Search results

This paper proposes that the development of a layoff policy gives an organization a competitive advantage over organizations without such a policy. How an organization communicates concern to employees is often through procedures and policies developed by the human resource department. Survey questionnaires were mailed to 1,400 vice presidents of human resources that held membership and whose names were provided through the Society of Human Resource Management. Over half of the organizations surveyed (57%) did not have layoff policies. By type of organization, healthcare had the greatest number of policies in their organizations with 70% affirming their existence. The study concludes with the following five proposed reasons why layoff policies do not exist: (1) “It can't happen here” syndrome (2) The cover‐up syndrome (3) If you plan for it, people will panic, (4) Managers are trained to focus on growth and to avoid decline, (5) There would be loss of control, and accompanying organizational sabotage, and (6) More policies equal less humane treatment.

The ever‐increasing diversity in family forms has provoked concerns in the UK about the instability of family life in the 21st century and promoted a plethora of policy initiatives aimed at strengthening families and supporting parents. This article explores the changes and continuities in family life and the implications for parenting and family policy. It argues that despite the immense diversity of family relationships, there is an enduring attachment to family ties and commitment. Understanding the inter‐relationships between risk and protective factors and how resilience may be fostered is critical, therefore, to the development of policies that can support families at times of stress.

THIS number will appear at the beginning of the Leeds Conference. Although there is no evidence that the attendance will surpass the record attendance registered at the Birmingham Conference, there is every reason to believe that the attendance at Leeds will be very large. The year is one of importance in the history of the city, for it has marked the 300th anniversary of its charter. We hope that some of the festival spirit will survive into the week of the Conference. As a contributor has suggested on another page, we hope that all librarians who attend will do so with the determination to make the Conference one of the friendliest possible character. It has occasionally been pointed out that as the Association grows older it is liable to become more stilted and formal; that institutions and people become standardized and less dynamic. This, if it were true, would be a great pity.

Any teaching topic can have sensitive content, or at least be complicated because lecturers and students are likely to hold (based on their own experiences, interests, and values) strong opinions. This chapter explores the theoretical and practical issues of teaching cultural concepts. Colleagues are often left to negotiate the teaching of sensitive issues with little guidance on which to base their approach and educational practices. Therefore using the framework ‘Teaching Sensitive Topics Using Social Positioning’ developed by the authors of this chapter, and illustrative example, the chapter explores the practice of teaching cultural concepts in the curriculum to identify themes related to what can be learned and disseminated. An analysis of international social work (SW) is drawn on to think critically about education and the cultural appropriateness of the theories, practices and competencies utilised. The authors draw on their own knowledge and experiences as registered SW’s/educators/academics/researchers, and their own teaching in relation to sensitive topics at local, national and international levels.

Our experiences, whilst based on teaching in other countries, highlight a range of considerations for all educators in teaching sensitive topics. There is a need to learn from these lessons when adopting cultural concept practices to develop curricula. We recommend adopting reflexivity, flexibility, openness, empathy, and emotional intelligence, which should allow colleagues to teach culturally sensitive subjects by forging transcultural understandings and critically applying these understandings to their own culture.

Any topic can be sensitive, and every subject area will have sensitive issues and topics that academics in higher education and further education settings will be expected to negotiate. Your ability to negotiate sensitive topics is important because the ways in which you engage and teach about sensitive topics will affect your ability to provide a positive learning experience and teaching alliance with students. In practice, you will face enormous pressure to ‘deliver’ on teaching, which will only be mirrored by similar freedoms in deciding on how and what needs to be done to get students to where they need to be. Negotiating, identifying, preparing for and delivering teaching on sensitive subjects and topics can be difficult in individual academics. This chapter, seeks to prepare you for developing a deeper understanding of some of the philosophical, theoretical, and practical-based concerns and issues related to teaching sensitive topics and subjects. This chapter begins with providing a rationale for what follows, and it explores some of the key themes, positionality, identity, transformational learning and lived experience, that are explored in greater depth in the collection. This chapter also contains a detailed breakdown of the structure and the content of this edited collection, and it concludes with some reflective comments about the implications of the collection for you as an individual and your career.

The news is full of stories about business impropriety, employee theft and drug use, government scandals, teenage pregnancies, welfare scams, and a host of other problems associated with a lack of morals and ethics. The cumulative effect of this barrage of bad news has led some to raise the question, “Is America experiencing a moral decline?”