An exploration of the role duality experienced by HR professionals as both implementers and recipients of HR practices: evidence from the Indian railways

This study provides an innovative perspective on empirically assessing HR by focusing on the duality of HR professionals’ experiences as both implementers and recipients or internal customers of HR practices given that they are also employees of the organization. We hypothesize that HR professionals experience HR practices more favorably from an implementer perspective as compared to an internal customer perspective. These differences in experiences are likely to be influenced by HR professionals’ hierarchical position in the HR department. Our analyses of 1,271 HR professionals employed by Indian Railways revealed a number of differences between the two types of experience. Some practices (recruitment and selection, training, and employee welfare) were viewed more negatively from the implementer perspective, whereas others (compensation, benefits, and employment relations) were rated more negatively from the internal customer perspective. Those holding more senior HR positions reported more positive experiences of training and employment relations from an internal customer perspective. Overall our contributions draw on the attribution theory and concepts of intraorganizational power and voice, and have implications concerning the effectiveness of HR practices. © 2015 Wiley Periodicals, Inc.

'Nature concocts & expels': the agents and processes of recovery from disease in Early Modern England

The ‘golden saying’ in early modern medicine was ‘Nature is the healer of disease’. This article uncovers the meaning and significance of this forgotten axiom by investigating perceptions of the agents and physiological processes of recovery from illness in England, c.1580-1720. Drawing on sources such as medical texts and diaries, it shows that doctors and laypeople attributed recovery to three agents – God, Nature, and the practitioner. While scholars are familiar with the roles of providence and medicine, the vital agency of Nature has been overlooked. In theory, the agents operated in a hierarchy: Nature was ‘God’s instrument’, and the physician, ‘Nature’s servant’; but in practice the power balance was more ambivalent. Nature was depicted both as a housewife who cooked and cleaned the humours, and as a warrior, who defeated the disease. Through exploring these complex dynamics, the article sheds fresh light on concepts of gender, disease, and bodies.

A Model of Normative Power

A power describes the ability of an agent to act in some way. While this notion of power is critical in the context of organisational dynamics, and has been studied by others in this light, it must be constrained so as to be useful in any practical application. In particular, we are concerned with how power may be used by agents to govern the imposition and management of norms, and how agents may dynamically assign norms to other agents within a multi-agent system. We approach the problem by defining a syntax and semantics for powers governing the creation, deletion, or modification of norms within a system, which we refer to as normative powers. We then extend this basic model to accommodate more general powers that can modify other powers within the system, and describe how agents playing certain roles are able to apply powers, changing the system’s norms, and also the powers themselves. We examine how the powers found within a system may change as the status of norms change, and show how standard norm modification operations — such as the derogation, annulment and modification of norms— may be represented within our system.

Putting the power in power, politics, and MIS implementation : a reworking of Markus (1983) 20 years on

This paper examines Markus' (1983) paper, using literature from the sociological and philosophical disciplines to provide an updated view of power and its influence on politics and Information Systems (IS). Using these different literature sources, which are becoming more accepted in the IS discipline, provides a richer understanding of power and politics in Information Systems. An alternative research methodology, critical ethnography, has also been described in the context of Markus' study and a case study has been provided which adopts this alternate approach.

An experimental investigation of pure voting power

We evaluate the accuracy of power indices by experimentally measuring the political power embodied in blocks of votes per se.  The experiment incorporates several players interacting in online chat rooms under supervision.  The chat rooms and the selection process reduce or eliminate extraneous political forces leaving logrolling as the primary political force.  Results show that two standard power indices reflect voting power while other power indices and proportionality do not.

Effect of heavy dynamic resistive exercise on acute upper-body power

There is limited research to support the notion that heavy resistive exercise immediately before a power movement may acutely enhance performance. Upper-body acute power enhancement during a stretch-shorten cycle (SSC) movement has not been previously investigated. The aim of this project was to determine whether a set of 5 repetitions of 5 repetition maximum (RM) bench press preceding explosive pushups would significantly influence indicators of power: impulse and maximum rate of force development. Subjects randomly performed either explosive push-ups only over a force platform or a set of 5RM bench press before the explosive push-ups. There were no significant differences for any of the force platform data when the explosive push-ups were preceded by a set of 5RM bench press. It appears that heavy dynamic resistive upper-body exercise on its own before an upper-body power activity is inadequate in augmenting short-term power.

Rhizo-textual analyses of educational policy documents

In this paper, I describe methodological applications of Deleuze and Guattari's (1987) understanding of rhizomatic knowledge systems. I draw on rhizo-textual analyses of two different policy documents used in Australia to direct teachers in their teaching of English in primary (elementary) schools.

A rhizo-textual analysis is not concerned with following traditional, scientifically rigorous channels through a study; from data collection, through analysis, to findings that report some objectively discovered truth. Rather, a rhizo-textual analysis is a mapping of connections, of the fleshy tubers that are the rhizome. The mapping draws on various, and often contradictory work, ideas and concepts. What would seem to be "disparate phenomena" enables me to "connect diverse fragments of data in ways that produce new linkages and reveal discontinuities" (Alvermann, 2000, p. 118).

As Deleuze and Guattari point out, "A rhizome ceaselessly establishes connections between semiotic chains, organizations of power, and circumstances relative to the arts, social sciences, and social struggles" (1987, p. 7). This ceaselessness of the connections between rhizomes shifts attention away from the construction of a particular reading of any text towards a new careful attendance to the multiplicity of linkages that can be mapped between any text and other texts, other readings, other assemblages of meaning. Elizabeth Grosz describes rhizomatic texts as "a process of scattering thoughts, scrambling terms, concepts and practices, forging linkages, becoming a form of action" (1995, p. 126)

Within the policy texts I have analysed, this scrambling and scattered process establishes connections between disparate discursive systems, about literacy, about texts, about students and how students learn, and about teaching so that the version of literacy teaching that is produced seems to be normative, to be unquestionably rational, and therefore to be beyond critique.

Hanoi, Vietnam : representing power in and of the nation

Hanoi, like most capital cities, performs functions at three levels. It is home to its residents and provides local level services for them. But it also has a role as a city for all citizens of the Vietnamese state, performing capital city functions across the entire national territory as well as beyond national borders. Hanoi is especially interesting because of the uneasy way in which it has been forced to share power internally with Ho Chi Minh City in the south—Hanoi maintaining political and cultural sway but its rival becoming stronger in economic and demographic terms. Externally, it has struggled for recognition, having been regarded as capital of a weak political state open to the interventions of the Chinese, French, Americans and the Soviet Union. This paper argues that Hanoi's double vulnerability has made its rulers acutely aware of the need to demonstrate the city's power as a capital city—or at least to give the semblance of power—through urban planning and architectural design, the building of heroic monuments and the naming of city features after key historic events and people. Major events and projects have become an important way in which the Vietnamese government has sought to strengthen Hanoi's place—and hence its own—in the national consciousness. The regime also continues to push on with efforts to make a future Hanoi dominant both within the Vietnamese urban hierarchy and as the country's undisputed international metropolis.

(Re)producing power-knowledge-desire : young women and discourses of identity

This study focuses on three young women in their final year of school using data gathered during a year-long process of individual conversational interviews, the contents of which were largely determined by their interests. Three themes arise from critical incidents during this year - the debutante ball, teenage pregnancy and dieting. These themes are used to focus wide ranging explorations of what it is to be a young woman at this particular time. The broader cultural production of discursive positions available to, and developed by, these young women as part of their identity formation is discussed. Methodological issues concerning power relationships between research participants are also the focus of critical attention. It is considered that young women's bodies and bodily practices are central to understanding the processes involved in their identity formation. It is in this context that the focus turns to bodies that matter. In contemporary Western cultures 'adolescent bodies' could be said to matter 'too much' in the sense that they are increasingly the focus for disciplinary practices in institutions such as schooling, the church, the family, health care, health promotion and the media. This disciplining is legitimised because adolescence is socially constructed as a 'becoming'. In this case it is a matter of 'becoming woman'; a sort of apprenticeship which allows for knowledgeable others to provide not only guidance and nurturance, but discipline. Using insights gained from feminist poststructuralist theory and cultural feminism this thesis argues that the discourses and practices generated within and across institutions, which are normalised by their institutional base, are gender differentiated. The focus is on young women's embodied subjectivity and how the discourses and practices they engage with and in work to construct an ideal feminine body-subject. The discursive production of a gendered identity has a considerable impact on young women's health and their health-related behaviours. This is explored specifically in the thesis in relation to sexuality and the cultural production of the 'ideal' female body. It is argued that health education and health promotion strategies which are designed to influence young women's health related behaviours, need to consider the forms of power, knowledge and desire produced through young women's active engagement with institutionalised discourses of identity if they are to have an ongoing impact

Investigation into the diffusion of innovation in technical and further education : implementing e-mail through action research

This research project examined the diffusion of change within one Victorian TAFE Institute by engaging action research to facilitate implementation of e-mail technology. The theoretical framework involving the concepts of technology innovation and action research was enhanced with the aid of Rogers's (1983) model of the diffusion of the innovation process. Political and cultural factors made up the initiation phase of innovation, enabling the research to concentrate on the implementation phase of e-mail Roger's (1983) model also provided adopter categories that related to the findings of a Computer Attitude Survey that was conducted at The School of Mines and Industries Ballarat (SMB), now the University of Ballarat—TAFE Division since amalgamation on 1st January 1998. Despite management rhetoric about the need to utilise e-mail, Institute teaching staff lacked individual computers in their work areas and most were waiting to become connected to the Internet as late as 1997. According to the action research reports, many staff were resistant to the new e-mail facilities despite having access to personal computers whose numbers doubled annually. The action research project became focussed when action researchers realised that e-mail workshop training was ineffective and that staff required improved access. Improvement to processes within education through collaborative action research had earlier been achieved (McTaggart 1994), and this project actively engaged practitioners to facilitate decentralised e-mail training in the workplace through the action research spiral of planning, acting, observing and reflecting, before replanning. The action researchers * task was to find ways to improve the diffusion of e-mail throughout the Institute and to develop theoretical constructs. My research task was to determine whether action research could successfully facilitate e-mail throughout the Institute. A rich literature existed about technology use in education, technology teaching, gender issues, less about computerphobia, and none about 'e-mailphobia \ It seemed appropriate to pursue the issue of e-mailphobia since it was marginalised, or ignored in the literature. The major political and cultural influences on the technologising of SMB and e-mail introduction were complex, making it impossible to ascertain the relative degrees of influence held by Federal and State Governments, SMB's leadership or the local community, Nonetheless, with the implementation of e-mail, traditional ways were challenged as SMB's culture changed. E-mail training was identified as a staff professional development activity that had been largely unsuccessful. Action research is critical collaborative inquiry by reflective practitioners who are accountable for making the results of their inquiry public and who are self-evaluating of their practice while engaging participative problem-solving and continuing professional development (Zuber-Skerritt 1992, 1993). Action research was the methodology employed in researching e-mail implementation into SMB because it involved collaborative inquiry with colleagues as reflective practitioners. Thoughtful questions could best be explored using deconstructivist philosophy, in asking about the noise of silence, which issues were not addressed, what were the contradictions and who was being marginalised with e-mail usage within SMB. Reviewing literature on action research was complicated by its broad definition and by the variability of research (King & Lonnquist 1992), and yet action research as a research methodology was well represented in educational research literature, and provided a systematic and recognisable way for practitioners to conduct their research. On the basis of this study, it could be stated that action research facilitated the diffusion of e-mail technology into one TAFE Institute, despite the process being disappointingly slow. While the process in establishing the action research group was problematic, action researchers showed that a window of opportunity existed for decentralised diffusion of e-mail training,in preference to bureaucratically motivated 'workshops. Eight major findings, grouped under two broad headings were identified: the process of diffusion (planning, nature of the process, culture, politics) and outcomes of diffusion (categorising, e-mailphobia, the survey device and technology in education). The findings indicated that staff had little experience with e-mail and appeared not to recognise its benefits. While 54.1% did not agree that electronic means could be the preferred way to receive Institute memost some 13.7% admitted to problems with using the voice answering service on telephones. Some 43.3% thought e-mail would not improve their connectedness (how they related) to the Institute. A small percentage of staff had trouble with telephone voice-mail and a number of these were anxious computer users. Individualised tuition and peer support proved helpful to individual staff whom action researchers believed to be 'at risk', as determined from the results of a Computer Attitude Survey. An instructional strategy that fostered the development of self-regulation and peer support was valuable, but there was no measure of the effects of this action research program, other than in qualitative terms. Nevertheless, action research gave space to reflect on the nature of the underlying processes in adopting e-mail. Challenges faced by TAFE action researchers are integrally affected by the values within TAFE, which change constantly and have recently been extensive enough to be considered as a 'new paradigm'. The influence of competition policy, the training reform agenda and technologisation of training have challenged traditional TAFE values. Action research reported that many staff had little immediate professional reason to use e-mail Theoretical answers were submerged beneath practical professional concerns, which related back to how much time teachers had and whether they could benefit from e-mail. A need for the development of principles for the sound educational uses of e-mail increases with the internationalisation of education and an increasing awareness of cultural differences. The implications for conducting action research in TAFE are addressed under the two broad issues of power and pedagogy. Issues of power included gaining access, management's inability to overcome staff resistance to technology, changing TAFE values and using technology for conducting action research. Pedagogical issues included the recognition of educational above technological issues and training staff in action research. Finally, seventeen steps are suggested to overcome power and pedagogical impediments to the conduct of action research within TAFE. This action research project has provided greater insight into the difficulties of successfully introducing one culture-specific technology into one TAFE Institute. TAFE Institutes need to encourage more action research into their operations, and it is only then that -we can expect to answer the unanswered questions raised in this research project.

Impact of leadership and power on successful ERP adoption

Case study research investigating the impact of culture upon a Hong Kong based construction contractor's leadership in implementing an Enterprise Resource Planning (ERP) system unearthed rich data relating to the predominantly Hong Kong Chinese cultural perspective of power, leadership and followership. Intimately involved participants were surveyed using both structured and semi-structured interviews. The study's focus was centred upon the interplay between culture, power and how people interact with the way that the ERP is used and how teams of people involved in the ERP implementation, perceived the supportive nature of the organisation's leadership in deploying the ERP. A culturally sensitive empowering leadership style was a significant issue in successfully project managing and deploying the ERP. Understanding how teams and their leaders interact and how power and trust influences the facilitation role of leadership is also useful in gauging how an ERP can be most effectively deployed.

The mechanics of computation and human thought

Thousands of students are preparing for chemistry examinations in June. An unresolved debate is whether they should be permitted to use graphics and programmable calculators in those examinations. Some educators have not only advocated the use of graphics calculators, but have also pointed to the Danish system in which students are permitted to use computers in senior school examinations.

In some Australian jurisdictions, graphics calculators are permitted in year 12 mathematics examinations, but not in chemistry examinations. The reasoning is that information or methods of solving numerical chemical problems can be stored in the memory of graphics calculators, giving some students an unfair advantage. This means that chemistry students either have to learn how to use (and buy!) two types of calculators or, if they only have one calculator, are disadvantaged in using non-programmable calculators in mathematics examinations.

The use of technology (or its lack thereof) can limit how and what students learn. “The mechanics of computation and human thought” is an allusion to Asimov’s short story, “A Feeling of Power” in which, overuse of technology has caused people to forget how to do simple arithmetic. In our current assessment system, the insistence that students must be able to do simple chemical calculations has lead to underuse of available technology. The misperception is that the ability to do calculations is linked to understanding of concepts.

Graphics calculators, programmable calculators and computers are tools. Instead of banning or limiting technology, we should take the opportunity to rethink what is being assessed and how it is assessed. It is the proper use of technology, by combining the mechanics of computation and human thought to deepen understanding and to ask probing questions that truly leads to a feeling of power.

Greeting the state: entanglements of custom and modernity on Papua New Guinea’s Rai Coast

In May 2010, a delegation of Papua New Guinean politicians travelled to a remote village on the country’s north coast to receive a petition against proposed mine activity. The encounter between the politicians and the villagers who had invited them involved two very different articulations of power and authority, and two competing cartographies of centrality and marginality. The encounter speaks to the need to approach the concepts of custom and modernity not only as powerful discourses which are taken up and performed in local places, but also as analytical descriptors of actually existing patterns of practice and meaning which are structurally and ontological distinct. At the same time, however, analysis of the encounter between villagers and politicians makes clear that this structural difference cannot be written straightforwardly onto the social bodies of opposing collectivities. Rather, customary and modern forms of social relations exist in dynamic and ambivalent entanglements, pulled into contingent and differently weighted configurations by actors in local places.

External policy influence and higher education reform in Ethiopia : understanding symbolic power of the World Bank

Increasingly national policy processes are intersected with and affected by global policy actors and ideas. In aid-recipient countries such as Ethiopia, donors use financial and non-financial means to influence national policy decisions and directions. This paper is about the non-financial influence of the World Bank (WB) in the Ethiopian higher education policy reform. Using Pierre Bourdieu’s concept of symbolic power as a ‘thinking tool’, the paper aims to shed light on forms of symbolic capital that the Bank uses to generate a ‘misrecognisable’ form of power that regulates the HE policy process in Ethiopia. The findings show that the WB transforms its symbolic capital of recognition and legitimacy to establish a ‘shared misrecognition’ and thereby make its policy prescriptions implicit and hence acceptable to local policy agents. The Bank uses knowledge-based regulatory instruments to induce compliance to its neoliberal policy prescriptions. The paper therefore underscores the value of symbol power as an analytical framework to understand elusive but critical role of donors in policy processes of aid recipient countries.

Design of a norm-bounded LQG controller for power distribution networks with distributed generation

This paper presents a novel excitation control design to improve the voltage profile of power distribution networks with distributed generation and induction motor loads. The system is linearised by perturbation technique. Controller is designed using the linear-quadratic-Gaussian (LQG) controller synthesis method. The LQG controller is addressed with norm-bounded uncertainty. The approach considered in this paper is to find the smallest upper bound on the H∞ norm of the uncertain system and to design an optimal controller based on this bound. The design method requires the solution of a linear matrix inequality. The performance of the controller is tested on a benchmark power distribution system. Simulation results show that the proposed controller provides impressive oscillation damping compared to the conventional excitation controller.