Putting positivity and relational energy to work in higher education
Authors: Clarke, S.
Pages: 35-48
DOI: 10.1007/978-3-030-57430-7_3
Abstract:This chapter introduces the often-neglected resource within an organisation, a resource that is attracting attention due to the growing body of evidence confirming its effectiveness-this resource is relational energy. Clarke outlines using emerging knowledge, the linkage between positivity and relational energy. If we can promote and make best of this resource, staff wellbeing, happiness and ability to deliver great service to each other and all in the campus community amplifies. Clarke presents the case for positive organisational learning and strength-based approaches, such as appreciative inquiry, virtuosity and abundance, through case study and through presentation of a growing, yet niche, body of research. Clarke provides the argument for developing a framework of positivity and relational energy, based on the principles of humanisation. The chapter ends with a call to action to university leaders to take our rightful place as the anchors of society, enriching the world and fully embedding humanising into all that we do.
https://eprints.bournemouth.ac.uk/38143/
Source: Scopus
Putting Positivity and Relational Energy to Work in Higher Education
Authors: Clarke, S.
Editors: Devis-Rozental, C. and Clarke, S.
Publisher: Palgrave
Place of Publication: Cham
https://eprints.bournemouth.ac.uk/38143/
Source: Manual
Putting Positivity and Relational Energy to Work in Higher Education
Authors: Clarke, S.
Editors: Devis-Rozental, C. and Clarke, S.
Pages: 35-48
Publisher: Palgrave Macmillan
Place of Publication: Cham
ISBN: 978-3-030-57429-1
Abstract:This chapter introduces the often-neglected resource within an organisation, a resource that is attracting attention due to the growing body of evidence confirming its effectiveness—this resource is relational energy. Clarke outlines using emerging knowledge, the linkage between positivity and relational energy. If we can promote and make best of this resource, staff wellbeing, happiness and ability to deliver great service to each other and all in the campus community amplifies. Clarke presents the case for positive organisational learning and strength-based approaches, such as appreciative inquiry, virtuosity and abundance, through case study and through presentation of a growing, yet niche, body of research. Clarke provides the argument for developing a framework of positivity and relational energy, based on the principles of humanisation. The chapter ends with a call to action to university leaders to take our rightful place as the anchors of society, enriching the world and fully embedding humanising into all that we do.
https://eprints.bournemouth.ac.uk/38143/
https://link.springer.com/chapter/10.1007/978-3-030-57430-7_3
Source: BURO EPrints