bluuebunny/crossref_metadata_2025 huggingface dataset:
Fallible decisions in management: learning from errors
Authors: Blanco José , Lewko John H. , Gillingham David
Published: July 2002

Systems in the natural resource industry vary in their tolerance of human errors. Such operations are open to fallible decisions resulting from the way in which the organization deals with information. Organizations must therefore improve on their ability to learn from incidents in order to reduce the frequency and severity of errors. Presents information on fallible decisions from the management and cognitive sciences, as well as major disasters (for example Challenger; Herald of Free Enterprise). Describes a framework for increasing organizational learning through incident analysis and presents a five‐step method for systematically analysing incidents.
Disaster prevention: current topics
Authors: Kletz Trevor A.
Published: July 2002

Describes some changes made to improve the environment which have had unforeseen and adverse effects on safety and the reasons why we need more case histories. Also discusses the reasons why there are no permanent solutions to safety problems and the reasons why senior managers should become more involved in safety problems.
Disaster subcultures
Authors: Granot Hayim
Published: July 2002

The term “disaster subculture”, was introduced in the 1960s and 1970s, but has since not been given a great deal of attention. Even though it is still referred to in passing, the elements of disaster subculture are rarely discussed. After considering some examples of the phenomenon and its characteristics, concludes that disaster or emergency subculture does not seem to be an appropriate application of the wider sociological concept of subculture. It is not an alternative to the mainstream culture of a society but represents an aspect of that dominant culture that only manifests itself under particular circumstances. Proposes that, like other aspects of culture, it is learned by society and its members from past experience, personal as well as societal. It entails many features typical of society’s cultural heritage and often entails role and behaviour changes deemed appropriate in emergencies. Concludes that, in light of this discussion, it would seem reasonable to change the term subculture as applied to disaster behaviour to bring the name in line with generally accepted usage.
Stress and emergency work experience: a non‐linear relationship
Authors: Moran Carmen C.
Published: July 2002

Emergency workers vary in their levels of experience, both in terms of years of service and involvement with traumatic incidents, and both types can influence vulnerability to stress. Opposing arguments can be made that experience has a sensitising or desensitising effect. Experienced emergency workers are shown to be more at risk in some studies and less so in others. It is proposed that the relationship between experience and stress is not necessarily linear, as is frequently assumed in such studies. This paper presents a test of linear and quadratic trends on stress and related variables across three groups of experienced firefighters. The results support the proposition that the relationship between stress and experience is quadratic, with stress highest in the middle experience group, and lowest in the low and high experience groups. This result is not explained by differences in actual traumatic exposures or coping practices. Other possible reasons are discussed.
Responding to “unconventional” millennial predictions
Authors: Showalter Pamela S.
Published: July 2002

In the past, predictions of impending natural disasters have captured public attention for a variety of reasons. When such predictions gain momentum, they can have serious consequences for those to whom the public turns for advice, information, and comfort. Over the next few years, it is anticipated that predictions anchoring on the arrival of the millennium will appear and gain notoriety. Research has shown, however, some commonalties among predictions and predictors, as well as how to effectively transmit risk information to the public. The purpose of this paper is to provide those responding to unconventional predictions of imminent disaster a framework within which to guide their actions.
Dealing with mass death after a community catastrophe: handling bodies after the 1917 Halifax explosion
Authors: Scanlon Joseph
Published: July 2002

The literature available on how communities deal with mass death, in particular body handling procedures, is sparse. Describes the actions of the various people involved in the immediate aftermath of the Halifax (Nova Scotia) 1917 explosion. Also, but in less detail, examples the Rapid City flood, the Gander air crash, the Zeebrugge ferry disaster, the Tangsham earthquake, the Texas City explosion and the Kobe earthquake. Highlights the problems of handling bodies after a mass fatality incident: respect accorded to the dead individual; whether skilled individuals are there to take on the tasks, the tagging and identification procedures required and the setting up of temporary morgue facilities.
The development of the Irish Network of Health Promoting Schools
Authors: Lahiff John
Published: July 2002

Traces developments in the Irish Network of Health Promoting Schools since joining the European network in 1992. The Irish Network is managed by a steering committee and supported jointly by the Department of Education and Science and the Department of Health and Children. The emergence of a framework that facilitates planning and progress reviews is outlined. The work of 40 schools is acknowledged together with the part played by principals, Health Promoting school co‐ordinators, parents and pupils. The role of the National Support Centre is described and reference is made to how progress has been evaluated. Future plans include the integration of the health‐promoting school concept with developments to include social, personal and health education as part of the core curriculum in all schools.
Challenges in the development and monitoring of Health Promoting Schools
Authors: Rowling Louise , Jeffreys Vicki
Published: July 2002

Schools are recognised as key settings for health promotion. This has resulted in resources being allocated specifically for the development of Health Promoting Schools. If the existing level of resourcing is to continue, mechanisms for monitoring the effectiveness of Health Promoting Schools need to be designed that are appropriate for the concept. Currently, there is an emphasis on evidence‐based practice, but the difficulty lies in determining what is acceptable as evidence in the context of Health Promoting Schools, and what are the most appropriate methods for collecting this evidence. The disease‐prevention approach, with its emphasis on controlled trials and discrete outcomes is not appropriate. New models must be developed that reflect the multi‐variant and dynamic nature of the processes involved. Outlines principles that could guide this work and includes consideration of the some key health‐promotion principles, including equity, consultation, collaboration, ownership and sustainability, linking these with some newer concepts, such as capacity building and social capital, which are proving useful in the development, monitoring and evaluation of Health Promoting Schools.
Using drama as a tool for educating young people about accessing health services – a comparison of two approaches
Authors: Taylor Kerry
Published: July 2002

Describes using drama to raise some of the main health issues facing young people, inform them about local services and give them an opportunity to explore their fears and anxieties about accessing services in a rural area. The drama was targeted at 14‐15‐year‐olds on two consecutive years. In the first year, the drama was performed by actors; and the second year, the script was re‐written and performed by college students. The effectiveness of each year’s production was evaluated. Both years’ productions were seen by about 800 young people. In both years the evaluation showed that the drama was successful in informing young people about local health services and addressed their main anxieties; but in the second year, many of the young people commented positively on the age of the cast and how they identified with both them and their portrayal of the issues. As a result, the drama has become a regular yearly event in the secondary schools in this rural area.
Using focus groups to evaluate health promotion interventions
Authors: Mitchell Kirsten , Branigan Patrick
Published: July 2002

Introduces focus group methodology to health professionals interested in the possibility of using the method to evaluate health promotion interventions. A working definition and brief history of the method is provided, followed by a summary of possible uses in the three types of evaluation: formative; process; and outcome. It suggests that professionals deciding if and when to use focus groups should consider the aim of their evaluation, the research participants who will be involved in the evaluation and the resources available. Practical issues such as preparing an appropriate topic guide, recruiting participants, facilitating the discussion, analysis and report writing are discussed.
Introducing a breast health strategy into schools
Authors: Rogers Carolyn , Thompson Karen , Robinson Sally
Published: July 2002

Discusses the process of introducing a breast health strategy into schools through multi‐disciplinary working. Although breast screening plays an important part in the early detection of breast cancer, up to a third of women do not take up their invitation for screening. It is argued that breast health education is a vital step towards normalising discussions about breasts, promoting breast awareness and countering misconceptions about breast cancer and breast screening. The breast health strategy evolved from a motivation to introduce an educational intervention into schools through a collaboration between school and community. The process included some informal research and evaluation at each stage which helped the team to reflect, and to inform the next stage of the project. This indicated that many teenage girls have misunderstandings, and may benefit from breast health education in schools. Having established the beginnings of a feasible strategy, the need for more systematic research and evaluation is recognised.
Children Who Have No Breakfast
Authors: Box Val , Landman Jackie
Published: July 2002

Considers the importance of breakfast in relation to maintaining
concentration at school and optimum growth, as well as in protecting
against coronary heart disease in the future. Provides a description of
a survey of five‐to eight‐year‐olds in seven inner‐city low income
schools in Southampton where 5 per cent of children were found to have
no breakfast. Only 20 per cent of children had a satisfactory breakfast
in terms of protein and energy requirements – the most common
satisfactory breakfast being cereal with milk plus a milk drink.
Personal Safety and the Police
Authors: Wotton Paul
Published: July 2002

Describes the objectives of the Schools Involvement Programme of the
Metropolitan Police Service and the range of services offered by schools
involvement officers. Summarizes a variety of activities and topics for
both younger and older pupils on the theme of personal safety. Provides
a detailed account of tips for older pupils on staying safe in various
situations, such as while on the street, travelling on public transport,
earning money or out with a girlfriend or boyfriend.
Sensitive issues and children′s literature
Authors: Wetton Noreen
Published: July 2002

Summarizes the differences between what adults perceive as
sensitive issues affecting children′s well‐being and what children
perceive as sensitive issues. Describes how children′s literature can be
used to help children develop language to describe their feelings.
Explains how different stories can make it possible to explore
characters′ feelings and our own feelings, and how they can be used as
starting‐points for talking to children about sensitive situations,
feelings and relationships.
A new approach to nutrition education in schools
Authors: Seaman Claire , Kirk Terry
Published: July 2002

Examines the contrast between traditional “dry”
approaches to nutrition education, which assume that improving nutrition
knowledge will result in changes to food habits and tend to be
unsuccessful, and techniques pioneered by the food‐advertising and
marketing industries which influence attitude by creating a positive
image for specific foods or food habits. Describes a recent innovative
healthy eating campaign in primary schools, involving cooperation
between the food industry and an academic department, which produced
positive results in both nutrition knowledge and improved food habits
Today′s child, tomorrow′s adult
Authors: Jenkinson Dick
Published: July 2002

Describes a project organized by the Community Education
Development Centre on preparation for parenthood. Five schools were
chosen to try out different models of education for family life and
parenting. Gives some examples of how the schools tackled this
challenge. Concludes that parents′ attitudes to their children changed
as they gained a better understanding of what their children did in
school.
Girls have long hair
Authors: Brown Terry
Published: July 2002

Describes a research project designed to find out what primary
school pupils know about the sexual differences between males and
females and how people use their bodies to show people they love them.
The project used the draw‐and‐write technique and was carried out at
three primary schools in Enfield, North London. Pupils described
stereotypical differences between the sexes such as length of hair,
rather than showing differences in genitalia. Only one in four year‐3
pupils and one in two year6 pupils were able to name accurately the
sexual parts of the body and the differences between the sexes. Boys
emphasized the overtly physical and sexual ways of showing love, while
girls stressed the social and emotional aspects. Concludes that primary
schools need to provide more sex education for their pupils and supplies
curriculum maps for carrying out such work.
Let′s talk about sex
Authors: Hines Gill
Published: July 2002

Describes the development of teaching materials on sex education
for young people which would enable them to become so familiar with the
vocabulary of sex and sexuality that it would no longer cause them
embarrassment or shyness. The aim of the materials is to empower young
people to negotiate the kind of sex, including safe sex, that they want,
and to be able to discuss sex openly with others. Summarizes a variety
of exercises, including a statements game that helps to demonstrate the
differing needs, wants, views, expectations and conditioning of the two
sexes. Describes a “condom creativity” exercise designed to
get young people used to the sight, smell and feel of condoms in order
to reduce embarrassment by making things out of condoms. Outlines how to
play the Hang‐up Game which encourages discussion on issues relevant to
the age group taking part, and the use of sexual vocabulary.
Perspectives on Europe
Authors: Joyce Ruth , Moore Val
Published: July 2002

Gives an account of the third European Spring School on Health Education, held in Setubal, Portugal, in April 1995. The aim of the Spring School was to bring together a range of Europeans involved in health education at various levels in order to promote the concept and the development in practice of the health‐promoting school. Describes how lead responsibilities for health education vary in schools of the 31 nations present, and how political, economic and geographic factors influence the meaning and delivery of health education in different countries. Concludes that developing and adapting to changing times remains as much of a challenge for UK schools as for those across Europe.
The Big Chill lands on Cambridgeshire
Authors: Gilder Christine , Joyce Ruth
Published: July 2002

Describes the evolution of a theatre programme run by Cambridgeshire County Council, financed by a grant from the Department for Education and Employment under the “Tackling Drugs Together” scheme. The programme was targeted at young people aged 14‐16 who had received little or no formal drugs education and/or had already experimented with a range of substances. Gives an account of the philosophy behind the play, which was called The Big Chill and was put on by Box Clever Theatre Company.
Dealing with discipline problems
Authors: Weston Ros
Published: July 2002

Highlights student teachers’ fears concerning maintenance of control in the classroom and relates these to the disciplinary problems experienced by some parents with young children. Urges teachers to overcome these problems by believing in children as people in their own right, by respecting children and their views and helping children to become assertive. Describes an exercise using the technique of “positive self‐talk” to address problems with discipline in the classroom.
Promoting health in secondary schools
Authors: Joyce Ruth , Toft Marilyn , Winstone Eric
Published: July 2002

Describes the Promoting Health in Secondary Schools project, which was commissioned by the Health Education Authority in January 1994. The aim of the project was to support regional and local education and health professionals and colleagues in secondary schools in their efforts to develop effective whole‐school approaches to health at the levels of both policy and practice. The work was co‐ordinated by the Institute of Education and Goldsmith’s College, University of London. Gives, as an example of what can be achieved, a range of future projects identified by one of the secondary schools involved. Concludes that the project was able to stimulate healthy alliances, create opportunities for sharing effective practice and influence local funding priorities. Evaluation showed that health issues, if developed in a whole‐school context, can articulate closely with wider school and community concerns about making school more effective and increasing school achievement. Regrets that the project was not extended beyond the stage described.
An Olympic boost to fight drugs
Authors: Watson Michael
Published: July 2002

Gives an account of how the agencies in one county worked together to produce and disseminate a drugs education project for primary schools. Provides a description of the project’s aims, structure and elements. Concludes by indicating the way forward for the partnership.
Opportunity Youth ‐ a holistic service for young people
Authors: McClure Anne‐Marie
Published: July 2002

Outlines the service provided by Opportunity Youth, a unique personal development and health and social awareness programme delivered to 16‐18‐year‐olds undergoing youth training in four community workshops in North and West Belfast, Northern Ireland. Opportunity Youth employs peer educators alongside professional health workers to provide a formal programme on social skills, relationships, sex education and alcohol/drugs awareness in parallel with an informal counselling and advice service. It provides a universally accepted and user‐friendly service for marginalized youth, offering, in most circumstances, a “one‐stop‐shop” within the context of youth training. The model is a flexible one and could be transferred to any context, but particularly where young people provide a captive audience, for example in schools and colleges. Suggests that health education for young people, by young people, supported and facilitated by professionals with health promotion experience, provides a new direction in health education for young people.
Peer‐led sexual health promotion with young gay and bisexual men ‐ results of The HAPEER Project
Authors: Shepherd Jonathan , Weare Katherine , Turner Glenn
Published: July 2002

Presents the results of an investigation into effective methods of peer‐led sexual health promotion work with young gay and bisexual men. The study recruited a group of young gay and bisexual men from Southampton who underwent training to participate in a peer‐led sexual health intervention in which they conducted one‐to‐one interviews with a selection of their peers. Reports briefly on the key learning to arise from the process of recruiting and training peer educators, and in greater depth concerning the quasi‐experimental evaluation of the intervention the peer educators participated in to promote sexual health. The study found that rapport and familiarity between project workers and potential recruits aided the recruitment process, and that informal, confidence‐building activities were key factors in the effectiveness of the peer educators’ training. The peer educators were most effective in terms of information provision, but weaker on the exploration of attitudes and beliefs, or the encouragement of safer sexual behaviour. The advantages associated with the intervention included its ability to target individuals in a range of community settings, to stimulate in‐depth discussion about sexual health, to identify individual needs and to facilitate outcome evaluation over time.
Family life, health and lifestyles in rural areas: the role of self‐esteem
Authors: Glendinning Anthony
Published: July 2002

Examines connections between family life, self‐esteem, health and lifestyles in a sample of around 1,700 young people aged 14 to 16 years old in eight rural locations in northern Scotland. Young people’s accounts of family life were characterised in terms of quality of relationships, support, family‐centredness, control and conflict. A minority of rural youth were highly negative about home life, and one in six reported low self‐esteem and poor mental health. Certain characteristics contained in young people’s accounts of family life were found to be associated with feelings of self‐esteem, subjective wellbeing and health behaviours. Additionally, self‐esteem was associated with self‐assessments of health, but not directly with health‐relevant behaviour, contrary to a prevalent assumption in health education. More detailed analysis shows that links between perceived family life and self‐esteem and health behaviour are felt quite separately from each other. However, the impact that young persons’ feelings about their home life have on self‐esteem does help to explain links between family practices and health, particularly mental health, in youth.
Psychological development of young adolescents: implications for health education practice
Authors: Scriven Angela , Stevenson Victoria
Published: July 2002

The social and cognitive development of young people at adolescence can have a marked influence on their health‐related behaviour. Psychological development can be influenced at both inter‐ and intrapersonal levels, and health behaviour can be explained and accounted for by a diverse range of influences. This article discusses issues such as experimentation, self‐esteem and individuality within the framework of current theories of psychological development. It assesses the implications of adolescent development for health education programmes, with specific reference to how psychological development influences the motivation and reinforcement of health‐compromising behaviour, such as smoking.
Shared learning in action: children can make a difference
Authors: King Patricia , Occleston Susan
Published: July 2002

Shared learning in action is embedded in a belief in child centred approaches, lifeskills development and the importance of self‐esteem. It is a process which can be used with children from the age of eight upwards, in formal and informal settings, to address a wide range of issues. This brief introduction shows how the work has been developed in schools and the community for health and personal and social education of children. Essential factors are that the children set the agenda and take action based on their own ideas and research. The approach has evolved from child to child activities and has seven clear steps whatever the topic or issue. Practical issues are addressed here through examples of projects covering various aspects of personal, social and health education, including the role of teachers, parents and other adults, organisation in schools and links with social, moral and cultural development.
The healthy option ‐ a review of activity on food and nutrition by UK schools involved in the European Network of Health Promoting Schools
Authors: Bowker Sue , Crosswaite Catriona , Hickman Mary , McGuffin Sam , Tudor‐Smith Chris
Published: July 2002

The UK has been participating in the European Network of Health Promoting Schools (ENHPS) since 1993. One of the main concerns identified by participating schools has been the provision of food on their premises. This paper looks at some of the ways the ENHPS project schools have moved towards developing a whole school approach to food and nutrition. Key themes identified by the schools include: linking the school curriculum with the school dining room and other food outlets; involving pupils and parents; improving the design and environment of the school dining room; and collaborating with the school’s catering service. Argues that, through such initiatives, schools have the potential to make a significant contribution to dietary change and the health of their pupils.
An exploration of smoking education programmes in terms of adolescent development issues
Authors: Scriven Angela , Stevenson Victoria
Published: July 2002

Assesses smoking education programmes in terms of adolescent psychological development issues and social psychological theory. Evaluates two specific programmes using criteria based on developmental concepts and issues, and in terms of whether the programme is holistic in approach. Illustrates the scope of smoking education strategies, and discusses the subtle differences between the underlying principles of these programmes. Finally, assesses the implications of using authoritarian or negotiated approaches to smoking education with adolescent groups.
Capturing Utopia
Authors: Cleeve Marigold
Published: July 2002

Looks at the image of librarians and how it has changed over the years.
Observes also that librarians must develop other skills, such as
marketing, if they are to survive and go on to a future with promise.
Shows that information work in the years 2000‐on may be challenging
– but only if librarians are fully prepared.
The Learning Experience:
Authors: Stephen Peter , Burke Maria E.
Published: July 2002

Describes the library and information course at Manchester′s Department
of Library and Information Studies which has recently been updated to
present the course as a crucial part of (not a prelude to) a career, and
help students to decide on their career hopes. Discusses the Career
Development Report undertaken in year two, its benefits and successes,
and concludes that it offers a useful insight into student perceptions
of the course.
S/NVQs and Higher Education in Librarianship and Information Studies
Authors: Johnson Ian M.
Published: July 2002

British employers have welcomed the development of National Vocational
Qualifications and Scottish Vocational Qualifications. Aims to examine
the implications of S/NVQs for the university schools of librarianship
and information studies. Also discusses post‐qualification training,
showing similarities between the post‐course needs of university and
S/NVQ students, and the scope of the Information and Library Studies
Lead Body′s work.
The doctorate: a possible continuing professional development route
for library and information service practitioners
Authors: Freeman Mike
Published: July 2002

Outlines the possibility and desirability of LIS practitioners
undertaking research for a doctorate (PhD) as a career development
route. Explores the likelihood of a Doctorate in Library Studies (DLS)
being offered by British library schools, together with the
opportunities offered in business schools. Outlines the nature of the
doctorate and some problems library practitioners might encounter as
doctoral candidates.
Staff development and appraisal in an “old” university
library
Authors: Oldroyd Robert
Published: July 2002

Examines the establishment of schemes for staff training and
development, and appraisal, in an “old” university library.
Discusses the problems posed by only one group of staff having an
appraisal scheme. Emphasizes the fact that a training and staff
development programme must have the support of senior management
(including an adequate budget) and meet needs identified by the library
which supports its mission. Consideration is given to setting up a
training and staff development scheme, and evaluating it, who should be
involved, motivation, and barriers and resistance to it. Draws on
experience at the University of Nottingham Library which has, for a
number of years, viewed training as vital to the delivery of
high‐quality services.
Problems of practical placements
Authors: Beard Anthony John
Published: July 2002

Argues the hypothesis that practical placements for students of
librarianship are especially problematic as the student, often straight
from school, needs experience of the “world of work” and its
expectations as well as specifically library and information work. These
two needs may conflict, resulting in demotivation for students and
frustration for the host. Describes the placement pattern at UNL School
of Information and Communications Studies and discusses how it is seen
to address these problems: a short first placement in the second year
helps to acclimatize the student to the expectations of the workplace,
while the second, longer placement in the third year, linked closely to
a management module, focuses the student′s attention on the specifics of
work in a library or information unit.
Career patterns of librarians in government libraries
Authors: Hunter Catriona
Published: July 2002

A survey of the career patterns of librarians in the Ministry of Defence was carried out in 1992. At the time it was the most comprehensive survey on the topic carried out in any government department in the UK. Provides data on choice of career, professional qualifications, career history in librarianship, singleton posts, mobility, career breaks Civil Service careers, alternative working patterns, present jobs, job description, future career plans, background information and attitudes. Finds that the career patterns of staff in government libraries do not differ greatly from those in other types of library, but there is much frustration and uncertainty about the future. Suggests that the Civil Service system does not always work as it is intended to.
Managing for success ‐ perhaps
Authors: Noon Patrick
Published: July 2002

The development of management skills for senior academic librarians has rarely been accorded the attention it deserves, even when the Follett report identified it as an important challenge for the future of libraries. This situation has been a concern for some in the profession and a strategic management programme for senior academic library staff was developed by academic librarians and Aston Business School to respond to this challenge. Outlines the development of the programme, details its contents and discusses the feedback from the programme. Also identifies some of the lessons that have been learnt from the process and the programme about future directions for management development in academic libraries.
Relevance from industrial information service
Authors: Marja Talikka
Published: July 2002

Lifelong learning and skills updating is recognised as being an essential part of today’s business world. Librarianship is no different. The author explains the opportunity and reasoning behind a job trade undertaken in the spring of 1997 for eight months. This involved temporarily leaving her job in the Lappeenranta University of Technology Library, Finland and gaining new experience within the forestry industry, which included the chance to update her knowledge of industrial information services. The conclusions drawn from this experience highlight the importance of keeping abreast of advancing technology in the business world, in order to train students effectively for their transition into the job market.
The current state of ILL: some realities behind the hype
Authors: McGrath Mike
Published: July 2002

Challenges the idea that the “future is digital”. Argues that instead the future will be a complex mix of paper based and electronic texts; with paper predominating for some years to come. If this view is correct, it has important consequences for the allocation of scarce resources, particularly in university libraries.
A TQM model for higher education and training
Authors: Ho Samuel K. , Wearn Katrina
Published: July 2002

In contemporary management in the 1990s, a strategy utilized by an
increasing number of organizations for effective change and sustained
competitive advantage is total quality management (TQM). There have been
many established applications in manufacturing over the last two decades
and, more recently, in services and the public sector. However, despite
expectations that higher educational institutions should lead the field,
TQM has been insignificant until recently. Aims to determine the
advantages of TQM and how TQM can be effectively and efficiently applied
in higher education institutions. Develops a TQM excellence (HETQMEX)
model for higher education and training based on fundamental concepts of
service quality: 5‐S, marketing and education quality control, quality
control circles, ISO 9000 and total preventive maintenance. Acknowledges
the diversity of customers that TQM must satisfy and highlights some of
the problems encountered in implementing the model, based on
well‐founded research and the experience of the authors.
Towards a learning organization
Authors: Murdoch Graeme A.
Published: July 2002

Discusses the profile of a learning organization as described by
Senge. Describes the current organizational status of Brooksby College,
Leicestershire, UK, in relation to a college‐devised quality assurance
programme (QAP). Then applies the results of this research to Senge’s
profile of a learning organization to show that Brooksby College has the
attributes, and means, of becoming a learning organization. Further
shows that the vehicle for this development is the QAP.
The Japanese 5‐S practice and TQM training
Authors: Ho Samuel K. , Cicmil Svetlana , Fung Christopher K.
Published: July 2002

Workplaces in Japan are well‐known for their cleanliness and
orderliness. This results from the Japanese emphasis on training and
discipline. The logic behind the 5‐S practice is that organization,
neatness, cleanliness, standardization and discipline at the workplace
are basic requirements for producing high quality products and services,
with little or no waste, while maintaining high levels of productivity.
Outlines results of an intensive questionnaire survey on about 3,000
companies in the UK and 200 leading companies in Japan with a response
rate of about 12 per cent. Aims to determine whether the Japanese 5‐S
practice has a significant contribution to the successful total quality
management (TQM) implementation. The main finding from the 205
manufacturing and 106 services firms in the UK as well as 16 leading
companies from Japan is that the 5‐S provides an essential total quality
environment which is an important base for implementing TQM
successfully. Inevitably, TQM training policy should incorporate the 5‐S
practice guidelines.
Achieving national targets for education and training
Authors: Ball Christopher
Published: July 2002

Examines the benefits of education and training. Shows that only a
very low percentage of graduates or people with higher education
qualifications are unemployed. Suggests that we should become a learning
society in order to become internationally competitive. Concludes that
achieving national targets for education and training is essential to
our national prosperity and competitiveness.
Small firms and ISO 9000
Authors: Collyer Richard
Published: July 2002

Provides guidance for small firms contemplating implementing ISO 9000. Suggests that any programme aimed at small firms must be specific to requirements and not simply scaled down from those appropriate to larger companies. Reports on some of the author’s own experiences as an assessor of small companies and provides questions for small companies to ask of would‐be suppliers of training and/or certification. Proposes some guidelines regarding documentation and organization and notes that the key to a successful system is to keep it “simple, practical and user‐friendly”.
Working and learning with electronic performance support systems: an effectiveness study
Authors: Bastiaens Theo J. , Nijhof Wim J. , Streumer Jan N. , Abma Harmen J.
Published: July 2002

In the last ten years the computer‐based training (CBT) market has grown tremendously and the quality of the programmes has improved. Sound and vision have been added and educational technology has improved the design and structure. Nowadays keywords are just‐in‐time learning and learning by doing. For these CBT has had to be revised and integrated into the workplace. One way to integrate learning in the workplace is by using electronic performance support systems (EPSSs). EPSSs support workers with information, advice and training while they are doing their job. Reports the effectiveness of EPSSs. Evaluates some of the expected advantages of EPSSs, such as the increase in productivity and improved learning with insurance agents using laptop computers. Presents theoretical statements, research design and hypotheses. Relates the conclusion to the improvement in productivity and learner results.
En route to TQM: organizational learning through quality circles
Authors: Hill Frances M.
Published: July 2002

Explains why companies wishing to make the transition to TQM must address the issue of organizational learning. Also provides some evidence that quality circles (QC) can facilitate organizational learning in the quality context. Discusses three theoretical stages of organizational learning, and demonstrates how QCs can assist organizations in progressing through the first two of these. Explores specific aspects of organizational learning relevant to TQM, which can be effected through the medium of QCs. Concludes that QCs could prove a useful vehicle for initiating some of the changes and attendant learning which the transition to TQM entails.
Improving teaching and learning: the perceptions minus expectations gap analysis approach
Authors: Narasimhan Kasturi
Published: July 2002

The most commonly used method ‐ the use of a formal questionnaire, administered at the end of term or end of semester ‐ is not useful for generating continuous improvement in the short term. Aims to explain the perceptions minus expectations gap analysis approach to obtain informal feedback from students and use it for formative purposes. Summarizes the reasons for the increased interest in student feedback. Describes the process of obtaining feedback to generate the perceptions minus expectations gap. Presents evidence to show that the key factors that aid or hinder learning are situational. Finally, gives an example of the application of gap analysis.
Empowerment through Employee Involvement and Participation
Authors: Denton D. Keith
Published: July 2002

Describes how Ford and its union, the United Auto Workers, have jointly
created an effective training program that emphasizes changing Ford′s
corporate culture. The educational and developmental activities are
successful because Ford takes a systems approach that is built on
voluntary choices and a voluntary agenda. Ford is able to encourage
innovation through co‐determination and co‐responsibility.
Employee Participation and Empowerment Programs
Authors: Rodrigues Carl A.
Published: July 2002

Describes how employee participation and empowerment programs (EPEPs)
– the involvement of workers and groups in the decision‐making process
and the empowerment of employees and groups in a flat organizational
structure – are necessary for organizational effectiveness. Argues,
however, that they are difficult to implement and to maintain after they
have been implemented because organizational culture is difficult to
change. Poses many questions which need answers before such programs can
be effectively implemented and maintained, suggesting that while we may
know that such programs are imperative for organizational effectiveness,
there is still much to be learned about what such programs really are
and what their real purpose is.
Empowerment and the Managerial Perogative
Authors: Höpfl Heather
Published: July 2002

Describes the inherent tensions in the relationship between the self and work and considers how these tensions become apparent in relationship between management development and self‐development in the pursuit of “professional” management. Management development is thrown into critical focus in order to give emphasis to the underlying conflicts which it conceals. Describes the extent to which the advancement of management development is regarded as “value free” and unproblematic. Examines some widely held views on the objectives and desired outcomes of management development programs and, in particular, considers how management development objectives promote, and are located in the context of, specific value systems, for example, improved communications, trust, exhortations to greater risk taking behavior, greater commercial and strategic awareness of the business, vision, and so on. Considers the tensions between such objectives and the experiences of day‐to‐day managerial work. Pays particular attention to the relationship between power and empowerment, fear and defensive behavior on the part of senior management, and disillusionment and its consequences in order to expose a pervasive ambivalence in change management in general and in “empowerment” in particular.
Eight critical principles of empowerment
Authors: Harley William B.
Published: July 2002

Typical organizational improvement initiatives emphasize
operational issues such as systems, plans, structures and processes.
Relatively little emphasis is placed on releasing the power of human
beings into the improvement initiative. To improve successfully,
organizations must balance the operational and human factors in the
change initiative. The balance begins to emerge as managers internalize
eight critical principles of empowerment, namely: protect the dignity of
all employees; manage perceptions, not just the “facts”; use
organizational authority to release rather than inhibit human potential;
use consensus decision making; clarify vision, mission, objectives,
goals and job descriptions; unshackle the human desire to be of service
to others; come from values; provide the feedback requested by
employees. When management is guided by these eight principles, human
and operational issues tend to stay in balance. This allows improvement
to be unifying, innovative, continuous and permanent.
Culture′s consequences: organizational values, satisfaction and
performance
Authors: Burke Ronald J.
Published: July 2002

Examines work outcome correlates of cultural values in a large
professional services firm interested in improving its effectiveness.
Data were collected from 1,608 women and men using anonymously completed
questionnaires. Describes the cultural values of the firm, then examines
correlates of these values. Professional and service‐oriented values
were more common than were personal balance and staff development
values. Several cultural values had significant relationships with work
outcomes. The less common cultural values emerged as the strongest
predictors of work outcomes. Offers implications for management and
organizations interested in creating high involvement workplaces.
Performance through people
Authors: Jones Pam , Palmer Joy , Whitehead Diana , Osterweil Carole
Published: July 2002

Suggests that often untapped human strengths have major importance in the search for exceptional performance. Argues that information technology has not and will not replace such qualities, as had been thought in the 1980s. Looks at ways to maximize human resources in a world of organizational change, suggesting that there is need for a shaping of a dynamic set of relationships at all organization levels, and that the needs, aspirations and potential of people hold the key.
Organisational learning and competence development
Authors: Drejer Anders
Published: July 2002

This paper is concerned with the formulation of a framework for understanding the development and change of the competences of firms. Today, there is near universal agreement that the competitiveness of firms rests on the (core) competences that firms possess. However, little attention has been devoted to the notion of competence development. In the paper, it will be argued that there is, indeed, a need for research and management practice of competence development. It will also be argued that organisational learning theory is a key to understanding competence development. Based on this, a model for competence development is proposed. This is the main contribution of the paper. The paper then concludes with a number of questions yet to be answered by research on competence‐based strategy.
Expanding the realm of organizational reasoning
Authors: Marshall Judi
Published: July 2002

Reflects on different qualities of mind that organizations can develop. Suggests that some previously muted ways of knowing – including more appreciation of interdependence, system patterns, contexts and emotions – are now being developed, expanding learning capacities. Argues that there are constraints on these developments because some changes are happening more in name than in practice, and because system resilience is maintaining preferences for control and action. Offers reformulated visions of leadership which might enhance organizational learning in the face of such restrictions; points to needs for congruence of approach and intention. Challenges traditional notions of leadership as hierarchical.
A critical appraisal of the performance of Royal Dutch Shell as a learning organisation in the 1990s
Authors: Boyle Emily
Published: July 2002

Since the late 1980s, learning organisations have been deemed to have a number of advantages over non‐learning ones. One organisation that has been identified as “a premiere learning organisation”, is Royal Dutch Shell (RDS). Despite this, in 1998 its results were the worst in its history. Seeks to explain how and why this happened. Considers the advantages claimed for learning organisations, the features of them that enhance an organisation’s competitive advantage and those that can obstruct their effectiveness. Analyses the performance of RDS over a period of time in the light of the changing conditions in the oil industry. In particular examines a variety of learning methods used by RDS in the critical period prior to and during the 1990s. From this, addresses differences between the characteristics of RDS in the 1990s, compared with previously, on the one hand, and with those identified as significant for ensuring that learning organisations create competitive advantage, on the other hand, in an effort to explain RDS’s poor performance at the end of the 1990s.
The concept of process management
Authors: Bawden Richard , Zuber‐Skerritt Ortrun
Published: July 2002

Presents a conceptual framework for process management of groups involved in action learning and action research. Discusses propositional, practical and experiential learning; and the concept of meta‐learning (learning to learn) in relation to the “learning organisation”. Presents a model of process management that concerns people and process, with implications for research in industry, government and higher education.