DEVELOPING A FRAMEWORK FOR MANAGEMENT EDUCATION IN THE VICTORIAN PUBLIC SERVICE

Abstract: The Public Service Board of Victoria initiated a project in March 1989 to plan a framework for the development of competent managers. The methodology involved an examination of the current practices of 23 organisations, together with a worldwide literature search. The major findings were that the managerial task is similar across sectors, but the manager level and the environment are qualifying variables; that training, management education and development in private sector organisations and statutory bodies has total commitment from the chief executive, is closely linked to the business plan, forms part of an integrated human resource management system, and is continually reinforced by the organisation's culture and values; and that there is no strategic and focused approach to developing managers across the Victorian Public Service. The 21 recommendations covered the areas of investment and commitment, the development of a systematic approach by providing quality management programs based on core managerial competencies and the integration of training, education and development with performance management processes.
The implementation plan calls for pump-priming funds for resourcing and delivering high quality programs, a change in the culture, the adoption of a set of principles, the establishment of a management education unit, acceptance of a common language of competence for managers, and an integration of education and development needs with corporate plans through the performance improvement system. Commitment to implementation should result in a systematic approach to the formation of competent managers with the benefits flowing to the community through improved services, the government gaining by increased performance of the agencies, and public servants being able to reach their full potential.     

“Girl talk”: gender, equity, and identity discourses in a school-based computer culture

This article describes how a feminist intervention project in Canada focused on girls' more equitable access to and use of computers created significant opportunities for girls to develop and experience new identities as technology ‘experts’ within their school. In addition to a significant increase in participants' own technological expertise, there was a marked shift in the ways in which they talked about and negotiated their own gender identities with teachers and other students. Most significantly, the participants in the project became increasingly vocal about what they saw as inequitable practices in the daily operation of the school as well as those they were subject to by their teachers. This created, within the otherwise resilient macro-culture of the school, a more supportive climate for the advancement of gender equity well beyond the confines of its computer labs. We suggest that while equity-oriented school-level change is notoriously difficult to sustain, its most enduring impact might rather be participants' initiation into a discourse to which they had not previously experienced school-sanctioned access: a discourse in which to give voice to gender-specific inequities too long quieted by complacent discourses of “equality for all.”     

‘she found a way,left the child’: ‘child-shifting’ as the plantation's affects and love's paradox in Donna Hemans’ <Emphasis Type="Italic">River Woman</Emphasis>

This article proposes a situated reading of maternal love, loss and lovelessness in Donna Hemans’ novel River Woman, locating her text in relation to other contemporary Caribbean women writers and to the early fiction of Toni Morrison. I argue that the complex affects that her representation of ‘child-shifting’ produces, can be articulated both in relation to literary texts that re-imagine historical and contemporary practices leaving a child in order to save her, and in the context of the plantation, where ruptured ties at the level of community and culture continue to be reproduced in the personal, emotional and family spheres. I use the concept of marronage, developed in the work of Glissant and Depestre, to define strategies of survival that necessitated actual and imaginative flight or escape, to contextualise the complex affects of the plantation that are repeated and reproduced in the novel's present—the late twentieth-century Caribbean.     

Reviews

From Mad Max to Sane Elaine

Elaine Showalter, Hystories: Hysterical Epidemics and Modern Media, New York: Columbia University Press, 1997, £16.39; Picador, 1998, £6.99

But Words Can Never Hurt Me

Judith Butler, Excitable Speech: A Politics of the Performative, New York and London: Routledge, 1997, £40.

Women in Theatre: Practitioners’ Voices

Lizbeth Goodman, Feminist Stages: Interviews with ‘Women in Contemporary British Theatre, Amsterdam: Harwood Academic Publishers, 1996, £18. Joanne Tompkins and Julie Holledge (eds), Performing Women/Performing Feminisms: Interviews with International Women Playwrights, Australasian Drama Studies Association Academic Publications 2, University of Queensland, 1997. Elaine Aston (ed.), Feminist Theatre Voices, Loughborough Theatre Texts, University of Loughborough, 1997, £7.99.

Heidi Stephenson and Natasha Langridge, (eds), Rage and Reason: Women Playwrights on Playwriting, London: Methuen, 1997, £9.99.

Life and Death in the Next World

Christine Brook‐Rose, Next, Manchester: Carcanet, 1998, £9.95 pbk.     

Parental Support and Knowledge and Adolescents’ Sexual Health: Testing Two Mediational Models in a National Dutch Sample

This study investigated age- and gender-specific associations between parental support and parental knowledge of the child’s whereabouts, on the one hand, and sexual experience and sexual health (the ability to have safe and pleasurable sexual experiences) on the other hand. A representative Dutch sample of 1,263 males and 1,353 females (aged 12–25 years), who had previously engaged in sexual intercourse, completed a questionnaire that included measures of these constructs. Both parental support and knowledge were positively associated with contraceptive use, social skills in sexual interactions, sexual satisfaction, and delay of sexual debut. Findings also revealed that the majority of correlations between parental support and sexual experience and sexual health are attributable to the relationship between a supportive family environment and parental knowledge of the child’s whereabouts. Parental knowledge thus appeared to be more important for healthy sexual development than parental support.     

Earning through learning in legislatures

This inquiry applies Gary Becker’s theoretical notions of general and specific training to the experiential learning that occurs within political institutions, in particular the U.S. Congress. In the process, we isolate economic facets of these legislative experiences that influence the rental-value of human capital derived from congressional training. We identify four factors that structure legislators’ post-elective wages: pre-congressional salary, year of entry, tenure, and variables closely related to general training in Congress—specifically, assignment to powerful legislative committees, acquisition of broad skill packages, investment in expanding skill-set proficiencies, and to a lesser extent, life-cycle driven declines in such investments.     

Social Networks of Homeless Youth in Emerging Adulthood

Little is known about the social networks of homeless youth in emerging adulthood despite the importance of this information for interventions to reduce health risks. This study examined the composition of social networks, and the risks and supports present within them, in a random sample of 349 homeless youth (33.4% female, 23.9% African American, 17.7% Hispanic) between the ages of 18 and 24. Social network members who were met on the street were among the most likely to be perceived as engaging in risky sex, as well as to engage in substance use with the youth. Youth were more likely to count on relatives and sex partners for support compared to other network members, but they also were more likely to use substances with sex partners and perceived them as engaging in risky sex. Interventions may need to recognize the importance of intimate relationships during the developmental stage of emerging adulthood by enhancing supportive bonds and reducing substance use and risky sex in these relationships.     

Cohousing For Whom? Survey Evidence to Support the Diffusion of Socially and Spatially Integrated Housing in the United States

Cohousing is a resident-led neighborhood development model that clusters private dwelling units around collectively owned and managed spaces, with potential to address long-term social and environmental challenges in American metropolitan regions. To date, however, the cohousing model has been slow to diffuse beyond a demographically narrow following. This limited following may signal to policymakers that cohousing is an unappealing housing model, and therefore an impractical policy objective. Drawing from a survey of 1,000 American residents, the results of a multivariate regression model suggest that (a) many of the characteristics of the current resident population of cohousing in the United States have no statistical association with the individuals who indicate interest in cohousing nationwide; (b) other characteristics serve as better predictors of interest in cohousing; and therefore (c) the slow diffusion of cohousing is likely the consequence of inaccessibility rather than low appeal. Overcoming these challenges demands shifts in policy.