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

Economic Control of Quality of Manufactured Product.

Corporate portals: a literature review of a new concept in Information Management

Change in the organization is usually analysed in the context of the organization in which the change is taking place. This is quite understandable and yields recognition of those internal factors most instrumental in the change process. From this organizational perspective, external factors seem to play a marginal role in change, at most a catalytic role. Change is always relative, but not simply to what the organization has done before. Organizational change should also be relative to what is going on outside the organization. What appears to be major progress from an organizational perspective may look like stagnation in a wider context. This paper suggests that notions of the “learning organization” have often emphasied internal aspects of the change process and neglected the external. In particular, they seem to have paid little attention to the essential contribution of external information to internal change. Information is so fundamental to the learning required for deliberate change that it is not unreasonable to see change as an information process. This view affords an information perspective of change in the organization, and a revealing contrast to the usual organizational perspective. Change in the organization is seen as a process in which the finding and acquisition of external information are critical. So, too, is mixing these external bits of information with those already in use within the organization. The result is not just another model of what is already understood about change in the organization. It has profound implications for those who seek to understand and manage the process of change. The information perspective indicates that organizational change is largely dependent on the information activities of individual employees acting on their own account as much as that of the organization. These activities may be---and sometimes must be---beyond the control of the organization. Thus, those who would manage change face the challenge of managing without control. The information perspective suggests that the concentration on structure and control inherent in notions of the learning organization may be mimical to the real learning required for organizational change.

Learning to Change: An Information Perspective on Learning in the Organization

This paper aims to discuss the perspectives of beginning music teachers, their mentor teachers and the supervisor/researcher as significant evidence in understanding the process of learning how to teach. The perspectives of all those included afford a special understanding of the process of beginning music teaching. This study draws attention to research reported in general education literature of beginning teacher induction and significantly, less relating to beginning music teaching [Verrastro, R. E. & Leglar, M. (1992) Music teacher education, in R. Colwell (Ed.) Handbook of Research on Music Teaching (MENC, Schirmer)]. The main aim was to identify what the concerns of beginning music teachers were and to analyse the data in relation to the developmental model of Fuller and Boun [Fuller, F. F. & Boun, O. H. (1975) Becoming a teacher, in K. Ryan (Ed.) Teacher Education: Seventy-Fourth Yearbook of the National Society for the Study of Education (Chicago: University of Chicago Press)]. The results are dis...

Learning to Teach: perspectives from beginning music teachers

The changes in work and social environments that are driven by technology and by global change make facility with finding and using information a key skill for a wide variety of people. Teaching and training programs about how to acquire this skill have become one of the most rapidly growing aspects of the library-information science (LIS) field and perhaps the most important one. The scholarship of teaching is rich and various. Researchers have studied teaching and have reached some consensus on what makes an effective teacher and how best to design educational experiences. In this article, some of this research is examined. Two theoretical models for the teaching/training situation that are currently in use, Instructional Design and Active Learning, are described in order to provide a framework for the teaching/training situation. Variables underlying effective teaching behaviors are also presented.

Teaching to learn : learning to teach

Current approaches to understanding organizational structure are reviewed as background for the assertion that structure is a major determinant in the kinds of information resources collected and In the ways they are used. Information resource uses in relation to functions of the organization and form of the Information carriers are described, as are the differences In treatment of externally generated versus internal information. In the complex and changing environments organizations face today, it is suggested that greater attention be focused on information flow within organizations and in the use and reuse of information resources. The article concludes with some critical political and social factors to be considered in reorganizing information flows.

Information resources and organizational structure

WRITINGSON THE TOTAL QUALITY MANAGEMENT (TQM) concept as applied to the organization as a whole are reviewed. This approach is then compared to quality measures used for the selection and indexing of documents for inclusion in a database, methods of maintaining currency and relevancy in existing databases, and techniques used by information professionals in the selection of material from databases in response to user needs. Various methods of quality filtering of input, throughput, and output are assessed. Conclusions suggest that a total quality approach merits greater application by all parties involved.

https://www.ideals.illinois.edu/bitstream/handle/2142/7867/librarytrendsv41i4h_opt.pdf%3Fsequence%3D1

Quality Control of Documents

Professional education programs and state certification offices have developed competencies for school media programs but relatively little attention has been paid to assessment. This paper reviews the current state of competency assessment, describes a procedure for categorizing assessment strategies, and presents an approach to determine which competencies and assessment strategies are used in professional courses. A case study of one university is used as an illustration.

Assessing competencies: Lessons from a library/media project

Le contexte universitaire et le statut des unites d'enseignement en bibliotheconomie et science de l'information

https://www.ideals.illinois.edu/bitstream/handle/2142/7445/librarytrendsv34i4g_opt.pdf?sequence=1

Evelyn H. Daniel

Papers

Teaching to learn : learning to teach

Information resources and organizational structure

Quality Control of Documents

Assessing competencies: Lessons from a library/media project

The Library/Information School in Context: The Place of Library/Information Science Education within Higher Education.