A methodology is proposed by which relevant persons can systematically partake in conceptualizing which components of effectiveness are most central to an organization, how to choose evaluation methodologies to measure these components, and how to evaluate the impact of a change program to enhance the effectiveness of the organization. "Intervention" is defined as the planned action steps of behavioral science consultants and/ o' internal change agents for the purpose of improving the organization's internal functioning (e.g., the utilization of its human and technological resources), as well as the organization's
In response to numerous external pressures, business schools today are struggling to enact and evaluate educational outcomes to help establish both validity and accountability. This article describes the process used by a management department to create an outcomes document that serves as a student guide for skills development. Student portfolios are now a required part of the curriculum to measure the attainment of knowledge, skills, and abilities. The article concludes by discussing the ramifications of these processes (for curriculum, students, and faculty) as well as articulating the lessons learned from this process, which may serve to guide other institutions.
This study was a laboratory experiment designed to explore some of the individual determinants of the problem conceptualization process. Problem conceptualization is defined as the process which begins after recognition that a problem exists and culminates in a conceptual model of the problem. Subjects were presented with a case situation and asked to define the problem. The initial problem definitions were content analyzed and categorized as technical, behavioral, or integrative. Subjects were also categorized based upon whether desired additional information sources were congruent or incongruent with their initial conceptualizations. Finally, subjects were categorized based upon whether their conceptualizations had changed or stayed the same following the presentation of information which was inconsistent with their initial conceptualization. The data indicated that individuals with very similar backgrounds arrived at drastically different initial conceptualizations of the problem. Individuals who formulated narrow initial conceptualizations tended to seek out additional information sources which were consistent with their conceptualization and were less responsive to contradictory information. The subject's Jungian personality types and attitudes toward problem solving provide some insight into the causes of such behaviors.
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