Skolverket gjorde år 2000 en granskning som visade på brister i lärarnas kunskaper om kursplanerna. Aktuella inspektionsrapporter (2008) visar att lärare måste förbättra kommunikation av undervisningsmål och betygskriterier till eleverna. Syftet med stu-dien var att belysa vad några elever på två yrkesförberedande program uppfattar, att lä-raren förmedlar vid bedömning av kunskaper och kunnande i karaktärsämnen. Studien är en kvalitativ intervjustudie och baseras på sju intervjuer av elever på två yr-kesförberedande program. Författarna använder i sin resultatanalys fyra i studien genomgående tema vad läraren förmedlar vid bedömning i karaktärsämnen på yrkes-förberedande program. Studien visar att kommunikationen av mål och betygskriterier med eleverna uteblir, vilket leder till att eleverna uppfattar att läraren förmedlar otydlighet i framställning av mål och kriterier. Därför sätter de stor tillit till lärarens kompetens i yrket de utbildar sig till. Läraren förmedlar också makt i olika bedömningssituationer på grund av att eleven inte vågar hamna i en konfliktsituation med läraren eftersom det kan påverka bedömningen samt att läraren ställer dolda krav som grundar sig i lärarens yrkeskom-petens snarare än de styrdokument som bör följas vid bedömning. Studien visar också att teoretiska prov och självständighet har stor betydelse för vad läraren grundar sin be-dömning på i karaktärsämnen på yrkesförberedande program. / The National Board of Education in 2000 carried out on deficiencies in the teachers' knowledge about the course plans. Current reports (in 2008) shows that teachers must improve communication of education objectives and grade criteria to their students. The aim with the study was to elucidate what some students on two vocational pro-grammes, considers that the teacher provides in assessment of knowledge and learning in programme specific courses. The study is a qualitative interview study and has been based on seven interviews of students of two vocational programmes. The authors use in their analysis of findings four common themes regarding what teacher provides in assessment in programme specific courses on vocational programs. The study shows that communication of learning objectives and grade criterias with the students does not appear. Therefore the students consider that the teacher is indistinct in providing objectives and criterias to the student and therefore the student put big trust to the teacher's competence in the profession they´re training for. The teacher mediates also power in assessment situations. It´s because of that the student not balances to end up in a conflict situation with the teacher, since it can influence the assessment and that the teacher sets hidden requirements, based on the experience of profession nearer than the governing documents that should be followed in assessment situations. The study shows also that theoretical tests and the students independence have big importance for what the teacher bases their assessment on in programme specific courses on vocational program.

Bakgrund: Målstyrning är ett styrsätt som används i nittio procent av Sveriges kommuner. Enligt forskare i ämnet målstyrning inom offentliga verksamheter har det emellertid ofta påpekats en rad problem som att mål ofta är vaga och att det råder brist på dialog mellan politiker och tjänstemän. Tidigare undersökningar har främst fokuserat på målformulering och befunnit sig på en övergripande nivå. Detta arbete studerar hur chefer inom bildnings- och socialförvaltning upplever målstyrning inom en svensk kommun. Detta på grund av att det inte har gjorts i samma utsträckning samt för att se hur styrsättet fungerar för de som använder målstyrning i verkligheten. Syfte: Syftet med studien är att undersöka hur målstyrning upplevs som styrmetod av förvaltningschefer och verksamhetschefer inom en svensk kommun. Metod: För att kunna besvara syftet har en deduktiv fallstudie gjorts på två förvaltningar, bildnings- och socialförvaltningen, inom en kommun i Östergötland. Den empiri som studien grundar sig på har främst insamlats via semistrukturerade intervjuer med två förvaltningschefer, en ekonomichef, en controller och tre verksamhetschefer inom tidigare nämnda förvaltningar och på kommunledningsförvaltningen. Resultat: Målstyrning inom bildnings- och socialförvaltningen upplevs av cheferna i stort fungera tillfredställande och den sammanlagda upplevelsen av styrmetoden är positiv vilket går emot tidigare forskning. Studien har funnit tydliga brister vad gäller uppföljning, återkoppling och dialog mellan verksamheterna och politikerna. Detta har skapat problem vid prioritering av mål och bidragit till att mål som fastslås lokalt ibland tappat verklighetsanknytning och gått emot vad verksamheter är ålagda av staten att utföra. / Background: Ninety percent of the Swedish municipalities use Management by Objectives (MBO) as their principal control system. According to scientist in the management by objectives area the control system is flawed. The objectives that are set up are often seen as vague and there is a lack of dialog and feedback between politicians and officials. Earlier research has primarily been focused on goal formulation and how the optimal MBO would look like. This study examines managers’ perceptions within a Swedish municipality. Aim: The purpose of this thesis is to examine how Management by Objectives is perceived by managers in a Swedish municipality Completion: In order to answer the purpose a deductive case study has been made on two administrations, educational and social service administration, within a municipality in Östergötland, Sweden. The empirical material that this thesis is based on is mainly collected through semi-structured interviews with two chief administrative officers, a chief accountant, a controller and three managers in the aforementioned departments and the municipal government administration. Results: MBO is perceived by the managers as functioning satisfyingly within the two administration centers. The general perception of MBO is, contrary to science, positive. This thesis has found shortcomings in areas such as feedback, dialog and follow-up. These shortcomings has created problems when prioritizing objectives and sometimes contributed to objectives that are set up locally, has lost its connection with reality and has gone against what the organization is bound to do by the law.

The first goal of management for company is to make profit and growth. The company performance stands for its outcome managed under the optimum fit with resources. Human resource is the significant asset in the company and also influence on the company performance. It is the key to create the performance good or bad for ¡§ Performance Management¡¨ in which how to elaborate employees¡¦ higher productivity or potential and how to continue to employ is the critical issue. One of the functions of performance management is to implement training workforce or job rotation that based on the performance appraisal besides together with the compensation and merit pay, another is to make win win between the company and its employees that capitalized on the individual career development coordination with company. This study discuss the useful encourage mechanism for performance management with compensation and merit pay by the case study method, interview the employees of the case company and review on the relevant reference documents related the subject of those have been published textbooks and periodical. The key point of the study is to establish an appropriate performance management with pay-for-performance system and replace the present system, and become a high-performance culture company. The conclusions are significant to the management in the following¡G 1.Broken a falsehood fair system of performance management, become a real reasonable, public and fair system, and create a high-performance culture company. 2.To avoid the ratchet effect on budget and standard of Key performance indicators (KPI).It is necessary to check again about economic intelligence, industry situation and inside and outside resources etc in order to make an accurate budget and KPI. 3.Under the linkage mechanism of performance management with the merit-pay system, justice is a critical issue in the process of performance appraisal except fair pay-for-performance. It would drive voluntarily one¡¦s motivate of work and higher performance. 4.Besides the encouraged by money, job enrichment, rotary system and job training may increase employee¡¦s performance. If not so, the employee would be fired. 5.Performance management and merit pay system is two key factors for business organization that linkage with vision, object, strategy, culture and personnel goal would ignite organization power to enrich value-chain management and transform to be competitive superiority. It also becomes a three-win system to individual goal, company growth and stockholders value. And the recommendations are important as follows¡G 1.There is no absolutely good for any system whether it is good or bad, so the company of case study should be self-criticism the applicable system of performance management linkage with merit pay system at any time. 2.The person who is a boss in the department, please don¡¦t let your right to be sleep. You have to do justice to subordinate. 3.The execution is a key successful factor for the practice of performance management linkage with merit pay system. 4.Finally, the application of statistics analysis, the influence of execution, leadership, organization structure and innovation of measurement of encouragement are the directions for further study.

<p>Skolverket gjorde år 2000 en granskning som visade på brister i lärarnas kunskaper om kursplanerna. Aktuella inspektionsrapporter (2008) visar att lärare måste förbättra kommunikation av undervisningsmål och betygskriterier till eleverna. Syftet med stu-dien var att belysa vad några elever på två yrkesförberedande program uppfattar, att lä-raren förmedlar vid bedömning av kunskaper och kunnande i karaktärsämnen. Studien är en kvalitativ intervjustudie och baseras på sju intervjuer av elever på två yr-kesförberedande program. Författarna använder i sin resultatanalys fyra i studien genomgående tema vad läraren förmedlar vid bedömning i karaktärsämnen på yrkes-förberedande program. Studien visar att kommunikationen av mål och betygskriterier med eleverna uteblir, vilket leder till att eleverna uppfattar att läraren förmedlar otydlighet i framställning av mål och kriterier. Därför sätter de stor tillit till lärarens kompetens i yrket de utbildar sig till. Läraren förmedlar också makt i olika bedömningssituationer på grund av att eleven inte vågar hamna i en konfliktsituation med läraren eftersom det kan påverka bedömningen samt att läraren ställer dolda krav som grundar sig i lärarens yrkeskom-petens snarare än de styrdokument som bör följas vid bedömning. Studien visar också att teoretiska prov och självständighet har stor betydelse för vad läraren grundar sin be-dömning på i karaktärsämnen på yrkesförberedande program.</p> / <p>The National Board of Education in 2000 carried out on deficiencies in the teachers' knowledge about the course plans. Current reports (in 2008) shows that teachers must improve communication of education objectives and grade criteria to their students. The aim with the study was to elucidate what some students on two vocational pro-grammes, considers that the teacher provides in assessment of knowledge and learning in programme specific courses. The study is a qualitative interview study and has been based on seven interviews of students of two vocational programmes. The authors use in their analysis of findings four common themes regarding what teacher provides in assessment in programme specific courses on vocational programs. The study shows that communication of learning objectives and grade criterias with the students does not appear. Therefore the students consider that the teacher is indistinct in providing objectives and criterias to the student and therefore the student put big trust to the teacher's competence in the profession they´re training for. The teacher mediates also power in assessment situations. It´s because of that the student not balances to end up in a conflict situation with the teacher, since it can influence the assessment and that the teacher sets hidden requirements, based on the experience of profession nearer than the governing documents that should be followed in assessment situations. The study shows also that theoretical tests and the students independence have big importance for what the teacher bases their assessment on in programme specific courses on vocational program.</p>

Thesis (M.P.A.)--University of Hong Kong, 2001. / Includes bibliographical references.

A1302 Introduction: Peru is a country that is undergoing a process of democratic transformation. Local and international development agencies are established in Peru in order to support this process. In the last decade, there has been an encouragement for these agencies to use strategic management in their project work. The Logical Framework Approach (LFA) is an objective-oriented approach that has become widely employed for the planning, implementation and evaluation of development projects. The so called “vertical logic” of the LFA, rests on the assumption that project stakeholders can predetermine and agree on how certain activities will lead to the accomplishment of a hierarchy of formally stated goals. Purpose: The purpose of this thesis is to analyze the applicability of the vertical logic of LFA on development projects in Peru. Theoretical framework: The theoretical framework of this paper is based on theories and arguments raised for and against Management By Objectives (MBO) from which the LFA originates. In addition, the special features of the development sector are discussed in regard to this rational goal approach. Method: This paper has been carried out as a Minor Field Study (MFS) in Peru where representatives of local as well as international development agencies have been interviewed. Empirical findings and Analysis: This paper highlights the special characteristics of development work in Peru. Projects are typically large with abstract, complex goals and multiple stakeholders. In addition, they are carried out in an environment typified by significant instability and change. These characteristics potentially make some of the features inherent in the vertical logic of LFA, such as strict planning and goal congruency, unrealistic. This potentially limits its usefulness as a strategic management tool.

(On the shift of responsibility for compulsory schooling. The path to management by objectives and results and some of its consequences). The aim with this thesis is to contribute to the discussion about the responsibility for compulsory schooling in the 1990s. The decade began with a shift of responsibility for the compulsory school, a process generally referred to as 'municipalization', which on an everyday basis makes it perfectly clear where the responsibility lies. This thesis probes a little further into the problems of the distribution of responsibility, through investigating how the issue of responsibility for the nine-year comprehensive compulsory school has been discussed and motivated over time, in order to analyse more precisely the conditions at hand as the municipalities were to take over responsibility for the different schools in the 1990s. As a sequel to the fundamental direction of this study it enters into a discussion about the consequences following the distribution of responsibility: the effects of management by objectives and results on the school's cognitive approach and problematizing the issue of power and influence under the new model of responsibility. The thesis contains an analysis of how the issue of responsibility for compulsory schooling has been discussed in official commission reports over time, with the purpose of gaining a better understanding of the compulsory school in the 1990s, and its conditions. The historical study thus focuses on the school reform conducted in the early 90s and the three concepts seen as central to the discussion about responsibility for the compulsory school towards the end of the twentieth century: municipalization, decentralization and turning the school into a goals and achievement-related organisation. The analysis is founded upon an outlook based on discourse, aiming to distinguish any changes in the meaning of those three key expressions as well as to define shifts and discursive breaks in textual references to the responsibility for comprehensive school.

The purpose of this dissertation is to explore the impacts of Management by Objectives (MBO) on upper secondary school education in Sweden. In particular the goal is to increase our understanding of how the implementation of MBO affects the schools and the role of head teachers. In addition this work seeks to generate new knowledge about the factors that influence the performance of head teachers. This dissertation includes four separate, but interconnected articles, each addressing a different aspect of the impact of MBO on schools and head teachers, it begins with an overview of all material. A multi-theoretical approach is taken here, using insights from diffusion theory, goal setting theory and role stress theory to guide the research. Even though qualitative methods are used the quantitative methods dominate the dissertation and most of the data is collected from a mail survey of head teachers. The results confirm the findings of other research that the diffusion of new ideas (in this the context MBO) stalls when it is introduced into local environments within which day to day work takes place. Goal setting and role stress theory are integrated, which makes it possible to show that role commitment had both functional and dysfunctional effects. It shows that efficacy plays a mediating role between stressors and performance and that the relationship between stressors and self-efficacy is not linear. Finally, the nature of the different stressors are described and role design has an impact on the level of them. All of these findings have practical implications for those responsible for education and school policy. The first article in the dissertation looks at how well MBO has been implemented in the upper secondary scools and its impact on student performance and school effectiveness. The results of the stydy are that head teachers report that the effects of MBO have declined over time. Its implementation appears not to have influenced student performance. On the other hand, it seems to have rediced teacher stress, but increased head teachers´ sense of frustration. The second article argues in contrast to previous research that goal commitment can have both a positive and negative effect on rple performance and conceptualizes self-efficacy as a mediator between commitment and performance. The findings of the study show that self-efficacy does act as a mediator and that high commitment can have both positive and negative consequences. In particular, high commitment can improve performance by reducing role ambiguity, but it also drives role overload, which can reduce performance. The third article builds on the findings of article two in order to deepen our understanding of the impact of self-efficacy on head teacher performance. In contrast to most of the literature it shows that stressors might have positive effects and that self-efficacy is involved in these relationships. The research presented in the article confirms that both role conflict and role ambiguity influence self-efficacy in a non-linear way. The focus of the final article focuses on the design of the role of the head teacher and how this impacts stress levels. The results show that when the head teacher´s role includes significant economic responsibility and more space to maneuver, or less, they experience role ambiguity, role conflict and role overload differently. Overall, the results suggest that it would be beneficial to take the factors that this study has shown to be important for head teacher´s performance into consideration when the role is designed.

Techn. Universiẗat, Diss., 2006--Darmstadt. / Literaturverz. S. 289 - 301.

Univ., Diss.--Zürich, 2004.