Patterns of adult sibling role involvement with brothers and sisters with intellectual and developmental disabilities

Adult siblings of individuals with intellectual and developmental disabilities (IDD) are increasingly involved in family care, yet, adult siblings consistently report needing more information and support to engage in these roles. Knowing more about which roles siblings are likely to assume may help address this need. Thus, we further examined the most common roles assumed by adult siblings (N = 171), the demographic variables related to an increased likelihood of assuming specific roles, and the potential clusters in patterns of role assumption. We transformed qualitative data from an online survey with four open-ended questions about sibling relationships and roles into quantitative presence data for role-related codes in order to examine relationships between assumed roles and demographic variables. The most common roles assumed by adult siblings were friend, advocate, caregiver, and sibling. Key demographic variables related to role assumption included disability severity, emotional closeness, and age of the brother or sister with IDD. Cluster analyses indicated five potential categories of adult sibling role involvement: Companion, Least Involved, Highly Involved, Needs Focused, and Professional. Implications and future areas of research are shared.Accepted manuscrip

National Occupational Standards for learning support practitioners: learning support role description (Draft: November 2007)

Purpose: "Research has shown that employers wish to define the learning support role more clearly and to identify how the role can vary from one context to another. Practitioners also wish for clarity and opportunities to progress in their roles. The aim of this document is to produce a clear description of the role. This document will also inform more detailed descriptions of the role, which will determine the requirements for learning support practitioners who work in specialist roles. Employers may find these statements useful in defining job roles. Individuals may refer to the document in order to clarify with their employer the nature of their job role. The role descriptions form the basis of a qualification framework for learning support in the lifelong learning sector.

The CIO role expectations instrument: validation and model testing

The validation of IS instruments has not been given the attention that it deserves. This study uses component-based structural equation modelling (PLS/SEM) to investigate the psychometric properties and possible modelling of the CIO role expectations instrument based on data obtained from 174 Australian CIOs. Results show that the CIO role expectation instrument has exhibited solid validity and reliability indices despite some minor weaknesses. The results also demonstrate the possibility to model the constructs of this instrument in different null and hierarchical models, and the validity of this instrument to measure the CIO role in different types of industries not just the healthcare sector in which it was developed. The results provide support for CIO role theory on two central issues: (1) CIOs are fulfilling a configuration of roles not just one specific role (2) the CIO roles can be grouped into two major categories: supply side roles and demand side roles

The effect of functional roles on group efficiency

The usefulness of ‘roles’ as a pedagogical approach to support small group performance can be often read, however, their effect is rarely empirically assessed. Roles promote cohesion and responsibility and decrease so-called ‘process losses’ caused by coordination demands. In addition, roles can increase awareness of intra-group interaction. In this article, the effect of functional roles on group performance, efficiency and collaboration during computer-supported collaborative learning (CSCL) was investigated with questionnaires and quantitative content analysis of e-mail communication. A comparison of thirty-three questionnaire observations, distributed over ten groups in two research conditions: role (n = 5, N = 14) and non-role (n = 5, N = 19), revealed no main effect for performance (grade). A latent variable was interpreted as ‘perceived group efficiency’ (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Groups in the role condition appear to be more aware of their efficiency, compared to groups in the ‘non-role’ condition, regardless whether the group performs well or poor. Content analysis reveals that students in the role condition contribute more ‘task content’ focussed statements. This is, however, not as hypothesised due to the premise that roles decrease coordination and thus increase content focused statements; in fact, roles appear to stimulate coordination and simultaneously the amount of ‘task content’ focussed statements increases

The Role of the Unit Administrator: Roles, Powers, and Responsibilities

Teaching/Communication/Extension/Profession,

Clergy work-related satisfactions in parochial ministry: the influence of personality and churchmanship

The aim of this study was to test several hypotheses that clergy work-related satisfaction could be better explained by a multidimensional rather than a unidimensional model. A sample of 1071 male stipendiary parochial clergy in the Church of England completed the Clergy Role Inventory, together with the short-form Revised Eysenck Personality Questionnaire. Factor analysis of the Clergy Role Inventory identified five separate clergy roles: Religious Instruction, Administration, Statutory Duties (conducting marriages and funerals), Pastoral Care, and Role Extension (including extra-parochial activities). Respondents also provided an indication of their predispositions on the catholic-evangelical and liberal-conservative dimensions. The significant associations of the satisfactions derived from each of the roles with the demographic, personality, and churchmanship variables were numerous, varied, and, with few exceptions, small in magnitude. Separate hierarchical regressions for each of the five roles indicated that the proportion of total variance explained by churchmanship was, in general, at least as great as that explained by personality, and was greater for three roles: Religious Instruction, Statutory Duties, and Role Extension. It was concluded that clergy satisfactions derived from different roles are not uniform and that churchmanship is at least as important as personality in accounting for clergy work satisfaction

The changing roles of personnel managers: old ambiguities, new uncertainties

There have been notable attempts to capture the changing nature of personnel roles in response to major transformations in the workplace and the associated rise of ‘HRM’. A decade ago Storey (1992) explored the emerging impact of workplace change on personnel practice in the UK and proposed a new fourfold typology of personnel roles: ‘advisors’, ‘handmaidens’, ‘regulators’ and ‘changemakers’. Have these four roles changed now that HRM has increasingly become part of the rhetoric and reality of organizational performance? If Storey's work provides an empirical and analytical benchmark for examining issues of ‘role change’, then Ulrich's (1997) work in the USA offers a sweeping prescriptive end-point for the transformation of personnel roles that has already been widely endorsed by UK practitioners. He argues that HR professionals must overcome the traditional marginality of the personnel function by embracing a new set of roles as champions of competitiveness in delivering value. Is this a realistic ambition? The new survey findings and interview evidence from HR managers in major UK companies presented here suggests that the role of the personnel professional has altered in a number of significant respects, and has become more multifaceted and complex, but the negative counter-images of the past still remain. To partly capture the process of role change, Storey's original fourfold typology of personnel roles is re-examined and contrasted with Ulrich's prescriptive vision for the reinvention on the HR function. It is concluded that Storey's typology has lost much of its empirical and analytical veracity, while Ulrich's model ends in prescriptive overreach by submerging issues of role conflict within a new rhetoric of professional identity. Neither model can adequately accommodate the emergent tensions between competing role demands, ever-increasing managerial expectations of performance and new challenges to professional expertise, all of which are likely to intensify in the future

Role clarity deficiencies can wreck agile teams

Background One of the twelve agile principles is to build projects around motivated individuals and trust them to get the job done. Such agile teams must self-organize, but this involves conflict, making self-organization difficult. One area of difficulty is agreeing on everybody’s role. Background What dynamics arise in a self-organizing team from the negotiation of everybody’s role? Method We conceptualize observations from five agile teams (work observations, interviews) by Charmazian Grounded Theory Methodology. Results We define role as something transient and implicit, not fixed and named. The roles are characterized by the responsibilities and expectations of each team member. Every team member must understand and accept their own roles (Local role clarity) and everbody else’s roles (Team-wide role clarity). Role clarity allows a team to work smoothly and effectively and to develop its members’ skills fast. Lack of role clarity creates friction that not only hampers the day-to-day work, but also appears to lead to high employee turnover. Agile coaches are critical to create and maintain role clarity. Conclusions Agile teams should pay close attention to the levels of Local role clarity of each member and Team-wide role clarity overall, because role clarity deficits are highly detrimental

Developing the role concept for computer-supported collaborative learning

The role concept has attracted a lot of attention as a construct for facilitating and analysing interactions in the context of Computer-Supported Collaborative Learning (CSCL). So far much of this research has been carried out in isolation and the focus on roles lacks cohesion. In this article we present a conceptual framework to synthesise the contemporary conceptualisation of roles, by discerning three levels of the role concept: micro (role as task), meso (role as pattern) and macro (role as stance). As a first step to further conceptualise ‘role as a stance’, we present a framework of eight participative stances defined along three dimensions: group size, orientation and effort. The participative stances – Captain, Over-rider, Free-rider, Ghost, Pillar, Generator, Hanger-on and Lurker – were scrutinised on two data sets using qualitative analysis. The stances aim to facilitate meaningful description of student behaviour, stimulate both teacher and student awareness of roles at the macro-level in terms of participative stances, and evaluate or possibly change the participation to collaborative learning on all levels