Crafting better team climate: the benefits of using creative methods during team initiation

This study employs a mixed methods approach to investigate the effect of creative methods, the combinative use of model building and storytelling, during team initiation on team climate, a critical people-related factor in the management of collective innovation work. Qualitative analysis provides empirical evidence that creative methods benefit team initiation by raising participative confidence, engagement with the social environment as well as the team activities, friendly competition among team members, and by reducing fear of failure and habitual thinking. We also find support that the use of creative methods initiates and supports the development of positive team climate over the span of a team’s life. A quantitative comparison with two control groups using the 14-item team climate inventory (TCI) 13 weeks after the team initiation indicates that the test group has significantly higher values in all dimensions of the TCI than the two control groups. Overall, this examination informs the work of innovation managers and scholars with vital insights about the effectiveness of using creative methods during team initiation

Community learning and development training for professionals engaged in community regeneration and community planning

The study was commissioned by the Scottish Executive Development Department to identify training needs and current provision of community learning and development (CLD) training for a range of professionals (other than those formally qualified in CLD) who are engaged in community regeneration and community planning (Local Government in Scotland Act 2003). It was one of a series of studies emanating from the Scottish Executive response to the review: „Empowered to Practice – the future of community learning and development training in Scotland‟. One of the themes of the report taken up by the Scottish Executive was the need for; „wider opportunities for joint training with other disciplines such as teachers, librarians, college lecturers, health workers and social workers‟

Re-thinking technology and its growing role in enabling patient empowerment

© The Author(s) 2018. The presence and increase of challenges to eHealth in today’s society have begun to generate doubts about the capability of technology in patient empowerment, especially within the frameworks supporting empowerment. Through the review of existing frameworks and articulation of patient demands, weaknesses in the current application of technology to support empowerment are explored, and key constituents of a technology-driven framework for patient empowerment are determined. This article argues that existing usage of technology in the design, development and implementation of patient empowerment in the healthcare system, although well intentioned, is insufficiently constituted, primarily as a result of fragmentation. Systems theory concepts such as holism and iteration are considered vital in improving the role of technology in enabling patient empowerment

Action Research : the first steps to start up a pilot experiment in heritage education

Peer-reviewedLes relacions entre els museus i les escoles canvien amb l'ús d'internet. Volem analitzar com aquestes noves relacions tenen lloc a una escala nacional. És important analitzar aquestes noves relacions possibles, que són producte de canvis socials i tecnològics, ja que permeten noves interaccions i participació, al mateix temps que demanen canvis en les formes d'organització, la gestió de recursos web i els models d'ensenyament i aprenentatge. Concretament, les xarxes d'aprenentatge poden establir una nova forma de relació entre els museus i les escoles, i els recursos educatius en línia amb contingut sobre patrimoni cultural poden oferir oportunitats d'aprenentatge i recursos de coneixement més enllà dels límits de l'ensenyament formal. Tanmateix, calen projectes experimentals per a efectuar proves i veure com aquests tipus de pràctiques d'ensenyament i aprenentatge funcionaran en un context social i cultural concret. Així, doncs, la recerca activa pot contribuir al desenvolupament d'una experiència d'aprenentatge, basat en la reflexió i l'acció. L'objectiu d'aquesta experimentació és obtenir un model de treball i millors pràctiques per a aprendre i ensenyar en xarxes d'aprenentatge formades per gestors, professors i estudiants de patrimoni en què els membres produeixin i utilitzin recursos educatius en línia amb contingut de patrimoni cultural. Els resultats d'aquest projecte empíric seran comprovats amb resultats de la primera part metodològica de la tesi doctoral per a obtenir un model que es pugui exportar a altres contextos.Las relaciones entre los museos y las escuelas cambian con el uso de internet. Queremos analizar cómo estas nuevas relaciones tienen lugar a una escala nacional. Es importante analizar estas posibles nuevas relaciones, que son producto de cambios sociales y tecnológicos, ya que permiten nuevas interacciones y participación, a la vez que requieren cambios en las formas de organización, la gestión de recursos web y los modelos de enseñanza y aprendizaje. Concretamente, las redes de aprendizaje pueden establecer una nueva forma de relación entre los museos y las escuelas, y los recursos educativos en línea con contenido de patrimonio cultural pueden ofrecer oportunidades de aprendizaje y recursos de conocimiento más allá de los límites de la enseñanza formal. No obstante, existe una necesidad de proyectos experimentales para realizar pruebas para ver cómo estos tipos de prácticas de enseñanza y aprendizaje funcionarán en un contexto social y cultural concreto. Así pues, la investigación-acción puede contribuir al desarrollo de una experiencia de aprendizaje, basado en la reflexión y las acciones. El objetivo de esta experimentación es obtener un modelo de trabajo y mejores prácticas para el aprendizaje y la enseñanza en redes de aprendizaje formadas por gestores, profesores y estudiantes del patrimonio en las que los miembros produzcan y utilicen recursos en línea con contenido de patrimonio cultural. Los resultados de este proyecto de investigación empírico serán comparados con los resultados de la primera parte metodológica de la tesis doctoral para obtener un modelo que pueda ser exportado a otros contextos.The relationships between museums and schools are changing through the use of internet. We want to analyse how these new relationships occur at a national level. It is important to analyse these possible new relationships, which are the product of social and technological changes. They allow for new interactions and participation whilst requiring changes in the forms of organisation, web resource management, and teaching and learning models. Specifically, learning networks can establish a new form of relationship between museums and schools and educational online resources with cultural heritage content can offer learning opportunities and knowledge resources beyond the boundaries of formal education. However, there is a need for experimental projects to test the evidence and to see how these kinds of teaching and learning practices will work within a concrete social and cultural context. Thus, Action Research can contribute to the development of a learning experience, based on reflection and actions. The aim of this experimentation is to obtain a working model and best practices for learning and teaching in learning networks shaped by heritage managers, teachers and students where the members produce and use educational online resources with cultural heritage content. The results of this empirical research project will be compared with results from the first methodological part of the PhD thesis to obtain a model that can be exported to other contexts

The influence of distributed leadership on teachers' organizational commitment: a multilevel approach

In the present study the effects of a cooperative leadership team, distributed leadership, participative decision-making, and context variables on teachers' organizational commitment are investigated. Multilevel analyses on data from 1522 teachers indicated that 9% of the variance in teachers' organizational commitment is attributable to differences between schools. The analyses revealed that especially the presence of a cooperative leadership team and the amount of leadership support played a significantly positive key role in predicting teachers' organizational commitment. Also, participative decision-making and distribution of the supportive leadership function had a significant positive impact on teachers' organizational commitment. In contrast, distribution of the supervisory leadership function and teachers' job experience had a significant negative impact

Repurposing learning objects: a sustainable alternative?

Recent experience shows that reusable learning objects, like the computer assisted learning programmes of the early 1990s, have so far failed to achieve expected levels of integration into educational practice. This is despite technical interoperability, cataloguing systems, high quality standards, targeted dissemination and professional development initiatives. Analysis of this problem suggests that conceptualization of the problem may be limiting the scope of solutions. This paper proposes a sustainable and participative approach to reuse that involves repurposing learning objects for different discipline areas. For some time now there has been a growing awareness that even the most accessible resources have failed to be widely adopted by the educational community and as a result have also failed to fulfil their considerable educational potential. (Campbell, 2003, p. 35

Could action research provide the key to true workplace collaboration?

Management practices that serve principles of "efficiency" and "effectiveness" in the capitalist understanding of such notions have generated work practices that purport to empower employees under the guise of employee participation programs. In the fieldwork reported here, action research was used as a vehicle to initiate collaborative workplace engagements for the benefit of an organization and its employees. Our results have implications for action researchers and for social construction theory. We found that collaborative behaviors, modeled through action research to all organization levels, have the potential to initiate change toward respectful pluralist engagements. Authentic participation requires a supportive environment in order for organizations and their employees to truly flourish. It became apparent that New Zealand employment law provided a framework within which to work collaboratively, but the will to do so was not fully evident. However, through action research, the participants began to construct their "common sense" (Berger & Luckmann, 1966: 37) of their shared workplace reality and goals

Using seasonal climate forecasting in agriculture: a participatory decision-making approach

Farm Management,

The relation between school leadership from a distributed perspective and teachers' organizational commitment: examining the source of the leadership function

Purpose: In this study the relationship between school leadership and teachers’ organizational commitment is examined by taking into account a distributed leadership perspective. The relation between teachers’ organizational commitment and contextual variables of teachers’ perceptions of the quality and the source of the supportive and supervisory leadership function, participative decision making, and cooperation within the leadership team are examined. Research Design: A survey was set up involving 1,522 teachers from 46 large secondary schools in Flanders (Belgium). Because the data in the present study have an inherent hierarchical structure, that is, teachers are nested into schools, hierarchical linear modeling techniques are applied. Findings: The analyses reveal that 9% of the variance in teachers’ organizational commitment is attributable to differences between schools. Teachers’ organizational commitment is mainly related to quality of the supportive leadership, cooperation within the leadership team, and participative decision making. Who performed the supportive leadership function plays only a marginally significant positive role. The quality of the supervisory leadership function and the role of the leadership team members in this function were not significantly related to teachers’ organizational commitment. Conclusions: The implications of the findings are that to promote teachers’ organizational commitment teachers should feel supported by their leadership team and that this leadership team should be characterized by group cohesion, role clarity, and goal orientedness. Recommendations for further research are provided

The mediation between participative leadership and employee exploratory innovation: Examining intermediate knowledge mechanisms

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.We examine mediation effects of coworker knowledge sharing and absorptive capacity on the participative leadership–employee exploratory innovation relationship in R&D units of Taiwanese technology firms. Deploying a time-lagged questionnaire method implemented over four business quarters, data is generated from 1600 paired samples (managers and employees) in R&D units of Taiwanese technology firms. The structural equation modeling results reveal that (1) participative leadership is positively related to employee exploratory innovation; (2) coworker knowledge and (3) absorptive capacity partially mediate the relationship between participative leadership and employee exploratory innovation independently; and, (4) coworker knowledge sharing in combination with absorptive capacity partially mediates this relationship. The results extend previous research on participative leadership and innovation by demonstrating that participative leadership is related to employee exploratory innovation (Lee and Meyer-Doyle, 2017; Mom et al., 2009).Results also confirm that participative leadership drives employee exploratory innovation through employee absorptive capacity. This reinforces the need highlighted by Lane et al. (2006) to investigate the role of absorptive capacity at the individual-level. Collectively, while participative leadership is important for employee exploratory innovation it is the knowledge mechanisms existing and interacting at the employee-level that are central to generating increased employee exploratory innovation from this leadership approach