Download Action Learning, Leadership and Organizational Development by Clare Rigg, Sue Richards PDF

By Clare Rigg, Sue Richards

ISBN-10: 0415372704

ISBN-13: 9780415372701

Unprecedented funding is being made in management improvement around the public region: management classes are transforming into, and improvement is a center subject matter of organizational skill construction tasks. inside of this, motion studying has attracted expanding curiosity as an procedure which can at the same time handle person and organizational improvement.

An notable and scholarly assortment, this e-book collates vital examples and considers the proof for motion learning’s effectiveness. An vital learn for postgraduate scholars and researchers of human assets, education and improvement, this crucial ebook attracts very important insights to elevate new questions in regards to the function of the facilitator, the price of a ‘bilingual’ skill with public provider matters and facilitation, comparisons with training and mentoring, and implications for utilizing motion studying in a politicized or hierarchical atmosphere and on a consultancy basis.

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Extra resources for Action Learning, Leadership and Organizational Development in Public Services (Routledge Studies in Human Resource Development)

Example text

In addition, better joined-up responses to non-routine, intractable wicked issues will benefit from a heavy emphasis on experimentation, evaluation and learning. In terms of desirable leadership capabilities, it has long been a contentious issue as to whether generic management competences can be prescribed across all sectors and types of organization. Work by Perren and Burgoyne (2002), which presented a framework of management and leadership capabilities, cautiously extends earlier profiling of generic management standards.

Executive agencies in central government, the purchaser–provider split in health, and the divide into client and contractor functions in local government – these were all structures designed to improve performance by narrowing the focus and injecting competition. These developments in the United Kingdom were mirrored in many other countries as they responded to the same international pressures – although the response in each case was conditioned by its own internal factors. For the United Kingdom there were many improvements in productivity, overcoming the underlying flaw in the ‘welfare state’ paradigm – lack of cost consciousness.

The provider side of the NHS was in fact able to retain the initiative, and before the internal market was abolished it had stopped functioning as a full market, still incurring the transaction costs of the market, but without its benefits. Rather more successful was the introduction of new forms of accountability in school education. The new inspectoral regime established under Ofsted was focused on providing parents and the wider public with information about comparative school performance, rather than on helping teachers improve, as the previous HMI had been – holding the profession to account rather than being part of the professional community.

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