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Dehumanization: Is it inevitable or is there room for change?
No full textThe Department of Social Science, along with the Maryland Theta chapter of Pi Gamma Mu (International Social Science Honor Society), is pleased to announce the winners of the 4th annual UMUC Social Science Essay Contest. This yearly contest invites all UMUC students to submit essays applying social science theory to social issues and problems and is adjudicated by a panel of UMUC faculty members. PolicTaking the prize for third place is Michelle Shores, for her essay, “Dehumanization: Is It Inevitable or Is There Room for Change?” Michelle is a Psychology major and anticipates graduating from UMUC in December 2011. She wrote her essay for the Individual and Society course in the sociology department, inspired by sociologist George Ritzer’s book The McDonaldization of Society. According to Michelle, “It was an awakening for me to consider that society was becoming ‘dehumanized,’ with people being forced along the conveyor belt of life. How can we guard against this dehumanizing effect or loss of self? This question is where my essay begins.” Michelle, who lives in Maryland, has done advocacy work for People with Disabilities within both educational and political institutions and plans to complete a Master’s degree in educational counseling.Michelle Shores
Major: Psychology
Email: [email protected]
DEHUMANIZATION
IS IT INEVITABLE OR IS THERE ROOM FOR CHANGE?
Many people go to the movies to see science fiction, adventure-packed shows involving humans interacting with or being transformed into robots. Movie goers view this as futuristic. As we look at today’s society, one has to wonder what type of control society has on each of us, wondering if we have become dehumanized, acting as “human robots” of society, and if this is true, where is our adventure? Sociologists have studied this phenomenon of ���dehumanization” in society, and have developed theories that explain the interaction between the individual and society. The question: are individuals really in control of society or are we being controlled by society?
Examples of Dehumanization
In The McDonaldization of Society 5, author George Ritzer (2008) provides examples of the “dehumanization” of individuals within the work place. For example, Ritzer (2008) depicts that McDonald employees have “scripted” communication with customers. Ritzer (2008) notes the “fake friendliness” that is mandated by management to produce repeat customers. Scripted communication is also used in telemarketing and politics (Ritzer, 2008). It was noted that Ronald Reagan had his speeches written, and George W. Bush answered only questions that were pre-authorized (Ritzer, 2008). Not only is communication scripted, Ritzer (2008) notes that the experience at Starbucks is relative to acting on stage with various actors and settings. The stage is the actual store; the employees are instructed on how to act, as are the customers in that we all line up and wait patiently for our purchases (Ritzer, 2008). Ritzer (2008) suggests that this is to set the scene for the next customers.
Ritzer (2008) refers the Starbucks experience in relation to Goffman’s dramaturological approach, which suggests that our environment is a stage and social behavior is scripted to fit the environment (Charon, 2010). We know that “in all social interaction there are rules we are expected to follow” (Charon, 2010). I would agree that the scripted communication and posing in line or lounging in the chairs (Ritzer, 2008), would support Goffman’s dramaturological approach. Within our social groups we are taught what is appropriate in different situations and will most likely act accordingly. For instance, one would act differently if they were in a court room compared to when they were at a basketball game. Our actions are most likely responsive to our environment.
Continued reading of The McDonaldization of Society 5 (Ritzer, 2008), depicts additional dehumanization of the worker. Ritzer (2008) discusses how nonhuman technologies are controlling the worker. In particular, he discusses the work environment of Customer Service Representatives (CSR) for airlines, referred to as “phoneheads” (Ritzer, 2008). Ritzer (2008) talks of the CSR being treated in nonhuman fashion, such as having to account for their time, including pushing the “potty button” to indicate where they are, to the eaves-dropping observation by management that sits in the “tower,” and how the workers were treated like prisoners. Ritzer (2008) writes of one CSR who “became an extension of the computer terminal…emptied of self.” I believe that this example of dehumanization (being controlled by management) is best explained by Charon (2010) as the “social structure and the control of thought”. According to the social structure we see the world through our positions (Charon, 2010). The way workers think depends on their position within the company (Charon, 2010). Many lower workers are not being given the opportunity to be creative or think about what they are doing, let alone go to the restroom without big brother watching. I believe that this is a significant form of dehumanization. Nickel and dimed: On (not) getting by in America, by Barbara Ehrenreich (2001) investigates the plight workers who earn a low-wage by going undercover. Ehrenreich (2001) shares that during her time working for Wal-Mart she felt like she did not have control over any part of the job. She relates that when she finally figured out a system to working, management would change the design of the department. Ehrenreich (2001) further relates how two weeks into her job management changed her shift without telling her, and how she had to accommodate lunch and bathroom breaks into the longer shift that was dictated. She had to figure out minutes and seconds that it took her to walk between the time clock, to punch in and out, to the restaurant to get a drink (Ehrenreich, 2001). I would believe that this example would be supported by the Conflict Theory. The Conflict Theory is based on the works of Karl Marx which addresses inequalities between groups (Charon, 2010). It is a power play between those who have and those who do not have, and are therefore at the mercy of those who do. Ehrenreich portrayed this difference throughout her book.
Nickel and dimed: On (not) getting by in America (Ehrenreich, 2001) also showed the impact that nonhuman technologies had on workers. When working for the Maids, she was watching the training videos, which instructed on how to dust and vacuum (Ehrenreich, 2001). The worker was instructed how to start and finish dusting in each room and during the video instruction on vacuuming, the instructor even said “I am the vacuum” (Ehrenreich, 2001). The training basically instructed the worker not to think, but to just act as they were instructed. This type of conditioning would be based on social structure and control of thought (Charon, 2010).
Both The McDonaldization of Society 5 by George Ritzer (2008) and Nickel and dimed: On (not) getting by in America, by Barbara Ehrenreich (2001) shared numerous examples of situations where individuals were placed in dehumanizing positions. Is there any way to stop this kind of treatment of individuals?
Is Change Possible?
While reading the The McDonaldization of Society 5 (Ritzer, 2008), and Nickel and Dimed: On (Not) Getting by in America (Ehrenreich, 2001), I felt as if we as a society were doomed to succumb to dehumanization and that there is no turning back. Although as I thought further I realized that there is the possibility of oscillation away from, although not fully void of, dehumanization. In my opinion, the advancement of technology is a major obstacle in ridding our society of dehumanization. According to Ritzer (2008), the use of nonhuman technology is a major contributor to the dehumanization of the worker. Businesses depend on the use of computerized equipment to either replace or control the individual’s participation in the work place. In addition, personal use of technology with items such as Blackberries, IPhones, IPads, etc., allows for what society views as greater efficiency and control. Many people use scripted language such as texting as a quick communication compared to face-to-face conversation or a telephone conversation. Society values how quickly things can be accomplished with the use of technology, from the scripted texting to the constant contact. Until entire cultures can be convinced of the de-humanizing effect that technological advancements has on society, I fear that dehumanization will continue.
In addition, I believe that globalization is another force to be contended with in the fight for movement away from dehumanization. Globalization refers to how different cultures interact with one another, whether person to person, politically, or economically. As we need to find a common ground to work together, it will place more pressure for individuals to become more autonomous in order to survive as a whole (Ritzer, 2008).
The consequences of dehumanizing individuals in our society can be horrific. This type of oppression is multifaceted. It includes a lack of creativity, a lack of adventure because things are the same everywhere you go (Ritzer, 2008), loss of morals, and ultimately the loss of self, resulting in more psychological issues. As dehumanization continues to move forward I believe that our society will eventually feel the effects of deindividuation, which is the “psychological state characterized by reduced self-awareness brought on by external conditions, such as being an anonymous member of a large crowd” (Baron, Branscombe, & Byrne, 2008). As individuals are forced to act like “robots”, they may wake up and find themselves in a new group. Deindividuation occurs when the individual loses sight of themself and adapts to the norms of the group. Groups are a “collection of people who are perceived to be bonded together in a coherent unit to some degree” (Baron, Branscombe, & Byrne, 2008). Groups can have a positive or negative impact on society. For example, if the group becomes unruly, even though the individual is not prone to such action, they too will take on the unruly behavior.
I believe that the consequences of dehumanization are being felt now. The fast food industry has been charged with causing poor health and obesity (Ritzer, 2008). The educational system is teaching to the test, and using standardized tests to evaluate students (Ritzer, 2008). Students should not be standardized. Many students are either exceptionally gifted in learning or have a learning disability. Therefore these students would be marginalized when taking standardized tests, and many will probably lose their motivation to learn, eventually creating a negative impact on society. When trying to determine how we can act as a “change agent” within our society, we first need to realize that there is a problem; that dehumanization is “quietly” changing how we function as a society. Prior to reading these books, I am sad to say that, I did not know how vastly we were affected by this process. My thought process was focused on the significant impact of technology, and how it has and will influence the way that we behave or interact with others. I also noted that because of technology we were expected to become more productive and efficient. I had no idea of the depth and mindset that created this “McDonaldization” of society (Ritzer, 2008). I had always thought of myself as thinking “outside of the box” regarding many things, such as time constraints, seeking out personalized service, not interacting with computers if possible, and placing the family dinner at home as a priority when my children were growing up. As I read and thought about my own, almost daily, experiences that I had encountered with efficiency, calculability, predictability, and control, and oppression, I began to realize that I was being controlled and I did not appreciate it. I do not want to become dehumanized. I am certain that there are many more people out there that would say the same. I have shared some of the contents of the book with friends and family, and they too were unaware of the process. I believe that educating people about the subtle influences that are controlling us as an individual and ultimately as a society will help to activate a change.
In order for change to happen, individual sacrifices will need to happen. According to Ritzer (2008) many people accept and embrace the benefits of knowing what to expect within their daily interactions, believing that this makes them more efficient. In order to fight dehumanization, people may need to forego what they consider to be comforts or conveniences within their daily living, and this may be easier said than done. For example, the family meal may need to be instituted. Busy schedules, different needs of family members, and rising costs of healthy food in the grocery markets, are just a few of the reasons that fast food restaurants are utilized by so many. If we were to challenge dehumanization it may require that dinners would be made at home. Some may not value the time together or see the need in the time it takes to create and serve a meal. I do not believe that everyone is willing to change, or even see it as a problem, because it will ultimately cause them do something different.
As people are educated about the control that is being imposed upon them, and if they make a choice to challenge that control, they can gather together to make more of an impact on society. For example, in Nickel and Dimed: On (not) getting by in America (Ehrenreich, 2001), revealed that the workers at the maid service and at Wal-Mart did not understand the controls that were being imposed until Ehrenrich told them what she saw as an outsider. The workers at Wal-Mart were urged to gather and create a union in order to protect them from the negative effects of management, or dehumanization (Ehrenreich, 2001).
I believe that in order to fight oppression (or dehumanization) individuals need to gather, creating groups of people who have the same beliefs, values, and norms. Most recently, a group of female employees from Wal-Mart have submitted a gender discrimination case against Wal-Mart (Wal-Mart Stores v. Dukes, No. 10-277). The case is due to be heard in the Supreme Court to determine “whether hundreds of thousands of female workers have enough in common to join together in a single suit” (Liptak, 2011). If someone had not voiced the concern about gender discrimination chances are that it would have continued on in silence. Since someone was brave enough to voice a concern, many have stepped up to confirm the allegations of gender discrimination. This potential landmark case will hopefully change the dehumanizing gender related factors present not only at Wal-Mart, but also in many other corporations. With dehumanization on the rise and as it gains momentum around the world, it appears that individualism is at stake and will soon diminish, leaving us as robots in a science fiction movie of old. I hold strong that if individuals are made aware of what is happening to them, many will group together in order to challenge the oppression (dehumanization) of the creativity and sense of self that would otherwise be lost.
References
Baron, R.A., Branscombe, N.R., & Byrne, D. (2008). Social psychology (12th ed.). Boston: Pearson.
Charon, J. (2010). Ten Questions: A sociological perspective. (7th ed.).Belmont, CA: Wadsworth Cengage Learning.
Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York: Holt.
Ritzer, G. (2008). The McDonaldization of Society: New Century Edition 5. Thousand Oaks, CA: Pine Forge Press.
Liptak, A. (2011). Supreme Court to weigh sociology issue in Wal-Mart Discrimination Case. Retrieved March 28, 2011 from http://www.nytimes.com/2011/03/28/us/28scotus.html?_r=
Tech support at distance: Tips & tools
No full textYou're a virtual library serving distance education students or public library clients. You live and die by remote access. Things go wrong. Clients contact you by phone, chat and e-mail. Their logins aren't working. They try to access your resources and get strange error messages. They click on PDF links and nothing happens. How do you help them diagnose and resolve their technical issues? Hear how one library uses front-end technical support for clients and back-end tools for librarians.Tech Support at a Distance: Tips & Tools
John Coogan, Systems Librarian
Li Fu, Digital Services Librarian
[email protected]
Computers in Libraries 2011
Wednesday, March 23, 2011 – 12:00-12:15PM, EDTOverview
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University of Maryland University College (UMUC)
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What can go wrong?
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Front-end technical support for patrons
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Back-end tools for staffAbout UMUC
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University System of Maryland
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Worldwide student body
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Non-traditional students
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77% of classes online
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Virtual Library with small staff
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19 Librarians, 9 Paraprofessionals
Image: @2011 UMUC. All rights reserved.What Can Go Wrong?
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Browser settings, missing plug-ins
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Network restrictions
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Login/authentication problems
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Resource malfunctions
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Software issues (e.g. Write-N-Cite)
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Anything! Tools for Patrons
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Technical Help pages
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Problem reporting forms
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Ask a Librarian – e-mail, phone, chat, IMTechnical Help: A Central GatewayPlus Help at the Point of NeedBrowser CheckOops, Something Not Quite Right What To DoNetwork Restrictions Login HelpResource Malfunctions: Alerts
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Alerts provided at point of access.Resource Malfunctions: Workarounds
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Workarounds provided when possible. Software HelpLogin Problem Report FormDatabase Problem Report FormNeed Some TLC? Ask a Librarian!Tools for Staff
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Patron technical help pages
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Patron verification tools
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Reference Manual
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E-mail templates
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Cross team training Technical Help PagesAuthentication System for Database LoginsLexis.com Account Management SystemReference ManualE-Mail Boilerplates for Standard ResponsesCross-team Training
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Reference Team trained to handle front line access questions.
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Problems needing further investigation are referred to Access Team.Future Developments
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Browser check – add option to e-mail results to the library (including browser version and operating system).
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GoToAssist – service that allows option to remote into patron PC’s. Hmmmmm, maybe not…Questions?Thank You!
John Coogan
Li Fu
[email protected]
Congress and DOD Management process: Space acquisition, a critique and evaluation
No full textThe purpose and scope of this research is as follows:
Purpose:
This study investigates a formal dysfunctional relationship between Congress and DOD with acquisition of mobility hardware ---in particular the space acquisition program.
Scope:
This study will only cover enough of these areas to demonstrate the reality and implications of social difficulties and misunderstandings deeply entrenched in the day-to-day assumptions of the acquisition process in Congress and DOD.The Congress and DOD Management Process:Space Acquisition, a Critique and EvaluationKey Words: Social Anthropology, Sociology, Management,DOD Acquisition, DOD Space Acquisition, Culture, Bureaucracy, Role Taking, Institution, Symbolic Interactionism
Mrs. Michelle D. Schmith
DMGT 892
SOARS PresentationPurpose and Scopeof Research
Purpose: This study investigates a formal dysfunctional relationship between Congress and DOD with acquisition of mobility hardware ---in particular the space acquisition program.
Scope: This study will only cover enough of these areas to demonstrate the reality and implications of social difficulties and misunderstandings deeply entrenched in the day-to-day assumptions of the acquisition process in Congress and DOD.Research Question
Is the DOD Space Acquisition Process as
currently exists, adequately meeting the
operational mission requirements?Significance for Management
There are several opportunities available for management to actively contribute to advancing management research by highlighting opportunities to add value to the overall DOD space acquisition performance such as:
•
Promote education
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Practice continuous open communication
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Oversight of responsibilities
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Provide Transparency and closure
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Involvement in efforts to improve the process
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Provide opportunities for all personnel in the fieldMain Literature Themes/ Authors
LiteratureThemes
Authors
VarianceCommunication Perspective
Congressand DOD Challengers
Bureaucracy, Culture and Role Taking
Charon, Denzin, Hodgson, Damasio, Morris, Riezler, Decety& Ickes, Searle, House, Joas,Warriner, Shrauger& Schoeneman, Wagner, Gardner & Pierce, Geertz, Maturana& Varela, Fisher, Ury& Patton, Mintzberg, Weick
Benson, Sheehan, GAO-08-516, GAO-09-705T, GAO-10-447T, Chapman, Shibutani, Boschken, Christensen, Air Force Speech, DODD 5000.01, DODI 5000.02, Schwartz,
Streeter, Starbuck & Farjoun, Parkinson, Defense Science Board
Wilson, Sylvester, Kaufman, Hansen, Mitchell, Sackmann, Hofstede, Huff, Argyris, CharonPropositions From Literature
•
Proposition 1:
Congress and DOD’s interaction in the space acquisition process would benefit through an awareness of :
I, Self, and Other
Mind
Consciousness
Role taking
Institutions
•
Proposition 2:
The challenges highlighted throughout the history of the space acquisition process are often exclusively located within the context of “mechanical” problems, while social aspects of the space acquisition process appear to be discounted.
•
Proposition 3:
Lack of technical expertise in the sociality in bureaucracy, culture, and role taking have an impact on the DOD and space acquisition process.Conceptual Framework
Particular Domain:
Social Anthropological Framework,
Symbolic Interactionism Theory
Expectation States Theory
Immediate Context:
Department of Defense Space Acquisition and Innovative Environment
Congress and DOD
Bureaucracy, Role Taking, Culture
Interactions: A. Self to Self, and B. Self to Other
C. DOD to Congress
Congress
B.
Self to
Other
DOD
Bureaucracy
Role Taking
Culture
Institutional Relationship Model
Self
A.
Self
Immediate Context
Particular DomainThesis Statement
For at least the past two years, the DOD acquisition process has suffered
major criticism from leadership at all levels of government for its inability to
deliver required capability to the war fighter--on time, on schedule, and within
budget.
The fact we have been fighting three major conflicts simultaneously exacerbates the situation.
The good news is that there are many initiatives underway within DOD and the legislative branch to vastly improve the acquisition process.
Due to the broad nature of government acquisition, the purpose of this paper is to focus research on just one aspect of DOD’s acquisition-the relationship between Congress and DOD and the effects of that relationship on the DOD Space System acquisition process.
It should be stated at the outset that this is a particularly propitious time for the Congress and DOD relationship; this is a time of growth and taking a new look at the ways that they inter-relate with each other.Research Approach
Reference: Briner, 2010Findings
•
Current DOD Space Acquisition Process Opportunities for Improvement
Excessive, costly, time-consuming documentation
Programs experience cost over-runs, schedule delays, and failure to deliver expected capabilities
Congress and DOD could improve interaction to optimize process
Culture, Bureaucracy, and Role Taking influences relationship between Congress and DOD
Insight into the Institutional Relationship Model from lessons of the development of the Intercontinental Ballistic Missile, and the Columbia DisasterPotential Solutions
Management Implications
Organizational Effectiveness
Impacts
External Factors
Laws, Policies, Directives, Globalization, US Economy, Environment, Budget
1.
Increase DOD Senior Leadership oversight and provide transparency of all programs within the process
2.
Provide “easier to comprehend” policies, directives, and instructions to minimize misinterpretation
3.
Simplify and modify process as a result of a gap analysis performed between the DOD Acquisition Process. and Service unique processes. Consider the PPBS process.
4.
Adjust Acquisition Billets based on thorough review of manpower requirements
Ineffective Planning
Insufficient Risk Management, Address not only “how” but include “what”, More in-depth systems analysis, Mindset differs for acquiring IT systems
5.
Create a more effective acquisition training program that requires a level of on the job training
6.
Establish clear roles and responsibilities by means of negotiations , DOD Senior Leadership Surveys, and Interviews
7.
Sound Governance by ensuring alignment and elimination of duplication
Leadership Challenges
Politics, Beauracracy, Change,
Inexperienced Leaders, Complex Process, Inefficient GuidanceFuture Research Agendas
The following are suggestions for further research:
a) A review of the relationship, perspectives, and
acquisition forums in both DOD and Congress;
b) Update to DOD’s and Congress’s on-going
initiatives;
c) Effects on the process as new requirements are
introduced;
d) On-going assessment of impacts of role taking,
bureaucracy, and culture within the proces
Framing senior manager (SM) - middle manager (MM) role relationships in hierarchical organizations undertaking significant change
No full textThe purpose and scope of the research is as follows:
Line of Inquiry (I want to know):
•What causes significant change
endeavors to succeed or fail?
I Think That:
•One explanation may lie within organizational culture and the framed relationship between Senior Managers (SMs) and Middle Managers (MMs) embedded within.Framing Senior Manager (SM) -Middle Manager (MM) Role Relationships in Hierarchical Organizations Undertaking Significant Change
John F. Kearney
DISSERTATION PRESENTATION
SOARS EVENT
UMUC, Adelphi, Maryland
July 15, 2011Research Purpose and Scope
What Happened?
Line of Inquiry (I want to know)
•
What causes significant change
endeavors to succeed or fail?
I Think That:
•One explanation may lie within organizational culture and the framed relationship between Senior Managers (SMs) and Middle Managers (MMs) embedded within.
Why Did It Happen?
Author’s….
Experience
As Catalyst
Dr. Winters
(Sum ‘09)
Go Find Out…Research Question
•The author seeks to answer: when significant change is introduced in hierarchical organizations, what are the essential roles that SMs-MMs must construct in order to facilitate positive change outcomes?
Hierarchy = regulated, controlled, tightly
integrated with an entrenched network
Hierarchy = most change resistant
(Cameron & Quinn, 1999; 2006).
Key Words: Significant Change,
Hierarchical Culture, SM-MM Roles
Yes, Culture Has Impact &
You, Must Look @ SM-MM
Relationships… Not Just One
But Both….
Dr. Winters
(Sum ‘10)Significance to Management
Themes:
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Change is constant –significant change is the norm (Type II change)
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Hierarchical culture (45% of organizations) = change resistant
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How hierarchical organizations function has not changed because the roles
between SMs-MMs running them has not changed. Problems of culture and change cannot be overcome unless this orientation is changed.
The two managerial levels research suggests will, even under the environs of change, tend to slip into the familiar role structure that the culture presents (Schein, 1993, 2004; Floyd & Lane, 2000). One way to prevent this is to suggest the distinct values added of each of the two groups in terms of the roles that need to be framed by each in an environment of change.
Enacting “Roles” Has Positive
Affect on Outcomes
Dr. Winters
(Sum ‘10)Main Literature Themes and Authors
Management Function, Elements, Roles
(Bartol & Martin,1998; Giddens,2006 etc…)
Framing
(Mintzberg 2009)
Upper Echelon
(Hambrick 2009 etc…)
Significant Change
(Bridges 1986, 2009; Argyris 1970, 1996;
Huff, et al 1992 etc...)
Work Agendas, Roles & Methods
(Carroll & Gillen 1987; Bartol & Martin 1998;
Mintzburg 1980, 2009; Kotter 1982, 1996 etc…)
Change Management
(Spreitzer & Quinn 1996; Smith 1996;
Kouzes & Posner 2007; Kotter 1996 etc…)
Symbolic Interaction
(Maines 2001; Thomas 2003;
Charon 2010; Hallett 2003 etc…)
Role Theory
(Katz & Kahn 1978; Biddle 1986; Hallett 2003;
Mintzburg 1980; Cameron & Green 2008 etc…)
Agency & Principle Agent Theory
(Giddens 2006; Mantere 2008;Grossman & Hart 1983 etc…)
Senior -Middle Management
(Change, Resistance, Role, Planning, Behavior etc..)
(Dutton, Ashford, & Lawerence 2001; Huy 2001, 2002; Collins &
Clark 2003, Balogun & Johnson 2004, Spreitzer & Quinn 1996;
Bartlett & Ghoshal 2002; etc…)
Organizational Culture(Cameron & Quinn 1999; 2006;
Schein, 2004 etc…)
Dr. Winters
Genesis-Maintenance Theory
(Wallace 1962; Bullington, Easley, Greenwood 2002, etc…) Key Propositions fromLiterature
P1: SMs and MMs that synthesize the import of the core management functions, agency, genesis-maintenance, and sociological themes and can use them to frame a role dialog with each other that advances a focus on influencing the conversational and narrative process through which individuals create an intersubjective world (“sensemake”);in support of significant change, have a higher propensity for success.
P2:SMs and MMs that synthesize the import of the core management functions, agency, genesis-maintenance, and sociological themes and can use them to frame a role dialog with each other that advances a focus on associations and connections (“relate”);in support of significant change, have a higher propensity for success.
P3: SMs and MMs that synthesize the import of the core management functions, agency, genesis-maintenance, and sociological themes and can use them to frame a role dialog with each other that advances a focus on understanding differing and multiple interpretations (“communicate”); in support of significant change, have a higher propensity for success.
P4: SMs and MMs that synthesize the import of the core management functions, agency, genesis-maintenance, and sociological themes and can use them to frame a role dialog with each other that advances a focus on people and the people process (“populate”); in support of significant change, have a higher propensity for success in a significant change environment.Conceptual Framework
Model Suggests
•
That Roles Do Not
Change From Genesis-
Maintenance Phases
Model Depicts
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That SM-MM Roles
Are Equal in Import
•
60 Studies Reviewed (Portfolio)
•
Conclusions Drawn
•
Conceptual Model Constructed
Conceptual Model (Baseline)
Research “Portfolio”Thesis Statement
•It can be argued that when SMs-MMs interact within a significant change environment they must, to varying degrees and over-time, embrace the roles found within four broad descriptors —Sensemaker...Relater…Communicator… and … Populator.
•In order to frame significant change success these four broad descriptors must be viewed as paramount.
Dr. WintersResearch Approach & Argument Formulation
Approach
Analyze
Methods
Research
Focus
Research
Disciplines
60 Studies Evaluated
Criteria Established
Studies Ranked Ordered
Dr. Winters
Okay-Present
The Argument
You’re
Killing Me…Findings
Assess
Assess
•
Roles are not “Equal in Importance”
•
In a Strategic Role Dialog –
SMs Enact the Role of “Sensemaker”
and “Relater”
MMs Enact the Role of “Sensemaker”
and “Communicator”
•
Populator Role Not Important for MMs
•
Expert Panel Largely Affirms
•
In a Strategic Role Dialog –
SMs Enact the Role of “Relater” and
“Communicator”
MMs Enact the Role of “Sensemaker”
and “Communicator”
•
Populator Role “Somewhat” Important for SMs
So What
Dr. Winters
How Do You
Like Me Now?
Bottom Line: Confirmed 3 of 4 Propositions (P4 Populate was not)Implications for Management Practice
•
Change must be congruent with culture and personal goals of the recipients
•
There is a relationship between SM-MM role enactment and change success
•
Change requires that SMs’ pay attention to MMs’ to allow them to develop and undertake a
new concept of themselves
•
Social interactions between SMs and MMs is a critical component to strategic direction
o
Role clarity early in the change process is key
o
SMs should promote MM social connectivity and divergent thinking
•
Organizational structure influences strategic management roles:
o
SMs as represents symbolic power “define the situation”
o
MMs are best positioned for critical change activities
o
Affecting change from the middle can be taught
•
SMs must consider the effect of “agency” on MMs and account for it early
•
MMs are as important as SMs in “facilitating” significant change
•
SMs-MMs can benefit from an understanding of socialization that fosters change and
resource endeavors that foster social linkages and information flows
•
There is a link between MM strategy involvement and performance -SMs should consider
MMs as “strategic partners”
•
SM-MM personal relationships are more important then information systems
Sensemake, Relate, and Communicate Roles are
essential to change-
As are these other
implicationsFuture Research Agendas
Study did not address the “what's” and future research should be oriented toward this effort. As examples:
•
What are the knowledge, skills, and attributes that managers require to adequately fulfill their change role?
•
What manager training and competencies need to be developed to enhance synthesis of the sensemake, relate, communicate, and populate roles prior to undertaking a significant change initiative?
Study did not adequately address the Genesis-Maintenance Framework. Focus was on the Genesis phase (the beginning phase of change management). Effort should be oriented towards sustaining (maintaining) change through role enactment. As example:
•
In what ways do SM-MM roles change (or not) in state of continual change?
Okay, Good
Be Done By The End
Of the Month!
Checklist manifesto for electronic resources: getting ready for fiscal year
No full textThe poster session presented the application of the principles of The Checklist Manifesto by Dr. Atul Gawande to the electronic resources management transition process each fiscal year. As a simple, but effective tool, the electronic resources management team found that checklists help make priorities clearer and prompt people to function better as a team. Also explored were the use of checklists in an online tool called Springshare LibGuides and implementation of checklists in other library functional areas.Checklist Manifesto for Electronic Resources: Getting Ready for the Fiscal Year Lenore England, Digital Resources Librarian | Li Fu, Digital Services Librarian | Stephen Miller, Associate Provost University of Maryland University College Library, [email protected] Poster Session | Association of College and Research Libraries, Philadelphia, PA | Thursday, March 31, 2011, 2:15PM - 3:15PM EDT
Continually improve
Flexibility and experience
When to use
Applicable to other library functions
http://tinyurl.com/6bmwwq3
ResourcesStaffSystemsER July 1stTransition
Upgrades
Adds
Drops
SFX
RIMS
ResearchPort
EZProxy
Vendor sites
Librarians
IT staff
Others
Checklist Manifesto
Higher baseline performance
Avert problems
Required for success
Precise and practical
Don’t get lost in details
“Fly the plane”
Create, test, develop, promote
+
=
ER July 1st Transition Checklist in LibGuides
Prevent later problems
Culture of teamwork and discipline
Effective interdependence
Streamline processes
Resources
Systems
Staff
Dr. Atul Gawande
Findings
Conclusions
University of Maryland University Colleg
Cutting a path for research funding opportunities: Thinking differently
No full textThis presentation introduces NSF, Division of Research on Learning (DRL), and main programs DRL supports as following:
- REESE
- PRIME
- ITEST
- ISE
- PAEMST
- TSL
- DR-K12
- CTECutting a path for research funding opportunities: thinking differently
Directorate for Education and Human Resources (EHR)
Division of Research on Learning
National Science Foundation
Dr. Sharon Tettegah
October 20, 2011Presentation Outline
NSF Organization
DRL Goals
DRL Cycle of Innovation
DRL Program Descriptions
Potentially Transformative Research
Thinking Differently: Challenges & Opportunities
Additional Funding OpportunitiesNSF Vision & Mission
Vision
Advance discovery, innovation and education
Empower future generations
Mission
Promote progress of science
Advance the national health, prosperity, and welfare
Secure the national defenseNSF Directorates
DirectorDeputy DirectorBiological SciencesSocial, Behavioral and Economic SciencesComputer & Information Science & EngineeringEducation and Human Resources (EHR)EngineeringGeosciencesMathematical and Physical SciencesEHR Organization Chart
Directorate for Education and Human Resources (EHR)Division of Graduate Education(DGE)Division of Research on Learning in Formal and Informal Settings(DRL)Division of Human Resource Development(HRD)Division of Undergraduate Education (DUE)Directorate for Education &Human Resources (EHR)
EHR Thematic Goals
Broadening Participation
Cyber-Enabled Learning
Teacher Enrichment
Public Understanding of Science
Research and Evaluation
Career AdvancementDIVISION OF RESEARCH ON LEARNING(DRL)DRL Goals
•Supporting innovative research, development, & evaluationof learning and teaching to improve effectiveness of STEM learning for people of all ages
•Advance cutting-edge knowledgeand practicein formal and informal settings
Broadening participationand building capacityDRL in the Federal Context
DRL seeks to be a catalystfor change
Advancing theory, methods, measurement, and development
DRL supports both early stage work and scale-up of established innovationsDRLDRL’s Main Programs
Research and Evaluation on Education in Science and Engineering (REESE)
Promoting Research and Innovation in Methodologies for Evaluation (PRIME)
Informal Science Education (ISE)
Information Technology Experiences for Students and Teachers (ITEST)
Presidential Awards for Mathematics and Science Teaching (PAEMST)
Transforming STEM Learning (TSL)
Discovery Research K-12 (DR-K12)
Cyberlearning Transforming Education (CTE)Research and Evaluation on Education in Science and Engineering (REESE)REESE
REESE aims at advancingresearch at the frontiers of STEM learning, education, and evaluation
Neural and cognitive bases for STEM learning and teaching
Innovative evaluation techniques
Cyber-enabled learning and teaching
Studies of national STEM education initiativesREESE: Special Emphasis
Research on Emerging Topics
Fundamental projects with long-term projects implications for practice
Contextual Research Topics
Research projects with near-term implications for practice or policyREESE Award types
Award Type
Award Amounts
Duration
Synthesis
250,000
2 years
Empirical
2.5 million
5 yearsREESE: Sample projects
Cognitive foundations of children’s number concept
Visualization and representation in teaching science
Curriculum policy and students’ math and science course taking patterns
Technology for promoting complex, challenging middle school mathematicsPromoting Research and Innovation in Methodologies for Evaluation (PRIME)PRIME
Prime seeks to seeks to supportresearch on evaluation with special emphasis on exploringinnovative approaches for determining the impacts and usefulnessof STEM education projects and programs.PRIME: Special Emphasis
Build on and Expand the theoretical foundations for evaluating STEM education and workforce development initiatives, including translating and adapting approaches from other fields.
Grow the capacity and infrastructure of the evaluation fieldPRIME: Award Types
Project Types
Description
Award Amounts and Duration
Exploratory Grants
Up to 800,000
3 yearsPRIME: Sample projects
Create extended systems of professional development and training to support a range of evaluation professionals.
Foster communities of practice that develop, test, and share evaluation approaches.
Develop theoretical and empirical solutions to common systemic problems such as limited use of evaluation findings or resistance to documentation of negative results.
Adapt or apply methods used in other fields (e.g., organizational theory, science of science policy, public health, economics) to STEM education and learning settings.
Adapt methods from epidemiology and/or media research to assess the spread of educational innovation throughout STEM education
Challenge assumptions in determining causality and attribution of impact by demonstrating viable approaches Information Technology Experiences for Students and Teachers(ITEST)ITEST
ITEST supports:
Students’ interest in STEM careers through innovative technologies
Teachers’ ability to support students interest in STEM careers
Researchon students’ career interest and motivation
ITEST is supported by H1-B visa fundsITEST: Special Emphasis
Cyber-learning and Cyber-infrastructurein K-12 settings
Networked computing
Communications technologies
Web2.0 interactivityITEST: Award Types
Project Types
Description
Award Amounts and Duration
Research Grants
Up to 2 million
3-5 years
Strategies Grants
Up to 1.5 million; 5 yrs
Pathways
Up to 1 -3 million; 5 yrs
Broad Implementation
Range 150,000; 2 yrsISE: Sample Projects
•
Permanent and traveling exhibitions
•
Film, television and radio series
•
Education games
•
Citizen science programs
•
Youth and community programs
•
Cyber-enabled and other emerging learning technologiesPresidential Awards for Mathematics and Science Teaching (PAEMST)PAEMST
Highest recognition for K-12 math and science teaching in the Nation.
Enacted by Congress in 1983, The President bestows up to 108 awards each year.
NSF administers PAEMST on behalf of The White House Office of Science and Technology Policy (OSTP)PAEMST Application
Ensuring Outstanding Teachers are recognized
The National Selection Committee recommends to the President up to 108 National Finalists.
2 teachers from each of the 50 states & 4 jurisdictions
Washington, DC
Puerto Rico
Department of Defense schools
US territoriesPAEMST Awards
Awardees receive:
A citation signed by the President.
A paid trip to Washington DC for recognition events and professional development
A 10,000 award from NSF PAEMST Deadlines
Year
Eligible Target Audience
Deadline
2012
Elementary Teachers (kindergarten -6th grade)
May 1, 2012
2013
Secondary Teachers (7th -12th grade)
May 1, 2013
Nominations due: April 1, 2012 & 2013Transforming Stem Learning (TSL)TSL
The TSL aims to study efficacy of existing prototypes for innovations like virtual schools, special STEM schools, and educational programs that combine opportunities of formal and informal learning resources in their communities
Design and conduct exploratory development of new potentially transformative models for STEM learning environments. TSL: Special Emphasis
Study of existing innovations
Applies to Challenge 1 only and may range from intensive qualitative case studies to extensive quantitative studies that examine efficacy and effectiveness
Design, develop & study innovations
Applies to Challenge 2 only and aims to develop and study potentially transformative new models for STEM learning.TSL Award types
Award Type
Award Amounts
Duration
Research
2,000,000
4 years
Planning & Pilot
500,000
2 yearsTSL: Sample projects
Combine the diverse resources of formal and informal STEM education organizations, the STEM research and development community, and the media that are pervasive in our culture.
Use networked computing, communication, and information resources to transform and blur boundaries between the formal and informal learning and teaching opportunities provided by schools, community institutions, and families.
Attend to both the specific content and overarching ideas of STEM disciplines.
Facilitate learners' development of STEM habits of mind, the skills to apply STEM thinking broadly and effectively in decision-making, and the dispositions to engage in STEM-related activities and learning practices with others.
Use findings from contemporary research in the learning sciences to guide the design, development, and testing work.Discovery Research K-12(DR-K12)DR-K12
DR-K12 focuses on innovative, research-based resources, models, and technologies
Development, study and of use of learning and teaching resources that motivate and engage learning in deep and meaningful waysDR-K12: Program Strands
Assessment
Learning
Teaching
Scale-up & SustainabilityDR-K12: Award Types
Award Types
Amount
Award Duration
Exploratory
450,000
Up to 3 years
Full research& development
3 million
Up to 3 years
Full research& development:
STEMlearning & innovation
4million
Up to 4 years
Conferences & Workshops
550,000
2-3 years
Development & Implementation (DIP)
1,350,000
4-5 years
Implementation & Deployment (INDP)
2.5 million
4-5 years
Capacity Building
(CAP)
500,000$1 million
1styear
2nd-5thyear
CTE Award types
investigate how to bring together a college community in an on-line virtual environment that will allow students who are new immigrants and refugees to practice their English from afar.
emerging technologies in robotics with recent findings from social, developmental, and cognitive psychology to advance understanding of cognitive processes involved in vocabulary learning at the same time it is discovering the qualities social robots need to have so that pre-schoolers will make friends with them and accept them as mentors.
use of augmented reality to improve learning by deaf and hearing-impaired children in planetariums
CTE: Sample projectsNSF Vision & Mission
Vision
Advance discovery, innovation and education
Empower future generations
Mission
Promote progress of science
Advance the national health, prosperity, and welfare
����
Secure the national defenseCycle of InnovationLearning ecologyMaking meaning
http://www.youtube.com/watch?v=oxYhLDHC1VMChallenges
ElitismMore imposed ContentNo connectionDelivery methodChallenges
Individual agendas/systemicLack of integration of technologyLack of DesignLack of preparationOnline Growth
6th-8thgrade
9th-12thgrade
2009
2008
2009
2008
Took online class for school
13%
9%
18%
10%
Took an online class for personal reasons
8%
7%
9%
4%
Want online classes
45% 3rd-5thgraders
48% 6th-8thgraders
Over 50% high school
Blackboard (2010, June 30) Speak Up, retrieved from http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
Reduce threat/enhance self efficacy
Engage individual style & uniqueness
Engage the physiology in learning
Engage Social Interactions
Engage innate search for meaning
Engage emotional connections
Acknowledge and engage developmental steps & shifts
Building the pipeline: changing Behaviors
Engage their ability to see details & larger view
Engage ability to focus & learn from peripheral context
Engage conscious and unconscious processing
Engage capacity to learn from memorizing facts & making sense of experienceSetting the path
Overhaul hiring practices
Communication
Listening
Direction & support
Empathy & emotional intelligence
Empowerment
Provide feedback/scaffolding
Set clear goals
Develop the person
Teach symbolic logic
Honesty/integrity
VisionComputational/Critical thinking
Solving ProblemsUnderstanding behaviorsTackle complexity Designing systemsModelingFundamental CS concepts•Abstraction•Decomposition•Heuristic reasoning•Planning/schedulingSystemic change
Educating and engaging children and parents in homeless shelters
Involving families (parents & children) from birth
Create a emotional environment
See limitations as opportunities [GET OUT of BOX]
Recognize the pipeline is corroded
Remove school process barriers
Creative teachers serve as role models for learnersThe Beginning
Overwhelmed & overloaded
It is difficult for a stressed brain to learn
Create a purpose
Encourage open dialogue
Value other perspective
Build TrustAdditional NSF Funding Sources Additional NSF Funding Sources
Other opportunities within DRL
Advanced Learning Technologies (ALT)
Faculty Early Career Development (CAREER)
Advanced Technological Education (ATE)
Other divisions within EHR
Division of Undergraduate Education (DUE)
Division of Graduate Education (DGE)
Division of Human Resource Development (HRD)
Other directorates within NSF also fund education researchMore Information
Visit the NSF website
��
www.nsf.gov
Search for DRL or the particular program
DR-K12
REESE
ISE
ITEST
PRIME
TSL
Cyberlearning
For PAEMST, go to www.paemst.orgConclusion
The unexamined life is not worth living
~Socrates~
Designers can make worlds where people can have meaningful new experiences, experiences than in the physical world, would never allow them to have or even experiences no human being has ever had before.
~James Gee~References & credits
www. acceleratingfuture.com
Astrachan, O., Hambrusch, S. Peckman, J. & Settle, A. The present & future of computational thinking.
Caine, R.N., Caine, G., McClintic, C. & Klimek (2009). 12 Brain/Mind Learning Principles in Action. Thousand Oaks: Corwin Press.
CDW-G 21stCentury Classroom Report.
Curzon, P., Peckman, J. Taylor, H., Settle, A. & Roberts, E. Computational Thinking (CT): On weaving it in.
Medina, J. (2008). Brain Rules: 12 principles for surviving & thriving, work, home & school.. Seattle: Pear Press.
Riley, R.W. (2010). Educators, Technology & 21stCentury Skills: Dispelling five Myths
Improving ethics education in cybersecurity and information assurance
No full textAbstract: In an ethics course taught within a cybersecurity or an information assurance program, the
following topics are usually covered independently as different topics: privacy, intellectual
property, crime, professional ethics and responsibilities, etc. Less effort has been seen in
providing a unified and systematic account to these topics. In addition, fundamental ethical values
have not been well emphasized in any explanation. This research explores a new model in
teaching ethics to graduate students in cybersecurity and information assurance. This model is
built based on a new theoretical approach in the study of ethics, which combines the benefits of
virtue ethics, deontological ethics, and utilitarian ethics. It intends to explore the underlying
ethical virtues that link together the ethical issues such as privacy, access, and ownership.
Meanwhile, this approach examines the role that technical, cultural, and social factors play in
ethical consideration. On the basis of this new theoretical model, relevant case studies are
examined. This research attempts to reveal that the new theoretical approach can lead to a
systematic approach in dealing with the relevant topics in ethics.Faculty Research Report
Improving Ethics Education in Cybersecurity and Information Assurance
Jim Q. Chen, Ph.D.
September 2011
Abstract
In an ethics course taught within a cybersecurity or an information assurance program, the
following topics are usually covered independently as different topics: privacy, intellectual
property, crime, professional ethics and responsibilities, etc. Less effort has been seen in
providing a unified and systematic account to these topics. In addition, fundamental ethical values
have not been well emphasized in any explanation. This research explores a new model in
teaching ethics to graduate students in cybersecurity and information assurance. This model is
built based on a new theoretical approach in the study of ethics, which combines the benefits of
virtue ethics, deontological ethics, and utilitarian ethics. It intends to explore the underlying
ethical virtues that link together the ethical issues such as privacy, access, and ownership.
Meanwhile, this approach examines the role that technical, cultural, and social factors play in
ethical consideration. On the basis of this new theoretical model, relevant case studies are
examined. This research attempts to reveal that the new theoretical approach can lead to a
systematic approach in dealing with the relevant topics in ethics.
Issues
In an ethics course within a cybersecurity or an information assurance programs, emphasis is
usually put on the specific issues such as privacy, intellectual property, crimes, professional ethics
and responsibilities. The discussion questions are always around these particular issues. They are
not closely linked to the discussion of the generic issues in ethics. Furthermore, there is no
exploration of the underlying relationship among these topics. Hence, the questions for discussion
are limited in scope, and there is no depth in the discussion of ethics. As a consequence, there is
no unified and systematic account to these topics, and the fundamental ethical values have not
been well emphasized in any explanation.
Literature Review
There are different approaches to ethics. The philosophical approach is a theoretical or
metaphysical one, which focuses on the essence of ethics. The practical approach intends to apply
ethical theories as well as the underlying principles of ethics to a specific domain in an attempt to
enhance that specific domain. Ethics education in cybersecurity falls into the practical category.
Deontological ethics, utilitarian ethics, and virtue ethics are good examples of the philosophical
approach to ethics. Value teaching approach, integration approach, mixture approach,
constructivist approach, critical theory approach, and universal ethical virtue education approach
are good examples of various models of teaching ethics. Kohlberg (1969), Freire (1973), Greene
and Haidt (2002), and Pelsma and Borgers (1986) emphasized moral development in teaching
ethics. Their discussion moved among the cognitive domain, the affective domain, and the social
domain. Based on the constructivist approach, the critical theory approach, and Kohlberg뭩 stages
2
of moral development theory, Dark and Winstead (2005) incorporated cognitive aspects, affective
aspect, and social aspects into their ethics teaching model. All these approaches are effective in
one or a few specific aspects, but they did not take into account the benefits of other approaches.
New and Creative Proposal
On the basis of the previous approaches, this research explores a new model in teaching ethics in
the field of cybersecurity and information assurance. This model is comprehensive and
explanatory in nature. It incorporates both the philosophical approach and the practical approach.
Following Kohlberg (1969), Dark and Winstead (2005), it includes moral development process in
ethics teaching. Meanwhile, it plugs virtue ethics, deontological ethics, and utilitarian ethics into
different stages of moral development process, thus fully utilizing the benefits of each theory.
Based on this new model, an ethical processing framework is proposed. Within this framework,
cognitive aspects, affective aspect, and social aspects are included in acquiring underlying ethical
virtues.
Significance of the New Proposal
This new and creative model has at least two merits. The first one is on the theoretical side. It
enhances the philosophical discussion about ethics. The second one is on the practical side,
especially in the field of cybersecurity and information assurance. It is able to deal with ethical
issues in the physical world and the digital world in a unified and systematic way.
In this new and creative model, underlying ethical virtues such as honesty, integrity,
trustworthiness, and respect are fully emphasized. Reaching those virtues via specific events is
affected by cognitive aspects, affective aspects, and social aspects, which are the contexts for
those events. With this model, ethical issues such as privacy, access, and ownership can be
accounted for in a unified and systematic way. Meanwhile, the roles that technical, cultural, and
social factors play in ethical consideration are also included.
This model unfolds a new way of teaching ethics. It helps to generate new sets of questions for
discussion in teaching ethics, especially in the field of cybersecurity and information assurance.
This kind of discussion will not only enhance student learning in the subject of ethics but also
help them in their moral development.
Further Research
Based on this new model, more case studies will be developed to promote ethics teaching in the
field of cybersecurity and information assurance. Meanwhile, an assessment of the effectiveness
of this model in ethics teaching will be conducted.
Conclusion
A new and creative model is proposed to improve ethics and ethics teaching. This model uses a
unified and systematic approach and has explanatory power. It combines philosophical approach
with practical approach. It also includes moral development in ethics education. This model helps
to generate new sets of challenging questions in ethics teaching, especially in the field of
cybersecurity and information assurance.
3
References
Baase, S. (2008) A gift of Fire: Social, Legal, and Ethical Issues for Computing and the Internet.
Third Edition. Upper Saddle River, NJ: Pearson Prentice Hall.
Corey, P. (2001). Educating Frankenstein: An Interdisciplinary Approach to Teaching
Undergraduate Computing and Ethics. Proceedings of the International Symposium on
Technology and Society (ISTAS 2001). IEEE Computer Society, 2001.
Dark, M. and Winstead, J. (2005) Using Educational Theory and Moral Psychology to Inform the
Teaching of Ethics in Computing. In InfoSecCD ?5: Proceedings of the 2nd Annual Conference
on Information Security Curriculum Development (Kennesaw, Georgia, September 23-24, 2005).
ACM Press, 2005, 27-31.
DeWitt, J. and Cicalese, C. (2006) Contextual Integration: A Framework for Presenting Social,
Legal, and Ethical Content Across the Computer Security and Information Assurance
Curriculum. In InfoSecCD ?6: Proceedings of the 3rd Annual Conference on Information
Security Curriculum Development (Kennesaw, Georgia, September 22-23, 2006). ACM Press,
2006, 30-40.
Freire, P. (1973). Pedagogy of the Oppressed, NY: Seabury.
Greene, J. and Haidt, J. (2002). How (and where) does moral judgment work? Trends in
Cognitive Science, 6 (12), pp. 517-523.
Kant, I. (1959) Foundations of Metaphysics of Morals. Indianapolis, IN: Bobbs Merrill.
Kohlberg, L. and Kramer, R. (1969). Continuities and discontinuities in childhood and adult
moral development. Human Development, 12, pp. 93-120.
Mish, F. and others (ed). (1985) Webster뭩 Ninth New Collegiate Dictionary. Springfield, MA:
Merriam-Webster Inc., Publishers.
Pelsma, D. and Borgers, S. (1986). Experience-based ethics: A developmental model of learning
ethical reasoning. Journal of Counseling and Development, 64, 311-314.
Spinello, R. (2006) Cyberethics, Morality and Law in Cyberspace. Sudbury, MA: Jones and
Bartlett Publishers.
Thompson, M. (2003) Teach Yourself Ethics. Blacklick, OH: McGraw-Hill
Changes in expatriate selection processes
No full textAs an organization continues to use expatriates, Human Resources becomes involved in the selection process and introduces insight into more than functional skills into the discussion. The purpose of the study are:
1. What are the forces that contribute to the introduction of Human Resource into the decision making process?
2. How does control of expatriate selection move from functional managers to human resources?
3. What are the forces that cause the control to move?Time
Selected by
functional
managers
Expatriate
Assignment
Rate of Successful Assignments
Selected by
functional
managers
Selected with
Corporate
Resources
Changes in Expatriate Selection Processes
Introduction: Purpose and Scope
The company faces a scarcity of qualified employees for expatriate positions. This scarcity can be attributed to the increased use of expatriates but also in part of an aging employee population nearing retirement. Records on expatriate failures are not officially kept, yet most employees have knowledge of assignments that have failed either from direct experience with dealing with administrative tasks associated with the early return or hearsay from other employees. Although there is an implied improvement to the selection process now that HR is involved, no specific data is kept to validate this proposition.
Results
Organizations that use expatriates as part of their international strategy face both financial and organizational risks. Selecting the right person for these roles has been identified as one of the most important factors in the success of these assignments.
“There is nothing like looking, if you want to find something . . .. You certainly usually find something, if you look, but it is not always quite the something you were after." Tolkien, J. R. R. (1996) The Hobbit. (p. 54). New York: Houghton Mifflin (Original work published 1937)
Conclusions
Cate M. Loes
Graduate School of Management & Technology
University of Maryland University College, Adelphi, MD
Expatriate Failure
Expatriate failure has been studied since1965 when Edwin Henry wrote “What Business Can Learn from Peace Corps Selection and Training”. Henry discussed how selection and training methods used by the Peace Corps for its volunteers might be beneficial for selecting and training potential expatriates to reduce failures. In 1981, Rosalie Tung wrote “Selection & Training of Personnel for Overseas Assignments”. Tung identified factors that contribute to expatriate failure such as incorrect selection and lack of proper training.
Reducing Rates of Failure
Results of a failed assignment are extensive both individually and organizationally. A failed assignment is defined as an individual returning early, poorly completed assignment, missed opportunity and damaged reputation. Mendenhall, Dunbar & Oddou, (1987), discuss the tools and techniques needed to reduce the failures in Expatriate Selection, Training and Career: Pathing: A Review and Critique.
In “Managing with Power: Politics and Influence in Organizations” Pfeffer states that as the importance of a resource increases it becomes scarce; the more the resource is sought, the more conflict is created around that resource. Similarly, in Mintzberg ‘s 1983 book “Power in and Around Organizations” states that scarcity of a valuable resource will lead to interdependence and disagreements. As organizations gain experience in the use of expatriates, the role of human resources does seem to change and move from a support function to an important strategic function within the organization (Myolni, Harzing & Mirza, 2007). Increasing the role of Human Resources in international personnel selection can prove to lead to more informed decisions. In “Power Failure in Management Circuits” Kanter (1979) suggests that individuals “with the tools, information, and support to make more informed decisions and act more quickly can often accomplish more” (p. 73).
Research Question
As an organization continues to use expatriates, Human Resources becomes involved in the selection process and introduces insight into more than functional skills into the discussion. What is unclear is what are the forces that contribute to the introduction of Human Resource into the decision making process.
How does control of expatriate selection move from functional managers to human resources? What are the forces that cause the control to move.
Key Literature and Propositions
Implications for Management/
Future Research
Organizations risk nearly $1.2 million on each expatriate assignment making the selection of individuals for these roles imperative. Using information gathered throughout the organization can improve the selection processes. Future lines of research should explore how organizations can learn from expatriate assignments both successful and unsuccessful to further understand the qualities and characteristics that prove to be determinates of reducing failure rates.
Employees ; managers, expatriates and support personnel believe an employees’ development is a primary concern when expatriate assignments are filled. It is also agreed that functional skills are the main decision criteria for selecting which employees are selected for these roles, other characteristics such as language capabilities, adaptability or personality traits are less important. Human resources, although part of the selection process, the decisions are made primarily by functional leaders and executives
Method
A case study method was selected as an appropriate method of inquiry to investigate “a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident (Yin 1994, p. 13).
The unique quality of a case study allows for the focus on a single unit, in this case a multinational financial firm that operates in 54 countries and has used expatriates as an international strategy for over 25 years. Yin (2002) supports the use of a single case study when it seeks to confirm, challenge or extend an existing theory.
Conceptual Map
(P1) Employees qualified to fill expatriate positions become increasingly scarce within organizations.
(P2)This scarcity makes expatriate employees, and the supporting organizational infrastructure around them, a contested resource within an organization over which multiple stakeholders will vie for control.
(P3)As an organization’s tenure in expatriate deployment lengthens, senior leadership will ultimately intervene in the intra-organizational struggle(s) for control of the expatriate function, and mandate that Human Resources is the lead oversight of the function.
(P4)When HR takes ownership and control of the expatriate function and partners with functional managers, the expatriate selection process will improve and the number of failed assignments will decrease.
Human Resources
Non-Human Resource
Role of teams and environmental scanning in creating a learning environment by facilitative leadership: How diminishing structural autonomy reduces learning capability
No full textThe purpose of the research is to provide qualitative evidence about the role of the facilitative leadership in creating a conducive environment for learning and to investigate possible causal relationships among research variables and to provide explanation related to causal factors.The role of teams and environmental scanning in creating a learning environment by facilitative leadership: How diminishing structural autonomy reduces learning capability
Idris M. Said
Doctor of Management Candidate
University of Maryland University College
[email protected]
October 28, 2011
Keywords: facilitative leadership, cross-functional teams, continuous environmental scanning, organizational learning.
Outline
●Purpose and Scope of the Research
●Research Questions
●Significance of this research for management
●Main literature themes and authors
●Key propositions distilled from the literature
●Conceptual framework
●Thesis statement
●Research approach & formation of argument
●Findings
●Implication for management practice
●Future research agendas
•
Does facilitative leadership matter for cross-functional team members in performing continuous environmental scanning, developing shared goals, and participating in promotion of organizational learning?
•
Does facilitative approach of a leader matter in creating and fostering an environment of learning?
•
Does structural autonomy of an organization have influence on its learning capability? Purpose & Scope of the Research
Purpose of the Research:
•
To provide qualitative evidence about the role of the facilitative leadership in creating a conducive environment for learning.
•
To investigate possible causal relationships among research variables and to provide explanation related to causal factors.
Scope of the Research:
•Gather and combine qualitative and quantitative (secondary) data for analysis and interpretation of the results.
•Develop and identify appropriate qualitative tools and methods for comparing quantitative data and explaining causal relationships among variables. Significance of this research for management
•
Facilitation approaches are critical for knowledge creation in organizational learning.
•
Understanding that the role of motivation is for improving performance, and the role of shared decision-making is for promoting active involvement of the teams.
•
Facilitating open communication is vital for environmental scanning.
•
Collaborative decision making cannot be carried out without openness and flexibility in leadership. Main literature themes and authors
● In today’s rapidly changing environment, the old approach to strategy is ineffective.
-----Howard, R., & Haas, R. (1993, p. xvii)
•
Every organizational learning system has subsystems that enhance the learning capacity.
-----Chen, G. (2005, winter)
•
Internal commitment is reflected in desire to take responsibility.
-----McKenzie, J., Truc, A., & Winkelen, C. (2001, December)
•
Creating an environment of trust enhances the working relationship.
-----Webber, S. (2002).
Key propositions distilled from the literature
•
The facilitative leadership has the ability to evoke trust, build commitment and maximize team’s performance, using its facilitation and communication skills.
•
Team members’ involvement in knowledge and decision sharing, develop and enhance each team member talent and lifetime-employability.
•
Continuous environmental scanning helps to facilitate and accomplish continuous adaptation, changes, and innovations.
•
In organization learning, when learning and unlearning are intertwined as integral parts, adaptation and growth are possible outcomes.
Conceptual Framework
Resources
Cross Functional
Teams
Scanning
&
Tracking
Organization Learning
Overall
Organizational
Adaptation
Organizational Knowledge Base
Internal
Environment
External Environment
Facilitative Core Beliefs
Shared
Decision-
making
Facilitative
LeadershipResearch approach & formation of argument
●Premise: If the cross-functional team is most effective for continuous environmental scanning and facilitative leadership is most effective for cross-functional teams; facilitative leadership is also most effective for continuous environmental scanning. ●Argument: facilitative leadership is [also] most effective for continuous environmental scanning, i.e. for Knowledge creation.
Research design & methodology
Qualitative data collection
Quantitative secondary data collection
Qualitative data analysis
Quantitative secondary data analysis
Causal comparative
Integration for
Results
Validation
Findings
Formation of argumentAnalysis of Finding: Causal comparison
Facilitative leadership core principles analysis table
Element
NPR-Program
NASA
Empowerment
0.70
0.43
Collaboration
0.72
0.43
Creativity
0.46
0.43
Transparency
0.57
0.47
Systems thinking
0.75
0.49
Feedback
0.65
0.47
Development
0.35
0.39
The federal agencies on NPR (National Partnership
for Reinventing Govt.) - program scored high rates.
These results reflected that the NPR-program participants
practiced facilitative leadership approach in these core prin.
areas. On the part of NASA, scoring lower signified that
even if the facilitative approach was part of its leadership
culture, a change in the leadership behavior occurred in
that it became either passive facilitative leadership or
directive leadership in order to comply with the budgetary
goal imposed on it by NPR.
Organic/Learning organization analysis table
NPR participants vs. NASA
Elements
Organic-organization (Learning-organization)
NPR-
NASA
membr
Organizational structures
.Loose/flexible structures.
Yes
No
.Ltd-structures- but fast-response-to-environmental changes.
Yes
No
Management control system
.Less reliance on budgetary goals.
Yes
No
Communica- tion Modes
.Prevalence of less rules and regulation.
Yes
No
Degree of Autonomy
.Loosely governed structures promote hi deg-of-autonomy.
Yes
No
Change Orientation
.Proactive-to-change. .Responsive to innovation
Yes
No
Approaches to Innovation
.Specialization, autonomy, & initiation of innovation.
Yes
Yes
Relationship to innovation
.Support-technical-innovation-new technologies, products & services.
Yes
YesAnalysis of Finding: Content analysis of (secondary) interview
•
The study finds that while hierarchical authority delays the decision-making, the emphasis on budgetary goals has more direct impact on learning. Although competition was meant to lead to learning by comparing, own performance with others in the industry, the decreased autonomy caused by the budgetary control leads to diminishing the capability of learning in a learning organization. Instead of becoming change and growth oriented, the only choice available leads the organization to becoming less innovative because the learning is guided by the administrative guidelines on innovation.
•
To learn from a failure, a learning organization has to establish a performance based accountability. Pavlichev and Garson (2004, p. 94) suggested that horizontal mechanism supported by team approach ensures better accountability than the vertical structure. Performance based approach dominated by team approach can easily pinpoint problems that occurred, explain what contributed to that problem and how the problem was resolved. Once the problem is defined, it becomes the accountability & responsibility of a learning org. to document the correction-procedures. Implications for management practice
● Provides insights into how facilitative and participative approaches enhance knowledge creation and learning capability in an organization.
● Cross-functional team forms quickest link and gives a boost to the communication structure of an organization.
● Provides evidence that internal commitment of a team is generated through facilitation and collaborative decision making, however, imposing limitation to control the facilitation of a leader negatively affects the participative approaches of a leader (group decision making) and the commitment of the team.Future Research
● The research can be extended to private organizations by using techniques that apply to their structures.
● Further research could be made to find out whether the relationship between facilitative leadership and cross-functional team members forges a tight working relationship that promotes high level of responsiveness to changing environment and generates new knowledge that benefits the organization.
● Further explorations and studies can be made to on methods that provide or help to identify learning organization by measuring its learning capabilities