This document discusses performance appraisal systems. It begins with an overview of the four broad categories of performance appraisal systems: trait, comparison, behavioral, and goal-oriented systems. It then addresses the limitations of each type of system and how designing an effective system is important for merit pay and feedback. The document also covers ideologies around pay-for-performance, considerations for implementing a system, and possibilities and reflections on performance appraisal.
This document discusses key considerations for conducting program evaluations, including:
1) Evaluations must fit the specific context and involve multiple stakeholders to understand differing perspectives.
2) Evaluators should facilitate negotiations between stakeholders to develop shared understanding of the evaluation's purpose and questions.
3) Evaluations should have a clear purpose such as formative, summative, or knowledge generation.
4) Evaluation questions should help focus the evaluation and be tied to the program's goals, objectives, and theory of change. A variety of social science methods can be used to rigorously answer the questions.
This document provides a scoring rubric to evaluate logic models at three levels: Beginner, Developing, and Accomplished. At the Beginner level, a problem or need is identified but not quantified. At the Developing level, the problem or need is more clearly defined and related to the target population. At the Accomplished level, clear data is used to establish the degree of impact on the target population. Similarly, the rubric evaluates solutions, indicators of success, and targets for change at each level based on the use of evidence and data to support the logic model.
The document discusses a vision for using performance measurement to drive organizational change and improvement in healthcare. It summarizes several IOM reports calling for a national performance measurement system. The author argues that such a system needs to take an organizational perspective and account for contextual factors. An organizational model of performance is presented to illustrate how factors like strategy, structure, environment and resources interact. The author suggests organizational research can help by examining these contextual effects, providing implementation roadmaps and aiding assessment of different types of learning and change processes. Key research questions are proposed around how the local context influences implementation and effectiveness.
Systems thinking in innovation project managementMaria Kapsali
1. Conventional project management methods are not effective for managing innovation projects because they are too rigid and focused on control, which does not suit the non-linear nature of innovation.
2. Case studies showed that applying systems thinking concepts like managing external relationships and allowing flexibility to adapt to changes led to more successful projects.
3. Implementing systems thinking is challenging because its concepts are abstract and hard to measure concretely. Future research should study how concepts like holism and flexibility are applied in real project activities and relationships.
Action research is a research model that pursues action and understanding problems simultaneously. It involves self-reflective inquiry by participants who want to improve their practices. Kurt Lewin is credited with coining the term and viewed action research as bringing together experimental and social approaches. Action research is useful for recognizing and seeking to change problems in workforces or practices. It allows participants to be involved in the change process.
Systems Thinking in Innovation Project Management @ EURAM 2010: Systems Think...Maria Kapsali
1. Conventional project management methods are not effective for managing innovation projects because they are too rigid and focused on control, which does not suit the non-linear nature of innovation.
2. Case studies showed that applying systems thinking concepts like managing external relationships and allowing flexibility to adapt to changes led to more successful projects.
3. Implementing systems thinking is challenging because its concepts are abstract and hard to measure concretely. Future research should study how concepts like holism and flexibility are applied in real project activities and relationships.
Action research is a cyclical process that involves planning, action, and evaluation. It was conceptualized by Kurt Lewin as a way to promote effective and permanent social change. The process involves three steps - unfreezing, where a problem is recognized; changing, where new behaviors are explored and tested; and refreezing, where successful changes are adopted. Action research engages the client in problem diagnosis, learning new behaviors, and evaluating results in collaboration with a change agent. The goal is to establish a self-sustaining process for ongoing improvement within the client system.
This document discusses key considerations for conducting program evaluations, including:
1) Evaluations must fit the specific context and involve multiple stakeholders to understand differing perspectives.
2) Evaluators should facilitate negotiations between stakeholders to develop shared understanding of the evaluation's purpose and questions.
3) Evaluations should have a clear purpose such as formative, summative, or knowledge generation.
4) Evaluation questions should help focus the evaluation and be tied to the program's goals, objectives, and theory of change. A variety of social science methods can be used to rigorously answer the questions.
This document provides a scoring rubric to evaluate logic models at three levels: Beginner, Developing, and Accomplished. At the Beginner level, a problem or need is identified but not quantified. At the Developing level, the problem or need is more clearly defined and related to the target population. At the Accomplished level, clear data is used to establish the degree of impact on the target population. Similarly, the rubric evaluates solutions, indicators of success, and targets for change at each level based on the use of evidence and data to support the logic model.
The document discusses a vision for using performance measurement to drive organizational change and improvement in healthcare. It summarizes several IOM reports calling for a national performance measurement system. The author argues that such a system needs to take an organizational perspective and account for contextual factors. An organizational model of performance is presented to illustrate how factors like strategy, structure, environment and resources interact. The author suggests organizational research can help by examining these contextual effects, providing implementation roadmaps and aiding assessment of different types of learning and change processes. Key research questions are proposed around how the local context influences implementation and effectiveness.
Systems thinking in innovation project managementMaria Kapsali
1. Conventional project management methods are not effective for managing innovation projects because they are too rigid and focused on control, which does not suit the non-linear nature of innovation.
2. Case studies showed that applying systems thinking concepts like managing external relationships and allowing flexibility to adapt to changes led to more successful projects.
3. Implementing systems thinking is challenging because its concepts are abstract and hard to measure concretely. Future research should study how concepts like holism and flexibility are applied in real project activities and relationships.
Action research is a research model that pursues action and understanding problems simultaneously. It involves self-reflective inquiry by participants who want to improve their practices. Kurt Lewin is credited with coining the term and viewed action research as bringing together experimental and social approaches. Action research is useful for recognizing and seeking to change problems in workforces or practices. It allows participants to be involved in the change process.
Systems Thinking in Innovation Project Management @ EURAM 2010: Systems Think...Maria Kapsali
1. Conventional project management methods are not effective for managing innovation projects because they are too rigid and focused on control, which does not suit the non-linear nature of innovation.
2. Case studies showed that applying systems thinking concepts like managing external relationships and allowing flexibility to adapt to changes led to more successful projects.
3. Implementing systems thinking is challenging because its concepts are abstract and hard to measure concretely. Future research should study how concepts like holism and flexibility are applied in real project activities and relationships.
Action research is a cyclical process that involves planning, action, and evaluation. It was conceptualized by Kurt Lewin as a way to promote effective and permanent social change. The process involves three steps - unfreezing, where a problem is recognized; changing, where new behaviors are explored and tested; and refreezing, where successful changes are adopted. Action research engages the client in problem diagnosis, learning new behaviors, and evaluating results in collaboration with a change agent. The goal is to establish a self-sustaining process for ongoing improvement within the client system.
The document proposes recommendations for teacher evaluation plans that include both subjective and objective measures. It recommends that 50-67% of evaluations are based on subjective measures from a teacher evaluation rubric assessing planning, instruction, and leadership. 33-50% should be based on objective student performance measures, including student test scores and learning objectives set by teachers. Schools have flexibility in deciding what objective measures to use and their specific weights. The recommendations aim to more accurately evaluate teachers by appropriately weighing objective student performance measures.
This document outlines the key steps and considerations for action research, including planning actions, taking action, specifying learning outcomes, and evaluating the consequences of actions. It also discusses paradigms for action research such as positivist, interpretive, and praxis. Different types of action research are presented, including traditional, contextual, radical, and educational. The document also covers quantitative and qualitative data analysis methods and validity measures for action research including outcome, process, democratic, dialogic, and catalytic validity. Potential areas of focus for action research are listed as the classroom, school, and teacher.
During this unit, you will plan your work-based action research project. You should review the assessment criteria and scope your project to keep it focused and manageable. Use project planning tools to help with the initiation and planning phases. Consider S.M.A.R.T. or C.L.E.A.R. goal-setting methods and break larger goals into smaller, attainable ones. Be sure to cite sources and continue reviewing the literature to support your ideas.
This study examines the relationship between trust and collaboration in schools. The researcher administered surveys to principals and teachers in 45 elementary schools to measure levels of trust between faculty and other groups, as well as teacher collaboration. The findings show a positive correlation between trust and collaboration, such that higher trust is linked to higher collaboration. In particular, high trust from teachers in parents/students relates to greater teacher collaboration with parents. However, the study has limitations and cannot prove causation.
This document outlines an action research process conducted by a teacher to improve the use of benchmark assessments in their school. The teacher identified that benchmark data was not being used effectively to inform instruction. Their research questions examined the relationship between teacher understanding of data-driven decision making and attitudes toward benchmarks. The intervention involved targeted professional development on analyzing benchmark reports and expanding the definition of data. Data was collected through teacher and student surveys, analysis of benchmark discussion guides in PLCs, and comparing student performance on benchmarks. The goal was to increase the usefulness of benchmark data and student buy-in.
This study examined how individual differences in working memory capacity (WMC) and task demands interact with feedback to affect learning. Participants completed a simple or complex task over multiple trials with high or low feedback support. Those with high WMC who received high feedback specificity performed best on retention tests, indicating feedback must match individual cognitive resources and task difficulty to optimize learning. The results suggest guidelines are needed to develop effective, individualized feedback prescriptions during training to better match learner characteristics and task requirements.
This unit focuses on how action research approaches support organizational development and change. Students will choose whether to conduct an organizational change project or a practitioner development project. Organizational change projects address task-based workplace issues through implementing solutions, while practitioner development projects involve people-based skills development. The document provides guidance on both project types and references for further research.
This study aims to identify the psychometric properties of the instruments and feedback environment practices modified according to the situation and the uniqueness of the education organization’s management system in Malaysia. A total of 32 items of Malay translation which have been converted from the original instrument for feedback environment built by Steelman, Levy, and Snell (2004) were used in this study. Data for this study were randomly obtained from 251 selected lecturers from three polytechnics. The results of factor analysis obtained six factors, explaining 66.1 percent of the variance change. Meanwhile, the level of feedback environment through descriptive analysis shows that the dimensions of feedback credibility, feedback quality, and providing feedback indicated a high level of practice. However, favorable feedback, unfavorable feedback, source availability, and promotes feedback seeking showed moderate practices. These results indicate that the feedback environment scale modified in this study could represent well the seven dimensions intended as a real version of Steelman et al. (2004) and provide strong justification for using the scale of the feedback environment in the education organization in Malaysia. In practice, the findings also strengthen the organizational support for increasing the potential among the followers.
This document discusses several models of action research that can be used as frameworks for projects. It describes Lewin's action research cycle from 1946 and 1958 which involves phases of unfreezing, changing, and refreezing. It also outlines Susman's 5 phase action research cycle from 1983 and Kemmis and McTaggart's spiral model from 1988. The Coghlan and Brannick model from 2001 describes action research proceeding in collaborative cycles of diagnosing, planning, taking action, and evaluating. Finally, Burke's 7 phase model from 1994 involves identifying needs, defining deliverables, collecting and analyzing data, identifying interventions, and embedding improvements. The reader is expected to research and critically evaluate models to choose one appropriate for
The document discusses the key features of effective action research including having a pedagogical aim to change practice based on evidence gathered, ensuring teacher reflexivity, and improving interactions between teachers and pupils. It notes that for action research to be effective, it should impact curriculum delivery and content as well as draw data from multiple perspectives like teachers, students, peers and outsiders to reconstruct theories and guide future practice. Finally, it states that action research itself should define quality indicators as the goal is to establish what constitutes good practice through research.
This document discusses trends in assessment practices, including the differences between traditional and authentic assessments. Authentic assessments, also called performance or alternative assessments, require students to perform real-world tasks rather than select responses. The document provides tips for developing effective assessments, such as identifying clear standards and objectives, choosing appropriate performance criteria, and developing instructional activities that align with learning outcomes. It also discusses providing timely, targeted feedback to students and using assessments from other disciplines. Overall, the document promotes using a variety of authentic assessment methods to gain direct evidence of student learning.
This document summarizes a study on how self-efficacy relates to students graduating high school. It used a multi-phase mixed methods design including surveys, academic data analysis, and interviews. The study found correlations between academic performance and self-efficacy factors like motivation, time management, goal setting, and experiences influencing self-efficacy like role models and encouragement. Educators should be aware of practices affecting student self-efficacy positively or negatively as it strongly influences student persistence.
This document discusses the challenges of conducting insider research. It notes that insider researchers must ensure informed consent, protect participants' privacy and confidentiality, do no harm, make a positive contribution to knowledge, and act with honesty and integrity. The document also discusses challenges such as balancing practitioner and researcher roles, managing organizational politics, and determining appropriate data collection methods and how to share results given organizational preferences and confidentiality restrictions. Overall, the document outlines important ethical considerations and challenges that insider researchers must navigate.
This document summarizes key points from the TEEM 2016 Learning Analytics Track Panel discussion. It highlights the LACE Evidence Hub, which contains 124 papers providing evidence that learning analytics can improve outcomes and support while being implemented ethically. However, conversations with experts revealed concerns about changes to relationships and practice. Specifically, learning analytics may amplify inspection and control from higher levels over lower levels like teachers and learners. Addressing these social and institutional impacts will be important for effective use of learning analytics.
5 Years Later: Tracking Graduates into the FieldLiz Fogarty
This presentation summarizes the results of tracking education graduates from East Carolina University over five years to evaluate the effectiveness of innovations in their teacher preparation program. They partnered with an external organization to access longitudinal data and track graduates teaching in North Carolina public schools. Their evaluations found no significant differences between ECU and comparison teachers in classroom observation scores, student achievement gains, graduates' self-confidence and job satisfaction. ECU graduates had higher retention rates, with over 90% staying in teaching after five years compared to around 85% of comparison teachers. The lessons learned were to use data to drive program improvements, develop systemic innovations across areas, and continue tracking graduates over time.
The document discusses educational measurement and assessment in physical education. It addresses different views on assessment, including John Holt's view that testing does more harm than good. The document also discusses the purposes of assessment, different types of assessment including formative and summative, and ensuring assessments are valid and reliable.
This document discusses making changes to an annual employee evaluation process. The manager of a telemetry unit was having difficulties properly evaluating each of the 130 employees due to time constraints. To address this, the manager decided to incorporate peer evaluations by the unit's lead nurses. A spreadsheet was created for the lead nurses to provide letter grades rating each employee on various core values. Incorporating peer evaluations will allow for a more objective and accurate assessment of employee performance. This new evaluation process aims to improve manager-employee relationships and nursing retention rates at the hospital.
This university lecture at Carleton University shares various evaluation research designs that can be used with community based organizations, especially when a comparison group cannot be identified (i.e. implicit designs and regression discontinuity)
Ash edu 671 week 5 assignment sample action research report evaluation newrudvakumar
ash edu 671 week 5 assignment sample action research report evaluation,ash edu 671 week 5 dq 2 writing rituals and the value of writing about action research,ash edu 671 new,edu 671 new,ash edu 671 new week 5 tutorial,edu 671 new week 5 assignment,ash edu 671 new week 5 help
El apego es el vínculo emocional que se desarrolla entre un niño y sus cuidadores principales, generalmente los padres. Un apego seguro proporciona seguridad emocional al niño a través de la aceptación y protección incondicional. Los apegos inseguros como el evitativo y el ambivalente se generan cuando los cuidadores son indiferentes, fríos o sobreestimulantes, lo que puede conducir a problemas en las relaciones futuras del niño.
This document is the final report from Viacheslav Ivanov's internship at Realdania By from December 2014 to June 2015. The report summarizes the key findings of Ivanov's research and master's thesis on Realdania By's partnership model for urban development projects in Denmark. It analyzes the perception and impact of Realdania By's four major projects, identifies strengths, weaknesses, opportunities, and threats, and proposes three strategic initiatives to help overcome challenges and ensure the long-term success of the partnership model. Interviews and questionnaires with internal and external stakeholders were an important part of Ivanov's research.
Extra Credit Assignment is an assignment given to the students at the end of semester to enhance their understanding of materials during 1 (one) semester. It is not a compulsory assignment, the ones who are willing to undertake this assignment will get maximum score of 8%.
The document proposes recommendations for teacher evaluation plans that include both subjective and objective measures. It recommends that 50-67% of evaluations are based on subjective measures from a teacher evaluation rubric assessing planning, instruction, and leadership. 33-50% should be based on objective student performance measures, including student test scores and learning objectives set by teachers. Schools have flexibility in deciding what objective measures to use and their specific weights. The recommendations aim to more accurately evaluate teachers by appropriately weighing objective student performance measures.
This document outlines the key steps and considerations for action research, including planning actions, taking action, specifying learning outcomes, and evaluating the consequences of actions. It also discusses paradigms for action research such as positivist, interpretive, and praxis. Different types of action research are presented, including traditional, contextual, radical, and educational. The document also covers quantitative and qualitative data analysis methods and validity measures for action research including outcome, process, democratic, dialogic, and catalytic validity. Potential areas of focus for action research are listed as the classroom, school, and teacher.
During this unit, you will plan your work-based action research project. You should review the assessment criteria and scope your project to keep it focused and manageable. Use project planning tools to help with the initiation and planning phases. Consider S.M.A.R.T. or C.L.E.A.R. goal-setting methods and break larger goals into smaller, attainable ones. Be sure to cite sources and continue reviewing the literature to support your ideas.
This study examines the relationship between trust and collaboration in schools. The researcher administered surveys to principals and teachers in 45 elementary schools to measure levels of trust between faculty and other groups, as well as teacher collaboration. The findings show a positive correlation between trust and collaboration, such that higher trust is linked to higher collaboration. In particular, high trust from teachers in parents/students relates to greater teacher collaboration with parents. However, the study has limitations and cannot prove causation.
This document outlines an action research process conducted by a teacher to improve the use of benchmark assessments in their school. The teacher identified that benchmark data was not being used effectively to inform instruction. Their research questions examined the relationship between teacher understanding of data-driven decision making and attitudes toward benchmarks. The intervention involved targeted professional development on analyzing benchmark reports and expanding the definition of data. Data was collected through teacher and student surveys, analysis of benchmark discussion guides in PLCs, and comparing student performance on benchmarks. The goal was to increase the usefulness of benchmark data and student buy-in.
This study examined how individual differences in working memory capacity (WMC) and task demands interact with feedback to affect learning. Participants completed a simple or complex task over multiple trials with high or low feedback support. Those with high WMC who received high feedback specificity performed best on retention tests, indicating feedback must match individual cognitive resources and task difficulty to optimize learning. The results suggest guidelines are needed to develop effective, individualized feedback prescriptions during training to better match learner characteristics and task requirements.
This unit focuses on how action research approaches support organizational development and change. Students will choose whether to conduct an organizational change project or a practitioner development project. Organizational change projects address task-based workplace issues through implementing solutions, while practitioner development projects involve people-based skills development. The document provides guidance on both project types and references for further research.
This study aims to identify the psychometric properties of the instruments and feedback environment practices modified according to the situation and the uniqueness of the education organization’s management system in Malaysia. A total of 32 items of Malay translation which have been converted from the original instrument for feedback environment built by Steelman, Levy, and Snell (2004) were used in this study. Data for this study were randomly obtained from 251 selected lecturers from three polytechnics. The results of factor analysis obtained six factors, explaining 66.1 percent of the variance change. Meanwhile, the level of feedback environment through descriptive analysis shows that the dimensions of feedback credibility, feedback quality, and providing feedback indicated a high level of practice. However, favorable feedback, unfavorable feedback, source availability, and promotes feedback seeking showed moderate practices. These results indicate that the feedback environment scale modified in this study could represent well the seven dimensions intended as a real version of Steelman et al. (2004) and provide strong justification for using the scale of the feedback environment in the education organization in Malaysia. In practice, the findings also strengthen the organizational support for increasing the potential among the followers.
This document discusses several models of action research that can be used as frameworks for projects. It describes Lewin's action research cycle from 1946 and 1958 which involves phases of unfreezing, changing, and refreezing. It also outlines Susman's 5 phase action research cycle from 1983 and Kemmis and McTaggart's spiral model from 1988. The Coghlan and Brannick model from 2001 describes action research proceeding in collaborative cycles of diagnosing, planning, taking action, and evaluating. Finally, Burke's 7 phase model from 1994 involves identifying needs, defining deliverables, collecting and analyzing data, identifying interventions, and embedding improvements. The reader is expected to research and critically evaluate models to choose one appropriate for
The document discusses the key features of effective action research including having a pedagogical aim to change practice based on evidence gathered, ensuring teacher reflexivity, and improving interactions between teachers and pupils. It notes that for action research to be effective, it should impact curriculum delivery and content as well as draw data from multiple perspectives like teachers, students, peers and outsiders to reconstruct theories and guide future practice. Finally, it states that action research itself should define quality indicators as the goal is to establish what constitutes good practice through research.
This document discusses trends in assessment practices, including the differences between traditional and authentic assessments. Authentic assessments, also called performance or alternative assessments, require students to perform real-world tasks rather than select responses. The document provides tips for developing effective assessments, such as identifying clear standards and objectives, choosing appropriate performance criteria, and developing instructional activities that align with learning outcomes. It also discusses providing timely, targeted feedback to students and using assessments from other disciplines. Overall, the document promotes using a variety of authentic assessment methods to gain direct evidence of student learning.
This document summarizes a study on how self-efficacy relates to students graduating high school. It used a multi-phase mixed methods design including surveys, academic data analysis, and interviews. The study found correlations between academic performance and self-efficacy factors like motivation, time management, goal setting, and experiences influencing self-efficacy like role models and encouragement. Educators should be aware of practices affecting student self-efficacy positively or negatively as it strongly influences student persistence.
This document discusses the challenges of conducting insider research. It notes that insider researchers must ensure informed consent, protect participants' privacy and confidentiality, do no harm, make a positive contribution to knowledge, and act with honesty and integrity. The document also discusses challenges such as balancing practitioner and researcher roles, managing organizational politics, and determining appropriate data collection methods and how to share results given organizational preferences and confidentiality restrictions. Overall, the document outlines important ethical considerations and challenges that insider researchers must navigate.
This document summarizes key points from the TEEM 2016 Learning Analytics Track Panel discussion. It highlights the LACE Evidence Hub, which contains 124 papers providing evidence that learning analytics can improve outcomes and support while being implemented ethically. However, conversations with experts revealed concerns about changes to relationships and practice. Specifically, learning analytics may amplify inspection and control from higher levels over lower levels like teachers and learners. Addressing these social and institutional impacts will be important for effective use of learning analytics.
5 Years Later: Tracking Graduates into the FieldLiz Fogarty
This presentation summarizes the results of tracking education graduates from East Carolina University over five years to evaluate the effectiveness of innovations in their teacher preparation program. They partnered with an external organization to access longitudinal data and track graduates teaching in North Carolina public schools. Their evaluations found no significant differences between ECU and comparison teachers in classroom observation scores, student achievement gains, graduates' self-confidence and job satisfaction. ECU graduates had higher retention rates, with over 90% staying in teaching after five years compared to around 85% of comparison teachers. The lessons learned were to use data to drive program improvements, develop systemic innovations across areas, and continue tracking graduates over time.
The document discusses educational measurement and assessment in physical education. It addresses different views on assessment, including John Holt's view that testing does more harm than good. The document also discusses the purposes of assessment, different types of assessment including formative and summative, and ensuring assessments are valid and reliable.
This document discusses making changes to an annual employee evaluation process. The manager of a telemetry unit was having difficulties properly evaluating each of the 130 employees due to time constraints. To address this, the manager decided to incorporate peer evaluations by the unit's lead nurses. A spreadsheet was created for the lead nurses to provide letter grades rating each employee on various core values. Incorporating peer evaluations will allow for a more objective and accurate assessment of employee performance. This new evaluation process aims to improve manager-employee relationships and nursing retention rates at the hospital.
This university lecture at Carleton University shares various evaluation research designs that can be used with community based organizations, especially when a comparison group cannot be identified (i.e. implicit designs and regression discontinuity)
Ash edu 671 week 5 assignment sample action research report evaluation newrudvakumar
ash edu 671 week 5 assignment sample action research report evaluation,ash edu 671 week 5 dq 2 writing rituals and the value of writing about action research,ash edu 671 new,edu 671 new,ash edu 671 new week 5 tutorial,edu 671 new week 5 assignment,ash edu 671 new week 5 help
El apego es el vínculo emocional que se desarrolla entre un niño y sus cuidadores principales, generalmente los padres. Un apego seguro proporciona seguridad emocional al niño a través de la aceptación y protección incondicional. Los apegos inseguros como el evitativo y el ambivalente se generan cuando los cuidadores son indiferentes, fríos o sobreestimulantes, lo que puede conducir a problemas en las relaciones futuras del niño.
This document is the final report from Viacheslav Ivanov's internship at Realdania By from December 2014 to June 2015. The report summarizes the key findings of Ivanov's research and master's thesis on Realdania By's partnership model for urban development projects in Denmark. It analyzes the perception and impact of Realdania By's four major projects, identifies strengths, weaknesses, opportunities, and threats, and proposes three strategic initiatives to help overcome challenges and ensure the long-term success of the partnership model. Interviews and questionnaires with internal and external stakeholders were an important part of Ivanov's research.
Extra Credit Assignment is an assignment given to the students at the end of semester to enhance their understanding of materials during 1 (one) semester. It is not a compulsory assignment, the ones who are willing to undertake this assignment will get maximum score of 8%.
From an idea to a real business: why the team is so important in technology c...Federico Capello
how to select and motivate best talent to succeed in tech startup.
Slides of See Your Box lecture at Jetop Politecnico di Torino POLITO on 16th november 2015
Отчет Управления Верховного комиссара ООН по правам человекаMisha Roshinets
This 3 sentence summary provides the key details from the multi-page UN report on the human rights situation in Ukraine:
The report documents over 30,000 casualties in eastern Ukraine since April 2014 as a result of the conflict, including up to 2,000 civilians killed by indiscriminate shelling. Both sides have been responsible for human rights violations such as arbitrary detention, torture, and restrictions on fundamental freedoms. The human rights situation remains dire, especially in areas controlled by armed groups where over 2.7 million people live without protection of their basic rights.
X ActiveWear is made from Supplex by DuPont, which makes the clothing water, wind and odor resistant. The clothing defies abrasions and tears while drying 56% faster than cotton. It offers various activewear pieces like basic tank tops, bra tops, and leggings in different colors and sizes to inspire athletic women.
Youth participation in New Zealand politics is an issue, as only around three quarters of eligible young voters actually enroll to vote. When they do vote, young voters are more likely to support the Green Party. International research shows that young voters feel less secure economically and that their interests are excluded from formal politics. To increase youth participation, political parties need to put more young candidates forward, genuinely listen to youth views rather than just asking for their vote, and integrate youth wings better into party organizations. Educational reforms could also help, such as teaching civic topics in schools and allowing experiential learning opportunities.
Taras Shevchenko was a famous Ukrainian poet and artist born in 1814 in central Ukraine under serfdom. He is considered by many Ukrainians to be their greatest poet and a symbol of Ukrainian national identity. Shevchenko's poetry promoted the Ukrainian language and identity, and criticized the social injustice of his time under the Russian Empire.
James M. Benage has over 30 years of experience in program/project management, contracts, negotiations, procurement, supply chain, quality assurance, and machining. He has held various leadership roles including interim quality manager, senior program manager, general manager, quality manager, materials manager, and supervisor of quality engineering. Benage has extensive skills in accounting, manufacturing engineering, production and operations management, quality management, and supply chain. He holds an MBA and multiple professional certifications.
How to Bridge the Physical and Digital Experiences at Live EventsDoubleDutch
In the age of mobile event apps, the physical event experience is often disconnected from the digital - even though we know the average attendee is glued to their smartphone.
The problem? We’ve adopted mobile as a component of our events, but are still not thinking about how to effectively integrate it into the event experience to influence successful business outcomes.
In this interactive session, you will learn how to bridge the gap between the physical event experience with the digital to influence and demonstrate event success in big ways — no matter your desired business outcome.
Applied anatomy and physiology of paediatric anaesthesiaKhairunnisa Azman
This document discusses the key anatomical and physiological differences between pediatric and adult patients that are important for anesthesia. It notes that infants have proportionally larger tongues, narrower airways that are more prone to obstruction, and an anterior larynx. Infant respiratory systems are also more compliant, with lower functional residual capacity. Their cardiovascular systems have higher heart rates and are more sensitive to bradycardias. Infant renal, hepatic and glucose metabolism are also immature. The document provides guidance on pre-operative evaluation, fluid management, and considerations for intubation and induction for pediatric anesthesia. It emphasizes being aware of potential unexpected responses due to the anatomical and physiological differences between pediatric and adult patients.
Stypendium z wyboru - praktyki Jaguar Rescue Center Puerto Viejo, Costa RicaKasia Górnik
Jestem studentką weterynarii. Nauka pochłania większość mojego czasu, dlatego każdą wolną chwilę poświecam mojej pasji, którą są podróże. Chciałabym połączyć to co kocham z innym niezmiernie istotnym aspektem mojego życia - nauką i rozwojem zawodowym. Udział w programie Stypendium z Wyboru stwarza dla mnie ogromną szansę. Środki uzyskane z programu połączone z własnymi oszczędnościami umożliwiłyby mi realizację marzeń na obydwóch tak ważnych dla mnie płaszczyznach i odbycie praktyk w Kostaryce
This document discusses various models for evaluating training programs and initiatives, including Kirkpatrick's four levels of evaluation, Stufflebeam's CIPP model, cost-benefit analysis, and return on investment. It also covers formative evaluations, evaluative inquiry, and includes a case study example of evaluating an online master's degree program. Key aspects covered include the purposes of evaluation, differences between measurement and evaluation, advantages and limitations of various models, and how to design an evaluation program.
Organization development (OD) is defined as a long-range effort to improve an organization's ability to cope with change and problem-solving through effective management of organizational culture. OD is a top management supported initiative that uses behavioral science principles and action research to diagnose issues and design interventions to increase organizational effectiveness over time. The OD process involves entering and contracting with a client, diagnosing issues, designing and implementing interventions, and evaluating results.
RESEARCH PROPOSAL MBA-HUMAN RESOURCE MANAGEMENT1. Project (re.docxronak56
RESEARCH PROPOSAL: MBA-HUMAN RESOURCE MANAGEMENT
1. Project (research topic) title
The title of this proposal is: "Effectiveness of Reward System and Appraisals System in increasing the Retention and Productivity of employees in Retail Sector"
2. Project (research topic) summary
In no more than 100 words, intelligible to a reader who is not a specialist in this field, summarize the aims, significance and expected outcomes of your proposed research.
Project summary:
Organizations and the business sectors use the system of appraisal to gauge the performance of the various employees. Moreover, rewarding of well-performing employees is a motivation to the employees. This project aims a studying the effective systems of appraisal and rewarding in the retail business. Effective appraisal systems ensure that there is progress in the organization. Effective appraisal systems are appreciated by the employees and are the basis of retaining good performing employees. The proposal aims at providing an understanding effectiveness of systems of rewarding and appraisal to the performance and retention of the employees.
3. Project (research topic) details
3.1 Introductory background
The human resource department plays an important role in ensuring that all units of a business are integrated. They do this by employee management; performing appraisals and rewarding of well-performing employees. Rewards appraisal is significant in raising the employee motivation and levels of performances (Hendry, 2012).
3.2 Research questions
The research question aims to answer the effects of rewarding and appraisal system in the business. The research questions include:
· What is the system of rewarding in the business?
· How is the appraisal system of the business like?
· The effects of the appraisal and rewarding system on the employees
· How do the employees react to the system of appraisal?
Hypothesis
H0: Effective appraisal and rewarding systems in a retail organization lead to employee retention in the retail organization.
H1: Effective appraisal and rewarding systems in a retail organization lead to increased employee productivity in the retail organization.
3.3 Aims/Objectives of the project
The following are the objects of the research.
· To have an understanding of the significance of the systems of appraisal and rewarding in the retail sector.
· To have an understanding of the impact of rewarding and appraisal system on employee productivity.
· To have an understanding of the employees the systems used to appraise and reward employees for their retention.
· To understand the importance of reward and appraisal systems in the retail organization.
· To understand the extent of employee retention through effective reward and appraisal system.
· To understand the increase in productivity that is related to reward and appraisal system.
3.4 Significance/Contribution to the discipline
In the organizations, the rewarding and appraisal systems hav ...
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Similar to OliviaNielsen_Contemporary Issues Project (20)
3. Overview
Chapter 43 of title 5, United States Code
Four broad categories
Trait systems
Comparison systems
Behavioral systems
Goal-oriented systems
4. The Issue
Limitations of systems
Traits
○ Highly subjective
○ Various interpretations of traits
Comparison
○ Distorted ratings from forced distribution
○ Cumbersome for large groups and various jobs
Behavioral
○ Implementation requires time, effort, and large amount of
data
Goal-Oriented
○ Time-consuming and requires a continuous
communication between employees and supervisors
Designing an effective performance appraisal system
5. Importance
Successful merit pay needs a sound
performance appraisal system
(Martocchio, 2012)
Feedback of current work habits (Boice
& Kleiner, 1997)
Relationship between effort and pay
7. Motivation
Expectancy theory
Behaviors associated with outcomes
Equity theory
Motivation to perform is affected by the
performance of others
9. Considerations
Guidelines:
Determine organization’s objectives
Train raters
○ Seniors to juniors
Conduct frequent appraisals
○ Bi-monthly or quarterly
○ Revision or clarification of objectives
Maintain records
Determine measurement system
Utilize multiple raters
Boice & Kleiner, 1997
10. Anticipations
Employee reactions to feedback
Employee involvement
Goal-oriented systems
Biases
Avoid ambiguous or subjective ratings
11. Possibilities
Training focus
Model, practice, feedback
Shape the culture
Social reinforcers, career advancement, etc.
Systems analysis
Digital data collection and archives
12. Reflections
Effective or easy?
Do not sacrifice quality for quantity or ease
Reinforcement
Schedules of reinforcement, behavior
analytic literature, etc.
13. References
5 U.S. Code § 4302 - Establishment of performance appraisal
systems. (n.d.). Retrieved April 28, 2015, from
https://www.law.cornell.edu/uscode/text/5/4302
Boice, D. F., & Kleiner, B. H. (1997). Designing effective
performance appraisal systems. Work Study, 46(6), 197-
201.
Dipboye, R. L., & De Pontbriand, R. (1981). Correlates of
employee reactions to performance appraisals and
appraisal systems. Journal of Applied psychology, 66(2),
248.
Martocchio, J. (2012). Strategic compensation: A human
resource management approach(7th ed.). Upper Saddle
River, New Jersey: Prentice Hall.
Rainlall, S. (2004). A review of employee motivation theories
and their implications for employee retention within
organizations. The journal of American academy of
business, 9, 21-26.
Editor's Notes
For my presentation, I am going to discuss effective performance appraisal systems.
My main focus is going to be in presenting why performance appraisal systems are important to utilize in business settings, and then to determine how a business should go about designing a performance appraisal system that will accomplish the goals it is meant to accomplish. I am going to give a brief overview of performance appraisal systems, discuss the issue at hand, describe the importance of the issue, outline the correlated ideologies and motivational theories, go into some possible effects of appraisal systems, consider and anticipate certain outcomes, entertain future possibilities, and then conclude with some reflections regarding appraisal systems
Chapter 43 of Title 5, United States Code established the requirement for performance appraisal systems within organizations so that employees may receive periodic feedback on their performance and encouragement to establish performance standards. The Code also declares the use of performance appraisal systems to establish standards of training, rewarding, promoting, retaining, and removing employees. Thus, performance appraisal systems not only serve any functions, but they are also a legal requirement for businesses.
Currently, there are four broad categories of performance appraisal systems: trait systems, comparison systems, behavioral systems, and goal-oriented systems. Companies choose the type of appraisal system that will work best for the business environment in which it will be utilized. For example, comparison systems are often used in companies with a few number of employees who have similar job duties. Although each category offers unique advantages, it is the disadvantages of each that are of concern for my project.
Although trait systems are relatively easy to create and implement, they are generally prone to rater bias and various interpretations of the what behaviors a particular trait should consist of.
Comparison systems are useful in understanding how employees are performing relative to others within their job; however, these systems often have distorted ratings and are only effective with smaller groups of employees who perform similar tasks.
Behavioral systems seem to be one of the best choices for an appraisal system due to their defensibility in court and objectiveness. Unfortunately, the main drawback for behavioral systems are that they can be extremely time-consuming, require a lot of observation and data collection, and produce a large quantity of information that must be analyzed. Goal-oriented systems have similar limitations despite their effective pinpointing ability for performance improvement.
Thus, the main question of my presentation is how can we design an effective performance appraisal system?
How can we utilize the advantages of all of these categories and minimize the disadvantages? Is it possible to have a unified performance appraisal system that will address the current business concerns of time, effort, and money requirements, but also provide us with accurate and informative data on employee performance?
As previously discussed, performance appraisal systems are a legal requirement for companies. In addition to their legal importance, performance appraisal systems are necessary for successful merit pay systems to be developed.
On a very basic level, a performance appraisal system is necessary for an employee to have feedback on how their current work habits are affecting their performance. Poor work habits must be addressed and properly explained by the supervisors, and the only way a supervisor can objectively understand an employee’s present work habits is through an appraisal system. Likewise, an employee should be made aware of how their habits may hinder performance so that they have the opportunity to seek additional training or self-manage their own behavior. (Boice & Kleiner, 1997)
Finally, a performance appraisal system strengthens the direct bond between effort and pay; this link helps to serve the motivations outlined in the expectancy and equity theories which I will discuss later.
One of the guiding ideologies behind merit pay systems and ultimately performance appraisal systems is that improved performance should be rewarded. Thus, employees who work harder should receive associated increases in benefits or bonuses. In an ideal environment, a performance appraisal system would serve to boost the motivation of the employees to apply feedback from the appraisal to improve their skills and receive subsequent rewards.
The expectancy theory most closely aligns with the motivation associated in pay-for-performance ideologies. In his 2004 paper on motivation theories, Ramlall describes the motivation within the expectancy theory to be a product people’s expectations that certain behaviors will produce certain outcomes. Thus, performance appraisal systems should clearly identify what behaviors will produce which outcomes, and then adhere firmly to those declarations. Otherwise, motivation to perform towards those outcomes may be lost.
The equity theory of motivation also plays a role in understanding performance appraisal systems. In order for appraisal systems to be effective, fairness and objectiveness in ratings must be upheld. Under the equity theory, Ramlall suggests that part of the motivation an employee has to perform will be affected by that employee’s perceptions of the rewards others receive for their performance. I for one would not be likely to maintain high performance if I knew that others who were underperforming were getting similar benefits. Even worse, should an appraisal system not control for equality in its design, the company could be vulnerable to lawsuits under the Fair Labor and Standards Act.
What are some of the effects of effective performance appraisal systems? Well, for one, they should generate improved performance of the employees. Greater productivity will improve sales and profits. They also allow for supervisors and decision makers to pinpoint where deficiencies may lie within the performance appraisal system or within their training protocol for a particular job. Pinpointing these deficiencies will allow employers to provide better training, implement more efficient procedures, and accurately define jobs in terms of outcomes and responsibilities.
Additional training opportunities can be provided to employees who are under-performing to reduce the risk of turnover or ineffective performance. Not only will clear objectives and feedback allow an employee to self-monitor his or her own behavior, but an effective performance appraisal system should also ideally serve to boost employee motivation to improve performance.
Overall, an effective performance appraisal system will make the workplace “happier” because productivity will be high, employees will be motivated, and companies will be willing to provide all of the necessary opportunities for employees to proceed.
Boice and Kleiner offer some guidelines for designing an effective performance appraisal systems. The first step is to determine the organization’s goals and then translate those goals into departmental and individual objectives. Within this step the job roles should be specifically stated in terms of responsibilities and how the performance of the department and employee will contribute to broader, organizational goals.
The next guideline is to provide extensive training for the performance raters. The training should begin with the upper management who are involved with the design of the system, and trickle downwards to all those in supervisory positions.
The frequency of the appraisals is also noteworthy. Boice and Kleiner suggest bi-monthly or quarterly appraisals rather than semi-annual or annual ones. The authors assert that frequent appraisals will reduce situations arising from the supervisor or employee having to recall past information, or presenting surprises at the annual review. Frequent reviews also allow for objectives to be clarified and revised as needed.
Records should of course be properly maintained and organized so that accessing critical information is easy.
A measurement system should be determined to accurately rate or quantify performance. Boice and Kleiner suggest avoiding averages as ratings and to clearly define the various levels of performance.
Finally, the last guideline on developing an effective performance appraisal system is to use various information sources and multiple raters to collect the data. Although this last step may be the most effortful, it is no doubt the most important. Multiple raters will drastically reduce the bias problem, provide a comprehensive look at an individual within the workplace, and provide a solid foundation on which the company may make merit pay decisions.
I think that the guidelines previously discussed allow for a solid framework to be established for an effective performance appraisal system. However, there are some possible side effects of performance appraisal systems that must be anticipated prior to implementing a given appraisal design.
First and foremost, I think it is imperative that the company consider how the employees will react to the feedback given at the time of the appraisal. Is there a history of feedback being punishing or aversive? According to Dipboye and Pontbriand, a positive attitude towards appraisal systems is generated when the employees are involved in the appraisals and the appraisals are goal-oriented.
In addition to understanding possible reactions to feedback, the system designers should attempt to plan for any biases that may be encouraged through the design of the system. Keeping the questions and ratings as objective and clear as possible should assist in eliminating biases.
Some possible future extensions for effective performance appraisal systems that I would like to suggest are as follows:
I would place a greater emphasis on training the raters in the performance appraisal process. This training should include elements of modeling, in-situ role playing, and practicing until reaching a mastery criteria. I think if greater focus is placed in the training process, the raters will be less likely to have widely varying interpretations of observations, and they will also be able to pinpoint inefficiencies in the implementation of the appraisal.
I also think that something to consider is what other outcomes might be associated with performance improvement. I think an effective performance appraisal system should also take into account how the culture of the business will be shaped through performance improvement. What social factors should be encouraged for improved employee productivity? Can there be some programmable career advancement opportunities for those employees who exceed performance objectives? I believe that when designing a performance appraisal system, the leaders should try to be flexible to the changing business environment so that they can drive performance towards a positive business culture.
Finally, I think that performance appraisal systems should not just end with the individual’s behavior. They should also be used as vertical assessment tools to see how the company as a whole is doing over time. This will not only reinforce the direct link between employee behavior an company objectives, but will assist decision-makers in determining what future actions need to be taken in order to maintain or improve company health. In order to conduct these systems-level analyses, I think that the collection and retention of data should be as efficient as possible; thus, companies should digitize data sets, prepare graphs that will automatically update when new data is uploaded, and have archives categorized so that access of dated information is simplified.
Some concluding remarks I have regarding appraisal systems are that we should not sacrifice the quality of performance appraisals to satisfy efficiency requirements. Doing so will only disrupt the ability of the system to provide objective and accurate data upon which management can make pay decisions. Thus, I think it is important for every manager to ask themselves if the proposed performance appraisal system seeks to be effective or simply easy to use. In the best case scenario, an effective performance appraisal system should be easy to use; but this is not always possible and effectiveness should not be compromised in pursuit of ease.
I also think it is worth mentioning that performance appraisal systems should consider behavior analytic research regarding reinforcement schedules and trends of behavior under particular schedules. Such information may prove useful to a company who is experiencing persistent performance trends that do not align with the merit pay system.
I hope that you all have learned the importance of performance appraisal systems and come to a new understanding of how to design effective systems that can suit your own business environment.
Thank you!