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This collection of articles spread over two issues of the Review of Public Personnel Administration consists of eight case studies reporting and analyzing new human resource management (HRM) practices in selected European public services. Collectively, they cover staff communication and consultation, job satisfaction, HRM reforms and organizational performance, learning and development, and public services as employers of choice. Individually, these studies examine changes in the managing of people at different levels of government— centrally, regionally, and locally. The significance of each case is that it is linked with public management reforms, or modernization of public services, so each provides some insights into the interactions between developments in HRM and the modernization process. These articles also highlight some of the ambiguities, tensions, and contradictions inherent in the reform process. It is these ambiguities, tensions, and contradictions that have to be managed by public managers, supported by human resources specialists, in conditions of change.

Intro -- Contents -- Foreword -- Abbreviations and Acronyms -- 1. Implementing Fiscal Decentralization: Data Needs and Availability -- 2. Globalization, Localization, and Statistics: Policies toward Poverty Reduction and Sustainable Development -- 3. Bulgaria -- 4. Romania -- 5. Slovak Republic -- 6. Slovenia -- 7. Ukraine.

AbstractThe future health of the human service nonprofit sector depends largely upon its ability to train a diverse generation of emerging and current leaders (Araque & Weiss, 2019, Oxford University Press). To successfully meet this challenge, leadership development programs must ensure equitable access to training and equip participants, especially women, to not just develop a leadership mindset, but apply the knowledge and skills they gain to change behaviors and organizational practices (Araque & Weiss, 2019, Oxford University Press). We examine the experiences of a sample of racially diverse (56% of color and 44% White) women human service professionals across the first 5 years of a leadership development program and highlight the impact of their leadership learning and coaching on changes in individual and organizational behaviors. Data were collected through a Qualtrics online survey of 76 of 96 (79% response rate) women participants and two interviews with women coaches who facilitated multiple peer coaching circles. Results show the value and benefits of leadership learning and coaching on women's mindset and work behaviors. As participants moved from learning to action, they applied a range of new ways of behaving and performing, which they perceived had an impact on their organizations' practices and members.

The government, through the ministry of education and culture, urges universities to monitor and assist students in learning from home. the type of research chosen is qualitative research. The data collection techniques used in this study were interviews, observation, and documentation. Meanwhile, the data analysis techniques used were data reduction, data presentation, and verification. Academic services during the COVID-19 pandemic at the Universitas Muhammadiyah Sinjai ran effectively according to the rules that had been set and were running according to the expected goals, this was seen from the service for student proposal examinations, the lecture process, and new student admissions

Gifted students with Attention Deficit Hyperactivity Disorder (gifted/ADHD) show complex characteristics, which lead some schools in Saudi Arabia to refer them to gifted programs. Some other schools refer them to learning difficulties (LD) programs due to the spread of LD programs in contrast to the lack of ADHD ones, the overlap of some characteristics between LD and ADHD, and their joint occurrence in a large proportion of students. Thus, this study seeks to explore teachers' perspectives of the reality, challenges and prospects of educational services provided for gifted/ADHD in gifted and LD programs. The participants in the study were 108 teachers, in addition to three directors of the departments of special and gifted education. The mixed methods approach was used which includes a questionnaire for the teachers and semi-open interviews with the directors of the departments. Results showed inadequacy of educational services provided to gifted/ADHD which due to the absence of the educational system that it focuses on their exceptional duality. In addition, the results highlighted challenges include weak social awareness of the characteristics of these students, and educational environment, with the lack of necessary scales and adequate qualification for teachers. The results also confirmed, in terms of prospects, the importance of creating a competent authority to care for these students and others who fall into the twice-exceptional. Finally, the results showed that there were no statistically significant differences in professions nor in the region. In light of the results of the study, some recommendations were highlighted.

Received: 4 April 2022 / Accepted: 26 June 2022 / Published: 5 July 2022

The Mental Capacity Act (2005) (MCA) is part of the legislative framework of the NHS. Small scale studies in a range of health settings have shown that the understanding and use of the MCA (2005) varies considerably in different services and across staff of differing occupations and grades. The experiences of individual staff in using the MCA has received little attention. This grounded theory study aimed to explain how staff working with people with a learning disability (PWLD) make sense of and use the MCA, whilst also exploring the factors that influence applying the MCA in clinical practice. This study involved 11 healthcare staff from a specialist learning disability service that had used the MCA in the six months prior to their participation in the research. Staff interviews provided narratives about how they had used the MCA. A theoretical framework was developed from the analysis which underpinned three core conceptual categories. The first core category was that of 'professional risk' in which staff have awareness of a series of risks that pertain to themselves or the service user that could have negative professional or legal consequences. The second core category described 'emotional risk', which affected both the staff and service user. Staff appeared to experience those risks as feelings in the form of anxiety or concern. Both 'professional risk' and 'emotional risk' bring about 'strategies' which mediate the risk; allowing staff to justify and document their position, creating what feels like safe practice for both the staff and service user. Factors which facilitate the use of the Act are concerned not only with these risks but the significance of the decision that the service user has to make. The findings suggest that there is much uncertainty in the process of using the Act, some of which is due to the subjective nature of evidence gathering. The study suggests that peer support offers a range of factors important to education and development of experience in using the Act, along with helping staff cope with the outcome of decision making. The findings have clinical implications for those involved in managing difficult assessments and decision making, including how to gain an appropriate balance between risk and human rights against a backdrop of adversity that can be present for people with a learning disability. Further implications clinically and for future research, along with limitations of the study are also discussed.

Abstract

Mentor Activities Checklist


Motivational Techniques


Converse With New Volunteers to Discover Their Fullest Potential


Prioritize Direct Client Contact


Small Town Recognition Tip


Avoid Hassles With Written Volunteer Descriptions


Training New Volunteers


Elements of an Effective Volunteer Orientation


Corporate Volunteerism


A Billion + Change Helps to Mobilize Volunteer Services


Volunteer‐driven Projects


Volunteer's Influential Relationship Boosts Fundraising Efforts


Recruitment Ideas


Service Learning Programs Provide Unique Source of Volunteers


Getting Started With a Service Learning Volunteer


New From Stevenson, Inc.


Improve Internal Efficiency With an Online Request Form


Thank the Community That Supports You


Volunteer Training, Education


Mentoring Program Provides Segue From Training to Service


Screening and Placement Procedures


Qualify and Train Volunteer Chaplains


Effective Recruitment


Job Descriptions Help Recruit the Right Volunteer


Management Tips


First Steps in a Volunteer Risk Management Plan


Be Watching…


Website Worth Searching


Don't Misuse Your Most Able Volunteers


Patients Express Their Feelings Through Art


Volunteer‐driven Events


Create Event Success With Limited Number of Volunteers


Useful Forms


In‐Home Report Keeps Records In Easy, Confidential Way


Targeted Recruitment


How to Find and Accommodate Night‐Time Volunteers


Don't Forget About Your Night‐time Volunteers


Communications Idea


Repetitive Training Tasks? Use an Instructional Video


Following Is As Important As Leading


Don't Undermine Those In Charge


Soliciting Donors


Set Appointments Prior to Fundraising Calls


Board Members Setting an Example


Be Honest About Your Level of Commitment


Review Meeting Minutes In Advance


New Volunteers Deserve Basic Tools

AbstractSupported employment represents an important alternative to traditional forms of day service in Britain. Social integration in the workplace has been seen as one of its primary aims and this has been a key outcome measure in research. Few studies have looked at engagement in meaningful activity as an outcome measure. This paper describes a direct observation study which compared patterns of interaction and engagement for eight people with learning disabilities being supported in ordinary work settings and eight non‐disabled co‐workers. The results for engagement were favourable, showing no significant difference in percentage of time engaged for the two groups, although supported workers spent more time in on‐task activities than their colleagues. There was no significant difference in frequency of interaction, and who people talked with, between the groups, except where Job Coaches were present, where they became the main focus of interaction for supported workers. Content of interaction differed, co‐workers being more frequently involved in directing others and teasing and joking, while supported workers received praise and greetings more frequently. Reasons for the observed differences and implications for supported employment services are discussed.

PurposeThe purpose of this paper is to explore how to reconcile the contradiction between two paradigms employed in analyzing IT‐related change requirements: knowledge‐as‐thing versus knowledge‐as‐process.Design/methodology/approachThese tensions are explored in the high‐risk decision‐making environment of an Immigration and Naturalization Service agency. The study combines competitive intelligence risk‐analysis methods with an ethnographic analysis of knowledge‐flows, to determine how the roles of human decision‐makers may be supported effectively by ICT‐based knowledge support.FindingsThe findings demonstrate how high‐risk decision‐making may be analyzed as a integrated hybrid human/ICT intelligence system. The study exposes detailed mechanisms by which knowledge of different forms is transferred, exposing failures in training, interpersonal communications, ICT system support, and reward structures. Four roles for ICT support are identified, to supplement human intelligence effectively.Research limitations/implicationsThis research is based on an investigation across knowledgeable experts in various geographical locations, functional contexts, and organizational roles in a single government agency. Future research could seek to explore whether our distinctions between knowledge types and ICT‐roles are transferable across different organizations.Practical implicationsFour stages of analysis for a hybrid intelligence framework are suggested: risk‐category identification; the application of risk‐categories to decision‐cases; testing and adapting categorizations against global conditions; and transfer of locally‐meaningful categorizations of risk across communities of practice.Originality/valueThe contributions of this paper are: to provide a taxonomy for the analysis of organizational knowledge‐flows; and to suggest a framework for the analysis of roles for human vs. ICT knowledge management in distributed, high‐risk decision‐making environments.

PurposeIT related skills are vital for becoming and remaining a citizen in a digitally supported information society – also for adults who are no longer in school; do not use IT in their work; are unemployed, self‐employed, or retired; or otherwise without the technical support, possibilities for training, and availability of a community of practice and "master users" that are common in organizational contexts. The paper aims to draw on literature on learning IT skills in the organizational context and to apply this in a non‐organizational, community context. The paper seeks to explore how individual IT‐skill and knowledge development could be supported using formal and informal learning strategies, including community services, training courses, information events, learning community and other learning mechanisms.Design/methodology/approachThe paper is empirically grounded in a research and development project with 50 participating families who received a PC, printer, and internet connection, as well as training, technical support, and information events over a period of two years. Both qualitative and quantitative data were gathered throughout the project. Data are here analyzed as an extensive case study.FindingsBased on experiences from the project the paper describes how "digital literacies" could be learned and supported and inclusion in the digital information society enhanced in practice. The paper develops a framework that shows how different learning strategies and mechanisms support different kinds of computer knowledge and skill areas; describes three interlinked areas of IT knowledge and skills; and suggests a number of practical implications on how computer self‐efficacy could be supported in a non‐organizational context.Originality/valueThe paper draws on extant knowledge about learning and developing IT‐skills in the organizational context, and applies this knowledge in a different context in order to explore how this knowledge can be used also outside organizations to support adults to be part of the digitally supported information society.

This publication provides an overview of 145 successful innovations in governance and public administration from 50 countries that received the United Nations Public Service Awards, which is the most prestigious international recognition of excellence in public service. The purpose of this book is to disseminate, through descriptive case studies, information about innovative practices by looking at the problem that led to an innovation; the solution that was designed and implemented to respond to the specific challenge; the actors and steps involved in the innovation process, and lessons learned. Learning more about how public institutions from around the world have solved difficult governance challenges can be a powerful and inspirational tool for those engaged in improving public sector performance

This research aims to examine teacher's initial perceptions of STEM Education. The participants in this study were 43 in-service STEM related subject teachers from the northeastern region in Thailand who were keen on participating in the STEM Education for Educators Module, Khon Kaen University. The data was collected through an open-ended questionnaire of Teacher's Perceptions of STEM Education (TP-STEM) prior to the process of professional development beginning. The aspects of TP-STEM included (1) STEM concept; (2) Experience implementing STEM; (3) STEM PK; (4) Teacher' competency for STEM education; (5) Assessment in STEM education; (6) Supporting STEM education in schools; and (7) Research in STEM education. An interpretative paradigm was implemented as a methodology to interpret qualitative data in this research. Research findings were discussed around seven aspects of teacher's perceptions of STEM education according to the TPSTEM questionnaire. The findings reveal that teacher's perceptions of the STEM concept goes around the term integrated STEM disciplines. Surprisingly, the majority of teachers had never implemented STEM education in their teaching and a number of teachers tend to separate STEM teaching into each discipline rather than link the disciplines for problem solving. Key PK in STEM education was emphasised on practicing, active learning, and integrated disciplines. Teacher's indicated PK (PK) as the most significant competency for STEM education, whereas partnership was also considered as a competency to support successful STEM implementation. Authentic assessment and formative assessment were emphasised as key features for assessment in STEM education. Teachers indicated good organisation and support from schools on resources, policy, and professional development for successful STEM implementation. Also, enhancing student's skills, and innovation were indicated as a focus for STEM education research. These findings could explicitly indicate the trail for professional development (PD) provided that teacher's ideas about STEM education are related closely to the STEM philosophy from the basic background to implications for a more efficient outcome for implementing STEM education in schools. Moreover, there were indications of the need for support from the Ministry of Education, school administrations, and experts from universities in order to produce effective STEM Education in Thailand. The paper has implications for STEM education professional development not only in Thailand but also for Asia Pacific countries.