Information architecture for effective Workload Control: an insight from a successful implementation

The implementation of Workload Control (WLC), a Production Planning and Control concept uniquely designed for Make-To-Order companies, has been a constant challenge. Scholars argued that WLC is largely developed through simulations of well-defined environments while much more complex circumstances (e.g. information availability) have emerged in field research. A recent trend of WLC research is to improve the practical applicability of the concept, where empirical evidence is essential. However, success in WLC implementation remains impeded. The availability of data has been a significant area that frustrates the implementation process. While there is a tendency to simplify data requirements in recent WLC theory development, it is important to understand and maintain the information that is essential for the concept to be effective. For the first time in the field, this paper details the information architecture for WLC. Key informational entities of relevance to the input/output control functions in WLC as well as performance measurement are discussed based on evidence from a successful implementation. The paper not only sheds light for practitioners on how to construct an information system that facilitates successful WLC implementation but also has implications for future development of WLC mechanisms coping with information uncertainties in practice

'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

Professionalism and the Millbank Tendency: The Political Sociology of New Labour's employees

This article analyses party employees, one of the most under-researched subjects in the study of British political parties. We draw on a blend of quantitative and qualitative data in order to shed light on the social and political profiles of Labour Party staff, and on the question of their professionalisation. The latter theme is developed through a model derived from the sociology of professions. While a relatively limited proportion of party employees conform to the pure ideal-type of professionalism, a considerably greater number manifest enough of the core characteristics of specialisation, commitment, mobility, autonomy and self-regulation to be reasonably described as 'professionals in pursuit of political outcomes'

Integration of the practice of mindfulness within action learning as an added component within a post graduate leadership programme: an account of practice

This account of practice provides a practical example of the use of mindfulness practice within action learning which was a component of a bespoke UK Business School post-graduate leadership development programme commissioned by an English NHS Mental Health Trust aimed at improving the leadership capacity of mid-level managers through work-based learning. The article discusses background and context of the programme followed by how application of mindfulness exercises was integrated within the action learning process to encourage participants to be ‘in the moment’ as an added component of their leadership development. The aim of the paper is to share examples of practice applied within action learning. Finally, the paper asserts that the application of mindfulness exercises helped to enhance the action learning process by creating a calm, focused space for individual and collective reflections, enhancing the quality of engagement and enabling action learning members to take a more pragmatic approach to addressing the work issues raised within the action learning sets

Internal Knowledge Transfer: Professional Development Programmes and Embedding Real World Learning for Full-Time Undergraduates

Perrin, Hancock and Miller provide a discussion of the distinctive features of negotiated work-based learning frameworks that help capture and develop learning for part-time students who are professional practitioners. They demonstrate how approaches to teaching, learning and assessment established in these frameworks can also be leveraged for programmes aimed at full-time undergraduate students wishing to engage with ‘real world’ learning. In this way, full-time students are able to develop the type of professional practice outlooks and skills redolent of part-time students already in employment. The chapter includes two case studies of where this has occurred in UK universities and the methods that were used for this type of internal knowledge transfer

Facilitating Student Learning Through Contextualization

This Brief, based on a longer review that considers the hypothesis that low-skilled students can learn more effectively and advance to college-level programs more readily through contextualization of basic skills instruction, presents two forms of contextualization that have been studied: “contextualized“ and “integrated“ instruction. There is more descriptive work on the contextualization of basic skills than studies with student outcome data. In addition, many studies with quantitative evidence on the effectiveness of contextualization have methodological flaws that limit conclusions. Further, only a small number of studies are with college students. However, despite these problems, contextualization seems to be a promising direction for accelerating the progress of academically underprepared college students. The method of contextualization is grounded in a conceptual framework relating to the transfer of skill and student motivation; practitioners who use it observe positive results, and the available quantitative evidence indicates that it has the potential to increase achievement

‘The smell of the place’: Managerialist culture in contemporary UK business schools

© 2014 Taylor & Francis. By introducing an intentionally provocative critique of managerialist regimes which typify contemporary UK business school culture, we argue that current business school management practices generate a climate of mistrust and alienation amongst academics. Such a climate is not conducive to a reformative agenda that business schools should be pursuing if they are to improve staff morale and the educational environment. Drawing on Ghoshal’s ‘smell of the place’ metaphor to structure this argument, we court deliberate irony and paradox. Rather than draw on heterodox theory to inform our critique we, instead, turn relatively mainstream management and organization theory against itself. Our argument is that even when examined through orthodox lenses, managerialist practices are found wanting and contradict the precepts of much mainstream normative theory

Co-location as a catalyst for service innovation : a study of Scottish health and social care

Academic literature and policy on co-location of local public services focus on the cost benefits. Other benefits and outcomes of co-location, including service innovations benefiting users, are under-conceptualized. This paper suggests a framework for evaluating co-location as a learning environment for innovation, drawing on new case studies of five Community Health Partnerships in Scotland charged with more closely coordinating health and social care. We conclude that partnerships using co-location are benefiting from additional service innovations

Profaning the sacred in leadership studies: A reading of Murakami's A Wild Sheep Chase

The leadership literature is full of stories of heroic self-sacrifice. Sacrificial leadership behaviour, some scholars conclude, is to be recommended. In this article we follow Keith Grint's conceptualization of leadership as necessarily pertaining to the sacred, but-drawing on Giorgio Agamben's notion of profanation-we highlight the need for organization scholars to profane the sacralizations embedded in leadership thinking. One example of this, which guides us throughout the article, is the novel A Wild Sheep Chase, by the Japanese author Haruki Murakami. By means of a thematic reading of the novel, we discuss how it contributes to profaning particular notions of sacrifice and the sacred in leadership thinking. In the novel, self-sacrifice does not function as a way of establishing a leadership position, but as a way to avoid the dangers associated with leadership, and possibly redeem humans from their current collective urge to become leaders. Inspired by Murakami's fictional example, we call organization scholars to engage in profanation of leadership studies and, in doing so, open new vistas for leadership theory and practice. © The Author(s) 2012