隨著全球化營運的佈局以及企業追求時效與速度的壓力下、企業開始重視其上游、下游廠商之快速反應與連結性、以能及時提供對企業有利的資訊以提供全球化的競爭力。由全球供應鏈協會(Supply Chain Council)所提出的SCOR(Supply Chain Operations Reference-model)，主要強調提升企業現有流程並整合其類似產業之管理活動與資訊系統以達到未來最佳化之供應鏈管理模式。此外近年來VIC所提倡的協同商務之新發展模式CPFR®（Collaborative Planning、Forecasting、Replenishment---協同、規劃、預測、補貨），是以全方位的思維與協同合作方式，來為供應鏈中的各企業夥伴降低供應鏈成本，增加整體利潤；其目標為藉由共同務實的方法，以提高內部企業合作的利益。 近來國外各大製造商紛紛推行CPFR前導作業(Pilot project)， 國內企業如中環(CMC)、力山集團(Rexon)也開始通行CPFR各項流程活動，但由於CPFR目前的指示書(Roadmap)與其九大步驟只分別對於導入流程有統略性的解釋，並無詳細導入流程步驟解釋，這使得企業導入CPFR®時需要花費長時間了解其CPFR之精隨。 有鑑於此，本研究透過文獻探討彙整的方式，以瞭解企業成功導入CPFR之方法，；接著，利用模式推導方式，並結合SCOR企業流程模式與CPFR協同商務模式，提出適合企業導入CPFR商業流程模式之參考模式及建議，將其參考模式針對個案公司之情境作流程上的模擬 ； 再者本研究將以製造業為例，對事先選定之個案公司透過深入訪談、實際觀察、企業內部文件及檔案資料收集方式，輔以非結構化問卷進行個案研究 ； 最後，對此個案研究所得之結論與參考模式模擬之結果，以供未來國內企業導入CPFR之參考。 / Under the trend of globalize marketing, business firms are facing the challenges of operation efficiency and speed. Enterprises starting to get more attention on the capabilities of upper and lower-stream partners, abilities like quick response, connectivity and able to provide useful information for the company to gain greater advantage on globalize market. The SCOR (Supply Chain Operations Reference-model) from Supply Chain Council provided the integration of supply chain management activities, which includes current business activities, business process activities and IT enabling activities. Furthermore, VIC advocated a new collaborative SCM model CPFR (Collaborative Planning, Forecasting, and Replenishment) to decrease costs and increase sales by putting all members of partner in supply chain in a collaborative environment. Concerning on the CPFR deployment we have found that CPFR only provided a general process model, no further explanation on each process function and lack of specific detail activities. Therefore deployment of CPFR sometimes occur difficulty. In order to realize the critical factors for a company to successful deploys CPFR, several literature reviews were conducted in this thesis. In this research, we tend to develop an implementation methodology that contains both spirits from SCOR process model and CPFR collaborative model. Furthermore, this methodology will be test and verify in real-case process simulation in order to adjust our reference model from real case situation. At last, research results such as 1) Industrial CPFR implementation reference model, 2) Current state of domestic CPFR deployment, 3) Environmental factors between overseas and domestic CPFR deployment and 4) Key successful factors to be implement CPFR for domestic companies, will be generate for future domestic CPFR deployment.

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This two phase study investigated the role of Educational Psychologists (EPs), in supporting school staff to transfer learning, from training about attachment and resilience into their practice. Of the various types of action research, this study focused on practical action research, using a responsive model design (Schmuck, 2006). Therefore findings from paper 1 informed the actions in paper 2. The researcher adopted a process consultancy role (Kemmis, 2007), which supported staff to identify and address concerns related to training transfer. The two papers view knowledge in terms of its usefulness for developing practice and therefore operate on the principles of a pragmatic approach. Using a mixed methods approach, the first paper and phase of the research examined the views of staff working in schools on their experiences of how training transfers to practice. In particular, paper 1 aims were to: 1) Determine if (and how) staff have changed their practice following the Multi Agency Attachment and Resilience Group (MAARG) training. 2) Identify what the supporting factors and barriers are perceived to be relevant to implementing or transferring the knowledge gained from the MAARG training, in their daily practice with children and young people. Key findings showed workplace factors such as communication and staff support, to influence staff’s experiences of training transfer. Barriers to implementation were also identified by staff (e.g. time constraints). These findings informed the second phase of the research, where staff were supported to develop capacity, and plan and implement actions to facilitate change. A case study approach was used to develop and evaluate a group intervention for school staff in two schools. This phase had three main aims: 1) To develop a programme which would further support staff to apply relevant knowledge learnt through training, to solve real life problems in their work. 2) To evaluate the processes of the programme of support, in terms of the fidelity of implementation, knowledge use, staff engagement and method acceptability (i.e. the 7 degree to which staff perceive the structure and processes of the programme to be suitable). 3) To evaluate the effectiveness of the programme of support, in terms of immediate outcomes. Process and outcome evaluations were carried out using a mixed methods approach. Key findings showed staff benefited from the intervention programme. The structured group consultation process enabled staff to work efficiently, share responsibilities whilst problem solving, and agree and implement actions with colleagues. Staff applied practical and experiential knowledge when solving problems, with little explicit links to training or research knowledge. Both papers reflect on the role of EPs within the contexts of training implementation. Sections 4 and 5 draw on the findings from both papers, and discuss implications for EP practice.

Approved for public release; distribution is unlimited / This report discusses the theory, design, implementation and testing of a personal computer-based Multi-Frequency Modulation (MFM) packet communications system. Transmitter/receiver programs provide software drivers for D/A and A/D boards and perform symbol encoding, modulating, demodulating and decoding. The design and construction of a polarity coincidence correlator for receiver packet synchronization is presented. Experimental results show that the implemented MFM communication system conforms to theoretical analysis with acceptable bit error. Results also show the MFM can be uniquely adapted to a specific channel. / http://archive.org/details/implementationof00gant / Lieutenant, United States Navy

Doctor of Philosophy / Psychological Sciences / Laura A. Brannon / Previous research suggests that college-age students, namely first-year college individuals, are particularly prone to experience relational conflict. Interpersonal forgiveness has been well-documented as a variable that can reduce relational conflict among young adults. However, limited empirical research to date has explored the motivation and ability of college-age students to engage in forgiveness granting behaviors when they are the victim of an interpersonal conflict; this lack of empirical research is especially prevalent when considering the perpetrator’s perspective and why (motivation) and how (ability) perpetrators engage in forgiveness seeking behaviors following conflict. Given this gap in previous research, the current dissertation assessed forgiveness granting and forgiveness seeking behaviors for victims and perpetrators of an interpersonal transgression, respectively. Using attitude and behavioral change models as theoretical guides, we exposed young adults to a message pertaining to reasons/motivations for why they should engage in forgiveness behaviors as well as two training techniques (i.e. mindfulness and implementation planning) that may promote the ability to express granting/seeking forgiveness. Study 1 focused on naturalistic, self-reported transgression experiences occurring within close relationships, while Study 2 focused on a standardized transgression experience occurring in a lab setting. Across these two studies, we found that participants who were exposed to reasons/motives for forgiveness as well as a mindfulness or implementation planning technique were more likely to engage in forgiveness grating/seeking behaviors than participants who were not exposed to this information. Furthermore, results suggest that the participants’ mood and attitudes toward forgiveness granting/seeking were enhanced by receiving both a message and a training technique. These results were especially pronounced for victims in the mindfulness training conditions for both Study 1 and Study 2. Overall, our results suggest that receiving both a message emphasizing motives/reasons for forgiveness as well as an easy to implement technique may assist young adults in alleviating severe interpersonal conflict (Study 1) as well as every day, slight transgressions (Study 2). The findings from Study 1 and Study 2 add unique knowledge to previous forgiveness literature and help to inform previous research about the process victims and perpetrators undergo when engaging in forgiveness following relational conflict.

Student Number : 0513068K - MA research report - School of Graduate School - Faculty of Humanities / The aim of this study it to evaluate the Gauteng Government’s attempt to implement a life skills education programme in all primary and secondary schools. A chosen strategy of the National HIV/AIDS/STD Strategic Plan for South Africa: 2000-2005, a universal programme of life skills and HIV/AIDS education in primary and secondary schools was identified as a vital means to contain South Africa’s HIV/AIDS epidemic. Broadly, the life skills and HIV/AIDS education programme is intended to “promote improved health seeking behaviour and [the] adoption of safe sex practices” (DOH, 2000) amongst school going youth. Responsibility for the implementation of this programme in all primary and secondary schools is decentralised to the provincial level. Accordingly, this study seeks to analyse and evaluate the Gauteng Provincial Government’s (GPG) progress in the implementation of the life skills programme. A case study design centered upon documentary analysis and key informant interviews was employed in order to capture the necessary and predominantly qualitative data. These data are analyzed using the conceptual framework developed through the work of Hildebrand and Grindle (1994 in Brijal and Gilson, 1997), and Brijal and Gilson (1997). This study found that numerous implementation deficits arising at the organisational, task network, public sector institutional and external environmental levels combined to hamper implementation of the life skills programme according to the time frames set out within the National Integrated Plan for Children Infected and Affected by HIV/AIDS. Nevertheless, this study also found that political stability in Gauten gprovince was a significant factor promoting steady and progressive programme implementation and expansion. To conclude, this study indicates that policy implementation requires numerous complimentary factors (for instance, a strong level of local service delivery capacity) to be in place in order for public HIV/AIDS policy implementation to be achieved in an efficient and sustainable manner.

Thesis advisor: Rebecca Lowenhaupt / This single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools that research becomes limited when looking at turnaround implementation actions that are in response to policy mandates. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. This individual study examines how school board members make sense of their roles as policy implementers. Findings resulting from interviews, observation and document analysis highlight how the role of the turnaround school board has become ambiguous and misunderstood particularly as their historical roles have evolved, state activism has increased and the authority of the superintendent has expanded. Results indicate that board members tend to make sense of their turnaround policy implementation role primarily through their budgeting and financial oversight responsibilities. In so doing, they depend on the social and political capital they have accrued as experts of the local context which allows them to serve as resource facilitators, resource bridge builders and resource navigators. Communication between school board members and internal/external policy implementers emerged as an influencing factor in board member sense-making. Findings indicate that school board members identify the superintendent as the primary conduit for communication, and interpretation of their internal turnaround policy role. Communication from external agents such as state monitors had a mixed influence on board member policy sense-making. An unexpected finding was the role of a "dissenting voice" on school board sense-making. Recommendations are made for clarifying and strengthening the role of school boards in turnaround districts to increase the effectiveness of policy implementation. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

The dissertation provides a rich analysis of routines in four case-study companies. Explanations for the behaviour of the firms are developed and provide new building blocks for the understanding of other firms in different circumstances, emphasising empirical evidence, rule-based action and recognising the historical, social and interpretive contexts. Routines are defined as established, significant, sanctioned and recurrent practices within organizations. A number of key features of organizations figure in the analysis: the relationship between structure and agency, the firm's culture and the firm's history. Structures are identified as rules and relationships. The analysis of agency focuses on the position of the agent, the agent's skill and the desire to reduce uncertainty. Technology is an important factor in the analysis. It is (partly) constitutive of the firms, that is it has the power to enact or establish the firms. It cannot do this on its own, it is argued, but, in interacting with other factors, has major implications for the structure and routine behaviour of the firms. The cases suggest that technology has implications for human agency which go beyond the initial intentions of the agents. Technology is not determining but interacts with the other factors in a recursive way and cannot be adequately analysed outside the social system of which it is a part. The primary contribution of the research is the development of a broader concept of routine, in particular, the identification of routine practices at a strategic level and the demonstration that such practices can incorporate change. In addition, the analysis identifies the role of technology in economic change. It adds to the understanding of routines more generally and confirms that an institutional approach to the understanding of firms' behaviour is fruitful and can add to the current repertoire of approaches in Economics.

The research aims to understand the nature of ICT diffusion at the intra-organisational level. It uses both quantitative and qualitative research approaches to identify factors and processes influencing ICT diffusion at the actual implementation phase. The result indicates that management, individual and technology group factors are essential to ICT diffusion at the initial adoption stage. In addition, the integration of change management and knowledge sharing and learning theory to diffusion of innovation theory can help to better explain ICT diffusion at the actual implementation stage.

The purpose of this study was to understand key challenges in turning strategy to performance, and with that as a fundament suggest a model for the strategy implementation process. The work is based on a theoretical framework that brings together and merges different areas of science to create new synergies and leveraged results. In this case, the area of Strategic Implementation receives added value from mainly Innovation- and Knowledge Management, as aspects of the intersection between Industrial Dynamic and Organizational Behavior. Moreover, due to the strategic focus, additional theory regarding Technology Marketing is also included. Departing from the theoretical framework, an empirical study was conducted by qualitative interviews of two managerial levels at an international conglomerate. The outcome of both theoretical and empirical findings is discussed and analyzed, and results in two main recommendations, addressing the question of how the challenges could be solved with innovation and knowledge management as a fundament for implementation. One of the main recommendations is cyclic implementation routines, advancing in a loop consistent of; Strategic selection; Enabling of effective knowledge acquisition; Implementation; and Learning. The other main recommendation is an Innovative and learning organization, involving Shared vision, leadership and the will to innovate; Appropriate structure; Effective Team Working; Continuing and stretching individual development; Extensive communication; High involvement in innovation; External focus; and a Creative climate. Coherent with these recommendations, a model is presented where the cultural components could be regarded as the fundament of the organization, which is complemented with the learning cycle and regard to the organization’s holistic level of maturity. This model strives to inspire to “manage the flow of organizational culture to make the wheels of implementation routines spin”.