More than a cognitive experience: unfamiliarity, invalidation, and emotion in organizational learning

Literature on organizational learning (OL) lacks an integrative framework that captures the emotions involved as OL proceeds. Drawing on personal construct theory, we suggest that organizations learn where their members reconstrue meaning around questions of strategic significance for the organization. In this 5-year study of an electronics company, we explore the way in which emotions change as members perceive progress or a lack of progress around strategic themes. Our framework also takes into account whether OL involves experiences that are familiar or unfamiliar and the implications for emotions. We detected similar patterns of emotion arising over time for three different themes in our data, thereby adding to OL perspectives that are predominantly cognitive in orientation

Psychological Safety and Norm Clarity in Software Engineering Teams

In the software engineering industry today, companies primarily conduct their work in teams. To increase organizational productivity, it is thus crucial to know the factors that affect team effectiveness. Two team-related concepts that have gained prominence lately are psychological safety and team norms. Still, few studies exist that explore these in a software engineering context. Therefore, with the aim of extending the knowledge of these concepts, we examined if psychological safety and team norm clarity associate positively with software developers' self-assessed team performance and job satisfaction, two important elements of effectiveness. We collected industry survey data from practitioners (N = 217) in 38 development teams working for five different organizations. The result of multiple linear regression analyses indicates that both psychological safety and team norm clarity predict team members' self-assessed performance and job satisfaction. The findings also suggest that clarity of norms is a stronger (30\% and 71\% stronger, respectively) predictor than psychological safety. This research highlights the need to examine, in more detail, the relationship between social norms and software development. The findings of this study could serve as an empirical baseline for such, future work.Comment: Submitted to CHASE'201

Temperature and Field Dependence of the Mobility in Liquid-Crystalline Conjugated Polymer Films

The transport properties of organic light-emitting diodes in which the emissive layer is composed of conjugated polymers in the liquid-crystalline phase have been investigated. We have performed simulations of the current transient response to an illumination pulse via the Monte Carlo approach, and from the transit times we have extracted the mobility of the charge carriers as a function of both the electric field and the temperature. The transport properties of such films are different from their disordered counterparts, with charge carrier mobilities exhibiting only a weak dependence on both the electric field and temperature. We show that for spatially ordered polymer films, this weak dependence arises for thermal energy being comparable to the energetic disorder, due to the combined effect of the electrostatic and thermal energies. The inclusion of spatial disorder, on the other hand, does not alter the qualitative behaviour of the mobility, but results in decreasing its absolute value.Comment: 9 pages, 8 figures, submitted to Phys. Rev.

'Simultaneous Immersion' : How online postgraduate study contributes to the development of reflective practice among public service practitioners

This paper examines how the process of engaging simultaneously in study and work – through online distance-based study – affects students’ capacity to apply their learning in and for the workplace. The paper takes as its starting point the importance of extending notions of “educational effectiveness” beyond course-based attainment to encompass the impact of learning within the workplace. It explores the interface between study and work, focusing on the case of online postgraduate programmes in public management at the University of York. It finds that simultaneous immersion in study and work can create the conditions for “public reflection” that underpin work-based learning and that a key factor is the student-practitioner's ability to mobilise “episodic power.” The paper suggests ways in which existing approaches to online postgraduate learning might be enhanced in order to capitalise on these conditions of simultaneous immersion

Geometric Dilaton Coupling and Smooth Charged Wormholes

A particular type of coupling of the dilaton field to the metric is shown to admit a simple geometric interpretation in terms of a volume element density independent from the metric. For dimension n = 4 two families of either magnetically or electrically charged static spherically symmetric solutions to the Maxwell-Einstein-Dilaton field equations are derived. Whereas the metrics of the "magnetic" spacetimes are smooth, geodesically complete and have the topology of a wormhole, the "electric" metrics behave similarly as the singular and geodesically incomplete classical Reissner-Nordstroem metrics. At the price of losing the simple geometric interpretation, a closely related "alternative" dilaton coupling can nevertheless be defined, admitting as solutions smooth "electric" metrics.Comment: 23 pages, 1 table, 1 TeX-figure. Minor changes, to agree with with paper accepted for publication by Phys. Rev.

Brans-Dicke wormholes in the Jordan and Einstein frames

We examine the possibility of static wormhole solutions in the vacuum Brans-Dicke theory both in the original (Jordan) frame and in the conformally rescaled (Einstein) frame. It turns out that, in the former frame, wormholes exist only in a very narrow interval of the coupling parameter, viz., -3/2<omega<-4/3. It is shown that these wormholes are not traversable in practice. In the latter frame, wormhole solutions do not exist at all unless energy conditions are violated by hand.Comment: Minor errors corrected, uploaded for the benefit of the researcher

Non-perturbative dynamics of hot non-Abelian gauge fields: beyond leading log approximation

Many aspects of high-temperature gauge theories, such as the electroweak baryon number violation rate, color conductivity, and the hard gluon damping rate, have previously been understood only at leading logarithmic order (that is, neglecting effects suppressed only by an inverse logarithm of the gauge coupling). We discuss how to systematically go beyond leading logarithmic order in the analysis of physical quantities. Specifically, we extend to next-to-leading-log order (NLLO) the simple leading-log effective theory due to Bodeker that describes non-perturbative color physics in hot non-Abelian plasmas. A suitable scaling analysis is used to show that no new operators enter the effective theory at next-to-leading-log order. However, a NLLO calculation of the color conductivity is required, and we report the resulting value. Our NLLO result for the color conductivity can be trivially combined with previous numerical work by G. Moore to yield a NLLO result for the hot electroweak baryon number violation rate.Comment: 20 pages, 1 figur

Gender, age and the MBA: An analysis of extrinsic and intrinsic career benefits

Against the background of an earlier UK study, this paper presents the findings of a Canadian based survey of career benefits from the MBA. Results indicate firstly that gender and age interact to influence perceptions of career outcomes (young men gain most in terms of extrinsic benefits of career change and pay), and secondly that both men and women gain intrinsic benefits from the MBA. However, intrinsic benefits vary by gender: men in the study were more likely to say they gained confidence from having a fuller skill set while women were more likely to say they gained confidence from feelings of self worth; men emphasised how they had learned to give up control while women argued that they had gained a ‘voice’ in the organization. The role of the MBA in career self- management and the acquisition of key skills are examined as well as the implications for the design of programmes in meeting the varied need of men and women in different age groups