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This chapter examines the nexus between women's experiences of domestic abuse and their subsequent violent offending, as viewed through the lens of keyworkers in a women-only charity. The role of female subjectivity, stereotypes of femininity and the gendering of behaviours is discussed, alongside an exploration of the paradox of the female ‘victim-offender’. Qualitative semi-structured interviews with the keyworkers, drawing on the author's experience of working in the system, enable individual voices to be captured in detail, resulting in a rich narrative piece. This is analysed thematically and framed conceptually by the work of Judith Butler on gender performativity and precarious existence, and Jessica Benjamin on the ‘Third’ and the potential of recognition to transcend the experience of gendered violence. The discussions lead to the conclusion that the keyworkers' attention to interpellatory dynamics and intersubjectivity effects powerful individual change. However, the impact of this is limited, as the criminal justice system itself acts as Benjamin's ‘moral Third’, maintaining its status quo of inequality and gendered violence through patriarchal attitudes and a corresponding language of exclusion.

Perhaps no other workplace issue represents better the harm that can come of neglecting emotional experiences in organizations than workplace bullying. Organizational interventions aimed at the reduction of workplace bullying generally emphasize the identification of negative employee behaviors and the punitive consequences associated with the manifestation of these behaviors at work. While such interventions raise awareness of the unacceptability of workplace bullying, we argue that they generally adopt a “compliance” approach aimed solely at dealing with bullying after it has occurred rather than developing strategic initiatives that proactively promote workplace wellness. We detail a project within the Victorian public sector, which developed a proactive framework for the prevention of workplace bullying based on the principles of positive psychology. The chapter concludes with the view that the Positive Workplace Environment framework we develop is clearly applicable to a much wider range of issues than bullying and that embedding any call for organizational change within such a framework is likely to find resonance with both practitioners and researcher alike.

The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and heuristics for its successful use, based upon the authors' collective experiences.

This practitioner paper presents a case-study of co-design in a university context. Staff from across disciplinary boundaries were brought together to co-design novel learning experiences for students for a non-traditional context.

Findings from a case study are used to highlight the strengths of a co-design approach, as understood through the lenses of networked learning and self-determination theory. It juxtaposes co-design for staff learning with other approaches and finds it to be valuable and underutilised.

The research discusses a single case study involving two workshops with a sample size of 112 participants. It is included as an example of co-design for professional learning in higher education.

Co-design for professional learning in higher education is poorly understood and presently underutilised. This paper addresses this gap by presenting an example of co-design for professional learning in higher education and theorising its significance.

Two learning sets have been established for senior managers who are responsible for social care in what are traditionally health service organisations. For the future health and welfare of wider society and the economy it is vital that mental health remains part of the local authority agenda and that social perspectives, care and inclusion become an integral part of the ‘health’ agenda.This article explores the value of the two learning sets, one supported by NIMHE and the second by SCIE, to its participants and the organisations that they serve.

This paper aims to investigate the relationship between home-to-work spillover, measured as positive and negative home–work interference (HWI) and turnover intentions, as well as the mediating role of perceptions concerning training and development practices.

Data were collected among 418 respondents who were working at two business schools. A confirmative structural equation modeling analysis was conducted for the analysis.

As expected, positive HWI showed negative relationships with turnover intentions, while negative HWI related positively to turnover intentions. Training and development practices mediated the relationship between positive HWI and turnover intentions; the mediation effect was stronger for women than it was for men. Training and development practices did not mediate the relationship between negative HWI and turnover intentions, however.

The outcomes suggest that helping employees to balance their work and home lives can be beneficial for employees, as well as for employers in terms of reducing turnover intentions.

As contributions, additional insight into the relationship between positive and negative non-work factors and turnover intentions by examining the ways in which both positive as well as negative HWI are related to turnover intentions. Furthermore, the research considers the mediating role played by perceptions concerning human resource (HR) practices, and particularly training and development practices as perceived by the employee, in the relationship between positive and negative HWI and turnover intentions.

The purpose of this research was to develop a conceptualization and measure of workplace coachability.

Using four independent samples of employed adults, we developed a short and long version of the Coachability Scale. We followed standard scale development practices, presenting evidence of the scales’ factor structure, reliability and validity.

With the first two samples, we derived an initial three-dimensional version of the Coachability Scale and provided evidence of convergent validity. With Samples 3 and 4, we expanded the scale with additional dimensions related to coaching feedback processes and accumulated additional evidence of the scale's validity, and provided evidence of convergence between the two versions of the Coachability Scale.

We encourage continued research on the Coachability Scale, as well as research on coachability in formal coaching relationships and with more diverse populations and cultures. It is also important to examine how coachability relates to specific coachee behaviors and outcomes. Although common method bias may be a limitation, we used temporally separated measurements to minimize method bias in Sample 4.

Knowledge about coachability can inform coaching practice decisions and help tailor the coaching engagement to better fit the coachee's needs.

Measuring how individuals respond to coaching and coaching relationships has important implications for managerial behavior and the quality of work life.

This is one of the first studies to develop valid scales for assessing workplace coachability.