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Enhancing decision making during cybersecurity crisis: Identification of a cybersecurity situation awareness model
No full textEndsley’s goal-based situation awareness model can be extended and applied operator-level and team-level situation awareness in cybersecurity operations.Enhancing Decision Making During Cybersecurity Crisis: Identification of a Cybersecurity Situation Awareness Model
July 9, 2010
Mark Leary
Doctor of Management
University of Maryland University College
Contact: [email protected]
Keywords: Resilience, Decision-making, Situation Awareness, Cybersecurity, Why This Research???
•Interconnected nature of the Internet has brought great opportunities, but introduced great risks.
•Cybersecurity attacks can emanate from anywhere with relative ease and inflict widespread damage.
In contrast to natural threats, they are relatively unpredictable and occur at “wire-speed.”
•The ability to detect, understand and react to cybersecurity events is becoming critical to managing cyber operations in the public and private domains.
"Often times, our situation awareness is, indeed, forensics, which means that something has happened ... policing up after the fact versus mitigating it in real time. So the requirement, from my perspective: we need real-time situational awareness in our networks, to see where something bad is happening and to take action there at that time."
GEN Keith Alexander, Director , NSAResearch Parameters
•Purpose
Identify a cybersecurity situation awareness model from among complementary and competing situation awareness models that meets the needs of individuals and teams.
•Scope
Limited to cybersecurity operations centers –not the broader context of cyber defense, attack and exploitation.
•Constraint
Decision to limit examination of existing situation awareness theory and models as candidates to extend to cybersecurity, rather than the creation of yet another model.
•Limitation
Limited to existing empirical data in the literature to validate selected model of situation awareness in cybersecurity.Research Questions
•How are decisions made during stressful conditions?
•How is decision-making bolstered by situation awareness?
Individual?
Teams?
•What situation awareness frameworks or models support both individual-and team-level situation awareness in decision-making?
•What situation awareness frameworks or models support effective decision-making under stressful, time-constrained conditions (e.g., cybersecurity crisis)?Main Literature Themes and Authors
•Resilience
Individual
Carver, 1998; Contu, 2002; Garcia, 2006; Grant & Mack, 2004; Harland et. al., 2004
Organizational / Teams
Comfort, 1994; Comfort et al., 2001; Leuerberger, 2006; Mallack, 1998; Riolli & Savicki, 2003
•Decision Making
Mathematical
Saaty, 1987; Keeney & Raiffa, 1993; Kowalski-Trakofler & Vaught , 2003; Miles & Weatherbee, 2006
Cognitive
Klein, : Knight, 1921; Weick, 1993; Weick et al., 2005; Boyd, 1987; Ullman, 2006
•Situation Awareness
Individual
Three Phases of SA (Endsley, 1988; Endsley et al, 2003a; Endsley et al, 2003b) and Perpetual Cycle Theory (Neisser, 1976; Smith & Hancock, 1995)
Team
Team Situation Awareness (Endsley & Robinson, 2000; Endsley & Jones, 2001) and Distributed Situation Awareness (Artman & Garbis, 1998; Artman, 2000; Stanton et al, 2006)Key Propositions
After several iterations, the literature review eventually arrived at four propositions to this research:
•[P1]: The capacity of resilience in organizations, teams and individuals is supported by effective decision-making under stressful conditions.
•[P2]: Situation awareness supports decision-making by offering a framework on how individuals and teams perceive and organize the environment around them to make meaningful decision (uncertainty versus risk).
•[P3]: The three-phases of orienting, understanding and forecasting appear to be best suited to describe individual situation awareness requirements for cybersecurity.
•[P4]: As an extension of P3, this three-phased model appears to be best suited for team-level, shared situation awareness.Concept ModelAdapted from Endsley (1995a)Research MethodThesis
"Endsley’s goal-based situation awareness model can be extended and applied operator-level and team-level situation awareness in cybersecurity operations.”Findings (Expected)
•Fit of offered cybersecurity model relative to case studies in other comparable environments
Decision making
Performance
•Gaps between the offered cybersecurity model and case studies in other comparable environments
•Efficacy or weakness in the proposed situation awareness model to cybersecurity operations Implications (Assumed)
•Implications of a cybersecurity situation awareness model to cybersecurity management practitioners
Clarity of meaningful information
Increased speed of decision-making under stress
Increased accuracy of decision-making under stress
Increased resilience (supporting organizational goals) Future Research
•Validation of the model to define situation awareness requirements using a goals-based survey research method of cybersecurity operations centers.
•Development of a common operational picture to display and visualize cybersecurity operations (individual and group displays).
•Testing through situation awareness measurement techniques
Management attitudes toward new technology applications in the workplace: The case of employee use of the internet
No full text- Significance: Examining relevant literature confirms that very little research has focused on the perceptions of managers related to employee technology use.
- Relevance: Because the Internet has become such a pervasive workplace tool, understanding the attitudes that managers have toward their employees Internet use will enable better management of the Internet as a workplace tool.
- Importance: Greater insights into managers’ attitudes about productivity and work-related technology usage will improve workplace relations.Management Attitudes Toward New Technology Applications in the Workplace:The Case of Employee Use of the Internet
July, 2010
Roland L. Unger
University of Maryland University College
Contact [email protected]
Keywords: Managerial Attitudes, Internet, Employee Internet Use
Workplace AttitudesSignificance, Relevance and Importance
Significance
Examining relevant literature confirms that very little research has focused on the perceptions of managers related to employee technology use
Relevance
Because the Internet has become such a pervasive workplace tool, understanding the attitudes that managers have toward their employees Internet use will enable better management of the Internet as a workplace tool
Importance
Greater insights into managers’ attitudes about productivity and work-related technology usage will improve workplace relations Scope and Limitations
Scope
The examination of one technology -the Internet.
A survey -876 manager respondents
Limitations
A single survey limited to a point in time
Specific manager industries and companies not ascertained
The level of experience, training, and frequency of managers’ use exist at differing levels. Value of Internet as a resource in the workplace may result in unequal distributions.
The population of manager respondents -various levels of authority.
No assurance that the person completing the survey is the manager to whom it was sent. Research Questions
What attitudes do managers hold about new workplace technology use and acceptance, using the Internet as the technology to be studied?
How do managerial attitudes impact managers’ behavior with respect to oversight and control of Internet use by employees?
How do managers view use of the Internet in the workplace as it relates to productivity and job satisfaction?
Are demographic factors influential in affecting managers’ attitudes about employee Internet use?Propositions Derived from Literature Review
Topic Area
Literature Position
Management Control and Implementation
1. It is important to managers that they control the workplace, but the extent to which they exercise control varies (Mintzberg, 1989).
2. Middle to low-level managers are critical of technology implementation (Caudle etal., 1991).
Technology Acceptance
3. An individual’s attitude toward technology adoption and use is the major determinant of technology adoption and such attitude is determined by the perceived usefulness of the innovation (Davis, 1986).
Productivity and job Satisfaction
4. Management is looking for specific returns on technology investment in the form of productivity (Lee, 1999).
5.Managers are suspicious of Internet workplace use (Manhatanankoon, 2002).
6.The use of the Internet could lead to increased job satisfaction (Anandarajan etal., 2000).
Internet Monitoring Policies
7.Various Internet monitoring policies have been established in the workplace. Managers have cause to limit unproductive use of time (Urbazewski, 2000).
8.There are levels of approach in allowing employees Internet use. The “guideline approach” is most often used by managers setting broad guidelines for employee use (Menzel, 1998)Conceptual Framework
Internet Use Policies
Questions 1, 18, 19
Internet Use Tracking
Questions 2, 3, 5, 17Management Internet UseQuestions 4, 11, 12
Management Demographics
Questions 20, 21, 22, 23, 24, 25
Managers
Attitudes Toward
Employee Use &
Productivity. Job Satisfaction
Questions 6, 7, 8, 9, 10, 13, 14, 15, 16
Manager’s Attitude
Positive or Negative about Employee Use
Questions 14,15
Dependent Variables
Independent variablesHypothesis Statements
Hypothesis 1
Internet use by employees is generally felt by managers to diminish productivity in the workplace, but users will have increased job satisfaction.
Hypothesis 2
The attitude of managers toward Internet use by employees in the workplace is positively correlated to managers’ Internet use and comfort.
Hypothesis 3
Although managers’ views toward Internet technology policies and monitoring are favorable, managers choose to ignore employee personal use.Research Methodology
Examine Literature
Form Hypotheses
Develop Survey
Quantitative
analysis of
variables
Administer Survey
Suggestions
for future
research
Test hypotheses
& develop
findingsEstablish summatedvariablesData Analysis
•Frequency distributions were run for each survey question
•Descriptive analysis focused on whether the ordered values were normally distributed or whether the data tended to shift toward the higher or lower scale.
•Individual questions with the same probability distributions were summated to create variables for analysis
•Cronbach’s Alpha was run on the summated scales to verify the consistency and reliability of summated scale items
•Pearson and Spearman Correlations were run to determine the degree of association between the variables, if any
•Chi-Square crosstab analysis conducted to establish additional data relationshipsFindings –Hypotheses
Hypothesis
Finding
Hypothesis 1
Internet use by employees is generally felt by managers to diminish productivity in the workplace, but users will have increased job satisfaction.
Diminished productivity belief not verified –just the opposite. Managers belief is that productivity is increased by Internet use. Job satisfaction by employee Internet use verified.
Hypothesis 2
The attitude of managers to Internet use by employees in the workplace is positively correlated to managers’ Internet use.
This was verified. There was a positive correlation of positive manager attitude to employee use and manager Internet use
Hypothesis 3
Although managers’ views toward Internet technology policies and monitoring are favorable, managers choose to ignore employee personal use.
Verified. Managers believe some monitoring is important but are ambiguous as to its scope. Whatever type of monitoring is used, managers to use a “guideline approach” and their attention is broad in scope.Findings –Research Questions
Research Question
Finding
What attitudes do managers hold about new workplace technology use and acceptance, using the Internet as the technology to be studied?
Managers accept technology after perceived ease of use and a belief that its use will increase
Productivity.
How do managerial attitudes impact managers’ behavior with respect to oversight and control of Internet use by employees?
Managers believe that technology use should be monitored, as to the extent to which it should, they are ambiguous & use the “guideline approach.”
How do managers view use of the Internet in the workplace as it relates to productivity and job satisfaction?
Surprisingly, managers see the Internet as a productive tool and one that increases employee job satisfaction in the workplace.
Are demographic factors influential in affecting managers’ attitudes about employee Internet use?
Generally, demographics did not affect the attitudes of the respondents.Implications for Management Theory
Hawthorne Experiments linked human behavior and workplace attitudes –attitudes are linked to productivity. This study confirms that finding –productivity and job satisfaction are viewed as by-products of employee Internet use.
If we see that the Internet is viewed positively by managers as a tool that increases employee job satisfaction and productivity, doesn’t it follow that such knowledge will give us a workplace with higher standards of functionality?Implications for Management Practice
The Internet has made its mark as a workplace tool in virtually all industry segments –is a pervasive workplace tool.
Managers generally trust employee use of the Internet which widens the trust ratio between managers and employees. 95% of workers bring a personal web access device with them into the workplace.
Managers feel that the Internet is an effective workplace tool which makes its applicability more open to a variety of workplace uses, and encourage employees to use it.
As the Internet becomes a requisite part of the workplace, it is important for all managers to be cognizant of how peer managers view associated Internet usage by employees. Internet usage can have positive results in terms of overall job satisfaction and productivity, but with perhaps less efficiency Managers, therefore, must develop policies and procedures that direct and encourage workplace Internet use by all employees Future Research Agendas
The current survey instrument could have been stronger by distinguishing between personal use and work-related use of the Internet by employees. There is the clear indication that while managers seem to be indifferent to their employees’ personal use of the Internet, there is no indication as to the extent to which they could become concerned. For example, further examination of the conditions under which managers might be drawn to be concerned about employees’ personal use could be examined.
Do managers grant their employees personal time for Internet use similar to the time that is granted for breaks or lunch, during which an employee may use the Internet as they wish? For companies that have monitoring of employee use, how many employees have been disciplined or even dismissed as a result of their Internet use. It might be helpful to understand how much personal time managers feel is excessive for employees to be using the Internet in the workplace.
There should also be examination done with respect to the size of organizations and that relationship to the acceptance or non-acceptance of Internet technology. Is there a difference between individual and institutional attitudes
Institutional renewal and adaptation (IRA): Creating and managing sustainable competitive advantage (SCA)
No full textThe purpose of the research is to explore and propose a framework to enhance firm’s performance, overcome organizational decline inertia and counter possible complacency as organizations evolve through their life cycles.Institutional Renewal and Adaptation (IRA): Creating and managing SustainableCompetitive Advantage (SCA)
Bashir Alfadda
Doctor of Management Program –UMUC. October 29, 2010
Key Words: Institutional Renewal & Adaptation (IRA), Competitive Advantage Index (CAI), Competitive Advantage, Performance, Innovation, Competency, Sociopolitical LegitimacyPurpose and Scope of the Research
Explore and propose a framework to enhance firm’s performance, overcome organizational decline inertia and counter possible complacency as organizations evolve through their life cycles.
Introduce the Institutional Renewal and Adaptation (IRA) framework that supports the creation and management of Sustainable Competitive Advantage (SCA). The framework entails a deliberate and systemic application and integration of a combination of management practices that effectively foster institutional learning, development, and sustainability (the scope is limited to “for-profit” organizations).Research Questions
How can a firm outperform its competition?
How can firms build and manage Sustainable Competitive Advantage (SCA)?
How can we measure SCA?
Is the proposed Competitive Advantage Index (CAI) a good metric for measuring SCA?Significance of this Research for Management
Competitive advantage shifting dynamics -A firm’s competitive advantage can be sustained over time, partially shifted to rivals, or completely eroded.
ToyotaAutoGain
GM, FordAutoPartial shift
UK Auto IndustryAutoLoss
Texas Inst.CalculatorsPartial shift
IBM PC IndustryPCLoss
NovelNetwork OSPartial shift
MS, IntelPCSustain
NetscapeWeb searchLoss
GoogleWeb search Gain
Minicomputer Ind.Mini Comp.Loss
HPPC & Printers GainSignificance of this Research for Management
Tackle one of the most important issues in strategic management –how to outperform competitors
Introduce a framework to build and manage SCA
Introduce measurement methodology for SCA –The Competitive Advantage Index (CAI)
Build upon prevailing theories in the field
Advance competitive strategy research and theories Main Literature Themes and Authors
Theme
Author(s )/ Theory
Innovations in resources and capabilities lead to higher performance (HP) / competitive advantage (CA)
Penrose, Wernerfelt, Barney, Peteraf, Rumelt (Resource-based view)
Innovations in market strategies lead to HP/CA
Porter (Market-based view)
Social legitimacy, flexibility of cultural values lead to HP/CA
Powell, Oliver, Bresser & Millonig (Institutional theory)Main Literature Themes and Authors
Theme
Author(s )/ Theory
Organizational learning and competency building lead to HP/CA
Fiol, Prahalad & Hamel (Identity/Competency –based theory)
Management, organizational, and strategy capabilities to reconfigure, sense, absorb, integrate, and innovate lead to HP/CA
Teece, Pisano, Shuen, Wu, Hou (The Dynamic Capabilities Framework )
Global aptness & cultural intelligence lead to HP/CA
Dunning & Lundan (The Eclectic -OLI Paradigm)Key Propositions Distilledfrom the Literature
Most firms go through development, growth, maturity, and decline, or are eclipsed by new competitors.
Competitive advantage (CA) determines the firm’s ability to outperform competitors and survive
CA is attained through the ability to acquire and develop superior combination of attributes to those of competitors.
CA can be sustained over time, partially shifted to rivals, or completely eroded.
SustainableCompetitive Advantage (SCA) is attained through systemic application & integration of a combination of practices that foster institutional learning, development, and sustainability. Competitive Advantage
Competitive Advantage Index (CAI)
Institutional Renewal& Adaptation (IRA)
Sustainable Competitive Advantage (SCA)
Systemic Application & Integration
Competitive Advantage Theories
Conceptual Framework
•Innovation•Social legitimacy•Flexible cultural values•Org learning & competency building. •Ability to reconfigure, sense, absorb, integrate, & innovate•Global aptness & cultural intelligence
Measuredby
Modify, refine, and adjust
STARTHEREThesis Statement
Sustainable competitive advantage (SCA) cannotbe achieved by adopting a single plausible perspective, theory or remedy. An environment that nurtures Institutional Renewal & Adaptation (IRA), which entails a deliberate and systemic application & integration of a combination of competitive advantage enablers, will foster institutional learning, development, and sustainability, therefore, yielding sustainable competitive advantage. The proposed Competitive Advantage Index (CAI) measures SCA and calibrations of the operating environment are made accordingly. Research Approach & Formationof Argument
Research classical and contemporary competitive strategy theories and approaches and conduct expert reviews.
Synthesize to identify substantive “enablers” of high performance / competitive advantage
Research empirical studies that establish relationships between the “enablers” and the IRA/SCA constructs
Interpret the findings in terms of IRA/SCA contexts
Develop / adjust the thesis and the conceptual framework including the Competitive Advantage Index (CAI) .
Discuss existing firms that exemplify the concepts and findings of this study.Findings
Lead to
Competitive Advantage
Institutional Renewal
Institutional Adaptation
Innovation
Social legitimacy
Flexibility of cultural values
Organizational learning & competency building
Capabilities to reconfigure, sense, absorb, integrate, and innovate
Global aptness & cultural intelligenceImplications for Management Practice
Introduce an integrated approach -the Institutional Renewal and Adaptation (IRA) -of how to build and manage sustainable competitive advantage (SCA).
Introduce a methodology to measure SCA
Present a systemic approach to SCA as oppose to the single-remedy, boutique-style, or fashionable performance improvement prescriptions.
For the advocates of the eventual decline and death of any entity as part of its life cycle; IRA is a mechanism to break the life cycle or substantially delay the eventual decline and possible death of the business entityFuture Research Agendas
Validate of the competitive advantage index (CAI) through a multi-case longitudinal study
Establish IRA alternative institutionalization methodologies
Investigate generalizability of the institutional renewal and adaptation (IRA) and sustainable competitive advantage (SCA) constructs to “not-for-profit” organizations and public sector institutions. Establish an appropriate measurement criteria for SCA in this case
Mind Maps_ Visual Tools for Teaching and Learning - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Mind Maps: Visual Tools for Teaching and Learning
Floyd Csir
Instructional Support Specialist
Center for Support of Instruction
Published: September-October 2010
Category: » Online-pedagogy » Teaching-tools
Introduction
Mind maps are effective tools to assist with understanding concepts by offering a method of organizing
and displaying information, providing context either in a general or specific manner. This article
provides a brief history on mind maps and their possible uses, discusses features and functionalities of
mind mapping tools, provides sample suggested assignments that utilize mind maps, and provides a
short list of free mind mapping software that is available on the market today.
Background: Constructivist Beginnings and Uses
Mind maps (also known as concept maps) have been around for decades and grew out of the
constructivist learning model. The Encyclopedia of Education (Halpern, Donaghey, Lamon, & Brewer,
2003) notes that constructivism is an educational theory in which students learn when solving problems
using past experiences, previous knowledge, and reflection to actively develop a framework for
comprehension. Through this constructive process, students gain meaningful and personal
understanding.
Visual representations of information, research, and work are becoming easier to create and share
through Web applications called mind maps. Concept maps externalize the student's knowledge about a
subject for the teacher and the student, according to Novak and Gowin (1984). In the past,
demonstrating ideas or projects visually was reserved for those with graphic design knowledge. Now,
new technologies enable novice users to create and produce visual products.
Mind maps can be used collaboratively with students and colleagues. Using mind maps can also assist
both faculty and students in effectively dealing with information overload through the nesting of
hierarchies. Other uses for mind maps include taking notes, brainstorming ideas, and developing
organizational or flow charts. Project management planning and tracking can also be done through
mind maps. Figure 1 below shows a mind map that was used to organize and outline the content for
this article.
Mind Maps: Visual Tools for Teaching and Learning - DE Oracle
Features and Considerations
The features available in different mindmapping tools vary; however, the following functionalities are
useful:
Mind maps can be created for individual or collaborative use and are readily available on the Web.
Exporting and importing of mind maps is available in various image formats. Students and faculty
can easily export mind maps to their personal computers and upload them into WebTycho. Mind map
images can also be inserted into slide presentation software like PowerPoint as well as word processing
documents like Word.
Note: The dimensions of exported mind map images can get very large. If an assignment
requires that a mind map be part of a PowerPoint presentation or even a Word document, be
aware that multiple screenshots may be necessary to capture all the information on a
slide/page. The dimensions of exported mind maps can be reduced to fit on a slide/page, but
doing so may also reduce readability.
More advanced mind maps integrate photos and videos, which opens up more creative possibilities.
Preset icons, similar to clip art, are another feature of some mind maps.
Some mind mapping tools may offer both predefined and customizable maps in terms of colors,
typefaces, topic shapes, topic layout/organization, and more.
Mind maps can be made read-only, allowing viewers to move around the mind map and click on
added links or videos without removing or changing the original content.
Mind maps can be public or private. Some mind map services allow for public searching and viewing,
so if student privacy is a concern (FERPA), make sure the mind map service allows for private mind
maps or indicates whether the mind map is public or private.
Assignment Suggestions
Mind maps can be used in the online classroom in a variety of ways; a few suggestions are listed
below. Keep in mind that assignments which utilize mind maps should be set up so that students
export an image of their map directly into a designated area of the WebTycho classroom (such as the
Assignments Folder) for your review to help protect the integrity of their work, grades, and privacy.
However, if links or multimedia are part of a mind map, you may want to have students also provide
Mind Maps: Visual Tools for Teaching and Learning - DE Oracle
you with a link to their private (and possibly read-only) mind map online so that you can access that
additional content (which would not be available/clickable in the imported image).
Note: Depending on how a mind map is used, faculty should be clear about expectations for citing
videos, articles, or Web sites that students link to in their mind maps. If citation is a concern, ask
students to include a Works Cited or References page along with their mind maps.
Research
Organizer
Using mind maps is an effective intermediate step to help students
stay on track when conducting research and keeping track of
sources. In this activity, students provide their thought processes
prior to submitting a finished paper or presentation, which helps
decrease plagiarism. Since mind maps can provide persistent URLs
to referenced main and subtopics within a mind map, students can
link directly to articles that they will use in their papers.
Activity guidelines:
1. Develop a mind map based on a particular topic.
Use main keywords found in article abstracts to locate five
subtopics. (The EBSCOhost suite of library databases at the UMUC
Library provides a visual search function which displays hierarchies
from a search.)
2.
Provide persistent URLs for at least five articles and insert links in
the mind map.
3.
Export the mind map as a JPG image and submit it to the
designated area of the classroom.
4.
Collaborative
Concept Connector
Activity suggestion: Have student groups create mind maps based
on different topics. After all students have submitted their mind
maps, have them make connections to each other's ideas. Are
there any common elements? What is different?
Concept Quiz Activity suggestions:
Option 1: Develop criteria for a quiz and have students create a
mind map based on readings from the previous week.
Option 2: Ask students to create a mind map based on topics
discussed in the week's conferences.
Team Building
Activity
Ask students to develop a mind map about the components of a
team they have worked on before, such as being on a committee
or in a band. There are a variety of issues related to this, such as
setup, budget, instruments, cooperation, respect, task load, etc.
Activity guidelines:
Identify the important terms or concepts concerning teamwork
that should be included on your map. Make these terms/concepts
the subheadings in your mind map. (Only one term/concept per
subheading.)
Arrange concepts in a pattern that best represents the information
Mind Maps: Visual Tools for Teaching and Learning - DE Oracle
as you understand it.
Make connections to each term or concept that builds or adds
value.
Use colors to add interest to your map (optional).
Use your map to present or write a short essay to summarize the
questions below:
What dynamics and elements make a team effective or
ineffective?
1.
If the team in your scenario was ineffective, consider what would
have made the team more effective? Be prepared to provide
solutions.
2.
If the team in your scenario was effective, what aspects made the
team work well together?
3.
How has this activity helped you prepare for the study group
assignment?
4.
How can you contribute to your team to make it effective? If your
team gets into a snag, how can you respond to help the team?
5.
Free Mind Mapping Tools
A selection of mind mapping tools is listed below. These tools include features such as Web-based
services, multi-user collaboration (for adding to or manipulating the mind map), the ability to
export images of the mind map in JPG format, free (or a free version), and easy to use and learn.
These tools also have instructional text or video tutorials that support setup and use of their features.
Note that free versions of mind map applications typically allow a limited number of mind maps to be
created on a single account. Registration is usually required to use these tools.
Note: Tools noted with an asterisk (*) below are supported by advertising revenue and may display
advertisements and/or promotions during usage. Please check these tools' individual Web sites for
more details.
Mindomo* (http://mindomo.com/index.htm) - Offers private and public mind maps, allows importing of
audio and images, has moveable map features with space for notes and links.
Bubbl.us (http://bubbl.us/) - Visually appealing, easy to use, and not constrained by preset hierarchies.
MindMeister* (http://www.mindmeister.com/) - Offers preset icons and the option of making public mind
maps, and offers collaboration via Skype videoconferencing.
Mind42 (http://www.mind42.com/) - Offers preset icons and the option of creating public mind maps, has a
minimalist design, offers collaboration via Skype videoconferencing, and is geared towards hierarchies.
WiseMapping (http://www.wisemapping.com/c/home.htm) - Geared towards hierarchies, allows words to be
dragged and dropped to change their position within a hierarchy, and offers tagging of mind maps.
Some mind map services, such as FreeMind (http://freemind.sourceforge.net/wiki/index.php/Main_Page)
(http://freemind.sourceforge.net/wiki/index.php/Main_Page) , offer desktop or offline functionality and allow for
importing of mind maps created by competitors' mindmapping software and may be designed primarily
for a single user.
Free Mind Maps on Mobile Devices
As mobile devices become more commonplace for computing, mind mapping services are extending
their functionality to these devices. Two such services are noted below.
Mind Maps: Visual Tools for Teaching and Learning - DE Oracle
MindMeister (http://www.mindmeister.com/) - Offers a version of the Web-based software that runs
specifically on iPhones and the iPad.
http://www.mindmeister.com/
Thinking Space* (http://www.thinkingspace.net/) - A free app for Android phones, shown in Figure 2.
http://www.thinkingspace.net/
Summary
Mind mapping tools can be used in a variety of ways in the online classroom, and they can be valuable
for both teaching and learning. The digital versions available today present a useful, easy way to
organize a wealth of knowledge and deliver a visual method for connecting ideas together and adding
new ones to the mix.
Note: This article mentions a few examples of mind mapping technologies. These references should not
be taken as an endorsement of any particular tool, technology, or company. If you are thinking of
implementing any of these tools into your course, check with your academic administrator for
suitability.
References
Halpern, D., Donaghey, B., Lamon, M., & Brewer, W. (2003). Learning theory. In Encyclopedia of
Education (Vol. 4, pp. 1458-1469). (2nd ed.). New York: Macmillan Reference USA. Available from
http://go.galegroup.com/ps/start.do?p=GVRL&u=umd_umuc (http://go.galegroup.com
/ps/start.do?p=GVRL&u=umd_umuc)
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.
About the Author(s)
Floyd Csir enjoys collaborating with colleagues on a variety of instructional technology projects that help students, faculty,
and staff reach their goals. He joined the CSI staff in August 2009 as an instructional support specialist.
Mind Maps: Visual Tools for Teaching and Learning - DE Oracle
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Technology integration planning for using Skype to improve student interviews for Project Citizen Portfolios
No full textThis project used technology to enable students to achieve a higher level of performance in civics and integrated interview skills. It mo9vated students to perform and document more and higher quality interviews.The Problem:
• Lack of interviews for the Project Ci9zen
Por;olios.
• Students from the tested school last year did two
interviews with no documenta9on of those
interviews in their Project Ci9zen Por;olio.
• ABer tradi9onal instruc9on, students did not
have interviews in there por;olios.
• Implementa9on of technology was needed to
allow the students to obtain more and higher
quality interviews.
Process Step One:
• Started with basic instruc9on on
Skype interview planning
checklist,
• Then VoIP connec9ng checklist,
and
• Lastly interview script.
Process Step Two:
• Prac9ced Skype interview with
interviewee being familiar,
• Then gradually moved to the
professional interviews
– Star9ng peer to peer,
– Next student to known teacher,
– Student to unknown teacher, and
– Lastly professional
Process Step Three:
• Students took charge of the interviews that were
planned.
• While they did their interviews ,the students used
their handouts to guide them through interviews.
• The students not interviewing watched the
interview projec9on and documented the
interview.
• ABer a few interviews they developed
telepromp9ng.
• Students organized a training for professionals
that requested training on Skype.
Technology Approach:
Signed on Skype by using
direc1ons from Skype Voice
Over Internet Protocol
(ViOP) Connec1ng Checklist.
Students conducted Skype
Interviews using script from
Project Ci1zen Skype Interview
Script and Interview Planning
form.
What Worked:
• Selected a school that was
interested in technology.
• Set up that all students were
engaged by using a projector.
• Monitored students’ use of
Skype.
• Gave the adequate amount of
1me to get rid of the “giggles.”
• Allowed for increasingly difficult
interviews.
• Let students enjoy while
prac1ced ridding the “giggles.”
Worth 9me and effort:
• Distribu1on of responses to item 5 that reads, “I like
interviewing people,” showing the increase at the STEM
school following the Skype interviewing experience.
• The average response in the pre‐survey was 3.8, while in
the post‐survey it was 4.5, an increase of 18%.
Worth 9me and effort:
Rela1ve Advantages of using Skype were:
• Students were mo1vated to get interviews because of the
new technology.
• All students were able to be engaged because of the
projec1on.
• Students were empowered with the ability to interview
out of the school and address professionals in the
community and out of the country.
Recommenda9on:
• Cyber environment
is constantly
changing; new
technologies should
be available for
students.
• Be very sensi1ve to
cyber security for
the students as
Skyping becomes
more popular.
• Keep pre and post
surveys
anonymous.
• Review Acceptable Use Policies
(AUPs) to ensure they con1nue to
guarantee cyber safety and allow
teaching with 21st Century
Standards.
• Students work at table or desks
together set up as a group in the
classroom to conduct an interview
and write the documenta1on of the
interview.
Enjoy this website that explains the en9re project.
hPp://Gdietrich‐capstone.yolasite.com
This project used technology to enable students to
achieve a higher level of performance in civics and
integrated interview skills.
It mo9vated students to perform and document more
and higher quality interviews.
View for civic informa9on
hPp://www.civiced.or
To reinvent or not to reinvent: Influence of leadership trait on organizational life cycle terminal phase decision
No full textA different set of leadership traits than those typically expressed during later life cycle phases is required to successfully reinvent an organization during the final life cycle phase.To Reinvent or Not To Reinvent: Influence of Leadership Trait on Organizational Life Cycle Terminal Phase Decision
Martha C. Reider
Doctor of Management Candidate
University of Maryland University College
July 9, 2010
Keywords: Organizational life cycle, leadership traits, reinvention, decision making2
Purpose and Scope
Purpose: To examine the relationship between leadership traits and the decision to reinvent or maintain current path made during the organizational life cycle terminal phase.
Scope: Fifth phase of a 5-phase Organizational Life Cycle3
Context and Significance of Management Problem
•Organizations are living, growing and evolving entities.
•Organization grow through a multi-phase process
Proceed sequentially through phases.
Time varies within a phase but no phase is skipped.
Changes in environmental factors creates unmet need
Unmet need forces change
•The incumbent leader decides if, when and how to proceed.
•Understanding of life cycle and environmental factors alone does not explain decision to reinvent or maintain during terminal phase.4
Research Question and Thesis Statement
Research Question: Do the decision maker’s leadership traits influence the organizational life cycle terminal phase decision to reinvent or maintain current path?
Thesis Statement: A different set of leadership traits than those typically expressed during later life cycle phases is required to successfully reinvent an organization during the final life cycle phase5
Key Literature Themes and Authors
Concept:Organizational Life Cycle
Christensen & Raynor, 2003; Greiner, 1972, 1998; O’Rand& Krecker, 1990
Themes: Multi-phase growth cycles, spin-off organizations
Concept: Leadership Traits
Avolio, Bass & Jung, 1999, 2002; Bass, 1985, 1990, 1997; Bennis, 2001; Bono & Judge, 2004; Burns, 1978 ; Howell & Avolio, 1993; Hunt, 1999; Judge & Piccolo, 2004; Yukl, 1999
Themes: Transformational and transactional traits, leader versus manager
Concept: Growth and Reinvention
Brockner& James, 2008; Burgelman& Sayles, 1986; Flamholtz& Randle, 2007, 2008; Olsen, van Bever& Verry, 2008; Paglis& Green, 2002; Schein, 2004; Zemke, 2004; Zook, 2007, 2010.
Themes: Decision making, resistance to change, environmental factors6
Organizational Life Cycle Phases
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Differentiators Create Direct Delegate Coordinate Reinvent Focus Product development Expand capacity Operation efficiencies Customer & earnings Customer & new product Period Immediate Short-term – 3 months Short-term – 1 year Mid-term - 3 years Long-term – 5 years Structure Flat and general Hierarchical & functional Hierarchical & specialized Product based & centralized Flat, mixture & matrix Communication style Informal Formal and local Formal and distant Formal and distant Mixed formal & informal Communication type Verbal and frequent Verbal and as needed Written; local & corporate Written; local & corporate Mixed; local & corporate Decisions Centralized and rapid Centralized Decentralized Decentral product; Central support Decentralized and rapid Systems Few & informal Developing Developed Formal & detailed Streamline Source: Adaptation of Greiner, 1998 7
Life Cycle Phases and Leadership Traits
Transformational –Leader: Influence (respect, trust), Inspire (motivate), Intellectual (innovate, create), Individualize (achieve, grow)
Transactional –Manager: Contingent reward (follower exchange), MBE active (monitor), MBE passive (correct after occur)
Life Cycle Phase Leadership Trait Blended Sets Phase Focus Transformational Transactional Phase 1 Create Product Influence, inspiration, intellectual Phase 2 Direct Effectiveness Intellectual Contingent reward Phase 3 Delegate Capacity Individualized Contingent reward, MBE-active Phase 4 Coordinate Customer Individualized Contingent reward, MBE-active Phase 5a Maintain Efficiency Contingent reward, MBE-passive Phase 5b Reinvent New Product Idealized, inspiration, intellectual 8
Propositions
P1:Each leader embodies a unique set of leadership traits.P2:No individual leader will possess or express all leadership traits.P3:Decisions are directly subject to and influenced by the leadership traits of the decision maker.P4:Leadership traits that enable a leader to achieve organizational success are directly linked to the circumstance.P5:A leader is likely to select the option that is more like their experience.9
Conceptual Framework
Maintain
(Stop)
Sustain
Growth
Startup
Mature
Reinvent
(Innovate)
Market Need
Creative TraitsEnvironmental Variables
•Customer requirements
•Competition
•State of technology
•Market saturation
•Financial requirements
•Suppliers
•Regulations
•Processes and systems
•Corporate culture
Leadership Traits1: Creative –Influence, Inspire, Intellect2: Directive –IntellectContingent reward3: Delegate –Individual, MBE, Contingent reward4: Coordinate –Individual, MBE, Contingent reward5a: Reinvent –Ideal, Inspire, Intellect5b: Maintain –MBE, Contingent reward
1
2
3
4
510
Research Method and Design
Data and FindingsAnalysis and ImplicationsLiterature and ModelAssess findings against literatureIntegrate findings into modelExpand theories and management practicesCase SelectionSecondary Data CollectionFinancial performance – growth through plateauChange in leadership at financial shiftChange in R&D commitment and activitiesFinancial performance – post plateau and leadership changeU.S. Public corporation – Computer industry sector(Apple, Dell, H-P, IBM, TI)Financial growth pattern – growth to plateauDependent VariableDecision to Maintain or to ReinventIndependent VariableFactorsDecision Maker’s Leadership Trait SetEnvironmental Factors:Customer, Competition, Regulations, Technology, CultureUnit of AnalysisU.S. Public Corporations – Computer Hardware SectorScopeOrganizational Life Cycle Terminal PhaseResearch Design11
Management Implications
Management TheoryOrganizational Life Cycle Theory
•Incorporate leadership traits as a life cycle phase influencing factorLeadership Trait Theory
•Blending of transformational and transactional traits more thoroughly explains the leadership factor across the life cycle continuumManagement PracticeDecision Making Process
•For reinvention to be selected over maintaining the current path, a leader with different traits may need to make the decision
•For reinvention to be successful, a leader with different traits may be needed12
Future Research
•Strengthen the correlation between leadership traits and the decision to reinvent by incorporating experience from additional industry segments
•Compare the decision to reinvent and the resulting performance for corporations within and between various industry segments
•Examine the decision and performance of non-U.S. based corporations during the final life cycle phase
•Consider the influence of variables other than leadership traits and environmental factors on the decision to reinven
Theoretical analysis of leadership style preferences among millennial generation company-grade army officers
No full textPurpose of the research:
- Ascertain whether Millennial generation Army officers prefer a transactional or transformation leadership style
- Ascertain the leadership style commonly practiced in the Army
- Ascertain whether a conflict of leadership style contributes to Millennial retention problems.A Theoretical Analysisof Leadership Style Preferencesamong Millennial GenerationCompany-grade Army Officers
Ann L. Summers
Keywords: Millennial Generation, Generation Y, Net Generation, Leadership, Transactional, Transformational, Army, MilitaryPurpose and Scope of the Research
•
Purpose of the research:
Ascertain whether Millennial generation Army officers prefer a transactional or transformation leadership style
Ascertain the leadership style commonly practiced in the Army
Ascertain whether a conflict of leadership style contributes to Millennial retention problems.
•
Analysis limited to Army officers born between 1977 and 2002
•
Focus on two leadership styles only –transactional or transformationalResearch Questions
•
Research Question #1: Based on scholarly literature, do members of the Millennial generation prefer a transactional or transformational leadership style?
•
Research Question #2: Based on scholarly literature and Army doctrine alone, does the Army commonly practice a transactional or transformational leadership style?
•
Thesis (Research Question #3): Assuming proof of Research Question #1 (Millennials prefer the transformational leadership style) and Research Question #2 (the Army commonly practices the transactional leadership style), it is this discrepancy in leadership style that is partially to blame for the premature departure of Millennial generation officers from the Army.Significance of this Research for Management
•
Recommendation of what Millennials want from their leaders
•
Organizational type and culture that best maximizes Millennial employee potential
•
Organizational type and culture that encourages retention of Millennial employees
•
Recommendation of what kind of leadership style Millennials will employ and the potential strengths and weaknesses of their leadership approachMain Literature Themes and Authors
•
Millennial generation characteristics and context (social culture, work ethic, etc.)
Howe and Strauss
Tapscott
Salkowitz
Twenge
Bauerlien
•
Transactional and transformational leadership
Gardner
Bass
Avolio
NorthouseKey Propositions Distilledfrom the Literature
•
Transformational leadership is an appropriate style to use when leading members of the Millennial generation based on Millennial characteristics and leader expectations
•
Transactional leadership practices best match the Army organizational type, structure, and criticality of mission
•
Neither transactional nor transformational leadership style is appropriate under all circumstancesConceptual Framework
Theoretical determination of Millennial generation leadership style preferenceTheoretical determination of commonly-practiced Army leadership styleTransformationalTransactionalMillennial generation officer blogsRetention statisticsSurvey of Officer CareersLeadership style incompatibility is a contributing factor in the premature departure of Millennial generation Army officers from the ArmyConceptual FrameworkThesis statement
Millennial generation Army officers are characteristically suited to best respond to a transformational leadership style. The Army practices a predominately transactional leadership style, and it is this conflict in style that contributes to the premature departure of Millennials from the Army.Research Approach & Formationof Argument
•
Research approach
Literature review to determine Millennial leadership style preference
Literature review to determine commonly practiced Army leadership style
Comparison of these findings to field-data and research including
Survey on Officer Careers data
Retention statistics
Official Army blog entries from Millennials
•
Formation of Argument
Compare literature-based leadership style determinations to evidence of actual leadership style preferences as indicated by Millennials words and actionsFindings
Millennials generally respond well to transformational leadership style, but not in every circumstance
The Army generally practices transactional leadership, but not in every circumstance
There is inconclusive evidence to indicate that leadership style conflicts contribute to the premature departure of Millennials from the Army
Leadership style determination should be driven, in part, by the operational circumstances
Leadership styles can be nested, such as practicing pockets of transformational leadership within a predominately transactional leadership environment
Caution should be used when attempting to pigeon-hole an entire generation into a narrowly-defined preferred leadership styleImplications forManagement Practice
•
Cultivate flexibility in the leadership of Millennials
Transformational leadership is generally a suitable style when leading Millennials, but may not always be appropriate to the circumstances or organizational structure
Allow multi-faceted, nested leadership approaches when working with Millennials
•
Consider the reanalysis of business processes and organizational goals in light of predominate Millennial generation characteristics and work ethic
Contemplate new definitions of “success” within the organization and career fieldFuture Research Agendas
•
Retention of Millennial employees
Methods to encourage long-term Millennial focus on one career track
•
Education of Millennial employees
Educational approaches and opportunities targeted to enhance and exploit Millennial strengths
•
Millennial leader development
Style development of future Millennial leader
Telework as part of a business continuity strategy: A path toward organizational resilience
No full textThe purpose of the research is to evaluate the role of Teleworkas a critical component of a Business Continuity Plan(BCP).Key Words: Telework, Knowledge Worker, Business Continuity, Organizational Resilience
Telework as Part of a Business Continuity Strategy:
A Path Toward Organizational Resilience
Carrie J. ColbertPurpose and Scope
•
Unexpected business crises have the capacity to change the way businesses function, making it necessary for planning and preparation within the organization before a crisis occurs.
•
Every organization faces crises on occasion and how the organization deals with them will govern how rapidly the organization is able to “continue” operations and recover quickly.
Evaluate the role of Teleworkas a critical component of a Business Continuity Plan(BCP)Research Question
•
It is imperative to businesses where work duties can take place anytime and anywhere, to understand:
–
How, if at all, an organization with an existing telework program is more likely to minimize the negative impact of a business interruption.
–
How, if at all, a telework program as part of a BCP decreases downtimeSignificance for Management
•
Many organizations do not think about business continuity until a disaster has occurred, making the organization ill-prepared and ill-equipped to handle a major or minor disaster. Main Literature Themes/Authors
•
Telework
–
Niles –Telework Pioneer
–
Vivadelli –Network of Space
–
Hoang –Culture
•
Business Continuity
–
Gill
–
FEMA
•
Organizational Resilience
–
Masten –Resilience in Human Development
–
Horne and Orr –Resilient Behaviors
–
Mallak –Organizational ResilienceKey Propositions
•
Resilient organizations are prepared to continue operations during and after an unexpected event.
•
BCP and Telework = high level of Readiness, Response and Resilience.
•
Telework as part of a BCP reduces the negative impact of an unexpected event.
•
Telework as part of a BCP is a proactive management approach to disaster planning.Conceptual Framework
•
Insert additional slidesThesis Statement
A changing world demands new ways of using our digital infrastructure to survive in business. Natural disasters, terrorists attacks, and unexpected business crises have the capacity to change the way businesses and societies function.Research Approach
TELEWORK
Definition
Advantages & Disadvantages
Barriers
Who is the Teleworker?
BUSINESS CONTINUITY
Definition
Importance of a BCP
Rules, Policies, Regulations
TELEWORK + BCP
Real-World Business Cases
ORGANIZATIONAL RESILIENCE
Definition
Origin of resilienceFindings
•
Despite the benefits of telework, there is still organizational resistance in adopting a telework strategy.
•
Work stoppages reduce organization output, productivity and customer service.
•
Telework’s dispersed workforce decreases downtime and minimizes the impact of a business interruption during a crisis.Implications for Management
•
Human Resources Management
–
Address management resistance
–
Understand and integrate basic principles of workplace continuity into HR strategies and policies.
•
Risk Management
–
Develop BCP that addresses all types of disasters
–
Reverse “it won’t happen to me” attitudesFuture Research
•
Case Study
–
Follow two organizations after an unexpected event –one with Telework and BCP, the other with a BCP only.
•
In-depth review of organizations presented in the Business Cases
–
What made the organization resilient? The people or the BCP?
–
Management attitudes towards telework –have they changed
Selling E-Book resources to your community
No full textHear from experienced librarians about how to sell e-book resources to your community: Providing access to e-book collections; promoting e-books through guides, online workshops, and other teaching resources; lessons learned; and the future of e-books.John Coogan, Systems Librarian Lenore England, Digital Resources Librarian
Li Fu, Digital Services Librarian
Megan Davis, Reference and Instruction Librarian - contributor
[email protected]
Computers in Libraries 2010 Cybertour
Wednesday, April 14, 2010 - 11:30-11:45 AM
Selling E-Book Resources To Your CommunityAbout UMUC Worldwide…
Enrollments 86,000Military Enrollments 50,000 FTE -Students 22,000UMUC Quick Facts FY 2009Diversified Access Points
MultidisciplinarySubjectReady ReferenceSelling via Subject GuidesSelling via E-Books GuideSelling via E-Books Guide (cont.)Selling via Library NewsletterSelling via Other VenuesSelling via Library Instruction
LibraryCoursesWorkshops/ConferencesBackgroundReadingOne-on-oneInstructionSelling Outcomes
NetLibrary
96% accessed
29 avg. times
E-Books Guide
67,000 times
8,400 times/mo.
E-Book
Collections
Top 30%
StatisticsLessons Learned
Address user
issues
Web based…
…not on
e-reading
devicesLessons Learned (cont.)
Patrons enjoy
e-books
Keep
marketing
Unlimited
accessFuture of E-Books
Horizon
Report,
2010
Even more
use…
…Let users
choose
devicesThank You!
Please ask us questions….
Email us at [email protected] to share your expertise