{"id":540,"date":"2022-04-09T07:54:46","date_gmt":"2022-04-09T07:54:46","guid":{"rendered":"https:\/\/blogs.shu.ac.uk\/ufhrdconference2022\/?page_id=540"},"modified":"2022-04-14T09:50:57","modified_gmt":"2022-04-14T09:50:57","slug":"ufhrd-conference-parallel-sessions-streams","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/ufhrdconference2022\/programme\/ufhrd-conference-parallel-sessions-streams\/","title":{"rendered":"UFHRD Conference – Parallel Sessions – Streams"},"content":{"rendered":"

Main Conference Parallel Sessions: Streams<\/strong><\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\"UFHRD<\/a><\/td>\n\n

Leadership, management, & talent development<\/h2>\n<\/td>\n<\/tr>\n

10<\/td>\nLINE MANAGERS’ INVOLVEMENT IN TALENT MANAGEMENT: THE CASE OF A MALAWIAN BANK. Charming Nakweya.<\/td>\n<\/tr>\n
11<\/td>\nPerceptions of Perceived Managerial and Leadership Effectiveness in MNC Subsidiaries Within the Kingdom of Saudi Arabia. Robert (Bob) Hamlin<\/td>\n<\/tr>\n
14<\/td>\nFutures Learning: The Future of Leadership Development and Futures Learning in HRD. Jeff Gold.<\/td>\n<\/tr>\n
29<\/td>\nNurturing the Next Generation: A Case Study of Head of Department Training for the Uninitiated! Deborah Lock.<\/td>\n<\/tr>\n
40<\/td>\nThe Empathetic Leadership Approach to HRD: Towards Mapping the Transition in the Indian Hotel Industry. Pallvi Arora.<\/td>\n<\/tr>\n
58<\/td>\nThe Accidental Leader: A Leadership Study Exploring Volunteer Activity during Covid-19. Susie Walsh.<\/td>\n<\/tr>\n
65<\/td>\nOvercoming Remote Leadership Challenges: Lessons Learned from Covid-19. Daniel Gandrita.<\/td>\n<\/tr>\n
90<\/td>\nConceptual Paper \u2013 Nigeria\u2019s leadership development: A radical approach for women\u2019s leadership development in FinTech. Priscilla Eke.<\/td>\n<\/tr>\n
96<\/td>\n\u201cWhat\u2019s your story?\u201d: Using Leadership Stories to evaluate Leadership Development. Martin McCracken.<\/td>\n<\/tr>\n
113<\/td>\nPopulism and the Pandemic: The Role of Defensive Attribution Theory in Leader Crisis Response. Eduardo Tome.<\/td>\n<\/tr>\n
119<\/td>\nJust add hot water and mix: methods for developing leadership capability. Randhir Auluck.<\/td>\n<\/tr>\n
122<\/td>\nLeadership and management in the voluntary sector: what skills do volunteer volunteer managers need? Nicky Adams.<\/td>\n<\/tr>\n
\"Coaching<\/a><\/p>\n

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Coaching & mentoring<\/h2>\n<\/td>\n<\/tr>\n

15<\/td>\nRoute to Recovery: Understanding Mentoring Provision in the Creative Industries. Judie Gannon.<\/td>\n<\/tr>\n
16<\/td>\nMentoring scheme coordinators as activists and social movement organisers. Judie Gannon.<\/td>\n<\/tr>\n
22<\/td>\nSharing and comparing a Higher Education Coaching programme and a Higher Education mentoring programme.
\nJenni Jones<\/td>\n<\/tr>\n
33<\/td>\nCoaching and Mentoring: Narratives of women in leadership. Mel Bull.<\/td>\n<\/tr>\n
43<\/td>\nUnderstanding the Psychosocial, Cultural, and Economic Benefits of Diversified Mentoring in Lebanon and Myanmar. David McGuire.<\/td>\n<\/tr>\n
60<\/td>\nFlying High Peer Coaching to Promote Pilot Wellbeing. Nick Beech.<\/td>\n<\/tr>\n
61<\/td>\nOn Becoming a Coach: Narratives of Learning and Development. Robert (Bob) Garvey.<\/td>\n<\/tr>\n
62<\/td>\nPromoting the use of Somatics in Coaching. Lynne Cavanagh-Cole.<\/td>\n<\/tr>\n
68<\/td>\nChanging to contemplative pedagogic practices as a response to the pandemic: a case study from an MSc Coaching and Mentoring.
\nAmy Stabler.<\/td>\n<\/tr>\n
76<\/td>\nHow one internal mentoring program enhanced a sense of belonging during Covid. Tessa Dodwell.<\/td>\n<\/tr>\n
85<\/td>\nTranscending the limits of the individual linguistic narrative: an application of somatic coaching in an international group coaching context. Maria Bleuze.<\/td>\n<\/tr>\n
87<\/td>\nCeding Coaching Control: Self-Coaching for Professional Development. Rachel Arts.<\/td>\n<\/tr>\n
94<\/td>\nCoaching the innovating organisation in a post-pandemic world. Rebecca Collins.<\/td>\n<\/tr>\n
97<\/td>\nNo human is an island\u201d Navigating belonging using the P-E Fit framework after a national life-changing event. Nathalie Van Meurs.<\/td>\n<\/tr>\n
101<\/td>\nThe evolving coaching ecosystem: implications for coach education and development. David Lines.<\/td>\n<\/tr>\n
106<\/td>\nHow can coaching support managers experiencing stress at work? Towards a practicable theory. Jo Cartwright.<\/td>\n<\/tr>\n
\"Global,<\/a><\/p>\n

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Global, comparative & cross -cultural dimensions of HRD<\/h2>\n<\/td>\n<\/tr>\n

8<\/td>\nGeneric Behavioural Categories of Perceived Managerial and Leadership Effectiveness Relevant to the US Virgin
\nIslands and Georgia State, USA: Robert (Bob) Hamlin<\/td>\n<\/tr>\n
41<\/td>\nMotives and Strategies of Brazilian Expatriates\u2019 Spouses in Supporting International Assignments. Tania Nery-Kjerfve.<\/td>\n<\/tr>\n
52<\/td>\nTransnational upbringing influences on career choices, values, and trajectory of adult third culture kids. Tania Nery-Kjerfve.<\/td>\n<\/tr>\n
57<\/td>\nThe Entrepreneurial Career Anchor, Self-Cultivation Chinese Work Values and the moderating role of in-group collectivist values and
\npractices: A Conservation of Resources Perspective. Thomas McCabe.<\/td>\n<\/tr>\n
100<\/td>\nA Yinyang Cat Might Catch Mice: A Yinyang Methodology for Gender Equality Research. Jackie Liu.<\/td>\n<\/tr>\n
110<\/td>\nThe Gulf Cooperation Council and Regional Human Resource Development: An Institutional Theory Perspective. Oliver Crocco.<\/td>\n<\/tr>\n
117<\/td>\nUnder organisational wings: How formalisation fosters organisational citizenship behaviour in uncertain times. Nathalie van Meurs.<\/td>\n<\/tr>\n
121<\/td>\nTRAINING AND DEVELOPMENT IN THE VISEGRAD COUNTRIES DURING COVID-19. Katarzyra Tracz-Krupa.<\/td>\n<\/tr>\n
\"Employee<\/a><\/p>\n

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Employee engagement<\/h2>\n<\/td>\n<\/tr>\n

34<\/td>\nThe manifestation of the Psychological Contract within the academic role. Alan Johnston.<\/td>\n<\/tr>\n
39<\/td>\nEmployees\u2019 Engagement amid COVID-19: Institutional Measures and Practices with a Private Lebanese University. Ali
\nEl Dirani.<\/td>\n<\/tr>\n
46<\/td>\nEmployee Recognition and Respectful Workplace: Potential Avenues for HRD Interventions Related to Mistreatment?
\nTravor Brown<\/td>\n<\/tr>\n
116<\/td>\n\u201cIf only these kinds of conversations had happened in induction\u201d: The use of Action Learning to avoid contagious spin in induction programmes in the Big Four. Deborah Callaghan.<\/td>\n<\/tr>\n
\"Diversity<\/a><\/p>\n

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Diversity & equality issues in HRD<\/h2>\n<\/td>\n<\/tr>\n

7<\/td>\nWhat are we going to do about menopause? Katy Marsh-Davies<\/td>\n<\/tr>\n
32<\/td>\nMental health management in the post COVID workplace: how individuals with mental health conditions survive at work. Hadar Elraz.<\/td>\n<\/tr>\n
35<\/td>\nBreaking through the \u2018stained glass\u2019 ceiling: how the career paths of senior women leaders in the Church of England may question
\nconventional understanding of women\u2019s careers. Lynn Nichol.<\/td>\n<\/tr>\n
42<\/td>\nReducing Age Discrimination: The Role of Reasonable Accommodation in American Statutes. Hindy Schachter.<\/td>\n<\/tr>\n
92<\/td>\nDiversity Intelligence: Towards development of Diversity Intelligence Across Workplaces. Isha Sharma.<\/td>\n<\/tr>\n
108<\/td>\nUnder the Habit: Chaplaincy, Christian Assimilation by Stealth \u2013 a case study of UK Sea Cadet Corps. Nick Beech.<\/td>\n<\/tr>\n
\"Workplace<\/a><\/p>\n

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Workplace learning, training & development<\/h2>\n<\/td>\n<\/tr>\n

36<\/td>\nWorking Paper Coaching the Apprentices Coach – fusing knowledge with practice. Rebecca Quew-Jones.<\/td>\n<\/tr>\n
38<\/td>\nVocational Training in Portugal in the Eurozone (2002-19). Eduardo Tome.<\/td>\n<\/tr>\n
50<\/td>\nManaging tensions and differing stakeholder expectations within the HRD role. Jenni Jones.<\/td>\n<\/tr>\n
69<\/td>\nLearning about the workforce impact of Covid19 \u2013 Hospitality and Tourism in Vietnam. Diane Keeble-Ramsay.<\/td>\n<\/tr>\n
77<\/td>\nDoes hybrid working = hybrid learning? Tim Elgar.<\/td>\n<\/tr>\n
78<\/td>\nThe changing landscape of action learning research and practice. Yonjoo Cho.<\/td>\n<\/tr>\n
91<\/td>\nWhat is learned about through employee volunteering? Cheryl Brook.<\/td>\n<\/tr>\n
\"Strategic<\/a><\/p>\n

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Strategic capabilities & the changing nature of work<\/h2>\n<\/td>\n<\/tr>\n

53<\/td>\nRelating productivity to organisational context: meaning, measures, and maximising through workforce engagement.
\nClive Reynolds.<\/td>\n<\/tr>\n
84<\/td>\nThe unintentional benefits of being made redundant: Building strategic capabilities in the implementation of redundancies. Madelaine Stevens.<\/td>\n<\/tr>\n
105<\/td>\nThe Effect of COVID-19 on Organizational Leadership: A Formidable Disruptor or a Blessing in Disguise? Yilekal Fisseha Beyene.<\/td>\n<\/tr>\n
\"Learning<\/a><\/p>\n

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Learning in small & medium enterprises (SMEs)<\/h2>\n<\/td>\n<\/tr>\n

17<\/td>\nFor and Against Learning: Raising the Tensions of HRD in SMEs. Amanda Hay.<\/td>\n<\/tr>\n
28<\/td>\nHOW DO SMALL FAMILY FIRMS ENHANCE EMPLOYEES\u2019 LEARNING IN THE POST-COVID ERA ? FROM KNOWLEDGE
\nSHARING PERSPECTIVE. Bo Wen.<\/td>\n<\/tr>\n
66<\/td>\nInternational Entrepreneurial Learning Orientation in the small Multinational Enterprise (sMNE). Alexandra Anderson.<\/td>\n<\/tr>\n
75<\/td>\nThe SME business journey in learning. Anne Wilson.<\/td>\n<\/tr>\n
79<\/td>\nFostering creative behaviour in SMEs employees through training and development initiatives. Mike Mustafa.<\/td>\n<\/tr>\n
102<\/td>\nSME Leadership in a Post Covid Era – Impact Case Study. Sarah Fidment.<\/td>\n<\/tr>\n
\"Critical<\/a><\/p>\n

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Critical approaches to HRD<\/h2>\n<\/td>\n<\/tr>\n

19<\/td>\nExploring Critical Pedagogy in Executive Education. Sharon Mavin.<\/td>\n<\/tr>\n
37<\/td>\nTechnically possible \u2013 practically useless? Continuous e-performance appraisal in legal practice. Scott Allan<\/td>\n<\/tr>\n
44<\/td>\nUnlearning at the boundary of institution and organisation for academics and contingent academics \u2013 implications for HRD. Rebecca
\nPage-Tickell.<\/td>\n<\/tr>\n
67<\/td>\nRebooting Feminist Research in HRD: Shifting from Gender Binary to Gender Diversity. Tomika Greer.<\/td>\n<\/tr>\n
114<\/td>\nTraining Function Expected Performance index \u2013 a new HR measurement instrument for service companies. Sidita Dibra.<\/td>\n<\/tr>\n
\"Practitioner<\/a><\/p>\n

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Practitioner research and learning and teaching<\/h2>\n<\/td>\n<\/tr>\n

18<\/td>\nThe Changing Nature of University Teaching: Students\u2019 learning experience during the Covid-19 pandemic.
\nFotios Mitsakis<\/td>\n<\/tr>\n
21<\/td>\nInvestigating Student Perceptions of Videos to Support Learning in Higher Education. Valerie Anderson.<\/td>\n<\/tr>\n
23<\/td>\nSharing learning from a pilot Higher Education buddying scheme launched in the Covid-19 pandemic. Jenni Jones.<\/td>\n<\/tr>\n
59<\/td>\nWhat are HRD academics for? Reading the Runes in UK Knowledge Exchange Framework Institutional Context Statements. Catharine Ross.<\/td>\n<\/tr>\n
63<\/td>\nAn argument that Organisational Culture, Organisational Learning, and Organisational Leadership are essential prerequisite antecedents to
\nthe Dynamic Capabilities Framework. Andrew Cox.<\/td>\n<\/tr>\n
73<\/td>\nMerging a purpose-built case study with game-based learning to develop workplace durable skills. James Leinster.<\/td>\n<\/tr>\n
74<\/td>\nImpact of Covid19 on DBA Research Process \u2013 Changing investigation of Ethnocentrism at the Tesco Retail Industry to Documentary
\nReview. Diane Keeble-Ramsay.<\/td>\n<\/tr>\n
83<\/td>\nProfessional identities in Higher Education: expanding a practitioner-led study to a wider context. Myfanwy Davies.<\/td>\n<\/tr>\n
89<\/td>\nMaking Sense Of Failure: An Exploration Of Learning From Lebanese Entrepreneurs. Diane Keeble-Ramsay.<\/td>\n<\/tr>\n
93<\/td>\nWe are the facilitators; they are the learners \u2013 or are we learning too? A case study relating to HE staff involved in the delivery of a 3-year project supporting female managers in SME\u2019s \u2013
\nevaluating staff reflections on learning. Karen Trem.<\/td>\n<\/tr>\n
95<\/td>\nRethinking about vocational education in Taiwan: The use of flipped learning in business communication courses. Chung-Kai Huang.<\/td>\n<\/tr>\n
107<\/td>\nInvestigating the lack of students’ engagement Post-Covid: A framework to enhance the sense of belonging in higher education. Tharwat Khalil.<\/td>\n<\/tr>\n
112<\/td>\nEVIDENCE FOR EVIDENCE BASED HR\/D? THE IMPACT OF EVIDENCE BASED HR\/D PRACTICE ON PERCEPTIONS OF TRUST IN HR\/D PROFESSIONALS. Claire Gubbins.<\/td>\n<\/tr>\n
\"Career<\/a><\/td>\n\n

Employability and career development<\/h2>\n<\/td>\n<\/tr>\n

<\/td>\n45<\/td>\nWhy DOTS should be SORTED in the post-covid era: Theory and Practice. Ana Paula Fonseca.<\/td>\n<\/tr>\n
<\/td>\n82<\/td>\nInternship Advertisements are not Attractive to Prospective Applicants: HRD Help is Needed. Maria Plakhotnik.<\/td>\n<\/tr>\n
<\/td>\n118<\/td>\nAn evaluation of the effectiveness of online Immersive Learning Activities in the development of employability skills for undergraduate students. Karen Trem.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Main Conference Parallel Sessions: Streams Leadership, management, & talent development 10 LINE MANAGERS’ INVOLVEMENT IN TALENT MANAGEMENT: THE CASE OF A MALAWIAN BANK. Charming Nakweya. 11 Perceptions of Perceived Managerial and Leadership Effectiveness in MNC Subsidiaries Within the Kingdom of Saudi Arabia. Robert (Bob) Hamlin 14 Futures Learning: The Future of Leadership Development and Futures…<\/p>\n","protected":false},"author":3880,"featured_media":0,"parent":554,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-540","page","type-page","status-publish","hentry"],"jetpack_shortlink":"https:\/\/wp.me\/Pdw4XQ-8I","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/ufhrdconference2022\/wp-json\/wp\/v2\/pages\/540","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/ufhrdconference2022\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/ufhrdconference2022\/wp-json\/wp\/v2\/types\/page"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/ufhrdconference2022\/wp-json\/wp\/v2\/comments?post=540"}],"version-history":[{"count":3,"href":"https:\/\/blogs.shu.ac.uk\/ufhrdconference2022\/wp-json\/wp\/v2\/pages\/540\/revisions"}],"predecessor-version":[{"id":543,"href":"https:\/\/blogs.shu.ac.uk\/ufhrdconference2022\/wp-json\/wp\/v2\/pages\/540\/revisions\/543"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/ufhrdconference2022\/wp-json\/wp\/v2\/pages\/554"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/ufhrdconference2022\/wp-json\/wp\/v2\/media?parent=540"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}