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Artículos de revistas sobre el tema "Supporting change"

Autor: Grafiati

Publicado: 29 de marzo de 2025

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1

Gundy, Morag S. y Marie Josée Berger. "Towards a Model Supporting Educational Change". International Journal of Information and Education Technology 6, n.º 3 (2016): 232–36. http://dx.doi.org/10.7763/ijiet.2016.v6.691.

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2

Dzik-Jurasz, Debbie. "Supporting sustainable change". Nursing Management 13, n.º 4 (julio de 2006): 26–29. http://dx.doi.org/10.7748/nm.13.4.26.s14.

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3

Walker, Penny. "Supporting the Change Agents". Greener Management International 2006, n.º 54 (1 de junio de 2006): 9–22. http://dx.doi.org/10.9774/gleaf.3062.2006.su.00004.

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4

Holst, Jesper. "Supporting Change in Schools". British Journal of Special Education 24, n.º 2 (junio de 1997): 76–79. http://dx.doi.org/10.1111/1467-8527.00019.

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5

Maximova, Vesselina. "Change-Supporting Organizational Structures: Challenges and Limitations". Izvestia Journal of the Union of Scientists - Varna. Economic Sciences Series 12, n.º 2 (1 de noviembre de 2023): 99–106. http://dx.doi.org/10.56065/ijusv-ess/2023.12.2.99.

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In the dynamic modern world, organizations are faced with the challenge of increasingly frequently undergoing changes as a response to the changed environment they operate in. The effectiveness of the undertaken changes, the time their implementation requires, and how easily they occur are strongly determined by organization design and, in particular, by organizational structure. Based on a review of findings by a number of researchers, consultants and practitioners, this paper outlines the dimensions of structuring which would enable organizations to incorporate change in their daily routine, to include it in their organizational mindset, and, in this way, to become continuously changing organizations instead of such that are required to undergo radical changes. The advantages and limitations of those structures that are considered to be change-supporting, are discussed. The conclusions can be of use to managers in revising the existing structures in their organizations and in choosing such ones which would facilitate the implementation of whatever changes are necessary and whenever they are necessary.

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6

Croghan, Emma. "Supporting adolescents through behaviour change". Nursing Standard 19, n.º 34 (4 de mayo de 2005): 50–53. http://dx.doi.org/10.7748/ns.19.34.50.s52.

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Croghan, Emma. "Supporting adolescents through behaviour change". Nursing Standard 19, n.º 34 (4 de mayo de 2005): 50–53. http://dx.doi.org/10.7748/ns2005.05.19.34.50.c3860.

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8

Draper, Roni Jo, Leigh Smith y Brenda Sabey. "Supporting Change in Teacher Education". Computers in the Schools 21, n.º 1-2 (7 de septiembre de 2004): 25–42. http://dx.doi.org/10.1300/j025v21n01_03.

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9

Malhotra, Sanjeev. "Supporting the Winds of Change". Civil Engineering Magazine Archive 80, n.º 8 (agosto de 2010): 76–94. http://dx.doi.org/10.1061/ciegag.0000307.

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10

Mabry, Linda y Laura Ettinger. "Supporting Community-Oriented Educational Change". education policy analysis archives 7 (13 de abril de 1999): 14. http://dx.doi.org/10.14507/epaa.v7n14.1999.

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A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.

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11

Teasdale, Sheila. "Supporting change management with PRIMIS". Journal of Innovation in Health Informatics 10, n.º 4 (1 de noviembre de 2002): 221–25. http://dx.doi.org/10.14236/jhi.v10i4.269.

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12

Moore, Alison. "Supporting you to lead change". Nursing Standard 32, n.º 22 (24 de enero de 2018): 26–28. http://dx.doi.org/10.7748/ns.32.22.26.s19.

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13

Buckworth, Janet. "Self-Monitoring for Supporting Change". ACSMʼs Health & Fitness Journal 20, n.º 4 (2016): 31–32. http://dx.doi.org/10.1249/fit.0000000000000213.

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14

Breckon, Jeff. "Supporting Physical Activity Lifestyle Change". ACSM'S Health & Fitness Journal 27, n.º 5 (septiembre de 2023): 15–19. http://dx.doi.org/10.1249/fit.0000000000000901.

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Apply it! By reading this article, you will learn: • By “coming alongside” the athlete, you will begin to build greater engagement and have the athlete demonstrate greater autonomy toward their change. • To avoid “traps” in the conversation such as the expert trap, question–answer trap, and prematurely fixing without fully understanding the athlete's perception of the challenge. • To use the athlete as the best resource for change strategies—work together to identify action plans that are flexible and based on their readiness to change. • Relapse is a normal part of change; be patient and flexible as the athlete experiences how this feels and build in maintenance strategies to the change plan.

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15

Larson, Desi. "Supporting change through local action". New Directions for Adult and Continuing Education 2004, n.º 104 (2004): 39–47. http://dx.doi.org/10.1002/ace.157.

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16

Wedell, Martin. "Giving TESOL change a chance: supporting key players in the curriculum change process". System 31, n.º 4 (diciembre de 2003): 439–56. http://dx.doi.org/10.1016/j.system.2003.02.001.

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17

Croghan, Emma y Carol Johnson. "Supporting smoking cessation and dietary change". Nursing Standard 19, n.º 33 (27 de abril de 2005): 52–54. http://dx.doi.org/10.7748/ns.19.33.52.s56.

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18

Croghan, Emma. "Supporting pregnant women through behaviour change". Nursing Standard 19, n.º 35 (11 de mayo de 2005): 48–50. http://dx.doi.org/10.7748/ns.19.35.48.s52.

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19

Croghan, Emma. "Supporting vulnerable groups during behaviour change". Nursing Standard 19, n.º 36 (18 de mayo de 2005): 48–49. http://dx.doi.org/10.7748/ns.19.36.48.s59.

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20

Croghan, Emma y Carol Johnson. "Supporting smoking cessation and dietary change". Nursing Standard 19, n.º 33 (27 de abril de 2005): 52–54. http://dx.doi.org/10.7748/ns2005.04.19.33.52.c3856.

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21

Croghan, Emma. "Supporting pregnant women through behaviour change". Nursing Standard 19, n.º 35 (11 de mayo de 2005): 48–50. http://dx.doi.org/10.7748/ns2005.05.19.35.48.c3864.

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22

Croghan, Emma. "Supporting vulnerable groups during behaviour change". Nursing Standard 19, n.º 36 (18 de mayo de 2005): 48–49. http://dx.doi.org/10.7748/ns2005.05.19.36.48.c3869.

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23

Leonard, Barbara A. y Laura Kettel Khan. "Thoughts on Supporting Sustainable Community Change". Journal of Public Health Management and Practice 21 (2015): S135—S136. http://dx.doi.org/10.1097/phh.0000000000000258.

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24

Smollan, Roy K. y Rachel L. Morrison. "Supporting Others Through Stressful Organizational Change". Journal of Applied Behavioral Science 55, n.º 3 (18 de marzo de 2019): 327–51. http://dx.doi.org/10.1177/0021886319832518.

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The purpose of the article is to explore the nature of support given to staff undergoing stressful organizational change and to determine the forms, antecedents, targets, and consequences of this support. Interviews in a wider study of changes in a New Zealand public health care authority produced the surprising finding that although 31 participants were asked about receiving support, 17 volunteered information on giving support to others. Various forms of support were given to different targets for various reasons and produced positive and negative outcomes for those providing support. Given that studies focusing on offering support during organizational change are extremely rare, our article, and the model it contains, makes a contribution to the literature on change, well-being, and support. The implications for practice are that organizations need to be aware of change’s potentially stressful impacts and make an extra effort to provide support without draining the resources of its employees.

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25

Allen, Candia. "Supporting effective lifestyle behaviour change interventions". Nursing Standard 28, n.º 24 (12 de febrero de 2014): 51–58. http://dx.doi.org/10.7748/ns2014.02.28.24.51.e8049.

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26

Dixon, G. R. y Eve Mitleton-Kelly. "Supporting initiatives which combat climate change". Journal of Horticultural Science and Biotechnology 95, n.º 3 (28 de febrero de 2020): 405. http://dx.doi.org/10.1080/14620316.2020.1733244.

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27

Shute, Rebecca, Kay Harrison, Kirsty Forsyth, Jane Melton, Simon Thompson y Chris Fear. "Supporting implementation of health service change". British Journal of Healthcare Management 18, n.º 12 (diciembre de 2012): 638–43. http://dx.doi.org/10.12968/bjhc.2012.18.12.638.

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28

Stannard, Daphne. "Supporting and Sustaining Change in Practice". Journal of PeriAnesthesia Nursing 38, n.º 3 (junio de 2023): 531–32. http://dx.doi.org/10.1016/j.jopan.2023.03.001.

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29

Binyaseen, Adel M. A. "Office Design Features and Future Organizational Change toward Supporting Sustainability". Buildings 14, n.º 1 (17 de enero de 2024): 260. http://dx.doi.org/10.3390/buildings14010260.

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Organizational change, influenced by such factors as economics, information and communications technologies (ICTs), and users’ wellbeing, is essential for organizational effectiveness, productivity, and sustainability. Thus, there has been a call for urgent changes in workplace design features to respond to future change. This study is concerned with defining the level of change in design features that is needed in existing Saudi governmental workplaces to cope with future visions of sustainability, as well as controlling the cost of such redesigning. It is hypothesized that future challenges related to economics, ICTs, and users’ wellbeing would have a significant impact on the need to change existing workplace design features. Administrator workplaces in three buildings of Saudi organizations and their representative economic, ICT, and wellbeing trends were considered (n = 104, 95, 96). The average level of change in design features in each building was observed and reported. The most changed design features in buildings affected by economic, ICT, and wellbeing trends were minimizing of luxury workplaces, minimizing storage space, and improving thermal/lighting conditions, respectively. However, the most changed design features that were common to all three buildings were spatial and furniture layouts and minimizing storage space.

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30

Paterson, Brodie. "Challenging behaviour – supporting changeChallenging Behaviour Foundation Challenging behaviour – supporting change £63(www.challengingbehaviour.org.uk)". Learning Disability Practice 12, n.º 4 (mayo de 2009): 11. http://dx.doi.org/10.7748/ldp.12.4.11.s19.

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31

Croghan, Emma. "Supporting lifestyle and health-related behaviour change". Nursing Standard 19, n.º 37 (25 de mayo de 2005): 52–53. http://dx.doi.org/10.7748/ns.19.37.52.s53.

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32

Croghan, Emma. "Supporting lifestyle and health-related behaviour change". Nursing Standard 19, n.º 37 (25 de mayo de 2005): 52–53. http://dx.doi.org/10.7748/ns2005.05.19.37.52.c3877.

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33

Hairiah, Kurniatun. "Soil Carbon Transitions Supporting Climate Change Mitigation". SAINS TANAH - Journal of Soil Science and Agroclimatology 15, n.º 2 (18 de diciembre de 2018): 134. http://dx.doi.org/10.20961/stjssa.v15i2.24972.

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Maintaining and where feasible restoring soil carbon stocks is part of all sustainable development strategies that have a chance of meeting the global commitment of the Paris Agreement to contain global warming within a 1.5<sup>o</sup>C limit. Active policies to incentivize increased soil carbon storage require understanding of the drivers of soil carbon decline, as well as the conditions under which soil management leads to an increase. Soil carbon transitions -- shifts from decline to increase of soil carbon stocks -- have been recorded as part of agricultural intensification. Organic inputs supporting soil carbon may primarily depend on roots, rather than aboveground inputs, and thus on the choice of crops, trees, and grasses that make up an agricultural land use system.

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34

Marchionini, Gary y Danuta A. Nitecki. "Managing Change: Supporting Users of Automated Systems". College & Research Libraries 48, n.º 2 (1 de marzo de 1987): 104–9. http://dx.doi.org/10.5860/crl_48_02_104.

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35

Johnson, Phil, Catherine Cassell, Paul Close y Joanne Duberley. "Performance evaluation and control: supporting organizational change". Management Decision 39, n.º 10 (diciembre de 2001): 841–51. http://dx.doi.org/10.1108/00251740110402337.

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36

Leng, Gillian, Nick Baillie y Thara Raj. "NICE guidance and mental health: Supporting change". Psychology and Psychotherapy: Theory, Research and Practice 81, n.º 4 (diciembre de 2008): 351–64. http://dx.doi.org/10.1348/147608308x334751.

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37

Numa, Yusuke y Atsushi Ohnishi. "Supporting change management of UML class diagrams". Procedia Computer Science 225 (2023): 208–17. http://dx.doi.org/10.1016/j.procs.2023.10.005.

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38

English, Richard. "INSET: initiating change or merely supporting it?" British Journal of In-Service Education 21, n.º 3 (enero de 1995): 295–310. http://dx.doi.org/10.1080/0305763950210306.

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39

Sailors, Misty, James V. Hoffman, P. David Pearson, Nicola McClung, Jaran Shin, Liveness Mwale Phiri y Tionge Saka. "Supporting Change in Literacy Instruction in Malawi". Reading Research Quarterly 49, n.º 2 (3 de febrero de 2014): 209–31. http://dx.doi.org/10.1002/rrq.70.

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40

AMUNDSON, NORMAN E. "Supporting Clients Through a Change in Perspective". Journal of Employment Counseling 33, n.º 4 (diciembre de 1996): 155–62. http://dx.doi.org/10.1002/j.2161-1920.1996.tb00448.x.

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41

Foster, Sam. "Supporting nurses' wellbeing". British Journal of Nursing 29, n.º 20 (12 de noviembre de 2020): 1223. http://dx.doi.org/10.12968/bjon.2020.29.20.1223.

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42

Yeo, Timothy E. "Gear change: supporting and encouraging cycling on prescription". British Journal of General Practice 71, n.º 703 (28 de enero de 2021): 59.2–59. http://dx.doi.org/10.3399/bjgp21x714917.

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43

Pisor, Anne C., Xavier Basurto, Kristina G. Douglass, Katharine J. Mach, Elspeth Ready, Jason M. Tylianakis, Ashley Hazel et al. "Effective climate change adaptation means supporting community autonomy". Nature Climate Change 12, n.º 3 (28 de febrero de 2022): 213–15. http://dx.doi.org/10.1038/s41558-022-01303-x.

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44

Wilhelm, Anne Garrison, Dawn Woods y Yusuf Kara. "Supporting change in novice alternative certification teachers' efficacy". Psychology in the Schools 58, n.º 10 (15 de mayo de 2021): 1902–18. http://dx.doi.org/10.1002/pits.22539.

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45

Zorfass, Judth, Patricia Corley, Arlene Remz y Denise Ethier. "Promoting Technology in Special Education: Supporting Change Agents". Technology and Disability 3, n.º 2 (1 de junio de 1994): 158–64. http://dx.doi.org/10.3233/tad-1994-3211.

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46

Walker, Gill y Laura Gillies. "“Sliding Doors”: innovative approaches to supporting culture change". Journal of Integrated Care 22, n.º 4 (12 de agosto de 2014): 154–64. http://dx.doi.org/10.1108/jica-11-2013-0046.

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Purpose – Reshaping Care for Older People (RCOP) and Integration of Health and Social Care are central to providing a care system in Scotland that meets older people's current and future needs. Their implementation requires a workforce with the appropriate knowledge, skills and values to engage with older people across health and social care sectors, which requires a change in professionals’ thinking about services. The paper aims to discuss these issues. Design/methodology/approach – NHS Education for Scotland, the Scottish Social Services Council and a learning and development consultancy designed and delivered innovative education resources to support health and social care staff across Scotland to understand the new agenda and recognise its meaning for practice. Findings – Two related resources were developed: workshop using actors to depict scenarios from older people's lives to support participants to reflect on the new policy direction and outcomes-focused approaches; and an online resource using the same characters that can be delivered locally for groups and individuals. Participants were enabled to identify what they need to do differently and how they can support one another to make necessary changes. A formal evaluation has been commissioned. Originality/value – The resource characters represent the people the new policy is designed to affect. By following their lives through an educational drama approach, health and social care staff can understand the difference RCOP and the integration agenda can make and recognise their part in effecting change.

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47

Nickerson, Veronica, Jennifer Deering y Suha Alazmei. "Supporting Change in Oncology Nursing Practice in Kuwait". Oncology Nursing Forum 44, n.º 3 (1 de mayo de 2017): 280–83. http://dx.doi.org/10.1188/17.onf.280-283.

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48

Garcia-Lorenzo, Lucia. "Supporting Collective Action after a Major Organisational Change". Journal of Decision Systems 17, n.º 1 (enero de 2008): 63–78. http://dx.doi.org/10.3166/jds.17.63-78.

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49

Dorward, Peter, Henny Osbahr, Chloe Sutcliffe y Robert Mbeche. "Supporting climate change adaptation using historical climate analysis". Climate and Development 12, n.º 5 (26 de julio de 2019): 469–80. http://dx.doi.org/10.1080/17565529.2019.1642177.

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50

Treagust, David F. "Supporting change, but also contributing to the problem!" Canadian Journal of Science, Mathematics and Technology Education 2, n.º 1 (enero de 2002): 31–35. http://dx.doi.org/10.1080/14926150209556496.

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