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1 – 10 of over 46000Outlines the scope and application of three workshops and theirparticular uses in the manufacturing environment. Describes the approachtaken in each of three workshops designed to…
Abstract
Outlines the scope and application of three workshops and their particular uses in the manufacturing environment. Describes the approach taken in each of three workshops designed to improve manufacturing effectiveness. The workshops can be used in a linked integrative way and have been developed and tried and tested on managers and students of management. They are highly participative and interactive. Workshop 1 helps sift out those elements of the key support areas to manufacturing which are causing the company′s manufacturing to be ineffective. Workshop 2 highlights those areas of capability in a company which are impeding progress and improvements being made to those areas of concern identified in the company. Workshop 3 is concerned with the process of developing action plans to tackle the areas of concern and capability issues in the company and also examines the provision of skills, resources and degree of empowerment given to those who are expected to fulfil the action plans. Feedback shows that the participants found the workshops interesting, enjoyable, and stimulating; valuable vehicles for managerial and educational development and a direct and effective way of improving a company′s manufacturing effectiveness.
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This article presents a case study for designing a workshop for strategic planning. By describing the process of selecting, designing, and implementing a manufacturing strategy…
Abstract
This article presents a case study for designing a workshop for strategic planning. By describing the process of selecting, designing, and implementing a manufacturing strategy workshop as a marketable instructional product in a high‐tech company, the article illuminates the role of training and development in strategic planning. It describes how a workshop for manufacturing strategic planning was selected and developed by taking a market‐oriented approach to reflect customer needs. The interactive, collaborative design process among stakeholders was practiced, and a continuous needs assessment was employed to explore and exploit customer needs throughout the design cycle. The workshop covered both the conceptual and the experiential, and learning‐by‐doing was a key instructional strategy adopted. The article concludes by discussing key learnings acquired.
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The aim of this study was to provide a pilot evaluation of novel, brief formulation development workshops with direct care staff supporting people with intellectual disabilities…
Abstract
The aim of this study was to provide a pilot evaluation of novel, brief formulation development workshops with direct care staff supporting people with intellectual disabilities who display significant psychosocial difficulties. A series of workshops were designed and delivered to a staff team supporting an individual who had been referred to specialist intellectual disabilities health services. The workshops used a psychosocial framework to facilitate development with care staff of a case formulation for the individual they were supporting. Following the workshops, there were decreases in problematic behaviours displayed by the individual and in the staff team's perception of the severity of these behaviours. The staff team felt that the workshops had had a beneficial impact on their practice. The pilot indicated that the workshops were feasible, positively received and associated with changes in the psychosocial difficulties displayed by the individuals staff were supporting.
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Julia C. Stumpff and Hannah J. Craven
This paper aims to describe how one medical library implemented a new scheduling system, initiated data analysis and modified its regularly scheduled workshop program because of…
Abstract
Purpose
This paper aims to describe how one medical library implemented a new scheduling system, initiated data analysis and modified its regularly scheduled workshop program because of evidence-based decision-making. Academic libraries that struggle with workshop attendance may use this process as a model.
Design/methodology/approach
Workshop registration data analysis focused on registrants' affiliation, role and location, and how registrants learned of workshops. Workshop attendance data analysis focused on which workshops, days, times of the day and months had the highest attendance. The analysis led to changes in marketing and targeted scheduling of future workshops by the time of day, day of the week and month of the year.
Findings
Data collected for four years, fall 2018 – summer 2022 (12 semesters), shows a steady increase in the number of people attending library workshops. The increase in attendance and ROI experienced after the changes implemented at Ruth Lilly Medical Library (RLML) is significant as libraries often struggle with attendance, marketing and return on investment when offering ongoing educational workshops.
Originality/value
Many libraries offer ongoing workshops with low attendance. This article provides an example of how one library changed software and registration and implemented evidence-based decision-making related to scheduling which may have contributed to an increase in workshop attendance. Other academic libraries might consider adopting similar software and evidence-based decision-making to improve their library workshop service.
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Irene Lopatovska, Tiffany Carcamo, Nicholas Dease, Elijah Jonas, Simen Kot, Grace Pamperien, Anthony Volpe and Kurt Yalcin
In an effort to advance visual literacy (VL) education, the purpose of this paper is to develop and test a VL instruction program for 2.5-4-year-old children in a public library…
Abstract
Purpose
In an effort to advance visual literacy (VL) education, the purpose of this paper is to develop and test a VL instruction program for 2.5-4-year-old children in a public library setting.
Design/methodology/approach
The study was designed as a series of VL workshops for young public library visitors. Each workshop collected information about children’s existing VL knowledge, introduced them to new visual concepts, and measured their engagement and comprehension of the newly acquired material. The study data were collected via questionnaires and observations.
Findings
Most of the children who participated in the study workshops showed a solid baseline knowledge of colors, lines, shapes and textures and were actively engaged in instruction. After the instruction, children generally showed an improved understanding of the newly introduced VL concepts and were able to answer questions related to the new concepts, recognize them in images, and apply them in art projects.
Research limitations/implications
The study relied on a relatively small sample of library visitors in an affluent neighborhood. The findings are influenced by variations in the topics and delivery methods of instruction. The study findings might not be generalizable beyond the US context.
Practical implications
The study methods and findings would be useful to VL educators who work with children.
Social implications
As information continues to proliferate in non-textual contexts, VL is becoming an increasingly important educational goal. The study advances a VL agenda and advocates for introducing VL early in life.
Originality/value
The authors are not aware of any other study that tested VL instruction on a group of very young children in a public library.
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Therèse de Groot and Arco van de Ven
The purpose of this paper is to use qualitative research findings to describe and analyze the use of a new teaching approach for a better understanding of earnings management.
Abstract
Purpose
The purpose of this paper is to use qualitative research findings to describe and analyze the use of a new teaching approach for a better understanding of earnings management.
Design/methodology/approach
Three classroom workshop designs with finance professionals were performed as an experiment to discuss the underlying assumptions of mainstream earnings management research. The outcome of the experiment is analyzed and serves as a basis for reflection on the new teaching approach.
Findings
The teaching experiment revealed the value to participants in discussing the complexity of the accounting choice process. The workshops provided insights into the wide range of accounting choices that finance professionals are confronted with and into the differences in perception of the participants relating to the accounting choices to be made. These insights contradict the assumptions of a “neutral reporting process” and solely “purposeful interventions” used in mainstream earnings management research. Analyzing the elements of the different workshop settings in relation to the outcome of the discussion identified strengths and weaknesses of each setting and generated ideas for further development of the teaching approach.
Practical implications
This research note adds to the understanding on how qualitative research can be used in teaching and shows that it is also coherent with using teaching as a site for qualitative research.
Originality/value
The discussions relating to the limitations of mainstream accounting research are predominantly of a general nature. This research note takes these discussions into consideration by exploring the subject of earnings management, offering an alternative teaching approach.
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Kate Morgaine, Louise Thompson, Katie Jahnke and Rebecca Llewellyn
“GoodYarn” is a skills-based workshop that focusses on building mental health literacy in rural communities, members of which are known to experience geographic, attitudinal and…
Abstract
Purpose
“GoodYarn” is a skills-based workshop that focusses on building mental health literacy in rural communities, members of which are known to experience geographic, attitudinal and service configuration barriers to accessing mental health services. The purpose of this paper is to evaluate the impact of the GoodYarn project on raising mental health literacy in the rural community.
Design/methodology/approach
GoodYarn is primarily for farmers, their families and farm workers, as well as the “farmer facing” workforce. The focus on mental health literacy aligns with the mental health promotion approach of using methods that foster supportive environments. By raising the mental health literacy of those not directly needing help, but in positions to help those that do – such as employers, rural professionals and rural support industries who are well placed to perceive stressors in farmers – GoodYarn builds a community with the knowledge and skills to identify and approach those experiencing mental distress or illness, and direct them to appropriate support and services. All participants in the GoodYarn workshops (n=430) were invited to complete a questionnaire at the end of the workshop. All participants answered the questionnaire, with over 80 per cent answering all questions.
Findings
Participant feedback affirmed the utility of GoodYarn as an effective vehicle to facilitate the discussion of mental illness in rural farming communities of New Zealand. GoodYarn had a significant positive impact on the three immediate workshop indicators of awareness, confidence and knowledge (p<0.001 for all three indicators). Further, the high level of concordance in workshop outcomes across various organisations’ delivery indicates programme consistency and quality has been maintained throughout the upscaling of the programme.
Originality/value
The uptake of the GoodYarn programme by rural organisations and communities at a national level, and the positive evaluation results, provide encouragement that building mental health literacy in the rural workforce is a promising mental health promotion strategy.
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Birgit Helene Jevnaker, Brynjulf Tellefsen and Marika Lüders
The purpose of this paper is to examine how the development and experimentation with a designer-assisted and collaborative concept-creating approach can provide new insights into…
Abstract
Purpose
The purpose of this paper is to examine how the development and experimentation with a designer-assisted and collaborative concept-creating approach can provide new insights into the emergent field of service innovations.
Design/methodology/approach
The paper were independent researcher with no commercial interests in the method investigated. The paper adopted qualitative methodology informed by 12 innovation workshop series among three Norwegian service companies, followed up by formative validation of the three years constructional and experimental period.
Findings
The workshops introduced tangible tools and produced large numbers of innovation ideas, some of which were exploited. Participants internalized partially service design-terms and tools. The experimentation contributed to a common language among participants. Weaknesses included not explicitly addressing managerial learning and organization-internal issues.
Research limitations/implications
New innovation interventions in the often fuzzy front-end should be validated to accumulate insights and allow changes.
Practical implications
The paper offer a managerial framework for improving innovation experimentation among corporate employees and specialists. This will help companies understand service design impact on innovation by delineating key managerial components and limitations from broad business perspective.
Social implications
Relationships influenced the construction and conduct of the innovation experiments, and consequently who were influenced by the experiment in the companies. To evaluate whom to include in the workshops and whom to represent by proxy innovation networks should be analyzed.
Originality/value
This study reports one of very few appraisals of design-assisted service innovation interventions through process observations and follow-up field interviews, including interviews after the finalizing of field experiments. The paper offer frameworks and critical issues for fuzzy-end innovation practice and research.
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The purpose of this paper is to determine an effective approach to developing university vocational lifelong learning (VLL) professionals as researchers.
Abstract
Purpose
The purpose of this paper is to determine an effective approach to developing university vocational lifelong learning (VLL) professionals as researchers.
Design/methodology/approach
Two quite different approaches to developing VLL professionals as researchers were piloted, one involving face‐to‐face training and the other distance learning. These approaches were evaluated by the VLL professionals who underwent the training, and the organisers of the training. Qualitative and quantitative research methods were employed in the evaluation.
Findings
Evaluation of the two development methods revealed that the fact‐to‐face method was more successful due to its greater impact in the affective domain of learning, although some VLL professionals are able to develop through distance learning with close tutor support via electronic communication. Overall, the evaluation findings indicate that a combination of face‐to‐face and distance learning methods is likely to prove most effective.
Research limitations/implications
The pilot national research study involved small numbers of trainees across the UK. The training may be more effectively carried out at an institutional level.
Practical implications
VLL professionals in higher education are increasingly called upon to conduct and to manage research. There are many calls on their time, and this research project has demonstrated an effective approach to their training in VLL research within a very limited time period.
Originality/value
No methods for developing university VLL professionals as researchers have previously been piloted or evaluated. The research demonstrates the effectiveness of a training method combining face‐to‐face and distance learning.
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Lu Xiao, Immaculate Namukasa and Yibing Zhang
– The purpose of this paper is to present a workshop model for engaging children and parents in mathematics activities in public libraries or other informal education settings.
Abstract
Purpose
The purpose of this paper is to present a workshop model for engaging children and parents in mathematics activities in public libraries or other informal education settings.
Design/methodology/approach
This paper explores a workshop model for helping the school-aged children learn mathematics outside the school. The model includes five workshop sessions and designs the parent’s role in the mathematics activities. Each workshop session has both a mathematics task activity and a user interface design activity. The model was implemented in a major Canadian city and a major Chinese city over a period of one month. This paper presents the workshop attendees’ experiences and their feedback on the workshop design. It also presents several suggestions on the design of such workshops.
Findings
The parents acknowledged that they learned about how mathematics is currently taught in schools and appreciated the opportunities to interact with their children in the workshops. The children participated in the workshops actively and enjoyed the design sessions the most. The potential of using design activities to help children learn mathematics concepts is recognized.
Research limitations/implications
The findings suggest that future workshops should provide a structure to the parents’ engagement in design activities, offer one design project that spans several design sessions and set aside time for families to mingle and share experiences with each other. A big limitation of this paper is the small sample size – 12 families participated in the workshops on each site. Although the paper offered rich data about the participants’ experiences, a larger sample would have made the findings more generalizable and conclusive.
Practical implications
Computer technologies such as iPad and tablets are increasingly common as public library resources; yet the integration of these technologies into library programs is falling behind. This paper offers one example of how such integration can bring benefits to the patrons, encouraging more considerations to be put on this aspect in library practice.
Originality/value
Although many programs are offered in public libraries that facilitate children to learn mathematics concepts, very less research has been reported on the design of these programs. In addition, the existing programs have not considered the inclusion of parent–child design activities for mathematics learning engagement. This paper reports an empirical study that addresses these research gaps. The encouraging results call for more investigations on this workshop model.
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