Key Responsibilities (key + responsibility)

Distribution by Scientific Domains


Selected Abstracts


Does government funding alter nonprofit governance?

JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 3 2002
Evidence from New York City nonprofit contractors
Government contracting has raised a collection of issues with respect to adequate oversight and accountability. This paper explores one avenue through which contracting agencies may achieve these tasks: through the governance practices of the contractor's board. Oversight and monitoring are a board's key responsibilities, and influencing a board's practices is one way a governmental agency can help to insure quality performance. Agencies could thus use both their selection process and their post-contracting power to influence board practice. Using a new, rich data set on the nonprofit contractors of New York City, a series of hypotheses were tested on the relationship between government funding and board practices. Significant differences were found to exist in board practices as a function of government funding levels, differences that mark a shift of energy away from some activities (i.e., traditional board functions, such as fund-raising) towards others (financial monitoring and advocacy). This suggests that government agencies may indeed use their contracting choices with an eye to particular governance practices. This increased emphasis on such activities appears to crowd out other activities, and is not unambiguously to the benefit of nonprofit board governance. 2002 by the Association for Public Policy Analysis and Management. [source]


Human Resource Management: Meeting the Ethical Obligations of the Function

BUSINESS AND SOCIETY REVIEW, Issue 1 2010
KEN SLOAN
ABSTRACT Effective human resources management (HRM) is focused on the only dynamic asset of the organization, its people; and, behind every business issue ultimately lies a human issue. Thus, the ethical adequacy of responses to all business issues rests on judgments made by individuals. HRM has a role to play as organizations address ethical challenges and as many strive to become ethical organizations. This article outlines three key responsibilities of HRM with regard to supporting an organization's efforts to become an ethical organization: (1) to establish ethical HR practices; (2) to facilitate the change process as all functions move to ethical business practices; and (3) to create cultures that build individual ethical capability and commitment to the goal of becoming an ethical organization. [source]


Corporate training and development policies and practices: a cross-national study of India and Britain

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 2 2003
P.S. Yadapadithaya
The aim of this paper is to report on the existing corporate training and development (T&D) policies and practices in India and Britain. The data were collected from written questionnaires mailed to 252 Indian and 174 British companies. The results and discussions are based on the most prominent comparative and international dimensions of T&D such as key responsibility for T&D function, corporate commitment to T&D, major drivers and key result areas of T&D; purposes, levels, instruments, timing, and designs of evaluation; major perceived deficiencies and challenges of T&D function. The two-country comparisons revealed that while some of the findings related to corporate T&D policies and practices exhibited differences, others also reflected similarity. Compared with India, more training is done in Britain, more movement to delegating responsibilities or involving line managers in T&D in Britain, there seems also to be more focus on and involvement of individual employees in Britain. British organisations seem to be more concerned with business results from T&D. It may also be argued that the greater importance attached to business results brings about a growing involvement of employees and managers as opposed to HRD practitioners and that it is the greater movement in this direction in Britain compared with India that accounts for most if not all of the differences in the results of the two surveys. [source]


eDrug: a dynamic interactive electronic drug formulary for medical students

BRITISH JOURNAL OF CLINICAL PHARMACOLOGY, Issue 6 2006
Simon R. J. Maxwell
What is already known about this subject ,,Delivering education about an ever-increasing number of prescribable drugs to medical students represents a major challenge. ,,Drug names are generally not logical or intuitive, and many students find learning them akin to learning a foreign language. ,,Pharmacology and therapeutics teaching is struggling for visibility in some integrated medical curricula. What this study adds ,,Development of electronic tools allowing web delivery of a restricted student formulary facilitates dynamic access to core learning materials, improves the profile of this aspect of the curriculum and is highly appreciated by students. Aims Prescribing drugs is a key responsibility of a doctor and requires a solid grounding in the relevant scientific disciplines of pharmacology and therapeutics (PT). The move away from basic science disciplines towards a more system-based and integrated undergraduate curriculum has created difficulties in the delivery of PT teaching in some medical schools. We aimed to develop a web-based strategy to overcome these problems and improve the PT learning experience. Methods We designed and introduced ,eDrug', a dynamic interactive web-based student formulary, as an aid to teaching and learning of PT throughout a 5-year integrated medical curriculum in a UK medical school of 1300 students. This was followed by a prospective observational study of student-reported views about its impact on their PT learning experience. Results eDrug was rated highly by students and staff, with the main benefits being increased visibility of PT in the curriculum, clear identification of core drugs, regular sourcing of drug information via direct links to accredited sources including the British National Formulary, prioritization of learning, immediate access and responsiveness. It has also served as a focus of discussion concerning core PT learning objectives amongst staff and students. Conclusions Web-based delivery of PT learning objectives actively supports learning within an integrated curriculum. [source]