Vertical and horizontal alignment within organizations are seen as prerequisites for meeting strategic objectives and indications of effective management. In the area of safety management, the concept of vertical alignment has been followed through the introduction of hierarchical structures and bidirectional communication, but horizontal alignment has been given little attention. The principal goal of this study was the assessment of horizontal alignment within an aviation organization with the use of data from safety investigations, audits and meetings in order to explore the extent to which (1) causal factors recorded in safety investigation reports comprised topics discussed by safety committees and focus areas of internal safety auditors, and (2) the agendas of safety committees include weak points revealed during safety audits. The study employed qualitative and quantitative analysis of data collected over a 6 years’ period at three organizational levels. The results suggested a low horizontal alignment across the three pairs of the corresponding safety management activities within each organizational level. The findings were attributed to the inadequacy of procedures and lack of a safety information database for consistently sharing safety information, cultural factors and lack of planning for the coordination of safety management activities. The current research comprises a contribution to the literature and practice and introduces a technique to assess the intra-alignment of safety management initiatives within various organizational levels. Future research is needed in order to investigate the association between horizontal alignment of safety management practices and safety performance.
Educational innovations often tend to fail, mainly because teachers and school principals do not feel involved or are not allowed to have a say. Angela de Jong's dissertation shows the importance of school principals and teachers leading 'collaborative innovation' together. Collaborative innovation requires a collaborative, distributed approach involving both horizontal and vertical working relationships in a school. Her research shows that teams with more distributed leadership have a more collaborative 'spirit' to improve education. Team members move beyond formal (leadership) roles, and work more collectively on school-wide educational improvement from intrinsic motivation. De Jong further shows that school principals seek a balance in steering and providing space. She distinguished three leadership patterns: Team Player, Key Player, Facilitator. Team players in particular are important for more collaborative innovation in a school. They balance between providing professional space to teachers (who look beyond their own classroom) and steering for strategy, frameworks, boundaries, and vision. This research took place in schools working with the program of Foundation leerKRACHT, a program implemented by more than a thousand schools (primary, secondary, and vocational education). The study recommends, towards school principals and teachers, and also towards trainers, policymakers, and school board members, to reflect more explicitly on their roles in collaborative innovation and talk about those roles.
In Sicht von oben, ‘Powers of Ten’ und Bildpolitiken der Vertikalität (Spector Books, Leipzig, 2022) German media theorist and curator Vera Tollmann analyses the power aspects of the technical view from above. The context here is not so much the first manned flight with a balloon in 1783 in Paris but the iconic 1968/77 short film Powers of Ten by Charles and Ray Eames, which can be considered the first virtual camera trip. Her study can be seen as material image analysis along the lines of Friedrich Kittler’s optical media and is strongly informed by the work of Hito Steyerl. Part one deals with the verticality of the image regime, while part two focuses on the vertical aspect and part three theorizes scale and scalability.
