The Influence of Collective Agency on the Culture of Employee Learning:

This study investigated the influence of collective agency on the culture of employee learning among administrative assistants at a comprehensive South African university. Data were gathered through semi-structured interviews with 15 participants; the senior human resource training and development coordinator and a trade union leader. The study found that there is positive intentionality in the official domain of employee learning at the institution, resulting from the need for agents to collectively re-contextualise the knowledge constituting the employee learning curriculum. Similarly, there was evidence of the positive influence of collect- -ive agency in the administrative assistants’ responses to institutional employee learning initiatives. However, some tensions were noted between senior management’s and administrative assistants’ exercise of collective agency in the practice of employee learning. This hampered alignment between the institution’s strategic intentions and the administrative assistants’ collective employee learning goals. Based on these findings, it is recommended that efforts can be made to promote congruence between management’s exercise of collective agency in the official re-contextualisation of the employee learning curriculum and the administrative assist- -tants’ collective responses to employee learning practices. Key words: employee learning, administrative assistants, collective agency

A formação profissional em Secretariado Executivo e o ensino de Inglês para negócios

Este estudo descreveu duas atividades do livro didático de inglês para negócios, nível elementar Business Result, Student’s Book (GRANT; HUGHES; REBECCA, 2012). Inicialmente, apresentou-se o perfil profissional do Secretariado Executivo (SE) no contexto atual e as habilidades necessárias para a sua formação profissional, destacando-se o uso da linguagem. Na sequência, tomaram-se como referência teórica as perspectivas sobre gêneros da linguagem e gramática do design visual (GDV). Teve-se como objetivo principal analisar duas atividades do referido livro, descrevendo-se ações e representações sociais, instituídas por meio de gêneros da linguagem, e seu vínculo com o cotidiano dos profissionais de SE. A metodologia foi de base interpretativista e descritiva, seguindo os padrões da pesquisa qualitativa. A análise mostrou que as atividades se reportam à área da comunicação, ações ecologicamente corretas, tecnologias avançadas e o uso de documentos administrativos e pessoais. A partir do estudo sobre a formação profissional dos assistentes administrativos, ou SE, gêneros da linguagem e GDV constatou-se que os temas e as imagens analisadas nas duas atividades fazem parte das rotinas administrativas das organizações em geral. Da mesma forma, o ensino de línguas para negócios procura reproduzir ações pedagógicas voltadas para esse contexto, podendo ser empregado para a formação profissional do SE. ABSTRACTThis study described two activities in the Business English textbook, elementary level, Business Result, Student's Book (GRANT; HUGHES;REBECCA, 2012). Initially, the Executive Secretariat (ES) professional profile was presented, as well as the skills for its professional training, highlighting the use of language. Then, the perspectives about language genres and visual design grammar (VDG) were approached. The main objective was to analyze two activities, describing social actions, and representations, instituted by means of language genres, and their connection to ES professionals. The methodology was interpretive and descriptive, following the qualitative patterns. The analysis showed that the activities refer to communication studies, ecolocally correct actions, advanced technologies and the use of administrative and personal documents. Based on the studies of future challenges for the executive and administrative assistants, or ES, language genders, and GDV, it was possible to conclude that the themes and images in the two activities are part of the administrative routines of organizations in general. Finally, the teaching of languages for business seeks to reproduce specific pedagogical actions for that context and can be applied for the ES professional training.

Records management procedures and service delivery in private universities

The effectiveness of delivery of services in universities lies in their ability to develop and adopt records management procedures to assist staff in managing records. This study utilised life cycle model to discuss records management procedures and service delivery in universities, with particular emphasis on the Islamic University in Uganda (IUIU), a private university. The objectives were to find what types of records were being generated and their formats, establish who is responsible for managing the records, and eventually, make suggestions for improvement. The purposive sampling approach was used to select top managers and heads of departments in the university while simple random sampling was used to select administrative assistants. Data was collected using a questionnaire, interviews, observation and document analysis. Quantitative data was analysed using descriptive statistics and qualitative data was analysed using interpretative analysis. The findings revealed that although IUIU maintained both manual and electronic records, it lacked adequate records management procedures and records were managed on an ad hoc basis. There was also a shortage of trained records management personnel, leading to challenges with the creation, distribution, use, maintenance and disposal of records, which affected service delivery. The study recommended that IUIU should develop and adopt records management procedures to ensure that there is a standard approach to managing records.

Aging in Place in Subsidized Housing: Roles and Perspectives of Staff Members

Nearly 3 million older Americans with low incomes live in subsidized housing. This population has disproportionate rates of functional impairment, cognitive impairment, and nursing home admission. Staff members who work in subsidized housing may have unique insight into how to improve aging in place for this vulnerable population, but little is known about their perspectives. We conducted 12 focus groups with 69 staff members from 7 subsidized housing sites. Staff included property managers, service coordinators, maintenance workers, administrative assistants, and security guards. Transcripts were analyzed using qualitative thematic analysis. The majority of participants noted that they “wear multiple hats” and their roles are not limited to professional responsibilities. Instead, their role is to maximize residents’ quality of life. As a result, staff members often adopt personal roles akin to serving as residents’ “surrogate family” members. This relationship gives staff a unique window into residents’ lives which enables them to detect early warning signs among residents. For example, staff often observed changes in residents’ physical appearance and hygiene, mood, behavior, and function which could indicate physical illness, mental illness, or cognitive impairment. Staff reported having some resources to address these warning signs, such as involving families and connecting residents to community resources. However, they also highlighted unmet needs to address these issues, such as on-site clinical staff and affordable mental health services. Our findings suggest that building staff are a valuable and underutilized resource for identifying at-risk residents in subsidized housing and helping to deliver interventions to improve aging in place.

A case study of work-based learning through the design of edX MOOCs for Latin America and the Caribbean

This exploratory case study analyzed the reported learning experiences among the multidisciplinary practitioners employed in the development of edX courses for a pioneering MOOC program targeted at Latin America and Caribbean. It applied work-based learning theory and activity theory to answer the question of whether and how a group of 20 participants—including subject matter experts, instructional designers, administrative assistants, platform technicians, and media producers—experienced work-based learning through their collaboration during the MOOC program’s initial professionalization period. Using qualitative research methods via interviews, observation, and document analysis, it illuminated the practical, pedagogical, and organizational factors that participants identified as critical for succeeding in their jobs. The principal study finding indicated that the entirety of participants experienced work-based learning in response to systemic tensions related to one or more of the five phases of the MOOC design cycle. The secondary findings concluded that participants encountered significant pressures and opportunities for learning as a result of: developing educational resources or learning activities (80%), the need for improving organizational processes (85%), and facing constant technological upgrades (75%). Finally, the study recommends that MOOC design teams (a) rethink the role of the instructor vis-à-vis the techno-pedagogical affordances of the MOOC platform, and (b) design adaptive organizational structures that support a plurality of sociomaterial workflows.

The Ebb and Flow of Identity Formation and Competence Development in Sub-specialty Residents: Study of a Continuity Training Setting

Background Professional identity and competence development are evolving processes, shaped by clinical experiences and socialization in the workplace. The purpose of this study was to investigate the simultaneous development of professional identify formation and competence in a sub-specialty training program. Methods The study was conducted in a General Internal Medicine sub-specialty (PGY-4 and PGY-5) continuity training setting, at an academic health sciences center, in Canada. Participants included: current residents, recent graduates, attending physicians and administrative assistants. Data was collected from 2017–2018. A constructivist grounded theory approach was used to analyze anonymized focus group and individual interviews. Results The study identified the following: 1) learning activities that support professional identity formation in advanced residents; 2) the relationship between professional identity formation and competencies; 3) the role of administrative assistants and continuity training supervisors in supporting professional identity formation; and 4) a set of invisible learning experiences that occurred as a result of assumptions made by residents about expectations of training and expectations of patient care. Although, there was limited data available on the latter, findings suggested that invisible learning experiences may adversely impact residents’ functioning as independent physicians. Conclusions Residents’ professional identities continue to evolve with increasing competency requirements during training. Training programs, for sub-specialty residents, must balance granting of independence with supporting ongoing professional identity formation. They must also be explicit about what constitutes healthy patient care expectations and how practicing physicians manage these expectations.

COLLABORATIVE LEADERSHIP STYLE AMONG ADMINISTRATIVE ASSISTANTS OF TWO FACULTIES AT INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

Purpose: This study investigated perceptions about collaborative leadership style via a study among administrative assistants of the faculty of Economics and Management Sciences and Faculty of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia. Precisely, the study examined their perceptions, collective decision making and differences between faculties under study. Methodology: A survey method was employed to collect the data. The data were analyzed using t-test and descriptive statics (frequencies and percentages). A total of 44 administrative assistants were sampled through a self-administered questionnaire from two faculties, namely Economics and Management Sciences (KENMS) and Faculty of Knowledge and Human Sciences (IRKHS) at International Islamic University Malaysia (IIUM). Main findings: The results of the analysis indicated that perceptions of administrative assistants were positive towards a collaborative leadership style. The study also found statistically significant differences between administrative assistants of KEMNS and IRKHS. It was found that IRKHS administrative assistant was more elicit to activities of collaborative leadership than their counterparts. Overall, the study revealed that administrative assistants were of the view that applying a collaborative leadership style will facilitate effective decision making in their respective faculties. Implications/Applications: This study is useful for administrative assistants in institutions of higher learning to adopt and adapt to understanding a clear collaborative leadership concept. Therefore, collaboration among staff will be recognized to develop a general perception in the educational institution. Novelty/Originality: In this research collaborative leadership style had been studied among administrative assistants critically. Permission was granted by the Dean of post-graduate studies from the kulliyyah of Education (IIUM).