Journal articles: 'Skills, manager, public organizations, employee administration' – Grafiati (2024)

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High employee turnover is a critical policy issue for public managers to solve. The US government is concerned about slowing turnover rates, which have accelerated from 14–15% to more than 18% since the Great Recession. Explanations for increases in employee departure are more difficult to pin down. The expected wave of baby-boomer retirements did not materialize and cannot explain turnover. The impact of the Great Recession on employment makes it more difficult to theorize about the relationship between employee–organizational fit and turnover. This study analyzes US government employees’ turnover using data from the 2003, 2006, 2010, and 2013 editions of the National Survey of College Graduates. The data provide a unique opportunity to study cohorts of US government workers before and after the recession. Statistical models of employee turnover focus on comparing the factors that lead to employee departure. The exodus of workers from government offices can be explained more by the fit between the individual and organizational needs than by a mismatch between the skills required in the job and the needs of the organization. The results show that when there is a mismatch between individual skill level and the skills in their job, individuals are more likely to move within government. Workers that made job changes after the recession (2010–2013) had a greater gap in organizational fit than those that made job changes prior to the recession (2003–2006). Points for practitioners This study describes turnover in public organizations and provides conclusions showing how managers can minimize the risk of turnover to ensure effective government. Public managers should modify management policies to meet the needs of modern-day employees and make the government more resilient within changing work environments. Organizations can begin to mitigate turnover rates during hiring by matching employment opportunities with the job skills and expectations of candidates through careful hiring, appropriate placement, and providing employee training and support.

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Australia has its own unique institutional arrangements within which its civil services operate, yet its experience in public sector human resource management over the last 40 years or so has much in common with that of many other Western democracies, including the United States. It faces enduring challenges such as the relationship between politics and administration while its approach to public management has evolved from traditional Weberian administration through new public management to a much more complex, open and networked system. While the role of government in society has not radically changed, the way in which that role has been exercised has changed significantly. Government employees represent a smaller proportion of the workforce, what they do and their skills have changed dramatically, internal arrangements to foster ethics and to manage staff are different today, new approaches have been adopted to compensate and motivate employees, the diversity of employees has widened, and the place of human resource management (HRM) in agencies’ strategic management processes has ebbed and waned. In each of these areas, human resource (HR) managers in Australia today face difficult questions about future directions. Most of these will be familiar to HR managers in other countries.

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In the event of a crisis, rapid and effective assistance for victims is essential, and in many cases, medical assistance is required. To manage the situation efficiently, it is necessary to have a proactive management system in place that ensures professional assistance to victims and the safety of medical personnel. We evaluated the perceptions of students and graduates in public health studies at the Medical University of Lublin, Poland, concerning their preparation and management skills for crises such as the COVID-19 pandemic. This pilot study was conducted in March 2020; we employed an online survey with an anonymous questionnaire that was addressed to students and graduates with an educational focus in healthcare organization and management. The study involved 55 people, including 14 men and 41 women. Among the respondents, 41.8% currently worked in a healthcare facility and only 21.7% of them had participated in training related to preparation for emergencies and disasters in their current workplace. The respondents rated their workplaces’ preparedness for the COVID-19 pandemic at four points. A significant number of respondents stated that if they had to manage a public health emergency, they would not be able to manage the situation correctly and not be able to predict its development. Managers of healthcare organizations should have the knowledge and skills to manage crises. It would be advisable for them to have been formally educated in public health or healthcare administration. In every healthcare facility, it is essential that training and practice of performing medical procedures in full personal protective equipment (PPE) be provided. Healthcare facilities must implement regular training combined with practical live scenario exercises to prepare for future crises.

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Abstract Implementation of risk management to the public sector in the Czech Republic presents itself to the new situation managers associated with many difficulties. These are primarily the ability to identify risks in public administration and ensure the proper functioning of their management process. The article aims to show the specifics of public administration in relation to the identification and risk management process and depending on the help of analogies derived from the model of key competences of managers necessary to successfully manage the entire process. In accordance with the stated aim of the text is divided into two main parts. In the competency model, emphasis is placed on the so-called Soft skills with focus on explaining the growing importance of moral competence in the risk management process, which is often neglected. This article was written as a part of the research project Development of Social Skills of a Soldier (LEADER_DZRO_K104), funded by institutional support which is intended for the development of research organizations in the Ministry of Defence (DZRO K- 104) funded from.

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Talents play a critical role in achieving organizational strategic goals and a higher level of performance in the healthcare industry. Therefore, the UAE government, which strives to provide world-class healthcare services, encouraged the adoption of talent management strategies and creation of essential capabilities for talent recruitment, development, and retaining. This study explores the talent management strategies, policies, and practices in multiple departments of a public UAE hospital. Moreover, it investigates required skills, competencies, and programs for those departments in the context of Industry 4.0. The study adopted a case study approach and qualitatively surveyed a purposive sample of 13 departmental managers, section heads, and supervisors who are experienced in employee management. The study found that talent management at the studied hospital is undefined and unclear in terms of strategies, policies, and practices. Furthermore, the study highlighted the need for employee encouragement, motivation, and engagement, as well as confirmed the critical role of management and leadership in facilitating talent management in the hospital. Accordingly, a UAE hospital could benefit from this study to develop its talent management policy and strategies that will guide managers in the Industry 4.0 era. Acknowledgment The nursing administration, nursing research committee at Tawam hospital and managers who responded to the study survey are acknowledged for the extension of support for the study.

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Digital innovation in public administration is critical. It’s necessary to work effectively with the digital resources of public servants. In Russia, successes are observed, requirements for IT competencies of employees, interactive interactions with infrastructure are increased, motivation is updated - the balance of state and corporate interests and the employee. The purpose of the work is a systematic analysis of problems and some solutions with "leadership in results". It’s also relevant to assess the evolutionary potential of infrastructure, not only the requirements of a state institution. The work uses methods of system analysis, decision-making, situational and comparative analysis and others. Our main results are the analysis of key tasks, the solution of which is assigned to the digital infrastructure of public administration. In particular, analysis of monitoring and identification of risk states, anomalies, opening of hidden vulnerabilities, situational forecasting, analytical support, reduction of resource consumption (costs), audit of population satisfaction, quality of work of employees, systematic automation and intellectualization of public administration was carried out. All this supports strategic management, develops performance indicators. A table of professional qualities, the development of competencies of the state manager has been built. The problem of "noises", uncertainties in decision-making is considered, because adaptation to "noise effects" in public administration can be accompanied by an increase in the hom*ogeneity of decision-making employees and an increase in their differentiation, as well as a decrease in their number. The role of institutional, social and personal barriers, motivation, as a balance between the interests of a state institution and an employee, when both are interested in improving internal indicators, as well as involving citizens and organizations in the provision of public services, was noted.

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Despite extensive research on employee selection, managers still do not have clear guidance on whether specific background characteristics predict good performance. To help clarify this issue, this study analyzed the relationships between several academic/work background characteristics and performance appraisal scores for entry-level professionals in a public sector agency. Agency managers were also surveyed to determine if they believed that these characteristics predict performance. Although the managers perceived that most of the characteristics studied are linked to performance, only one characteristic, grade point average, was found to be statistically related to appraisal scores. This study's findings support other research which suggests that it may be better to base employee screening/selection decisions on specific job-related knowledge, skills, and abilities, instead of relying primarily on background characteristic “signals.”

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Two important issues prompting the creation of comprehensive management development programs in state government are the promotion of technically competent employees to supervisory positions who have not been prepared to manage, and the impending loss of state managers to retirement and the need for succession planning. With these issues in mind, training needs assessment (TNA) is necessary to understand both the needs of the organization for competent managers and of the individuals who are to be prepared to manage in state government. In this case study, we review the advantages and disadvantages of various TNA techniques and select focus groups to conduct the training needs assessment for a comprehensive management development program. Through several focus group sessions, the perspective of practicing managers was solicited for management training needs throughout the state. Alternatives were widely discussed and a synergy of ideas created through the group discussion format. State managers became more informed about the plan for management development and support for the concept was generated among important stakeholders. State managers clearly wanted training that would be immediately applicable to their job duties and wanted the training delivered in a way that is conducive to adult learning. We found that managers are most concerned with effectively performing their roles and responsibilities as managers, and that they must demonstrate leadership and human relations skills in the performance of their responsibilities.

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The article describes the main components of the institutional framework of an archetypical approach to public administration. It is determined that the system of preparation of public servants is based on a chain of universal foundations of archetype, in particular, it is influenced by the principle of formation of personnel in the public service, formed on the basis of public opinion. Based on two basic principles relating to admission to public service, three basic models of training civil servants in the European country are defined: German. French and Anglo-Saxon. We analyze each of the models and define the archetypes that influenced their formation and development. The advantages of each model are determined, in particular, the benefits are: the German model of training managers is the balancing between the theoretical knowledge and practical skills that a public servant receives during training, but as a disadvantage one can distinguish the orientation of preparation for legal orientation, which limits the ability to hold managerial positions for many employees The French model of professional training of public servants should include a well-balanced understanding of tasks, namely: decentralization and territorial organization of public services, communication, support of territorial communities, in-depth knowledge and understanding of the need for cooperation with institutions of the European Commonwealth, high-quality human resource management and orientation towards environmentally friendly innovations, such a model of training of public servants is holistic, costly and effective; The Anglo-Saxon model of training of public servants is its orientation towards the implementation of the concept of public administration and the individual approach to employee training, taking into account all the specifics of its activities, providing for the formation of personnel capable of solving specific problems. It is concluded that today in most European countries dominated by mixed models that include elements of different models.

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What is the effect of internal public management on individuals’ perceptions of managerial trustworthiness (MTW)? MTW is associated with a range of positive organizational outcomes, but research examining how a public manager might affect employees’ perception of MTW is sparse. This article complements extant research on MTW in public organizations with causal evidence from a randomized survey experiment among 1,829 U.S. residents. We examine how five aspects of internal public management affect individuals’ perception of MTW: (a) setting challenging but feasible goals, (b) making credible commitments, (c) encouraging employee participation, (d) providing frequent performance feedback, and (e) rewarding employees who perform well. We find positive effects of the “credible commitment” and “performance feedback” treatments on overall MTW perception. In addition, we find significant effects for four of the treatments (a-d) when looking separately at the three sub-dimensions that together comprise the multidimensional MTW construct (ability, benevolence, and integrity).

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This study aims to examine the influence of e-communication (e-meetings and e-conferences) on the communication skills of managers and leaders (decision making, problem solving, consistency, productivity and better work flow). Quantitative approach was employed to achieve the aim; 150 managers and leaders responded to a self-administered questionnaire, which was tackled later using SPSS.The results of the study confirmed an undeniable influence of e-communications on communication skills of managers and leaders within Jordanian mining and manufacturing industries; the most influenced variable was decision-making process associated with the real-time data that e-communication means can provide to decision makers (data, information, figures and numbers), which facilitated a faster ability to take decisions and avoid risks among organizations. The study also demonstrated that electronic meetings and conferences are based on transmitting voice over internet protocol (VoIP), which allows voice to be transmitted over the Internet, which is key to facilitating real-time electronic meetings. The study recommended adopting more electronic means of communication as an approach to avoid loss of time and efforts in face-to-face communication.

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Abstract Abiding by the principles and rules of project management in the public administration environment provides project managers with a range of pitfalls that can influence the success of the project. This fact has been proved by a number of analysed projects. The managers themselves claim that the most challenging problem from the perspective of project management and assessment of the project success is the field of leadership (the leading of the project team by a project manager). The authors of this article have therefore identified the most important factors for assessing the success of the project management of a team by a manager at various stages of the lifecycle of a project. Furthermore, both the direct and indirect impact of not respecting these factors in achieving the project objectives and in creation of job satisfaction within the project team have been presented in compliance with the data analysis of completed projects in the public sector and the authors’ own experience in dealing with projects in the public sector. The article offers approaches to mitigate some negative aspects regarding the principles and rules of project management according to recognized international standards. Although the article is primarily intended for project managers in the public administration environment, it can also provide some inspiration for fresh approaches to the field of leadership for project managers in the private sector. This article was written as a part of the project Development of Social Skills of a Soldier (LEADER_DZRO_K104), funded by institutional support, which is intended for the development of research organizations in the Ministry of Defence (DZRO K-104) funded from.

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Nowadays, people are the most difficult beings to manage due to their complexity and complex nature. Human Resources in the public sector are structures that we must provide impartial treatment, ethical standards, and promote a value-based system. Human Resource Management (HRM) plays an important role in the development of a country, and in particular, in the implementation of strategic activities for the civil service in Public Administration. Recently, Information Technology (IT) has impacted all actions of society, as well as organizational processes including HRM processes and practices. Currently, Information Technology is making great changes, starting from the fact that it is impacting the public sector workers to attend training, in order for them to acquire different skills such as using IT developments, gaining new knowledge, skills, and using programs in different fields where more productive and profitable results are obtained. In this research paper, we have used two statistical extraction techniques which are OneWay ANOVA and Chi Square, which show that there is no difference between groups in the acquisition of the institution's policies, and also expresses the significance of the relationship between the main issues of active employees in developing knowledge in the use of IT in the public sector.

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A profile of manager represents characteristics of a person performing a managerial position, i.e., it includes qualities such as knowledge, skills, and competencies within a specific specialty that provides the ability to carry out managerial duties and responsibilities successfully. The reason for obtaining this information is to build a profile of managers in organizations providing social care, as this area has not been elaborated in detail in the Czech Republic.This study aims to identify and describe the profiles of managers in organizations providing social services in the South Bohemian Region. The study was conducted using semi-structured interviews with 24 managers of selected organizations providing social services in the South Bohemian Region until the information obtained was sufficient. Data were processed using open, selective, and axial coding. Managers were asked about their job descriptions, their skills and education, and the specifics of their duties and responsibilities within their organizations. The results show that manager profiles are influenced by the type of organization and the organization’s funding. The results of the study showed that specific managerial duties and responsibilities are based on the type of social service provided. These duties and responsibilities are also based on the clients of services and the frequency of services provided. AcknowledgmentThis study was financially supported by the project “Selected aspects of social work management”, registration number GAJU 052/2019/S (Grant Agency of the University of South Bohemia in České Budějovice).

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Purpose Mental health conditions such as depression are prevalent in working adults, costly to employers, and have implications for legal liability and corporate social responsibility. Managers play an important role in determining how employees’ and organizations’ interests are reconciled in situations involving employee mental ill-health issues. The purpose of this paper is to explore these situations from the perspective of managers in order to develop theory and inform practice in workplace mental health promotion. Design/methodology/approach Semi-structured interviews were conducted with 24 Australian managers who had supervised an employee with a mental health issue. Interview transcripts were content analyzed to explore themes in managers’ experiences. Findings Managing an employee with a mental health issue involves becoming aware of the issue, taking action to understand the situation and develop an action response, implementing the response and managing the ongoing situation. Each of these tasks had a range of positive and negative aspects to them, e.g., managing the situation can be experienced as both a source of stress for the manager but also as an opportunity to develop greater management skills. Practical implications Understanding line managers’ experiences is critical to successful implementation of HR policies regarding employee health and well-being. HR strategies for dealing with employee mental health issues need to consider implementation support for managers, including promotion of guiding policies, training, emotional support and creating a psychosocial safety climate in their work units or teams. Originality/value The insights gained from this study contribute to the body of knowledge regarding psychosocial safety climate, an emergent theoretical framework concerned with values, attitudes and philosophy regarding worker psychological health. The findings also have important implications for strategic human resource management approaches to managing mental health in the workplace.

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This research was motivated by the need to identify what is the relationship between organizational support provided by the Superintendence of the Public Administrative Expenses Management – SUGESP to its servants, the perception of servants of this support and to the concepts of sustainability. The general objective is to assess the relationship between the organizational support offered by SUGESP and the perception of employees. Theoretical aspects were addressed, such as the theory of Organizational Support, the conceptualization of the importance of employee satisfaction for the success of organizations, the Theory of Organizational Support, concepts of Public Administration and sustainable development. The methodology employed is quantitative approach, the search strategy used was the case study and study procedures were done through document analysis. Data collection was carried out by applying a self-administered questionnaire to a sample of employees working at SUGESP, as well as with the managers of the Superintendence. At the end of the research, it was identified that the average responses from the interviewed employees point out that they are indifferent to the perception of organizational support, while the manager, in the direct affirmative questions, identifies that the support offered is indifferent. In the inverse affirmative questions, he agrees that there is effective support. It was also identified that approximately 56% of the employees do not have a clear understanding of the concepts of sustainability, a fact that influences the achievement of objectives and goals defined by managers.

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PurposeGlobal concerns over dysfunctional behaviours including bribery and corruption, embezzlement of funds and other conducts by leaders and public officials have become ubiquitous in organizations. Although national and organizational systems have been instituted to make these behaviours a high-risk and low-gain activity, these behaviours have been pervasive in the moral psyche of nations, especially in developing countries. The purpose of this study is to examine the underpinning factors exacerbating dysfunctional behaviours in Ghana's Public Service (GPS) and link these causes to social capital theory.Design/methodology/approachThis is a qualitative case study, which employed semi-structured interviews, focus group discussions (FGDs) and documentary reviews as the data collection instruments. In all, 20 in-depth interviews and four FGD were conducted.FindingsThe following were used to explain how social capital contributes to dysfunctional behaviours: the extended family system, respect for the elderly, moral tone of the nation and in-group member effect, organizational politics and politicization of the service.Research limitations/implicationsThe main limitation of this research is the limited sample size, which does not portray the views of all employees working within GPS.Practical implicationsHR has a crucial role in intervening to ameliorate this challenge. The mechanisms to deploy include the development of employee awareness and skills on ethical behaviours, instituting ethical governance culture, encouraging, rewarding ethical behaviour and introducing effective performance management systems. This will enhance employees' behaviours and ensure improved engagement and overall good governance practices and ethical behaviour.Originality/valueThe main value of this research is its contribution in bringing to the fore some underlying causes of dysfunctional behaviours in the public service of developing countries.

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Purpose – Libraries need library leaders who are able to follow the changes and developments and keep pace with them, manage and shape the changes, bring theories and practices together, be solution-oriented, people-oriented, environment-oriented, well-appointed, successful, and creative, because of the rapid developments and continuous changes. In this context, it has become more important for library managers to improve their leadership skills. In the scope of this study, a questionnaire study has been conducted with staff working in 168 different university central libraries. Information form, consisting of 16 questions about librarians’ demographic characteristics and manager satisfaction and Multifactor Leadership Questionnaire is used for data accumulation. The purpose of this paper is to determine library managers’ leadership approaches in private and public university libraries of Turkey and to survey library staff's satisfaction with their managers. Design/methodology/approach – This research is a methodological and descriptive research. Original sample of this research consists of 168 university central library in total (103 public-65 private) and approximately 500 library employee 183 library employees from 20 public university central libraries (108 employees) and 13 private university central libraries responded. Multifactor Leadership Questionnaire, so sample of this research consists of 33 libraries and 183 questionnaire answers. 20.62 percent of the library employees of the target group had responded the Multifactor Leadership Questionnaire. Findings – In total, 183 employees (108 public and 75 private university central libraries) from 33 university central libraries are responded to Multifactor Leadership Questionnaire. Multiple responses were gained from 183 library employees of whom 57.4 percent (105) were female and 42.6 percent (78) were male. When the age distribution is concerned it has determined that 25.1 percent (46) of the participants were centered on 26-34 age group. Other age distributions are defined as in the following: ages 20-25, 19.7 percent (36); ages 31-35, 18.6 percent (34); ages 36-40, 13.7 percent (25); ages 41-45, 15.8 percent (29); and age 46 and over, 7.1 percent. Originality/value – As with all organizations, library managers with leadership qualities are needed in the field of library science. Organizational structures of libraries are constantly changing. Libraries need library leaders who are able to follow the changes and developments and keep pace with them, manage and shape the changes, bring theories and practices together, be solution-oriented, people-oriented, environment-oriented, well-appointed, successful, and creative, because of the rapid developments and continuous changes.

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PurposeThis paper investigates the levels of career resilience and self-efficacy of the principals of primary school units, identifies the relationship between them and determines the effect of the demographic elements of the sample on their career resilience and self-efficacy.Design/methodology/approachThe convenient sample of this study was 165 principals from public schools across the prefecture of Central Macedonia. A total of 422 questionnaires were mailed to all principals of kindergarten and elementary schools, accompanied by a personal letter to inform them about the procedure and the purpose of the survey. A pilot survey took place to check the adequacy of and get feedback on the questionnaire. The questionnaire used in the study consisted of three parts: The Career Resilience Scale (CRS) by Kodama (2015), the Principal Self-Efficacy Scale (PSES) by Tschannen-Moran and Gareis (2004) and demographic questions.FindingsThe results of the survey showed that principals have high levels of career resilience and very high levels of self-efficacy. There are four factors that form the levels of career resilience: (a) problem-solving skills (b) social skills (c) interest in innovation and (d) optimism for the future. Demographic factors play a role in shaping career resilience as they affect two of the four factors. There are two factors that shape levels of self-efficacy: (a) self-efficiency in administration and (b) self-efficiency in moral leadership. Demographic factors play a role in shaping the factor of self-efficacy that refers to administration. Finally, there was a high positive correlation and a causal relationship between career resilience and self-efficacy.Research limitations/implicationsThe convenient sample used in the present study is a limiting factor, as it may not be representative of Greek primary school principals. Also, research is based on self-evaluation questionnaires, which may show a lack of objectivity, as the answers may reflect the personal worldviews of leaders and particular needs of educational institutions (Sarid, 2021). This fact may not allow us to generalize the results.Practical implicationsThe present study showed that resilience and self-efficacy have a causal relationship and that one enhances another, making their relation pivotal for a successful educational leadership. Regarding the professional development of school leaders, educational leadership training programs could be designed and offered by the Greek Ministry of Education (Dexter et al., 2020). Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. Governments have to take the necessary initiative to ensure that, particularly in adverse contexts, education stimulate and nurture resilience and self-efficacy among citizens, by promoting appropriate lifelong learning programs and by ensuring the continuous training of employees (Renko et al., 2020).Social implicationsCareer resilience and self-efficacy ensures economic prosperity in times of crisis, globalization and rapid technology development and may be the best way to create strong and successful leaders. Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. The results of the present research could prove helpful in developing strategic plans, building networks between organizations to improve communication and flow of information, through employee exchange programs.Originality/valueThis research, which combined career resilience and self-efficacy, took place for the first time in Greece. The CRS by Kodama (2015) was also used for the first time in Greek population.

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This study discusses the concept of employee resilience (ER), defined as the capability to use resources to continually adapt and flourish at work, even when faced with challenging circ*mstances. The concept is grounded in positive psychology and conservation of resources (COR) theory and complements other concepts such as coping which describe employees and managers adapting to challenge and change. This study validates a scale of ER and examines attributes and job factors associated with heightened ER in public sector line managers. Study results show that heightened ER is associated with public service motivation (PSM), employees’ pro-social skills and constructive leadership by supervisors. ER is also associated with a climate for innovation. Theoretical and practical implications for strengthening employees’ resilience in public organizations are discussed.

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This study investigates the effect of top management turnover in public organizations on employee absenteeism, examining school principal turnover in public primary schools. While previous research has focused on the impact of principal turnover on school performance, we analyze how principal turnover influences employee absence. A longitudinal study of 481 employees is conducted. Findings indicate that managerial turnover at schools does indeed influence absence. Absence is particularly high after a new top manager has taken office, and especially for employees where the gap between resignation of one manager and another taking office is short. Findings also show that the absence effect of a new top manager diminishes over time.

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Purpose This paper examines the development of green skills across firms located in an institutional context, specifically the national education and skill-formation system, of the under-researched developing country of Thailand. Design/methodology/approach This paper qualitatively explores the Thai education and skill-formation system and conducts a cross-case analysis of four firms across different industries in Thailand. The empirical findings in this paper draws on semi-structured interviews with various stakeholders; field visits to vocational colleges, universities, a nongovernmental organization (NGO) and firms across industries both in Bangkok and in other provinces in Thailand; and a review of archival documents and web-based reports and resources. Findings This paper proposes that firms across industries in Thailand must be responsible for helping their employees/workers obtain the green knowledge and skills necessary to perform green jobs through high-road human resource (HR) practices in response to the fact that the Thai education and skill-formation system is unlikely to produce a sufficient number of employees/workers who have green knowledge, skills and abilities and are industry-ready to perform green jobs, leading to a shortage of employees/workers who possess green skills in the labor market. Specifically, curricula in vocational colleges and universities in Thailand are not likely to respond to the needs of firms in producing those employees/workers. Research limitations/implications The limitations of this research concern its methodology. This research is based on the qualitative studies of the Thai education and skill-formation system and a case study of firms across industries in Thailand. Thus, this paper does not aim to generalize the findings to all other countries but to enrich the discussion on the effects of macro-level HR policies on the creation of green jobs and the development of green skills across firms in each country. Additionally, it is difficult to gain access to firms across several industries and various stakeholders to understand the development of green skills among employees in these firms. The reasons are resource constraints, time constraints and the hesitation of firms in permitting the author to access the data. These difficulties have restricted the sources of information to construct a more nuanced picture of firms across various industries in developing green skills among their existing employees. Consequently, this research does not include firms in several other industries, including the pulp and paper industry, textile and garment industry, plastic industry and agri-food industry. Thus, future research may extend the topic of the development of green skills among employees to these industries. Quantitative studies using large samples of firms across industries may also be useful in deepening the understanding of this topic, which is significant from the perspectives of the strategic human resource management (SHRM), comparative institutional perspectives on HR strategies and practices, and green economy. Practical implications This paper also provides practical implications for top managers and/or HR managers of firms in Thailand, other developing countries and other emerging market economies with deficiencies in the national education and skill-formation system. First, the top managers and/or HR managers can apply various methods to internally develop managers and employees/workers with the appropriate environmental/green knowledge and necessary skills to perform green jobs. The methods include classroom training, on-the-job training, coaching, mentoring systems, job shadowing and being role models for younger generations of employees. Second, these top managers and/or HR managers can cooperate with vocational colleges and/or universities in their countries to design educational programs/curricula related to environmental/green management to be able to produce graduates with suitable qualifications for their firms. These managers can request for assistance from universities in their countries when their firms confront sophisticated questions/problems related to environmental/green management. In this regard, universities will have an opportunity to solve real environmental/green problems experienced by industries, while firms can appropriately and accurately solve environmental/green questions/problems. Third, these top managers and/or HR managers can encourage their firms to apply for certificates of green-/environmentally friendly products or carbon footprint labels from NGOs to foster a green image among firms' consumers. These applications require the firms to pay special attention to the cultivation of green awareness and the development of green skills among their employees. Fourth, these top managers and/or HR managers can encourage their employees to express green-/environmentally friendly behaviors as well as sufficiency-based consumption behaviors. In fact, these top managers and/or HR managers can foster their employees to reduce energy consumption, including electricity and water, to conserve these types of energy for young generations. Fifth, these top managers and/or HR managers can adopt and implement green human resource management (GHRM) practices consisting of green recruitment and selection, green training and development, green performance management, green pay and rewards and green employee relations in their firms to upgrade both the environmental and social performances of firms. Finally, these top managers and/or HR managers must take serious actions regarding the implementation of environmental/green management policies and practices within their firms in order to facilitate the movement of the country toward the bioeconomy, circular economy, and green economy (BCG economy). Social implications This paper provides social/policy implications for the government, vocational colleges and universities in Thailand, other developing countries and emerging market economies where the skill shortage problem is still severe. First, the government of each country should incorporate green/environmental policies into the national education policy and the long-term strategic plan of the country. Second, the government should continuously implement such national policy and strategic plan by encouraging government agencies, vocational colleges, universities, firms and NGOs to cooperate in developing and offering environmental/green management educational programs/curricula to produce graduates with suitable qualifications for those firms. Third, the government should encourage vocational colleges and universities to equip their students with green skills to be industry-ready in a real working context. Fourth, to alleviate the skill shortage problem in the labor market, the government should foster firms, especially private sector firms, to focus on the upskilling and reskilling of their existing employees. With this action, their existing employees will have green skills, be able to effectively perform green jobs and become an important driver to help the country move toward the BCG economy. Fifth, the government of each country should encourage firms to develop green-/environmentally friendly products by offering them various types of incentives, including tax reductions or tax exemptions. Sixth, the government should encourage universities in the country to sign a memorandum of understanding with leading research institutes and world-class digital technology companies such that these institutes and/or companies admit high-potential university students to work as trainees/entry-level employees for a certain duration. This action can ultimately facilitate knowledge transfer from these institutes and/or companies to those university students who will finally return to work in their home country. Seventh, the government, especially the Ministry of Education, should encourage vocational colleges and universities to teach students in the environmental/green management program based on real case studies/problems found across firms. In this way, graduates should be industry-ready to perform green jobs. Finally, the government must pay serious attention to the implementation of environmental/green management policies across levels within the country so that the transition of the country toward the BCG economy will finally come true in the future. Originality/value This paper contributes to the SHRM, comparative institutional perspectives on HR strategies and practices, and the literature on the green economy and the development of green skills in firms in the following ways. First, this paper focuses on examining how the institutional context of Thailand shapes the development of green knowledge and skills among employees across firms in Thailand. In this regard, the paper aims to fill the gap in the literature on strategic HRM and comparative institutional perspectives on HR strategies and practices as proposed by Batt and Banerjee (2012) and Batt and Hermans (2012), who suggested that the literature on strategic HRM should go beyond the organizational context and examine how firms adopt and implement HR practices in response to the national institutional context. Second, the paper aims to extend the literature on the green economy regarding the roles played by institutional factors in shaping the development of green knowledge and skills across firms. Finally, strategic HRM, comparative institutional perspectives on HR strategies and practices and green economy studies have overlooked the under-researched country of Thailand. Most studies in these three areas focus more on developed countries. Thus, the findings of this paper should extend the literature on those areas regarding the development of green skills among employees across firms in response to the Thai institutional context.

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Each company must manage the administration of existing letters in the company / office effectively so that it does not interfere with company operations. Procedures are a series of tasks that are integrated in an integrated manner with one another.Citeras village office employees have an important role in serving the administrative needs of the Citeras village community for writing correspondence to and from various institutions, the general public and organizations. Many letters are made and received by village office employees that require structuring, filing and filing letters / documents so that they can be neatly and well organized.The method of implementing this community partnership program activity is the method of participation, namely collaboration between the service team and Citeras village officials. This method is used so that partners can apply it at the village office after training on filing of letter / document archives at the village office so that administration at the village office is neatly organized and there is no difficulty finding the required incoming or outgoing mail archives.Assistance to village office employees is carried out so that the skills of village office employees can increase, this can be seen from the results of the questionnaire and the neat and good administration of the village office. It is hoped that a good administrative arrangement can be maintained so that the community can be served as expected by the government, namely providing the best for the community.

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Problem setting. Aspects of leadership have been studied throughout the entire history of humanity, and since the 80s of the 20th century it has become a subject of systematic research of various sciences, scientific investigations of ways and means of development of leadership qualities of a person have been carried out [25, p. 73]. The phenomenon of leadership is extremely rich in its manifestations and functions and depends on historical epochs, types of political systems, specific situation, peculiarities of leaders and their constituents and other factors [25, p. 76].Accordingly, during the critical period in the development of the Ukrainian society, the old principles of governance lose their efficiency and stop to work. It becomes difficult to exercise leadership in a world where creativity is valued more than diligence, indicating a change in the nature of the leadership phenomenon. Taking into account that Ukraine is currently in a zone of turbulence, there is an urgent need to improve approaches to human resource management in the system of public authorities. Therefore, aspects of enhancing the effectiveness of management and leadership in the public service are still gaining relevance in further research.In our publication we will focus on our own thoughts on the development of leadership in general and leadership in public service on the basis of analysis of the source base of scientific research on leadership.Recent research and publications analysis shows that the problem of leadership in public administration is constantly in the sight of the scientists who are trying to grasp all edges of the leadership phenomenon. However, this topic is still more thoroughly designed and developed by foreign scientists, among them: A. Adler, K. Lewin, R. Bales, R. Tannenbaum, I. Weschler and F. Masaryk, P. Drucker, F. Fiedler, V. Vroom, F. Yeatton, M. Mescon, P. Hersi and C. Blanchard, W. Bass, Conger and R. Kanungo, A. Fllley, R. House, S. Kerr, B. Chester, C. Shrishame, F. Fiedler and others. The scientific paths of formation and development of leadership were also studied by native scientists. These include T. Vasylevska, N. Honcharuk, I. Hrishchenko, S. Derzhanovska, A. Kliuchnikov, A. Lipentsev, L. Pashko, A. Pakhariev, T. Pidlisna, L. Prykhodchenko, A. Rachynskii, I. Surai, S. Seriohin, V. Tolkovanov, P. Khaitov and others. At the same time, the leadership of the civil service was repeatedly emphasized by NAPA (National Academy for Public Administration) scientists O. Parkhomenko-Kutsevil, O. Piddubchak, V. Poberezhnaia, N. Popadiuk, P. Sydorenko, R. Storozhev, S. Chernova, S. Haiduch*enko, and others. Some positions of works of these scientists are used in the further for substantiation of own understanding of leadership.At the same time, the largest Google search engine for the query «leadership in public administration» (status 23.08.2021) received 558,000 links, which indicates that the concept of leadership is very popular. We have reviewed a few of them that are relevant to our own research [6, p. 35].Highlighting previously unsettled parts of the general problem. The research of leadership development in the public service is of particular relevance for modern Ukrainian society. Accordingly, the authors studied theoretical and conceptual approaches to the research and development of leadership in public authorities, taking into account the priorities of the “Public Administration Reform Strategies in Ukraine for 2022-2025”, approved by the Cabinet of Ministers of Ukraine of 21 July 2021, №831-p.Aim of the paper. The article aims to reveal theoretical and conceptual approaches to the research of leadership in public authorities in the context of the tasks of scientific support for the implementation of the main goals of the “Strategy for Public Administration Reform in Ukraine for 2022-2025”.Paper main body. Summarizing various definitions, we can define leadership as a type of managerial interaction (in this case – between the leader and followers), based on the combination of different sources of power depending on a specific situation and aimed at motivating people to achieve common goals. In other words, leadership is the relationships of dominance and subordination, influence and direction in the system of interpersonal relations in the group, which lead to the intended goal. However, in socio-political life, the concept of “leader” is often associated with the concept of “manager”. Thereby, serious debates about the similarity or divergence of these concepts take place in the scientific community today. In particular, researchers are trying to reveal who is more required in a modern civil service – a manager, a leader, or a manager-leader? They also try to find out if a specialist can be an informal leader. If yes, how can a manager successfully use such a human resource then?Besides, the practice shows that a manager in public authorities is not always a leader, and a leader is not always a manager. It has also been proven that a manager with managerial skills, who exercised leadership, is more effective. Conclusions of the research and prospects for further studies. Leadership in public authorities is an understudied phenomenon that requires comprehensive research. Comparing the phenomena of leadership and governance within classical management and leadership, it can be argued that leadership involves the ability to lead employees to a common goal, to motivate them to want to do what is necessary.The way to an effective model of public administration management is the systematic development of leadership at all management levels.Development of innovative and service aspects of organizational culture and its management - this is the main task of leaders at all levels in public authorities in the context of the implementation of the “Strategy for Public Administration Reform until 2025”.

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On May 18, 2003, the Australian Minister for Education, Brendon Nelson, appeared on the Channel Nine Sunday programme. The Yoda of political journalism, Laurie Oakes, attacked him personally and professionally. He disclosed to viewers that the Minister for Education, Science and Training had suffered a false start in his education, enrolling in one semester of an economics degree that was never completed. The following year, he commenced a medical qualification and went on to become a practicing doctor. He did not pay fees for any of his University courses. When reminded of these events, Dr Nelson became agitated, and revealed information not included in the public presentation of the budget of that year, including a ‘cap’ on HECS-funded places of five years for each student. He justified such a decision with the cliché that Australia’s taxpayers do not want “professional students completing degree after degree.” The Minister confirmed that the primary – and perhaps the only – task for university academics was to ‘train’ young people for the workforce. The fact that nearly 50% of students in some Australian Universities are over the age of twenty five has not entered his vision. He wanted young people to complete a rapid degree and enter the workforce, to commence paying taxes and the debt or loan required to fund a full fee-paying place. Now – nearly two years after this interview and with the Howard government blessed with a new mandate – it is time to ask how this administration will order education and value teaching and learning. The curbing of the time available to complete undergraduate courses during their last term in office makes plain the Australian Liberal Government’s stance on formal, publicly-funded lifelong learning. The notion that a student/worker can attain all required competencies, skills, attributes, motivations and ambitions from a single degree is an assumption of the new funding model. It is also significant to note that while attention is placed on the changing sources of income for universities, there have also been major shifts in the pattern of expenditure within universities, focusing on branding, marketing, recruitment, ‘regional’ campuses and off-shore courses. Similarly, the short-term funding goals of university research agendas encourage projects required by industry, rather than socially inflected concerns. There is little inevitable about teaching, research and education in Australia, except that the Federal Government will not create a fully-funded model for lifelong learning. The task for those of us involved in – and committed to – education in this environment is to probe the form and rationale for a (post) publicly funded University. This short paper for the ‘order’ issue of M/C explores learning and teaching within our current political and economic order. Particularly, I place attention on the synergies to such an order via phrases like the knowledge economy and the creative industries. To move beyond the empty promises of just-in-time learning, on-the-job training, graduate attributes and generic skills, we must reorder our assumptions and ask difficult questions of those who frame the context in which education takes place. For the term of your natural life Learning is a big business. Whether discussing the University of the Third Age, personal development courses, self help bestsellers or hard-edged vocational qualifications, definitions of learning – let alone education – are expanding. Concurrent with this growth, governments are reducing centralized funding and promoting alternative revenue streams. The diversity of student interests – or to use the language of the time, client’s learning goals – is transforming higher education into more than the provision of undergraduate and postgraduate degrees. The expansion of the student body beyond the 18-25 age group and the desire to ‘service industry’ has reordered the form and purpose of formal education. The number of potential students has expanded extraordinarily. As Lee Bash realized Today, some estimates suggest that as many as 47 percent of all students enrolled in higher education are over 25 years old. In the future, as lifelong learning becomes more integrated into the fabric of our culture, the proportion of adult students is expected to increase. And while we may not yet realize it, the academy is already being transformed as a result. (35) Lifelong learning is the major phrase and trope that initiates and justifies these changes. Such expansive economic opportunities trigger the entrepreneurial directives within universities. If lifelong learning is taken seriously, then the goals, entry standards, curriculum, information management policies and assessments need to be challenged and changed. Attention must be placed on words and phrases like ‘access’ and ‘alternative entry.’ Even more consideration must be placed on ‘outcomes’ and ‘accountability.’ Lifelong learning is a catchphrase for a change in purpose and agenda. Courses are developed from a wide range of education providers so that citizens can function in, or at least survive, the agitation of the post-work world. Both neo-liberal and third way models of capitalism require the labeling and development of an aspirational class, a group who desires to move ‘above’ their current context. Such an ambiguous economic and social goal always involves more than the vocational education and training sector or universities, with the aim being to seamlessly slot education into a ‘lifestyle.’ The difficulties with this discourse are two-fold. Firstly, how effectively can these aspirational notions be applied and translated into a real family and a real workplace? Secondly, does this scheme increase the information divide between rich and poor? There are many characteristics of an effective lifelong learner including great personal motivation, self esteem, confidence and intellectual curiosity. In a double shifting, change-fatigued population, the enthusiasm for perpetual learning may be difficult to summon. With the casualization of the post-Fordist workplace, it is no surprise that policy makers and employers are placing the economic and personal responsibility for retraining on individual workers. Instead of funding a training scheme in the workplace, there has been a devolving of skill acquisition and personal development. Through the twentieth century, and particularly after 1945, education was the track to social mobility. The difficulty now – with degree inflation and the loss of stable, secure, long-term employment – is that new modes of exclusion and disempowerment are being perpetuated through the education system. Field recognized that “the new adult education has been embraced most enthusiastically by those who are already relatively well qualified.” (105) This is a significant realization. Motivation, meta-learning skills and curiosity are increasingly being rewarded when found in the already credentialed, empowered workforce. Those already in work undertake lifelong learning. Adult education operates well for members of the middle class who are doing well and wish to do better. If success is individualized, then failure is also cast on the self, not the social system or policy. The disempowered are blamed for their own conditions and ‘failures.’ The concern, through the internationalization of the workforce, technological change and privatization of national assets, is that failure in formal education results in social exclusion and immobility. Besides being forced into classrooms, there are few options for those who do not wish to learn, in a learning society. Those who ‘choose’ not be a part of the national project of individual improvement, increased market share, company competitiveness and international standards are not relevant to the economy. But there is a personal benefit – that may have long term political consequences – from being ‘outside’ society. Perhaps the best theorist of the excluded is not sourced from a University, but from the realm of fictional writing. Irvine Welsh, author of the landmark Trainspotting, has stated that What we really need is freedom from choice … People who are in work have no time for anything else but work. They have no mental space to accommodate anything else but work. Whereas people who are outside the system will always find ways of amusing themselves. Even if they are materially disadvantaged they’ll still find ways of coping, getting by and making their own entertainment. (145-6) A blurring of work and learning, and work and leisure, may seem to create a borderless education, a learning framework uninhibited by curriculum, assessment or power structures. But lifelong learning aims to place as many (national) citizens as possible in ‘the system,’ striving for success or at least a pay increase which will facilitate the purchase of more consumer goods. Through any discussion of work-place training and vocationalism, it is important to remember those who choose not to choose life, who choose something else, who will not follow orders. Everybody wants to work The great imponderable for complex economic systems is how to manage fluctuations in labour and the market. The unstable relationship between need and supply necessitates flexibility in staffing solutions, and short-term supplementary labour options. When productivity and profit are the primary variables through which to judge successful management, then the alignments of education and employment are viewed and skewed through specific ideological imperatives. The library profession is an obvious occupation that has confronted these contradictions. It is ironic that the occupation that orders knowledge is experiencing a volatile and disordered workplace. In the past, it had been assumed that librarians hold a degree while technicians do not, and that technicians would not be asked to perform – unsupervised – the same duties as librarians. Obviously, such distinctions are increasingly redundant. Training packages, structured through competency-based training principles, have ensured technicians and librarians share knowledge systems which are taught through incremental stages. Mary Carroll recognized the primary questions raised through this change. If it is now the case that these distinctions have disappeared do we need to continue to draw them between professional and para-professional education? Does this mean that all sectors of the education community are in fact learning/teaching the same skills but at different levels so that no unique set of skills exist? (122) With education reduced to skills, thereby discrediting generalist degrees, the needs of industry have corroded the professional standards and stature of librarians. Certainly, the abilities of library technicians are finally being valued, but it is too convenient that one of the few professions dominated by women has suffered a demeaning of knowledge into competency. Lifelong learning, in this context, has collapsed high level abilities in information management into bite sized chunks of ‘skills.’ The ideology of lifelong learning – which is rarely discussed – is that it serves to devalue prior abilities and knowledges into an ever-expanding imperative for ‘new’ skills and software competencies. For example, ponder the consequences of Hitendra Pillay and Robert Elliott’s words: The expectations inherent in new roles, confounded by uncertainty of the environment and the explosion of information technology, now challenge us to reconceptualise human cognition and develop education and training in a way that resonates with current knowledge and skills. (95) Neophilliacal urges jut from their prose. The stress on ‘new roles,’ and ‘uncertain environments,’ the ‘explosion of information technology,’ ‘challenges,’ ‘reconceptualisations,’ and ‘current knowledge’ all affirms the present, the contemporary, and the now. Knowledge and expertise that have taken years to develop, nurture and apply are not validated through this educational brief. The demands of family, work, leisure, lifestyle, class and sexuality stretch the skin taut over economic and social contradictions. To ease these paradoxes, lifelong learning should stress pedagogy rather than applications, and context rather than content. Put another way, instead of stressing the link between (gee wizz) technological change and (inevitable) workplace restructuring and redundancies, emphasis needs to be placed on the relationship between professional development and verifiable technological outcomes, rather than spruiks and promises. Short term vocationalism in educational policy speaks to the ordering of our public culture, requiring immediate profits and a tight dialogue between education and work. Furthering this logic, if education ‘creates’ employment, then it also ‘creates’ unemployment. Ironically, in an environment that focuses on the multiple identities and roles of citizens, students are reduced to one label – ‘future workers.’ Obviously education has always been marinated in the political directives of the day. The industrial revolution introduced a range of technical complexities to the workforce. Fordism necessitated that a worker complete a task with precision and speed, requiring a high tolerance of stress and boredom. Now, more skills are ‘assumed’ by employers at the time that workplaces are off-loading their training expectations to the post-compulsory education sector. Therefore ‘lifelong learning’ is a political mask to empower the already empowered and create a low-level skill base for low paid workers, with the promise of competency-based training. Such ideologies never need to be stated overtly. A celebration of ‘the new’ masks this task. Not surprisingly therefore, lifelong learning has a rich new life in ordering creative industries strategies and frameworks. Codifying the creative The last twenty years have witnessed an expanding jurisdiction and justification of the market. As part of Tony Blair’s third way, the creative industries and the knowledge economy became catchwords to demonstrate that cultural concerns are not only economically viable but a necessity in the digital, post-Fordist, information age. Concerns with intellectual property rights, copyright, patents, and ownership of creative productions predominate in such a discourse. Described by Charles Leadbeater as Living on Thin Air, this new economy is “driven by new actors of production and sources of competitive advantage – innovation, design, branding, know-how – which are at work on all industries.” (10) Such market imperatives offer both challenges and opportunity for educationalists and students. Lifelong learning is a necessary accoutrement to the creative industries project. Learning cities and communities are the foundations for design, music, architecture and journalism. In British policy, and increasingly in Queensland, attention is placed on industry-based research funding to address this changing environment. In 2000, Stuart Cunningham and others listed the eight trends that order education, teaching and learning in this new environment. The Changes to the Provision of Education Globalization The arrival of new information and communication technologies The development of a knowledge economy, shortening the time between the development of new ideas and their application. The formation of learning organizations User-pays education The distribution of knowledge through interactive communication technologies (ICT) Increasing demand for education and training Scarcity of an experienced and trained workforce Source: S. Cunningham, Y. Ryan, L. Stedman, S. Tapsall, K. Bagdon, T. Flew and P. Coaldrake. The Business of Borderless Education. Canberra: DETYA Evaluation and Investigations Program [EIP], 2000. This table reverberates with the current challenges confronting education. Mobilizing such changes requires the lubrication of lifelong learning tropes in university mission statements and the promotion of a learning culture, while also acknowledging the limited financial conditions in which the educational sector is placed. For university scholars facilitating the creative industries approach, education is “supplying high value-added inputs to other enterprises,” (Hartley and Cunningham 5) rather than having value or purpose beyond the immediately and applicably economic. The assumption behind this table is that the areas of expansion in the workforce are the creative and service industries. In fact, the creative industries are the new service sector. This new economy makes specific demands of education. Education in the ‘old economy’ and the ‘new economy’ Old Economy New Economy Four-year degree Forty-year degree Training as a cost Training as a source of competitive advantage Learner mobility Content mobility Distance education Distributed learning Correspondence materials with video Multimedia centre Fordist training – one size fits all Tailored programmes Geographically fixed institutions Brand named universities and celebrity professors Just-in-case Just-in-time Isolated learners Virtual learning communities Source: T. Flew. “Educational Media in Transition: Broadcasting, Digital Media and Lifelong Learning in the Knowledge Economy.” International Journal of Instructional Media 29.1 (2002): 20. There are myriad assumptions lurking in Flew’s fascinating table. The imperative is short courses on the web, servicing the needs of industry. He described the product of this system as a “learner-earner.” (50) This ‘forty year degree’ is based on lifelong learning ideologies. However Flew’s ideas are undermined by the current government higher education agenda, through the capping – through time – of courses. The effect on the ‘learner-earner’ in having to earn more to privately fund a continuance of learning – to ensure that they keep on earning – needs to be addressed. There will be consequences to the housing market, family structures and leisure time. The costs of education will impact on other sectors of the economy and private lives. Also, there is little attention to the groups who are outside this taken-for-granted commitment to learning. Flew noted that barriers to greater participation in education and training at all levels, which is a fundamental requirement of lifelong learning in the knowledge economy, arise in part out of the lack of provision of quality technology-mediated learning, and also from inequalities of access to ICTs, or the ‘digital divide.’ (51) In such a statement, there is a misreading of teaching and learning. Such confusion is fuelled by the untheorised gap between ‘student’ and ‘consumer.’ The notion that technology (which in this context too often means computer-mediated platforms) is a barrier to education does not explain why conventional distance education courses, utilizing paper, ink and postage, were also unable to welcome or encourage groups disengaged from formal learning. Flew and others do not confront the issue of motivation, or the reason why citizens choose to add or remove the label of ‘student’ from their bag of identity labels. The stress on technology as both a panacea and problem for lifelong learning may justify theories of convergence and the integration of financial, retail, community, health and education provision into a services sector, but does not explain why students desire to learn, beyond economic necessity and employer expectations. Based on these assumptions of expanding creative industries and lifelong learning, the shape of education is warping. An ageing population requires educational expenditure to be reallocated from primary and secondary schooling and towards post-compulsory learning and training. This cost will also be privatized. When coupled with immigration flows, technological changes and alterations to market and labour structures, lifelong learning presents a profound and personal cost. An instrument for economic and social progress has been individualized, customized and privatized. The consequence of the ageing population in many nations including Australia is that there will be fewer young people in schools or employment. Such a shift will have consequences for the workplace and the taxation system. Similarly, those young workers who remain will be far more entrepreneurial and less loyal to their employers. Public education is now publically-assisted education. Jane Jenson and Denis Saint-Martin realized the impact of this change. The 1980s ideological shift in economic and social policy thinking towards policies and programmes inspired by neo-liberalism provoked serious social strains, especially income polarization and persistent poverty. An increasing reliance on market forces and the family for generating life-chances, a discourse of ‘responsibility,’ an enthusiasm for off-loading to the voluntary sector and other altered visions of the welfare architecture inspired by neo-liberalism have prompted a reaction. There has been a wide-ranging conversation in the 1990s and the first years of the new century in policy communities in Europe as in Canada, among policy makers who fear the high political, social and economic costs of failing to tend to social cohesion. (78) There are dense social reorderings initiated by neo-liberalism and changing the notions of learning, teaching and education. There are yet to be tracked costs to citizenship. The legacy of the 1980s and 1990s is that all organizations must behave like businesses. In such an environment, there are problems establishing social cohesion, let alone social justice. To stress the product – and not the process – of education contradicts the point of lifelong learning. Compliance and complicity replace critique. (Post) learning The Cold War has ended. The great ideological battle between communism and Western liberal democracy is over. Most countries believe both in markets and in a necessary role for Government. There will be thunderous debates inside nations about the balance, but the struggle for world hegemony by political ideology is gone. What preoccupies decision-makers now is a different danger. It is extremism driven by fanaticism, personified either in terrorist groups or rogue states. Tony Blair (http://www.number-10.gov.uk/output/Page6535.asp) Tony Blair, summoning his best Francis f*ckuyama impersonation, signaled the triumph of liberal democracy over other political and economic systems. His third way is unrecognizable from the Labour party ideals of Clement Attlee. Probably his policies need to be. Yet in his second term, he is not focused on probing the specificities of the market-orientation of education, health and social welfare. Instead, decision makers are preoccupied with a war on terror. Such a conflict seemingly justifies large defense budgets which must be at the expense of social programmes. There is no recognition by Prime Ministers Blair or Howard that ‘high-tech’ armory and warfare is generally impotent to the terrorist’s weaponry of cars, bodies and bombs. This obvious lesson is present for them to see. After the rapid and successful ‘shock and awe’ tactics of Iraq War II, terrorism was neither annihilated nor slowed by the Coalition’s victory. Instead, suicide bombers in Saudi Arabia, Morocco, Indonesia and Israel snuck have through defenses, requiring little more than a car and explosives. More Americans have been killed since the war ended than during the conflict. Wars are useful when establishing a political order. They sort out good and evil, the just and the unjust. Education policy will never provide the ‘big win’ or the visible success of toppling Saddam Hussein’s statue. The victories of retraining, literacy, competency and knowledge can never succeed on this scale. As Blair offered, “these are new times. New threats need new measures.” (ht tp://www.number-10.gov.uk/output/Page6535.asp) These new measures include – by default – a user pays education system. In such an environment, lifelong learning cannot succeed. It requires a dense financial commitment in the long term. A learning society requires a new sort of war, using ideas not bullets. References Bash, Lee. “What Serving Adult Learners Can Teach Us: The Entrepreneurial Response.” Change January/February 2003: 32-7. Blair, Tony. “Full Text of the Prime Minister’s Speech at the Lord Mayor’s Banquet.” November 12, 2002. http://www.number-10.gov.uk/output/Page6535.asp. Carroll, Mary. “The Well-Worn Path.” The Australian Library Journal May 2002: 117-22. Field, J. Lifelong Learning and the New Educational Order. Stoke on Trent: Trentham Books, 2000. Flew, Terry. “Educational Media in Transition: Broadcasting, Digital Media and Lifelong Learning in the Knowledge Economy.” International Journal of Instructional Media 29.1 (2002): 47-60. Hartley, John, and Cunningham, Stuart. “Creative Industries – from Blue Poles to Fat Pipes.” Department of Education, Science and Training, Commonwealth of Australia (2002). Jenson, Jane, and Saint-Martin, Denis. “New Routes to Social Cohesion? Citizenship and the Social Investment State.” Canadian Journal of Sociology 28.1 (2003): 77-99. Leadbeater, Charles. Living on Thin Air. London: Viking, 1999. Pillay, Hitendra, and Elliott, Robert. “Distributed Learning: Understanding the Emerging Workplace Knowledge.” Journal of Interactive Learning Research 13.1-2 (2002): 93-107. Welsh, Irvine, from Redhead, Steve. “Post-Punk Junk.” Repetitive Beat Generation. Glasgow: Rebel Inc, 2000: 138-50. Citation reference for this article MLA Style Brabazon, Tara. "Freedom from Choice: Who Pays for Customer Service in the Knowledge Economy?." M/C Journal 7.6 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0501/02-brabazon.php>. APA Style Brabazon, T. (Jan. 2005) "Freedom from Choice: Who Pays for Customer Service in the Knowledge Economy?," M/C Journal, 7(6). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0501/02-brabazon.php>.

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One might rightly think that the first female television chief executive in Australia, Maureen Plavsic, would have some important and useful advice and words of wisdom about what being successful in business involves. Apparently, Ms Plavsic considers being 'passionate' about what you do is central to being successful in contemporary business practice (Kitney 26). At first glance, this might seem a perfectly natural contemporary way to talk. The purpose of this paper is to step back from that idea of 'passion' as a driver of contemporary practice and to consider how it became inevitable that the passionless manager or employee is a failed species. I argue that emotion, and passion, as heightened emotion, have come to play a newly understood role in our work lives. There are various identifiable mechanisms, in any specific historical period, that produce ways of thinking about appropriate behaviour for groups such as managers. Foucault ("Governmentality") has described this specification as a form of governmentalisation of the population. They are targeted in various ways, in relation to how they should 'feel' at work (http://home.iprimus.com.au/panopticon1/). This includes through advertisem*nts selling communication skills for managers, in training manuals, through training courses, in management books, professional journals and self-help books, and through organisational practices such as the development of 'human' resource departments. Numerous academics, including Hochschild, Mumby and Putnam, Fineman, and Tracy have also taken considerable interest in the way emotion has come to play such as important part in work-life. They, too, have contributed significantly to legitimising new ways to think about the heart and its place in business. Through knowing and enacting or even resisting the broad range of discourses circulating around these ideas, individuals produce themselves 'as a work of art' (Foucault, "On the Genealogy"; "Technologies"). Indeed,Foucault insists that the production of the self should be understoodas 'a creative activity' (Foucault, "On the Genealogy" 351). The body is continually 'finely tuned', constructed, and reconstructed as a 'performing self' (Schilling 35) through the constitution of knowledge about what is appropriate for the managerial identity. This notion of identity, as a work of art, is used in this paper, following Hall, to suggest 'the meeting point, the point of suture,between, on the one hand, the discourses which attempt to "interpellate", speak to us or hail us into place as subjects of particular discourses, and on the other, the processes which produce subjectivities, which construct us as subjects which can be "spoken" ' (5-6). By taking this social and discursive perspective on 'passion', as heightened emotion, it is possible to understand some of the processes by which passion has come to be thought about as 'corporate capital'. What are the some of the key discursive practices that achieve this identity? One interesting package that may well have produced Maureen Plavsic's response about 'being passionate' comes in the form of the idea of 'emotional capital'. The term has some resonances with other familiar descriptors, including the relationship between women and emotion. However, it directly recalls two different sets of contemporary knowledge about good managers: the idea of 'emotional intelligence' and the centrality of 'capital' in various forms of good business practice. I will briefly unpack each of these two ideas below. The idea of emotional intelligence, popularised by Goleman, is 'hot', both in education and in business (http://www.mngt.ac.nz/ejrot/). Throughout the world, government reports and training programs are tapping into cognitive psychologists' discoveries that successful people and companies become so because they bring their 'heart' to work, not just their heads. The language of emotional intelligence has entered everyday language from newspaper reports to professional development journals. Self-help specialist Daniel Goleman uses the authority of the academic discipline of cognitive psychology to re-present the emotions as 'a different kind of intelligence' (36) and to signify their relationship to other forms of intelligence. He uses Gardner's 1993 book on multiple intelligences to claim that interpersonal and intrapersonal intelligence are the keys to self-knowledge and other-knowledge (Cited in Goleman, 39) and that what individuals can achieve is 'appropriate' emotion (56) if they can name and use emotion properly. Goleman provides a rationale for the changing valorisation of the emotions, giving EQ an equal significance with IQ, describing emotional intelligence as a 'master' aptitude, one that 'affects all other abilities, either facilitating or interfering with them' (80). More recently, communication guru Kevin Thomson has provided carefully elaborated strategies for achieving the idealised state of Passion at Work. In this book and his companion text Emotional Capital, he argues for the role of emotional capital as central to business success. The elision of two relatively stable and legitimate discourses of the idea of 'capital' and 'emotional intelligence' is a clever rhetorical move. He links emotional capital directly to the idea of intellectual capital. Contemporary obsession with the new technologies and the developing new economy, based on service, has led to renewed interest in the storage and use of organisational knowledge as a form of intellectual capital, as Drucker rightly forecast. By drawing together the resources of this meaning for 'capital' and 'emotion', Thomson's term has considerable respectability and appeal for business. Eliding the idea of intellectual capital and intellectual property further strengthens this. This issue of ownership will be commented on in the latter part of the paper. Thomson goes on to argue, in Emotional Capital, that emotional capital is the 'fuel to fire your intellectual capital' (6). This emotional capital is 'begging to be valued as brand and corporate capital' (6). Legitimising strategies such as these make the idea of emotion and the more specific instrumentalisation of passion very attractive to managers looking for success in their work. Thomson offers simple, accessible promises for success based on these ideas. In 'Six Secrets for Personal Success' he suggests, again and again, that passion is the key. The final chapter puts this idea in perspective. It is called the 'Passion Pack: The 'How to' Mobilise Hearts and Minds and Generate Buy-in to Change' (169-211). This section contains a set of 'practical tools' to 'arouse your desire' to be passionate (170). A writer, like Thomson, has the capacity to be very influential. He was President of the International Association of Business Communicators (with a worldwide membership of 40 000) in 1998-1999, contributes regularly to professional journals, and works the speaking circuit. Just like Tom Peters before him, the capacity of persuasive management 'gurus' to put a spin on ideas combines with the important discursive moves made by other more powerful capacities to speak. These moves include the pronouncements of academics, including psychologists, educators, and governments, who are all looking for ways to shape up the population for own their various agendas. The capacity for 'naming' emotions, such as 'being passionate', has been identified as a characteristic of training programs and therapy approaches to communication training throughout the world, by researchers such as Cameron. Naming plays a critical part in developing and promoting emotional capital. This capacity allows and encourages fine-grained work on the self. However, it also puts a new spin on the relationship between managers and their organisations. Rather than to imagine emotions in the 'private' domain, it is now much more acceptable to manage the public heart of the manager. The instrumentalisation of emotion encourages on-going fine-tuning of behaviours and feelings in oganisations. What's more, managers themselves can opt to be trained by psychologists and communication specialists in learning to name and direct or redirect their previously unmanageable and often 'unwanted' emotional lives towards more productive work, as this now contributes to the emotional capital of the organisation. This emotional capital can contribute, alongside the intellectual and financial capital, to the success of the business. Maureen Plavsic's interview demonstrates that, at least at the very top of business, her intellectual/emotional property is not contested. For such a successful CEO, maybe the payoffs are good enough for her to make the creative move of reconstituting her identity in line with such demands. It remains to be seen how successful such moves will be in wooing managers further down the organisation. However, the governance of the population operates, not solely through its repressive capacities, but also through the seduction that images like 'emotional capital' conjure up for managers. If they enrol for communication training programs, they are offered not only the capacity to master the 'master aptitude', but also they are told from many different discursive terrains that they will achieve guaranteed access to business success. Becoming corporate capital is increasingly hard to resist in the new work order. References Cameron, Deborah.Good to Talk?: Living and Working in a Communication Culture. London: Sage, 2000. Drucker, Peter. Managing for the Future. Oxford: Butterworth Heinemann, 1990. Fineman, Stephen. Emotions in Organizations. London: Sage, 1993. Foucault, Michel. Governmentality. The Foucault Effect.Eds. G. Burchell, C. Gordon, & P. Miller. London: Harvester Wheatsheaf, 1991. Foucault, Michel. "On the Genealogy of Ethics: An Overview of Work in Progress". The Foucault Reader. Ed. P. Rabinow. London: Penguin, 1986. Foucault, Michel. "Technologies of the Self". Technologies of the Self: A Seminar with Michel Foucault. Eds. L. Martin, H. Gutman, & P. Hutton. Amherst: University of Massachusetts Press, 1988. Foucault, Michel. The Use of Pleasure. Ringwood, Victoria: Penguin, 1992. Goleman, Daniel. Emotional Intelligence. Why It Can Matter More Than IQ, London: Bloomsbury, 1996. Hall, Stuart. "Introduction: Who Needs Identity?" Questions of Cultural Identity. Eds. S. Hall & P. du Gay. 1-17. London: Sage, 1996. Hochschild, Airlie. The Managed Heart: Commercialization of Human Feelings. Berkeley: University of California Press, 1983. Kitney, Damon. "One to Watch". BOSS, Financial Review10 (2001): 25-8. Mumby, Dennis, and Putnam, Linda. "The Politics of Emotion: A Feminist Reading of Bounded Rationality". Academy of Management Review 17.3 (1992): 465-86. Schilling, Chris. The Body and Social Theory, London: Sage, 1993. Thomson, Kevin. Passion at Work. Oxford: Capstone, 1998. Thomson, Kevin. Emotional Capital. Oxford: Capstone, 1998. Tracy, Sarah. "Becoming a Character for Commerce". Management Communication Quarterly 14.1 (2001): 90-128. Links http://www.mngt.ac.nz/ejrot/ http://home.iprimus.com.au/panopticon1/ Citation reference for this article MLA Style Hatcher, Caroline. "Corporatising Character" M/C: A Journal of Media and Culture 4.5 (2001). [your date of access] < http://www.media-culture.org.au/0111/Hatcher1.xml >. Chicago Style Hatcher, Caroline, "Corporatising Character" M/C: A Journal of Media and Culture 4, no. 5 (2001), < http://www.media-culture.org.au/0111/Hatcher1.xml > ([your date of access]). APA Style Hatcher, Caroline. (2001) Corporatising Character. M/C: A Journal of Media and Culture 4(5). < http://www.media-culture.org.au/0111/Hatcher1.xml > ([your date of access]).

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The National Cultural Policy Discussion Paper—drafted to assist the Australian Government in developing the first national Cultural Policy since Creative Nation nearly two decades ago—envisages a future in which arts, cultural and creative activities directly support the development of an inclusive, innovative and productive Australia. "The policy," it says, "will be based on an understanding that a creative nation produces a more inclusive society and a more expressive and confident citizenry by encouraging our ability to express, describe and share our diverse experiences—with each other and with the world" (Australian Government 3). Even a cursory reading of this Discussion Paper makes it clear that the question of impact—in aesthetic, cultural and economic terms—is central to the Government's agenda in developing a new Cultural Policy. Hand-in-hand with the notion of impact comes the process of measurement of progress. The Discussion Paper notes that progress "must be measurable, and the Government will invest in ways to assess the impact that the National Cultural Policy has on society and the economy" (11). If progress must be measurable, this raises questions about what arts, cultural and creative workers do, whether it is worth it, and whether they could be doing it better. In effect, the Discussion Paper pushes artsworkers ever closer to a climate in which they have to be skilled not just at making work, but at making the impact of this work clear to stakeholders. The Government in its plans for Australia's cultural future, is clearly most supportive of artsworkers who can do this, and the scholars, educators and employers who can best train the artsworkers of the future to do this. Teaching Artsworkers to Measure the Impact of Their Work: The Challenges How do we train artsworkers to assess, measure and articulate the impact of what they do? How do we prepare them to be ready to work in a climate that will—as the National Cultural Policy Discussion Paper makes clear—emphasise measuring impact, communicating impact, and communicating impact across aesthetic, cultural and economic categories? As educators delivering training in this area, the Discussion Paper has made this already compelling question even more pressing as we work to develop the career-ready graduates the Government seeks. Our program, the Master of Creative Industries (Creative Production & Arts Management) offered in the Creative Industries Faculty at Queensland University of Technology in Brisbane, Australia, is, like most programs in arts and cultural management in the US, UK, Europe and Australia, offering a three-Semester postgraduate program that allows students to develop the career-ready skills required to work as managers of arts, cultural or creative organisations. That we need to train our graduates to work not just as producers of plays, paintings or recordings, but as entrepreneurial arts advocates who can measure and articulate the value of their programs to others, is not news (Hadley "Creating" 647-48; cf. Brkic; Ebewo and Sirayi; Beckerman; Sikes). Our program—which offers training in arts policy, management, marketing and budgeting followed by training in entrepreneurship and a practical project—is already structured around this necessity. The question of how to teach students this diverse skill set is, however, still a subject of debate; and the question of how to teach students to measure the impact of this work is even more difficult. There is, of course, a body of literature on the impact of arts, cultural and creative activities, value and evaluation that has been developed over the past decade, particularly through landmark reports like Matarasso's Use or Ornament? The Social Impact of Participation in the Arts (1997) and the RAND Corporation's Gifts of the Muse: Reframing the Debate about the Benefits of the Arts (2004). There are also emergent studies in an Australian context: Madden's "Cautionary Note" on using economic impact studies in the arts (2001); case studies on arts and wellbeing by consultancy firm Effective Change (2003); case studies by DCITA (2003); the Asia Pacific Journal of Arts and Cultural Management (2009) issue on "value"; and Australia Council publications on arts, culture and economy. As Richards has explained, "evaluation is basically a straightforward concept. E-value-ation = a process of enquiry that allows a judgment of amount, value or worth to be made" (99). What makes arts evaluation difficult is not the concept, but the measurement of intangible values—aesthetic quality, expression, engagement or experience. In the literature, discussion has been plagued by debate about what is measured, what method is used, and whether subjective values can in fact be measured. Commentators note that in current practice, questions of value are still deferred because they are too difficult to measure (Bilton and Leary 52), discussed only in terms of economic measures such as market share or satisfaction which are statistically quantifiable (Belfiore and Bennett "Rethinking" 137), or done through un-rigorous surveys that draw only ambiguous, subjective, or selective responses (Merli 110). According to Belfiore and Bennett, Public debate about the value of the arts thus comes to be dominated by what might best be termed the cult of the measurable; and, of course, it is those disciplines primarily concerned with measurement, namely, economics and statistics, which are looked upon to find the evidence that will finally prove why the arts are so important to individuals and societies. A corollary of this is that the humanities are of little use in this investigation. ("Rethinking" 137) Accordingly, Ragsdale states, Arts organizations [still] need to find a way to assess their progress in …making great art that matters to people—as evidenced, perhaps, by increased enthusiasm, frequency of attendance, the capacity and desire to talk or write about one's experience, or in some other way respond to the experience, the curiosity to learn about the art form and the ideas encountered, the depth of emotional response, the quality of the social connections made, and the expansion of one's aesthetics over time. Commentators are still looking for a balanced approach (cf. Geursen and Rentschler; Falk and Dierkling), which evaluates aesthetic practices, business practices, audience response, and results for all parties, in tandem. An approach which evaluates intrinsic impacts, instrumental impacts, and the way each enables the other, in tandem—with an emphasis not on the numbers but on whether we are getting better at what we are doing. And, of course, allows evaluators of arts, cultural and creative activities to use creative arts methods—sketches, stories, bodily movements and relationships and so forth—to provide data to inform the assessment, so they can draw not just on statistical research methods but on arts, culture and humanities research methods. Teaching Artsworkers to Measure the Impact of Their Work: Our Approach As a result of this contested terrain, our method for training artsworkers to measure the impact of their programs has emerged not just from these debates—which tend to conclude by declaring the needs for better methods without providing them—but from a research-teaching nexus in which our own trial-and-error work as consultants to arts, cultural and educational organisations looking to measure the impact of or improve their programs has taught us what is effective. Each of us has worked as managers of professional associations such as Drama Australia and Australasian Association for Theatre, Drama and Performance Studies (ADSA), members of boards or committees for arts organisations such as Youth Arts Queensland and Young People and the Arts Australia (YPAA), as well as consultants to major cultural organisations like the Queensland Performing Arts Centre and the Brisbane Festival. The methods for measuring impact we have developed via this work are based not just on surveys and statistics, but on our own practice as scholars and producers of culture—and are therefore based in arts, culture and humanities approaches. As scholars, we investigate the way marginalised groups tell stories—particularly groups marked by age, gender, race or ability, using community, contemporary and public space performance practices (cf. Hadley, "Bree"; Gattenhof). What we have learned by bringing this sort of scholarly analysis into dialogue with a more systematised approach to articulating impact to government, stakeholders and sponsors is that there is no one-size-fits-all approach. What is needed, instead, is a toolkit, which incorporates central principles and stages, together with qualitative, quantitative and performative tools to track aesthetics, accessibility, inclusivity, capacity-building, creativity etc., as appropriate on a case-by-case basis. Whatever the approach, it is critical that the data track the relationship between the experience the artists, audience or stakeholders anticipated the activity should have, the aspects of the activity that enabled that experience to emerge (or not), and the effect of that (or not) for the arts organisation, their artists, their partners, or their audiences. The combination of methods needs to be selected in consultation with the arts organisation, and the negotiations typically need to include detailed discussion of what should be evaluated (aesthetics, access, inclusivity, or capacity), when it should be evaluated (before, during or after), and how the results should be communicated (including the difference between evaluation for reporting purposes and evaluation for program improvement purposes, and the difference between evaluation and related processes like reflection, documentary-making, or market research). Translating what we have learned through our cultural research and consultancy into a study package for students relies on an understanding of what they want from their study. This, typically, is practical career-ready skills. Students want to produce their own arts, or produce other people's arts, and most have not imagined themselves participating in meta-level processes in which they argue the value of arts, cultural and creative activities (Hadley, "Creating" 652). Accordingly, most have not thought of themselves as researchers, using cultural research methods to create reports that inform how the Australian government values, supports, and services the arts. The first step in teaching students to operate effectively as evaluators of arts, cultural and creative activities is, then, to re-orient their expectations to include this in their understanding of what artsworkers do, what skills artsworkers need, and where they deploy these skills. Simply handing over our own methods, as "the" methods, would not enable graduates to work effectively in a climate were one size will not fit all, and methods for evaluating impact need to be negotiated again for each new context. 1. Understanding the Need for Evaluation: Cause and Effect The first step in encouraging students to become effective evaluators is asking them to map their sector, the major stakeholders, the agendas, alignments and misalignments in what the various players are trying to achieve, and the programs, projects and products through which the players are trying to achieve it. This starting point is drawn from Program Theory—which, as Joon-Yee Kwok argues in her evaluation of the SPARK National Mentoring Program for Young and Emerging Artists (2010) is useful in evaluating cultural activities. The Program Theory approach starts with a flow chart that represents relationships between activities in a program, allowing evaluators to unpack some of the assumptions the program's producers have about what activities have what sort of effect, then test whether they are in fact having that sort of effect (cf. Hall and Hall). It could, for example, start with a flow chart representing the relationship between a community arts policy, a community arts organisation, a community-devised show it is producing, and a blog it has created because it assumes it will allow the public to become more interested in the show the participants are creating, to unpack the assumptions about the sort of effect this is supposed to have, and test whether this is in fact having this sort of effect. Masterclasses, conversations and debate with peers and industry professionals about the agendas, activities and assumptions underpinning programs in their sector allows students to look for elements that may be critical in their programs' ability to achieve (or not) an anticipated impact. In effect to start asking about, "the way things are done now, […] what things are done well, and […] what could be done better" (Australian Government 12).2. Understanding the Nature of Evaluation: PurposeOnce students have been alerted to the need to look for cause-effect assumptions that can determine whether or not their program, project or product is effective, they are asked to consider what data they should be developing about this, why, and for whom. Are they evaluating a program to account to government, stakeholders and sponsors for the money they have spent? To improve the way it works? To use that information to develop innovative new programs in future? In other words, who is the audience? Being aware of the many possible purposes and audiences for evaluation information can allow students to be clear not just about what needs to be evaluated, but the nature of the evaluation they will do—a largely statistical report, versus a narrative summary of experiences, emotions and effects—which may differ depending on the audience.3. Making Decisions about What to Evaluate: Priorities When setting out to measure the impact of arts, cultural or creative activities, many people try to measure everything, measure for the purposes of reporting, improvement and development using the same methods, or gather a range of different sorts of data in the hope that something in it will answer questions about whether an activity is having the anticipated effect, and, if so, how. We ask students to be more selective, making strategic decisions about which anticipated effects of a program, project or product need to be evaluated, whether the evaluation is for reporting, improvement or innovation purposes, and what information stakeholders most require. In addition to the concept of collecting data about critical points where programs succeed or fail in achieving a desired effect, and different approaches for reporting, improvement or development, we ask students to think about the different categories of effect that may be more or less interesting to different stakeholders. This is not an exhaustive list, or a list of things every evaluation should measure. It is a tool to demonstrate to would-be evaluators points of focus that could be developed, depending on the stakeholders' priorities, the purpose of the evaluation, and the critical points at which desired effects need to occur to ensure success. Without such framing, evaluators are likely to end up with unusable data, which become a difficulty to deal with rather than a benefit for the artsworkers, arts organisations or stakeholders. 4. Methods for Evaluation: Process To be effective, methods for collecting data about how arts, cultural or creative activities have (or fail to have) anticipated impact need to include conventional survey, interview and focus group style tools, and creative or performative tools such as discussion, documentation or observation. We encourage students to use creative practice to draw out people's experience of arts events—for example, observation, documentation still images, video or audio documentation, or facilitated development of sketches, stories or scenes about an experience, can be used to register and record people's feelings. These sorts of methods can capture what Mihaly Csikszentmihalyi calls "flow" of experience (cf. Belfiore and Bennett, "Determinants" 232)—for example, photos of a festival space at hourly intervals or the colours a child uses to convey memory of a performance can capture to flow of movement, engagement, and experience for spectators more clearly than statistics. These, together with conventional surveys or interviews that comment on the feelings expressed, allow for a combination of quantitative, qualitative and performative data to demonstrate impact. The approach becomes arts- and humanities- based, using arts methods to encourage people to talk, write or otherwise respond to their experience in terms of emotion, connection, community, or expansion of aesthetics. The evaluator still needs to draw out the meaning of the responses through content, text or discourse analysis, and teaching students how to do a content analysis of quantitative, qualitative and performative data is critical at this stage. When teaching students how to evaluate their data, our method encourages students not just to focus on the experience, or the effect of the experience, but the relationship between the two—the things that act as "enablers" "determinants" (White and Hede; Belfiore and Bennett, "Determinants" passim) of effect. This approach allows the evaluator to use a combination of conventional and creative methods to describe not just what effect an activity had, but, more critically, what enabled it to have that effect, providing a firmer platform for discussing the impact, and how it could be replicated, developed or deepened next time, than a list of effects and numbers of people who felt those effects alone. 5. Communicating Results: Politics Often arts, cultural or creative organisations can be concerned about the image of their work an evaluation will create. The final step in our approach is to alert students to the professional, political and ethical implications of evaluation. Students learn to share their knowledge with organisations, encouraging them to see the value of reporting both correct and incorrect assumptions about the impact of their activities, as part of a continuous improvement process. Then we assist them in drawing the results of this sort of cultural research into planning, development and training documents which may assist the organisation in improving in the future. In effect, it is about encouraging organisations to take the Australian government at its word when, in the National Cultural Policy Discussion Paper, it says it that measuring impact is about measuring progress—what we do well, what we could do better, and how, not just success statistics about who is most successful—as it is this that will ultimately be most useful in creating an inclusive, innovative, productive Australia. Teaching Artsworkers to Measure the Impact of Their Work: The Impact of Our Approach What, then, is the impact of our training on graduates' ability to measure the impact of work? Have we made measurable progress in our efforts to teach artsworkers to assess and articulate the impact of their work? The MCI (CP&AM) has been offered for three years. Our approach is still emergent and experimental. We have, though, identified a number of impacts of our work. First, our students are less fearful of becoming involved in measuring the value or impact of arts, cultural and creative programs. This is evidenced by the number who chooses to do some sort of evaluation for their Major Project, a 15,000 word individual project or internship which concludes their degree. Of the 50 or so students who have reached the Major Project in three years—35 completed and 15 in planning for 2012—about a third have incorporated evaluation into their Major Project. This includes evaluation of sector, business or producing models (5), youth arts and youth arts mentorship programs (4), audience development programs (2), touring programs (4), and even other arts management training programs (1). Indeed, after internships in programming or producing roles, this work—aligned with the Government's interest in improving training of young artists, touring, audience development, and economic development—has become a most popular Major Project option. This has enabled students to work with a range of arts, cultural and creative organisations, share their training—their methods, their understanding of what their methods can measure, when, and how—with Industry. Second, this Industry-engaged training has helped graduates in securing employment. This is evidenced by the fact that graduates have gone on to be employed with organisations they have interned with as part of their Major Project, or other organisations, including some of Brisbane's biggest cultural organisations—local and state government departments, Queensland Performing Arts Centre, Brisbane Festival, Metro Arts, Backbone Youth Arts, and Youth Arts Queensland, amongst others. Thirdly, graduates' contribution to local organisations and industry has increased the profile of a relatively new program. This is evidenced by the fact that it enrols 40 to 50 new students a year across Graduate Certificate / MCI (CP&AM) programs, typically two thirds domestic students and one third international students from Canada, Germany, France, Denmark, Norway and, of course, China. Indeed, some students are now disseminating this work globally, undertaking their Major Project as an internship or industry project with an organisation overseas. In effect, our training's impact emerges not just from our research, or our training, but from the fact that our graduates disseminate our approach to a range of arts, cultural and creative organisations in a practical way. We have, as a result, expanded the audience for this approach, and the number of people and contexts via which it is being adapted and made useful. Whilst few of students come into our program with a desire to do this sort of work, or even a working knowledge of the policy that informs it, on completion many consider it a viable part of their practice and career pathway. When they realise what they can achieve, and what it can mean to the organisations they work with, they do incorporate research, research consultant and government roles as part of their career portfolio, and thus make a contribution to the strong cultural sector the Government envisages in the National Cultural Policy Discussion Paper. Our work as scholars, practitioners and educators has thus enabled us to take a long-term, processual and grassroots approach to reshaping agendas for approaches to this form of cultural research, as our practices are adopted and adapted by students and industry stakeholders. Given the challenges commentators have identified in creating and disseminating effective evaluation methods in arts over the past decade, this, for us—though by no means work that is complete—does count as measurable progress. References Beckerman, Gary. "Adventuring Arts Entrepreneurship Curricula in Higher Education: An Examination of Present Efforts, Obstacles, and Best pPractices." The Journal of Arts Management, Law, and Society 37.2 (2007): 87-112. Belfiore, Eleaonora, and Oliver Bennett. "Determinants of Impact: Towards a Better Understanding of Encounters with the Arts." Cultural Trends 16.3 (2007): 225-75. ———. "Rethinking the Social Impacts of the Arts." International Journal of Cultural Policy 13.2 (2007): 135-51. Bilton, Chris, and Ruth Leary. "What Can Managers Do for Creativity? Brokering Creativity in the Creative Industries." International Journal of Cultural Policy 8.1 (2002): 49-64. Brkic, Aleksandar. "Teaching Arts Management: Where Did We Lose the Core Ideas?" Journal of Arts Management, Law and Society 38.4 (2009): 270-80. Czikszentmihalyi, Mihaly. "A Systems Perspective on Creativity." Creative Management. Ed. Jane Henry. Sage: London, 2001. 11-26. Australian Government. "National Cultural Policy Discussion Paper." Department of Prime Minster and Cabinet – Office for the Arts 2011. 1 Oct. 2011 ‹http://culture.arts.gov.au/discussion-paper›. Ebewo, Patrick, and Mzo Sirayi. "The Concept of Arts/Cultural Management: A Critical Reflection." Journal of Arts Management, Law and Society 38.4 (2009): 281-95. Effective Change and VicHealth. Creative Connections: Promoting Mental Health and Wellbeing through Community Arts Participation 2003. 1 Oct. 2011 ‹http://www.vichealth.vic.gov.au/en/Publications/Social-connection/Creative-Connections.aspx›. Effective Change. Evaluating Community Arts and Community Well Being 2003. 1 Oct. 2011 ‹http://www.arts.vic.gov.au/Research_and_Resources/Resources/Evaluating_Community_Arts_and_Wellbeing›. Falk, John H., and Lynn. D Dierking. "Re-Envisioning Success in the Cultural Sector." Cultural Trends 17.4 (2008): 233-46. Gattenhof, Sandra. "Sandra Gattenhof." QUT ePrints Article Repository. Queensland University of Technology, 2011. 1 Oct. 2011 ‹http://eprints.qut.edu.au/view/person/Gattenhof,_Sandra.html›. Geursen, Gus and Ruth Rentschler. "Unravelling Cultural Value." The Journal of Arts Management, Law and Society 33.3 (2003): 196-210. Hall, Irene and David Hall. Evaluation and Social Research: Introducing Small Scale Practice. London: Palgrave McMillan, 2004. Hadley, Bree. "Bree Hadley." QUT ePrints Article Repository. Queensland University of Technology, 2011. 1 Oct. 2011 ‹http://eprints.qut.edu.au/view/person/Hadley,_Bree.html›. ———. "Creating Successful Cultural Brokers: The Pros and Cons of a Community of Practice Approach in Arts Management Education." Asia Pacific Journal of Arts and Cultural Management 8.1 (2011): 645-59. Kwok, Joon. When Sparks Fly: Developing Formal Mentoring Programs for the Career Development of Young and Emerging Artists. Masters Thesis. Brisbane: Queensland University of Technology, 2010. Madden, Christopher. "Using 'Economic' Impact Studies in Arts and Cultural Advocacy: A Cautionary Note." Media International Australia, Incorporating Culture & Policy 98 (2001): 161-78. Matarasso, Francis. Use or Ornament? The Social Impact of Participation in the Arts. Bournes Greens, Stroud: Comedia, 1997. McCarthy, Kevin. F., Elizabeth H. Ondaatje, Laura Zakaras, and Arthur Brooks. Gifts of the Muse: Reframing the Debate about the Benefits of the Arts. Santa Monica: RAND Corporation, 2004. Merli, Paola. "Evaluating the Social Impact of Participation in Arts Activities." International Journal of Cultural Policy 8.1 (2002): 107-18. Muir, Jan. The Regional Impact of Cultural Programs: Some Case Study Findings. Communications Research Unit - DCITA, 2003. Ragsdale, Diana. "Keynote - Surviving the Culture Change." Australia Council Arts Marketing Summit. Australia Council for the Arts: 2008. Richards, Alison. "Evaluation Approaches." Creative Collaboration: Artists and Communities. Melbourne: Victorian College of the Arts, University of Melbourne, 2006. Sikes, Michael. "Higher Education Training in Arts Administration: A Millennial and Metaphoric Reappraisal. Journal of Arts Management, Law and Society 30.2 (2000): 91-101.White, Tabitha, and Anne-Marie Hede. "Using Narrative Inquiry to Explore the Impact of Art on Individuals." Journal of Arts Management, Law, and Society 38.1 (2008): 19-35.

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This study is an attempt to highlight the cultural implication of CPEC on Pak-China relations, how it will align two nations culturally, and what steps were taken by the governments of two states to bring the people closer. After the establishment of diplomatic relations between Pakistan and China, the cultural aspect of relations between the two states also moved forward. The flow of cultural delegations intensified after the 2010, because this year was celebrated as the ‘Pak-China Friendship Year’. This dimension of relations further cemented between the two states with the signing of CPEC in April 2015. CPEC will not only bring economic prosperity in Pakistan but it will also bring two states culturally closer. The roads and other communication link under this project will become source of cultural flow between the two states.