According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

Quasi-experimentation - design and analysis issues for field settings - cook,td, campbell,dt

Social scientists often estimate models from correlational data, where the independent variable has not been exogenously manipulated; they also make implicit or explicit causal claims based on these models. When can these claims be made? We answer this question by first discussing design and estimation conditions under which model estimates can be interpreted, using the randomized experiment as the gold standard. We show how endogeneity – which includes omitted variables, omitted selection, simultaneity, common-method variance, and measurement error – renders estimates causally uninterpretable. Second, we present methods that allow researchers to test causal claims in situations where randomization is not possible or when causal interpretation could be confounded; these methods include fixed-effects panel, sample selection, instrumental variable, regression discontinuity, and difference-in-differences models. Third, we take stock of the methodological rigor with which causal claims are being made in a social sciences discipline by reviewing a representative sample of 110 articles on leadership published in the previous 10 years in top-tier journals. Our key finding is that researchers fail to address at least 66% and up to 90% of design and estimation conditions that make causal claims invalid. We conclude by offering 10 suggestions on how to improve non-experimental research.

On making causal claims : A review and recommendations

Part One: Initial Considerations Chapter 1: Motivation in Organizations Mitchell, Terence R., and Daniels, Denise. Observation and Commentary on Recent Research in Work Motivation. Chapter 2: Conceptual Approaches to Motivation at Work Ryan, Richard M., and Deci, Edward L. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1): 68-78. Mowday, Richard, and Colwell, Kenneth A. Employee reactions to unfair outcomes in the workplace: The contributions of Adams' equity theory to understanding work motivation. Cropanzano, Russell, and Rupp, Deborah. An overview of organizational justice: Implications for work motivation. Komaki, Judith. Reinforcement theory at work: Enhancing and explaining what employees do. Locke, Edwin A. 1996. Motivation through conscious goal setting. Applied and Preventive Psychology, 5: 117-124. Stajkovic, Alexander D., and Luthans, Fred. Social cognitive theory and self-efficacy: Implications for motivation theory and practice. Part Two: Central Issues in Motivation at Work Chapter 3: The Role of Cognitions, Beliefs, and Attitudes in Motivation Staw, Barry M. 1986. Organizational psychology and the pursuit of the happy/productive worker. California Management Review, 28(4): 40-53. Rousseau, Denise M., and Tijoriwala, Snehal A. 1999. What's a good reason to change? Motivated reasoning and social accounts in promoting organizational change. Journal of Applied Psychology, 84(4): 514-528. Luthans, Fred. Positive Organizational Behavior: Implications for Leadership and HR Development and Motivation. Chapter 4: The Role of Goals and Intentions in Motivation Klein, Howard J., Wesson, Michael J., Hollenbeck, John R., and Alge, Bradley J. 1999. Goal commitment and the goal-setting process: Conceptual clarification and empirical synthesis. Journal of Applied Psychology, 6: 885-896. O'Leary-Kelly, Anne M., Martocchio, Joseph J., and Frink, Dwight D. 1994. A review of the influence of group goals on group performance. Academy of Management Journal, 37(5): 1285-1301. Crown, Deborah F., and Rosse, Joseph G. 1995. Yours, mine, and ours: Facilitating group productivity through the integration of individual and group goals. Organizational Behavior and Human Decision Processes, 64(2): 138-150. Chapter 5: The Role of Affect in Motivation Raghunathan, Rajagopal, and Pham, Michel T. 1999. All negative moods are not equal: Motivational influences of anxiety and sadness on decision-making. Organizational Behavior and Human Decision Processes, 79(1): 56-77. Venkatesh, Viswanath, and Speier, Cheri. 1999. Computer technology training in the workplace: A longitudinal investigation of the effect of mood. Organizational Behavior and Human Decision Processes, 79(1): 1-28. Chapter 6: The Role of Social Influences in Motivation Porter, Lyman W., Lawler, Edward E. III, and Hackman, J. Richard. 1975. Ways groups influence individual effectiveness. (Holdover from previous edition) Vardi, Yoav and Wiener, Yoash. 1996. Misbehavior in organizations: A motivational framework. Organization Science, 7(2): 151-165. Whyte, Glen. 1998. Recasting Janis's groupthink model: The key role of collective efficacy in decision fiascoes. Organizational Behavior and Human Decision Processes, 73(2/3): 185-209. Chapter 7: The Role of Cross-Cultural Influences in Work Motivation Hofstede, G. 1993. Cultural constraints in management theories. Academy of Management Executive, 7(1): 81-94. Sanchez-Runde, Carlos J., and Steers, Richard M. Cultural influences on work motivation and performance. Frese, Michael, Kring, Wolfgang, Soos, Andrea, Zempel, Jeannette. 1996. Personal initiative at work: Differences between east and west Germany. Academy of Management Journal, 39(1): 37-63. Meek, Christopher B. 1999. Ganbatte: Understanding the Japanese employee. Business Horizons, January-February, 27-36. Chapter 8: The Role of Individual Differences in Motivation O'Reilly, Charles A. III and Chatman, Jennifer A. 1994. Working smarter and harder: A longitudinal study of managerial success. Administrative Science Quarterly, 39: 603-627. Pilegge, Anthony J. and Holtz, Rolf. 1997. The effects of social identity on the self-set goals and task performance of high and low self-esteem individuals. Organizational Behavior and Human Decision Processes, 70(1): 17-26. Part Three: Applications of Motivational Approaches Chapter 9: Rewards Lawler, Edward L. 1987. The design of effective reward systems. In J. W. Lorsch (ed.), Handbook of Organizational Behavior. Englewood Cliffs, NJ: Prentice Hall, pp, 25-271. Kerr, Steven. 1995. On the folly of rewarding A, while hoping for B. Academy of Management Executive, 9(1): 7-14. Pearce, Jone L. 1987. Why merit pay doesn't work: Implications from organizational theory. In D. B. Balkin and L. R. Gomez-Mejia (eds.), New Perspectives on Compensation, pp. 169-178. Pfeffer, Jeffrey. 1998. Six dangerous myths about pay. Harvard Business Review, May-June, 109-119. Duncan, W. Jack. 2001. Stock ownership and work motivation. Organizational Dynamics, 30(1): 1-11. Chapter 10: Punishment George, Jennifer M. 1995. Asymmetrical effects of rewards and punishments: the case of social loafing. Journal of Occupational and Organizational Psychology, 68: 327-338. Butterfield, Kenneth D., Trevino, Linda K., and Ball, Gail A. 1996. Punishment from the manager's perspective: A grounded investigation and inductive model. Academy of Management Journal, 39(6): 1479-1512. Chapter 11: Motivating Creativity aand Innovation Amabile, Teresa. 1997. Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, 40(1): 39-58. Cummings, Anne and Oldham, Greg R. 1997. Enhancing creativity: Managing work contexts for the high potential employee. California Management Review, 40(1): 22-38.

Motivatiom and work behaviour

As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve , the authors argue for a new approach. Rather than oimplementing fast and learning slow,o they believe educators should adopt a more rigorous approach to improvement that allows the field to olearn fast to implement well.o Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how onetworked improvement communitieso can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rate of failure among students in community college remedial math courses and strategies forimproving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nationAEs schools and colleges.

Learning to Improve: How America’s Schools Can Get Better at Getting Better

Schools today confront ambitious new societal goals aiming at greater learning for more students. Simultaneously, we are demanding that our educational institutions operate more efficiently. A growing cadre of scholars and policy organizations argue that responding to these challenges requires a fundamental reorganization of the connections among research and practice. This chapter details new ways for scholars and practitioners to engage together in disciplined inquiry organized around specified problems of practice improvement. It describes the social organization of networked communities aimed at systematic learning from practice to improve it. Embedded within the day-to-day work of such improvement communities are multiple cycles of design, engineering, and development (DEED) that generate numerous small tests about what works for whom under different circumstances. We call this improvement research. The chapter details a core set of structuring agents necessary to form such networked improvement communities (NIC). We illustrate these ideas drawing on early design experiences from an emerging NIC seeking to address the extraordinary high failure rates in developmental mathematics in community colleges. These “developmental” courses currently operate as a barrier to opportunity, blocking access to both occupational training certification and transfer to 4-year institutions. We posit that research and practice properly arranged can reframe the opportunity equation.

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Getting Ideas into Action: Building Networked Improvement Communities in Education. Carnegie Perspectives.

Background/ContextEducators around the country are working individually and collectively to improve teaching and learning. Despite marked progress in some places driven by these improvement efforts...

A Framework for the Initiation of Networked Improvement Communities.

Purpose




The purpose of this paper is to delineate an approach to quality assurance in education called networked improvement communities (NICs) that focused on integrating the methodologies of improvement science with few of the networks. Quality improvement, the science and practice of continuously improving programs, practices, processes, products and services within organized social systems, is a still-evolving area in education. This paper is the first of seven elaborating upon different approaches to quality improvement in education[1]. It delineates a new methodology called the NICs model. Developed by the Carnegie Foundation for the Advancement of Teaching, the approach is aimed at continuously improving the quality of practices, processes and outcomes in targeted problem areas in education systems.




Design/methodology/approach




The paper presents the historical development, theoretical foundations, core principles and adaptation of key elements of the NICs model for quality improvement in education. A case study specifically examines the problem of fostering new teacher effectiveness and retention in large public school systems in the USA.




Findings




The six principles underlying the NICs model are as follows: make the work problem-specific and user-centered, focus on variation in performance, see the system that produces outcomes, improve at scale what you can measure, use disciplined inquiry to drive improvement and accelerate learning through networked communities.




Originality/value




Few theoretical treatments and demonstration cases are currently available that examine the application of common models of quality improvement in education. This paper elaborates on one promising approach. In addition to examining the NICs model, the paper derives added value by allowing comparisons with seven widely used quality improvement approaches treated in this volume.

Networked Improvement Communities: The Discipline of Improvement Science Meets the Power of Networks.

Some of these have been around for a long time (e.g. Lean, Six Sigma), whereas others are either more recent addition to the scene (networked improvement, design-based implementation research and Deliverology) or just recently adapted for application in education (Positive Deviance and implementation science). Whether long established or newly arrived, it is clear that an appetite within the education sector for these quality improvement approaches and tools is growing rapidly. For practicing educators to make wise choices among these alternatives, given the particulars of some specific situation, they need to understand better both the commonalities among these approaches and also the distinctive purposes and strengths of each. There is a need for an understanding of each individually and all of them collectively. This is what this volume seeks to provide. All seven of the approaches described in this volume share a strong “common core”. All are in a fundamental sense “scientific” in their orientation. All involve explicating hypotheses about change and testing these improvement hypotheses against empirical evidence. Each subsumes a specific set of inquiry methods and each aspires transparency through the application of carefully articulated and commonly understood methods – allowing others to examine, critique and even replicate these inquiry processes and improvement learning. In the best of cases, these improvement approaches are genuinely scientific undertakings. Most significant, all seven approaches also share a common and distinctive inquiry goal. Most educational research taxonomies (Kerlinger, 1973; Tuckman, 1974; Lewis, 1975) focus QAE 25,1

Alicia Grunow

Papers

Learning to Improve: How America’s Schools Can Get Better at Getting Better

Getting Ideas into Action: Building Networked Improvement Communities in Education. Carnegie Perspectives.

A Framework for the Initiation of Networked Improvement Communities.

Networked Improvement Communities: The Discipline of Improvement Science Meets the Power of Networks.

Working to improve: seven approaches to improvement science in education