In general, the study found that there was a lack of understanding of each other's role between palliative care professionals and ID staff, with each unsure of what the other service is providing and how it is run. Recommendations include securing a development worker for ID and end-of-life care; conducting training for ID care staff; establishing how ID services are organized within the local area; linking to national training programs; ensuring that senior management is proactively involved; and ensuring that the goals of any initiative are clear and measurable.
This article uses stories from organisations to show how the “Helvig Square” can be an accessible and stimulating tool for managers learning to manage paradox. Many of us have been socialised and educated into binary, “either/or” thinking. As managers we find it hard to cope with current management dilemmas, such as how to plan and stay flexible, how to devolve decisions and keep corporate focus. In this article we build on the work of Pascale who uses the concept of paradox and working with “contending opposites”. This is important thinking, but we show how people can still be entrenched in opposing camps and unable to engage in meaningful dialogue. We explore how managers can expand their thinking through using the Helvig Square. This framework provides a tool which represents the problem more fully, offers a means of analysis and enables a focus on action.
This article reviews the King’s Fund’s efforts to establish shared priorities for learning with grant applicants, to improve Londoners’ health through community-level projects. The Fund used partnership working for its Partners for Health grant programme, an innovative framework contrasting with the typical, more narrow and limited, model for funding relationships. The related focus on learning required robust evaluation plans from grant applicants, based on the ‘realistic evaluation’ approach. This shift to grant-aid relationships based on partnership and learning produced varied reactions, and raises far-reaching issues about the challenges presented by partnership that feed into broader debates about the place of partnership in public services.
We aim to illuminate the construction of ‘whiteness’ in organizations, in order to contribute to changing power relations, and the enduring material inequalities they produce. We chart four cycles of inquiry, encompassing: gender and sexuality; ethnicity; surfacing issues of whiteness at work; and making sense of the whole, drawing on concepts of discourse, identity and hegemony. Our work with public sector managers and professionals (third cycle) highlights the taken-for-grantedness of whiteness: silence about ethnicity means that talk about ethnicity is ‘transgressive’; and silence about whiteness masks white power through normalizing whiteness. The discourse of neutrality is dominant. The article offers two helpful concepts: power/identity, to signify the intricate intersections of different identities with the complex manifestations of power within organizations; and silencing as a hegemonic discourse, policed through embarrassment, which perpetuates inequalities and conceals white power. The task of management educators is to draw attention to this discursive concealment, and model a process of surfacing both ethnicity and whiteness.
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