use of facilitators becomes widespread, however…
Abstract
It is quite common today for teams to use facilitators to expedite group process and help the teams reach desired goals. As the use of facilitators becomes widespread, however, people called in as facilitators may find themselves also being expected to serve as leaders, mediators, and/or instructors' to name only a few of the combined roles that exist. Some of this confusion over the duties of the facilitator arises because people use the term “facilitate” rather loosely to cover a variety of activities. In this paper the authors discusses the definition of facilitation, the differing goals of basic and developmental facilitation, interventions techniques and tools that might be used, facilitator skills needed, and desired outcomes. I also raise questions related to each of these areas that might improve the chances of having a desirable outcome for all involved in the facilitation.
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Xinyan Wang, Jianqiao Liao, Degen Xia and Tao Chang
The purpose of this paper is to develop and test a model that identifies the impact of organizational justice on work performance. The model examined the mediating role played by…
Abstract
Purpose
The purpose of this paper is to develop and test a model that identifies the impact of organizational justice on work performance. The model examined the mediating role played by organizational commitment and leader‐member exchange (LMX) in linking organizational justice and work performance.
Design/methodology/approach
The data were collected from 793 completed questionnaires sampling employees from industries across the People's Republic of China. The questionnaire included scales to measure organizational justice, organizational commitment, LMX, and work performance. The measurement of constructs and the hypothesized relationships among variables were assessed by the use of structural equation modeling. The Baron and Kenny approach was used to test the mediating effects.
Findings
First, the relationship of organizational justice to work performance was mostly indirect, mediated by organizational commitment and LMX. Second, among the three kinds of organizational justice, interactional justice was the best predictor of performance. Lastly, organizational commitment accounted for more of the variance than LMX did in the mediating mechanism.
Research limitations/implications
The model developed in this article provides important insights in the study of the relationship between organizational justice and work performance. Future research needs to examine the model using a cross‐national sample.
Originality/value
The link between organizational justice and work performance was mostly mediated by organizational commitment and LMX.
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Robert Kerr, John Garvin, Norma Heaton and Emily Boyle
This paper investigates the relationship between managerial emotional intelligence (EI) levels and a rating of leadership effectiveness (subordinate ratings).
Abstract
Purpose
This paper investigates the relationship between managerial emotional intelligence (EI) levels and a rating of leadership effectiveness (subordinate ratings).
Design/methodology/approach
The study involved administering the Mayer Salovey Caruso emotional intelligence test (MSCEIT) EI test to 38 supervisors within a large manufacturing organisation. Ratings of supervisory leadership effectiveness were assessed via subordinate ratings on an attitude survey detailing questions relating to supervisor performance. Altogether data were collated from a total of 1,258 survey responses.
Findings
The overall results of the data analysis suggest that half of the MSCEIT scores may act as a strong predictor of leadership effectiveness, particularly the branches within the experiential EI domain (r=0.50, p<0.001). Interestingly, the relationship between supervisor ratings and the reasoning EI domain (r=−0.12) was not as expected.
Practical implications
These findings endorse the validity of incorporating EI interventions alongside the recruitment and selection process and the training and development process of managerial personnel. However, they also question the conceptual validity of a key branch (managing emotions) of the MSCEIT.
Originality/value
Although EI is viewed as a key determinant of effective leadership within leadership literature there is a relative dearth of supporting research that has not used student sample populations or a conceptually suspect model of EI within their research methodology.
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Habsah Muda, Zaharah Salwati Baba, Zainudin Awang, Natasha Shazleen Badrul, Nanthakumar Loganathan and Mass Hareeza Ali
The rationale for the postgraduate supervision measures for higher education by the call for universities to adopt a systematic practice in postgraduate supervision through new…
Abstract
Purpose
The rationale for the postgraduate supervision measures for higher education by the call for universities to adopt a systematic practice in postgraduate supervision through new supervisors' exposure to creative ways of monitoring. This paper aims at understanding, improving and validating the content of behavioral supervision measures using the expert review and pretesting analysis.
Design/methodology/approach
The authors developed, modified and operationalized the items based on the developmental supervision theoretical concept by Glickman (1980) to measure the behavioral supervision of postgraduate in higher education. The authors obtain comments and verification from experts for content validity and criterion validity. Later, the authors do pretesting of face validity.
Findings
The result of the expert review and pretesting, analysis, provides measures (items) for the following seven stages (components) of postgraduate behavioral supervision: listening/clarifying; encouraging; presenting/demonstrating; negotiating/problem-solving; directing; standardizing and reinforcing.
Practical implications
The findings contribute to the rational development of supervision measures and functional transformation in the postgraduate supervision process in higher education at national and international contexts.
Social implications
These supervision measures, if practiced by the supervisors and postgraduates' students, will accelerate and achieve the aspiration initiative of the Ministry of Higher Education. In general, based on the needs identified, the positive impact of this study can improve national and international postgraduate program educational outcomes.
Originality/value
There is limited number of empirical research which resulted in postgraduate behavioral supervision measures in the context of higher education.
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More and more organisations are using teams to solve problems, plan for the future and improve products, processes and services. One method of enhancing group effectiveness is to…
Abstract
More and more organisations are using teams to solve problems, plan for the future and improve products, processes and services. One method of enhancing group effectiveness is to use a facilitator. Facilitators, however, need to be trained in order to accomplish their role effectively. This can only be achieved successfully if trainers are aware of the competencies and skills needed to undertake the facilitation process. Explores the facilitation process and presents both the general and specific competencies that are essential for facilitation. General competencies are those that are vital no matter what type of group is meeting. Specific competencies, on the other hand, are those that are distinctive to the level of group development. Groups that are highly experienced and well‐developed will require the facilitator to have more sophisticated skills than groups that are less‐developed.
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Jakob Trischler, Per Kristensson and Don Scott
The purpose of this paper is to explore the conditions under which a co-design team comprised of in-house professionals and leading-edge service users can generate innovative…
Abstract
Purpose
The purpose of this paper is to explore the conditions under which a co-design team comprised of in-house professionals and leading-edge service users can generate innovative service design concepts.
Design/methodology/approach
The investigation used a field-experimental design to conduct two studies. Observations and open-ended questionnaires were used to examine cross-comparison matrices with experts rating the generated outcomes and t-tests being used to compare the outcome ratings between teams of different compositions.
Findings
The outcomes produced by a co-design team seem to be linked to the team diversity – process facilitation relationship. Bringing a variety of knowledge and skills into the team can lead to original outcomes, while a high disparity between members’ backgrounds can require extensive efforts to facilitate a collaborative process. Separation between users’ objectives can result in a user-driven process and outcomes that are too specific for the broader marketplace. Co-design teams that characterize minimum separation, maximum variety, and moderate disparity are likely to produce the most promising results.
Research limitations/implications
The research was restricted to a narrowly defined study setting and samples. Future research should replicate the current study in other service contexts using different team compositions.
Practical implications
Co-design requires the careful selection of users based on their background and motivations, as well as the facilitation of a process that enables the team to collaboratively transform relevant knowledge into innovative outcomes.
Originality/value
The research contributes to a better understanding of the team composition – process facilitation relationship affecting innovation outcomes. Doing so provides a more fine-grained picture of the co-design team composition and the facilitation requirements for service design.
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Reflects on the impact of politics on facilitation. The aim of facilitation is to establish and maintain an environment in which learning is created. Central to this aim is the…
Abstract
Reflects on the impact of politics on facilitation. The aim of facilitation is to establish and maintain an environment in which learning is created. Central to this aim is the need to work with power relations between organisations, groups and facilitators. Facilitation may be thought of as a part of the political dynamics at play in systems. Discusses three propositions: that organisations are political, facilitation is political and facilitators are political. Proposes a framework showing four positions of awareness about the politics of facilitation. Offers the framework to those who wish to learn more about being a facilitator, and to those who wish to teach others about facilitation. Aims to add to understanding about how facilitators may act more confidently, authoritatively and ethically in the complex, dynamic and unpredictable role of facilitator.
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Sonya L. Jakubec, John Parboosingh and Barbara Colvin
Scholarship about communities of practice (COP) is uncovering evidence that interactivity between community members contributes to improvement in practice. Leadership and…
Abstract
Purpose
Scholarship about communities of practice (COP) is uncovering evidence that interactivity between community members contributes to improvement in practice. Leadership and facilitation are crucial elements of successful COP implementation. The purpose of this paper is to describe an innovative COP facilitator ' s course and report on the experiences of participants in the first course.
Design/methodology/approach
In response to this need and emerging evidence, an on-line COP facilitator ' s course was developed and implemented in Alberta, Canada, in 2011. This course included a home-based COP practicum, introductory face-to-face session, an on-line discussion board moderated by faculty and on-line learning modules. Evaluation of the course was formalized in a qualitative study incorporating content analysis of postings, semi-structured interviews of successful participants and narrative responses to questions in a post course survey.
Findings
A total of 15 of 22 participants perceived they acquired basic knowledge about community facilitation by completing the self-learning modules and assignments. Many did not establish home-based COP and only partially participated in the interactive components of the course. Six participants successfully completed the course by establishing home-based COP and actively participating in the social and interactive components of the course. They perceived they met course objectives and greatly benefited from participation in the course, in particular when they pushed themselves to facilitate in new and different ways, and when they were actively engaged with their home-based COP where they could practice and receive feedback.
Research limitations/implications
While the main reasons why participants dropped out or failed to complete all course components were reported, the experiences and perceptions of six participants who successfully completed all course components form the major part of the evaluation of the course and hence introduce bias. A more in depth analysis of why learners are reluctant to engage in participatory learning could be the focus of further studies.
Practical implications
The following key recommendations emerged in the study alongside recommendations for further study of best practices in supporting COP facilitation. First, a formal interview before enrollment into the COP facilitator ' s course is recommended to reinforce the comprehensiveness, time commitment and the practical applications intended within the course. Second, methods of “aggressive facilitation” with skilled COP facilitators can best model facilitation to those involved in the course. Third, supporting course participants to trial out a diversity of community facilitation skills in the safety of the course is crucial to success.
Originality/value
The collaboration, networking and interactivity of interdisciplinary health care workers is of tremendous consequence to health outcomes and a vital concern to practitioners and administrators. Little is currently understood of the leadership and facilitation of the COP models and these discoveries lend a timely contribution to the field.
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Describes a 15‐year learning journey, working with clients todevelop skills facilitation. Set against the backdrop of the changingrole of facilitation in UK business – from the…
Abstract
Describes a 15‐year learning journey, working with clients to develop skills facilitation. Set against the backdrop of the changing role of facilitation in UK business – from the domain of the training room, via use of designated facilitators working with quality groups, to a central place in leadership and management practice. Case studies and details of competence research illustrate different approaches to skills development. Suggests that the influence of context on the facilitation role is crucial, and needs to inform the type of development process suited to a particular situation. Anticipates that facilitation will be acknowledged increasingly as a central process of organization change rather than limited to designated positions. Facilitating in “unknown territory” will require people to discard pre‐prepared scripts, dispense with the safety of “facilitator neutrality” and be open to profound processes of change.
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