...autonomy in schools is similar to the claims directed at many organizations today, and with which I see a valid argument. I think that organizational decisions should be made by the people know best what needs to be done. The restructuring movement in business and industry has recognized that it is possible to improve employee performance when workers and managers have more authority and collegiality in their work. The same should hold true for the field of education, especially since education is a human oriented and dedicated service. Similar to other services such as the medical field, highly trained practitioners should enjoy the confidence of autonomy in deciding what is best for the people they serve. This is not a novel idea and has been researched for decades. Little (1982) argued that successful schools appear to be those which allow staff a greater say in educational decisions, and which open up communication between parents, teachers, and students. Finn (1984) also contended that the more efficient schools are those who allow their staff high levels of responsibility and decision-making. It is my belief, along with many researchers, that these environments foster higher teacher morale, teachers’ sense of efficacy, sense of community, and collegiality, which all lead to a rich school climate conducive to enhanced student learning. I am completely aware that there are demographic variables beyond teachers’ control that play a role in school effectiveness such as, class...
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...conflict. Decision Making, Learning, Knowledge Management, and Information Technology Sessions 21 & 22 Organization Theory, BL3 visiting students m.marais@supco-montpellier.fr Learning Objectives Differentiate among several models of decision making that describe how managers make decisions ! Describe the nature of organizational learning and the different levels at which learning occurs ! Explain how organizations can use knowledge management and information technology to promote organizational learning and improve the quality of their decision making ! Learning Objectives Identify the factors, such as the operation of cognitive biases, that reduce the level of organizational learning and result in poor decision making ! Discuss some techniques that managers can use to overcome these cognitive biases and thus open the organization up to new learning ! I. Organizational decision making 1. Organizational decision making Definitions Organizational decision making: The process of responding to a problem by searching for and selecting a solution or course of action that will create value for organizational stakeholders ! Programmed decisions: Decisions that are repetitive and routine ! Nonprogrammed decisions: Decisions that are novel and unstructured ! 1. Organizational decision making Definitions ! Intuition ⽂文本 hunches that come readily to mind, require little effort and information gathering and result in on-the-spot decisions ! ...
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...Chapter 03 Managerial Decision Making True / False Questions 1. (p. 88) Managers often ignore problems. TRUE AACSB: Other management-specific knowledge/abilities Blooms taxonomy: Comprehension Difficulty: Easy Learning Objective: 1 2. (p. 89) Managers typically face ill-structured problems, leaving the decision maker uncertain about how to proceed. TRUE AACSB: Other management-specific knowledge/abilities Blooms taxonomy: Comprehension Difficulty: Easy Learning Objective: 1 3. (p. 89) Bill Simmons is the manager of a small restaurant and must decide how much money he owes his suppliers. This is an example of a non-programmed decision. FALSE AACSB: Other management-specific knowledge/abilities Blooms taxonomy: Application Difficulty: Easy Learning Objective: 1 4. (p. 89, Table 3.1) Programmed decisions are useful when there is no predetermined structure on which to rely. FALSE AACSB: Other management-specific knowledge/abilities Blooms taxonomy: Comprehension Difficulty: Medium Learning Objective: 1 5. (p. 90) Risk is not a fact of life in management decisions. FALSE AACSB: Other management-specific knowledge/abilities Blooms taxonomy: Comprehension Difficulty: Easy Learning Objective: 1 6. (p. 90) According to research, managers prefer uncertainty to certainty because it makes the job more challenging and interesting. FALSE AACSB: Group/individual dynamics Blooms taxonomy:...
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...Organizational Learning and Decision-Making: A Southeastern School District and Elementary School Greg Alford, DA University of Phoenix Org 714 Organizational Learning and Decision-Making: A Southeastern School District and Elementary School Although learning should be an easy task for a school and school system, the bureaucracy of a public educational system presents many obstacles to substantive learning on the part of the employees and the smoothness of the decision-making process. This paper examines the opportunities for organizational learning and the decision-making process in southeastern U.S. school district and specifically at an elementary school Pre-K CDC Program. What is Organizational Learning and Decision-Making? Organizational learning is the process through which managers seek to improve organization members’ desire and ability to understand and manage the organization and its environment so they make decisions that continuously raise organizational effectiveness. There are two types of organizational learning strategies that may be pursued by any group: exploration and exploitation. Exploration is a method where organizational members learn of ways to improve existing organizational activities and procedures through experimentation. Exploitation is where those members refine and improve on existing activities and procedures to increase effectiveness (Jones, 2010). Organizational decision-making is the process of responding to a problem by searching...
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...Graduate School of Management SELF DIRECTED LEARNING PLAN Your Name: Tiaira Walls Date: October 21, 2013 Course Title: GB519 Measurement and Decision Making Professional Goal (2-3 years) from now: My professional goal two to three years from now is to graduate with my Master’s degree in Human Resources and hopefully obtain a entry level position in Human Resources or management. Strengths to Leverage Step 1: The most effective and satisfied people align their work with their natural strong points. Identify 3-5 of your key strengths (see Column 1 below); these could be a competency, skill, ability, knowledge area or personal characteristic. Think about how you can leverage those strengths to be effective in your work, achieve your professional goals, and become a leader in your profession. Step 2: At the beginning of each course in your MBA program, answer the following question either using this template or a narrative format. What do you expect to learn in this course that will help you leverage your strengths? (See Column 2 below). Be as specific as you can, e.g., assume that strength is your analytical ability. You might expect to understand more about macroeconomics so that you can analyze how the housing crisis affects other segments of the economy, such as interest rates or unemployment. At the beginning of the course you are not expected to be an expert in all facets of the course learning; however, you can glean valuable insights...
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...applies the tools available to University of Phoenix graduate students and the competencies of successful managers to understand the functions of business. Students develop an increased awareness of their own perceptions and values in order to manage and communicate with others more effectively. Other topics include MBA program goals, argument construction, decision making, collaboration, and academic research. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Hoch, S. J., Kunreuther, H. C., & Gunther, R. E. (Eds.). (2001). Wharton on making decisions. New York, NY: Wiley. Nickels, W. G., McHugh, J. M., & McHugh, S. M. (2010). Understanding business (9th ed.). New York, NY: McGraw-Hill/Irwin. Robbins, S. P. & Judge, T. A. (2011). Organizational behavior (14th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. Spatt, B. (2011). Writing from Sources (8th ed.). Boston, MA: Bedford/ St. Martin‘s. ...
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...Data analysis has provided businesses with new opportunities. It provides companies with information on what their customers want and enables businesses to respond to changing market trends in a timely manner. Decision-making is crucial in every business today. It has become important to adapt to, a data-driven decision-making process. Companies are taking advantage of the new technologies in data analysis to benefit from good decisions and identify new opportunities to gain a competitive advantage. Hadoop It is open source software designed to provide massive storage and large data processing power. Hadoop has the ability to handle tasks running at the same time. Hadoop has a storage and processing part. It works by dividing files into large blocks and distributing them amongst the nodes (Kozielski & Wrembel, 2014). In processing, it works with MapReduce to ensure that codes are transferred and nodes are processed in parallel. By using nodes, Hadoop allows data manipulation making it is process faster and more efficiently. It has four main components: The Hadoop Common which contains utilities required, the Hadoop Distributed File System which is the storage part, Hadoop Yarn which manages and computes resources and Hadoop MapReduce which is a program responsible for processing large-scale data. It can process large amounts of data quickly by using multiple computers (Kozielski & Wrembel, 2014). Hadoop is being turned into a data processing operating system by large organizations...
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...The Top Manager-Adviser Relationship in Strategic Decision Making during Executive Life Cycle: Exploring the Impediments to Strategic Change ABSTRACT The purpose of this study is to examine how strategy persistence would be induced from top manager-adviser relationships in strategic decision making during executive life cycle. Prior studies have shown that a top manager’s tenure is characterized as inverted U-shaped relationship between a top manager’s tenure and organizational performance that a top manager is effective during initial time in office, but as a span of top manager’s tenure become long, organizational performance is decline. However, little has been known about the reason of the inverted U-shaped relationship. To investigate this question, we apply the concept of the decision maker-adviser model to the argument. Upper echelons theorists have found that the top executives are critical to shaping the characteristics of the firm. However, since this research stream has emphasized on the decision making of Chief Executive Officer (CEO) or Top Management Team (TMT), relational aspects of strategic decision making between top managers and adviser have not been sufficiently argued. In response to this theoretical gap, we will discuss the relational aspect of strategic decision making between top managers and advisers. Keywords: Upper echelons theory, executive life cycle, decision maker-adviser model. INTRODUCTION Over the past 20 years, growing evidence...
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...course surveys quantitative marketing methodology. Our emphasis will be on the selection and use of models to support marketing strategy. Topics include: analysis of consumer behavior; segmentation, targeting, positioning, forecasting methods; new product decisions; and advertising decision models; sales force decision models and pricing decision models. The focus of the course is on the use of analytical approaches and computer-based models to formulate and solve problems. This course will also provide you an opportunity to improve your statistical and analytical skills. COURSE PREREQUISITE(S) • • • Statistics OR Statistics and Data Analysis OR Probability and Statistics COURSE OBJECTIVES (CO) 1. 2. 3. 4. Develop an understanding of the use of analytical techniques and computer models in enhancing marketing decision making in modern enterprises Improve students’ skills in viewing business processes and relationships systematically and analytically Provide students with the software tools that will enable them to apply the models and methods taught in the course to real business problems. Provide students an opportunity to demonstrate effective communication in presenting and defending their modeling work. COURSE LEARNING OUTCOMES (CLO) 1. 2. 3. Lahore University...
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...an AIS. B) Information is the primary output of an AIS. C) Data is more useful in decision making than information. D) Data and information are the same. Answer: B Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 2) Information is best described as A) raw facts about transactions. B) data that has been organized and processed so that it is meaningful to the user. C) facts that are useful when processed in a timely manner. D) the same thing as data. Answer: B Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 3) The value of information can best be determined by A) its usefulness to decision makers. B) its relevance to decision makers. C) the benefits associated with obtaining the information minus the cost of producing it. D) the extent to which it optimizes the value chain. Answer: C Objective: Learning Objective 1 Difficulty: Moderate AACSB: Analytic 4) An accounting information system (AIS) processes ________ to provide users with ________. A) data; information B) data; transactions C) information; data D) data; benefits Answer: A Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 5) ________ information reduces uncertainty, improves decision makers' ability to make predictions, or confirms expectations. A) Timely B) Reliable C) Relevant D) Complete Answer: C Objective: Learning Objective 1 Difficulty: Easy AACSB: Analytic 6) Information that is free from...
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...primary output of an AIS. C) Data is more useful in decision-making than information. D) Data and information are the same. Answer: B Page Ref: 4 Objective: Learning Objective 1 Difficulty : Easy AACSB: Analytic 2) Information is A) basically the same as data. B) raw facts about transactions. C) potentially useful facts when processed in a timely manner. D) data that has been organized and processed so that it's meaningful. Answer: D Page Ref: 4 Objective: Learning Objective 1 Difficulty : Easy AACSB: Analytic 3) The value of information can best be defined as A) how useful it is to decision makers. B) the benefits produced by possessing and using the information minus the cost of producing it. C) how relevant it is. D) the extent to which it maximizes the value chain. Answer: B Page Ref: 4 Objective: Learning Objective 1 Difficulty : Moderate AACSB: Analytic 4) An accounting information system (AIS) processes ________ to provide users with ________. A) data; information B) data; transactions C) information; data D) data; benefits Answer: A Page Ref: 10 Objective: Learning Objective 1 Difficulty : Easy AACSB: Analytic 5) Information that reduces uncertainty, improves decision makers' ability to make predictions, or confirms or corrects their prior expectations, is said to be A) complete. B) relevant. C) reliable. D) timely. Answer: B Page Ref: 5 Objective: Learning Objective 1 Difficulty : Easy AACSB: Analytic ...
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...and can easily be used with students as well. As you examine the model, be sure to follow the section numbers and | | |start on the right side with the “ideal situation.” | Leadership Gap Analysis: 3.1 Equity Leadership Gap Analysis: 3.2 Distributed Leadership Leadership Gap Analysis: 3.3 Effective Governance Leadership Gap Analysis: 3.4 Learning Community Leadership Gap Analysis: 3.5 Professional Development Gap Analysis Worksheet: Core Agreements [pic] ----------------------- 3) CLOSING THE “GAP” This section contains the specific strategies that are designed to close the gap between the actual and the ideal. EXAMPLE: To close the gap, Central High School will: ▪ Institute a 9th grade orientation and transition program. ▪ Start a targeted mentoring program for 9th graders in math and reading. 2) CURRENT SITUATION This section contains a detailed description of the situation as it presently stands. The development...
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...Consumer Behavior |Program |: |MBA |Class of |: |2009 | |Credit |: |3 |Sessions |: |33 | |Course Code |: |SL MM 602 | | | | Objective To understand the various factors influencing behavior of consumers – as individuals and as members of a group/society, and also the impact of consumerism in the contemporary environment. To understand the behavior of consumers – decision making, post-purchase behavior, behavior in a shopping environment, etc. To understand the behavior of organizations as consumers. |REFERENCE BOOKS |AUTHOR / PUBLICATION | |Consumer Behavior |ICMR | |Consumer Behavior, 5e |Leon G Schiffman and Leslie Lazar Kanuk, Prentice-Hall, India | |Consumer Behavior |Hawkins, Best & Coney, McGraw Hill | |Consumer Behavior |Blackwell, Miniard & Engel, Thomson ...
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...Unit 6 Business Decision Making Assessment Activity Front Sheet This front sheet must be completed by the learner (where appropriate) and included with the work submitted for assessment. Learner Name Assessor Name: Karen Osadiaye Date Issued Hand in Date Submitted on 03.03.15 Qualification Level 5 Edexcel BTEC Higher National in Business (QCF) Unit 6 Business Decision Making – 15 credits Assignment 1 will give learners the opportunity to achieve: Learning Outcome 1 – be able to use a variety of sources for the collection of data, both primary and secondary Learning Outcome 2 – understand a range of techniques to analyse data effectively for business purposes Learning Outcome 3 – be able to produce information in appropriate formats for decision making in an organisational context Learning Outcome 4 – be able to use software-generated information to make decisions in an organisation Criteria reference 1 To achieve the criteria the evidence must show that the learner is able to: a) create a plan for the collection of primary and secondary data for a given business problem b) present the survey methodology and sampling frame used c) design a questionnaire for a given business problem a) create information for decision making by summarising data using representative values b) analyse the results to draw valid conclusions in a business context c) analyse data using measures of dispersion to inform a given business scenario d) explain how quartiles, percentiles and the...
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...For the decision making is clearly terminate to your individual and to organizational. The key individual outcomes in research of organizational behavior are organization commitment and job performance. The factors that influence these outcomes are individual mechanisms (justice, job satisfaction, stress, motivation, trust and ethics, and learning and decision making) Individual mechanisms in turn are driven by group mechanisms (leadership: style and behaviors; and power and negotiation and teams: processes and characteristics), organizational mechanisms (organizational culture and structure), and individual characteristics (personality and cultural values and ability). Job performance is the worth of the set of employee behaviors that facilitate both positively or negatively to organizational target accomplishment. Organizational commitment - The main focus of this chapter is to search out the concept “organizational commitment”. The argument includes the following respect: definition of the idea; theoretical backdrop; adopted pattern for this study, dimensions of organizational commitment; element affecting the employees’ commitment; growth of organizational commitment; the effects of commitment; and the management of organizational commitment. Job satisfaction - takes to a new part of our integrative model of organizational behavior. Job satisfaction is one of some individual mechanisms that directly affects job performance and organizational commitment. Stress – stress...
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