Management, Operations, and Motivation Introduction Functions .docx

Management, Operations, and Motivation
Introduction | Functions of Management | Mining Group Gold |
Leadership Styles | Manufacturing | Facility Layouts |
Production | Operations Management | Quality | Motivation
Introduction
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Once a business has discovered what customers demand, the
goal of the business is to deliver quality products and
services. This requires careful planning, organization,
leadership, and control to ensure success. These are the
functions of management. Delivering quality products and
services is not something businesses take lightly. It begins with
obtaining raw materials in just the right quantities to be
available for the production of finished goods that customers
demand. Operations management describes the transformation
of raw materials into finished goods. Operations management
explains the supply chain and those organizations that work
within that domain providing services and products to the next
level. It also addresses the physical production process, the
manufacturing plant, the storage and distribution facility, and
the transportation to the ultimate customer location. Making all
of this happen depends on the hard work and dedication of
employees. Encouraging employees to carry out the goals of a
company and meet the needs of customers is the essence of
motivation. Management, operations management, and
motivation together help businesses accomplish their goals of
meeting and exceeding customer needs and demands with
world-class products and services.
Functions of Management
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After a business is defined, the owner articulates his or her
vision for the company, decide the mission or purpose, and
establish the values of the company. The owner drives the
company toward the future. This, in turn, leads to the
development of goals and objectives. Goals are broad initiatives
that a company wants to accomplish. Objectives are shorter
termed articulations written in support of the goals. They
describe how to achieve the goals. Management includes the
steps plan, organize, lead, and control. It is a process used to
accomplish the goals and objectives of the firm. The body of
decision makers who develop a company’s mission, values, and
purpose and who set goals and objectives is also referred to as
management. Implicit to the functions of management in
addition to planning, organizing, leading, and controlling is
decision making. Individuals responsible for these functions,
including supervision of employees, are managers.
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Planning looks for trends in the business environment. It
determines the most appropriate strategy and tactics to attain
the desired outcomes of the firm. Managers come together to
develop corporate, business level, functional, and operational
strategies. These strategies come from strategic, tactical,
operational, and contingency planning. Strategic planning is
setting broad, long-term goals. Tactical planning sets specific
short time-based objectives. Operational planning sets out
schedules as well as standards. Contingency planning creates a
backup plan. Planning teams are often assembled for purposes
of identifying new business opportunities or potential
challenges. A common planning tool that a company uses to
analyze its strengths, weaknesses, opportunities, and threats is a
SWOT analysis. It measures where a company is compared to
where it would like to be.
Organizing works to carry out a company’s goals and objectives
by designing a structure and developing policies and procedures

for how work will be accomplished. Organizing includes
developing systems and conditions for work so that everyone
understands how to work together. Leading includes creating
and communicating a vision. Components of leading include the
development and training of employees as well as helping
others to accomplish the strategic tasks on schedule.
Controlling is the task of determining where the organization is
with respect to accomplishing the strategic initiatives.
Controlling includes establishing standards against which to
measure performance, as well as deciding the appropriate
rewards for success and consequences, along with corrective
action for not meeting goals. Managers achieve success for
organizations by using their technical skills, human relations
skills, and conceptual skills.
Mining Group Gold
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Today, more than ever, organizations are built around people
working collaboratively with one another in teams. The
continued impetus is for the establishment of synergies between
team members that can accomplish tasks that are in keeping
with an organization’s strategic initiatives and vision. How are
talented people working in groups (some, for the very first time
with a new group of people) formed into high-performance
teams? Along with this question is the issue of the ad-hoc work
groups that are placed together to accomplish very specific
tasks in a short amount of time.
Additionally, there are the required departmental level meetings
that are called on some regular basis, either weekly, every two-
weeks, or monthly. The expectation is that such meetings are
necessary and therefore required. And yet, some people consider
such teams to be a waste of time, money, and resources.
The Mining Group Gold process is a team process and meeting
management process whose sole purpose is to leverage the
combined wisdom, experience, and ideas of everyone on the

team in order to cash in on this wisdom to improve the overall
meeting process and to improve the decisions of the
organizational unit.
Kayser (1995) developed and perfected a method for teams or
groups of individuals to maximize and capitalize on their
collective effort in a decision meeting venue. Kayser’s steps to
Mining Group Gold are to (a) establish a purpose for the
meeting; (b) set the outcomes that the group wishes to achieve
from the meeting; (c) assign the roles of facilitator, scribe, and
timekeeper; (d) set an agenda for the meeting; and (e) perform
periodic time checks during the session to keep the group on
track and on task. The connection between the Bikhchandani et
al. model of observational learning and Kayser’s Mining Group
Gold process is that significant behavioral observation and
reflection are taking place. The focus is more on the process
dynamics that a group uses to reach a consensus rather than on
the outcomes directly (Kayser, 1995).
Brandt (2001) reported that teamwork assists with
understanding in an organizational unit. The author suggests
that by fostering an environment of collaboration, managers will
be able to positively impact the outcomes of the groups. The
appreciation, or understanding, of conflict in a group setting can
be made to work for the process rather than against it. Brandt
further states that teamwork is imperative with regards to
enhancing decision-making and improving communication
(Brandt, 2001, p. 32). Brandt additionally posits that it is
important to examine the behaviors of the members of the team.
The author suggests breaking down the process into the
elements of antecedent conditions, perceived conflicts, felt
conflict, and manifest behavior (Brandt, 2001, p. 34). Kayser
(1995) suggests in Mining Group Gold a methodology for
dealing with feelings in a group setting. Brandt states that
effective problem solving is only possible when feelings are
kept under control. Brandt concludes her article by suggesting
five ways to handle conflict in a group setting. They are
collaboration, accommodation, avoidance, competition, and

compromise (Brandt, 2001, p. 35).
The following summarizes the key points of the Mining Group
Gold meeting process.
Mining Group Gold
The five basic steps for Mining Group Gold
1. Determine the purpose of the session or meeting.
2. Determine the desired outcomes of the session or meeting.
3. Assign the roles of facilitator, scribe, and timekeeper.
4. Set the agenda.
5. Establish the time allocation for each item on the agenda.
*Remember: Mining Group Gold is a process. It is effective for
all types of sessions or meetings.
Other ideas and concepts to consider:
1. The roles of primary and secondary facilitator
2. The idea of switching hats when you are the facilitator
3. The agenda check
*To create an open and collaborative climate or environment,
team leaders or facilitators should be objective. Everyone
should practice safe-guarding and gate-opening.
*When dealing with emotions, use the sub-process of “feelings-
facts-solutions.” It is also suggested that all members of the
group take a moment of silence to relax. During this time,
everyone writes down their feelings in order to express them
later. Then, the primary facilitator asks everyone in the group to
read what they wrote. From this information, additional and
pertinent information is mined, and then a path forward to solve
the problem can be determined and implemented.
Leadership Styles
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Managers provide a great deal of influence on the success of a
company. In addition to developing and communicating their
vision for the organization, managers nurture the culture of an
organization. This culture is commonly called the
organizational or corporateculture and is defined as a

company’s shared values and sense of unity about achieving
corporate goals. Good leaders create a positive environment,
one that motivates employees and encourages self-motivation. It
is possible to be an effective manager and not be a good leader.
The best leaders, however, practice a style that fits a situation
at hand. Situational management utilizes the following
leadership styles. Autocratic leadership – making managerial
decisions without consulting othersParticipative leadership –
involving employees with managers in the decision making
processFree-rein leadership – setting objectives for which
employees are free to do whatever is appropriate to accomplish
those objectives
Contemporary management practices seek to allow employees to
make their own decisions independently. The result is decision
making that is timely and closest to the ultimate customer. This
practice is called empowerment. Empowerment changes the role
of the manager, making it less of a director and more of a
coach. For empowerment to be successful, managers need to
enable employees with training and education to be able to
make the right decisions.
Manufacturing
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Satisfying customer needs depends on making products as a
result of manual labor or from machines. Often, the scope of
what is being produced is large, and machines are used to
automate the assembly process. To make or process products,
especially by a large-scale industrial operation, is called
manufacturing. Throughout history, manufacturing accounted
for a majority of the gross domestic product of this country. The
economy of the U.S. shifted from being manufacturing based to
a service economy, with the service sector accounting for
approximately 70% of the U.S. GDP.
Manufacturing has evolved into designing machines that can
essentially multitask in order to turn out a variety of products.

This is called flexiblemanufacturing. Leanmanufacturing is an
effort to produce more with fewer resources—less human
resources, fewer materials, less tools and equipment, and less
space. Masscustomization is an effort to make products that
satisfy individual customer needs.
Facility Layouts
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In a manufacturing business, companies have to organize how
they assemble their products. Remember Henry Ford (well, I
don’t know him personally either), but he created the assembly
line with Ford Motor Company. The purpose was to create a
method of mass production that was efficient so he could offer
his product to consumer at a lower cost. Today, Mr. Ford’s work
continues and with technological advancements many different
layouts have been developed to meet today’s manufacturing
demands. Some of the layouts companies consider are: process
layouts, product layouts (modular layout), fixed-position
layouts, and combination layouts.
Process Layouts
Ever been to the DMV? I know, it was a blast…but the DMV
uses a process layout. This type of layout is where a group of
processes are put together. For example, you want your driver’s
license renewed, there are three windows grouped together for
that function. Taking your DMV test, again, the section is
created where testing takes place. Layouts like this are also
good for customized manufacturing, where you need to group
functions together.
Product (or Modular) Layouts
This layout pays homage to good old Henry Ford. This is an
assembly-line type of layout, sometimes called a modular
layout, where you need to produce high-volume, continuous
flow of products. My father owned a company that produced
hair dryers, as such, they assembled the hair dryers in a line,
one line was working on the motor and electronics, the other

line was working on the plastic casing then it was put together
at the end. Another example is developing and customizing
computers. Dell utilizes modular layout to build custom laptops
and personal computers.
Fixed-Position Layouts
Ok, we have covered small types of layouts, but what happens
when you have LARGE products that are too heavy or big to
move? You use a fixed-position layout. Remember the Apollo
Saturn V rockets? They were massive, and in order to build
them, you needed to move around the rocket. Airplanes and
large ships are the same way…you need to move around them to
build them. You bring the technicians to the area that you are
working on and you leave the product in the same place. On the
service side, think of a hospital, do they move the patient, or
bring the doctors and nurses to their room?
Combination Layouts
This type of layout is just as it sounds. It can be a combination
of the many layouts listed above. You would set up the layout
based on product and function and the shop would utilize the
appropriate layout as necessary.
Production
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Previously, manufacturing accounted for a majority of the
United States’ gross domestic product. In that case, production
and manufacturing were used interchangeably. Knowledge,
labor, land, entrepreneurship, and capital are used to create
finished goods and services. Professional managers that assist
with such activities are practicing production management. The
production process takes the factors of production (or inputs)
and creates goods, services, and ideas (or outputs). The
production process adds value through the production control
function.
Steps in the production control function
Planning -> Routing -> Scheduling -> Dispatching -> Follow-up

Manufacturers use different production processes to produce
goods. Process manufacturing is a production process that
actually changes the nature of the material. The
assembly process conjoins components in such a fashion that a
product is built. Production processes are either intermittent or
continuous. Continuous production processes turn out finished
goods over time. Intermittent production processes use short
runs of production to meet specific customer needs and are used
to make a variety of different products.
Modern production techniques include using computers in the
design and manufacturing of products. Computer-
aided design (CAD) allows designs to be drafted in three
dimensions. This removes some of the manual process in the
traditional design. Using computers directly in the
manufacturing process is computer-aided manufacturing (CAM).
Software that merges CAD and CAM is called computer-
integrated manufacturing (CIM).
Operations Management
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Operations management is a special area within management. It
includes such activities as scheduling, quality assurance, and a
control function. Operations management planning seeks to
solve the problems of manufacturing and the service sector
through these activities. It also works on issues of facility
planning like the facility location and layout. Ideal facility
location conditions favor proximity to production natural
resources, transportation, and customers. Operations
management uses automation and computers to gain
productivity. Materials requirement planning, or MRP, forecasts
in the process of planning inventory amounts and replenishment
times for component parts that feed the production process. A
form of inventory management that attempts to limit the need to
carry inventory, ordering a limited amount of component parts
for a production process, is just-in-time inventory control.

Enterprise resource planning, or ERP, is an improvement of
MRP that automates all processes of the company, such as
accounting or finance and human resources.
Quality
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Delivering products and services that meet and often exceed the
requirements of customers is quality management. Quality in a
production process means producing products and services that
meet the standards with each and every production lot. Past
procedures to manage quality focused on inspecting the final
product. Experience has demonstrated that managing the
production process results in greater quality outcomes.
Six sigma is a quality control process that seeks to reduce errors
to no more than 3.4 defects per one million instances.
Statisticalqualitycontrol monitors all aspects of the production
process. Statisticalprocesscontrol tests statistical samples of a
product at various waypoints during the production process. The
International Organization for Standardization (ISO) is a
conglomerate of national standards that companies work to
uphold through an annual certification process. ISO
certification requires developing a quality process and meeting
the standards set forth by it. ISO9000 addresses assurance
standards and quality management. ISO14000 is used for
assessing and improving a company’s environmental impact.
Companies that implement quality management practices model
the criteria set for the Malcolm Baldrige National Quality
Award. This award recognizes organizations that demonstrate
quality in business results, human resources, leadership,
customer focus, strategic planning, and process management, to
name a few.
Operations management strives to deliver products on time,
according to specifications, and on budget. A couple of
programs used to maintain control of the production process are
the program evaluation and review technique, known as PERT

and the Gantt chart. PERT analyzes tasks and their sequencing
as well as the time for each task to identify the critical path or
the longest time to complete the sequence of tasks. A critical
path is important to measure where delays in a production
process can cause a project to become behind schedule.
Gantt charts are bar charts that display which projects are in
production and what stages they are in at any given time.
The following are examples of a Gantt and a PERT chart.
Click here for Description
Gantt Chart for a Doll Manufacturer Description
The Gantt shows a hypothetical process for a doll manufacturer.
In this example, there are six main tasks to be completed. They
include molding the doll heads, molding the bodies, cutting the
fabric, sewing the doll clothes, assembling the doll, and
painting the doll. Each task requires a period of time to
complete and is depicted with a bar graph depicting the time to
complete each task. This example shows that the entire process
takes 7 weeks to complete.
Press the ESC key to close the image description and return to
lecture.
Click here for Description
PERT Chart for a Video Description
The PERT chart example depicts all tasks to be completed for
creating a music video. The most important tasks are on the
critical path. If any of these tasks is delayed, then project
completion will be delayed. The critical path is 15 weeks long
and includes the tasks of choosing a star and song, designing
the set, purchasing the set materials, constructing the set,
rehearsing the dance, and filming the video. There are other
important tasks as well. These other tasks are not on the critical
path and thus minor delays will not impact the total project

completion time. However, if there is a significant delay, then
the critical path can be impacted.
Press the ESC key to close the image description and return to
lecture.
Motivation
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Management, operations, and the delivery of quality products
depend on people. Recognizing the value of employee
contributions is the sign of an excellent organization. Feeling
valued and appreciated can be very motivating, and motivated
employees are inspired to perform. Motivation is a call to action
or an inducement to act. It comes either from within, which is
intrinsic motivation, or as a result of external stimulus, which is
extrinsic motivation. Understanding motivation can be very
powerful for successful management of an organization. A
simple thank you can inspire a sense of value and appreciation
in an employee. Open communication can also be very inspiring
to employees. More formal strategies to inspire motivation are
job enrichment, wherein the characteristics of a job, or the work
itself, are emphasized. Job enlargement combines tasks to make
work more interesting. Job rotation is the process of rotating
employees between various jobs.
Motivational theory originated from Frederick Taylor. Taylor is
considered to be the father of scientific management.
Scientificmanagement focused on gaining efficiency by
evaluating the tasks associated with completing work and trying
to improve technique. Behavioral management theorists,
beginning with Elton Mayo, who learned from the Hawthorne
studies that a Hawthorne effect could result when employees
feel part of something or a sense of purpose, eventually
overshadowed scientific management. Behavioralmanagement
theory takes into consideration the human relations aspect of
accomplishing work and motivation. Popular behavior
management theories include Abraham Maslow’s hierarchy of
needs, which states that people are motivated to satisfy
unfulfilled needs. These needs range from physiological needs

to safety, social, esteem, and self-actualization needs. Frederick
Herzberg presented a two-factor theory that includes motivators
that lead to satisfaction and hygiene factors that relate to the
job environment. They do not necessarily motivate employees
but can cause dissatisfaction if missing. Douglas McGregor
presented TheoryX and TheoryY, which have opposing views
regarding how people view work. Theory X is built on the
premise that people dislike work, which gives rise to an
autocratic management style. Theory Y suggests that people like
work, which lends itself to a democratic management style and
empowerment. William Ouchi blends Theory X and Theory Y by
adding lifetime employment and consensual decision making to
the ideals of Theory X and Theory Y with his Japanese
approach, Theory Z.
Additional theories of motivation that shape the modern
practice of empowerment were derived from the expectation that
good performance is rewarded, or effort results in an outcome
which describes the expectancytheory. The equity theory
involves maintaining fairness, or a balance of inputs and
outputs. The goal setting theory establishes aggressive goals
that are attainable to motivate employees. Management by
objectives seeks to discuss goals with employees and to
evaluate progress toward established goals. Finally,
reinforcement theory sends positive and negative reinforcement
to motivate good performance and discourage poor performance.
References
Bikhchandani, S., Hirshleifer, D., & Welch, I. (1998). Learning
from the behavior of others: Conformity, fads, and
informational cascades. Journal of Economic Perspectives,
12(3), 151-170.
Brandt, M. A. (2001). How to make conflict work for you.
Nursing Management, 32(11), 32-35.
Kayser, T. A. (1995). Mining group gold: How to cash in on the
collaborative brain power of a group (2nd ed.). New York:
McGraw-Hill.
Sarvis, R. J. (2004). The impact of the decision theatre method

of learning on orientation courses for freshmen students
attending Our Lady of the Lake University (Doctoral
dissertation). Retrieved from ProQuest Dissertations and Theses
database. (AAT 3131370)
Summer 2014
A Mixed Methods CUMULATIVE ACTIVITY:
Grant Writing and Program Evaluation
For this assignment you are going to bring together some of the
work that we have done in both quantitative and qualitative
research, to set up a mixed methods study. Specifically, you are
going to plan how you would write a grant proposal for a new
program in a hypothetical school district. You will include ideas
about how you would assess the proposed program’s
effectiveness (e.g., on students’ learning, teachers’ satisfaction,
parents’ involvement or other). To make it somewhat easier you
will focus on a plan to write a grant proposal to study
cooperative learning in a medium-sized, ethnically-diverse
school district.
In the real world, the following process could take weeks, even
months of meetings—you have a few hours. Here is the
information you will need and the ground rules:
The Lots of Bucks Corporation has invited us at CSUDH in the
COE to submit a proposal for a $500,000 Effective Teaching
grant. To qualify for the grant we must involve at least 50
teachers in a two-year staff development program to train them
to effectively use cooperative learning instructional strategies.
Assume that this district has a traditional nine-month academic
calendar.

Description of District. The Unified School District (USD) has
53 schools (40 elementary, 8 middle and 5 high schools). The
district is 30% Black, 30% Hispanic, 30% Non Hispanic White
and 10% Asian. The district is lower middle class and has a
history of tension between ethnic groups. Test scores are lower
than other districts in the state, even when socioeconomic
factors are controlled.
Following are two sample quantitative goals with objectives.
Your job for part one of this proposal is to write two of your
own quantitative goals that have two objectives each, and to
write two qualitative research questions.
SAMPLE QUANTITATIVE GOALS AND OBJECTIVES
Sample Goal 1. The percentage of total class time devoted to
cooperative learning and the skill with which teachers
implement it will increase during the two years of the grant.
Sample Objective 1. A. From Month 1 to Month 18,
Experimental Teachers (n=50) will increase the percentage of
class time spent in cooperative-learning activities by at least
15% (based on observations of in-class instruction and lesson
plans).
Sample Objective 1. B. From Month 1 to Month 18,
Experimental Teachers (n=50) will increase the skill with which
they model the critical features of cooperative learning by at
least 75% (based on observations of in-class instruction).
Sample Goal 2. Appreciation of diversity will increase during
the course of the grant.
Objective 2. A. From Month 1 to Month 18 the number of cross-
ethnic positive interactions in the Experimental Schools will
increase by 10% (based on observation checklists concerning
seating proximity during lunch and assemblies, playmate

interactions during recess, etc).
Objective 2. B. From Month 1 to Month 18 the number of
ethnically-motivated incidents reported to personnel at the eight
Experimental Schools will decline by at least 20%.
SAMPLE QUALITATIVE RESEARCH QUESTIONS
1. How will teachers feel about their working/teaching
environment after implementation of Cooperative Learning?
2. How will students view the change in their learning
environment?
REVIEW: Go back and reread the sample goals and objectives.
What is the independent variable for each?
What is the dependent variable for each?
IMPORTANT NOTE:
YOU MAY NOT WRITE GOALS, OBJECTIVES, OR
QUALITATIVE RESEARCH QUESTIONS MEASURING THE
SAME DEPENDENT VARIABLES THAT I USED FOR THE
EXAMPLES. Be VERY careful; using what I have given as
examples has been a common error of students in the past.
YOU MAY NOT HAVE 9 MONTH OBJECTIVES—ALL MUST
BE 18 MONTHS.
OK— TIME TO GET STARTED!
Begin by spending about 5-10 minutes working quietly,
ALONE. Use the chart on the next page and come up with some
ideas about things that might happen if the quality of instruction
increased dramatically. You many then share your ideas with
your teammates if you choose to run your ideas by them. It is

not required that you do so—you may begin on your own.
Next, settle on a total of two quantitative and two qualitative
outcomes that will be specific to your plan. At least one of your
qualitative outcomes must be in the affective (attitude) domain.
OUTCOMES LIST
TEACHERSSTUDENTSOTHERS
After choosing your outcomes, you will have to: 1) construct
specific objectives to assess if the goals are achieved, and 2)
write two qualitative research questions. The forms to fill in
with your goals, objectives and qualitative research questions
begin on the next page.
Keep in mind that goals are general and objectives are specific.
Objectives must specify WHO, WHAT, WHEN AND HOW
MUCH. See the Check Sheet for Cumulative Activity Part 1 for
a preview of how you will be “checking” your objectives.
You must use the following form sheets to complete this
activity. Do not turn this into a paper. It is an activity—not a
research paper. However, do use complete sentences and be
careful to reread your writing for clarity and grammar.
Form Sheets for Cumulative Activity Part 1
Lots of Bucks Corporation Teaching Effectiveness Grant Plan
The following goals, objectives and research questions would be
the focus for the two-year duration of the proposed cooperative
learning staff development program.
GOAL 1
OBJECTIVE 1-A
OBJECTIVE 1-B
GOAL 2
OBJECTIVE 2-A
OBJECTIVE 2-B
QUALITATIVE RESEARCH QUESTION #1

QUALITATIVE RESEARCH QUESTION #2
Check Sheets for Form Sheets for Cumulative Activity Part 1
Use the following form to “check” your objectives. You may
consult with your teammates for this checking activity. This is
not a critiquing exercise, it is an editing exercise, so please do
not ask questions or talk to the other person who is checking
your ideas during this exercise. I want you to read the other
person’s objectives without any clarification, in order to help
him/her find strengths and weaknesses before they are handed in
to me for points.
Remember, objectives must be very specific and give the
following information: 1) who will be affected—experimental
ELL students, all teachers in the district, etc.; 2) what is going
to change—SAT scores, monthly attendance, etc.; 3) how much
change is going to take place—10%, 20 students, etc.; 4)
when—by the end of the grant, from month 1 to month 18, etc.
and; 5) how the change (or gain) is to be measured—based on
school attendance records, monthly classroom observations by
the research team, etc.
Check Sheet for Cumulative Activity Part 1—self check form
OBJECTIVE 1A
WHO:
_____________________________________________________
_________
WHAT:
_____________________________________________________
_________
HOW MUCH:
_____________________________________________________
____

HOW MEASURED:
_____________________________________________________
WHEN _________________________________________
OBJECTIVE 1B
WHO:
_____________________________________________________
_________
WHAT:
_____________________________________________________
_________
HOW MUCH:
_____________________________________________________
____
HOW MEASURED:
_____________________________________________________
WHEN _________________________________________
OBJECTIVE 2A
WHO:
_____________________________________________________
_________
WHAT:
_____________________________________________________
_________
HOW MUCH:
_____________________________________________________
____

HOW MEASURED:
_____________________________________________________
WHEN _________________________________________
OBJECTIVE 2B
WHO:
_____________________________________________________
_________
WHAT:
_____________________________________________________
_________
HOW MUCH:
_____________________________________________________
____
HOW MEASURED:
_____________________________________________________
WHEN _________________________________________
Check Sheet —teammate
OBJECTIVE 1A
WHO:
_____________________________________________________
_________
WHAT:
_____________________________________________________
_________
HOW MUCH:
_____________________________________________________
____

HOW MEASURED:
____________________________________________________
WHEN _________________________________________
OBJECTIVE 1B
WHO:
_____________________________________________________
_________
WHAT:
_____________________________________________________
_________
HOW MUCH:
_____________________________________________________
____
HOW MEASURED:
____________________________________________________
WHEN _________________________________________
OBJECTIVE 2A
WHO:
_____________________________________________________
_________
WHAT:
_____________________________________________________
_________
HOW MUCH:
_____________________________________________________
____

HOW MEASURED:
_____________________________________________________
WHEN _________________________________________
OBJECTIVE 2B
WHO:
_____________________________________________________
_________
WHAT:
_____________________________________________________
_________
HOW MUCH:
_____________________________________________________
____
HOW MEASURED:
_____________________________________________________
WHEN _________________________________________
Cumulative Activity Part 2: Evaluation Planning
Now that you have constructed Quantitative Goals with
Objectives and Qualitative Research Questions for your
$500,000 grant proposal plan, you need to tell the granting
agency exactly how you would evaluate your quantitative
objectives and answer your qualitative research questions.
Specifically, you need to tell the granting agency how you will
pick the schools, the 50 teachers and the students (as
appropriate to your proposal). In other words, who will
participate in the program? Will it be volunteer schools? Low-
achieving schools? Randomly-selected schools? How will you

pick the teachers within each of the schools?
If the objectives are written as a gain score from the start of the
program to the end (Month 1 to Month 18) a One-group Pretest
Posttest Design is suggested. However, you might consider a
stronger design—but you will need to make sure you reread
your goals and objectives since they “drive” the design.
The quantitative group designs must be the strongest designs
possible, bearing in mind the real-world difficulty of doing
action research in public education. If you have an objective
that calls for 50 teachers who will receive cooperative-learning
training to be compared with 50 comparison teachers, in some
way, you may use one of the designs that have Control or
Comparison Groups, such as the Nonequivalent Control Group
Design. AGAIN, check your goals and objectives—you may
need to rewrite/modify them at this point.
When you finish this activity you will have constructed
evaluation designs for those objectives. You will probably use
the same evaluation design for both objectives, such as the One-
group Pretest Posttest and that is ok, as long as it is correct. (-:
Next, reread your two Qualitative Research Questions. How
will you carry out the needed research to answer that one
question? Who will be involved, the teachers, the students, the
parents, others? How many participants will be involved?
Which qualitative sampling method(s) will you use? How will
you analyze the data? How will you know if the intervention
(Cooperative Learning) was successful? The answers to these
questions will be the basis for the evaluation of the qualitative
portion of your proposal.
Evaluation Design INSTRUCTIONS
For all objectives you will explain the following, using the form
sheets that follow.
How will you select the schools, teachers, and students?

If you select 10 schools based on low test scores, then get
volunteer teachers from each of the 10 schools by offering
$2000 stipends for participating in staff development, you have
purposive cluster sampling of the schools and convenience
sampling of 5 teachers from each of the schools.)
Name the Group Research Design to be used and explain exactly
how you will implement the design. (e.g., if you used the
sampling method described above you would use a One-group
Pretest Posttest Design if you compared the amount of time the
teachers chosen for the study used cooperative learning in their
classes at the beginning of the study to the time they used
cooperative learning at the end of the study.) By the way, you
cannot use time spent using cooperative learning as an outcome
because I used it as an example.
Name and explain two possible threats to internal or external
validity in the design described above. You need to tell why
these two threats are most likely to occur and how you could
control them.
Next, address the two qualitative research questions you wrote.
Name the qualitative sampling method(s) you would use.
Explain why that method is the best to use for this study.
Describe the participants who will be involved (teachers,
students, parents, others). Explain approximately how many,
and why they will be chosen to participate.
Describe the type(s) of qualitative data you will collect.
Describe how you would analyze the qualitative findings.
Evaluation Design Form Sheet for Cumulative Activity Part 2
1. Goal 1 Objective A

A. Sampling: How will you select the schools, teachers
students?
B. Group Research Design to be used and explanation of exactly
how it would be implemented.
C. Possible threats to internal or external validity, named and
explained.
2. Goal 1 Objective B
A. Sampling.
B. Group Research Design & Implementation
C. Name and explain threats to validity.
1. Goal 2 Objective A
A. Sampling: How will you select the schools, teachers
students?
B. Group Research Design to be used and explanation of exactly
how it would be implemented.
C. Possible threats to internal or external validity, named and
explained.
2. Goal 2 Objective B
A. Sampling.
B. Group Research Design & Implementation
C. Name and explain threats to validity.
3. Qualitative Research Questions
A. Name the qualitative sampling method(s) you will use.
Explain why that method is the best to use for this study.

B. Describe the participants who will be involved (teachers,
students, parents, others). Explain how many, and why they will
be chosen to participate.
C. Describe the type(s) of qualitative data you will collect.
D. Describe how you will analyze the qualitative findings.
2

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