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Impact of organizational resilience on firm longevity
No full textThe purpose and scope of this research is as follows:
Purpose:
Explore the characteristics of organizational resilience
Explore the effects of resilient leadership and culture on firms during times of economic turbulence
Explore the supposition that a breakdown of the behaviors associated with resilience contribute to deterioration seen in failed organizations
Scope: 2007-2008 Financial Crisis
Examine Bear Stearns as a non-resilient firm
Examine JPMorgan as a resilient firmImpact of Organizational Resilienceon Firm Longevity
A Comparative Study of Two Financial Firms Impacted by the 2007-2008 Financial Crisis
Key Words: Resilience, Longevity, Stewardship
Katherine Stipicevic
July 2011Purpose and Scope of the Research
Purpose
Explore the characteristics of organizational resilience
Explore the effects of resilient leadership and culture on firms during times of economic turbulence
Explore the supposition that a breakdown of the behaviors associated with resilience contribute to deterioration seen in failed organizations
Scope: 2007-2008 Financial Crisis
Examine Bear Stearns as a non-resilient firm
Examine JPMorgan as a resilient firmResearch Questions
Research Question 1:
Based on scholarly research, what are the leadership traits and cultural characteristics of long lived organizations?
Research Question 2:
Based on scholarly research does a breakdown of the behaviors associated with resilience contribute to the deterioration seen in failed organizations?Significance of this Research for Management
A breakdown of resilience in leadership and corporate culture can have devastating social and economic effects
2007-2008 Financial Crisis
Significance for Management
Provide warning indicators of non-resilient tendencies
Provide recommendations to enable/enhance resilience
Teach and learn resilient management lessonsMain Literature Themes and Authors
Organizational Resilience = Adaptive Capacity
Derived from Organic and Individual Characteristics Supported by Reflection and Socratic Thinking
Margaret Wheatley –Organizational Interconnectivity
Peter Senge –The Learning Organization
Arie DeGues –The Living Organization
Warren Bennis –Reflective Leadership
Presented via Leadership and Culture
Hamel and Valikangas –The Resiliency Gap
Reinmoeller and van Baardwijk -Psychology of Resilient Leader
Jim Collins –The Enduring Organization
Daryl Conner –Resilient LeadershipKey Literature Propositions Resilient Organization Behaviors
Proactively and continually assess and adjust strategy in response to a rapidly changing business and social environment
Focus on the organization, not the individual leaders
Understand their interconnectivity with the system to which they belong; exist in relationship with the entities of the broader system
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Practice vigilance in the guard against the human tendency toward overconfidence and hubrisConceptual Framework
Organic / Individual Resilience
Individual Resilience
Reinvention
Ability to Learn
Passion / Values
Motivation
Emotional
Intelligence
Organizational Resilience
Organic Resilience
Fight for survival
Flexibility
Reinvention
Renewal
Ability to Learn
Organizational Resilience
Driven by Reflex
Driven by Reflection -Know Thyself -Ask the Right Questions
Organizational Resilience = Adaptive Capacity
External Perspectives
Leadership
Stewardship
Vigilant Humility
Power Checks
and Balances
Culture
Value Based
Mission
Reinvention
Learning
Passion Thesis statement
The focus of this dissertation is to explore the characteristics of organizational resilience and to determine the effect of resilient leadership and culture on firms during times of economic turbulence
As an extrapolation, this study suggests that a breakdown of the behaviors associated with resilience contribute to the deterioration seen in failed organizations
This exploration will shed light on management behaviors that could undermine resilience as well highlight those behaviors that could promote a resilient cultureResearch Approach & Formationof Argument
The 2007-2008 financial crisis provided a unique opportunity for a comparative study of resilient leadership and culture seen in organizations in the financial sector.
The unprecedented failure of several major financial institutions raises the question: “Why did some firms fail and others endure?”
Focus firms in this study:
Bear Stearns
JPMorgan
Methodologies Used:
Literature Review
Case study
Content Analysis -CEO’s Letter to ShareholdersFindings
Organizational resilience is the successful adaptation and reinvention of strategy in accordance with major economic, social and environmental shifts
This adaptation is most beneficial when it is proactive, not reactive in nature
Leadership and culture are the main drivers of strategic organizational resilience
Literature provides warning signs of the risk blindness that can be caused by hubris
Hubris causes deafness as well as blindness
Case Study / Content analysis findings:
Bear Stearns = non-resilient failed organization
JPMorgan = resilient enduring firmImplications for Management Practice
Financial Reform –Achieving the right balance to secure economic recovery
Takeaways from the crisis involve financial regulation and restrictions
Lessons learned have to do with ethics, transparency, hubris and greed
Develop a Resilient Strategy –Expect change and be flexible enough and bold enough to be ahead of it
Resilience or a lack of resilience will define the future of industries
The Future belongs to the ResilientFuture Research Agendas
Organizational Resilience Rating (ORR) Metric
Further develop a lens through which organizational behavior could be monitored for resilient vs. non-resilient behaviors
Monitor organizations, industries and institutions for indications of a breakdown in resilient behavior
Establish appropriate teaching techniques to communicate the lessons of resilienc
Follower voice: Influence on leader behavior
No full textThe purpose of the research is to study the relationship between leaders and followers from the perspective of the followers, particularly how they exert voice and influence leadership behavior and decision‐making.FOLLOWER VOICE: INFLUENCE ON LEADER BEHAVIOR
Alfred Morasso
Doctor of Management Candidate
University of Maryland University College
[email protected]
July 2011
Keywords: Follower, Influence, Leader, Voice Purpose of Study and Research Question
Purpose
Study the relationship between leaders and followers from the perspective of the followers, particularly how they exert voice and influence leadership behavior and decision‐making.
Research Gap
Traditional, Transformational and LMX management theory as well as related research have focused predominately on the role of leaders and how they influence those they lead. There are few studies that measure the levels of influence followers have on leaders’ behaviors.
Research Question
How does follower voice exertion influence leader behavior? Management Problem
•
Transformational and LMX leadership theories and practices exhort the abilities and power of leaders to influence the behavior and actions of those who follow them (Graen& Cashman, 1975; Burns, 1978; Bass, 1985)
The theories reveal little about the dyadic nature of the relationship and how followers may exert more influence over leaders.
People’s behaviors are shaped by personal factors and social factors and vice versa (Bandura, 1978).
Leaders and followers influence each other’s behaviors due to the social interaction that occurs between them, their needs and how badly the want them fulfilled.Management Problem (continued)
•
Failure to acknowledge the full extent to which followers’ influence leaders and adjust leader behaviors accordingly, create greater challenges for leaders, their organizations or both with regard to the achievement of goals.
While followers may choose to follow a leader, they may also delay following or refuse to follow
Followers react to how justice, both administrative and procedural is carried out (Thibaut& Walker, 1975).
Voice exertion is one of the ways in which followers react to what they feel is injustice (Hirschman, 1970). Scope
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Study is “follower‐centric” and focuses on theory and the leader/follower relationship from the follower’s perspective.
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Sociological, economic, psychological factors that explain behavior are researched as part of the study.
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Twenty‐seven studies representing over forty years of practical and theoretical research are analyzed.
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Small and large, private and public organizations and social groups are represented in the research studies.
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Voice exertion levels of both follower and leader are analyzed.Scope, continued
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Analysis of followers’ influence on leader behavior and decision‐making is the main focus of this study.Definition of Terms
Leader: Someone people follow (Maccoby, 2008).
Follower: Subordinates who have less power, authority, and influence than do their superiors and who therefore usually fall in line with leaders decisions (Kellerman, 2007).
Power: The potential ability to influence behavior, to change the course of events, to overcome resistance, and to get people to do things that they would not otherwise do (Pfeffer, 1992).
Follower Voice: The expression of self, whether verbally, through action, or both (Hirschman, 1970).Contribution to Management Practice and Theory
Fills a gap in the body of follower‐centric research and theory regarding role of followers in an organization
Concept model shows how follower expression of voice increases as experience, knowledge and achievement grow
Extends tenets of transformational and LMX leadership theory to clarify the extent to which followers influence leader behavior and decision‐making
Reinforces the concept of Followership and the impact of the follower role in an organization
Knowledge of the follower role may reduce risks to achieving leader and organization goalsPropositions Derived from Literature Review
Leaders Need Followers
Proposition 1: Power and influence between leaders and followers are not absolute (Kellerman, 2008; Townsend & Gebhardt, 2003; Marx, 1977).
Leaders Fill Followers’ Needs
Proposition 2: Followers make demands of their leaders and set expectations that they must meet (Winsborough, et.al., 2009; Schein, 2004; Bell, 1999; Pfeffer, 1992; Mintzberg, 1985).
Power Shifts After Needs Are Fulfilled
Proposition 3: Power is shared by both leaders and followers and can shift as expertise is gained by either party (Chaleff, 2003; Townsend & Gebhardt, 2003) .Propositions Derived from Literature Review (continued)
Follower’s Influence Linked to Relationship With Leaders
Proposition 4: Followers express their voice and influence the actions of leaders (Hirschman, 1970; Folger, 1977).
Follower’s Voice Exertion Linked to Needs, Risks and Information
Proposition 5:The manner in which followers express themselves depends on the nature of their needs, the risks they are willing to take and the information they have at the time (Thibaut& Walker, 1979; Kahneman& Tversky, 1979; Hunton, et.al, 1998).Concept Model ‐Components
•
Leader and follower characteristics and traits
Comprise the “DNA” of both leaders and followers
Explains behaviors, how each party reacts and why
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Leader and follower voice
Voice is the way leaders and followers express themselves in an effort to send a message to and influence the other
Voice can be expressed in various ways and at levels
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Leader and follower influence
The extent to which expressions of voice affects the other’s behavior and decision makingConcept Model –Components (continued)
•
Factors of experience, knowledge and achievement
The factors grow throughout the leader and follower interaction
As interactions occur, voice levels and influence levels are affectedConceptual Model –Voice and Influence Continuum
Voice
Follower Experience, Knowledge, Achievement
Traits
Characteristics
Traits
Characteristics
Traits
Characteristics
Traits
Characteristics
Traits
Characteristics
Traits
Characteristics
Traits
Characteristics
Traits
Characteristics
low
high
low
highThesis
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The influence of follower voice on leader behavior and decision making increases as followers’ experience, knowledge and achievement increase. Research Method –Qualitative using ResearchStudies
Stage Step Activity and Rationale Study Set‐up 1. Set‐up Define research question and determine best research method(s) Construct conceptual model Define unit of analysis to ensure that method used to compare studies is consistent and valid 2. Select cases and research studies Specify research study selection criteria to ensure consistency and protection from validity threats Select samples that are related to topic 3. Develop evaluation framework Design common framework to compare across selected research studies Research Study Analysis 4. Collect data Collect data from each study so that valid and reliable comparisons can be made between cases Create data matrix to facilitate comparisons 5. Analyze data Compare data across studies Iterate data gathering and analysis Develop findings and summary Concept Integration 6. Shape findings Draw conclusions Overlay findings onto conceptual model Assess construct and adjust as indicated Assess threats to validity 7. Extend literature Extend existing literature models Compare to similar and conflicting literature Develop generalizations and link findings 8. Future research Implications for management and theory Evidence Selection Criteria
Criteria for Research Studies
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Clearly defined leader and follower roles
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Examples of follower voice exertion and a leader response
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Interactions between leaders and followersEvidence Source Selection
Keyword search table Leader Follower Voice ExperienceKnowledge Achievement Superior Employee Expression Encounter Cognition AccomplishmentManager Subordinate RepresentationEvent Emotional intelligence Performance Leadership Citizen Approval Test Proficiency Actualization Management Worker Choice Ordeal Education Execution Teacher Student Vociferation Success Awareness Fulfillment Chief Laborer Emotion Failure Enlightenment Success President Member Performance Fairness Rules Failure Authority Servant Grievance Interaction Policies Goals Participant Hostility Perception Procedures Objectives Support Treatment Research Studies
1. van Dijke& DeCremer(2010)
Journal of Experimental Psychology (1‐High)
2. Furaker(2009)
Journal of Workplace Rights (Unrated)
3. Choi, Leiter, & Tomaskovic‐Devey(2008)
Work and Occupations (2‐Medium High)
4. Detert, & Burris (2007)
Academy of Management Journal (1‐High)
5. Colquitt, & Jackson (2006)
Journal of Applied Social Psychology (3 ‐Medium) Research Studies, continued
6. Wang, et.al (2005)
Academy of Management Journal (1‐High)
7. Davis‐Blake, Broschak, & George (2003)
Academy of Management Journal (1‐High)
8. Wong, & Law (2002)
The Leadership Quarterly (1‐High)
9. DeCremer, Snyder, & DeWitte(2001)
European Journal of Social Psychology (2‐Medium High)
10. Peterson (1999)
Personality and Social Psychology Bulletin (Unrated)Research Studies, continued
11. Hunton, Hall, & Price (1998)
Journal of Applied Psychology (1‐High)
12. Martin, Knopoff, & Beckman (1998)
Administrative Science Quarterly (1‐High)
13. Boroff & Lewin(1997)
Industrial and Labor Relations Review (1‐High)
14. Hammer, Currall, & Stern (1991)
Industrial and Labor Relations Review (1‐High)
15. Deluga(1988)
Journal of Organizational Behavior (1‐High) Research Studies, continued
16. Biggart, & Hamilton (1984)
Administrative Science Quarterly (1‐High)
17. Sims, & Manz(1984)
Journal of Applied Psychology (1‐High)
18. Farrell (1983)
Academy of Management Journal (1‐High)
19. Hammer, Landau, & Stern (1981)
Journal of Applied Psychology (1‐High)
20 Lawler, Renwick, & Bullock (1981)
Journal of Occupational Behavior (unrated)Research Studies, continued
21. Kahneman, & Tversky(1979)
Econometrica(1‐High)
22. Lawler, & Thompson (1978)
Social Psychology (2‐Medium High)
23. Folger(1977)
Journal of Personality and Social Psychology (1‐High)
24. Herold(1977)
Academy of Management Journal (1‐High)
25. Barrow (1976)
Journal of Applied Psychology (1‐High)Research Studies, continued
26. Graen, & Cashman(1975)
Kent University Press (Unrated)
27. Farris & Lim (1969)
Journal of Applied Psychology (1‐High)Systematic Review ConstructFactor Evaluation Framework
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Leader and Follower
Leader follower relationship
Evidence of voice exertion by someone in follower role
Interaction between two parties occurred naturally and over time
•
Evaluation elements
Type of voice exerted by follower
Follower voice exertion level (high, medium, low)
Leader response to follower voice
Level of relative leader voice response (high, medium, low)
Evidence of the presence of Experience, Knowledge and Achievement Factors (yes/no)Findings –Follower and Leader Voice PairingsFindings –Factor Combination Frequency
024681012Experience, Knowledge and AchievementExperience and KnowledgeExperience and AchievementKnowledge and AchievementExperience OnlyKnowledge OnlyAchievement OnlyFactor Combination Frequency -FinalFinal FrequencyFindings –Factor Combination Frequency (continued)
•
Data reveal that follower voice levels are more often high when experience and knowledge were factors present in the studies.
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There is more often an inverse reaction in leader voice level to the follower voice level.
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Implications are that with the presence of experience and knowledge, followers exert higher levels of voice while, in most cases, leaders exert less.
•
This inverse reaction is evidence that followers in these studies influence the relationship through their exertion of voice.Findings –Factors and Follower ExertionLevelFindings –Factors and Leader ExertionLevelFindings Overview
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The voice exertion levels of followers either match or inversely relate to the leaders’ voice level exertions.
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When Experience and Knowledge factors are present, leader voice levels are relatively low while follower voice levels are higher.
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Follower voice level exertion affects leader response to the follower. Findings –LMX and TransformationalLeadership Theory
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Leader Member Exchange
Data imply that followers have greater influence over how that relationship is maintained.
•
Transformational Leadership
Data reveal that leaders are manipulated by followers through the exertion of voice to ultimately satisfy their needs.Implications to Management Practice andTheory
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Leader Member Exchange
Followers can manipulate the situation to get the leaders’ attentions, positive or negative, that they seek.
The follower influences the leader’s behavior in order to shape his or her own needs.
•
Transformational Leadership
Followers can exert high levels of influence and affect leader behaviors and decisions, especially when the factors of Experience and Knowledge are present.
Dismissing or de‐emphasizing their role can result in stronger follower voice level expression and potential for leader failure.Areas for Future Research
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Quantifying the effects of follower influence on the leader.
Devise method or system by which the level of influence can be measured
Changes in original plan versus final plan
Number of process steps changed
Number of recommended solutions by followers that were implemented after drafting of original plan
Changes in leader perception of follower team member contributions to project
Pre and Post‐assessment by leader of follower contributions to the projectAreas for Future Research (continued)
•
The impact of time on the follower and leader role‐making process cannot be captured adequately largely due to the limited research that exists on follower influence.
The extent to which time changes the dynamics of the experience between leader and follower
Assessment of current state and end state at the beginning and end of project and changes that might occur at various time milestones
How exchanges in knowledge impact the type of voice followers exert, the strength with which they exert it, and when they will exert themselves
Introduce new knowledge points to project and measure any differences in leader behaviors or decision‐makingConclusions
•
Follower voice takes various forms including controlling the quality of work one produces, selecting the types of verbal communication used to express oneself to leadership, providing or withholding one’s support for and from leaders, and remaining loyal to or exiting from an organization.
Employee or follower voice is more complex and multi‐faceted than either Hirschman and Folgerpurport. Their concept of “voice” is thereby being further developed.
Failure to acknowledge the manner in which followers can express themselves could delay or sabotage operational goal achievement.Conclusions, continued
•
Depending on the situation, followers exert voice in high, medium or low levels. In response to their expression of voice, leaders react with levels equal to, higher than or lower than the exertion of the follower.
When confronted with high levels of voice exertion from followers, leaders more frequently respond with lower relative voice levels.
This finding supports the assertion that power is not absolute or possessed only be the leader.Conclusions, continued
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Follower voice exertion levels are high and responding leader voice levels relatively low more frequently when Experience and Knowledge factors are present.
Further support for the assertion that followers can control their own levels of voice exertion and impact on leader behavior.
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Insufficient evidence that the Achievement factor has any impact on follower voice exertion levels.
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Small sample of data suggest that, as time milestones are reached, the voice exertion dynamics may be affected between the followers and leaders.
The evidence, however, is inconclusive to draw conclusion
Evaluating an online graduate career resources conference
No full textThe presentation shows current online graduate career resources conference and gives recommendations after the evaluation of the conference.Evaluating an Online Graduate Career Resources Conference
Katherine Marconi, PhD, MS
Diane Bartoo, PhD
Astrid Levelt, MSChallenge:Gathering part-time, dispersed, working Health Care Administration and Informatics students.
Opportunity:UMUC’s existing online learning system, WebTycho:
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Synchronous and asynchronous conferences
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Private messaging
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Hosted conversations with industry experts
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Job openings and internship resources
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Peer-to-peer networking, including a lessons learned classroom
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Interactions with faculty and alumni.
Result:Weeklong Career Resources Conference.UMUC Online Career Resources Conference
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152 UMUC students and alumni, (about 10% of students)
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Active-duty military and their spouses, from 18 states and four continents participated
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Staffed by a facilitator, two faculty members, two industry experts, UMUC Career Services, Web design support
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Evaluated through participant feedback and web counts. Recommendations
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Keep registration open: 46% of students registered right before event
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Students joined and left conference throughout week
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Peer networking and jobs were the most popularsites
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The most popular conference had 175 postings
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Hosting of industry expert conversations is a must
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Follow-up with other opportunities.Permanent LINKED in Students & Graduates Group Site
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This group is designed as a virtual campus for the purposes of networking and career development.
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Check in regularly for new job postings, which are updated daily. Post openings
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Share articles of interest
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Next month, we'll have our first industry expert interview posted here in the area of Health Informatics.
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Spend some time preparing a robust profile on LinkedIn.
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The time to network in your industry is not just when you want to find a new job, but when you also have something to offer. Linked in
DiscussionsMembersPromotionsJobsSearchManage Share group
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Facilitator posted advice: What to say on Linked in when you have been laid off?
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Discussion: Hello group, I am new to the health care industry and looking for entry level opportunities. Any suggestions out there?
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Jobs: Mgnr, Technology Sr. WellsPoint
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Jobs: Associate Program Director, Resurrection Family Medicine Residenc
"How to get published" panel
No full textThis is a video of the panel discussion. Free registration is required to view this webcast
Two Decades Later: Approaches to Teaching Alice Walker's Possessing the Secret of Joy, an Edited volume of Essays
No full textIn 1992, Pulitzer Prize-winning author Alice Walker performed a laudable act for humanity: she
became the first major author to dedicate a novel “to the blameless vulva” and thereby set an
egregious abuse of girl’s and women’s rights -- female genital mutilation or FGM -- in the public
spotlight. 2012 marks the twentieth anniversary of this landmark publication. In response,
UnCUT/VOICES Press will bring out a collection of essays on the book and its global reception – Two
Decades Later: Revisiting Walker’s Possessing the Secret of Joy [working title]. Dr. Levin wrote the Chapter 1: Introduction by Tobe Levin drawing on and adding to reception histories in the following sources:
- Levin, Tobe. “Feminist (and “Womanist”) as Public Intellectuals: Elfriede Jelinek and Alice Walker.”
In The New York Public Intellectuals and Beyond. Exploring Liberal Humanism, Jewish Identity,
and the American Protest Tradition. Eds. E. Goffman and D. Morris. W. Lafayette, IN: Purdue
U.P., 2009. 243-274.
- Levin, Tobe. “FGM or Cutting the Rose in Alice Walker’s Garden.” Rose Lore. Essays in Cultural
Criticism and Semiotics. Ed. Frankie Hutton. NY: Rowman & Littlefield, 2008. 19-32. [rpt.
UnCUT/VOICES Press, 2012, 45-71]
- Levin, Tobe. "Alice Walker: Matron of FORWARD." Black Imagination and the Middle Passage. Eds.
Maria Diedrich, Henry Louis Gates, Jr., and Carl Pedersen. NY: Oxford UP, 1999. 240-254.
[Germany]Tobe Levin’s Faculty Research Grant Report
In 1992, Pulitzer Prize-winning author Alice Walker performed a laudable act for humanity: she
became the first major author to dedicate a novel “to the blameless vulva” and thereby set an
egregious abuse of girl’s and women’s rights -- female genital mutilation or FGM -- in the public
spotlight. 2012 marks the twentieth anniversary of this landmark publication. In response,
UnCUT/VOICES Press will bring out a collection of essays on the book and its global reception – Two
Decades Later: Revisiting Walker’s Possessing the Secret of Joy [working title]. The outlook is
deliberately laudatory, for the controversy generated by this text challenges those who would praise
it to do so.
Evelyn C. White’s biography, Alice Walker. A Life (NY: Norton, 2004) opens its prologue with a scene
in which Walker, guest at “an elite college near Boston in the early 1990s” (xiii) [my very good guess
is Wellesley where a considerable amount of criticism emerged], has just read from Possessing the
Secret of Joy only to be confronted by a “middle-aged white woman who identified herself as a
college official” (xiii). The very first question is really a finger-wagging, for the “luncheon guests”
have purportedly been so shocked by the words “clitoris” and “vagina” that a firestorm of ire is
expected along with fear that financial support will be withheld. Asked for advice on how to deal
with the “complaints,” Alice gives a restrained but passionate response. Like her heroine Tashi, she
instructs the college employee to set the callers straight, specifically to understand that their issues
as privileged, presumed rich white women differ from those of “impoverished women of color” (xiv).
Clearly, Alice sees herself as representing African-American demography in terms of class and
history. The exchange is therefore framed in terms of Black and White.
Imagine Walker’s pain on finding out that the categories slip, and that addressing FGM elicits even
greater, more virulent hostility from those whose support had been taken for granted – namely
“women of color” who had emigrated from Africa and were not, like Walker, descendants of
American slaves. The early outcry against the book was in fact fueled not by white opposition but by
black: early opponents resented Walker’s assumption of kinship. They resented the misrecognition of
their status and conflation of it with persons whose ancestors had been abducted and enslaved (this
being my interpretation of the subtext). Among outspoken African critics had been scions of national
leaders; turbulence in their countries, coup d’états, and political upheavals had led to their
resettlement in the USA. And most were wealthy, even ‘aristocratic’ or, at the very least, well-educated
and upper middle class.
My introduction to the collection cites these critics whose clout enabled them to publish in places
like the New York Times. In important academic positions, they set the tone for reception in major
feminist outlets like The Women’s Review of Books and Meridians. And when Walker pushed on to
reach an even broader audience through film, debate exploded. Co-authored and produced with
Pratibha Parmar, Warrior Marks, a video and a book that appeared in 1993, elicited the following
comments from biographer White: “Screened primarily at film festivals and at fund-raising events,
Warrior Marks was repudiated, in the United States and abroad, by a cadre of activists who branded
Alice a ‘cultural imperialist’ for bringing attention to a practice they asserted was a ‘private affair’
best left to Africans” (459).
White is mistaken. Perhaps the phrase “in the U.S. and abroad” slipped without thought from her
pen. In fact, reception abroad was positive – in both Europe and in Africa. After all, Possessing the
Secret of Joy and Warrior Marks were created in consultation with African pioneers in the struggle to
end FGM – none of whom resided in the USA but included African women with whom I’ve had a
close working relationship for three decades: Efua Dorkenoo, Comfort Ottah, Awa Thiam and others.
This collection of essays by an international group of scholars has among its aims to show how
Walker served the global movement against FGM with her fiction; to broaden the parochial
viewpoint floated in the United States concerning ‘ownership’ of the issue; and to present, perhaps
too long after the fact, a counter-portrait of successful intervention and thereby contribute to
justifying this contorted aspect of Walker’s legacy.
Chapters include
Chapter 1. Introduction by Tobe Levin drawing on and adding to reception histories in the following
sources:
Levin, Tobe. “Feminist (and “Womanist”) as Public Intellectuals: Elfriede Jelinek and Alice Walker.”
In The New York Public Intellectuals and Beyond. Exploring Liberal Humanism, Jewish Identity,
and the American Protest Tradition. Eds. E. Goffman and D. Morris. W. Lafayette, IN: Purdue
U.P., 2009. 243-274.
Levin, Tobe. “FGM or Cutting the Rose in Alice Walker’s Garden.” Rose Lore. Essays in Cultural
Criticism and Semiotics. Ed. Frankie Hutton. NY: Rowman & Littlefield, 2008. 19-32. [rpt.
UnCUT/VOICES Press, 2012, 45-71]
Levin, Tobe. "Alice Walker: Matron of FORWARD." Black Imagination and the Middle Passage. Eds.
Maria Diedrich, Henry Louis Gates, Jr., and Carl Pedersen. NY: Oxford UP, 1999. 240-254.
[Germany]
Chapter 2. Verena Stefan. “Die Verstümmelung der Vulva und andere Beschneidungen der
weiblichen Freiheit – Die vollkommene Vulva und ihr Glanz – Widerstand” [Mutilation of the
Vulva and the circumcision of other female freedoms or the perfect vulva, its aura and revolt]
from “Why was the Little Girl Crying?” in Rauh, wild & frei. Mädchengestalten in der
Literatur. [Tough, Wild and Free. Images of Girls in Literature] Frankfurt am Main: Fischer,
1997. Trans. Tobe Levin. With permission. [Germany/Switzerland]
Chapter 3. Claudia Landi. “Rappresentazione e Simbologia degli Animali in Possessing the Secret of
Joy” [Representation and Symbols of the Body in Possessing the Secret of Joy] from Les
Parole di Cassandra. [Cassandra’s Words] Eds. Ilaria Bellini, et. al. Firenze: Facoltà di Lettere e
Filosofia (University of Florence), 1995. Trans. Tobe Levin. With permission. [Italy]
Chapter 4. Elisabeth Bekers. “Walker’s Traumatized Woman Warrior in Possessing the Secret of Joy.”
From Rising Anthills. African & African American Writing on Female Genital Excision 1960-
2000. Madison: U. of Wisconsin P., 2010. [156-164.] With permission. [Belgium]
Chapter 5. M. Giulia Fabi. “Sexual Violence and the Black Atlantic. On Alice Walker’s Possessing the
Secret of Joy.” From Black Imagination and the Middle Passage. Eds. Maria Diedrich, Henry
Louis Gates, Jr., and Carl Pedersen. NY: Oxford UP, 1999. [228-239]. With permission. [Italy]
Chapter 6. John Gruesser. “Breaking the Silence about Female Genital Mutilation in Possessing the
Secret of Joy.” Adapted from CONFLUENCES: POSTCOLONIALISM, AFRICAN AMERICAN
LITERARY STUDIES, AND THE BLACK ATLANTIC. Athens: U. of Georgia P., 2005; paperback
2007. With permission. [USA]
Chapter 7. Mihaela Mudure. “Comparative Blacknesses in Walker’s Possessing the Secret of Joy:
African-Americans, the Roma people, early marriage and excision.” Original contribution.
[University of Cluj, Romania]
Chapter 8. Jennifer Browdy de Hernandez. “The Fictionalized Universal or Possessing the Secret of Joy
in the classroom.” Original contribution. [Simon’s Rock College of Bard. USA]
Chapter 9. Sachiko Mitsumori. “Alice Walker’s Possessing the Secret of Joy. Towards the Universal
Self.” Original contribution. [University of Hiroshima. Japan]
Chapter 10. Hilda Twongyeirwe. “Possessing the Secret of Joy and Women’s Fiction against FGM in
Uganda.” Original contribution. [FemRite Women’s Writers’ Collective, Kampala. Uganda]
UNCUT/VOICES PRESS
Publishing against Female Genital Mutilation (FGM)
Blood Stains
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Honorary Advisory Board
Elfriede Jelinek, 2004 Nobel Laureate in Literature
Vera I. Grant, Executive Director, W. E. B. Du Bois Institute for African
and African American Research, Harvard University
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Maria Jaschok, Director, International Gender Studies, Oxford Depart-ment
of International Development, University of Oxford
Owolabi Bjalkander, former Parliamentary Assistant to Christine
McCafferty, MP (2003 UK Female Genital Mutilation Bill), Sierra
Leone
Obioma Nnaemeka, Professor of French & Women’s Studies, Indiana
University, Indianapolis, and Founder, AAWS (Association of Afri-can
Women Scholars), Nigeria/ USA
Fatoumata Siré-Diakité, Ambassador from Mali to Germany and
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of the German Parliament (MdB)
Florence Howe, Founding Publisher/Director of The Feminist Press at
CUNY
Shulamit Reinharz, Founding Director, Women’s Studies Center and
Hadasseh-Brandeis Institute, Brandeis University, USA
Mariame Racine Sow, Project Officer, Groupe pour l'Etude et l’Enseig-nement
de la Population, Dakar, Senegal
Els Leye, International Centre for Reproductive Health (WHO Colla-borating
Centre), Ghent University, Belgium
Fana Habteab, President, European Network against Harmful Tradi-tional
Practices, especially Female Genital Mutilation (EuroNet-
FGM), Sweden
Frankie Hutton, Amistad Commission Member, State of New Jersey
and founder, The Rose Project
Godfrey Williams-Okorodus, Artist, Nigeria/Belgium
Erica Pomerance, Filmmaker, Montreal, Canada
Etenesh Hadis, African Women’s Organization Coordinator, Vienna,
Austria
Yayehyirad Kitaw, Physician, Advisory Council, Ethiopian Public
Health Authority and Editor-in-Chief, Journal on Female Genital
Mutilation. Scientific Organ of the Inter-African Committee. Uni-versity
of Addis Ababa, Ethiopia
Berhane Ras-Work, Founding President, Inter-African Committee,
Addis Ababa, Ethiopia/Geneva, Switzerland
Adriana Kaplan Marcusan, Universidad Autonoma de Barcelona and
Founder, Wassukafo, The Gambia
Augustine H. Asaah, Head, Department of Modern Languages,
University of Ghana
Hanny Lightfoot-Klein, Activist and Author, USA
Soraya Mire, Activist, Filmmaker and Author, Somalia/ USA
Nikki Denholm, Director, New Zealand FGM Education Programme,
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Comfort Momoh, M.B.E., FGM Specialist Midwife, African Well Woman
Clinic, St. Thomas' Hospital, London
Marianne Sarkis, Medical Anthropologist and Director/Webmaster FGM
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Dagmar Schultz, Founding Publisher, Orlanda Frauenverlag, Berlin
Lucy Mashua, Global Ambassador Fighting Female Genital Mutilation
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Waltraud Dumont du Voitel, German Foundation for Gender Studies/
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Cristiana Scoppa, FGM project manager, AIDOS, Rome, Italy
Sarah McCulloch, Founder and Director, ACCM – UK
Mary Ann Smorra, Professor of Education, Georgian Court University,
NJ, USA
Sachiko Mitsumori, Women’s Action against FGM, Tokyo, Japan
Raymond Lloyd, Honorary Secretary Council for Parity Democracy, UK
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Efua Dorkenoo, OBE, Advocacy Director-FGM Programme, Equality
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Publishing against Female Genital Mutilation (FGM)
Undoing FGM
Pierre Foldes –
The Surgeon Who Restores the Clitoris
by Hubert Prolongeau
Foreword by Bernard Kouchner
Co-Founder of Doctors without Borders
Translation and Afterword by Tobe Levin
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360 degree perspective on CSR
No full textThe purpose of this study is to formulate a framework and rationale for assessing and determining the ways in which the full range of a company’s operations can be managed and performed in ways that not only do no harm to a country’s physical and social environment, but also contribute to the particular needs of society as well as to the firm’s profitability. The research proceeds from the viewpoint, articulated decades ago by Peter Drucker, that to succeed in the long term, business should provide needed social services.Faculty Research Grant Summary Report
Jan. 2012
A 360 Degree Perspective on CSR
Clarence J. Mann, JD, Dr. jur.
University of Maryland University College, USA
The purpose of this study is to formulate a framework and rationale for assessing and determining the ways in which the full range of a company’s operations can be managed and performed in ways that not only do no harm to a country’s physical and social environment, but also contribute to the particular needs of society as well as to the firm’s profitability. The research proceeds from the viewpoint, articulated decades ago by Peter Drucker, that to succeed in the long term, business should provide needed social services.
Business enterprises for the most part recognize today that their operations are integral with society – because their success depends in large part on how well their operations are seen as contributing to the health and prosperity of society. A major task for companies as they expand globally, therefore, is to assess societal needs in their operating environments and to adapt their operations accordingly, so as to maximize their social benefits as viewed by societies where they operate. In order to be effective, these adaptations will normally extend well beyond philanthropic assistance to encompass the full range of a firm’s operations. The nature and extent of these adaptations can be determined through a comprehensive “360 degree audit” of a company’s operations in light of the relevant range of a country’s social needs. Insights gained from the audit will enable the company to reconfigure those aspects of the company’s business - so far as operationally and financially feasible – that have the greatest potential for alleviating and constructively addressing related social concerns.
The company audit is based on two comprehensive systems models: one of society, and one of corporate organizations. The “corporate process model,” is a mirror image of the “social process model,” for corporations largely reflect the socio-economic dynamics and issues faced by society. The social process model is built around three interactive and interdependent (economic, political and cultural) realms/subsystems of society, while the corporate process model consists of three interactive and interdependent (operations, administration and culture) realms/subsystems of the enterprise. The first model provides a framework for mapping social issues, while the second model enables management to identify relevant opportunities for corporate action. The juxtaposition of these two models promotes insights of how an enterprise can adapt or configure its operations to be of maximum benefit to society.
The paper will set forth the social and corporate process models and their rationale, illustrate their system characteristics, and put them in the context of relevant literature to date. It will outline a methodology for juxtaposing these two models and identifying opportunities for enterprises to configure their organizational processes and systems so as to provide maximum societal benefit – without unduly affecting corporate returns. Indeed, as the experience of many companies referenced in the paper will illustrate, the reconfiguration of existing business systems may well enhance corporate returns and improve competitive advantage. Finally, the paper will enumerate the steps for conducting a CSR company audit.See Milliman, J., & Suylvester, K. (2008). Implementation of M. Porter’s Strategic CSR Model – Journal of Global Busness Issues, 2(1), 29-33
Summary - Business enterprises generally recognize today that the success of their operations is an integral part of society. A major issue for companies, as they expand globally, is to maximize the social benefit of their operations beyond mere philanthropy. This can be done through a comprehensive audit of a company’s operations in light of the entire range of a country’s social concerns, and then reconfiguring those aspects of its business so far as feasible with the greatest potential for alleviating and constructively addressing related social issues.
The company audit is based on two comprehensive systems models: one of society, and one of corporate organizations. The corporate process model is a mirror image of the social process model, for organizations largely reflect the socio-economic issues faced by society. The social process model consists of three interactive and interdependent realms/subsystems (economic, political and cultural) of society, while the corporate process model consists of three interactive and interdependent realms/ subsystems (operations, administration and culture) of the enterprise. Each provides a framework for mapping social issues and opportunities for corporate action. When juxtaposed to each other, the two models enable an enterprise to perform an audit and to identify opportunities for configuring its operations to be of maximum benefit to society.
The paper will set forth the social and corporate process models and their rationale, and will illustrate their systems characteristics. It will show how the juxtaposition of these two models provides enterprises with insight for configuring their processes/subsystems for maximum societal benefit – without unduly affecting corporate returns. Indeed, as the experience of many companies illustrates, the reconfiguration of existing business system will actually enhance corporate returns and improve their competitive advantage
Improving the lives of patients with chronic diseases: Pharmacists as a solution
No full textPositive health outcomes hinge on the effective use of medications especially among vulnerable, chronically ill, and aging populations. Yet, increasingly powerful and complex drug combinations are used to treat patients with chronic diseases and multiple health conditions. As treatment complexity increases the potential grows for non-adherence to medications due to side-effects, drug-disease interactions, costs, and patient confusion about medicines. Pharmacists are the medication experts on a health care team. Working in collaboration with the patient and the prescriber, pharmacists offer solutions that foster medication adherence, improve clinical outcomes and decrease drug-related adverse events. Their accessibility, extensive knowledge of drug therapy, and trustworthiness in the minds of consumers open many opportunities for pharmacists to expand their reach in preventing drug-related problems in patients with chronic diseases.Improving the Lives of Patients with Chronic Diseases: Pharmacists
as a Solution
Magaly Rodriguez de Bittner
Roxanne Ward Zaghab
Journal of Health Care for the Poor and Underserved, Volume 22, Number
2, May 2011, pp. 429-436 (Article)
Published by The Johns Hopkins University Press
DOI: 10.1353/hpu.2011.0044
For additional information about this article
Access Provided by your local institution at 07/19/12 6:03PM GMT
http://muse.jhu.edu/journals/hpu/summary/v022/22.2.de-bittner.html
Journal of Health Care for the Poor and Underserved 22 (2011): 429–436.
Commentary
Improving the Lives of Patients with
Chronic Diseases: Pharmacists as a Solution
Magaly Rodriguez de Bittner, PharmD
Roxanne Ward Zaghab, MSW
Abstract: Positive health outcomes hinge on the effective use of medications especially
among vulnerable, chronically ill, and aging populations. Yet, increasingly powerful and
complex drug combinations are used to treat patients with chronic diseases and multiple
health conditions. As treatment complexity increases the potential grows for non-adherence
to medications due to side-effects, drug-disease interactions, costs, and patient confusion
about medicines. Pharmacists are the medication experts on a health care team. Working
in collaboration with the patient and the prescriber, pharmacists offer solutions that foster
medication adherence, improve clinical outcomes and decrease drug-related adverse events.
Their accessibility, extensive knowledge of drug therapy, and trustworthiness in the minds
of consumers open many opportunities for pharmacists to expand their reach in preventing
drug-related problems in patients with chronic diseases.
Key words: Pharmacists, drug safety, chronic disease management, medication therapy
management.
In a previous issue of the Journal of Health Care for the Poor and Underserved (JHCPU),
Dingham, Glenn and Leal1 brought to light a common but significant problem in our
current health care system—preventable adverse drug events in patients with chronic
diseases. The tragedy of one individual recounted in that Association of Clinicians
for the Underserved (ACU) column highlights the human toll that drug mismanage-ment
can have on patients, and creates an opportunity for pharmacists as a solution
in medication safety and chronic disease management.
To address the immediate problems of patient safety and multiple medication man-agement,
we stand with ACU in urging new models of care for the underserved with
chronic disease. The University of Maryland School of Pharmacy participates in two
Dr. Rodriguez de Bittner directs the Maryland P3 Program™, is professor and chair of the
Department of Pharmacy Practice in the University of Maryland School of Pharmacy, is Executive
Director of the Center for Innovative Pharmacy Solutions, and provides leadership to the profession
of pharmacy through national service on professional organizations, presentations, publications, and
scholarship. As research and special projects administrator with the Center for Innovative Pharmacy
Solutions at the University of Maryland School of Pharmacy Department of Pharmacy Practice and
Science, Ms. Zaghab provides leadership in research initiatives and strategic assistance to innovative
program development. Please address correspondence to Magaly Rodriguez de Bittner, Pharmacy Practice
and Science, University of Maryland School of Pharmacy, 20 N. Pine Street, Suite 400, Baltimore, MD
21201; [email protected].
430 Pharmacists as a solution 430
projects of the Health Resources and Services Administration (HRSA) Patient Safety
and Clinical Pharmacy Services Initiative (PSPC). One PSPC team collaborates with a
Baltimore HIV clinic and engages pharmacists to address adverse reactions, improve
adherence, and manage complex medications for co-infections in this at-risk population.
In one Washington, D.C. area safety-net clinic, pharmacists help patients (most of them
Spanish-speaking) manage diabetes and other chronic diseases. The collaborative team
model operating in these two clinics provides a useful framework to address patients’
pharmacotherapy issues; in the short time since these clinics were established, our
pharmacists have observed dramatic improvements in patients’ clinical outcomes. Yet
pharmacists remain an untapped resource for improving safety and patient outcomes
in a range of health care delivery settings.
Pharmacists and the Health Care System
According to the Institute of Medicine’s (IOM) 2006 report,2 adverse drug events
account for more than 1.5 million preventable medication-related incidents each year.
Adverse reactions experienced by patients with poorly managed chronic diseases have
severe consequences, resulting in increased suffering and costing an estimated 290 billion.4 Among patients with chronic
disease, poor adherence results in poor outcomes and increased medical costs. Almost
one half of the U.S. population suffers from one or more chronic conditions, a situa-tion
that accelerates as the population ages.5 This commentary will provide evidence of
pharmacist-provided programs that improve medication adherence in chronic disease
management, reduce hospitalizations and prevent the need for emergency treatment.
The Patient Protection and Affordable Care Act of 2010, Pub. L. No. 111-148
(March 23, 2010) is expected to expand significantly the proportion of medically
underserved community residents who gain coverage through either Medicaid or health
insurance reform plans. Growth is also expected in the number of individuals with
chronic diseases who gain access to the health care system, ironically exacerbating the
existing shortage of primary care providers. The projected shortage of primary care
physicians (including pediatricians) ranges from 46,000 to 90,000 over the next 10 to
15 years.6–7 Such shortages open the door to new team-based models of primary care
which include pharmacists, and encourage them to share their skills and medication
expertise in medical systems, clinics and doctors’ offices, and community pharma-cies.
The medical home under health care reform presents a platform and structure to
maximize the knowledgeable contribution of pharmacists in chronic disease manage-ment.
In addition, new service models suggest pharmacists can deliver care through
telephone interaction and through collaboration in other technological venues such as
telemedicine to reach rural and underserved populations.8
Pharmacists and Patients
Positive health outcomes hinge on the effective use of medications, especially among
vulnerable, chronically ill, and aging populations. Increasingly powerful and com-
Rodriguez de Bittner and Zaghab 431
plex drug combinations are used to treat patients with chronic diseases and multiple
health conditions. Though prescription medications represent an expanding portion
of health care costs in chronic disease, potency of drug therapy has the potential to
increase both cost and side-effects. This does not translate directly into improved
patient outcomes.
Poor medication adherence may be due to the cost of drugs, side-effects and drug
interactions, fear of allergies, and patient confusion about how to dose and self-
administer
multiple medications.9–12 Patients’ questions and doubts about their medi-cations
can lead to non-adherence, which occurs in 20% of all patients immediately,
and nearly 50% of all patients after six months on long-term drug therapy.9 The com-plexity
and lack of continuity in patient care for those with chronic conditions may be
increased by the existence of multiple prescribers for the same patient or possibly the
same conditions. Research studies have shown pharmacist effectiveness in promoting
medication adherence among their patients with chronic disease as described later in
this commentary.12–15
Any patient with questions about his or her medication, regardless of income
or condition, can consult with a medication expert—the pharmacist—without an
appointment or out-of-pocket
expense. Pharmacists work with the patient to answer
questions, to address concerns about symptoms and potential side-effects, as well as
to educate patients about diseases and purpose of particular medications. There are
161,940 pharmacists working in retail drug stores in 61,000 communities across the
U.S.24 Not only are these medication experts located in patients’ neighborhoods, they
are accessible up to 24 hours per day at no direct cost to the patients. In addition to
accessibility, pharmacists continue to be trusted as indicated in consumer ranking of
pharmacists in the top two health professions for trust and honesty in a Gallup Poll.25
With this trust and accessibility, pharmacy schools have a responsibility to prepare
trainees to overcome the challenges of educating patients across varying languages,
literacy levels, and cultural backgrounds.26
Proper medication use is particularly relevant for underserved patients, the elderly,
and culturally diverse patients who are at risk for drug safety problems.27 Pharmacists’
training and advanced continuing education prepares them to take an active role in
patient education, counseling in proper medication use, and addressing barriers to
adherence in the treatment of chronic disease. The pharmacist’s goal is to improve
patients’ safe use of medication and also to prevent health crises due to non-adherence
to prescribed drug therapy.
Patients who receive pharmacist services achieve better clinical outcomes than
national standards for chronic disease, across-the-board.10,27–33 Many experts agree that
strategic use of a pharmacist’s medication knowledge can improve clinical outcomes
in chronic disease, promote medication adherence, and avoid unnecessary breaches in
medication safety.12–14,19–27 Pharmacists’ involvement in the health care of chronically
ill patients not only results in better health and safety for the patient, but also ensures
documented savings for payers and patients.29,33
432 Pharmacists as a solution
Pharmacist-delivered Programs
Pharmacist-provided medication therapy management (MTM) services have been rec-ognized
by the Center for Medicare and Medicaid Services since the Medicare Modern-ization
Act of 2003. Medicare beneficiaries gain access to affordable medications as well
as to MTM services which include: a) gathering medical and drug therapy information;
b) assessing the patient and reviewing pertinent laboratory data; c) calculating liver and
kidney function; d) conducting a comprehensive medication review; e) formulating a
medication treatment plan; f) recommending additions and modifications to medica-tion
therapy; g) monitoring drug therapy outcomes; h) detecting adverse drug events;
i) providing patient education and fostering empowerment; j) documenting treatment
plans; and k) communicating treatment plans to other providers. Medication therapy
management services reduce adverse drug events and improve patient adherence. These
services may be available on a limited basis as an out-of-pocket expense for those who
are not Medicare beneficiaries. The first step in ensuring a standard of care and safety
for patients with chronic diseases is to increase the availability of MTM services to all
patients, particularly vulnerable populations with multiple chronic diseases.
Improvement in clinical outcomes and a decrease in overall health care costs have
been observed in many programs that utilize the pharmacist as a medication expert
and health care coach. One such program is the Maryland P3 Program™, in which
pharmacists coach patients with diabetes to increase the patient’s knowledge of their
disease, ensure medication adherence, and improve the patient’s ability to monitor
warning signs and better self-manage their disease. The Maryland P3 Program™ was
designed to address growing pressure on patients to manage their own chronic diseases,
as well as their medications.
The University of Maryland School of Pharmacy’s P3 Program™ participated in the
Ten City Challenge32,33 in cooperation with the American Pharmacists Association. This
study found reductions in cost, increases in adherence, and overall improvements in the
quality of care as indicated by the number of patients with diabetes achieving American
Diabetes Association (ADA) Medical Standard of Care Guidelines for average blood
glucose levels (HbA1c).34 Patients participating in the Maryland P3 Program™ showed
clinical, economic, and humanistic improvements on key indicators in comparison with
their ratings prior to enrollment. The Diabetes Ten City Challenge33 reported statisti-cally
significant changes in 528 patients for all major clinical parameters (reductions in
HbA1c, LDL cholesterol, blood pressure and body mass index) after one year of receiv-ing
pharmacist-delivered diabetes management. In addition, the study demonstrated
dramatic improvements in the percentage of patients reaching Heathcare Effective-ness
Data Information Set (HEDIS) standards—indicating compliance with the ADA
standard of care for good HbA1c, blood pressure, lipid control, influenza vaccinations,
and foot and eye exams. Most importantly, these same pre-post comparisons show that
72% of the patients with diabetes demonstrated proficiency or advanced skill in self
management of their disease, such as operating the blood glucose meter and taking
a blood pressure reading. Cost savings were achieved as a result of improved patient
adherence. The Diabetes Ten City Challenge resulted in mean annual savings of $1,079
per patient when compared with projected total health care costs.
Rodriguez de Bittner and Zaghab 433
Collaborative Drug Therapy Management (CDTM) practice between pharmacists
and health care providers is an emerging practice model used in 46 states in 2009.27,28
Collaborative Drug Therapy Management is defined as an agreement between phar-macists
and one or more physicians/health care providers working under a previously
approved protocol.35 According to the protocol, both practitioners define the functions
and responsibilities that the physician/health care prescriber agree to delegate to the
pharmacists for the management of the patients’ medical conditions or drug therapy
regimen. The protocol may delegate certain functions such as medication dose adjust-ments,
ordering laboratory data to monitor and adjust drug therapy, as well as select-ing,
adjusting, continuing or discontinuing drug therapy. Collaborative Drug Therapy
Management is regulated separately by each state.
The literature contains examples of the impact of collaborative-types of services on
patients’ clinical outcomes for all income levels.15,19–25 The chronic diseases managed
as part of these CDTM services include diabetes, asthma, hypertension, depression,
hyperlipidemia, pain, coagulation disorders, and heart failure. One such CDTM prac-tice
involves tobacco cessation and drug therapy services for homeless men receiving
primary care in a Baltimore clinic.
Another example of CDTM practice involves the Veterans Administration (VA)
outpatient diabetes treatment team. In a recent study of this collaboration, Rochester
and colleagues demonstrated improvements in HbA1c and a decrease in the delay for
insulin therapy initiation when pharmacists work under a collaborative protocol.34 This
study noted a mean reduction in HbA1c of 2.63%. This decrease can be translated as
more than an 80% reduction in microvascular complications attributed to diabetes.
Pharmacist-delivered programs engage patients’ providers and foster better com-munication
among providers, and between patients and their providers. Research
indicates that programs guided by patient-centered care and increased communica-tion
can improve the health of the patient and reduce health care costs.28 In summary,
pharmacists play a critical and effective role in ensuring patient safety, improving health
outcomes, and cost savings for the patient and the payer.
Pharmacists as a Solution
In addition to supporting continuation of the PSPC initiative, we call upon providers
to incorporate pharmacists as integral and active members of the health care team—
to optimize their expertise in chronic disease management and MTM in community
clinics, safety-net clinics, physician practices, long-term care, and hospital settings. In
addition to collaborative practice, our experience suggests the Maryland P3 Program™
employer model can be extended into state Medicaid populations for diabetes, hyper-tension,
and metabolic syndrome. Primary care providers can also access pharmacist
expertise. Every consultation between a health care provider and a pharmacist regard-ing
medication interactions and adverse effects has the potential to prevent problems
and to ensure patient safety.
Pharmacists are health care providers available to serve all patients with chronic
diseases in their own neighborhoods. We call on community pharmacists to fortify
their knowledge in chronic disease and patient safety through continuing education
434 Pharmacists as a solution
programs. Equally critical is training to ensure that our community pharmacists possess
the ability to address cultural and language barriers to patient education at the counter
and in the clinic. Cultural competency is at the core of patient-centered medical care.18
Pharmacy research has examined the impact of language and health literacy barriers
to the provision of quality pharmacist-delivered care. Pharmacists face extraordinary
challenges when serving culturally diverse, multi-lingual, and limited English profi-ciency
(LEP) populations. This is illustrated by one study where up to a dozen languages
(Spanish, French, Arabic, Korean, Chinese, Vietnamese and others) were spoken in a
single community pharmacy.21 Pharmacist have taken steps to promote patient safety
through multilingual and LEP communication including the use of language-specific
labels16–17 and patient medication use leaflets.16–17,21 In one study telephone-accessible
translation services were also available in some pharmacies.20 Up to 34.9% pharma-cies
had no translation or alternative language materials, a situation not exclusive to
small or rural pharmacies.20 Pharmacy educators, such as those at the University of
Maryland School of Pharmacy22 have forged an aggressive agenda to prepare student
pharmacists as culturally competent practitioners through rigorous standards and a
relevant curriculum.19,23
Our expert pharmacists volunteer throughout the U.S. at local safety-net clinics,
health fairs, and medical missions to serve patients at-risk. But volunteer professionals
are not a long-term sustainable solution. Adequate recognition and reimbursement of
pharmacists by private and government payers are essential to ensuring a permanent
role for pharmacists in the continuity of care for patients fortunate enough to have
coverage under Medicaid, Medicare, or other state insurance programs. As health care
reform becomes a reality, pharmacists in every setting must be prepared to respond
to this call to help address the overwhelming chronic disease problems that challenge
patients and systems of care.
Notes
1. Dingham J, Glenn ZM, Leal S. Improving patient safety—improving lives: a patient’s
story. J Health Care Poor Underserved. 2009 Feb;20(1):1–3.
2. Kohn LT, Corrigan JM, Donaldson MS, eds. To err is human: building a safer health
system. Washington, DC: National Academy Press, 1999. Available at: http://www
.providersedge.com/ehdocs/ehr_articles/To_Err_Is_Human_%20Building_a_Safer_
Health_System-exec_summary.pdf.
3. Ernst FR, Grizzle AJ. Drug-related morbidity and mortality: updating the cost-of-illness
model. J Am Pharm Assoc (Wash). 2001 Mar–Apr;41(2):192–9.
4. New England Healthcare Institute. Thinking outside the pillbox: a system-wide approach
to improving patient medication adherence for chronic disease. Cambridge, MA: New
England Healthcare Institute, 2009 Aug. Available at: http://www.nehi.net/publications/
44/thinking_outside_the_pillbox_a_systemwide_approach_to_improving_patient_
medication_adherence_for_chronic_disease.
5. Wu S, Green A. Projection of chronic illness prevalence and cost inflation. Santa
Monica, CA: RAND Corporation, 2000.
6. American College of Physicians. Solutions to the challenges facing primary care
medicine: comprehensive strategies from the American College of Physicians. Phila-
Rodriguez de Bittner and Zaghab 435
delphia, PA: American College of Physicians Policy Monograph, 2009. Available at:
http://www.acponline.org/advocacy/where_we_stand/policy/solutions.pdf.
7. American Association of Medical Colleges. Physician shortages to worsen without
increases in residency training. Washington, DC: American Association of Medi-cal
Colleges. 2010 Se
Has knowledge management missed the business continuity boat: A study of vulnerable university knowledge assets
No full textUniversities are knowledge banks for society and incubators for innovation. When disaster strikes a university, knowledge assets may not be fully protected. The proposed Knowledge Vulnerability Assessment framework identifies unprotected knowledge most at-risk during a disaster. This includes individual and group tacit knowledge, adaptations to routines and instrumentation, and collaborative relationships. To date, knowledge management may have missed the boat in university continuity planning, however, intensified participation in the future may protect and foster research and discovery (R&D)HAS KNOWLEDGE MANAGEMENT MISSED THE BUSINESS CONTINUITY BOAT?
A STUDY OF VULNERABLE UNIVERSITY KNOWLEDGE ASSETS
Roxanne Ward Zaghab
Doctoral Student
University of Maryland University College
[email protected]
Organizational Learning, Knowledge and Capabilities Conference
Making Waves
Hull University, England
April 12-14, 20112
Vulnerable University Knowledge Assets Roxanne Ward Zaghab
HAS KNOWLEDGE MANAGEMENT MISSED THE BUSINESS CONTINUITY BOAT?
A STUDY OF VULNERABLE UNIVERSITY KNOWLEDGE ASSETS
ABSTRACT
Universities are knowledge banks for society and incubators for innovation. When disaster strikes a university, knowledge assets may not be fully protected. The proposed Knowledge Vulnerability Assessment framework identifies unprotected knowledge most at-risk during a disaster. This includes individual and group tacit knowledge, adaptations to routines and instrumentation, and collaborative relationships. To date, knowledge management may have missed the boat in university continuity planning, however, intensified participation in the future may protect and foster research and discovery (R&D) knowledge assets.
1. INTRODUCTION
Higher education institutions (HEI) are knowledge banks for society and engines for innovation. University innovations contribute to a supply chain of knowledge-related products (Teece, 1998; Lockett et al., 2008). Over the past 30 years, United States (US) universities have spun-off 4,000 new enterprises and worked with partners to generate 658 new technology-related products involving over 18,000 patent applications (AUTM, 2009). In 2007, research at US universities grew to a record $48.8 billion with government, industry, and international support (AUTM, 2007). More over, some research productivity is not reported in the AUTM university statistics, including collaborative alliances and sweat-equity arrangements where research resources may cross organizational boundaries but funding does not.
In the last decade, continuity planning has emerged as a management practice to prepare organizations for natural, human and technological threats, and related unexpected events. By preparing for disaster and protecting highly valued people, facilities, information and technologies, universities theoretically reach an adequate level of risk reduction to ensure post-disaster operations (Ruettgers, 2003).
US HEI are required by federal law to establish continuity of operations plans (McCluskey, 2007). Universities face a number of challenges when preparing continuity of operations plans including an open fluid environment, diverse beliefs and subcultures, and the balance between preparedness and rigid security controls (McCluskey, 2007). HEI have been responsive to policy mandates by establishing clear priorities— human lives, protected facilities, fortified information technologies, and plans for business recovery. The relationship between university continuity planning and preservation of knowledge resources has not yet been fully explored.3
Vulnerable University Knowledge Assets Roxanne Ward Zaghab
2. PURPOSE
Imagine a wooden boat waiting in the Humber Estuary. In a devastating event, this boat is entrusted with Hull University’s jewels of knowledge and will carry this knowledge to safer shores. After the crisis subsides and the boat returns, will the essential ingredients of innovation be among the treasures on the boat?
The question addressed by this paper is: If an unmitigated crisis occurred at this university today, what research and discovery (R&D) knowledge would endure and what would not perish? How would the loss of tacit knowledge impact the university’s capacity for innovation? Finally, what is the role for knowledge managers in addressing the identified knowledge vulnerabilities?
This paper examines knowledge vulnerabilities at each step in the business continuity planning cycle. The Knowledge Vulnerability Assessment (KVA) 1
The following definitions have been adopted. is presented as a framework to highlight realms of unprotected knowledge assets which may be at-risk in many research-intensive institutions. This paper focuses on the knowledge lost or “invisible” to the university in the first step of continuity planning where assets are identified. These are the innovation-generating knowledge assets which fall outside the traditional university continuity plans. Traditional realms of coverage include: physical, human and information resources.
‘Knowledge management’ (KM) fosters the creation, accumulation, organization, reuse, retrieval, sharing, and transfer of knowledge in organizations (Alavi and Leidner, 2001; Liebowitz, 1999).
‘Discovery’ is the process of developing proprietary, closely-held, embodied knowledge on the research and discovery (R&D) unit level. These locally embedded knowledge assets have not undergone the evaluation and valuation process.
“Disclosure” is a value-creating process for intangible innovations and discoveries. University inventors enter a process with patent and copyright attorneys to formalize their discovery. The disclosure process qualifies a discovery as unique (or redundant) and possibly market-worthy. Disclosure and the processes that follow assign a future potential monetary value on an innovation.
1Housel and Bell (2001) propose a methodology to measure the returns knowledge brings to the firm. This method, termed knowledge-valued-added (KVA), shares the same abbreviation, “KVA”. The use of this abbreviation does not to imply a relationship between the two.4
Vulnerable University Knowledge Assets Roxanne Ward Zaghab
3. BACKGROUND
3.1.What is Innovation?
Innovation is an improvement on existing processes and/or products. Innovation cannot stand alone (Berkun, 2010), rather it builds from existing sources of data, products, processes, knowledge and experiences (duPlessis, 2007). Nonaka and Takeuchi (1995) in their pre-eminent work describe the dialogue between tacit and explicit knowledge necessary to generate innovation in organizations. Van de Ven (1986) describes innovation as “the development and implementation of new ideas by people who over time engage in transactions with others within an institutional context (p. 591)”. Universities’ capacity to generate innovation lies in their banks of knowledge, well-resourced facilities, and a robust core of knowledgeable human resources (Secundo et al., 2010).
Creation, codification and dissemination are the three central functions of innovation in organizations (Argote, 2005, Cardinal et al., 2001). These functions are punctuated by three processes in the university context: discovery, disclosure and transfer. Table 1 indicates the level at which each university process takes place. Discovery occurs at the R& D unit level. Codification involves both R&D units and university administrators in the disclosure process. Transfer of innovation occurs in a variety of structured and unstructured social interactions between R&D units and external knowledge alliance partners (Inkpen and Tsang, 2005).
Table I. Innovative Function, University Process and Level of Activity
INNOVATIVE FUNCTION
UNIVERSITY PROCESS
LEVEL OF ACTIVITY
Creation
Discovery
Research and Discovery (R&D) Unit
Codification
Disclosure
R&D Unit to University
Dissemination
Transfer
R&D Unit to External
3.2.Creation—Discovery
The knowledge creation process in universities occurs on the R&D unit level where a dialogue takes place between and amongst trusted scientists and their fellows, colleagues, lab teams and collaborators. Innovations emerge when an environment facilitates discovery through individual interaction with technology, instrumentation, and with other individuals in the unit and collaborators with the unit. Creation also involves manipulation of biological and intellectual research resources by members of the unit. An example of this is staff interacting with a genetic database or incubating certain cells for experimentation. In this manner discovery is locally embedded in the people and in the technology and routines of the universities as the source of knowledge (Argote, 2005; Argote and Ingram, 2000). Tacit knowledge is generated through experiences on the discovery team and embodied by team members (Saint-Onge, 1996). Working from a shared base of scientific knowledge, teams may integrate new discoveries into a new threshold of shared meaning on a tacit level.
Innovation processes are highly social and difficult to identify, quantify and protect (Borghoff and Pareschi, 1997). Knowledge can be held in the mind, embedded in group processes, operationalized in procedures, and exemplified in the interaction between 5
Vulnerable University Knowledge Assets Roxanne Ward Zaghab
data/information and human thought processes (Alavi and Leidner, 2001; Johannessen et al., 2001; Saint-Onge, 1996).
Universities and governments deploy technology-intensive initiatives to foster innovation including: large-scale laboratories, seed funding and rsearch resource endowments (Markman et al., 2005). Knowledge repositories and libraries are also technologies which promote the interface between innovators and stores of knowledge (Bezhani, 2010; Kirkland, 2005). BioParks and incubators (Link and Scott, 2003) provide not only high-technology environments, but also geographically desirable conditions for knowledge-intensive interaction with collaborator. Facilities and instrumentation are but one piece in university capacity to generate innovation.
3.3.Codification—Disclosure
Codification of innovation is complex. Because “learning is embedded in [group] the systems, structures, strategy, routines” (Crossan et al., p.529), disclosure involves capturing and formalizing the information that emerges in the discovery process. In HEI, codification is the process of disclosure, when R&D investigators and university officials begin a conversation to formalize discoveries by translating the innovation into terms understood outside the R&D unit.
Explicit knowledge can be digitized, reduced to writing and shared with others (Cardinal et al., 2001). In parallel, the tacit knowledge accompanying an innovation is likely to be practical and closely-held. The contextual understanding of a group of inventors is tied to the processes around the codified discovery (Cavusgil et al., 2003; Inkpen and Tsang, 2005). The disclosure process involves highly experienced lawyers who coach faculty in the codification of all processes surrounding an intellectual property claim. This process of formalizing the discovery intends to identify the source of the innovation and the processes which are embedded in the socio-cultural scientific context at the discovery unit level. Translation is a key factor in the university disclosure process.
3.4.Dissemination—Transfer
Research and development is an expensive process requiring investments in facilities, technologies, human resources and partnerships. To gain a return on investment, the resulting discover must successfully reach the marketplace as a new product (Teece, 1992). The knowledge and facility-intensive nature of R&D universities presents HEI as valuable partners early in innovation and discovery (Cavusgil et al., 2003; Johnston et al., 2010). University-industry partnerships can help discoveries move from laboratory into a product pipeline where the monetary value is determined. In fact, university innovations, in practice, are monetized when commercial viability is confirmed.
Universities are key contributors to innovation through knowledge alliances and other forms of open innovation (Lichtenthaler, 2011). Strategic knowledge alliances can help generate and harvest knowledge (Grant and Baden-Fuller, 2004) but partnerships also add complexity to the exchange and transfer processes. Cultural conflicts arise around trust and differences in organizational decision making. Tacit knowledge transfers require stronger ties whereas codified knowledge and trust are more independent (Nonanka, 1991). Which6
Vulnerable University Knowledge Assets Roxanne Ward Zaghab
innovation has value, when, how and why to develop and transfer innovation are all culturally-guided decisions (Choo, 1996).
Knowledge transfer is a key component in university knowledge alliances. Transfer is the active intent to communicate innovation from the source to the recipient context (Argote and Ingram, 2000). The embedded nature of innovation requires tacit knowledge be available for transfer along with codified knowledge. People, routines, and technology hold university knowledge (Szulanski, 2000) and advocate transfer of these “reservoirs” to facilitate transfer of innovation to a new context (Argote and Ingram, 2000). Innovations are standardized for the knowledge transfer process (Argote, 2005), and then must be assimilated into the recipient organization (Nonaka, 1991; Zahra and George, 2002). Because tacit knowledge must accompany codified knowledge, the failure to fully integrate interpersonal and technical aspects of innovation will results in an incomplete transfer of the innovation from the university source to the recipient (Johannessen et al., 2001; Szulanski, 2000).
4. CONTINUITY PLANNING CYCLE AND VULUNERABILTIY ASSESSMENT
Business continuity planning has its roots in information systems architecture; and these roots have had a lasting influence on the lens through which universities approach continuity. Continuity planning is a stepwise process which involves identification, valuation, decision making, and protection of assets. Asset-based protection is the commonly accepted continuity planning approach (Ruettgers, 2003).
Asset identification and valuation is the first step in continuity planning. Recoverable assets and other intangibles are identified in this step which may ensure the growth or continuity of the organization (DeVargas, 1999). Information security is the systematic process of identifying assets, valuing assets, assessing likelihood, evaluating the impact and taking action to reduce information loss. A variety of mechanisms can be used to capture relevant assets. Classification and identification of assets are requisite in an asset-driven business continuity system.
In the second step an asset must be valued before threats are assessed for highly-valued assets. The difficulty arises when valuable knowledge assets are locally held. Their value is undetermined. Thus when using the DeVargas asset-based framework, uncodified and undisclosed knowledge-assets on the discovery unit level may be eliminated from the business continuity planning in step one—These discoveries will not even reach the second step of planning. Some work-in-progress are “invisible” to the institution’s primary protectors of assets: information technology, facilities and maintenance, and human resource offices.
Vulnerability assessments contribute essential information, and they aid decision makers in assessing shortcomings and establishing priorities for action (Ruettgers, 2003). Current perspectives vary in how to approach organizational vulnerability assessment, but all assessments converge in the decision-making and priority setting process. In fact, Vidalis’ (2004) work has helped risk assessment mature from an IT-centric to an information-7
Vulnerable University Knowledge Assets Roxanne Ward Zaghab
centric point of view. This paper adopts the knowledge-centric viewpoint in business continuity planning.
5. CONCEPTUAL FRAMEWORK
Continuity plans intend to protect university resources. BCP is a process undertaken by the institution to guide university assets in the event of disaster to ensure their protection in university business and knowledge management systems. Knowledge assets must “fall” within the business continuity cycle to ensure protection (Botha and VonSolms, 2004; DeVargas, 1999) . Currently university continuity plans set human, technical, information and physical resources as the highest priorities which is consistent with federal, state, and local government regulatory requirements (McCluskey, 2007).
Figure I sets forth a five-step asset-based
business continuity planning
cycle including: 1) identify and
characterize assets; 2) evaluate
assets for value to the
institution; 3) assess asset-
specific risks and plan
to
address risks; 4)
implement the
protection strategies;
and 5) evaluate and
improve the continuity
plan.
The sequential process
of continuity planning is
challenging as it requires that
an asset
be identified before it is included
in valuation (step two)
and risk assessment plan (step three).
Similarly, an organization
cannot knowingly protect
(step four) an asset that is not
in the plan. Thus
inclusion of research
and discovery knowledge assets in HEI must be involved in step one in order to be
protected in step five. In our example, knowledge must purposefully be placed on the boat
in the Humber Estuary in order to be protected from whatever terror or natural disaster is to be avoided at Hull University. 8
Vulnerable University Knowledge Assets Roxanne Ward Zaghab
Universities are limited in the resources available to protect their people, facilities, technology and information. Items of value to the university are given protection under the business continuity plan. Organizations determine value based on financial and marketplace considerations and cultural factors. Thus, even if assets are identified in step one they may not be a priority in step two due to lack of present value.
As illustrated in table II below, each step of the continuity planning process is met with challenges for tacit knowledge.
Disclosure marks a change for the R&D team. While the research may continue to develop, the disclosed activity signals a point of full disclosure. The codification process on the university level (as opposed to the codified practices on the unit level) is undertaken in earnest.
The value of the disclosed work is largely dependent upon the history of previous discoveries by the R&D Unit. University priority setting around research in progress is also complicated by the distance between innovators and university official. Top-down university decision-making to protect priority knowledge assets is incongruent with the nature of locally-held tacit knowledge. The evaluation and process improvement step of continuity planning precludes inclusion of local knowledge generating units.
Table II. Asset-based Approach to Continuity Planning: Gaps and Challenges
Step
Gaps
Challenges
One-Identifying Assets
Invisibility
Embodied, closely-held and difficult to capture knowledge is invisible to university knowledge management systems.
Two-Valuating
Under-valued
Once disclosed, intangible knowledge assets are novel and lack evidence from the market about actual or potential value. Value is embedded locally with locally held-knowledge.
Three-Assessing Risks and Planning to Address Risks
Incongruent
Centralized decision-making regarding locally-held assets is incompatible with the understanding of the need to protect this knowledge.
Four-Protecting
Implementation
Level
University strategies involve primarily organization-wide policies, routines, and data capture systems. Embedded knowledge is vulnerable on the discovery unit level.
Five-Evaluating and Improving
Inclusion
University decision making and leadership evaluation teams may lack the involvement of innovators and knowledge managers to ensure relevance of plan.
5.1.Framework for Knowledge Vulnerability Assessment
The author proposes a conceptual map of traditionally protected university knowledge assets (human, physical, and information resources) and the realms inside and outside traditional business continuity protections. See figure II.9
Vulnerable University Knowledge Assets Roxanne Ward Zaghab
Human resources, information resources and physical resources are priorities for protection under asset-based university continuity plans. University priorities are responsive to stakeholder requirements including a complexity of federal, state, and university system policies, regulations, and related procedures. To protect human resources, universities establish required organizational policies and undertake implementation to “watch over” the health and well-being of their employees in the case of emergency. During disaster, the universities provide shelters, evacuation plans, and public health facilities. Many institutions provide preventive programs such as first-aid training and employee immunization.
With the exception of technology safety breaches, disruptive events are location-based. From sprinkler systems to biohazard containment, universities have facility plans for a range of potential emergencies. Teams of qualified facilities engineers and maintenance staff attend to the physical plant preparation for emergency. Figure II. Map of Knowledge Asset Vulnerability University Asset-based Continuity Planning Approach Information ResourcesHuman ResourcesPhysical ResourcesGAP: Non-equity partnerships are often not negotiated or documented in Univ SystemsGAP: Laboratories may have been customized to reflect improvements to scientific processes. GAP: Sponsored Projects linked inventory of space may overlook technical equi
Preparing Online Students for Success - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Preparing Online Students for Success
Susan Pollack
Instructional Support Specialist
Center for Support of Instruction
Published: May-June 2011
Category: » Online-pedagogy » Teaching-strategies
Introduction
There is no question that online students are excited (and probably nervous) when they first gain
access to their classrooms—just like any student on the first day of school. But the lack of live,
face-to-face contact in the asyncrhonous online classroom means that the students need a little more
support in the form of directions and reassurance to help get them moving at the beginning of the
semester and stay on track until the course ends. This article offers practical tips and suggestions for
guiding and engaging online students from Day One that feed on their initial excitement and show that
you are ready and willing to help them in their learning journey.
"I Don't Know What I'm Supposed to Be Doing!"
Just as in a face-to-face classroom, from the moment students first enter an online classroom, it is
important that they are able to "find their seats." They need clear guidance on how to get started, what
to expect, and where to find things in the digital space where you will be working together. The last
thing you and your students need is confusion over what they should be doing.
By providing students with this needed guidance and preview of the class upfront—in addition to
getting them active in the class from the get-go—you will help get everyone on board in the beginning
and connect with students before you lose them. If you prepare all parts of your classroom carefully,
you will also be able to minimize student questions. The first few interactions that a student has with
the classroom and instructor set the stage for the rest of the semester, which makes it even more
important that students understand right away which end is up.
Tips for Guiding and Engaging Students
There are a number of ways you can help students become acclimated to the classroom quickly so that
they can focus on their learning. Here are eight "golden rules" behind successfully guiding and
engaging students, with five suggestions in each category that you may want to implement:
Communicate with students early on.
Interacting with students in the beginning helps get the student-instructor dialogue started as soon as
possible.
Have a welcoming message posted in Class Announcements that is ready on the first day the classroom
opens (one week before classes start).
Ensure that when students gain access to the classroom, everything they need to get started is in
place. This will help make their first interaction with the classroom a complete one, and it
communicates to the students that you are ready.
Send students a welcoming e-mail message (this is a good way to test whether student e-mail
addresses in WebTycho are correct) or send them a welcoming message via the Private Messaging
Preparing Online Students for Success - DE Oracle
feature in WebTycho.
Provide basic directions on how students should get started once they are in the classroom (e.g.,
review the syllabus, etc.).
Notify students that you are indeed there and will be working closely with them for the next few weeks.
Keep the classroom clear, simple, and organized.
Keeping the classroom free of distractions helps minimize confusion. Do the "Mom" test: Could your
mother navigate the course if she were a student in it? And consider this: If you find any part of the
classroom confusing, it's highly likely that your students will as well.
Remove unused items from the course menu via the Faculty Center if you will not be using them (such
as Reserved Readings, Study Groups, Workbook, etc.). This helps reduce clutter and keeps students
from clicking on items that will never be populated. If you will be implementing study groups later in
the semester, consider not activating this feature until group work commences—and then instruct
students in a class announcement that you have added study groups to the classroom.
When providing Web-based resources, provide a direct, clickable link to the items; do not make
students copy/paste the URLs in a separate browser window. Also check to ensure that all links work
wherever you put them in the classroom; students, just like other Web users, get frustrated when
they click on a link that does not work and have to wait for it to be fixed.
Check to be sure you are labeling items in the classroom properly. Telling students to read Item X in
Course Content will be confusing if they see only Item Y, Item Z, and Item Q in Course Content.
Likewise, Item X should actually be in Course Content (where you said it would be) and not, say, in
Conferences. Do not assume that your students will be able to figure out such anomalies: They come to
class to learn, not to decipher mixed messages.
If an item for the classroom is not ready, do not make it visible to students (you can show/hide items
through the Faculty Center). Otherwise, students may get the sense that you are not prepared.
Keep items that you post to Course Content and Conferences well ordered so that students can easily
find what they need each week.
Have an activity or two for students to do when they first enter the classroom.
Giving students a task to perform right away gets them involved and trains them to expect this kind of
active participation in your class. You can have students participate in a variety of activities early on
beyond the usual standards of asking them to post an introduction in the Introductions conference
and updating their biography in WebTycho.
Send students on a scavenger hunt to find where things are located in the classroom. This task can be
a submittable item through the Student Assignments Folder that allows students to earn points towards
their course grade. (Consider allowing students to take it repeatedly until they get it right...this
provides an immediate A for the students from the start and ensures that the students know the
course.) Ask questions about things that matter, such as how many points is Paper 2 worth, are late
submissions accepted, etc.
Create a classroom poll on the topic of your choice and ask students to respond to it. (See Enhancing
Student Engagement with Polling for polling tools and ideas for using them in the classroom.)
Ask students to show where they are on the class's world map. (Tools such as Google Maps
(http://maps.google.com) and BatchGeo (http://batchgeo.com) may be useful for this activity.)
Have students post a favorite link or video (ask them to try embedding it in a conference note) and
explain why it is a favorite.
Start a "Name the Cafe" contest in Conferences. This kind of activity promotes the idea that the
student lounge is theirs. Students can come up with suggestions and vote on them by the end of the
first or second week.
Create an "About the Class" overview/orientation.
Preparing Online Students for Success - DE Oracle
A classroom overview/orientation outlines all the student and faculty expectations so that students
know what they are getting into. When developing this document, put yourself in the shoes of the
student; what information would you want to know?
Discuss your preferences for writing style and frequency when working in Conferences.
Provide information related to how often students need to log in to the classroom, rules for
communication, preferred file formats, extension policies, late submissions, and other pertinent
"housekeeping" information that may not be detailed in the syllabus. The more you explain what you
expect, the more prepared students will be. If students later ask a question for which you have already
provided detailed information, you can refer them to that information.
Use past questions from students to help define the details further and/or to create an FAQ section to
which you can refer current students.
Incorporate all this information into an easily accessible stand-alone item in the classroom, such as in
Course Content.
Keep all the information appropriately chunked rather than grouped together in one long document
with no clear subheadings.
Build a safe community.
Use the introductory conferences to establish the learning space as a safe place where people of
diverse backgrounds come together for a common goal: to learn. Stress what you have in common and
celebrate the differences.
Ask students the "usual" personal questions and have them answer "fun" questions also (such as
favorite TV show or movie, favorite ice cream flavor, country they most want to visit, favorite electronic
device, etc.). "Fun" questions can also certainly be related to the subject being taught, but keep them
simple so that students can complete the task quickly.
Participate in the community yourself by answering all the same questions and by responding to all
students to personally welcome them into the class and develop a rapport by chatting about
commonalities. This motivates students and helps them feel good about being in your classroom.
Consolidate the student demographics into tables or charts and post them at the end of the first week.
Depending on the questions you asked of them, this may include information on time zones, first-time
online students, first-time UMUC students, etc. (Note: Preparing these statistics could be time
consuming; an alternative is to ask students to volunteer for this number-crunching task or have the
students participate in online polls, which can show instant statistics.)
Ask students what constitutes a safe place for them.
Remind students that the classroom is a safe place where everyone's ideas are welcome and that
students are expected to keep an open mind and be respectful of everyone else in the classroom—just
as they expect this from you.
Be extra attentive during the first week of class.
Your visibility, especially at the beginning of the semester, shows students that you are there for
them—which can be comforting to those who miss the verbal and nonverbal communication aspects of
a face-to-face classroom.
Log on multiple times per day, if possible.
Reply to student postings in the Introductions conference as soon as you read them.
Respond promptly to any message you receive from students via e-mail or Private Messaging.
Address any issues you come across right away.
Make yourself as visible as you expect/want your students to be.
Provide clear guidelines and examples.
Do students ask too many questions about what they need to do for a project or assignment? Are
Preparing Online Students for Success - DE Oracle
student submissions less than stellar? Consider clarifying the instructions before you post them based
on previous student input and providing examples (where appropriate) to help reduce student
questions and lessen frustrations.
Be as specific as possible in the instructions provided for every task required of the students.
Demonstrate "good" and "poor" examples of conference postings/responses.
Provide "good" and "poor" examples of assignments that students can use as guides for their own
work. (Be sure to remove any student names prior to posting.)
Post a grading rubric for each graded assignment along with the assignment instructions so that
students know what you are looking for and understand what qualifies as an A or B grade. A rubric can
help eliminate surprises from students who received lower grades than they were expecting. (Please
see the DE Oracle section on Assessment, Feedback and Rubrics for more information on rubrics.)
Post an exemplary assignment (or two) from a student in the class after all the grades for that
assignment are in. (Get permission from the student first.) Treat this posting as an "assignment
postmortem": Provide a follow-up note to the class on the assignment in general and this one example
in particular, indicating what was good about it, how it met expectations, etc. Students learn not only
from the comments you make on their work but also from the comments you provide on others' work
that may be vastly different from their own. Posting others' assignments also allows students to see
other perspectives they may not have considered.
Leverage the different parts of the classroom.
WebTycho offers a variety of ways to connect with students and develop a learning community. While
conference discussions are generally considered the central area where ideas can be shared, other
parts of the classroom—as well as some external tools used as supplements to the classroom—can also
foster community building and critical thinking among class members.
Bring your expertise and experience to weekly discussions. Although you are the guide on the side
rather than the sage on the stage, students are still eager to hear what the expert has to say.
Provide summary comments at the end of each major discussion thread or post general wrap-up
comments for all the discussion threads at the end of each week/discussion period. (Consider assigning
this task to students on a weekly basis.)
Encourage students to share their own experiences as it relates to the class discussion. This can be
particularly insightful for the whole class, since many students have been working for several years and
have much to contribute "from the trenches."
Share important, relevant resources through the classroom Webliography or a tool such as Diigo
(http://diigo.com) , and encourage students to do the same. (See Interactive Information Networking
Tools for Online Education for more information on using tools like Diigo.)
Turn on the Class Awareness feature in the Faculty Center so that students can see who is there at the
same time and can chat with others quickly and easily if they desire. Note that if you do not want
students to contact you this way, you can change your personal account settings so that your own
Classroom Awareness capability is set to Disabled. (See Classroom Awareness/People Here
(http://tychousa5.umuc.edu/wtdocs/wthelp/html/facawareness.html) in the WebTycho Faculty User Guide for
additional information.)
Closing
Online students require much interaction to help get them going and then to keep on going. Your
school or department may have standards for the pre-week, first week, or midsemester. Be sure to
follow those standards and, where possible, incorporate some of the ideas indicated above. By choosing
to actively guide students and engage with them from the beginning, you will help set them on the
path toward a successful learning experience for the rest of the semester.
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About the Author(s)
Susan began her career at UMUC in 1998 as a digital communications specialist in the Center for the Virtual University and
the Center for Media & New Technology. She joined the Center for Support of Instruction in 2007 as an instructional support
specialist.
With a bachelor's degree in professional writing from Carnegie Mellon University and a Master of Distance Education from
UMUC, Susan brings to the table a wealth of experience in online communications and learning. Her life before UMUC included
five years in the educational publishing industry at the McGraw-Hill Continuing Education Center and several years in print
publishing and editing for newspapers, a law firm, and several nonprofit organizations.
Susan considers herself a lifelong learner who is always eager to try new things. She is continually on the lookout for learner
support and communication issues, having been an online student herself. She is also an advocate of accessibility in online
learning applications.
When not at work, Susan volunteers at her children's schools in various capacities as well as for a national organization for
people with hearing loss and the Coca-Cola Scholars Foundation. She enjoys reading, taking care of the family's pet dog (but
not the fish and reptiles), and playing her "new" 70-year-old baby grand piano.
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Comments
Katherine Miller -- Jun 2nd 2011
Thank you for the great article, Susan. I found it very helpful. Kat
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Biennial Maryland Regional Juried Art Exhibit
No full textBiennial Maryland Regional Juried Art Exhibit Presented by the University of Maryland University College August 1st-October 16th 201