Brainwashing

"December 1960.""Communist bloc program. China Project"--handwritten on t.p"L2-1154"--handwritten on coverIncludes bibliographical references ( leaves 34-35

Taking Culture Seriously in Organization Development: A New Role for OD?

Culture as a concept impacts organization development (OD) in two fundamental ways. First, it is increasingly evident that the practice of OD has to learn to deal with the cultures and subcultures of client systems. Dealing with cultures and sub-cultures requires conceptual models and intervention skills that deal realistically with what culture is and how culture works. Second, OD as an occupational community has developed a culture and sub-cultures within itself and has to learn what the strengths and weaknesses are of those occupational cultures and sub-cultures. Of particular importance is the recognition that the sub-cultures within OD may be in conflict with each other and not be aware of this. In this paper I will present a working model of culture and then analyze each of the two issues

Whistle Blowing: A Message to Leaders and Managers Comment on “Cultures of Silence and Cultures of Voice: The Role of Whistleblowing in Healthcare Organizations”

This comment argues that instead of worrying about the pros and cons of whistleblowing one should focus on the more general problem of the failure of upward communication around safety and quality problems and consider what leaders and managers must do to stimulate subordinates to communicate and reward such communication. The article analyzes why safety failures occur and introduces the concept of practical drift and adaptive moves as necessary for systemic safety to be understood and better handled. It emphasizes the key role of senior leadership in creating a climate in which critical upward communication will become more likely

Changing Professional Identity in the Transition from Practitioner to Lecturer in Higher Education: an Interpretive Phenomenological Analysis

This research explores the experiences of five professional practitioners from disciplines including teaching, youth work, sport and health who had become lecturers in Higher Education. Their experiences are considered using Interpretative Phenomenological Analysis and tentative conclusions are reached on the meaning of such experiences for the individuals. The work extends previous studies (Shreeve 2010, 2011; Gourlay 2011a, 2011b; Boyd & Harris 2010) to consider the relationship between knowledge and influence and how institutional preference for knowledge gained from research impacts on the validity of knowledge derived from professional experience. The research finds shared feelings associated with inauthenticity and loss arising from concerns that the contribution of the professional in Higher Education is undervalued. The research challenges the assumption that professional practitioners adopt the professional identity of a lecturer in Higher Education instead finding that they create their own professional identities in the liminal space between the professional and academic domains, but points to difficulties associated with constructed nature of such professional identities within the institutional structure of a Higher Education institution