Enabling organizational cultural change using systemic strategic human resource management – a longitudinal case study

Researchers report that successful cultural change in an organization is difficult to achieve. This research contends that it is more likely to be successful when a systemic approach to strategic human resource management (SHRM) is used to facilitate the change. The contention was tested in an action research case study and longitudinal assessment of change in a large Australian public sector agency. A clear finding from this research is that the cultural change had been sustained through the systemic application of SHRM.

Gender and genre : a case study of a girl and a boy learning to write

This study addresses questions of gender and genre in early writing by drawing on systemic linguistic theory, It is a longitudinal case study that compares the writing development of two children, a boy and a girl/ who learned to write in classrooms that adopted an approach to writing known in Australia as 'process writing1, The children's written texts were analysed using the systemic functional grammar as developed by MAK, Hallidey and the models of genre and register as proposed by J,R, Martin. The children were followed for the first two and a half years of their schooling, from the first day of kindergarten to the middle of grade two. They were observed weekly during the daily ‘writing time’ and all texts were collected. Although the children were ostensibly 'free’ to determine both the writing topics and text types they produced, systemic analysis revealed that: 1) the majority of texts written were of one genre, the Observation genre, in which the children reconstructed their personal experience with family and friends and offered an evaluation of it. 2) a significant pattern of gender differences occurred within this genre, such that the boy reconstructed experience in terms of the male cultural stereotype of being an active participant in the world, while the girl reconstructed experience in terms of the female stereotype of being a more passive observer of experience. It is the strength of systemic linguistic analysis that it revealed how the choices the children made in language were constrained by a number of social and cultural contexts, including: a) the teacher's theoretical orientation to literacy; b) the models of spoken and written language available to the children; and c) the ideology of gender in the culture. In particular, the analysis made visible how children appropriate the meanings of their culture and socialise themselves into gender roles by constructing the ideology of gender in their writing. The study contributes to an understanding of genres by offering a revised description of the Observation genre, which derives from the Observation Comment genre originally identified by Martin and Rothery (1981). It also raises a number of implications for teacher training and classroom practice, including the need for: 1) increased teacher consciousness about gender and genre, especially an understanding that choices in language are socially constructed 2) a critical reassessment of the notion of 'free topic choice’ promoted by 'process writing' pedagogy, a practice which may limit choice and tacitly support the gender status quo.

Organizing forms in change management: the role of structures, process and boundaries in a longitudinal case analysis

This paper examines change management at William Angliss Institute of Technical and Further Education (TAFE) against the three organizational dimensions of structures, processes and boundaries identified by the INNFORM Study. Its experience confirms that even when an organization adopts a systemic approach and implements change across each design dimension, optimal performance benefits depend on mutually reinforcing and complementary changes. Furthermore, improvement to processes, particularly communications and human resources practices, plays a pivotal role, as complementary change across all dimensions depends ultimately on the contribution and commitment of organization members. Case findings also highlight the need for ambidextrous forms of organizing that combine 'controllability' with 'responsiveness'. The conceptual notion of organizing dualities has been employed to provide a practical interpretation of the ostensibly competing imperatives implied by ambidexterity. This case explores the dualities that can be demonstrated for the INNFORM triumvirate of structures, processes and boundaries. The dualities interpretation emphasizes an acceptance of texture and the simultaneous presence of what are conventionally viewed as incompatible organizing forms. This was considered a useful conceptual vehicle in the analysis of a case study covering nearly ten years of serious change interventions, where one theoretical view can be misleading in understanding the subtleties and complexities of the actual changes that occurred.

Integrating data to facilitate clinical research : a case study

The integration of routine clinical administrative activities into ongoing rigorous clinical research poses challenges for both clinicians and researchers. This case study describes the development of a responsive database system used to facilitate comprehensive longitudinal research into the outcomes of patients waiting for hip and knee replacement surgery in a large public teaching hospital. The initial research procedure was paper-based, with manual patient matching and data entry. This process was time-consuming and associated with substantial risk of error and omissions, necessitating the design of a better system. An integrated database system was designed to receive daily electronic updates of the orthopaedic waiting-list and scheduled clinic and surgery dates. Using readily available software (Microsoft Access), new patients were identified through specifying inclusion and exclusion criteria which allowed rapid and complete recruitment at time of entry to the waiting-list. The integrated system specified the appropriate timing of multiple follow-up assessments, provided prompt information on recruitment for reporting purposes and integrated multiple linked research projects within one database. Seamless exporting of data to statistical programs for analysis was also enabled. This simple integrated approach facilitated efficient execution of a longitudinal study from recruitment to statistical analysis while maximising confidentiality and minimising resources required. This case study describes the development and design of a simple system which could be easily adapted for database management in hospital or clinic-based settings according to local requirements.

Overtraining or burnout : a training and psycho-behavioural case study

The aim of this article is to present case study data that challenges the popular conception that athlete burnout represents the ultimate outcome of overtraining. A young male triathlete (22 yrs) completed a comprehensive training diary, along with the Athlete Burnout Questionnaire (ABQ) and the Multi-component Training Distress Scale (MTDS) weekly from the commencement of pre-season training, until the end of the competitive season 45 weeks later. Results were analysed retrospectively upon completion of the season and followed up with semi-structured interviews with the coach and athlete. These longitudinal observations are the first to document an athlete who appears to have simultaneously become overtrained and developed athlete burnout as measured by the ABQ. Thus we are advocating a need for future research to clarify differences between these two training-stress syndromes, specifically in relation to their aetiology, to avoid misdiagnosis and to ensure appropriate treatment for athletes experiencing these conditions is provided.

Glaucomatous visual field progression with frequency-doubling technology and standard automated perimetry in a longitudinal prospective study

PURPOSE. To compare frequency-doubling technology (FDT) perimetry with standard automated perimetry (SAP) for detecting glaucomatous visual field progression in a longitudinal prospective study.

METHODS. One eye of patients with open-angle glaucoma was tested every 6 months with both FDT and SAP. A minimum of 6 examinations with each perimetric technique was required for inclusion. Visual field progression was determined by two methods: glaucoma change probability (GCP) analysis and linear regression analysis (LRA). For GCP, several criteria for progression were used. The number of locations required to classify progression with FDT compared with SAP, respectively, was 1:2 (least conservative), 1:3, 2:3, 2:4, 2:6, 2:7, 3:6, 3:7, and 3:10 (most conservative). The number of consecutive examinations required to confirm progression was 2-of-3, 2-of-2, and 3-of-3. For LRA, the progression criterion was any significant decline in mean threshold sensitivity over time in each of the following three visual field subdivisions: (1) all test locations, (2) locations in the central 10° and the superior and inferior hemifields, and (3) locations in each quadrant. Using these criteria, the proportion of patients classified as showing progression with each perimetric technique was calculated and, in the case of progression with both, the differences in time to progression were determined.

RESULTS. Sixty-five patients were followed for a median of 3.5 years (median number of examinations, 9). For the least conservative GCP criterion, 32 (49%) patients were found to have progressing visual fields with FDT and 32 (49%) patients with SAP. Only 16 (25%) patients showed progression with both methods, and in most of those patients, FDT identified progression before SAP (median, 12 months earlier). The majority of GCP progression criteria (15/27), classified more patients as showing progression with FDT than with SAP. Contrary to this, more patients showed progression with SAP than FDT, when analysed with LRA; e.g., using quadrant LRA 20 (31%) patients showed progression with FDT, 23 (35%) with SAP, and only 10 (15%) with both.

CONCLUSIONS. FDT perimetry detected glaucomatous visual field progression. However, the proportion of patients who showed progression with both FDT and SAP was small, possibly indicating that the two techniques identify different subgroups of patients. Using GCP, more patients showed progression with FDT than with SAP, yet the opposite occurred using LRA. As there is no independent qualifier of progression, FDT and SAP progression rates vary depending on the method of analysis and the criterion used.

Translating evidence-based guidelines to improve feedback practices: the interACT case study

BACKGROUND: There has been a substantial body of research examining feedback practices, yet the assessment and feedback landscape in higher education is described as 'stubbornly resistant to change'. The aim of this paper is to present a case study demonstrating how an entire programme's assessment and feedback practices were re-engineered and evaluated in line with evidence from the literature in the interACT (Interaction and Collaboration via Technology) project. METHODS: Informed by action research the project conducted two cycles of planning, action, evaluation and reflection. Four key pedagogical principles informed the re-design of the assessment and feedback practices. Evaluation activities included document analysis, interviews with staff (n = 10) and students (n = 7), and student questionnaires (n = 54). Descriptive statistics were used to analyse the questionnaire data. Framework thematic analysis was used to develop themes across the interview data. RESULTS: InterACT was reported by students and staff to promote self-evaluation, engagement with feedback and feedback dialogue. Streamlining the process after the first cycle of action research was crucial for improving engagement of students and staff. The interACT process of promoting self-evaluation, reflection on feedback, feedback dialogue and longitudinal perspectives of feedback has clear benefits and should be transferable to other contexts. CONCLUSIONS: InterACT has involved comprehensive re-engineering of the assessment and feedback processes using educational principles to guide the design taking into account stakeholder perspectives. These principles and the strategies to enact them should be transferable to other contexts.