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The need for developing new entrepreneurial ways of thinking and acting has been in the agenda for the Organisation for Economic Co-operation and Development and the European Union countries. In line with their agenda, the Nordic Council of Ministers has been preoccupied with the development of entrepreneurial mindsets among the adult population. Seeking to meet the urgent need for developing entrepreneurial thinking, the Nordic Network for Adult Learning, together with the Nordic Council of Ministers, has elaborated and tested a Scandinavian model for stimulating entrepreneurial mindsets through the transformative learning circles. Based on the study of the TLC pilot project, this chapter explores the process of facilitation of entrepreneurial learning. The literature on entrepreneurial learning and education emphasises on the importance of facilitation; however, this issue is yet to be addressed in-depth. This chapter seeks to fill in this gap and contribute to our understanding of the role that facilitators play in the entrepreneurial and transformative learning processes. Drawing on the social constructionist approach to learning, this chapter discusses how facilitators and learners (entrepreneurs) become co-creators of knowledge and learning experiences.

Many firms use customer co-creation practices with the aim of benefiting from their customers’ knowledge, skills and resources. This paper aims to explore co-creation processes which involve users with different background characteristics and motivational drivers.

The study builds on an analysis of data from six teams in which users collaborated with in-house professionals for the development of new service concepts. Observations and open-ended questionnaires provided insights into the teams’ development processes. Independent experts rated the generated concepts. The data were analysed using cross-comparison matrices.

The findings suggest that the co-creation process and outcomes can be influenced by numerous intra-team factors, including relationship and task conflicts, participation style, team bonding, team identity and cohesiveness and intra-team collaboration. Their occurrence and influence seem to be linked with a specific team composition. A conceptual co-creation process model and six propositions are used to describe the complex relationships between team composition, intra-team factors and key innovation outcomes.

Research that investigates user involvement in teams needs to consider the complexity of intra-team factors affecting the development process and outcomes. The findings are limited to a specific setting, design task and user sample. Future research should replicate this study in different sectors.

Key to customer co-creation is the systematic recruitment of users based on their background characteristics and motivational drivers. For instance, the involvement of users with very specific innovation-related benefit expectations can cause conflict, leading to narrowly focused outcomes. This, however, can be mitigated by the form of facilitation and roles adopted by in-house professionals. Understanding intra-team dynamics can allow the firm to assemble and facilitate customer co-creation so that generated outcomes can align with set innovation targets.

This paper provides original insights into the “black box” of the customer co-creation process and the complex relationship between team composition, intra-team factors and key innovation outcomes.

External facilitation has been shown to increase the implementation and aid sustainment of new clinical practices. The purpose of this paper is to describe the addition of facilitation to web-based training on dialectical behavior therapy (DBT) skills to promote adoption of this intervention among diverse mental health providers at US Veterans Health Administration facilities.

In total, 41 participants completed six web-based modules and met in two groups monthly over nine months by telephone with a facilitator who was also an experienced DBT skills group therapist. All participants agreed to conduct a DBT skills group as part of training. The facilitators employed a variety of engagement strategies to meet the evolving needs of participants during the training period. Participants completed an online evaluation of the modules and their facilitation experience at six weeks post-training and responded to an e-mail query at five months post-training about conducting a DBT group.

Overall, participants found the training and monthly interprofessional calls with the facilitator useful. Five months post-training, 33 of 41 participants reported conducting a DBT skills group, thus improving access to this intervention. Participants said the biggest barrier to training was finding time during clinic hours to complete the modules, despite assurances of support from local leaders.

This project provides evidence that virtual facilitation enhances training and promotes the adoption of new clinical practices.

If institutions of higher education are to remain at the forefront of the knowledge-generating enterprise, the nature of graduate-level teaching must be critically examined. Exploring the manner in which discussion is facilitated in a seminar-like context offers one avenue for attaining this understanding. This study aims to shed light on the prevalence, purpose, and form of discussion facilitation practices that were observed in a small group setting within a social science academic program at a large Southern California university. An exploratory, embedded case study was conducted over approximately 24 weeks using ethnographic and conversation analytic methods. Data sources consisted of ethnographic field notes, audio recordings of meetings, transcripts from those recordings, and artifacts, including literature used during each session. Results suggest that facilitating small group discussions requires balancing focus on the selected text and participant engagement, a diverse set of facilitation practices, and use of different strategies (or micro-avenues) to arrive at the same end. Study findings emphasize the importance of intersubjectivity and form versus function of speech in an educational environment. What is said and how it is said both have great implications for shared learning and understanding. Adaptability of mixed qualitative methods in this study demonstrates the potential of ethnography and conversation analysis as complementary approaches for understanding the functional nature of talk and interaction. Thus, the criteria for rigorous qualitative research, the view that ethnography and conversation analysis do not mix, and the under-valuing of critical multiplism in research need to be re-examined.

The purpose of this paper is to investigate how the perceived value of traditional versus non‐tradition benefits may be related to the employee‐employer relationship, and how the perception of that relationship might be linked to job performance and turnover intentions.

Multi‐source data were collected from a random sample of employees and their supervisors at a healthcare organization (n=457).

Non‐traditional benefits have a positive direct relationship with perceived organizational support (POS), whereas traditional health and financial benefits are not related to POS. The relationships between benefits perceptions and POS are moderated by marital status, but not gender. In addition, POS had a strong negative relationship with turnover intentions, and a positive relationship with task performance, job dedication and interpersonal facilitation.

Whereas data collected were multisource in nature, data were collected at the same point in time; therefore the authors could not test causality. Moreover, females were over‐represented in the sample, limiting generalizability.

Managing benefits costs is one of many challenges facing human resource managers in the current economy. This study provides a better understanding of the relationship between employee benefits and important outcomes. The paper's findings emphasize the importance of assessing employees' perceived value of benefits when human resource managers are making decisions about benefit programs.

This study contributes to the literature in several ways. First, this study offers evidence to solve past conflicts regarding the existence and nature of the relationship between benefits and POS. Second, this research contributes to the need to document potential work outcomes of benefit packages. Third, it distinguishes among different kinds of benefits (traditional vs non‐traditional), and shows that non‐traditional benefits can signal to employees how much they are valued by the organization.

Occupy was a leaderless, resistance movement that started as Occupy Wall Street in New York City on September 17, 2011 but soon spread around the world, becoming a truly global movement. This chapter provides a detailed description and analysis of the processes of learning consensus decision-making in Occupy Dame Street in Dublin, Ireland.The analysis draws on more than five months of “militant ethnographic” and participatory action research within the Occupy movement. The chapter points to the ways in which uncertainty impacted on the processes of learning in Occupy and how it intersected with responsibility and commitment of the participants.

This paper aims to contribute to the knowledge base on leading and facilitating the growth of school improvement networks by describing the activities and challenges faced by network leaders.

A total of 19 co‐leaders from 12 networks were interviewed using a semi‐structured schedule about the growth of their network, key leadership processes, “tipping points”, structural design and knowledge flow and transfer. Annual review documents were also analysed.

Five leadership activities focused on facilitating networks were identified. These were: “courting” potential partners and developing proposals for networked activity; working for partner alignment and buy‐in into network goals and plans; creating structured opportunities for teachers to work together; embedding networked activity through formalisation and harvesting the knowledge generated by practitioners; and refocusing network efforts. These activities present tensions around negotiating purpose, securing ownership of network activity, time, trust and the balance between quick wins and long term activities.

Internationally, networks are emerging as an increasingly common organisational form as well as a method for professional development, school improvement and to better serve pupil need. This paper adds to the limited research on network leadership and addresses increased calls for the intentional development of these organisational structures.

Despite widespread frustration with meetings in organizations, they receive very little attention from academics. The purpose of this paper is to shed conceptual light on meetings and hence render them amenable to research and development.

From interviews with managers and employees, six common assumptions about meetings were extracted, termed a folk theory of meetings, which most office workers seem to carry in the back of their minds.

This folk theory holds meetings to be places for excessive talk, whether by a domineering leader or highly vocal participants, the purpose of which is to walk through the items on the agenda and dispose of each. This bleak and conservative concept of a meeting impedes intellectual as well as practical progress.

An alternative theory of meetings is proposed, one based on the group facilitation approach to social order in meetings. On this view, a facilitator can change meetings by controlling their form and process, providing direction, stimulating engagement and ensuring that the meeting creates value for its external stakeholders and meaning for its participants. If adopted in management training, this view of meetings – and the widely available facilitation tools that go with it – may render meetings at work the subject of conscious organizational development.

The proposed “folk theory of meetings” is novel, as is the contrast provided with the facilitation approach to meetings. Together, they constitute a reconceptualization that can be used to move meetings out of the organizational doldrums.

The paper aims to explore the relationship between office occupier work activity and workplace provision. It tests the proposition that location-fixed office workers are not well-supported in the working environment as location-flexible office workers. The research also explores the perceptions of the workplace provision based upon the types of tasks completed at the desk-location, whether this was collaborative or focussed.

The research adopts a cross-sectional approach using an online questionnaire to collect data from several offices in the Middles East. The dataset consists of 405 responses. One-way analysis of variance was conducted to understand the relationship between location flexibility and perception of productivity. In addition, a series of t test were used to evaluate the relationship between work activities and office environment.

The results show that those workers who were location-fixed perceived the workplace provision to have a more negative impact on their productivity than those who had a greater level of location-flexibility, particularly with regards to noise levels and interruptions. In terms of types of activities, those that undertook more collaborative tasks valued the facilitation of creativity and interaction from the workplace provision.

The research has limitations as data collection was at one-point in time and therefore lacks the opportunity to undertake longitudinal analysis. However, the research gives greater insights into the alignment of office environments based on flexibility and work activity.

The paper identifies implications for the design and development of office environments by identifying the need for office occupier activity profiles. These profiles can underpin data-led design which should promote a tailored choice appropriate work setting that can maximise productivity.

This paper contributes to the research area of workplace alignment. It establishes that optimal workplace alignment requires a better understanding of office occupier needs based on location-flexibility and work activity.