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Passionate in ensuring systems are simple, and relationships are based on open communication, trust and mutual respect, I work to engage clients and students and to smooth their path to success. Focusing on personal development, my skills lie in career development, leadership, coaching, strategic planning, new ventures, and governance. I love learning, constantly adding new ideas and theories to my knowledge kete. A professional member of CDANZ, and a member of CATE, APCDA, NCDA, I teach on the Career Development programme at NMIT, and on the AUT Bachelor of Sport & Recreation programme.

What's New on My Blog ↓

Monday, 18 August 2025

Adobe drawing error

I work with Adobe Acrobat files all the time. I regularly scan screeds of analogue material, then OCR it so it becomes searchable - and so I can get rid of the hardcopy files without getting rid of the information contained within them. When I want to reuse portions of text, I may save the files as a Word document... the text will wrap once more, and it is a bit easier to pull out images and so on.

However, every now and again I get an Adobe error; either when I try to either run text recognition; or when saving the file as a Word document.  The error simply states: "A drawing error occurred". Not only is the error message not very informative, it doesn't really help us to track down and rectify the problem!

In searching online, I was unable to find anything helpful, until I stumbled over an old post in the Acrobat Library site from a user who was having difficulty when trying to amend large files, and getting the "A drawing error occurred" message (Eldridge, 2013). A kindly user suggested that they go to "File, Save As and choose either OPTIMIZED PDF or REDUCED SIZE PDF" (Eldridge, 2013). 

And that was when the lightbulb went off for me... just how large WERE the files I was working with?

Oh, yeah: 200,000Mb. That might be why there was a problem. By simply saving first as a Reduced Size PDF, all the 'drawing error' messages went away. I was able to OCR and save as Word like billy-oh.

Doh!


Sam

References:

Eldridge, V. (2013, August 12). Acrobat Pro XI 'a drawing error occured'; error processing page. An internal error'!. Acrobat Library. https://answers.acrobatusers.com/Acrobat-Pro-XI-drawing-error-occured-error-processing-page-An-internal-error-q118224.aspx

read more "Adobe drawing error"

Friday, 15 August 2025

Saving voice over files from PowerPoint

Ever created a PowerPoint with a voice over, and wanted to edit the sound files? And not known how to extract the PowerPoint recordings from the file? Well, there is a way!

I stumbled across this thanks to a query asked by Marques (2024), and answered by Steve Rindsberg, MVP Volunteer Moderator. Steve's superb reply is paraphrased below:

All we need to do is to make a copy of our presentation .pptx file, and change the file extension of the copy from .pptx to .zip (NB: our PowerPoint deck must be a .pptx file; what comes next will not work with the older .ppt format).

Then, when we open our new .xip file, we will see a few folders and xml files that make up a PowerPoint slide deck. In the folder structure of the .zip (_rels | docProps | ppt), we go to the ppt folder, and under that, go to the media folder. In the media folder we will find a cluster of .m4a files, which we can now extract, edit, and save in another location.

However, we should use a dedicated zip software tool to open the files as we may get an error - often a Windows "Error 0x80004005: Unspecified error" - if trying to open and extract the files using the native Windows Zip function. 

To avoid these types of errors, I tend to use 7-Zip (downloadable here) which extracts the files without difficulty.

Doesn't that make it SOO much easier to edit a slide deck?!


Sam

References:

7-Zip (2025). Download 7-Zip 24.09 (2024-11-29) for Windows. https://7-zip.org/download.html

Marques, J. S. (2024, April 19). How can I find the audio in a Powerpoint presentation that doesn't have an inserted object or link in any slide? Please see description below. Microsoft Community Support. https://answers.microsoft.com/en-us/msoffice/forum/all/how-can-i-find-the-audio-in-a-powerpoint/bc0721f8-4d4b-4489-84fc-ad60e6974eb6

read more "Saving voice over files from PowerPoint"

Wednesday, 13 August 2025

Seeing different word meanings

There are many words where the meaning looks like it should mean one thing, but actually have meanings that don't seem to match that impression... if you catch my drift. Words that appear to be apples, when they are in fact oranges.

I have a little list of works that often make me smile. For example:

  • Benchmark: crushed carpet, or floor marks caused by benches
  • Chancery: the act of taking a chance
  • Bemuse: to become someone's muse
  • Wizen: to become wise, or wizardish
  • Nonplussed: cannot be totalled
  • Cacophony: a chocolate telephone
  • Inkling: a small biro cartoon
  • Swordfish: catching fish with a sword 
  • Halitosis: having a toxic, sentient computer on your spaceship (Clarke, 1968). Actually, this last one is interesting. It sounds Latin-derived, and we assume it means bad breath... possibly arising from dental caries. However, apparently "there’s no such thing as halitosis. It was a made up medical condition coined by the owner of Listerine in the 1920s [...] , company owner Jordan Wheat Lambert decided to [...] market his product as a cure for bad breath. To convince the public that they needed Listerine, Lambert scoured the dictionary and happened upon an old Latin word meaning breath, halitus, which he decided to stylize as halitosis to make it sound like a legitimate medical condition" (Smallwood, 2018) running Listerine ads for hundred years.

There are many more where these came from. There is nothing like having a bit of fun, in seeing the ridiculous in our own language.


Sam

References:

Clarke, A. C. (1968). 2001: A space odyssey. Hutchinson.

Smallwood, K. (2018, April 18). 10 Words That Don’t Really Mean Anything. Top 10s. https://www.toptenz.net/10-words-that-dont-really-mean-anything.php

read more "Seeing different word meanings"

Monday, 11 August 2025

Population migration and birthrate loss

The world of work is a complex construct, with demographics - such as population changes, labour market factors, and available opportunities - influencing individual outcomes (Inkson et al., 2015). National population change can be effected by immigration and emigration: and currently in Aotearoa, there have been fewer migrant arrivals than departures. This has resulted in a net loss of 47,100 people in the year to December 2024 (Dann, 2025). 

In the previous year there was a net gain of 128,300 (Dann, 2025; Statistics New Zealand, 2025b). Net population loss is at volumes not seen since 1979 (Trlin et al., 2010, p. 50), apparently “due to a combination of factors", including "economic and labour market conditions between New Zealand and the rest of the world, and immigration policy in New Zealand and other countries” (Statistics New Zealand, 2025b). With fewer net New Zealanders, there may be an increase in labour market opportunities. Which would be good. 

However, I suspect there is a larger problem. Our economic models have tended to rely on growth. We have tended to offset our declining birth rate - or fertility rate - which is now fallen to 1.56 in Aotearoa (Statistics New Zealand, 2025), with migration. For replacement, we need to be at 2.1 births/woman (Spoonley, 2024). I have been noticing the global falling birth rates around the world for some time; for example, South Korea is at 0.78 (NBC News, 2025); the UK is at 1.44 (Office for National Statistics, 2024). While there is evidence that once we are sure our children will grow to adulthood, we tend to only have two children per family (Rosling et al., 2018), there are now factors other than survival at play. Since the Covid-19 pandemic we are increasingly developing a view that children are too costly; that childcare is too expensive; that the career impacts for the principal parent/carer are too significant; that young women are carrying a double-burden of household duties AND work; and that there are too many of us on a warming planet already (McKenzie, 2024). 

And if other nations follow the trend in having fewer children, we are likely to be less able to import our population growth. Where could we import our future New Zealanders from if everyone is in a net population loss situation?

If that is the case, what other future strategies might work for us to sustain this governmental drive for growth? Or is this drive sustainable at all?


Sam

References:

Dann. L. (2025, February 17). Migration data: New stats reveal age of Kiwis leaving the country. New Zealand Herald. https://www.nzherald.co.nz/business/losing-our-young-people-new-stats-reveal-age-of-kiwis-leaving-the-country/BLO7SH6E2NHADEOQ4WFXM37W4Y/

Inkson, K., Dries, N., & Arnold, J. (2015). Understanding Careers (2nd ed.). SAGE Publications Ltd.

McKenzie, J. (2024, February 28). Why South Korean women aren't having babies. BBC. https://www.bbc.com/news/world-asia-68402139

NBC News. (2025, January 22). Birth rate in South Korea, the world's lowest, set to rise for the first time in nine years. https://www.nbcnews.com/news/world/birth-rate-south-korea-worlds-lowest-set-rise-first-time-nine-years-rcna188697

Office for National Statistics. (2024, October 28). Births in England and Wales: 2023. https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/livebirths/bulletins/birthsummarytablesenglandandwales/2023

Rosling, H., with Rosling, O. & Rosling Ronnlund, A. (2018). Factfulness: Ten Reasons We're Wrong About the World – and Why Things Are Better Than You Think. Hodder & Stoughton Ltd.

Spoonley, P. (2024, May 27). NZ is changing faster than the census can keep up – the 4 big trends to watch. Radio New Zealand. https://www.rnz.co.nz/news/political/517937/nz-is-changing-faster-than-the-census-can-keep-up-the-4-big-trends-to-watch

Statistics New Zealand. (2025a, February 18). Births and deaths: Year ended December 2024 (including abridged period life table). https://www.stats.govt.nz/information-releases/births-and-deaths-year-ended-december-2024-including-abridged-period-life-table/

Statistics New Zealand (2025b). Net migration falls in 2024. https://www.stats.govt.nz/news/net-migration-falls-in-2024/

Trlin, A., Spoonley, P., & Bedford, R. (Eds.). (2010). New Zealand and International Migration: A Digest and Bibliography (Number 5). Massey University Printery.

read more "Population migration and birthrate loss"

Friday, 8 August 2025

Eight important PD reasons

In Aotearoa New Zealand, we are beginning to entwine Western, Māori and Pasifika models of practice in career development. PD becomes even more important for us so we can measure and maintain practice standards, adapt to new models, and ensure that we practitioners are well-equipped to meet the diverse needs of Aotearoa (Hay et al, 2022). It is expected that lifelong learning will ensure that we practitioners remain competent and responsive to those evolving standards (Fenwick, 2009). 

To carry on our exploration (earlier posts hereas to why continuing professional development - CPD or PD - is important in career development, here are eight reasons:

  • Collaboration: establishing long-term and enduring communities of practice is important for the future of career development in Aotearoa. What is also interesting is that if we use practice logs collaboratively, we can use our recorded impressions to learn from each other (Glennie et al., 2017), but collaboration need to be long-term to be effective. We need sustained PD investment to ensure that we practitioners are truly prepared for the evolving demands of our profession (Hay et al., 2022).
  • Cultural competence: we expect career practitioners in Aotearoa competence in working with Māori, to reflect our commitment to Te Tiriti o Waitangi. We need PD in order to develop and maintain our cultural responsiveness, and to integrate Māori practice models - such as Te Whare Tapa Whā (here) - or Pasifika models - Kakala (here) - in our work as New Zealand society continues to evolve.
  • Training & supervision: training is a key component of career development practice, giving our new practitioners expert, supported hands-on experience. It appears that field trainers in social work often lack formal training in adult learning and teaching principles (Hay et al., 2022) and I am pretty certain that career development is similar. Industry supervisors also require ongoing PD in order to supervise ākonga appropriately, to use current and proven training techniques such as problem-based learning, creativity strategies, and real-world applications (Glennie et al., 2017).
  • Professional identity: our career practitioner professional identity is important, often acheived via a professional organisation. Networking is particularly important for academic and industry supervisors, who may feel isolated or undervalued. We all need to connect with our people; to feel normal; to share similar experiences and to ask important questions during PD sessions.
  • Changing work: our profession faces significant challenges, including high workloads, limited resources, and the need to balance client delivery against ākonga supervision. PD can provide solutions for field supervisors and practitioners to more effectively balance both (Hay et al., 2022). Using practitioner logs was found effective to help embed practice changes amongst STEM teachers via reflection (Glennie et al., 2017). This areas also encompasses policy change: where we see the world of work getting out of step with governmental policy, we need to advocate for our profession (Glennie et al., 2017).
  • Innovation: the dynamic nature of the world of work requires practitioners to stay abreast of new research, methodologies, and sound practices. Seeking technology aids, ideas, practices and frameworks from fields outside our own can provide new applications for existing models. PD helps us to integrate new practice knowledge, encouraging innovation and improving client outcomes.
  • Rules: our professional organisations (CDANZ and CATE) either mandate or encourage CPD. CDANZ uses a stick by auditing member PD logs every three years or so: CATE uses a carrot by organising member PD alongside with a lunch throughout the year. However, reflection should remain a key tool for ensuring that our practice benefits from the PD we undertake (read more here)
  • Risk Management: PD plays a key role in maintaining practice standards, developing quality measures and keeping us awake to both clients and practitioner safety: collectively these assist us to navigate complex ethical and legal issues, manage risks, and effectively respond to challenges (Glennie et al., 2017; Hay et al., 2022).

We must remain competent, culturally responsive, and capable of providing high-quality and innovative services to the diverse populations we serve (Glennie et al., 2017; Hay et al., 2022). When we invest in ourselves via PD, our profession is better able to address current challenges, foster innovation, and uphold its commitment to social justice, decent work, and enable our workers to contribute to the knowledge-economy (Glennie et al., 2017).

All important. 


Sam

References:

Fenwick, T. (2009). Making to measure? Reconsidering assessment in professional continuing education. Studies in Continuing Education, 31(3), 229-244. https://doi.org/10.1080/01580370903271446

Glennie, E. J., Charles, K. J., & Rice, O. N. (2017). Teacher Logs: A Tool for Gaining a Comprehensive Understanding of Classroom Practices. Science Educator, 25(2), 88-96. https://files.eric.ed.gov/fulltext/EJ1132090.pdf

Hay, K., Chilvers, D., & Maidment, J. (2022). Chapter 13: Aotearoa New Zealand Field Education Practice. In R. Baikady, S. M. Sajid, V. Nadesan, M. R. Islam (Eds.), The Routledge Handbook of Field Work Education in Social Work (pp. 203-218). Routledge. https://doi.org/10.4324/9781032164946-17

read more "Eight important PD reasons"

Wednesday, 6 August 2025

Word codes for Find and Replace

I use Word a lot for editing text. I often import scanned text into Word, and - because importing text rarely results in clean formatting - sometimes I need to clean up the text a bit. 

That is when using Find and Replace can be very helpful. While I have written on this topic before (here), there is always something else we can add.

In that earlier post, I explained how we can find and replace a hard return (^p) for a soft return (^l), also known as a line break - thanks to McFadden (2008). However, we can also swap out non-breaking spaces using "^s", and tabs using "^t", thanks to DiggerDavey (2025). 

And if we don't know which ones of those we have, we only need toggle on the pilcrow symbol on the Word Home ribbon (to see what gets replaced when we run a find and replace. We can read more on the pilcrow here.

A quick find and replace in a document can processing text faster, easier, and more accurate. 

Lovely!


Sam

References:

DiggerDavey. (2025, January 20). What is the "soft return" symbol when trying to replace it with a Hard return. Microsoft. https://answers.microsoft.com/en-us/msoffice/forum/all/what-is-the-soft-return-symbol-when-trying-to/f9232008-4e09-4cff-bde0-9638b7ba2006

McFadden, R. G. (2008, October 8). Is it possible to replace soft returns with hard returns?. https://www.pcreview.co.uk/threads/is-it-possible-to-replace-soft-returns-with-hard-returns.3641701/

read more "Word codes for Find and Replace"

Monday, 4 August 2025

The Stanford Prison Experiment

In August 1971, a social psychology study designed by a team at Stanford University to investigate the effects of role-playing, labelling, and social expectations on behaviour within a simulated prison environment took place (Encyclopaedia Britannica, 2025b; Sturt, 2000; Zimbardo et al., 1999). Known as The Stanford Prison Experiment, the study - funded by the US Navy research arm and led by Professor Phillip Zimbardo - set out to find how ordinary people, when placed in positions of power or powerlessness, would behave (Sturt, 2000).

The study participants were 24 physically and mentally healthy, "intelligent middle-class" male university students, recruited from a pool of 70 initial applicants (Sturt, 2005, p. 1; Zimbardo et al., 1999). Before the study proper began, participants were randomly assigned to 'prisoner' or 'guard' roles (Sturt, 2000).

The prisoner participants were 'arrested' by local police, brought to a prison (mocked up from basement offices in the Stanford psychology building), and made to wear smocks, chains, and stocking caps to simulate the dehumanising experience of prison. The guards, dressed in khaki uniforms and equipped with mirrored sunglasses to prevent eye contact, were instructed to maintain order but were not supposed to use physical violence (Sturt, 2000; Zimbardo et al., 1999).

Very quickly, guard participants began to exhibit authoritarian behaviour and cruelty, while prisoner participants showed signs of extreme stress and emotional breakdown. On the second day, prisoner participants staged a rebellion, averted by the guard participants using divide and rule, with a 'privilege cell' for those who complied. This increased participant distrust and broke prisoner participant solidarity. Guard participant abuse escalated, particularly during night shift where they believed they were not being monitored. Guard participants forced prisoner participants to perform humiliating tasks (e.g. bare-hand toilet cleaning; sleep deprivation; constant harassment) (Encyclopaedia Britannica, 2025b; Sturt, 2005; Zimbardo et al., 1999).

Almost immediately, the study was outside research ethics parameters. Three prisoners were released early due to severe emotional distress; others showed signs of psychological trauma. The situation became so extreme that an outside observer and recent PhD graduate, Christina Maslach, challenged the study's ethics. Her intervention led to Professor Zimbardo ending the experiment on day six of the planned fourteen day programme (Sturt, 2000; Zimbardo et al., 1999).

Widely criticised for ethical violations and methodological flaws, the study lacked proper controls, with participant behaviour possibly influenced by demand characteristics or individual personality traits (Encyclopaedia Britannica, 2025b). Later studies, such as the BBC Prison Study (Patricia Im, 2017), challenged some of the Zimbardo's findings, suggesting that the guards' behaviour was not inevitable but rather a result of specific situational dynamics (Encyclopaedia Britannica, 2025b). Zimbardo has defended the study, claiming it demonstrated the power of situational forces over individual behaviour (Zimbardo et al., 1999).

The study has made room for conversations about ethical prisoner treatment and prison environment reform, including (Zimbardo et al., 1999):

  • Power of Situations: demonstrating how situational forces can override individual dispositions, leading ordinary people to commit acts of cruelty or submit to abuse
  • Role Internalisation: participants quickly internalised their assigned roles, with guards becoming authoritarian and prisoners becoming submissive and distressed
  • Ethical Boundaries: important ethical questions were raised about psychological research limits and the responsibility of researchers to do no harm to participants
  • Institutional Dehumanisation: institutional environments, such as prisons, can strip individuals of their humanity, leading to harmful behaviours.

Controversial and influential, the Stanford Prison Experiment illustrated the importance of ethical research practices, and the potential for the abuse of power. Behaviour is not solely driven by individual personality traits; situational awareness is also an important factor in understanding human behaviour (Sturt, 2000; Zimbardo et al., 1999). The abuse of prisoners at Abu Ghraib was reasonably foreseeable if we consider the Stanford Prison study findings (Encyclopaedia Britannica, 2025a).

I am sure the Stanford Prison Experiment will continue to influence research ethics and power for a while yet.


Sam

References:

Encyclopaedia Britannica. (2025a). Abu Ghraib prison. https://www.britannica.com/topic/Abu-Ghraib-prison

Encyclopaedia Britannica. (2025b). Stanford Prison Experiment. https://www.britannica.com/event/Stanford-Prison-Experiment

Patricia Im. (2017, January 10). Psychology: The Stanford Prison Experiment - BBC Documentary []. YouTube. https://youtu.be/F4txhN13y6A

Sturt, G. (2000). Zimbardo: A Study of Prisoners and Guards in a Simulated Prison. Craig Haney, Curtis Banks and Philip Zimbardo (1973). A Simulation Study of the Psychology of Imprisonment: Conducted at Stanford University. http://www.garysturt.free-online.co.uk/zimbardo.htm

Zimbardo, P. G. (2007). Revisiting the Stanford Prison Experiment: a Lesson in the Power of Situation. The Chronicle of Higher Education, 53(30), B6-7. https://www.chronicle.com/article/revisiting-the-stanford-prison-experiment-a-lesson-in-the-power-of-situation/

read more "The Stanford Prison Experiment"

Friday, 1 August 2025

From feudalism to a world of work

A couple of years ago I read a history of how our modern world work arose, as it appeared to the author (Stolzoff, 2023, 37%; also read here). The premise was that Europe was a feudal economy from 1100-1400 CE; with a feudal economy being one where those in power owned, and those without power toiled:

"In the countryside, lords rented their land to peasants who, in exchange, worked and lived upon it. After paying rent, peasants sold what was left over from their harvest" (Stolzoff, 2023, 37%).

By "paying rent", I assume the author means bonded serfdom: that the medium of exchange was peasant labour, rather than 'copper cash'. I was quite struck by the simplicity of this statement, as I had thought that life in the middle ages was more complex than this. So I did some reading, particularly of Lucassen's book, the Story of Work (2021), which is a very scholarly book spanning almost all continents and bringing together a broad range of academic fields.

My layperson's understanding is that around 1000 CE a transition began in Europe away feudalism (Brooks, 2022) to a more modern era of trade (Lucassen, 2021). Europe and India saw a "ruralizing of trades" which decreased professional differentiation (Lucassen, 2021, p. 148). New guilds arose - new professionals who could work the land (Lucassen, 2021). Bonded serfdom existed, sometimes called "manorialism" where "aristocratic landowners exploited the unpaid serf labor and also charged the serfs rents and fees for their use of the village's lands" (Hickey, 2014), but workers were often "tenants with holdings between 6 and 12 hectares, obliged to perform labour dues for their landlords" with poorer people, or "cottars" who "worked less than 4 hectares [which] was the minimum necessary to support a family of 4" (Lucassen, 2021, p. 175). 

This period from 1000-1300 CE became known "as the 'high' Middle Ages [to] emphasize its dynamism, creativity, and importance in setting the stage for subsequent historical developments. During the high Middle Ages, the European economy greatly expanded, leading to a revived cash economy and widespread trade and commerce" (Brooks, 2022) with both free and waged labour (Lucassen, 2021). This was also the time of the Crusades (Brooks, 2022). Fewer wars and agricultural improvements and ploughing innovation meant that yields increased, so farm workers were "able to bargain with their lords for stabilized rents, and a fairly prosperous class of landowning peasants emerged that enjoyed traditional rights vis-à-vis the nobility. Thus, the centuries between 1000 CE – 1300 CE were relatively good for many European peasants", but later in the millennium peasants would be worse off due to a number of factors (Brooks, 2022). So yes, it seems to be more nuanced than Stolzoff (2023) had summarised. 

Next, the first sentence below was a narrative I was familiar with, though the second sentence rang less true to me:

"In town, industries were organized into guilds with rigid hierarchical structures. Only men could enter the guilds, and only master craftsmen, such as blacksmiths or bakers, could produce within" those guilds. Apparently a "purpose of the guilds was to minimize competition. By limiting the number of bakers in town, for instance, the bakers’ guild ensured the [local] supply of bread didn’t outstrip demand and cause the price to fall" (37%).

Yes, the guilds were highly structured, entry was controlled, and those practicing a 'profession' outside a guild was likely to be severely punished (with fines, imprisonment, or expulsion; Brooks, 2022). Those "Guilds existed to ensure that their members produced quality goods, but they also existed to keep out outsiders [in order] to make the 'masters' who controlled the guilds wealthy" (Brooks, 2022). Monarchs could, by decree, control hygiene, prices, and open up supply in times of famine; the assizes checked weights and measures (Lucassen, 2021); and town elders 'regulated' baker and miller profits (Epstein, 1991). Although I have read of guilds limiting membership, I have not heard of them rorting prices. At the end of this period, by the late 1200s, guilds were wealthier, and often in positions of power as town elders. They were able to lock out others (Britannica, 2025), so may have been able to price-fix (though I am sure Monarchs will have been the final arbiter of that). So, while I cannot say that this type of behaviour didn't happen, it seems perhaps more organised than may have been expected for the time...? Perhaps a development of the 1400 and 1500s?

What is also really interesting is that guilds arose in Asia and Africa between 500 and 1500 CE with urban areas containing "guild-like collegia of artisans" (Lucassen, 2021), spreading to the Mediterranean and the Persian Gulf, along with monetisation: i.e. paid service. It appears that the guild (professionalism) is a global idea, not a solely European one. But we should also remember - as previously mentioned - that the guilds were not confined to towns. Professionalism also aided agricultural and land development - including the wool industry (Lucassen, 2021).

Interestingly, it was also during the high middle ages that our European sense of use agreements formed: the idea of the 'commons'. These were "lands not officially controlled by anyone that all people had a right to use", which allowed peasants to gather wood for fires, for making charcoal, for building materials, provided access to "grazing land, and some limited trapping of small animals, collectively serving as a vital 'safety net'" (Brooks, 2022). What is really interesting is how common the idea of the commons is across cultures. The Incans, circa 1300, divided land into three - state, god and people, with: "The third part of the land according to the division above was in the manner of commons", the land for the people themselves (Lucassen, 2021, p. 167).

Fact checking is important: more so if an idea seems delightfully simplistic. But we also learn unexpected things along the way.

Bonus.


Sam

References:

Britannica. (2025). Guild: trade association. https://www.britannica.com/topic/guild-trade-association

Brooks, C. (2022). Western Civilization: A Concise History, origins of civilization to the renaissance. The Louisiana Library Network. https://louis.pressbooks.pub/westernciv/chapter/chapter14/

Epstein, S. A. (1991). Wage labor and guilds in medieval Europe. UNC Press Books.

Hickey, M. (2014). State and Society in the High Middle Ages. Bloomberg University. https://facstaff.bloomu.edu/mhickey/state_and_society_in_the_high_mi.htm

Lucassen, J. (2021). The Story of Work: A New History of Humankind. Yale University Press.

Stolzoff, S. (2023). The Good Enough Job: Reclaiming Life from Work[e-book]. Penguin.

read more "From feudalism to a world of work"

Wednesday, 30 July 2025

Changing Google calendar colours

I am a colour junkie. So when I create new sub-calendars in Google, I change the sub-calendar colour to fit with the organisation I am delivering that collection of tasks for, as an additional aide-memoire.

However, each year I struggle to remember HOW to change the sub-calendar colour. I can create calendars hand-over-fist, but changing the colour is simply not an intuitive thing. Each year I expect the option to be in the calendar settings itself, and each year I have to search online - usually wasting a couple of hours - until I stumble across the setting again... usually by accident. 

So here are the instructions!

We create the calendar. We invite those whom we want to send a link to. Then we go out of the calendar settings. We create a couple of appointments for that calendar. Then, in our normal Calendar page view, in the left-hand pane, under the "My calendars" list, we click the three flaming menu dots alongside the new sub-calendar. And lo! The colour options pop up.

Sigh.


Sam

read more "Changing Google calendar colours"

Monday, 28 July 2025

Case conceptualisation for career development

So what is case conceptualisation, and why is it important for career practice? Well, let's begin with case conceptualisation itself, which could be defined as "a process of diagnostic thinking" (Słysz & Soroko, 2021, p. 87), or case formulation (Haarhoff et al., 2011). It is both a process and an outcome (Słysz & Soroko, 2021); a particle and a wave, so to speak. It is defined as "process whereby [the practitioner] and client work collaboratively first to describe and then to explain the issues a client" wants to work through (Kuyken et al., 2009, p. 3). 

Normally a function of CBT or Cognitive-Behaviour Therapy (Gower, 2011; Haarhoff et al., 2011), case conceptualisation is often not deliberately taught, nor is it well-assessed (Haarhoff et al., 2011). Yet case formulation is very important.  As practitioners, our ability to clearly 'see' the issues which the client presents to us, will aid our practice "by ensuring that individual cognitive and behavioural processes are targeted, thereby maximising" the quality of client outcomes (Gower, 2011, p. 10). So the trick with case conceptualisation is for us to be very, very good at looking, and actually 'seeing'.

Research shows that we career practitioners who focus on client skills - rather than client barriers - are better able to help our clients to achieve sound results. Developing our observational and interview skills so we can help our clients to inventory their talents, and to put those talents into words which our clients can use to seek new work is a key career development super power (Gower, 2011). Often we practitioners may see the effects of a client action, and are likely to need to derive the process in order to effectively walk back from the client's endpoint (Słysz & Soroko, 2021).

If our clients understand that career development isn't a one-off session: that, like all good relationships, putting a puzzle together collaboratively over time has value for both the practitioner and the client. Experienced practitioners are adaptive with their clients, understanding and learning the nuances of client's story and goals over time (Gower, 2011). 

However, we career practitioners need to continually and intentionally work on our theory and methods growth. We must ensure we treat each client as a unique individual, and that we have a range of evidence-based, appropriate tools, activities and strategies which we can choose to help achieve those elusive client career goals (Gower, 2011). There is an excellent text which - although also focused on CBT - walks us through many aspects of case formulation (such as modes, beliefs, assumptions, strategies and thoughts), with chapters designed to deepen our understanding (Kuyken et al., 2009).

And it is worth building our skills, as competent case conceptualisation enables us to better select and arrange client interventions. Good quality interventions means our clients can hold their motivations to the light, improving their self-belief and outcomes.


Sam

References:

Gower, P. J. (2011). Therapist competence, case conceptualisation and therapy outcome in cognitive behavioural therapy. [Doctoral Thesis, University of Exeter]. https://www.proquest.com/openview/0f3d8f328faefd6cb4508d3845a7e83c/1.pdf?pq-origsite=gscholar&cbl=51922&diss=y

Haarhoff, B. A., Flett, R. A., & Gibson, K. L. (2011). Evaluating the Content and Quality of Cognitive-Behavioural Therapy Case Conceptualisations. New Zealand Journal of Psychology, 40(3), 104-114. https://mro.massey.ac.nz/server/api/core/bitstreams/39f41a0d-a882-43dc-a11d-357cd0cc5d93/content

Kuyken, W., Padesky, C.A., & Dudley, R., (2009). Collaborative Case Conceptualization: Working Effectively with Clients in Cognitive-Behavioral Therapy. Guilford Press.

Słysz, A., & Soroko, E. (2021). How do Psychotherapists Develop a Case Conceptualisation? Thematic Analysis of Conceptual Maps. Journal of Contemporary Psychotherapy, 51, 87-96. https://doi.org/10.1007/s10879-020-09484-2

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Friday, 25 July 2025

Protecting Word document branding

Thanks to Susan Harkins at TechRepublic (2022), I found out how to protect the branding in my Word headers and footers. As we all know, consistent branding and a good layout makes our Word documents more legible (plus looking more professional). While many organisations have templates for particular documents, the headers and footers which usually contain the branding are often unprotected, so we can inadvertently muck things up.

To prevent that, organisations are able to protect documents, but that doesn't necessarily extend to the header and footer. However, there is a process for doing just that: but it isn’t intuitive (NB: this fix doesn't work on the web version of Word as files "with enabled protection in any section" simply won't open).

OK: so we are in MS Word, our is document all ready to go with our desired branded headers and footers, and the process is as follows (Harkins, 2022):

  1. Toggle the Pilcrow - or paragraph mark - icon in Word (that's the icon that looks like this: ¶. Read more here). Doing this will make it easier to see what we are doing to our document
  2. Key Ctrl & Home to go to the very beginning of the document
  3. At the very beginning point we insert a page break so we can make header/footer changes: Layout | Page Setup | Breaks menu | select "Continuous"
  4. Next we protect the document. File | Info (left pane) | Protect Document | select "Restrict Editing" 
  5. Word takes us back to our document showing the Restrict Editing options (right pane). Under "Editing Restrictions", tick the option box, and select the default "No Changes (Read Only)". This means we have "protected the entire document: If [we] stopped right now, no one would be able to edit anything. That’s not what we want. We need to unprotect the body of the document" (Harkins, 2022).
  6. So to unprotect the body of the Word document we select everything EXCEPT the section header. We key Ctrl & Home to put our cursor at the beginning of the first line. Then we key Ctrl, Shift & End to highlight everything onwards from that section break we inserted in step 3
  7. Word will ask us for a password, so we should put in a simple password for now (e.g. "Word" or "pass"). Enter it twice and click OK. Later we will create something more secure
  8. Look for the opening and closing brackets at the beginning and ending, respectively, of the unprotected area (which we can see because we turned on the Pilcrow)
  9. Close the document, and reopen. Try to edit the header/footer area to check our password works. Seek feedback, make changes, then - once the document is approved for circulation - change the password to something more secure . Ensure the password is logged appropriately!
  10. We can now edit the headers/footers by entering the password and making the changes we need. And without the password, the header/footers cannot be changed. Only body of the document can be edited.

As Susan Harkins notes, the "solution isn’t intuitive, and, oddly, Word doesn’t offer an option for protecting only the header and footer" (2022). But thank you to Mrs Harkins once more, for a work-around that helps us do our work :-)


Sam

References:

Harkins, S. (2022, September). How to Protect Header and Footer Areas in Microsoft Word. TechRepublic. https://www.techrepublic.com/article/protect-header-footer-word/

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Wednesday, 23 July 2025

Keeping control with reduced hours

What happens when our hours get cut? What happens to all the jobs that we usually fill our time with? How does the same work get done in fewer hours? They are all very good questions to ask, and sometimes we need answers to these questions because our world of work has shifted, and we suddenly need to deliver the same work in fewer hours.

It never fails to amaze me in the government sector how people have a "point one" or "point four" time allocation for a particular element of their job. That portion might get slashed in a budget round, yet the work tasks remain - and usually remain linked to the worker's performance indicators. Further, it is extremely rare that job sizing is undertaken in times of shrinkflation: in fact, I would suggest that job sizing is as rare as unicorn excrement. 

The decision on what is important is often left to those of us who are doing the work. Most times, in my experience, with little to no guidance on how we are to determine what parts of our former job still needs to be done, what gets left, and what must be handed over to someone else.

A very pragmatic senior management friend of mine is one of the coolest, calmest, clearest-thinking customers you would ever meet. Their advice is to: 

  1. Firstly decide what jobs which we WANT to do; working out those things which will fit with our reduced hour budget. We aim to keep the jobs where we use our expertise, but to jettison those admin tasks such as reporting which don't require expertise, and those jobs which are 'nice to haves' as opposed to those which keep the money flowing in. And, realistically, software and AI should collectively be able to create reports. We shouldn't really need meat people for that (despite AI hallucination; Lingard, 2023).

  2. Then we make a list of those undesirable tasks and remainder of our role which we have no time for. We put the estimated hours against each of those tasks. For some of us this will be immensely easy, because we will keep a daily diary and roughly note down how many hours each task takes. A simple add up will help us to get a feel for how long each one takes. For those of us who have not had the training to keep a daily log, we will need to hurriedly create one. We can go back over the past week, then try to keep a daily note for however long we have before we need to get back to our manager with our budget proposal. And hopefully, if we have been in the "damn, why didn't I keep a note of that" camp, we will keep daily notes from now on, because it is very, very handy ammunition to have in our possession.

  3. Finally, we pass the undesirable list to our manager with the hour estimate, and advise them that -  as our reduced hours are insufficient for these to be completed - these tasks will need to be allocated to another. We should NOT ask what jobs we should stop doing: WE should decide what we want to leave behind, and simply pass on the remainder of our former role, which we are no longer going to be paid for, with the estimated hours each item takes. Once those tasks are passed on, they are no longer our problem. 

Of course this is ideal world stuff. But deciding ahead of the game what we want to keep and what needs to shift elsewhere leaves us at much less chance of being left with the bits of the job that anyone could do (and which is even less motivating). Being active in the process helps to give us back some sense of control.

Good luck: these processes take courage. Like many things worth doing, it is not easy, but it is liberating.


Sam

Reference:

Lingard, L. (2023). Writing with ChatGPT: An illustration of its capacity, limitations & implications for academic writers. Perspectives on Medical Education, 12(1), 261-270.  https://doi.org/10.5334/pme.1072

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Monday, 21 July 2025

What is friendship?

I was reading an article in the media where someone had written in to an agony aunt saying: a friend of theirs had separated from their long-term partner, and the friend had formed a new relationship with someone the writer didn't like (or perhaps 'didn't trust' might be more appropriate).

A relationship reshuffle is interesting: what do we do if our friend is in a relationship with someone we really don't take to?

Friendship is defined as "a state of enduring affection, esteem, intimacy, and trust between two people. In all cultures, friendships are important relationships throughout a person’s life span" (Encyclopedia Britannica, 2025). Enduring affection: that is nice; it implies respect. And trust. Which in turn implies honesty. While many of us may say we would like our friend to be honest with us, is it a friend's place to make comment on the vagaries of attraction? As one commenter said "if you can't rely on a friend [for honesty] then who can you rely on?" (Gordon-Smith, 2025). Or is our own opinion outside the remit of our friendship?

One commenter suggested that "if you watch someone move towards harm, and say nothing, you are no kind of friend, you are just a passenger" (Gordon-Smith, 2025). While this sounds true, how can we be sure that there is going to be harm? We can look for signs of gaslighting, and other mental or physical abuse, but trying to flag these with someone who is not yet able to listen (or take action) is difficult. We would need professional advice to guide us: and there are some great books which can help us to make sense of what we may be seeing (Clark, 2021; Douglas, 1997).

If I think back, whilst I may appreciate a friend's feedback, I would definitely expect them to respect the decision I gave made... and the 'saying' may well have damaged our friendship if this is was handled poorly. Personally I have usually held back from commenting on other's relationships, instead just wishing my friends all the very, very best with their partners. I feel my role is to be there to listen when things get shaky; or for support if things come completely unglued. I try not to push my point of view, but to ask my friends how THEY feel, and what THEY want to do, and what THEIR instincts are telling them). As one commenter said, "ask [them] questions. 'What was it about your marriage to X that wasn't working?' and 'what is it about Y that you find so attractive?' Questions asked without judgment attached will help you understand [their] motivations better. And answering them might give [them] cause to re-think. Or convince you that [they are] not going to rethink" (Gordon-Smith, 2025).

We could trust our friends. There may be long-term secrets, they may have prepared over a period of years for a new identity, or they may simply be taking an opportunity to try something light-hearted. Allowing our friend to be an adult, and asking instead of telling, is to me what friendship is about. We should not try to take other's power away, but allow them their autonomy. Even if our friend is experiencing something which is apparently irrational: we can still trust our friend's actions. We can - in the words of a commenter "treat [them] with loving kindness" (Gordon-Smith, 2025).

If we need to, we can take "a little break from" the relationship if we need to, and "do it kindly", because if the new relationship is poor, our friend will "need [their] friends around [them]", but "if [it]'s not, there's nothing to be gained by getting off side" with the new love interest.

And be there for our friend, in the long-term.


Sam

References:

Clark, J. (2021). Her Say: Survivors of Domestic Abuse Tell Their Own Stories. Random House New Zealand Ltd.

Douglas, K. (1998). Invisible Wounds: A Guide for Women in Abusive Relationships. Penguin Books (NZ) Ltd.

Encyclopedia Britannica. (2025). Friendship. https://www.britannica.com/topic/friendship

Gordon-Smith, E. (2025, January 2). My friend has left her husband for a man I detest. Should I tell her how I feel?. The Guardian. https://www.theguardian.com/lifeandstyle/2025/jan/03/my-friend-has-left-her-husband-for-a-man-i-detest-should-i-tell-her-how-i-feel

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Friday, 18 July 2025

Keyboarding macrons for Te Reo

In Aotearoa there are three official languages: English, sign and Māori. In Te Reo Māori, we indicate how long the vowel - the 'standard' English five of a e i o u - is by using a diacritical - in this case, a macron. Some of us will put in Microsoft Office auto-corrects so that a word keyed in without a macron will correct to a word with a macron: others will simply copy the word from a repository to ensure that the Reo is correct.

However, there is a slightly easier way (and it is only slightly easier): we can set up a Māori keyboard (Deitsch, 2021). What we do is:

  1. Click on the language icon on our taskbar (e.g. "ENG"), selecting "Language Preferences" from the pop-up menu
  2. Under the "Preferred languages" area, select "Add a language" and key in "Maori". Select the Te Reo Māori option
  3. Then click "Next" and "Install" (Deitsch, 2021).
Once we have installed the Māori language option, we can then switch between keyboards by clicking on the taskbar language to switch to Te Reo Māori (i.e. change from "ENG" to "MRI"). And from there, we can create our macron vowels by keying the "`", or the grave diacritical key (which is the lower case option on the tilde key), letting go, then keying our vowel (Deitsch, 2021). 

So to restate with an example: key `then a = ā

Deitsch (2021) also notes that sometimes when switching between keyboards, the macron may take two goes to action. We just need to bear with it. 

A solution of sorts: and if anyone has any other, truly easier solutions, I would love to hear them!


Sam

References:

Deitsch, R. (2021, September 10). How To Type Latin Macrons (The Easy Way). Livia. https://booksnbackpacks.com/how-to-type-latin-macrons/

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Wednesday, 16 July 2025

Rehab open access articles

Continuing our series on getting access to peer-reviewed journals when we are outside a university subscription system (read more here), this time we consider a few journals helpful to those of us who specialise in the rehabilitation and disability career field: encompassing conditions such as Autism, ADHD, and depression; short-and long-term injury rehabilitation; types of rehabilitation programmes and schemes; disability support, impairment, metrics, etc.

  • Firstly there is the Journal of Education and Rehabilitation, or JER. This is official journal of the Faculty of Education and Rehabilitation for the University of Tuzla, with all articles being fully accessible here. This journal covers all aspects of rehabilitation, with career development being a relatively minor component.
  • Disabilities explores a broad range of areas, including controlled trials; case studies; feasibility and pilot studies; novel approaches to disability, support and innovations; and transnational disability studies. This journal too is fully open access, here.
  • Next we consider the Health, Sports & Rehabilitation Medicine journal, or HSRM, also completely open access, found here. This journal is a bit patchy for quality, usually from Eastern European, junior researchers, but the sports rehabilitation articles can be quite interesting.
  • We now turn to Disability, CBR and Inclusive Development, or DCID. This journal too is completely open access (here). The journal is hosted by the University of Gondar in Ethiopia, which teaches community-based rehabilitation. 
  • The next cab off the rank is the Developmental Disabilities Network Journal, or DDNJ. This journal too is fully open access (here), and focuses on pre-service preparation, advocacy, research, community services, and info sharing between clients with developmental disabilities and their whanau.


Sam

References:

CDANZ. (2019). Competency Framework. Career Development Association of New Zealand. https://drive.google.com/file/d/1tudpuDOP8vc9tG5cE_HjSn2DiRp7xBTM/view

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Monday, 14 July 2025

The Q health framework

Developed to support leaders in planning and delivering large-scale improvements across health systems, this framework (image accompanying this post; Q, 2024) was a collaboration with a broad range of British medical sector leaders.

The framework falls into two halves: the first half is focused on sustainable development and creating the conditions for a sound health/wellness system; the second half is on how that service should be delivered, via service and outcome transformation. Within each half are thee sets of activities: collective vision and leadership; an aligned operating model; capability, connections and culture in the sustainable development half. In the service and outcome transformation half there is: system and pathway redesign; continuous quality improvement; and targeted innovation. Around these six activities are 18 key considerations which all stakeholders must address for this type of system change to work and to stick (Q, 2024). They are:

  • Co-creating a vision and narrative for change
  • Building leadership support
  • Understanding together the nature of the system
  • Engaging with all partners and communities
  • Redesigning management systems to enable improvement 
  • Aligning resources and incentives
  • Agreeing priorities and mediating expectations
  • Developing goals and the ability to measure progress
  • Enabling productive cross-silo connections and reflections
  • Creating collaborative learning habits and structures
  • Building skills and space for everyone involved in the change

And in the second half:

  • Understanding the context, needs and assets of those served
  • Diagnosing and redesigning end to end pathways and service models
  • Delivering multi-strand 'transformation' programmes
  • Incrementally improving hundreds of processes with service users
  • Adapting roles, ways of working, metrics and linked systems
  • Ongoing monitoring, adaptation and control of service performance
  • Testing, experimenting, scaling and embedding innovations
  • identifying priority gaps and/or innovations
  • Understanding the current situation and desired futures

In order to create the right conditions, the framework emphasises building a collective vision, prioritising transformation efforts, and developing sustainable change through culture and capabilities. These elements rely heavily on engagement with partners and communities, shared understanding, and strong leadership support across organisations (Q, 2024). The delivery aspects focus on three key areas: system redesign, continuous improvement, and targeted innovation. These require deep understanding of local context and population needs, iterative testing with real-time data, and identifying promising innovations that can be scaled effectively across systems. This will need programmes combining pathway redesign with changes to funding, IT, and infrastructure. Tools for reviewing and planning large-scale change is built into the system. This is not easy work, but will require investment over multiple years, and a government committed to making change. I am not sure than any government on the planet is realistically in that space right now... and as for making cross-party long term funding commitments... well. I think that too is a wait and see thing.

The framework is a partnership between the Health Foundation, the Q community, and NHS Confederation. It will be nice if it works, and if the UK government actually fund it and back it. 


Sam

References:

Q. (2024, August 29). Improving across health and care systems: a framework. Q, The Health Foundation. https://q.health.org.uk/resources/improving-across-health-and-care-systems-a-framework

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Friday, 11 July 2025

What are amenity values?

The Welsh poet W. H. Davies first published the rhyming couplet poem Leisure in 1911, which begins with the famous pair of lines:

"What is this life if, full of care,
We have no time to stand and stare." (Palmer, 1982, p. 82)

Davies was a great believer in a 'natural' outdoor life, which was somewhat unconventional at the time: perhaps his stance was in part a reaction to industrialisation, and in part because of the influence of Wordsworth in his early education.

I think what Davies was really referring to - outside of nostalgia for old ways which were disappearing - was/were amenity values. These are the qualities and characteristics of a place which contribute to our appreciation of the area's pleasantness, cultural, and recreational qualities. This is the "aesthetic coherence" (Brown, 2020, p. 1) of the place we find ourselves in. However, amenity values go further than simply the view, as portrayed by Davies: encompassing "factors as noise, lighting, smells and awareness of activity and movement[; ... including] the full spectrum of sensory factors that contribute to perception and appreciation of an area’s character, pleasantness, aesthetic coherence and identity" (Brown, 2020, p. 1).

So amenity values are the benefits or pleasurable qualities that we get from our natural or 'built' environment, including scenic beauty (like mountain views or waterfronts), the opportunity we have for recreation (such as national parks or tracks), places of cultural or historical significance, and those environmental qualities of clean air, quiet, and uninterrupted enjoyment. 

(NB: our rural landscapes are also a built environment; as are those rolling English hills, hedges and lanes so beloved of the British. Ancient forest is natural; farms are built).

Amenity values need to be factored into zoning and planning rules, and how we implement public policy in our societies. When governments and local bodies want to make changes, meaningful community consultation needs to take place to discuss how or whether the amenity values may be impacted, and how those impacts may be mitigated. But often our organisations seem to not consider how the community may see amenity values, and that perception gap leads to disharmony.

We need to consider amenity values when we want to make change, because we may not see what amenity values our change of use may be damaging for others. If we communicate what we are trying to do, and why, we can have meaningful consultation with all stakeholders. 

Things tend to go much more smoothly with a good korero.


Sam

References:

Brown, S. (2020, October 4). The Assessment and Management of Amenity. New Zealand Association for Impact Assessment Association [NZAIA]. https://www.nzaia.org.nz/uploads/1/2/3/3/12339018/impact_connector_6_-_landscapes_-_stephen_brown.pdf

Palmer, B. J. (Ed.). (1982). The Concise Oxford Dictionary of Quotations (2nd ed.). Oxford University Press.

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Wednesday, 9 July 2025

PISO and CIMO frameworks

Have you heard of PISO and CIMO before? Well, if not, they stand for population, intervention, study design, outcome; and context, intervention, mechanism, outcome (Cochrane Library, 2025; Costa et al., 2018).

PISO (Cochrane Library, 2025) is:

  • Population (or Patient or Problem): "What are the characteristics of the patient or population (demographics, risk factors, pre-existing conditions, etc)? What is the condition or disease of interest?"
  • Intervention: "What is the intervention under consideration for this patient or population?" So what are we going to do, treat, change, or action?
  • Study design: "What is the alternative to the intervention (e.g. placebo, different drug, surgery)?" What else will we consider, and how will we plan this?
  • Outcome: "What are the included outcomes (e.g. quality of life, change in clinical status, morbidity, adverse effects, complications)?" What do we expect to happen, what would we like to happen? How will we measure and know if this has worked?

CIMO (Costa et al., 2018, p. 3) is:

  • Context: "The results that human actors aim to achieve and the surrounding (external and internal environment) factors that influence the actors". What are the circumstances or environment where we research the intervention?
  • Intervention: "Purposeful actions or measures (products, processes, services or activities) that are formulated by the designer or design team to solve a design problem or need, and to influence outcomes". What is the action or change we introduced into the situation?
  • Mechanism: "The mechanism that is triggered by the intervention, in a certain context, by indicating why the intervention produces a certain outcome. It can be an explanation of the cognitive processes (reasoning) that actors use to choose their response to the intervention and their ability (resources) to put the intervention into practice". How will/might the intervention work? Quantitative research will be in order to produce the outcomes in the next step; qualitative will be more "how might the intervention work?" and being open on outcomes.
  • Outcome: "Result of the interventions in its various aspects". What did we ended up with; what were the impacts of the intervention?

The key differences between these concepts is that PISO is more likely to be used in clinical or experimental research designs, and often in healthcare. PISO tends to emphasise who is being studied and how (Cochrane Library, 2025). On the other hand, CIMO is a management and social science tool, seeking to understand why and how interventions work in specific contexts or cases (Costa et al., 2018). Either framework will assist in systematic reviews as well as evidence-based research projects. 

Following either a PISO or CIMO framework assists researchers in how to ask their research question (or questions), what type of methodologies, methods and data collection should be chosen, determining variables, and analysing and organising findings.

Anything that helps us to create stronger, more deliberate ways of researching has to be a bonus!


Sam

References:

Cochrane Library. (2025). What is PICO?. https://www.cochranelibrary.com/about-pico

Costa, E., Soares, A. L., & de Sousa, J. P. (2018). Exploring the CIMO-logic in the design of collaborative networks mediated by digital platforms [paper]. Collaborative Networks of Cognitive Systems (19th IFIP WG 5.5 Working Conference on Virtual Enterprises), PRO-VE 2018, Cardiff, UK, September 17-19. https://doi.org/10.1007/978-3-319-99127-6_23

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