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"In diesem Beitrag werden Erkenntnisse aus Gruppendiskussionen zu den ausgewählten Aspekten Körperkontakt und Macht in professionellen Beziehungen dargestellt, die in dem Forschungsprojekt "'Ich bin sicher!' - Schutzkonzepte aus der Sicht von Jugendlichen und Betreuungspersonen" erhoben wurden. In dem aus Mitteln des Bundesministeriums für Bildung und Forschung finanzierten Projekt wurde danach gefragt, was Kinder und Jugendliche, die in stationären Settings betreut werden, unter Schutz verstehen, ob und wo sie sich (un-)geschützt erleben und auf welche konkreten Maßnahmen Professionelle zurückgreifen, um nachhaltigen Schutz herzustellen. In den Gruppendiskussionen, die in Heimen, Internaten und (Kur-)Kliniken mit Kindern bzw. Jugendlichen und Betreuungspersonen geführt wurden, kam der Aspekt des Körperkontakts zwischen Betreuungspersonen und Kindern und Jugendlichen vielfach ins Gespräch. Angesprochen wurden Berührungen zwischen Kindern bzw. Jugendlichen und ihren Betreuungspersonen. Dies wirft die Frage auf, wie Körperkontakt zwischen diesen Parteien zu gestalten und/oder zu regulieren ist, sodass ein grenzwahrender und Macht reflektierender Umgang in Beziehungen gewährleistet ist. Dieser Beitrag rahmt zunächst das Thema Körperkontakt in professionellen Beziehungen theoretisch, es werden dann Themen aus den Gruppendiskussionen gebündelt, um daraus Herausforderungen für die Praxis herzuleiten." (Autorenreferat)

Purpose
– Business to business (B2B) professional services depend on inter-firm cooperation for the co-creation of value. Such cooperation rarely happens overnight; it requires time for the relationship to develop. The purpose of this research is to investigate how different performance attributes of a professional service differ with the tenure of the relationship.


Design/methodology/approach
– This exploratory study utilizes seven years of longitudinal customer data provided by a B2B professional service firm. The firm's customers assess satisfaction, value, loyalty, performance quality and their image of the firm after each project.


Findings
– Data were classified into three tenure related groups – i.e. transactional, emergent and mature relationships. MANOVA and post hoc contrasts of the average attribute scores of the three groups were conducted. The data support the conclusion that high performance in professional services is evident in mature relationships.


Research limitations/implications
– Data come from company archives and reflect the firm's efforts for tactical management of client relationships, not independent informant reports from randomly selected accounts.


Practical implications
– Satisfaction surveys can be employed tactically by professional service providers to develop stronger relationships with their clients en route to co-creating extraordinary value from high levels of service quality and the client's high regard for the provider's professional qualities, such as expertise, customer focus and initiative.


Originality/value
– To the authors' knowledge, no one has shown empirically the dramatic performance advantage stemming from relationships. This is important because theory suggests that customer relationships hold strategic value. Because they are immobile and inimitable, they represent a potential sustainable competitive advantage. However, relationships take time to develop. This begs the question of whether they are worth the time and effort to develop. In the professional service context, where buyer and seller seemingly must collaborate to co-create value, mature relationships indeed yield higher performance, compared to transactional and emerging relationships.

"At a time when teaching and learning policy too often presents itself in a simplistic input-output language of measurable targets and objectives, The Affected Teacher explores the role played by emotionality in how professional life is experienced by school teachers. The book argues that, in the very highly organised and structured social spaces of public institutions, emotionality - or, more precisely, all that is included in the concept of 'affect' - needs to be recognised and validated, rather than ignored or pathologised. It explores how neoliberal education policy seeks to mould professional subjectivities, relationships and practices; how teachers experience and 'manage' their feelings; and the role that affect plays in guiding either compliance with or resistance to often unpopular policy directives. Drawing on a rich body of original data comprising formal and informal discussions with a range of teachers, the case is argued for psychoanalytically and politically informed individual and group reflexivity, both as a form of professional and personal development and as a way of keeping alive alternative beliefs and understandings regarding the purposes of education. The Affected Teacher is relevant to undergraduate and graduate students studying education related courses such as policy studies, education management and the sociology of education, as well as disciplines related to psychosocial studies and psychoanalysis" --

This book gives readers a guide to relationship success at work and in life. Each of the 26 laws is explained using real-life stories. The second section presents 16 common relationship challenges with specific solutions. You'll read about: the top Citigroup executive whose relationship with a CEO was changed forever on a business trip that exploded into chaos, and how you can use the same principle to deepen your own relationships; the philanthropist who, on the verge of being mugged in a dark parking lot, learns how his actions have had an unimaginable ripple effect across several generations; how one of the authors flew halfway around the world and used Law 18--"Make them curious"--To turn a make-or-break, five-minute meeting with a top executive into a long-term relationship; the chance encounter on an airplane with a famous actor that revealed a simple but profound truth. It's Law 25: "Build your network before you need it."--

AbstractThe study aims to create an understanding of the embeddedness of individual expertise in the customer relationships of professional business service firms. A theoretical pre‐understanding based on discussions of professional service business relationships in general and the role of individual experts in customer relationships, in particular, is assessed through a case study of a professional business services provider and four customer organizations. The study suggests that the embeddedness of individual expertise within professional services in business relationships manifest itself in four ways: (1) expertise embedded in knowledge of the service context, (2) expertise that can be transferred between organizational contexts, (3) expertise embedded in personal relationships, and (4) expertise embedded in the personal interactions that enable knowledge‐sharing. Each has implications for various activities performed by the parties and relationship management practices, which are also scrutinized in the present study. Also, the adoption of a new concept of personified service in business relationships is put forward. The study highlights that the reliance on personal expertise is not only a challenge for relationship management, as often suggested, but can also generate effectiveness in both customer and supplier relationship management.