Reframe Team Reflexivity Realize Do No Harm
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Reframe Team Reflexivity — Realize Do No Harm
Team reflexivity has gained increasing research attention as an effective response to the core challenge of constant learning, innovation, and adaptation in teams due to changing circumstances. Under the right conditions, empirical studies have found that team reflexivity can improve team performance, team learning, team innovation, team creativity, and team member well-being. Thus, research shows that team reflexivity is an effective means to improve teamwork and team outcomes. This book addresses the problem that team reflexivity research is focused too narrowly on improving these empirical team outcomes while neglecting the importance of normative principles and values in good teamwork, such as the do no harm principle. Therefore, this book proposes that the team reflexivity concept needs broader reframing and deeper reflection to realize normative principles and values in teams as a precondition for good teamwork, e.g., do no harm. It further presents two team reflexivity tools and applies them in the cases of burnout prevention and speaking up freely in teams to illustrate the point of this book: Do no harm in teams requires team reflexivity, and vice versa, team reflexivity requires do no harm.
Inspire Responsibly
Aspirational talk has gained increasing research attention as a compelling concept theoretically explaining the potential of talk-action discrepancies in corporate responsibility communication to instigate organizational change. Under certain conditions, aspirational talk can facilitate discourse, agreement, reframing, and corporate reflexivity. However, perceived talk-action discrepancies can negatively affect organizational members, leading to disengagement, and demotivation, causing emotional exhaustion, exposing employees to vulnerabilities, and even catalyzing unethical or illicit behaviors. Thus, this book focuses on how aspirational talk becomes irresponsible in an organizational context, and how it can be avoided. The author proposes that aspirational talk becomes irresponsible if it creates expectations that lead to illegitimate harm to employees or involved stakeholders. A framework is derived, constituting the finding that it takes two types of investments into performativity and responsibility conditions, to avoid the irresponsible use of aspirational talk – and thus, to inspire responsibly.
Understanding and Evaluating Qualitative Educational Research
Author: Marilyn Lichtman
language: en
Publisher: SAGE Publications
Release Date: 2010-04-13
Illustrating the techniques of qualitative research to help readers learn to read, analyze, and design studies themselves Taking a well-rounded and practical look at qualitative educational research, this book focuses on the diverse ways that qualitative researchers design their studies, and illustrates the wide range of techniques with myriad examples. Each example within a category of qualitative research—ethnography, grounded theory, phenomenology, case study, action research, narrative, and mixed methods—is accompanied by commentary from the editor regarding the particular approach used. The text concludes with an "Issues and Concepts" section that addresses issues that are at the forefront of this rapidly changing field. Key Features Distinguishes among major qualitative research approaches to help readers connect qualitative methods with completed research studies Shows students how to read, analyze, and design their own qualitative research studies Covers current issues in qualitative educational research