Linda Dulye IABC 2010 Global Conference PresentationDulye
Managers play a key role in organizational performance and employee productivity. This document outlines techniques for establishing a "Spectator-Free Workplace" where managers are actively communicating and engaging with employees. It provides tools and best practices for coaching managers to be better communicators, including establishing clear communication standards, leveraging multiple channels, providing context, soliciting feedback, and continuously measuring effectiveness. Regular calibration activities like informal polling, feedback forms, and data debriefs can help ensure managers are held accountable for their communication responsibilities.
Corrie Woolcott is applying for roles in learning and development, training, and organizational development with an emphasis on learning management systems. The document provides Corrie's responses to 6 questions asked as part of a skills analysis for these roles. In the responses, Corrie describes experience managing a training plan for a transformation initiative at Vistage, leading change management for an LMS transition, experience with various learning management systems including creating training content and curriculums, important aspects of creating a training plan including following an instructional design model, innovative ways of delivering training beyond the classroom including converting in-person training to an online format using the NovoEd platform, and how they work effectively in a team environment by observing communication styles
The Deming Cycle, also known as the plan-do-check-act (PDCA) cycle, is a four-step method for continuous improvement and learning. It involves planning an improvement, doing or implementing it, checking the results, and acting on what is learned through repetition of the cycle. The PDCA cycle structures improvement projects systematically by planning a change, executing the plan, measuring the results, and determining what actions to take next. It is used to manage initiatives for continuous organizational improvement through repetitive learning cycles.
The document discusses the role of HR in supporting lean transformation efforts. It identifies five key variables for successful lean transformation: 1) developing teams, 2) calculating and communicating metrics, 3) ensuring communication across the organization, 4) clarifying employee roles, and 5) celebrating successes. The document provides recommendations for how HR can help develop these variables, such as establishing lean leadership development programs and reward structures that encourage teamwork over individual performance.
The document discusses several topics related to organizational behaviour and performance, including:
1. A study found that incorporating gamification into Agile Scrum processes motivated employees with higher attendance, more completed tasks, and increased collaboration.
2. Research on innovative coaching found that experimenting with different tools and techniques promotes creativity in clients and their organizations.
3. The top reasons people engage in continuing professional development are to increase competence, comply with requirements, deepen knowledge, and enhance careers. Workplace learning is often informal.
4. Key factors for high-performing work teams include effective leadership, positive emotions, dynamic capabilities, self-efficacy, and learning orientation.
This document discusses continuous quality improvement (CQI) processes. It explains that CQI involves planning, data collection, data analysis, implementation, and process analysis in a cycle to improve organizational processes. The core steps in CQI are to form a knowledgeable team, define clear aims and measures of success, brainstorm changes, use data for decision making, test changes scientifically using the Plan-Do-Study-Act (PDSA) model, and continually build learning through multiple PDSA cycles. The goal of CQI is to align improvement efforts with an organization's mission through ongoing assessment and refinement of processes.
This document discusses different approaches to measuring the effectiveness of training programs. It describes Ralph Tyler's early work emphasizing the importance of training objectives. It then explains Kirkpatrick's four-level model for evaluating training effectiveness, including reaction, learning, behavior, and results. Finally, it discusses the input-output model for evaluating whether training delivers short-term and long-term benefits to organizations.
This document discusses tips and common pitfalls for organizations starting a continual service improvement (CSI) program based on ITIL. It outlines 5 key lessons: 1) training alone is not improvement and simulations can help cement learning; 2) improvements should address real problems identified by stakeholders; 3) dependencies between improvements must be understood; 4) leadership commitment is critical for success; and 5) improvements must have realistic scopes and timelines. The overall message is that truly improving operations requires applying lessons learned from both training and past improvement efforts.
Linda Dulye IABC 2010 Global Conference PresentationDulye
Managers play a key role in organizational performance and employee productivity. This document outlines techniques for establishing a "Spectator-Free Workplace" where managers are actively communicating and engaging with employees. It provides tools and best practices for coaching managers to be better communicators, including establishing clear communication standards, leveraging multiple channels, providing context, soliciting feedback, and continuously measuring effectiveness. Regular calibration activities like informal polling, feedback forms, and data debriefs can help ensure managers are held accountable for their communication responsibilities.
Corrie Woolcott is applying for roles in learning and development, training, and organizational development with an emphasis on learning management systems. The document provides Corrie's responses to 6 questions asked as part of a skills analysis for these roles. In the responses, Corrie describes experience managing a training plan for a transformation initiative at Vistage, leading change management for an LMS transition, experience with various learning management systems including creating training content and curriculums, important aspects of creating a training plan including following an instructional design model, innovative ways of delivering training beyond the classroom including converting in-person training to an online format using the NovoEd platform, and how they work effectively in a team environment by observing communication styles
The Deming Cycle, also known as the plan-do-check-act (PDCA) cycle, is a four-step method for continuous improvement and learning. It involves planning an improvement, doing or implementing it, checking the results, and acting on what is learned through repetition of the cycle. The PDCA cycle structures improvement projects systematically by planning a change, executing the plan, measuring the results, and determining what actions to take next. It is used to manage initiatives for continuous organizational improvement through repetitive learning cycles.
The document discusses the role of HR in supporting lean transformation efforts. It identifies five key variables for successful lean transformation: 1) developing teams, 2) calculating and communicating metrics, 3) ensuring communication across the organization, 4) clarifying employee roles, and 5) celebrating successes. The document provides recommendations for how HR can help develop these variables, such as establishing lean leadership development programs and reward structures that encourage teamwork over individual performance.
The document discusses several topics related to organizational behaviour and performance, including:
1. A study found that incorporating gamification into Agile Scrum processes motivated employees with higher attendance, more completed tasks, and increased collaboration.
2. Research on innovative coaching found that experimenting with different tools and techniques promotes creativity in clients and their organizations.
3. The top reasons people engage in continuing professional development are to increase competence, comply with requirements, deepen knowledge, and enhance careers. Workplace learning is often informal.
4. Key factors for high-performing work teams include effective leadership, positive emotions, dynamic capabilities, self-efficacy, and learning orientation.
This document discusses continuous quality improvement (CQI) processes. It explains that CQI involves planning, data collection, data analysis, implementation, and process analysis in a cycle to improve organizational processes. The core steps in CQI are to form a knowledgeable team, define clear aims and measures of success, brainstorm changes, use data for decision making, test changes scientifically using the Plan-Do-Study-Act (PDSA) model, and continually build learning through multiple PDSA cycles. The goal of CQI is to align improvement efforts with an organization's mission through ongoing assessment and refinement of processes.
This document discusses different approaches to measuring the effectiveness of training programs. It describes Ralph Tyler's early work emphasizing the importance of training objectives. It then explains Kirkpatrick's four-level model for evaluating training effectiveness, including reaction, learning, behavior, and results. Finally, it discusses the input-output model for evaluating whether training delivers short-term and long-term benefits to organizations.
This document discusses tips and common pitfalls for organizations starting a continual service improvement (CSI) program based on ITIL. It outlines 5 key lessons: 1) training alone is not improvement and simulations can help cement learning; 2) improvements should address real problems identified by stakeholders; 3) dependencies between improvements must be understood; 4) leadership commitment is critical for success; and 5) improvements must have realistic scopes and timelines. The overall message is that truly improving operations requires applying lessons learned from both training and past improvement efforts.
Are you tired of having to constantly force your colleagues through training and development programs that you have worked hard to put together and people don’t even end up using? Imagine instead if you could create training and development programs so effective and engaging that participants and line managers can’t wait to go through and apply.
If you think about it, there is training that we all have experienced that is long-lasting. You have probably learned at some point in your life how to drive a car, swing a golf club, and even ski down a mountain. These are things we never forget. Why can’t business training be the same way?
Learn about the principles behind Training that Sticks, for example:
- How to create programs that are so engaging and practical that participants can’t wait to participate and try what they learn in the field;
- How to support participants in overcoming their challenges and sharing their successes; and
- How to create a self-sustaining community of continuous support among participants.
This chapter discusses performance management and employee development. It covers personal developmental plans, the direct supervisor's role in developing plans, and implementing 360-degree feedback systems. Personal developmental plans specify actions to improve performance and highlight strengths and areas for development. The supervisor's role includes explaining performance expectations, referring employees to development activities, and reviewing objectives. 360-degree feedback involves gathering performance information from superiors, peers, customers, subordinates and the employee themselves to provide anonymous feedback to help employees improve. Risks include unconstructive feedback and lack of user acceptance if not implemented properly.
Gregg Steiner worked as a Service Parts Planning Co-op at Carestream, where he was responsible for supporting medical equipment by purchasing parts, planning inventory, and working with other teams. He ran various projects to improve processes, including using a Pareto chart to identify parts driving up inventory costs and creating strategies to extend support for legacy products. Through these projects and experiences, he learned how to apply quality tools, communicate effectively with different personalities, and take on leadership roles to drive change.
The document provides an overview of the Plan-Do-Check-Act (PDCA) cycle, also known as the Deming Wheel. It was developed by Walter Shewhart and popularized by W. Edwards Deming for continuous process improvement. The four steps are: 1) Plan a change, 2) Do by implementing it on a small scale, 3) Check if the results meet objectives, and 4) Act by either standardizing the change if successful or repeating the cycle with a new plan. Using the PDCA cycle and combining it with the FOCUS method of finding opportunities, organizing a team, clarifying processes, understanding causes, and starting the cycle can deliver improved results.
Devry hrm 592 all weeks dqs – course projects and final examMelissaHarrington321
This document provides information and instructions for completing the course project for DeVry HRM 592, which involves conducting a training needs assessment for a selected organization. It outlines the key steps and requirements, including: 1) selecting an organization to study, 2) developing and conducting a needs assessment through organizational, person, and task analyses, and collecting data through surveys, 3) analyzing the data to identify training needs, 4) developing a training strategy to address the needs, 5) determining costs and expected results, and 6) developing an evaluation method. The document provides details on each step and requirements such as submitting information on the selected organization, a needs assessment survey for review, and a progress report.
Feedback
Report
Yichen Zhang
June 04, 2020
Feedback Report
2
Overall Performance
20th Percentile
Your overall performance was 20th percentile. This overall score is based on how accurately you responded to the emails and
messages during the exercise. The score is a percentile, which shows your overall performance relative to the CapsimInbox
database. A score of 20th percentile means that you performed higher than 20th of the individuals in the database.
Competencies
CapsimInbox presents multiple situations and problems that
span four key types of people management practices. The
scores show your percentages of correct responses across
these practices. You correctly addressed 50% of the
situations about Structuring Work (SW), which deal with
understanding and designing job requirements and
responsibilities. You correctly addressed 25% of the situations
about Acquiring Talent (AT), which deal with recruitment
and employee selection. You correctly addressed 25% of the
situations about Managing Talent (MT), which deal with
employee training and development. You correctly addressed
25% of the situations about Rewarding Performance (RP),
which deal with compensation and performance management.
Pe
rc
en
ta
ge
(
%
)
SW AT MT RP
0
25
50
75
100
Self Awareness
0
1
2
3
4
5
6
2
Your self-awareness index is a 2. This score reflects how
accurately your self-assessments match the objective
assessments produced by CapsimInbox. Higher scores equate
to more accurate self-awareness. Your score indicates that you
are currently low in self-awareness accuracy. When you are
inaccurate, it is due to over-rating yourself It is important to
recognize that an accurate understanding of your skills is the
essential first step to improving these skills.
0 10 25 50 75 90 100
Feedback Report
3
Skill Gap
Legend of bar
Self-Assessment Score
Inbox Assessment Score
Organizing
Planning and prioritizing work through the effective scheduling of people and tasks, as well as managing personal effectiveness
through time management and delegation.
Leading
Influencing others toward the achievement of goals by directing and empowering people to accomplish tasks while remaining sensitive
to their professional needs.
Problem Solving
Exhibiting sound judgment by developing an accurate understanding of situations, collecting useful information, and completing
precise analysis of data in order to make effective decisions.
Communicating
Presenting information to others in order to maximize understanding by defining the appropriate target audience, identifying core
ideas, selecting the most important communication medium, and developing supportive arguments.
Initiating
Proactively influencing events without others’ direction in order to accomplish a goal or task, or to make a decision.
39
76
12
59
21
53
22
62
25
35
Feedback Report
4
Appendix - Developmental Tactics
Organizing
Learning how to organize work more effectively req.
The document discusses methods for assessing training needs within organizations. It describes conducting a needs assessment as the starting point for developing training programs. A needs assessment identifies performance gaps and skills required for current and future jobs. It also determines conditions for training. The document outlines different levels of needs assessment, including strategic, task, and person analyses. Strategic analysis examines organizational goals, resources, climate, and constraints. Task analysis identifies job standards and skills/knowledge needed. Person analysis evaluates individual performance and reasons for levels of performance. Conducting a thorough needs assessment is important but can also be time-consuming and face roadblocks. The document provides tips to effectively assess needs.
CHAPTER FIVESuccess Case Methodology in Measurement and Evaluati.docxmccormicknadine86
CHAPTER FIVE
Success Case Methodology in Measurement and Evaluation
Anne M. Apking
Tim Mooney
Fifty years ago, Donald Kirkpatrick, one of the pioneers in the learning and performance improvement fields, developed his taxonomy, the four levels of training evaluation. His seminal work has played a vital role in structuring how our profession thinks about evaluation and in giving us a common language for how to talk about this important topic. Human resource development (HRD) professionals around the world have benefited from his valuable contribution, which identified the following four levels of evaluation:
· Level 1: Did the participants like the training or intervention?
· Level 2: Did the participants learn the new skills or knowledge?
· Level 3: Did the participants apply the skill or knowledge back on the job?
· Level 4: Did this intervention have a positive impact on the results of the organization?
Yet, when we recently went to the Internet and typed “training evaluation process” into the search engine, more than six million entries surfaced on the subject. They included recommended processes, reports, tips, books, articles, and websites. This multitude of resources was provided by universities, vendors, hospitals, state agencies, various military branches, and the federal government.
We believe this extraordinarily large number of entries on this topic strongly suggests two things:
1 The concept of training evaluation is a hot topic that many HRD organizations are interested in, and
2 Our profession is still searching for the approach or formula that will make evaluation practical and the results meaningful.
So why does this search for the evaluation “Holy Grail” continue fifty years after Kirkpatrick first developed his taxonomy and approach? And why do we struggle as a profession to crack the code?
We suspect that many of you reading this chapter are hoping to find this magic formula for evaluation—one that is easy to use, yields compelling Level 3 and 4 results, and will solve the evaluation mystery. It is our belief that our profession does not need a slicker formula for evaluation or a new technique for performing ROI evaluation. Nor do we need more technology to make our current efforts faster and easier. Our profession is awash in formulas, equations, and techniques for evaluation. Therefore, the solution does not lie in inventing yet another formula or technique. The key to unlocking the mystery is developing a fresh perspective around the evaluation of training and performance improvement interventions—developing a whole new strategy that looks at why we do evaluation and how we approach it.
THE REALITIES OF TRAINING
After having conducted numerous evaluation studies during our careers, reviewing the evaluation studies conducted by prestigious organizations around the world, and talking with HRD professionals about the challenges associated with their evaluation efforts, we have seen two factors consistently emerge:
1 ...
The document discusses quality circles (QCs), including their definition, structure, roles, and process. QCs are small voluntary groups of employees who work to continuously improve quality, productivity, safety, and morale. The roles of coordinators, facilitators, leaders, and members are outlined. Steps for problem solving using QCs are also provided.
Choose an organization according to the following • Curre.docxchristinemaritza
Choose an organization according to the following:
• Current employer
• Most recent or former employer
• Place of business that you have patronized or have been familiar with over a long period of
time.
o Avoid choosing an organization that is so large that historical data would be difficult
to apply. Firms in the Russell 2000® index may fit well, whereas firms in the Dow 30
Industrial index probably do not.
• The organization can be a start-up that you or a significant other may create in the future.
For a start-up, focus on an entrepreneurial idea that is of substantive interest, so this project
leaves you with a product you may leverage in the future.
Write a 1,050-word paper in which you address the following:
• Identify the major components of the strategic management process.
• Discuss how these components work together to create value for the organization.
• Evaluate the company's mission statement, vision statement, motivation strategy, innovation
strategy, and people strategy. If the organization does not have one or more of these, how
does that affect the organization and its people?
• Explain the role of ethics and corporate social responsibility in strategic planning. How does
this direct their strategy? How does the organization's vison and mission align with your own
values and vision? If you are currently working for the organization, how does your role
influence this and vice versa?
The Training Process Model
This book will take you through the complete training process as it would be conducted under ideal conditions. Unfortunately, most organizations do not operate in ideal conditions. Insufficient financial resources, time, and training professionals represent just a few of the challenges faced by most companies. Recognizing these limitations, we also provide variations to training practices and systems that, although not ideal, do a reasonable job of accomplishing training objectives . Of course, these shortcuts exact a price, and we identify the major consequences associated with these shortcuts. Thus, we try to provide both “ideal” and more practical approaches to implementing the training processes. Nonetheless, even in less-than-ideal conditions, all of the training processes are critical to the success of training. Although less-than-ideal methods may be used to carry out the training processes, elimination of one or more of the processes places the entire effort at grave risk.
Effective training is not just running a lot of people through a lot of training programs. To view training this way is shortsighted. Instead, training should be viewed as a set of integrated
1-1Training in ActionTeam Building Sizzles, then Fizzles
The director of a city utilities department felt that creating employee problem-solving teams would improve the quality of operations and the efficiency of the department. All employees were provided the opportunity to participate in team-building and problem ...
Data Driven Decision Making PresentationRussell Kunz
The document discusses how to implement a data-driven decision making process that drives cultural change at community colleges, noting that such a process requires defining value for all stakeholders, collecting and analyzing relevant data to identify issues and root causes, and using the findings to implement changes that are evaluated through post-testing to determine effectiveness.
EmployeeLife is a system that helps companies continuously connect with, collect feedback from, and align their employees. It aims to proactively leverage the collective knowledge of employees to identify trends, risks, and opportunities. EmployeeLife allows companies to easily create and release polls to collect feedback from employees on their mobile devices or computers. It provides real-time access to poll results and the ability to track indicators over time and across groups. The goal is to keep employees constantly focused on company goals and objectives to improve performance, productivity, and collaboration.
Six ways to link training to bussiness performanceRonVonk
When training goals are linked to employee performance, the leap to business-performance improvement seems clear. Yet, too often, progress stalls and new skills are underused or ignored when employees get back to work. This article describes what to do to make a difference...
This document discusses Philip Crosby's 14 steps for quality management. It provides details on each of the 14 steps, including establishing management commitment to quality, creating quality teams, measuring processes, calculating quality costs, raising quality awareness, taking corrective actions, monitoring progress, training supervisors, holding zero defects days, encouraging quality goals, encouraging employee communication, recognizing participation efforts, creating quality councils, and continuously improving. It also discusses Crosby's definitions of quality and characteristics of successful organizations. Finally, it provides information on several quality management tools including check sheets, control charts, Pareto charts, scatter plots, Ishikawa diagrams, histograms.
This document outlines competencies in several areas including self-management, teamwork, professionalism and ethics, service orientation, results focus, and innovation. For self-management, it discusses setting personal goals, taking personal responsibility, and displaying emotional maturity. For teamwork, it covers willingly doing share of work, promoting collaboration, and applying negotiation principles. For professionalism and ethics, it mentions demonstrating ethical standards and values, practicing professional behavior, and maintaining a professional image.
The document discusses the quality philosophies of Deming, Juran, and Crosby. Deming emphasized continuous process improvement and reducing variation through his 14 points for quality transformation and PDCA cycle. Juran focused on quality planning, control, and improvement through the quality trilogy. Crosby defined quality as conformance to requirements and advocated for zero defects through his five absolutes of quality management.
In this file, you can ref useful information about performance appraisal teamwork such as performance appraisal teamwork methods, performance appraisal teamwork tips, performance appraisal teamwork forms, performance appraisal teamwork phrases … If you need more assistant for performance appraisal teamwork, please leave your comment at the end of file.
This document outlines the steps for an organization to implement an ISO 9000 quality management system, including pre-needs assessment activities, an initial needs assessment meeting, leadership development training, workforce development training, and post-training activities. Key activities include reviewing organizational structure and plans, developing gap analyses, defining roles and responsibilities, establishing quality policies and plans, and documenting processes. The goals are to develop management and employee skills in quality practices and prepare the organization for ISO 9000 accreditation audits.
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Are you tired of having to constantly force your colleagues through training and development programs that you have worked hard to put together and people don’t even end up using? Imagine instead if you could create training and development programs so effective and engaging that participants and line managers can’t wait to go through and apply.
If you think about it, there is training that we all have experienced that is long-lasting. You have probably learned at some point in your life how to drive a car, swing a golf club, and even ski down a mountain. These are things we never forget. Why can’t business training be the same way?
Learn about the principles behind Training that Sticks, for example:
- How to create programs that are so engaging and practical that participants can’t wait to participate and try what they learn in the field;
- How to support participants in overcoming their challenges and sharing their successes; and
- How to create a self-sustaining community of continuous support among participants.
This chapter discusses performance management and employee development. It covers personal developmental plans, the direct supervisor's role in developing plans, and implementing 360-degree feedback systems. Personal developmental plans specify actions to improve performance and highlight strengths and areas for development. The supervisor's role includes explaining performance expectations, referring employees to development activities, and reviewing objectives. 360-degree feedback involves gathering performance information from superiors, peers, customers, subordinates and the employee themselves to provide anonymous feedback to help employees improve. Risks include unconstructive feedback and lack of user acceptance if not implemented properly.
Gregg Steiner worked as a Service Parts Planning Co-op at Carestream, where he was responsible for supporting medical equipment by purchasing parts, planning inventory, and working with other teams. He ran various projects to improve processes, including using a Pareto chart to identify parts driving up inventory costs and creating strategies to extend support for legacy products. Through these projects and experiences, he learned how to apply quality tools, communicate effectively with different personalities, and take on leadership roles to drive change.
The document provides an overview of the Plan-Do-Check-Act (PDCA) cycle, also known as the Deming Wheel. It was developed by Walter Shewhart and popularized by W. Edwards Deming for continuous process improvement. The four steps are: 1) Plan a change, 2) Do by implementing it on a small scale, 3) Check if the results meet objectives, and 4) Act by either standardizing the change if successful or repeating the cycle with a new plan. Using the PDCA cycle and combining it with the FOCUS method of finding opportunities, organizing a team, clarifying processes, understanding causes, and starting the cycle can deliver improved results.
Devry hrm 592 all weeks dqs – course projects and final examMelissaHarrington321
This document provides information and instructions for completing the course project for DeVry HRM 592, which involves conducting a training needs assessment for a selected organization. It outlines the key steps and requirements, including: 1) selecting an organization to study, 2) developing and conducting a needs assessment through organizational, person, and task analyses, and collecting data through surveys, 3) analyzing the data to identify training needs, 4) developing a training strategy to address the needs, 5) determining costs and expected results, and 6) developing an evaluation method. The document provides details on each step and requirements such as submitting information on the selected organization, a needs assessment survey for review, and a progress report.
Feedback
Report
Yichen Zhang
June 04, 2020
Feedback Report
2
Overall Performance
20th Percentile
Your overall performance was 20th percentile. This overall score is based on how accurately you responded to the emails and
messages during the exercise. The score is a percentile, which shows your overall performance relative to the CapsimInbox
database. A score of 20th percentile means that you performed higher than 20th of the individuals in the database.
Competencies
CapsimInbox presents multiple situations and problems that
span four key types of people management practices. The
scores show your percentages of correct responses across
these practices. You correctly addressed 50% of the
situations about Structuring Work (SW), which deal with
understanding and designing job requirements and
responsibilities. You correctly addressed 25% of the situations
about Acquiring Talent (AT), which deal with recruitment
and employee selection. You correctly addressed 25% of the
situations about Managing Talent (MT), which deal with
employee training and development. You correctly addressed
25% of the situations about Rewarding Performance (RP),
which deal with compensation and performance management.
Pe
rc
en
ta
ge
(
%
)
SW AT MT RP
0
25
50
75
100
Self Awareness
0
1
2
3
4
5
6
2
Your self-awareness index is a 2. This score reflects how
accurately your self-assessments match the objective
assessments produced by CapsimInbox. Higher scores equate
to more accurate self-awareness. Your score indicates that you
are currently low in self-awareness accuracy. When you are
inaccurate, it is due to over-rating yourself It is important to
recognize that an accurate understanding of your skills is the
essential first step to improving these skills.
0 10 25 50 75 90 100
Feedback Report
3
Skill Gap
Legend of bar
Self-Assessment Score
Inbox Assessment Score
Organizing
Planning and prioritizing work through the effective scheduling of people and tasks, as well as managing personal effectiveness
through time management and delegation.
Leading
Influencing others toward the achievement of goals by directing and empowering people to accomplish tasks while remaining sensitive
to their professional needs.
Problem Solving
Exhibiting sound judgment by developing an accurate understanding of situations, collecting useful information, and completing
precise analysis of data in order to make effective decisions.
Communicating
Presenting information to others in order to maximize understanding by defining the appropriate target audience, identifying core
ideas, selecting the most important communication medium, and developing supportive arguments.
Initiating
Proactively influencing events without others’ direction in order to accomplish a goal or task, or to make a decision.
39
76
12
59
21
53
22
62
25
35
Feedback Report
4
Appendix - Developmental Tactics
Organizing
Learning how to organize work more effectively req.
The document discusses methods for assessing training needs within organizations. It describes conducting a needs assessment as the starting point for developing training programs. A needs assessment identifies performance gaps and skills required for current and future jobs. It also determines conditions for training. The document outlines different levels of needs assessment, including strategic, task, and person analyses. Strategic analysis examines organizational goals, resources, climate, and constraints. Task analysis identifies job standards and skills/knowledge needed. Person analysis evaluates individual performance and reasons for levels of performance. Conducting a thorough needs assessment is important but can also be time-consuming and face roadblocks. The document provides tips to effectively assess needs.
CHAPTER FIVESuccess Case Methodology in Measurement and Evaluati.docxmccormicknadine86
CHAPTER FIVE
Success Case Methodology in Measurement and Evaluation
Anne M. Apking
Tim Mooney
Fifty years ago, Donald Kirkpatrick, one of the pioneers in the learning and performance improvement fields, developed his taxonomy, the four levels of training evaluation. His seminal work has played a vital role in structuring how our profession thinks about evaluation and in giving us a common language for how to talk about this important topic. Human resource development (HRD) professionals around the world have benefited from his valuable contribution, which identified the following four levels of evaluation:
· Level 1: Did the participants like the training or intervention?
· Level 2: Did the participants learn the new skills or knowledge?
· Level 3: Did the participants apply the skill or knowledge back on the job?
· Level 4: Did this intervention have a positive impact on the results of the organization?
Yet, when we recently went to the Internet and typed “training evaluation process” into the search engine, more than six million entries surfaced on the subject. They included recommended processes, reports, tips, books, articles, and websites. This multitude of resources was provided by universities, vendors, hospitals, state agencies, various military branches, and the federal government.
We believe this extraordinarily large number of entries on this topic strongly suggests two things:
1 The concept of training evaluation is a hot topic that many HRD organizations are interested in, and
2 Our profession is still searching for the approach or formula that will make evaluation practical and the results meaningful.
So why does this search for the evaluation “Holy Grail” continue fifty years after Kirkpatrick first developed his taxonomy and approach? And why do we struggle as a profession to crack the code?
We suspect that many of you reading this chapter are hoping to find this magic formula for evaluation—one that is easy to use, yields compelling Level 3 and 4 results, and will solve the evaluation mystery. It is our belief that our profession does not need a slicker formula for evaluation or a new technique for performing ROI evaluation. Nor do we need more technology to make our current efforts faster and easier. Our profession is awash in formulas, equations, and techniques for evaluation. Therefore, the solution does not lie in inventing yet another formula or technique. The key to unlocking the mystery is developing a fresh perspective around the evaluation of training and performance improvement interventions—developing a whole new strategy that looks at why we do evaluation and how we approach it.
THE REALITIES OF TRAINING
After having conducted numerous evaluation studies during our careers, reviewing the evaluation studies conducted by prestigious organizations around the world, and talking with HRD professionals about the challenges associated with their evaluation efforts, we have seen two factors consistently emerge:
1 ...
The document discusses quality circles (QCs), including their definition, structure, roles, and process. QCs are small voluntary groups of employees who work to continuously improve quality, productivity, safety, and morale. The roles of coordinators, facilitators, leaders, and members are outlined. Steps for problem solving using QCs are also provided.
Choose an organization according to the following • Curre.docxchristinemaritza
Choose an organization according to the following:
• Current employer
• Most recent or former employer
• Place of business that you have patronized or have been familiar with over a long period of
time.
o Avoid choosing an organization that is so large that historical data would be difficult
to apply. Firms in the Russell 2000® index may fit well, whereas firms in the Dow 30
Industrial index probably do not.
• The organization can be a start-up that you or a significant other may create in the future.
For a start-up, focus on an entrepreneurial idea that is of substantive interest, so this project
leaves you with a product you may leverage in the future.
Write a 1,050-word paper in which you address the following:
• Identify the major components of the strategic management process.
• Discuss how these components work together to create value for the organization.
• Evaluate the company's mission statement, vision statement, motivation strategy, innovation
strategy, and people strategy. If the organization does not have one or more of these, how
does that affect the organization and its people?
• Explain the role of ethics and corporate social responsibility in strategic planning. How does
this direct their strategy? How does the organization's vison and mission align with your own
values and vision? If you are currently working for the organization, how does your role
influence this and vice versa?
The Training Process Model
This book will take you through the complete training process as it would be conducted under ideal conditions. Unfortunately, most organizations do not operate in ideal conditions. Insufficient financial resources, time, and training professionals represent just a few of the challenges faced by most companies. Recognizing these limitations, we also provide variations to training practices and systems that, although not ideal, do a reasonable job of accomplishing training objectives . Of course, these shortcuts exact a price, and we identify the major consequences associated with these shortcuts. Thus, we try to provide both “ideal” and more practical approaches to implementing the training processes. Nonetheless, even in less-than-ideal conditions, all of the training processes are critical to the success of training. Although less-than-ideal methods may be used to carry out the training processes, elimination of one or more of the processes places the entire effort at grave risk.
Effective training is not just running a lot of people through a lot of training programs. To view training this way is shortsighted. Instead, training should be viewed as a set of integrated
1-1Training in ActionTeam Building Sizzles, then Fizzles
The director of a city utilities department felt that creating employee problem-solving teams would improve the quality of operations and the efficiency of the department. All employees were provided the opportunity to participate in team-building and problem ...
Data Driven Decision Making PresentationRussell Kunz
The document discusses how to implement a data-driven decision making process that drives cultural change at community colleges, noting that such a process requires defining value for all stakeholders, collecting and analyzing relevant data to identify issues and root causes, and using the findings to implement changes that are evaluated through post-testing to determine effectiveness.
EmployeeLife is a system that helps companies continuously connect with, collect feedback from, and align their employees. It aims to proactively leverage the collective knowledge of employees to identify trends, risks, and opportunities. EmployeeLife allows companies to easily create and release polls to collect feedback from employees on their mobile devices or computers. It provides real-time access to poll results and the ability to track indicators over time and across groups. The goal is to keep employees constantly focused on company goals and objectives to improve performance, productivity, and collaboration.
Six ways to link training to bussiness performanceRonVonk
When training goals are linked to employee performance, the leap to business-performance improvement seems clear. Yet, too often, progress stalls and new skills are underused or ignored when employees get back to work. This article describes what to do to make a difference...
This document discusses Philip Crosby's 14 steps for quality management. It provides details on each of the 14 steps, including establishing management commitment to quality, creating quality teams, measuring processes, calculating quality costs, raising quality awareness, taking corrective actions, monitoring progress, training supervisors, holding zero defects days, encouraging quality goals, encouraging employee communication, recognizing participation efforts, creating quality councils, and continuously improving. It also discusses Crosby's definitions of quality and characteristics of successful organizations. Finally, it provides information on several quality management tools including check sheets, control charts, Pareto charts, scatter plots, Ishikawa diagrams, histograms.
This document outlines competencies in several areas including self-management, teamwork, professionalism and ethics, service orientation, results focus, and innovation. For self-management, it discusses setting personal goals, taking personal responsibility, and displaying emotional maturity. For teamwork, it covers willingly doing share of work, promoting collaboration, and applying negotiation principles. For professionalism and ethics, it mentions demonstrating ethical standards and values, practicing professional behavior, and maintaining a professional image.
The document discusses the quality philosophies of Deming, Juran, and Crosby. Deming emphasized continuous process improvement and reducing variation through his 14 points for quality transformation and PDCA cycle. Juran focused on quality planning, control, and improvement through the quality trilogy. Crosby defined quality as conformance to requirements and advocated for zero defects through his five absolutes of quality management.
In this file, you can ref useful information about performance appraisal teamwork such as performance appraisal teamwork methods, performance appraisal teamwork tips, performance appraisal teamwork forms, performance appraisal teamwork phrases … If you need more assistant for performance appraisal teamwork, please leave your comment at the end of file.
This document outlines the steps for an organization to implement an ISO 9000 quality management system, including pre-needs assessment activities, an initial needs assessment meeting, leadership development training, workforce development training, and post-training activities. Key activities include reviewing organizational structure and plans, developing gap analyses, defining roles and responsibilities, establishing quality policies and plans, and documenting processes. The goals are to develop management and employee skills in quality practices and prepare the organization for ISO 9000 accreditation audits.
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. HP’s Quality Maturity System:
CEO Roundtable Report Page 3
Thomas E. Abell and Dawn Dougherty Fitzgerald
Applying 7-Steps as a Personal PDCA Method Page 5
Cliff Scott
Systems Archetypes as a Diagnostic Tool:
A Field-based Study of TQM Implementations Page 15
Gary Burchill and Daniel H. Kim
Application of Concept Engineering on the
Bose Enchilada Project Page 23
Erik Anderson and Jim Sanchez
Summer 1993 5
Cliff Scott
Applying 7-Steps As a Personal PDCA
Method
This article describes how I followed the con-
tinuous improvement method known as the 7-
Steps1 to improve the way I use my time at work.
The Plan-Do-Check-Act (PDCA) process in-
cluded (a) collecting data on how my time was
spent, (b) using a hypothesis and test model to
improve my behavior and (c) establishing a pro-
cedure to maintain the improvements. Through
this effort I not only improved my effectiveness
but also learned how untested assumptions can
drive our behavior and keep us from seeing use-
ful solutions. I hope this account may serve as a
3. useful model for personal PDCA for others.
I began this effort after participating in
Teradyne Corporation’s internal “TQM for Man-
agers” course taught by Professor Shoji Shiba.2
This course encouraged participants to apply the
7-Steps as the means of personal improvement.
The notion of personally applied PDCA is
clearly timely. Robert Galvin, both in an address
to The Center for Quality Management’s 1992
Annual Conference3 and in his foreword to Harry
Roberts and Bernard Sergesketter’s work4 on the
use of personal checklists, challenged managers
to take personal responsibility for quality. Galvin
espouses this personal responsibility as the
means to provide leadership and develop the in-
sight needed to change companies profoundly
for improved competitive performance. And, of
course, Roberts and Sergesketter’s work itself
presents a compelling case and method for per-
sonally applied continuous improvement. A per-
sonal PDCA strategy also fits within the context
of the current TQM implementation at my com-
pany (Bolt Beranek and Newman). By adopting
a plan for personal continuous improvement, I
could apply PDCA not just to special projects
but to my whole job.
Problem Statement
As a corporate staff person in the TQM office, I
was responsible for supporting the implementa-
tion of 7-Steps throughout the company’s four
divisions, for identifying and understanding/de-
veloping new TQM methods, and for participat-
ing in efforts to improve the TQM implement-
4. ation companywide. But like a lot of people, I
1 A fact-based improvement methodology encompassing (1)
selection of a theme (problem); (2) data collection; (3) causal
analysis to discover the root cause to confirm and focus the
problem; (4) solution planning and implementation; (5)
evaluation
to confirm the solution works; (6) standardization to implement
the
solution permanently ; (7) reflection to improve the use of the
method itself and select the next problem.
2 By assigning the participants in the course the task of
applying 7-
Steps personally, Teradyne ensured that each person was
exposed to
the principles and techniques of continuous improvement and
did
not wait to accomplish this through a random assignment to an
improvement team. In a rapidly changing work environment,
this
approach more predictably develops the individual’s skills as a
learner and problem solver, increasing the likelihood of adding
value to the company.
3 Galvin, Robert, “Quality: A Personal Responsibility for
Execu-
tives,” The Center for Quality Management Journal, Spring
1993.
4 Harry V. Roberts., “Using Personal Checklists to Facilitate
Total
Quality Management”, Selected Paper No. 73, University of
Chicago Graduate School of Business.
often wondered where my time went and why
there was no time for many important things. I
realized that in order to be more effective in
helping my company implement TQM, I would
5. have to improve significantly my use of time at
work. I would have to follow the hypothesis and
test method inherent in PDCA and collect a lot of
data about how I spent my time.
Thus, I started out with what seemed a fairly
straightforward goal: Discover where there is in-
efficiency, remove the inefficiency, and have
more time for important work. Like many Qual-
ity Improvement Teams using PDCA methodol-
ogy, however, I discovered that data collection
gave me new insight and an awareness of the
complexity of the problem that I hadn’t sus-
pected.
Step 1: Theme Selection
I gathered initial data indicating that my work
fell into eight basic categories of time spent:
1. Learning. By attending a training session
or by reading and researching.
2. Facilitation. Preparing and conducting
training or facilitating for a QI team of
which I am not a member. QI training fo-
cuses on teams, organized at the depart-
ment level, to improve some local
process.
4. Communication. Communicating via e-
mail, phonemail, and memos.
5. One-on-one. Consulting or meeting ad
hoc to discuss work.
6. QIT. Any improvement work (e.g., analy-
6. Cliff Scott was
responsible for
helping with
BBN’s company-
wide implement-
ation of the
7-Steps and TQM
in general. He is
currently working
with the Charter
Oak consulting
company.
6 Summer 1993
sis or planning) that I am responsible for
as a team member, whether in team meet-
ings or on my own. This work focused pri-
marily on improving the implementation
of TQM companywide.
7. Informational meetings. Participating in
staff or interest group meetings for status
updates.
8. Plan-Do-Check-Act (PDCA). Working on
this personal PDCA project.
9. Administration. Doing office tasks and
special projects not accounted for above.
A Pareto graph (figure 1, below) of my time
spent over approximately three weeks indicates
7. proportion of time per category of task.
This data represented some important things
about my work. The most important things I do
fall into two basic areas of endeavor: (1) provid-
ing direct service to “customers” (members of
my company) and (2) increasing my skills to
provide those services. The tasks in the first area
consist of facilitating, one-on-one meetings, and
my own QIT work, with occasional administra-
tive activities. These are the tasks where I add
value for my customers by helping them achieve
their goals.
The tasks in the second area consist of learn-
ing, informational meetings, and PDCA activi-
ties. I realized that only one of these primary
activities, facilitating, was among the top three
time categories shown in figure 1. Even though
Categories of Hours Spent
0
10
20
30
40
50
60
11. Figure 1
Summer 1993 7
learning consumed a significant slice of time, I
decided not to analyze the learning category, be-
cause I felt that it was all germane to work either
in facilitating or in my QITs.5
Communicating caught my attention. This
was the one category that I did not see as clearly
falling into either area of work. Some communi-
cating was supportive of direct service and some
was related to incidental administrative things
(e.g., scheduling). I reasoned that while commu-
nicating may be the glue holding other work to-
gether, not all communicating may add value.
Since I spent approximately 18 percent of my
time in communicating, time saved here might
allow more time for adding value in the “provid-
ing services” category. I decided to track exactly
what I was doing in communicating; I began re-
cording separately the amount of time I spent on
the phone, using e-mail, and writing memos.
After monitoring three more weeks of data, I
ran into a dead end. Only 8.2 percent of my time
was now spent in all communicating activities,
down from the 18 percent average of the previ-
ous period. I’m going to call this a kind of self-
generated halo effect—that is, just being mindful
of possible wasted effort cut down my time spent
on the phone and e-mail. It no longer seemed
12. useful to analyze how I spent time communicat-
ing. In spite of the percentage improvement, I
was saving less than three hours per week. I felt I
needed more improvement than this.
I was left frustrated. Where should I turn to
find inefficiency and improve my work?
The need to “Jump Up”
I knew that I needed to increase time available
for providing services to others, but what was the
most important way for me spend that time? Un-
til now I had not done something quite important
and necessary to answering the above question.
What I had neglected is what Professor Shoji
Shiba refers to as “jumping up”. Jumping up is a
matter of going up a level conceptually to exam-
ine the context of improvement, asking “what is
the purpose of my job” before homing in on a
specific area for improvement (known as “se-
lecting a theme”). When I jumped up, I saw that
my original assumption was that I just needed to
improve efficiency by spending more time in the
providing services area. But this assumption did
not take into account what my customers might
want and therefore was not validly addressing
the question “what is the purpose of my job?”
I knew that facilitating and one-on-one meet-
ings were the places where I was in contact with
some of my customers, helping them. I recog-
nized that QIT work was where I worked on con-
textual issues of concern to all my customers. I
also recognized that the time I spent learning
would be quickly “capitalized” as input to these
13. three activities.
I began to examine my customers’ needs, es-
sentially asking: “If I discontinued one of the
eight activities on the Pareto chart, who would
care?” What was immediately apparent was that
QIT activity was the one area of my work di-
rectly supporting my manager’s concerns. For
instance, QIT work took place on teams that my
manager participated in, whereas my facilitating
a team, or consulting one-on-one in one of the
company’s divisions, was not reported to him.
I then analyzed the various elements of my
work, using the first three of the 7 Fundamental
Questions.6 The two areas about which I gained
the most insight were QIT work and facilitating,
as indicated by figure 2 (see next page).
I recognized that QIT work and facilitating
had the following consequences:
Consequences of QIT work:
• Work here addresses improvement oppor-
tunities affecting the whole company’s
TQM implementation effort.
• The work has high leverage because of the
team membership and the visibility to the
CEO—a critical set of customers to my
job.
• The research I do for QIT work is on such
things as building infrastructure for
change rather than on specific tools for fa-
14. cilitating.
Consequences of facilitation work:
• When I facilitate, I not only help indi-
vidual teams that are stuck but keep in
touch with the realities of applying 7-
Steps in the divisions.
• I become more familiar with the applica-
tion of the various 7-Steps tools and feel
pressured to focus my research on under-
standing them.
5 It has since become clear to me that such self-referential
assump-
tions can divert attention from potentially important data. I did
not
demonstrate through analysis that my assumption about learning
was correct. While this realization came too late for me to act
upon
it in the course of this effort, it is a very important lesson for
me.
6 These are basic questions which, when answered, guide and
focus
improvement efforts. (1) Who are my customers? (2) What are
my
products? (3) What are my customers’ needs? (4) What are my
customers’ measures and expectations for how I meet those
needs?
(5) Do my products meet or exceed their needs? (6) What is my
process for satisfying their needs? (7) What actions are needed
to
improve my process?
15. 8 Summer 1993
Fundamental Questions Chart
Figure 2
Figure 3
Time Spent by Category
9/10 - 10/14, 124 hours total
Customer Product Needs
VP Corporate Quality,
directly
(indirectly,
Companywide
Quality Committee,
CEO)
QIT output:
recommendations to
improve the TQM
implementation,
mobilization of
improvement teams, and
utilization of improvement
methods
1. Positive impact upon the
whole company's TQM
implementation
2. A knowledgeable
resource for issues of
leadership effectiveness and
16. cultural change
Teams, directly
(indirectly,
sponsors, team
leaders)
Facilitation: help for teams
in getting through a step or
in using a particular tool
1. A knowledgeable
resource about tools
2. Group process skills
3. Knowledge of the team's
context
Summer 1993 9
• I am engaging in activity that others are
also trained to perform (a redundancy).
• I affect only a small subset of all those
implementing TQM.
While I had other insights about other activi-
ties on the Pareto, I had come to believe that the
highest value-added work I could do was in my
QIT efforts.7 Whatever activities consumed a
greater percentage of my time than QIT work
were candidates for improvement reduction until
QIT work became my number one activity. I now
turned my attention to collecting data on time
spent in facilitating. I reasoned that while facili-
17. tation was not a bad thing, it detracted from
higher-leverage work and therefore was a “de-
fect” in this context.
Step 2. Data Collection
Over the next couple of weeks I continued to col-
lect data. Because I had now added a significant
number of hours to my data, the Pareto showing
the pattern of my time spent became more accu-
rate (figure 3, facing page).
My new Pareto graph confirmed a “defect”
in the first column: I was spending too much
time facilitating teams in the divisions if I
wanted to increase the amount of time for QIT
efforts. My time spent communicating was drop-
ping. Time spent learning had actually risen and
was quite high, but this was a temporary result of
participation in an activity I knew was not part of
my ongoing schedule. In the future I would need
to do only enough focused reading and research-
ing to prepare for QIT efforts.8
I now felt that if I could implement some be-
havioral changes to reduce my involvement in
facilitation, I would see increases in the QIT col-
umn. My revised problem statement or theme be-
came: “Reduce the amount of time spent
facilitating by 50 percent by 12/13/92.”
I hoped also to increase time spent in QIT
work by 50 percent and to increase my reading/
research activity. I translated my Pareto into
some straightforward statistics:
1. Facilitation averaged 6.8 hours/week
18. 2. QIT work averaged 3.0 hours/week
I therefore expected the facilitating to drop to
about 3.4 hours and QIT work to rise to about 4.5
hours per week. I also decided to show at least 2
hours per week devoted to reading/research.
Step 3. Causal Analysis
I now felt ready to analyze the causes for why I
spent too much time facilitating. My first
thought was that I would do an Ishikawa cause-
and-effect diagram. In the end I decided upon a
7 In retrospect, I might have strengthened my analysis by
continuing
the 7 Fundamental Questions exercise to show how my
customers
measured whether I met their needs. This would have provided a
clearer confirmation of whether the customers for my QIT work
were being satisfied. I did not do this, I think, because the
importance of my QIT customers’ needs seemed self-evident
and,
again, because it was difficult to recognize failures in
objectivity
when working in an “auto” 7-Steps exercise.
8 I did a little “side analysis” of my reading backlog and found:
12 books dealing with organizational development topics
20 books dealing with TQM
13 articles dealing with TQM
1 TQM course revision recommendation
9 “Stakeholder/Role Mapping”. Edgar Schein, MIT 1992
(unpub-
lished)
19. Relations Diagram to map the various causes
(figure 4, below). (Relations Diagrams that focus
on roles are also familiar as a technique called
role mapping.9) I chose this method because the
issue I am exploring is my own behavior and is
more about the role I play in the company than
about a wide range of possible causes.
The players shown in figure 4 contribute as
“senders” to my role. When I asked myself,
“why do these senders contribute to my role?”, I
determined the following:
Relations Diagram/Role Map
Figure 4
Sponsors of teamsTeam members
Team
leaders
TQM/T&D
department
members
Divisional
TQM
directors
Senior management
ME
Facilitator
Role
20. = impact created by my assumptions about the real
interests/needs of these role senders
= sources (or role senders) of messages
supportive of my role as a facilitator
Other
facilitators
= overload or uncontrolled source of
messages to fulfill facilitator role
O
O
O
O
Why do I spend an average of nearly 7 hours/week facilitating?
10 Summer 1993
The TQM office:
• Because other members of the work group
model similar behavior by accepting lots
of facilitator assignments,
- because I respond to this as a perceived
norm.
Team Leaders, Team Sponsors and Team Mem-
21. bers:
• Because they call me for help and expect
me to be responsive (my assumption),
- because they do not recognize their own
divisional resources
Divisional TQM Directors10 and Senior Manage-
ment:
• Because I need to be very up to speed on
how things are going in their division by
spending time with their teams (my as-
sumption),
- because they ask for feedback on some
aspect of their implementation efforts.
• And because they expect me to be avail-
able to facilitate (my assumption).
Other divisional facilitators:
• Because I trained many of them and they
feel I am committed to support them (my
assumption).
ME (the major contributor to my role):
• Because one of my primary roles, given
the assignment to initiate 7-Steps at BBN
over the last 18 months, has been that of a
trainer/facilitator and it is difficult to
break the mold,
- because 7-Steps and how QITs are doing
is important at BBN.
22. • And because I like the process of facilitat-
ing,
- Because it is important for me to feel
that I am making a visible/tangible con-
tribution; facilitating accomplishes this.
• And because I operate as if my assump-
tions about other role senders’ (specifi-
cally the TQM directors’) expectations of
me are true.
As I sought to verify the root causes of me as the
primary role sender, I determined the following:
• It is true that 7-Step process is important
and that I have had a role as a facilitator in
its implementation in the past.
• It is also true that I like to facilitate and to
feel I am making a contribution in a vis-
ible/tangible way, since these are motivat-
ing for me.
• My assumptions about the other role
senders’ expectations are testable and are
probably the strongest root cause.
Therefore I decided to test my assumptions by
interviewing divisional TQM directors. These
people have an excellent overview of the 7-Step
implementation issues that are common to many
of the role senders. I felt they would provide a
valid perspective on my assumptions about the
expectations of senior managers, facilitators, and
team sponsors and leaders.
23. When I interviewed two key members of this
group I learned surprising things. Not only did
they not expect me to be knowledgeable about
the status of teams in their divisions, they felt
that my being responsive to requests to facilitate
would deprive their divisions of the opportunity
to rely on and strengthen their own resources.
These TQM directors felt it would make more
sense for me to turn requests for help back to
them. They, in turn, would call on me if they felt
that the nature of the request was something that
would be well served by my involvement. So I
verified that what my “role senders” expected of
me was not consistent with my assumptions–and
at the same time discovered an opportunity to be
supportive in a better way.
Step 4:
Solution
Planning and
Implementation
To implement a solution, I needed to reverse the
primary root cause of my time problem: accept-
ing facilitation assignments on the basis of un-
tested assumptions. I decided to formulate a new
basis for accepting assignments:
24. Accept only those facilitation requests that
come from the divisional TQM directors or se-
nior managers, up to a target of 4.5 hours/week
average.
That is, from now on I would accept a facili-
tation assignment not on the basis of my own as-
sumptions but in response to an actual explicit
request. Routing the request through the TQM
directors also had an impact on other root causes.
It helped break the mold of my image as a pri-
mary resource for facilitation. It also signaled to
other role senders (see figure 4, previous page)
that there was a new mechanism for them to get a
good response within their own divisions.
10 Divisional TQM directors are line managers who are
assigned the
role of facilitating divisional senior management’s efforts to
implement TQM methods. They hold this role either full time or
simultaneous with their line assignment.
Summer 1993 11
25. Step 5. Evaluation
I collected data over four more weeks, encom-
passing the same number of hours as my first
sample in Step 2 (figure 3, page 8). The data is
displayed in a Pareto (figure 5, below).
While I improved relative to my theme (“Re-
duce time spent facilitating by 50 percent”), I
had not succeeded uniformly in the ancillary im-
provements I had targeted: I did not spend much
more time reading. Although the time I spent in
QIT work exceeded my target, it was eclipsed by
administrative work. Ironically, I had failed to
predict the amount of time necessary to complete
a project that was the bulk of the administrative
category. My time spent communicating dropped
with no apparent change in my work process.
And learning activity as a whole dropped a little
because of nonrecurring training in the first data
Time Spent by Category
11/5 - 12/1, 124 hours total
Figure 5
26. collection period.
For a before/after comparison refer to figure
6 (next page), in which I have displayed only the
critical categories of time spent for both before
and after data sets. It is instructive that my per-
sonal 7-Steps effort helped me achieve a robust
enough improvement to exceed the targeted time
for QIT work in spite of changing work require-
ments.
Step 6. Standardization
Based on the success of the pilot period, I deter-
mined to maintain my new guideline for accept-
ing facilitation assignments. To standardize I
needed to communicate the new process to my
manager, to my co-workers, and to the divisional
TQM directors–the critical players.
I also decided to monitor myself by using a
29. run chart of time spent in facilitating, QIT, read-
ing/research (R/R) and communicating to hold
the gains. An example of the run chart is shown
(figure 7, facing page). I track the time I spend in
communication, because just tracking it seems to
create the awareness I need to control this activ-
ity. I track the time I spend facilitating to ensure
that I remain at my target level and that my solu-
tion continues to work. I track the time I spend in
reading/research, because this is the one area
where I am below my goal. I track the time I
spend in QIT work because I need to be sure I
remain at or above my goal.
Step 7. Reflection
I have captured the strengths and weaknesses of
this improvement effort below (figure 8).
Some General Observations
I have found that working on improving my effi-
ciency has been a longer, harder, and less clear-
cut process than I expected. Yet I already knew
that any problem solving that forces you to get a
clear picture of a process (in this case my own
30. way of prioritizing time) inevitably proves hard
for the individual or team pursuing improve-
ment. So I don’t know why I was surprised.
I have learned that data must be gathered
Reflection on Personal PDCA Strengths/Weaknesses
Step Strengths Weaknesses
1 Used a well-defined and data-driven
method to ensure that I was working on a
real problem and seeing the problem as
objectively as possible.
Did not jump up to ask what is the
purpose of my work as a first step.
Did not determine my products,
customers, and their needs until far into
data collection.
2 Kept very accurate information. Did not keep records that
would allow
me to disaggregate information (e.g., what
31. proportion of my time in learning activities
was reading/research).
3 Surfaced my assumptions about my role
which were powerful drivers and hitherto
invisible to me.
Discussed my assumptions about my
role with those I identified as “role
senders”.
Unloaded “baggage” of wrong
assumptions, creating a more realistic
foundation for work relationships.
Did not collect any data from my
manager to verify my assumptions about
how I had crafted my role.
4 Used simple solution that addressed the
root cause directly.
5 Tracked equivalent number of hours for
before-and-after comparison.
32. Was unable to compare time spent in
reading/research activity though this data
was collected in pilot.
6 Came to enjoy the objective view of
what I spend my time doing that record-
keeping gives me; am not likely to give it
up.
Did not make a formal change in how I
would proceed with accepting facilitation
assignments with all of my customers,
only the primary ones.
7 Developed an in-depth case of my
personal change effort.
Will work on improving time spent on
reading/research as the next turn of
personal PDCA wheel.
Took longer than expected
documenting this change effort because of
lack of a good model format.
33. Figure 8
painstakingly and studied with as few precon-
ceived assumptions as possible. Where there are
assumptions, these need to be tested, as I did
when I finally began to see that my time spent fa-
cilitating was largely determined by my own as-
sumptions about my role. Failure to test
assumptions may prevent you from understand-
ing the data. Thus, I spent three weeks staring at
how my hours were spent without understanding
what I was looking at.
I had three last thoughts about this improve-
ment work. The first is that I will have to con-
tinue collecting data about my allocation of time
so as to improve it. This was an illumination for
me. Perhaps it should have been obvious, but
now that I have a clear understanding of how I
spend time, I continue to see avenues for im-
proving the way I use it. This will require a dedi-
cated effort. The second thought is that the re-
flection step is necessary and must be a part of
developing any lasting understanding. In my
34. case, only when I write my observations and in-
sights down for (or as if for) others to understand
does it become clear what I have really experi-
enced. This perception is similar to the notion
that “in order really to learn a thing, you must
teach it”. The last thought is that the value of
14 Summer 1993
analysis and planning for improvement is not
that things work out as predicted but that I am
more prepared to cope with change and still
achieve my most important objective: to spend
my time in a way that adds value for my custom-
ers.
Acknowledgments
I want to thank Teradyne Corporation for the in-
vitation to participate as a fellow CQM member
in the very inspiring course that started me down
the road of “personal PDCA”. I also want to
thank Jeff Mayersohn and Deborah Melone at
35. BBN and Ted Walls at the CQM for helping me
make my very subjective experience more reader
friendly.
Jo
u
rn
al
O
n
-L
in
e
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