Welcome everything

The failure of management is largely a failure to bring our whole selves to it. What parts of your self do you bring to your work? Do you bring only the management mind, only logic, only the company guidelines? Or do you bring your passions, your values, your soul, your deepest self? Do you react? Or do you respond? Letting go of what you think you know can be the first step to a creative and powerful response. Many of the tools we use in management can actually remove us from the experience and make it harder to respond. Reacting closes down options. Responding opens up possibilities and nurtures trust. This is kindness transformed into a business imperative--responsiveness.     

Ex Ante and Ex Post: What Does Rod Stewart Really Know Now?1

Do we really know whether or not we have “maximized” utility, or do we just know that we are “happy” or “sad”? We argue that we can never know objectively whether or not utility has been maximized; however, people acting on a free market are sufficiently close to the decision as to be able to hazard a better guess about their opportunity costs than policy makers.     

‘Space,the final frontier’? Social movements as organizing spaces for applying HRD

This article suggests a qualitatively different type of ‘space’ that fits the classic definition of what constitutes an ‘organization’, but that is frequently rejected as being beyond the scope of HRD because it does not fit preconceived notions of an ‘organization’. In this article, I describe how social movements are spaces analogous to organizations that can enrich our understanding of HRD principles and that may benefit from our professional experience in fostering learning and development for and within organizations. Using concepts of sensemaking in the organizing process (Weick, K. E. 1979. The Social Psychology of Organizing. 2nd ed. Thousand Oaks, CA: Sage Publications) and concepts of space (Foucault, M. 1986. “Of Other Spaces.” Translated by J. Miskowiec. Diacritics 16 (1): 22–27; Lefebvre, H. 1991. The Production of Space. Translated by D. Nicholson-Smith. Oxford: Blackwell), I show how the social movement, Occupy Wall Street, can be seen as an important site of HRD practice and research.     

Elected medical staff leaders: who needs 'em?

Authority, influence, and power are not synonyms. In working with elected medical staff leaders, a physician executive who chooses to exert authority may soon find him- or herself relatively powerless. But one who chooses to downplay authority, to influence through persuasion, and to coach leaders to lead effectively soon generates support for his or her ideas. The need to coax, cajole, explain, persuade, and "seek input" frustrates many leaders in all kinds of organizations. It would be much easier just to order people about. It's so tempting to think: "Who needs 'em? I'm the 'chief physician.' I know what needs to be done. Let's weigh anchor, take her out, and do what it takes to sail those rough, uncharted seas." If you really enjoy sailing a large ship in rough seas without a crew, go right ahead. Or if you think it makes sense to run an organization with only an executive staff and no knowledgeable middle managers, by all means let clinician leaders know that, now that you're aboard, they're just window-dressing. If you can make this approach work, well and good. Your life will be much less complicated, each day will have far fewer frustrations, and progress toward established goals will be much faster. However, given the reality of traditionally thinking physicians, it would be best to keep an up-dated resume in the locked lower left-hand drawer of your desk.     

Generalized Utilitarianism and Harsanyi's Impartial Observer Theorem

Harsanyi's impartial observer must consider two types of lotteries: imaginary identity lotteries (“accidents of birth”) that she faces as herself and the real outcome lotteries (“life chances”) to be faced by the individuals she imagines becoming. If we maintain a distinction between identity and outcome lotteries, then Harsanyi‐like axioms yield generalized utilitarianism, and allow us to accommodate concerns about different individuals' risk attitudes and concerns about fairness. Requiring an impartial observer to be indifferent as to which individual should face similar risks restricts her social welfare function, but still allows her to accommodate fairness. Requiring an impartial observer to be indifferent between identity and outcome lotteries, however, forces her to ignore both fairness and different risk attitudes, and yields a new axiomatization of Harsanyi's utilitarianism.     

Some debates and challenges in the literature on action learning: the state of the art since Revans

Action learning has travelled in some new directions and become an evolving practice since Revans first articulated his great idea. This paper focuses on some key challenges in the literature, some of which relate to these more recent directions in theory and practice. In particular, we consider the persistent problem of defining action learning and the varieties in practice which are in evidence, the nature of ‘action’ in action learning and the developing theory and practice of critical action learning as contrasted with the ‘classical’ approach to action learning. These debates are chosen for consideration here because they appear to strike at the heart of what action learning is for and because they are in evidence across a range of action learning literature. Some implications of these debates for human resource development (HRD) are also considered, including the potential action learning has for making a contribution to organizational learning, especially in treating ‘wicked’ problems and ill-structured challenges.     

Setting corporate objectives

This paper states that ‘the resources are raw materials, people and capital. The private sector company can survive as such only by using all three resources efficiently’.These statements summarize the need not only for the setting of Corporate Objectives but the cogent and incontrovertible argument for such objectives being financial.Let no one doubt the painful process that is involved in determining the right objectives for the corporate entity or, indeed, for any entity which seeks to survive and continue.This is why the process of setting, accepting and working towards objectives has to start from the top but must continue throughout the whole organization. Who am I and where am I going?—is a question that is as valid for the Company as it is for the individual.The corporate objective of the Fisons Group is consistently to achieve profitable growth in real terms by increasing earnings per share and raising the return on capital employed.I hope you find this paper as constructive to you as it has been to me and my colleagues.     

TOWARD A “NEW ARCHITECTURE” FOR POM

The field of POM is steadily expanding its scope. This allows us to pursue interesting new fields of inquiry and makes us ever more relevant to the needs of practitioners. But it also increases the risk that over time our efforts will become fragmented and unfocused, causing us to slowly lose our sense of community and break up into separate camps. In this paper I ask, “What kind of new organizing framework, or ‘architecture,’ will allow us to maintain our sense of community as our interests diverge?” I describe the experience of one academic organization that faced a similar problem several years ago and how the situation was resolved. This experience leads us to propose a possible solution to Pom's emerging problem: engage with real operations managers and focus our efforts on helping them deal with the actual problems they are facing in today's complex and fast‐changing world.     

EGO UTILITY,OVERCONFIDENCE, AND TASK CHOICE

This paper models behavior when a decision maker cares about and manages her self‐image. In addition to having preferences over material outcomes, the agent derives “ego utility” from positive views about her ability to do well in a skill‐sensitive, “ambitious,” task. Although she uses Bayes' rule to update beliefs, she tends to become overconfident regarding which task is appropriate for her. If tasks are equally informative about ability, her task choice is also overconfident. If the ambitious task is more informative about ability, she might initially display underconfidence in behavior, and, if she is disappointed by her performance, later become too ambitious. People with ego utility prefer to acquire free information in smaller pieces. Applications to employee motivation and other economic settings are discussed. (JEL: D83, D11)     

Responsible leadership development – crucible experiences and power relationships in a global professional services firm

There is increasing consensus that Human Resource Development (HRD) has a central role to play in promoting the principles and practices of corporate responsibility (CR). An important HRD intervention involves developing responsible leaders able to attract support for CR throughout the organisation, but empirical research is lacking in this area. This article contributes to the theoretical and practical knowledge of responsible leadership development (RLD) by addressing two questions: first, how does RLD engender learning that goes beyond basic cognitive awareness? Second, what affects participants’ abilities to manifest this learning in the workplace? A review of the RLD literature reveals a ‘knowing-doing gap’, which, it is posited, may be linked to a lack of theorisation around power. This issue is investigated by means of a case study on a responsible leadership development programme run by a professional services firm. Drawing on Bourdieusian concepts of language and power, the study reveals some of the mechanisms that inspired new socially responsible values whilst also demonstrating some of the contextual barriers inhibiting their manifestation in the workplace. It is argued that HRD professionals need to engage with Bourdieusian ideas of language and power to promote deeper learning around responsible leadership, which can more easily be embedded into the workplace.     

A THREE-PHASE APPROACH TO INSTILLING A CONTINUOUS LEARNING CULTURE IN MANUFACTURING EDUCATION AND TRAINING

We describe a “learn-by-doing” approach that involves the following three phases designed in part to integrate management and engineering curricula and instill a continuous learning philosophy: (1) involve cross-functional teams as “process and business owners” in a replica of a real-life manufacturing/design problem (Do), (2) require teams to not only learn by doing but to then apply or implement what they have learned in phase 1 (Apply), and (3) share best practices and knowledge gained with subsequent participants (Document). These last two phases are essential and potentially the most valuable but are often ignored in the learning process. They can be accomplished either manually or through the use of an electronic bookshelf (e.g., company or school intranet), which is a database system used to collect and store templates of best practices, collective wisdom, and related information associated with learning and operational activities. We describe two of several educational packages we have developed and discuss their impact on our teaching, our students, and practitioners.     

Johann Gottfried Herders philosophische Grundlegung der Iernenden Organisation

Herder’s philosophical model of the learning organisationThe author describes Johann Gottfried Herder’s education philosophy and his plans for an ?alternative“ school. His ?alternative school concept“ shows how the teacher as supervisor of the learning process should take the individual needs into account and adapt the didactics and methods of teaching to these needs. This practice conforms to the rules of today’s reformed schools. Learning as an extension of subjective experiences and life possibilities requires an open organisational structure, and this is what Herder designed.     

The Glass Cliff: Evidence that Women are Over-Represented in Precarious Leadership Positions

There has been much research and conjecture concerning the barriers women face in trying to climb the corporate ladder, with evidence suggesting that they typically confront a ‘glass ceiling’ while men are more likely to benefit from a ‘glass escalator’. But what happens when women do achieve leadership roles? And what sorts of positions are they given? This paper argues that while women are now achieving more high profile positions, they are more likely than men to find themselves on a ‘glass cliff’, such that their positions are risky or precarious. This hypothesis was investigated in an archival study examining the performance of FTSE 100 companies before and after the appointment of a male or female board member. The study revealed that during a period of overall stock‐market decline those companies who appointed women to their boards were more likely to have experienced consistently bad performance in the preceding five months than those who appointed men. These results expose an additional, largely invisible, hurdle that women need to overcome in the workplace. Implications for the evaluation of women leaders are discussed and directions for future research are outlined.     

The social construction of strategic coherence: Practices of enabling leadership

The construction of “strategic coherence,” defined as the development of a system of mutually compatible meanings among organization members about desirable organizational directions, is clearly a crucial issue for organizations. Yet, how to achieve it is in part an open question. While previous studies have considered how strategic coherence may emerge across top levels of management through strategic planning activities and negotiations among senior leaders, we know much less about the contribution of other actors and processes behind the scenes (in non-strategy roles). Drawing on an ethnographic study of a public hospital's planning and project management practices, this paper therefore focuses on the bundles of practices, people and tools through which strategic coherence can emerge across different levels and sectors in mundane activities. We build on the concept of “enabling leadership”, grounded in practice theories of leadership, as our analytical lens. The study reveals how strategic coherence is socially constructed by practices of ‘fueling’, ‘shaping’ and ‘entwining’ mutually compatible meanings, in interactions among diverse people and tools. We propose a grounded model of the construction of strategic coherence as the progressive socialization of meanings about organizational direction that is not just administered from the top, nor naturally emergent from the grass-roots, but that is a collective and inherently socio-material accomplishment of enabling leadership.     

多人从经验中学习模型研究：基于信息和分析方法不对称视角

当前,日益复杂且动态变化的形势和环境对多人从过往事件中不断学习、积累应对经验、快速迭代应对措施等提出了更高的要求。然而,在多人从经验中学习时,常出现由于不同个体间不了解彼此掌握的信息和会使用的分析方法而导致的莫衷一是、讨论进程拖沓、无法及时达成结论等现象。本文将个体间不了解彼此掌握的信息和/或会使用的分析方法的现象概括为“不对称”,并采用理论构建的方法,聚焦于多人从经验中学习的过程,以“信息”和“分析方法”为维度,构建基于信息不对称性和分析方法不对称性的二维矩阵,提出多人从经验中学习时会存在信息不对称且分析方法不对称、信息不对称且分析方法对称、信息对称且分析方法不对称,以及信息对称且分析方法对称四种情况,并指出信息和/或分析方法的不对称性会降低多人从经验中学习的效率,构建了基于不对称性视角的多人从经验中学习过程机制模型。随后,从“意愿”和“能力”两个方面,提出了降低信息和分析方法不对称性的实践方法,建立了降低不对称性的多人从经验中学习的实践方法库。本文针对多人从经验中学习时,由于信息和/或分析方法的不对称性而导致的问题进行探索,并为提升学习效率提供了理论基础和实践指导。     

Environmental innovation and accountability at Collins & Aikman

Any company that has formulated an environmental vision soon learns that the real work is yet to come. While the vision can outline lofty “future” goals sometimes five and ten years away, defining the specifies which make the ideas real and workable is one of the most challenging tasks faced by any CEO of senior manager.This is particularly true in manufacturing where the realities of creating a superior product at a competetive price impact the daily environmental choices and are often at odds with manufacturing operations.Translating an environmental vision into a workplace reality balancing the “what if” with the practical “so how can we really accomplish this?” If technical development is measured without a clear sense of how it contributes to the environmental vision and overall manufacturing operations, the end result will be futile.Collin & Aikman Floorcoverings' environmental management program strives to balance the visionary and the practical, going so far to call themselves, practical visionaries, predicated on innovation.     

Zur Aktualität des Kompetenzbegriffs und zur Bedeutung der Kompetenz-entwicklung für das Coaching

The popular use of the term “competence” and the significance of competence development in coachingThe term “competence” is frequently used by employers, employees, trainers and authors alike, though in many cases the concept behind this term might differ considerably. But what does competence really mean, how does competence differ from other concepts like qualification, ability and skill and what is essential in developing competencies? If competence is seen as a disposition of self-organization, it helps people to solve unknown and difficult requirements based on their knowledge. The basic aim of coaching is the development of job-related competencies. Particularly social and personal competencies can be highly improved and enlarged by coaching. Thereby the coach takes the role of a consultant, who assists the coachees during their learning process and supports them with appropriate methods and tools.     

IMES: A System for Identifying and Evaluating Computer Models for Exposure Assessment2

Although IMES is apparently a marriage of independently developed modules, the blend is nearly seamless-there are only minor differences in “feel” between the three modules. IMES is well organized and easy to use. There are help screens at every stage in each module. Selection is efficient-queries rarely take more than a few seconds on a 386 machine before a report can be generated. There are a few pitfalls in model selection which are difficult to avoid. Improper classification is one of them. For example, IMES lists MINTEQ as a multimedia model. It would be more appropriate from this reviewer's perspective to classify MINTEQ as a geo-chemical model (for which this version of IMES has no classification category.)One minor concern is that in two modules (Selection and Validation)IMES queries the operator “Do you really want to exit?” or “Exit?” when one simply wants to go back one level in the screening process. It would be less disconcerting to be consistently presented (as is done in the Uncertainty module)with a pop-up menu selection like “Do you want to return to the previous screen?” IMES was an ambitious undertaking that resulted in a useful and important contribution to Exposure Assessment Model community.     

Not more learning logs! A research based perspective on teaching reflective learning within HR professional education

The challenges of teaching reflective learning, whilst not peculiar to the HR profession, assume a poignancy given HR's claim to be the natural custodians of ‘all things learning’. The paper discusses the impact of attempts to enhance the reflective learning curriculum within one professional HR programme. Tensions in terms of the positioning of reflective learning within a predominantly functionalist management curriculum can, in part, be ameliorated. Developing a capability amongst students for reflective dialogue and careful construction of assessment work, for example, can enhance engagement with reflective learning rather than simply ‘knowing’ about it. More problematic is impact beyond the classroom. Research revealed ambivalence in respect of transfer and significance beyond the specifics of the professional programme. HR graduates need a capability that extends beyond individual reflective learning and into creating and supporting reflective learning in organizations. Herein lies the distinctive and fundamental challenge facing tutors of reflective learning within HR professional education.