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1.
Jerry W. Gilley 《Performance Improvement Quarterly》1989,2(1):43-54
Improved organizational efficiency can only be accomplished if the employees within an organization have developed the skills, competencies, knowledge, and attitudes to perform at the highest possible levels. To a limited degree this can be accomplished via training, but employees develop the fundamental skills, competencies, knowledge, and attitudes related only to their current job. As a result, the organization is only indirectly impacted. This refers to the micro perspective of improved organizational efficiency. Organizational efficiency can also be accomplished through organizational development, but the individual employee is often overlooked during this process. Without employee commitment to improve efficiency, it will be short-lived. This approach refers to the macro perspective of improved organizational efficiency. Both the micro and macro perspectives of improved organizational efficiency have their weaknesses. Thus, a combination of the two processes is necessary. Career development is that combination. Career development is a process which enables employees to develop beyond the fundamental skills, competencies, knowledge, and attitudes required for their present job assignments. It is a process which is focused on improving organizational efficiency while relying on the development of the individual employee. Performance improvement practitioners can provide learning activities which improve employees' skills, competencies, knowledge, and attitudes by viewing improved organizational efficiency from an individual (micro) perspective while remaining dedicated to the overall enhancement of the organization (macro). However, many performance improvement practitioners fail to see the connection between training and overall organizational development. These terms are often used interchangeably which leads to the increased confusion and misapplication of each process. It is necessary, therefore, to arrive at an acceptable definition in order to communicate effectively the intent as well as the similarities and differences of the processes. This will enable performance improvement practitioners to better understand the commonalities of each process. It is this understanding that serves as the basis of this article and the forthcoming recommendations. 相似文献
2.
Jerry W. Gilley 《Performance Improvement Quarterly》1997,10(1):213-225
Improved organizational efficiency can only be accomplished if the employees within an organization have developed the skills, competencies, knowledge, and attitudes to perform at the highest possible levels. To a limited degree this can be accomplished via training, but employees develop the fundamental skills, competencies, knowledge, and attitudes related only to their current job. As a result, the organization is only indirectly impacted. This refers to the micro perspective of improved organizational efficiency. Organizational efficiency can also be accomplished through organizational development, but the individual employee is often overlooked during this process. Without employee commitment to improve efficiency, it will be short-lived. This approach refers to the macro perspective of improved organizational efficiency. Both the micro and macro perspectives of improved organizational efficiency have their weaknesses. Thus, a combination of the two processes is necessary. Career development is that combination. Career development is a process which enables employees to develop beyond the fundamental skills, competencies, knowledge, and attitudes required for their present job assignments. It is a process which is focused on improving organizational efficiency while relying on the development of the individual employee. Performance improvement practitioners can provide learning activities which improve employees' skills, competencies, knowledge, and attitudes by viewing improved organizational efficiency from, an individual (micro) perspective while remaining dedicated to the overall enhancement of the organization (macro). However, many performance improvement practitioners fail to see the connection between training and overall organizational development. These terms are often used interchangeably which leads to the increased confusion and misapplication of each process. It is necessary, therefore, to arrive at an acceptable definition in order to communicate effectively the intent as well as the similarities and differences of the processes. This will enable performance improvement practitioners to better understand the commonalities of each process. It is this understanding that serves as the basis of this article and the forthcoming recommendations. 相似文献
3.
Valorie Beer 《Performance Improvement Quarterly》1991,4(4):62-70
Frontal assaults (e. g., training, team building, strategic planning) on organizational dysfunctions have been a staple of performance technology. A newly popular stratagem—-employee empowerment—-seeks to address dysfunctions by vesting more organizational power with the individual employee. This usually means that the manager and employee set specific and measurable mutual goals that require the manager to relinquish measurement processes and tools to the employee and then hold the employee accountable for quality, customer satisfaction, etc. However, managers may be loath to give up their traditional areas of control, while employees may be unaccustomed to assuming responsibilities of management. Therefore, around and between the more formal strategies for employee empowerment, the performance technologist needs to consider tactics beyond those of conventional organization development. 相似文献
4.
Gordon Harrison 《The Journal of environmental education》2013,44(1):19-20
Abstract The meanings invested by people in any given environment—natural or built, large scale or intimate—play a crucial role in determining attitudes toward the place and eventual commitment and goals of action. The “location task” described in this article enables its users to explore their “desired” spatial organization of a place: a room, a school, a neighborhood, a park. Using their individual, social, and organizational goals and values, they attempt to develop in the spatial configuration of the place a hierarchically embedded system. 相似文献
5.
Richard F. Miiro Frank B. Matsiko Robert E. Mazur 《The Journal of Agricultural Education and Extension》2013,19(1):65-78
AbstractPurpose: This study sought to determine the influence of training transfer factors and actual application of training on organization level outcomes among farmer owned produce marketing organizations in Uganda.Design/methodology/approach: Interviews based on the Learning Transfer Systems Inventory (LTSI) were conducted with 120 PMO leaders trained in partnership management skills by a four year extension project. Data were collected on training transfer factors, transferred training, and training related organization level outcomes. Data were analyzed by OLS hierarchical regression analysis.Findings: The performance of the producer marketing organizations in terms of ‘improved inter-organization relations’ and ‘improved services’ was found to be significantly predicted by ‘personal capacity to transfer,’ ‘receiving feedback,’ and ‘resource availability.’Practical implications: Rural service providers who build capacity of local organizations can use this knowledge to pursue certain strategic human level organizational outcomes by manipulating transfer system factors such as providing feedback and supportive resources to help trainees.Originality/value: The LTSI model has been tested for its role in explaining human level organizational outcomes in a developing country setting. We have also seen that specific training transfer system factors will be responsible for certain elements of the multidimensional outcomes of training. 相似文献
6.
Yin Cheong Cheng 《School Effectiveness & School Improvement》2013,24(3):299-317
This study aims to investigate how principal's leadership is related to school performance in terms of multi‐level indicators such as school's organizational characteristics, teachers’ group‐level and individual‐level performances, and students’ performances. In the study, strong leadership represents that a principal can be supportive and foster participation for teachers, can develop clear goals and policies and hold people accountable for results, can be persuasive at building alliances and solving conflicts, can be inspirational and charismatic, and can encourage professional development and teaching improvement. The strong leadership is found associated with high organizational effectiveness, strong organizational culture, positive principal‐teachers relationship, more participation in decision, high teacher esprit and professionalism, less teacher disengagement and hindrance, more teacher job satisfaction and commitment, and more positive student performance particularly on attitudes to their schools and learning. The findings support that principal's leadership is a critical factor for school performance at multi‐levels. Implications are advanced for further study and development of leadership. 相似文献
7.
Research on induction of newcomers is primarily focused on individual processes, such as acquisition of knowledge and socialization
in order to create a smooth and frictionless entry period. The interest of our research, however, is the processes that happen
on the organizational level. We claim that induction potentially triggers both individual and organizational learning and by drawing on practice-based theory we discuss how the interplay between individual and the organization,
what we call a generative dance, ignites both kinds of learning. We focus on and describe the interplay that takes place in particular induction events and
analyze the “dance” through the lens of learning. The article concludes with a brief discussion about the implications for
practitioners and the challenges and future research prospects we have encountered. We draw on an empirical enquiry in two
organizational settings, a Danish management consulting company and a German retail bank.
相似文献
| Nicolas RohdeEmail: |
8.
In the context of Autoparts, a multinational manufacturer for automotive electronics, Lotus Notes was employed to create an e‐learning system. This system was titled “Using Notes for Case‐based Learning Environments” (UNCLE). The UNCLE project attempted to encapsulate knowledge and understanding of those organizational factors that might influence e‐learning development and implementation in a corporate context. Based on the findings of this study, and our reflections on these findings, we define that an e‐learning system consists of four critical components: (1) corporate learners with certain prerequisites (people) to carry out (2) learning tasks (process) using (3) e‐learning technology (technology) in an (4) organizational context (organization). This study further suggested that e‐learning is a sociotechnical change process like any technology adoptions, and proposed a systemic framework for exploring and making the most of various sociotechnical factors. Further studies are suggested to investigate the interrelationships among these four components and various sociotechnical factors. 相似文献
9.
Anne P. Massey Mitzi M. Montoya‐Weiss Tony M. O'Driscoll 《Performance Improvement Quarterly》2005,18(2):37-55
ABSTRACT As organizations respond to competitive environments and strive to enhance performance, knowledge management (KM) has increasingly become a strategic activity. A KM strategy entails consciously helping people share and put knowledge into action. A key challenge is how to develop and implement KM solutions that provide performance support to knowledge workers and seamlessly integrate KM into business processes. We propose that human performance technology (HPT) provides a systematic framework to help guide KM initiatives. Specifically, HPT provides a holistic view of a knowledge worker's performance environment by considering the complex interdependencies between the organizational context, business processes, and individual performers. Via a case study, we describe and illustrate how HPT guided one organization in its journey to identify the content and structure to best support performance and manage knowledge in a core business process. Based on the case study, we offer lessons for other firms on how HPT can be used to guide KM initiatives. 相似文献
10.
Melville Hopkins 《Communication quarterly》2013,61(1):12-13
This paper combines an interactionist perspective with a rules‐based approach for the purpose of analyzing and evaluating organizations. It is suggested that an organization is analogous to a culture and that it can be analyzed by identifying its collectively defined master contract. It may be critiqued by assessing the process by which that master contract is communicated among its members. The organization and its individual members can then be evaluated according to the competence with which members can coorient themselves to the master contract and can coordinate their activities within the constitutive and regulative rules established by the organization. A case study suggests this new approach to organizational communication will be a useful one for communication theory as well as for consultants. 相似文献
11.
Lynda R. Wilier 《Performance Improvement Quarterly》1991,4(2):2-10
A potential problem for individuals in an organization, for the organization, and for researchers of organizational behavior is the lack of recognition of individual differences as an explanation of differences in behavior within the organization. Often research results indicate an aggregate of behavior of all individuals within the organization ignoring how the individual behavior of a single person can have an effect of the performance of that individual and on organizational effectiveness. This paper examines the interrelationship of stimulus screening, the nature of an individual's task and environment setting and its impact on individual per formance and organizational effectiveness. A rationale for the topic, review of literature, and issues pertinent to organizational research and practice are presented. 相似文献
12.
Berg, G. & Wallin, E. 1982. Research into the School as an Organization. II: The School as a Complex Organization. Scandinavian Journal of Educational Research 26, 161‐181. This article starts by examining the development of general organization theory, then proposes an overall organization model for analysing the school. A distinction is made between the school as an institution and the school as an organization, the latter defined as a function of the control emanating from the societal and the ‘actor’ level. A set of conceptual tools believed to describe and analyse the school as an organization is outlined. In the latter part of the article an illustration of how the theoretical discussion can be applied to practical situations is given, firstly by an analysis of a case study and secondly by giving examples of factors worth taking into account in concrete analyses of the organizational structures of schools. 相似文献
13.
影响大学这一学术组织发展的内部矛盾有两方面：自然模糊的组织目标和松散的组织结构。大学组织中这两方面的矛盾,形成了一种张力,从而影响组织的发展。从大学组织内倾性来看,对应以横向方式（部类、部门）和纵向方式（层次、等级）交叉形成学术组织的内部影响力量,构成组织变迁的内部线索,这一特殊的组织结构能很好地适应环境变化,使其不会轻易走向衰落;从学术组织的外倾性来说,大学贯有的学术精神,使其有可能与外界其他制约因素保持相对独立性,按照自身的运动特点演进和发展。 相似文献
14.
对转型发展典型高校X学院5名教师的扎根研究发现,教师转型是个体因素与组织因素良性互动的结果:教师出于对学校新办学理念、定位、目标等的认同和信任,形成较高组织承诺;在较高组织承诺推动或(和)组织支持拉动下,这些教师开启转型探索之路;在组织承诺支撑下,转型教师经过探索取得了一定转型效果,获得(更多的)组织支持,进而使转型向纵深发展;对转型成功教师保持或增加适当组织支持,可维持其组织承诺水平,稳定教师队伍和组织转型成果。建议转型高校注重培养和提升教师的组织承诺,构建"软硬结合"的"全员支持""全过程支持"机制。 相似文献
15.
Inés Dussel 《International Studies in Sociology of Education》2013,23(4):432-437
ABSTRACTThis article seeks to introduce Research in translation as a new section of the journal. Its goals are to expand and diversify the flow of ideas in the sociology of education, to make available perspectives and notions from other research traditions to readers from diverse parts of the world, and to enrich the conversations about how these movements transform the ways in which social knowledge about education is produced. This introduction underlines that research is always produced in and as translation between different sets of practices and registers; it also wants to visibilize the craft of translation and its effects in the production of knowledge in an increasingly internationalized, plurilingual academia. 相似文献
16.
Dr. Yoram Neumann 《Research in higher education》1979,10(2):123-138
This study examines the relationship between some facets of organizational climate in university departments and faculty attitudes toward various aspects of faculty unionization. The dimensions of organizational climate explored are: the perceived power structure, assessment of rewards, and perceived organizational goals. The major findings of this study are: (a) The perceived power structure is an important determinant of attitudes toward an egalitarian system, especially in the social sciences. Perceived individual power is negatively related to egalitarian attitude in the physical sciences whereas perceived faculty group power is negatively related to favorable attitudes toward collective bargaining in the social sciences. (b) Perceived emphasis on consulting activities is positively related to attitudes toward seniority-based aspects of collective bargaining in the physical sciences while perceived emphasis on personal factors is positively related to all aspects of attitude toward collective bargaining in the social sciences. (c) Inequity is positively related to attitudes toward unionization both in the physical and social sciences. The policy implications of these findings to faculty and university administration are discussed. 相似文献
17.
Gloria J. Gery 《Performance Improvement Quarterly》1989,2(3):51-71
Three of the five prerequisites for change to a performance support system orientation exist: (a) Need and sponsor dissatisfaction with the status quo; (b) available and affordable alternatives; and (c) mindsets. The missing conditions are the development of a critical mass of people with vision who have the knowledge and skill to proceed, and the development of a sufficient transition and implementation strategy. Currently, a limited few are sufficiently familiar with the new alternatives—and while they have made the required mindset shifts, they are insufficient in number and not at sufficient organizational levels to sponsor the development of performance support systems. The key to developing effective performance support system strategy development and implementation is achieving the mindset or frame of reference shifts among those persons who can sponsor and fund the change and among the functional representatives who must participate in the change. The performance system view must be sold with benefits to the employees involved, to the overall organization, and to the functional participants in mind. Our current business problem is inadequate employee performance. Throwing in more traditional training events, regardless of whether they are interactive or not, will not solve it. The outcomes of traditional training are simply inadequate. And inadequate is now (and probably always was) insufficient. We have the technological means to develop and implement alternatives, but in order to accomplish the results we need, our view must shift from training to learning and then to performance. The focus must shift from rigidly defined content and training program structure, created by an instructional designer, to truly individualized learning experiences created by the learner. We must get out of our historical mindset and organizational boxes and take the broader and longer view. The future requires it. We must make a difference by affecting employee performance. 相似文献
18.
Harry Daniels 《Emotional and Behavioural Difficulties》2013,18(2):113-124
Abstract The article is based on a paper delivered to the AWCEBD KEYWORDS Conference at Cirencester in 1999, where the focus was upon staff emotional support. The article proposes that some of the causes of teacher and intelligence; worker stress are organizational factors and perceptual bias, and that staff support; stress is an inevitable consequence of working in an environment supervision where human relationships are critical for the successful management of young people with social, emotional and behavioural difficulties.The author suggests that one way of alleviating this stress is through the introduction of supervision to the educational field. Supervision in other helping professions has been successful in providing support, changing perceptions, managing emotions and coping with stressful situations, and in so doing has improved relationships with others and work performance. 相似文献
19.
Michael J. Connor 《Emotional and Behavioural Difficulties》2013,18(2):103-111
Abstract The article is based on a paper delivered to the AWCEBD KEYWORDS Conference at Cirencester in 1999, where the focus was upon staff emotional support. The article proposes that some of the causes of teacher and intelligence; worker stress are organizational factors and perceptual bias, and that staff support; stress is an inevitable consequence of working in an environment supervision where human relationships are critical for the successful management of young people with social, emotional and behavioural difficulties.The author suggests that one way of alleviating this stress is through the introduction of supervision to the educational field. Supervision in other helping professions has been successful in providing support, changing perceptions, managing emotions and coping with stressful situations, and in so doing has improved relationships with others and work performance. 相似文献
20.
Recent years have seen a surge in educational efforts to foster the development of learners’ epistemologies. Our 1st aim is to problematize some current assumptions about the goals of epistemic education and to argue that existing models of lay or expert epistemologies cannot directly translate into educational goals. Our 2nd aim is to present a fresh integrative analysis of the goals of epistemic education based on both philosophical arguments and empirical research. Synthesizing these sources, we propose that the overarching purpose of epistemic education is to promote learners’ apt epistemic performance, defined as performance that achieves valuable epistemic aims through competence. We identify 5 key aspects of epistemic performance that are important to achieving this goal: engaging in reliable cognitive processes that lead to the achievement of epistemic aims, adapting epistemic performance to diverse situations, metacognitively regulating and understanding epistemic performance, caring about and enjoying epistemic performance, and participating in epistemic performance together with others. Each of these aspects involves competent engagement with epistemic aims and value, epistemic ideals, and reliable epistemic processes. Our analysis can help educators plan and evaluate epistemic education and suggests ways in which current curricula might be better designed to promote epistemic growth. 相似文献