PurposeThe aim of this study is to provide insights into how the purchasing function can increase the maturity of smart maintenance management (SMM) in construction clients by (1) assessing current SMM maturity and (2) developing an adapted service triad for purchasing's meaningful involvement in SMM.Design/methodology/approachA multiple case research design was used, and data were collected from four higher education institutes in the Netherlands through an assessment of their current SMM maturity. Coding and a cross-case analysis were used to qualitatively analyze the data to identify roles and value chain integration factors as intermediate steps in adapting the service triad to a service hexad.FindingsWithin construction client organizations, collaboration between maintenance management, project management and ICT services requires improvement. The proposed service hexad redefines the client's SMM roles with the aim of improving collaboration. The authors discuss how this enables a transition to higher levels of SMM maturity.Research limitations/implicationsThe findings were derived from a particular class of construction clients: higher education institutes that operate owner-occupied properties. Although the service hexad could be adapted, to owner-occupied multi-user properties, further research is necessary to assess its relevance for investor-owned properties.Practical implicationsImplementing the service hexad provides construction clients with a stronger position in supply networks. It clarifies the briefing process in construction management and emphasizes the data supply responsibilities of construction management professionals.Originality/valueThe study draws on the service triads and meaningful involvement concepts from the purchasing literature and applies them to SMM.
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The aim of this study is to clarify how pre-service teachers perceive mentor teachers' use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills appeared to be perceived by pre-service teachers as offering emotional support and five others as offering task assistance. After mentor teachers were trained in mentoring skills, shifts in their frequencies of use of distinct skills, as observed by independent raters, corresponded to a considerable extent with shifts in frequencies of pre-service teacher perceptions of mentor teachers' mentoring behaviour.
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This study focuses on revealing and developing personal constructs regarding problem behaviour in classrooms. Twenty-nine teachers (initial and in-service students) took part in the project. The main idea is that teachers opinions about their pupils and themselves influence the way they act in their classrooms. Their thoughts and ideas about students - their personal constructs - are generally unconscious. To clarify and to develop teachers constructs, we used Kellys repertory grid technique and Garmans reflective approach. Both methods give a powerful impulse to the development of thinking and acting of teachers. They can use the experiences as an integral part of their own action research. & I am one of the teachers who took part in the constructs research.A personal set of fifteen constructs on twenty-eight pupils was collected. These constructs showed me what kinds of constructs I have (mainly social-emotional and cognitive ones) and made me reflect. They also made clear to me that I think less positively on problem children. Participation in this research includes coaching, theoretical orientation and continuous reflection, making me conscious of what (problem) behaviour I like or dislike and what I should change to get a professional, holistic view. Then problem behaviour will be more easily tolerated by me and I can teach my colleagues about my new insights in intercommunicative sessions and by personal counselling.
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