Conflicting values in reflection on professional practice

Purpose – The purpose of this paper is to examine the use of reflection as a tool of enquiry within the context of higher education work based learning. The aim of the study is to investigate how reflection on professional practice brings about a review of the values underpinning that practice. Design/methodology/approach – The data were collected from a group of undergraduate students undertaking their studies by work based learning in the area of management in a Scottish University. An open-ended questionnaire was designed to learn about the participants’ views on their perceived freedom to reflect on their workplace practice in the university, their ability to challenge the organizational values and established practices in the workplace, and on their relationship with the workplace mentor. Findings – Students on work based learning programmes are subjected to demands from at least three directions: first, their own expectations, in terms of both what they want to achieve by way of their own development, second, the needs of their organization; and third, expectations of the university in ensuring that the work produced meets the standard for an academic award. These interests can sometimes coincide, but they can also conflict, and such a conflict can reveal tensions that run deeper into the culture of the organization. Research limitations/implications – This study is based on a relatively small sample of learners in one university, hence the findings are of preliminary nature. Despite the small sample size, the conclusions are indicative of a potential problem in the design of work based learning, and a larger cross-institutional study would allow the validity of these results to be verified. Practical implications – The findings emerging from this study have implications for the facilitators of work based learning in higher education. Although university work based learning programmes differ significantly from corporate learning and development efforts, this paper suggests that work based learning providers should co-operate more closely with the learners’ employing organizations towards creating an environment for learning at work. More co-operation between the university and the employer might be more beneficial for all stakeholders. Originality/value – The literature on work based learning focuses in the main on the use of reflection as a tool of enquiry into workplace practice. Drawing on the study of contemporary work organizations, this paper explores the tensions arising from reflection on the learners’ practice, and possible conflict of values that reflection exposes. Keywords Professional practice, Reflection, Work based learning, Organizational practices, Corporate learning, HE management programmes, Employees, Personal and professional development

A Case Study of Inclusive School Developments: A Journey of Learning

A global recognition of students' rights requires school organizations to recognize, value and provide for diversity. The move towards more inclusive schooling in Queensland, Australia, requires schools to address professional development on two levels: reculturing of the school to reflect inclusive beliefs and values; and enhancement of teacher skills and knowledge to better address the learning needs of all students. The recently developed Index for Inclusion 2000) is one resource that can facilitate the process of professional development and facilitate change in school culture, policy and teaching practice. The process used incorporates a critical friend and peer mentoring model within an action research framework, which together provide benefits for all involved in the professional development process. The journey of learning incorporating the phases of the Index for Inclusion are reported along with discussions for future directions

The Introduction of Learning Organization in Selected Malaysian Organizations: A Comparative Case Study

Little concern has been given to discover the deeper meanings and intricacies of learning organization, although this term has been widespread and has gained attention in a number of Malaysian organizations. The main concern of this study was to generate insight to the understanding of the perspectives of learning organization, its implementations and challenges in selected Malaysian organizations. Specifically, the objectives of the study were: (1) to gain insight and understanding of the concepts of learning organization in selected organizations ; (2) to understand how the selected organizations take steps to implement learning organization; and (3) to understand the challenges faced by the selected organizations in the implementation of learning organization. Multiple qualitative case study approach was used to answer the research objectives. Data were collected through interviews, observations and analysis of formal documents from the selected organizations. The findings of this study were obtained from both within-case analysis and cross-case analysis. For within-case analysis, the description of three organizations selected was described individually. Whereas, for the cross-case analysis the description compared the findings from each of the three organizations selected. Several methods were used to check the validity and reliability of this study. Three methods : 'triangulation', 'member check' and 'peer examination technique' were employed to check the internal validity. External validity was checked by using multisite approach. To increase reliability, this study used the triangulation process, graduate committee review and audit trail. This study found that although the understanding and implementation of learning organization was at the beginning stage in each of the organizations, the result showed some evolving ideas occurred throughout the three organizations . All the three organizations showed the understanding of the concepts of learning organization, its implementation and challenges were based on their own identity. Organization A, being a technical service and development organization, seemed to be more Western-oriented approach. Organization B, which was involved in agriculture and food research and development, was more concerned with experimental activities that related to the Japanese approach. Organization C was a Malay-dominated organization inculcated with Islamic values assimilated both Western and Japanese approaches into the local approach, labeled as the Islamic approach. As a conclusion, the study clarified the understanding of the concepts, its implementation and challenges of learning organization in the selected organizations. The study also identified some guidelines for coping with challenges in implementing learning organization within the three selected organizations. The study recommended that the three organizations should continue their efforts in developing their organizations towards becoming full-pledge learning organizations

Addressing unwarranted clinical variation in healthcare as a quality improvement process

The reduction of unwarranted clinical variation is a common goal of healthcare systems worldwide. However, the process of developing and implementing variation reducing interventions as a quality improvement process is often overlooked and performed sub-optimally within healthcare organizations. This gap in practice is mirrored by a gap in existing research. The development of a clinical variation specific prescriptive model will assist with the identification, development and application of healthcare specific variation reducing initiatives. Such a model should complement the existing plan, do, study, act quality (PDSA) improvement methodology and respect the learning health systems (LHS) learning cycle. Development through the lens of the quadruple aim of healthcare will ensure that the focus remains true to the core values of clinical organizations. Addressing unwarranted clinical variation is a complex task, however. With organizational support, the utilization of collaborative methodologies and the leveraging of available digital health technologies, healthcare organizations are provided the greatest opportunity for the reduction of unwarranted clinical variation and the optimization of healthcare outcomes

Globalization Work and Management

Major changes are occurring in the sphere of work and management. While there is emergence of new time based and information based opportunities, some traditional office and business work opportunities are shrinking. Simultaneously, there is recognition of a new type of “Permanently Temporary” Employment that is a pointer to the need for employment laws that take into account new work realities. On a larger plane, changes are also occurring in trade and business world. A few truly global organizations have emerged. However, organizations that operate in 30-40 or 10-20 countries are many, and are beginning to encounter the problem of operating in international environment. Use of values and social concerns have become the new element in protection of markets in addition to the traditional concern for quality and the recent concern for environment. There is a shifting of polluting industries to new environments resulting in environmental hazards where none existed and a major shift in the job market around the globe. National economies are also shifting from industrial to service and information economies. Another major change is linked with the development of distance learning opportunities and a move towards a universal language. This is influencing not only the way education is imparted but also nature and management of educational institutions thus forcing organizations to rethink their human resource development and learning strategies. At the core of all these changes is a major technological breakthrough – in satellite imaging, communication, computing, high speed travel and transport technologies. This explosion of Technology has resulted in new competition giving older organizations very little response time. Emergence of the new slim and trim organizations have forced unions to change focus from wages and benefits to protection of jobs. Since both work and technology are changing at a fast pace, the sphere of management has also been affected. In some ways control and unity of command are under revision and calls for a reassessment of the management theory and practice. The paper concludes with a discussion of the challenges ahead before the business world and developing societies.

Global radical citizenship and informal learning in NGDOs relationships. Towards a more political view of development aid

Trabajo presentado a la 14th General Conference of the European Association of Development Research and Training Institutes (EADI) on "Responsible Development in a Polycentric World. Inequality, Citizenship and the Middle Classes" celebrada en Bonn (Alemannia) del 23 al 26 de junio de 2014.We depart from criticism towards current depoliticized and managerial discourses and practices in the development sector, which had also been assumed by non-governmental development organizations (NGDOs). These managerial approaches would not be challenging structural problems of inequality and Human Rights violation, and would be strengthening unequal power relationships in aid, between northern and southern organizations. However, we also find a number of alternative and more transformative experiences and forms of international cooperation: It is the case of some alliances between grassroots movements and organizations in the Global South that are confronting hegemonic development models, and certain progressive NGDOs and other social organizations in the Global North. Their approach to international cooperation is essentially and consciously political: These alliances prioritize advocacy and social mobilization, and are based in political engagement, solidarity, responsibility and common values and goals of social transformation. We can approach these relations of cooperation from the perspective of development education, as informal processes of learning arise in them. Through participation, accountability, the building of trust, reflection and dialogue, multidimensional and complex learning processes emerge ¿at individual and collective level-, with political, ethical, cultural and civic dimensions. In our study, we also discuss the idea that these learning processes have an emancipatory potential, as long as they may be contributing to the construction of what we call a ¿radical global citizenship¿. This can be defined as an active and politically engaged citizenship, which confronts hegemonic neo-liberal models, build transnational solidarities, values diversity and alternative epistemologies, connects struggles at local, national and global levels, and creates a cosmopolitan vision. The structure of the paper is the following one: we begin with the explanation of our theoretical framework that develops and connects these ideas on political relationships in aid, informal learning in social action, and global radical citizenship. From this framework, we approach five cases that can be considered as experiences of political relationships in aid. These are experiences of alliances between grassroots and social organizations in Colombia (women movements and indigenous movements, local NGOs, unions and Human Rights organizations) and NGDOs and other solidarity organizations in Spain, that promote together advocacy and social mobilization for the defence of Human Rights in Colombia. We will explore what has emerged in terms of learning, in individuals and groups engaged in the experiences, for global radical citizenship building. Also, we explore how these learning processes are modelled by relations within the alliances and with other stakeholders, by discourses and ideas, and by the broader context. We will find that these experiences have promoted the construction of a global citizenship in very different ways. However, they are also processes full of tensions and challenges, particularly if they want to engage more people and have a broader impact for global radical citizenship building.Peer Reviewe

Designs for Networked Learning: Using Personal Learning Networks to Build Intercultural Competence

Participants will explore the use of a Personal Learning Network (PLN) for building intercultural competence. A PLN is a collection of people, information resources, organizations, and other connections that a networked individual values because the connections support and contribute to learning interests. Throughout our exploration and development of PLNs, participants will identify how these might be used to make “visible” our culturally based assumptions about identity, knowledge creation, knowledge sharing, and the knowledge most worth having. Workshop emphasis will be on both pedagogy and research and stems from recent literature on connectivism and networked learning

Organizational Development: An Assessment with Implications for Clinical Sociology

This paper examines organizational development (OD) as a clinical sociological strategy. OD techniques are diverse and include interventions ranging from stress management to quality-of-work-life programs. Strengths and weaknesses of OD approaches and reasons for the recent reemergence of interest in organizational and human resource development are explored. Four specific criticisms of OD are discussed: (1) lack of congruence in values, cognition, and action; (2) failure to examine meta-assumptions and values of organizational problem solving and learning; (3) simplistic understanding of organizational politics; (4) inability to create internal changes that deal with external complexity and environmental turbulence. Three issues are raised: (1) the proper unit of analysis for clinical sociological action research; (2) the incorporation of macro-level concepts like culture and systems in conceptualizing organizational development and change; (3) the identification and explanation of learning co straints under which organizations and individuals operate

Knowledge Management Activities and Strategic Planning Capability Development

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.While the strategic management literature extols the virtues of engaging in strategic planning for superior performance, how a dynamic strategic planning capability can be developed remains underexplored; a knowledge void addressed by the paper through applying knowledge-based theory. A mail survey was sent to high technology firms randomly sampled from the Kompass Directory of UK businesses. Firms were sampled at the SBU level, given the focus on strategic planning capability. An organization’s strategic planning capability derives from extensive information distribution and organizational memory. While learning values is non-significant, symbolic information use degrades the development of a strategic planning capability. By investigating the contributory activities that lead to strategic planning capability development, the findings establish how strategic planning materializes in organizations. Further, the differential effects found for knowledge management activities on strategic planning capability development extends empirical studies that suggest knowledge is always a central tenet of strategic planning. A set of key knowledge activities are identified that managers must address for strategic planning capability development: strategic planning routines and values of search, analysis, and assessment should be appropriately informed by investments in knowledge dissemination and memory on a continual basis. Meanwhile, information misuse compromises strategic planning capabilities and managers must protect against out-of-context or manipulated information from infiltrating into organizational memory. Despite the advent of the Knowledge-Based Theory and its core premise that capabilities derive from knowledge management activities, little research has been conducted into demonstrating the knowledge-based antecedents of a strategic planning capability

The Effect of Values on System Development Project Outcomes

In order to understand why organizations make certain decisions and target certain outcomes, it is useful to understand their priorities and preferences, commonly referred to as “values.” This research explores the relationship between the technical values held by system development teams and the operational effectiveness of the systems those teams produce. Specifically, it examines the impact of a value set called FIST (Fast, Inexpensive, Simple, Tiny) on DoD and NASA system development projects, and investigates the correlation between the FIST values and operational outcomes. The findings show that the FIST value set enhances project stability, increases the project leader’s control and accountability, optimizes failure, fosters “luck,” and facilitates learning. These benefits of the FIST approach all support the goal of ensuring the organization delivers systems which are “available when needed and effective when used.” FIST is therefore recommended as an effective approach to system development, and several heuristics are provided to facilitate understanding and application of these values