Managing motivation at the workplace through negotiation

Recent research shows that our performance and satisfaction at work depends more on motivational factors than the number of hours or the intensity of the work. In this paper we propose a framework aimed at managing motivation to improve workplace indicators. The key idea is to allow team managers and workers to negotiate over the conditions of the tasks so as to find the best motivation for the worker within the constraints of what the organization may offer.This work is part-funded by ERDF - European Regional Development Fund through the COMPETE Programme (operational programme for competitiveness) and by National Funds through the FCT - Fundação para a Ciência e a Tecnologia (Portuguese Foundation for Science and Technology) within projects FCOMP-01-0124-FEDER-028980 (PTDC/EEI-SII/1386/2012) and PEst- OE/EEI/UI0752/2014

Project Management Competencies: A Survey of Perspectives Form Project Managers in South East Queensland

The findings are presented of a competency survey of project managers in South East Queensland, Australia. This was designed to capture the ‘real world’ experiences and skills of current practicing project managers, and investigate the most important project management skills that a project manager must possess, and obtain any additional skills and/or issues that a project manager should possess and be aware of in the twenty-first century. In terms of project management skills, it was found that the ability to communicate, ability to meet project objectives and make decisions are the most important skills needed. In contrast, ability to use computer/project management software and ability to manage legal issues are the least important skills. In terms of current skills, the older managers, with the exception of the use of computer/project management software, have a greater degree of project management skills than their younger counterparts. The biggest gap between skills needed and skills possessed is in communication. The issues and skills that a project manager should be aware of and possess in the foreseeable future were found to comprise industrial relations, workplace health and safety, environmental issues, adaptability/innovative/flexibility, stakeholders management skill, coaching/transfer of knowledge skill, client related skill, networking skill and business skill

Advancing Dispute Resolution by Unpacking the Sources of Conflict: Toward an Integrated Framework

Organizational leaders, public policy makers, dispute resolution professionals, and scholars have developed diverse methods for resolving workplace conflict. But there is inadequate recognition that the effectiveness of a dispute resolution method depends on its fit with the source of a particular conflict. Consequently, it is essential to better understand where conflict comes from and how this affects dispute resolution. To these ends, this paper uniquely integrates scholarship from multiple disciplines to develop a multi-dimensional framework on the sources of conflict. This provides an important foundation for theorizing and identifying effective dispute resolution methods, which are more important than ever as the changing world of work raises new issues, conflicts, and institutions

The Unionization of Clerical, Technical, and Professional Employees in Higher Education: Threat or Opportunity

[Excerpt] Union organizing among non-teaching white collar employees of colleges and universities persists. To the discomfort of many university administrators, high visibility union successes at Yale, Columbia, Harvard, the University of Cincinnati, and the University of Illinois were not isolated instances but part of a trend. Professional, technical, and clerical employees\u27 desire for a more effective voice, has combined with the economic insecurity associated with stubborn budgetary pressures, to encourage these workers to pursue union representation. Unions have responded to this opportunity with enthusiasm, experimenting with innovative organizing and bargaining strategies in the relatively open environment offered by institutions of higher education. This chapter presents a sympathetic summary of this phenomenon. It touches on employee motivation to unionize, models of university white collar organizing, responses to unionization by university administrators, and the range of possible bargaining relationships. The concluding section suggests a management position towards organizing and bargaining consistent with the highest standards of the academy. To set the stage, the essay begins with a descriptive review of the extent of unionization

A Review of Work Based Learning in Higher Education

The idea of work based learning in higher education might sound like a contradiction in terms. Work based learning is surely in the the workplace. The senses in which it might also, under certain conditions, be in higher education are explored in this review. There are increasing arrangements whereby people can obtain academic recognition for learning which has taken place outside of educational institutions. In addition to traditional forms of professional education and sandwich courses, one can add a host of relationships between employers and higher education institutions which involve quite fundamental questioning of the roles and responsibilities of each in the continuing education and training of adults. Such developments can be related to broader themes concerning the organisation of knowledge in society, the changing nature of work and career, the learning society and the implications they hold for individual workers, their employers and educational providers. The Department for Education and Employment sponsored the study to produce a substantial literature review of progress and issues raised in the field of work based learning in higher education. The first part of the book provides a contextual and conceptual backdrop against which more practical aspects of work based learning are then considered in part two. The final part considers strategic issues of implementation for higher education institutions, employers and individuals, before turning to more wide ranging issues of policy

Context dependent learning: its value and impact for workplace education

Purpose – The purpose of this paper is to describe how a management development programme based on situated learning theory resulted in change for individuals, organisational culture and performance. The case study illustrates how new understandings about learning in the workplace and in higher education points towards the need to take account of the context in which learners utilise their knowledge and skills. Design/methodology/approach – Quantitative and qualitative strategies were used to provide an evaluation of the impact of a management development programme in a group of companies. A questionnaire, focus groups and semi-structured interviews were used to collect data on three cohorts of supervisors and middle managers at different stages of the programme. A triangulated approach was adopted towards data analysis that illuminated a broad and deep change process. Findings – Positive cultural change was a significant benefit to the host organisation from the training programme. It was apparent that training can move beyond individual development to bring about organisational gains. Research limitations/implications – Future research might adopt a longitudinal design and facilitate a co-researcher approach using students’ learning logs of workplace experiences. Practical implications – Situated approaches to learning in higher education and the workplace need to be developed further to enhance workplace performance. A proposal is made for “learning consultants” to move between the two environments and facilitate knowledge exchange and improve understanding of the variety of learning contexts in business and educational settings.</p

The learning experiences of health and social care paraprofessionals on a foundation degree

Foundation degrees have been developed in the UK as a means of meeting the learning needs of paraprofessionals in health and social care and the services within which they work in a cost-effective fashion. Workplace learning is an intrinsic component to these degrees. Taking a socio-cultural perspective, this paper examines how the students' workplaces, life circumstances and sense of career trajectory shaped their learning experience and motivation. A small-scale evaluation study, using semi-structured interviews, focused on the learning experiences of a group of paraprofessionals enrolled in a foundation degree in health and social care. Data revealed fragmented employment patterns, underpinned by consistent vocational drives. While the study resonated with vocation, participants were ambivalent or lacked information about career progression. Workplace conditions, relationships and limited time shaped learning and coping strategies. A strategic and focused approach to student learning is required and includes attention to career pathways, workforce development strategy, the requirements of a range of stakeholders, workplace supervision and support for learning

Leadership development programme: a multi-method evaluation

This report investigates findings arising from a variety of forms of feedback provided by the first cohort of participants (2012-2013) in Cumbria Partnership Foundation Trust’s “Leadership Development” Programme (LDP). The report summarises both quantitative and qualitative feedback, and synthesises findings to provide a more three-dimensional overview of participant experience and systemic impact. Feedback reflects, throughout, the diversity of the participating cohort in terms of professional roles and levels of seniority

Changing power relations in work based learning: Collaborative and contested relations between tutors, learners and employers

This is the author's pdf pre-print of a book chapter due to be published in 2011.This book chapter discusses some of the implications for the role of university tutors and the centrality of educational objectives in circumstances where there is a 'cultural shift' towards meeting the needs of learners and employers. The work based and integrative studies (WBIS) programme at the University of Chester is used as a case study to examine the changing power relations between university tutors, learners, employers and the university, compared to relations on traditional programmes