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Descriptors:
Experiential Learning; Group Dynamics; Learner Engagement; Organizational Change; Organizational Culture; Program Descriptions; Leadership Training; Program Design; Organizational Climate; Organizational Effectiveness; Organizational Theories; Organizational Development; Foreign Countries

Abstract:
How can action learning be used as part of an overall approach to changing the culture of an organisation? This article describes some of the work being done by managers in South Cambridgeshire district to build a more empowered and engaged organisation following the appointment of a new chief executive tasked with raising standards in an organisation which had had a challenging history, where morale was low and where significant reductions in the workforce were taking place. The article describes the purpose of action learning in this particular context, the membership of the action learning groups and the uses to which action learning is being put by managers in the Council. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Libraries; Library Development; Library Research; Library Services; Library Materials; Evaluation Criteria; Self Evaluation (Groups); Organizational Effectiveness; Institutional Research; Library Administration; Information Management; Access to Information

Abstract:
This article examines multiple inventory methods and findings from the inventory processes at the University of Mississippi Libraries. In an attempt to reduce user frustration from not being able to locate materials, the University of Mississippi Libraries conducted an inventory process beginning with a pilot inventory of a branch library and a sample inventory at the Main Library followed by full inventory of sections of the Main Library's one-million-plus collection. The benefits of inventories, including cost effective, efficient workflows, are discussed. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Counseling Psychology; Psychologists; Counselor Attitudes; Reflection; Outreach Programs; Institutional Advancement; Individual Characteristics; Group Membership; Individual Differences; Cohort Analysis; Generational Differences; Participation; Professional Associations; Organizational Change; Organizational Development; Organizational Effectiveness; Organizational Objectives; Organizational Theories

Abstract:
The findings from the Smith et al. (2012) survey of early career psychologists (ECPs) who are members of the Society of Counseling Psychology (SCP) provide a snapshot of the current state of affairs for ECPs in the SCP as well as recommendations about how the SCP can better meet the professional needs of ECPs. Ideally, the implementation of these recommendations will result in more ECPs joining the SCP and finding their membership to be a beneficial part of their professional lives. Capturing the interest and involvement of ECPs into the SCP needs to be an ongoing priority requiring focused attention and effort by SCP leadership. Who are the next generation of counseling psychologists? How are they fundamentally different from prior generations of counseling psychologists? And how have cohort and external environmental changes helped or hindered ECPs' involvement in professional organizations? Finding the answers to these questions is necessary to guarantee that the Society changes in ways that make it professionally relevant for future generations of counseling psychologists. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Problem Solving; Epistemology; Research and Development; Philosophy; Theories; Organizational Effectiveness; Administrators; Administrator Effectiveness; Thinking Skills; Asian Culture; Structural Equation Models; Creative Thinking; Correlation; Questionnaires; Statistical Analysis

Abstract:
Eight trigrams (BaGua) is a philosophy that has played an essential role in Chinese life. The purpose of the present study is to extend the theory to organizational problem-solving, so that individuals can engage in creative problem solving and justification to discover the most effective approaches. Questionnaires were returned by 259 research and development managers, and were analyzed using the SEM statistical method. The results indicate that the interaction among each trigram in the model of BaGua was significantly correlated. Most of the hypotheses were supported. The more an individual interacted with others, with data and with devices, the higher the problem sensitivity and evaluation performance. Despite the finding that the Tui trigram was not significantly related to the Ken trigram, all other trigram elements significantly affected each other. This finding is discussed in terms of the confirmatory situation and the conceptualization of epistemology in problem-solving. (Contains 4 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Socialization; Time Management; Internal Medicine; Graduate Medical Education; Efficiency; Self Concept; Professional Development; Observation; Interviews; Social Behavior; Behavior Standards; Work Environment; Medical Students; Student Attitudes; Hospitals; Physicians; Organizational Climate; Organizational Effectiveness

Abstract:
Medical residency is a period of intense socialization with a heavy workload. Previous sociological studies have identified efficiency as a practical skill necessary for success. However, many contextual features of the training environment have undergone dramatic change since these studies were conducted. What are the consequences of these changes for the socialization of residents to time management and the development of a professional identity? Based on observations of and interviews with internal medicine residents at three training programs, we find that efficiency is both a social norm and strategy that residents employ to manage a workload for which the demand for work exceeds the supply of time available to accomplish it. We found that residents struggle to be efficient in the face of seemingly intractable "systems" problems. Residents work around these problems, and in doing so develop a tolerance for organizational vulnerabilities. (Contains 3 notes and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Cooperation; Strategic Planning; Innovation; Evaluators; Teacher Collaboration; Organizational Communication; Organizational Effectiveness; Team Teaching; Social Theories

Abstract:
Collaboration is a widely utilized strategy for addressing complex social issues and for facilitating organizational innovation and performance. Evaluators are uniquely positioned to empirically examine the development and effects of interagency and interprofessional collaboration. In this article, the authors present the Collaboration Evaluation and Improvement Framework (CEIF), an extension of earlier work in collaboration theory development. The CEIF identifies five points of entry to evaluating collaborations and suggests actions that evaluators can take to (a) define and describe the evaluand of collaboration, (b) measure the attributes of organizational collaboration over time, and (c) increase stakeholder capacity to engage in efficient and effective collaborative practices. Use of the CEIF to operationalize and assess the construct of collaboration can enable the evaluator to ascertain how collaborative efforts correlate with indicators of organizational impact and outcomes. (Contains 1 table, 4 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Competition; School Districts; Total Quality Management; Educational Improvement; Teacher Student Relationship; Individualized Instruction; Student Evaluation; Achievement Gap; Educational Environment; Academic Support Services; Efficiency; Organizational Effectiveness; Teacher Evaluation; Teacher Effectiveness; Program Implementation

Abstract:
The Race to the Top-District (RTT-D) competition asks districts to personalize education for all students in their schools, focusing on classrooms and the relationship between educators and students. To reach this bold goal, the competition calls for providing teachers with "the information, tools, and supports that enable them to meet the needs of each student and substantially accelerate and deepen each student's learning." Local education agencies must "have the policies, systems, infrastructure, capacity, and culture to enable teachers, teacher teams, and school leaders to continuously focus on improving individual student achievement and closing achievement gaps." In addition, the RTT-D competition requires that applicants identify 12 to 14 "ambitious yet achievable" performance measures, as well as a process for how the measures will provide rigorous, timely, and formative information and how the applicant will review and improve the measures over time if they are insufficient to support and gauge implementation progress. The anchoring system for this work is a continuous improvement process and a set of performance measures that drills down to the learner and classroom, focuses on the relationship between educators and students, and helps teachers, teacher teams, and school leaders to continuously focus on improving individual student achievement and closing achievement gaps. Section E of the RTT-D Notice Inviting Applications (NIA) requires that districts have a continuous improvement process that includes ongoing communication and engagement and a set of performance measures. The proposed continuous improvement process and measures support three conditions necessary for successful implementation of personalized learning: (1) effective learning environments, (2) effective student support, and (3) organizational efficacy. In this report, the authors describe a continuous improvement strategy and a rigorous application of performance measures at the district, school, classroom, and student levels. AIR's College Eligibility Index: A Sample On-Track Measure is appended. (Contains 3 footnotes.) [This paper is a companion piece to the "Race to the Top-District Action Brief: Establishing a Foundational Conditions for Personalized Learning" by Turnaround for Children.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Position Papers; Readiness; Change Strategies; Organizational Change; Best Practices; Models; Organizational Effectiveness; Organizational Theories; Organizational Climate; Organizational Culture

Abstract:
This white paper by ICF International's Caitlin Howley discusses commonalities and differences among various understandings of readiness and highlights conceptualizations of readiness for change in selected change models. How leaders can use such theories to best to prepare their organizations--and the people enlivening them--for new ways of achieving goals is also addressed. Individuals and organizations undertake change for a variety of reasons--to improve the human condition, increase efficiency and productivity, respond to new or altered social and political contexts and priorities, achieve personal or collective goals, or correct earlier missteps. Across a variety of markets and disciplines, readiness for reform or organizational change is an important predictor of how successfully new policies, programs, or practices will be implemented. (Contains 47 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Evaluation (Groups); Technical Institutes; Governance; Program Effectiveness; Community Colleges; Administrative Organization; Organizational Effectiveness; Case Studies; Improvement Programs; Coordination; Statewide Planning; Governing Boards; Educational Policy; Educational Finance; Public Agencies; Agency Role; Systems Approach; Strategic Planning; Politics of Education; Educational Environment; Policy Formation; Adult Education; Institutional Mission; Economic Factors; Questionnaires; Program Descriptions

Abstract:
The challenge of producing the systemic changes that are needed to boost educational attainment and economic competitiveness across the country falls heavily on entities that coordinate public postsecondary institutions. Coordination of postsecondary education, whether of a single system of institutions or across an entire state, requires strategic leadership that draws on formal and informal authority to influence the priorities and activities of locally governed colleges and universities with strong traditions of autonomy. Many states are actively moving to improve postsecondary coordination--including the redesign of formal governance structures. This project was undertaken to help states improve the coordination function. It consists of a case study to tell the story of one coordinating board and a self-assessment tool that draws on the case study findings and aims to help other states better understand their own challenges and opportunities with respect to postsecondary coordination. Appended are: (1) SBCTC Notable Policy Innovations--Descriptions and References; and (2) Community College Size, Governance, and Funding in Ten States. (Contains 4 figures and 6 footnotes.) [For "Self Assessment: Increasing the Effectiveness of Postsecondary Coordination. A Companion to "On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective"", see ED534112.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evaluation Utilization; Institutional Evaluation; Evaluation Methods; Stakeholders; Educational Planning; Self Evaluation (Groups); Technical Institutes; Governance; Community Colleges; Administrative Organization; Organizational Effectiveness; Case Studies; Improvement Programs; Coordination; Statewide Planning; Governing Boards; Educational Policy; Educational Finance; Public Agencies; Systems Approach; Strategic Planning; Politics of Education; Educational Environment; Policy Formation; Institutional Mission; Economic Factors; Questionnaires; Agency Role

Abstract:
Public organizations charged with coordinating higher education institutions face a complex set of tasks. Whether coordinating institutions within one sector or across sectors, such organizations play vital roles in promoting a state's capacity for policy leadership to meet the growing need for an educated citizenry. National experts have emphasized that effective policy capacity requires coordinating entities that can articulate mission and goals, devise strategies for meeting them, and use resources, including relationships with state leaders, to influence policy. The authors' case study subject, the Washington State Board for Community and Technical Colleges, was selected because of its track record of focusing a diverse constituency on a valuable public mission and using its resources strategically to facilitate large-scale policy changes aimed at making progress toward the mission. Its effectiveness rests in large part on its continual attention to relationships in order to mediate and balance the needs of various state and local parties. For states interested in improving existing coordinating organizations or designing new ones, the authors suggest that an assessment of the current context can illuminate possibilities for improvement. Multiple factors interact to create forward momentum and can be leveraged in myriad ways. Thus, the self assessment questions are designed so states can more clearly understand the factors at play in their own situations and more strategically evaluate short-term and long-term opportunities. The self-assessment questions fall into three categories: the state political and economic context, the design of the coordinating body itself, and the organization and leadership strategies used by the coordinating body. These factors are generalized from the Washington experience. They do not reflect an exhaustive review of the research or experiences of other states. [For the main report, "On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective," see ED534114.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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