The manager's role in mobilizing and nurturing development: entrenched and engaged approaches to change

Abstract

When entrenched and engaged experiential learning in practice are pursued, the role of the manager as a catalyst needs to be highlighted. A tool is proposed to facilitate reflection and promote action plan development. This tool has potential general application, but our experience is that it makes a specific contribution to public health and primary care.

A systematic review of factors influencing knowledge management and the nurse leaders’ role

“…Lack of distributing existing knowledge widely at the different organisational levels also has similar effects. An organisation where knowledge is only available for few people and units is vulnerable (Carr & Clarke , Akerjordet et al . , Leggat & Balding ).…”

“…Lack of time and human resources are factors inhibiting knowledge management in relation to the theme of leadership. Lack of time resources is a result of short‐term goals and insufficiency of human resources reserved for the development of competencies (Strickland & O'Leary‐Kelley , Carr & Clarke , Akerjordet et al . ).…”

“…Inhibiting factors related to the organisation culture include a lack of motivation, support and knowledge. Factors related to lack of motivation include unspecified personnel roles and responsibilities, poor rewarding systems and unwillingness to learn from errors (Carr & Clarke 2010, Leggat & Balding 2013. Motivation might also be negatively affected by excessive pressures to succeed and, in contrast, lack of interest in development work (Carr & Clarke 2010, Akerjordet et al 2012.…”

Organisational space for partnership and sustainability: lessons from the implementation of the National Dementia Strategy for England

“…Intersecting with the local-national dynamics is the tension between an agenda that drives superficial change and one that drives deep change (Carr & Clarke 2010). In the former, superficial change arises classically from a cycle of 'new' projects with limited building on previous work or acknowledgement of achievements and limited longevity (Martin et al 2012).…”

“…In the former, superficial change arises classically from a cycle of 'new' projects with limited building on previous work or acknowledgement of achievements and limited longevity (Martin et al 2012). Projects have short timescales and minimal project cohesiveness; they are not necessarily needs driven, but are responsive to proposals and so are fixed rather than evolutionary, and exit strategies are planned rather than there being a focus on sustainability and a long-term view (Carr & Clarke 2010). The need to 'prove' themselves within a short timeframe can result in a drive for publicity about successes and therefore for 'quick wins'.…”