Article Abstract:
The experience of Irish Gas demonstrates that an employee participation initiative does not necessarily need to begin during a placid industrial relations period. Irish Gas began its program in 1983, when the firm was considered to be an innovator in the natural gas industry, and when it had just completed its biggest and most complex effort in building the Cork-Dublin pipeline. The workforce was young and highly skilled technically, and showed willingness to add to decision-making processes. The group of unions representing the employees also were prepared to back establishment of a structure to facilitate worker involvement in building more effective communications. There was, however, substantial lack of trust and skepticism among some participating interest groups and individuals. Senior management support was a major factor in the program's ultimate success.
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Article Abstract:
A case study based on the Strathclyde Passenger Transportation Executive (SPTE), a public sector organization in Glasgow, Scotland reveals how the SPTE was able to establish an effective employee appraisal system that did not rely on filling out appraisal forms. The central goal of the system developed by SPTE was to improve workers' performances in their present jobs. The organization believed that employees would be more excited about the appraisal process when they realized there would be no documentation of ratings or comments. Instead, emphasis would be placed on interviews which would cover basic points including: individual work behavior; management skills; and technical skills. SPTE discovered after conducting a pilot program that most employees were happy with the new program.
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Article Abstract:
In-company MBAs are customized programs for corporations wanting to further educate executives. The University of Strathclyde's Strathclyde Business School has decided to emphasize the single-company MBA, allowing companies to place 10 or more individuals in a customized MBA program. Recent innovations in the plan include: changing to a credit-based approach; beginning a two-stage qualification; offering some degree of specialization; and offering credits for short courses.
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