Q: Describe the case management models employed by an organization?
A: One of the most crucial services provided to individuals and families suffering from a range of…
Q: Case Study Kathryn was employed at a large retail store at the mall. Her responsibilities were to…
A: (A) Kathryn's friends were not the wrong people, but Kathryn was wrong because she did not tell…
Q: Explain what is empowerment and why is it important in TQM
A: According to quality assurance, the primary goal is to increase customer satisfaction by ensuring…
Q: What is the P:D ratio?
A: P: D ratio is a concept used in operations management under manufacturing set up. P stands for…
Q: Give description of a needs analysis and job analysis, compare the pros
A: In an organization the management conducts various analysis in order to collect data so as to make…
Q: Based from ISASI, what is the definition of “findings”?
A: This archive has been created by the Air Traffic Services Working Group (ATSWG) of the International…
Q: Why is needs assessments necessary in organizations?
A: 1. An organization may face several issues while conducting its business operation. In order to stay…
Q: Using the chart of activity data provided below, what is expected standard deviation for activity C?
A: Optimistic time is the possible time requires to complete the project fastest with the usual…
Q: 10) What are the main steps of data analysis?
A: Forecasting is the process of making assumptions of future events based on past and present…
Q: Discuss
A: Selection plays a crucial role in hiring potential candidates and the perfect measurement in…
Q: Describe the method of sensitivity analysis?
A: Sensitivity analysis is the study in which the uncertainty in the output of the model will be…
Q: Mazoun diary is looking for a TQM tools which is used for analyzing relationships between two…
A: Answer- c. Scatter diagram
Q: 2. A healthcare organization is investigating the organization’s compliance with the post-procedure…
A: A health care organization can be defined as the organization that is developed by the NGO or a…
Q: Of the seven techniques and methods used in conducting needs assessments, which would you select to…
A: A need assessment is a systematic method to identify and address needs, or "gaps" between present…
Q: Questions: i. How can Laura most effectively use both management and leadership skills in her role…
A: The ability to attract subordinates, influence, direct, guide, support, and lead them towards goal…
Q: Explain the importance of evaluating assessment methods.
A: Operations management is a branch of management in which the production process and service of the…
Q: 1. Was it at all necessary for Rohit to apologise to such a junior employee like Satish? If you were…
A: As per Bartleby guidelines, we can only solve the first three subparts of a question at a…
Q: Describe the scorecard claim
A: To show its profits or losses/ incomes or expenditures, the company prepares a financial statement…
Q: Total Quality Management (TQM) in education?
A: Quality management is an appropriate systematic technique for managing change in public education if…
Q: Assume you are the leader of a value analysis team. Discuss how you would go about identifying value…
A: Recognize value analysis as a leader:Value analysis is the process of examining every element of a…
Q: List the seven concepts for an effective TQM program?
A: Meaning of total quality administration (TQM) says a management way to deal with long term…
Q: Identify and explain the suitable sampling frame and technique for each of the following research…
A: In a basic arbitrary sample, each individual from the populace has an equivalent shot at being…
Q: What are the major steps in setting up a monitoring and evaluation plan?
A: Introduction: Monitoring and evaluation plan is process to understand the efficiency of project…
Q: Describe the key issues addressed in each of the seven categories of the Criteria for performance.
A: Introduction: The term Business refers to an exchange of goods and services between the buyer and…
Q: 4. Under what circumstances would it be beneficial to employ each of these forms of alternative…
A: Observational assessment: This type of assessment is done when information is gathered or collected…
Q: rt? explain
A: In an organization, there are different roles and responsibilities based on the degree of skills and…
Q: What are the important characteristics of the case study method?
A: A case study is defined as a research strategy or an intensive study or an inquiry about a…
Q: Q2: Performance appraisal and management is an important process in an organization. Who will…
A: Performance appraisal refers to a systematic process of evaluation of employee performance in the…
Q: 4. Did Preet make a mistake by not intervening during the meeting and correct Rohit's misconception…
A: The behaviours showcased as well as the strategies used by managers at the workplace directly…
Q: Discuss what the principal and characteristic of Total Quality Management (TQM) in education?
A: Total quality management is continuously identifying and removing mistakes through continuous…
Q: How is an employee evaluated?
A: Most businesses usually conduct employee reviews at regular intervals at least once a year. An…
Q: (a) Develop an opportunity loss table. (b) What is the minimax regret decision?
A: Opportunity loss is the difference between the maximum payoff and the actual payoff received.
Q: Describe characteristics of different methods of assessment in education and training?
A: Assessments are available many shapes and sizes. For those that are new assessment or simply…
Q: how improving tha quality can result in Reduced costs?
A: Quality is an important factor for any organization or firm of any level, small, medium, or big…
Q: nline to recruit a panel for one of its online surveys. How might you build a sample frame of…
A: The Starbucks Duetto Visa card team should put up a panel of Starbucks Card customers to get their…
Describe the features of an Ad Hoc Sensitivity Analysis.
Trending now
This is a popular solution!
Step by step
Solved in 2 steps
- Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were 1-5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. " How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as 'his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter." "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "I thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years." "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. Is a 1-5 grading System by principals and master teachers a valuable part of a feedback control system for teachers? Why?Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were I —5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "l thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. What do you see as the major strengths and flaws in the feedback control system used in the schools in this scenario? What changes do you recommend to overcome the flaws?Describe the method of sensitivity analysis?
- Describe the similarities and differences between Total Quality Management (TQM) and Six Sigma quality-management techniques.Discuss sensitivity analysis. What is it and how does it work? What results does it produce?Describe the key issues addressed in each of the seven categories of the Criteria for performance.
- What are the five guiding questions about effectiveness criteria? Explain.Suggest the rationale for choosing either the balanced scorecard or performance prismDiscuss the use of measurement in selection. What are the advantages and disadvantages of selecting candidates based on scores/data as opposed to subjective judgment?