This study examined principals' and teachers' perceptions regarding both the importance of certain leadership skills and the ratings of principals' actual skills. There are strong theoretical bases for the use of principals' and teachers' perceptions in this study. The analysis of perceptions of leadership skills can lead to: (1) an increased awareness of principals' strengths and weaknesses; (2) greater communication between principals and teachers; and, (3) hopefully, increased productivity on the part of principals and teachers. The population for this study included a group of twenty-eight principals who participated in the Confederation of Oregon School Administrators Assessment Center, and teachers in those principals' schools. These principals represented the total number of Assessment Center participants who were promoted to their positions subsequent to their participation in the Center. Assessment Center predictions ratings of these principals' skills were compared to teachers' ratings of the same principals' skills. Research questions sought information in the following areas: (1) principals' perceptions of their own skills; (2) principals' perceptions of the importance of given skills; (3) principals' predictions of teachers' ratings of the importance of skills; (4) principals' predictions of teachers' ratings of principals' actual skills; (5) teachers' perceptions of principals' skills; (6) teachers' perceptions of the importance of given skills; and, (7) Assessment Center predictions ratings of principals' skills. The methodology for this study combined survey research with information provided by the COSA Assessment Center. Mailed surveys were used to collect data regarding principals' and teachers' perceptions of leadership skills. The results of this study suggested that there is a general agreement between principals and teachers regarding principals' leadership skills. Additionally, the predictions made regarding principals' skills by the Assessment Center accurately reflected teachers' perceptions of the same principals' skills in the field. The area of greatest difference in this study was in principals' perceptions of teachers' ratings. Principals generally predicted that teachers would rate the importance of skills lower than teachers actually rated them. Because teachers' perceptions of principals' skills are generally accurate, it can be concluded that teachers' ratings of their principals can play an important role in the total process of principals' evaluations.

This study was an attempt to gain insight into differing conceptions of job performance and job performance factors held by supervisors, employees in general, and of employees rated high and low on overall job performance by their supervisors. The discrepancy in the perceptions of job performance is an element in a general pattern of a well-documented discrepancy in the perception of subordinates’ wants, needs and desires by superiors. To assess employees’ perceptions about their own job performance, self-ratings were taken, along with estimate ratings of how employees thought their supervisors would rate them. A graphic rating scale was used, Format III, with seven job performance factors; Ability to work with others, Amount of work done, Quality of work done, Leadership potential, Ability to do complicated jobs, Ability to work with minimum supervision, Conscientiousness, and an eight scale, Overall Performance. Subjects were 78 female assembly workers along with their eight immediate male supervisors.

Magíster en Ingeniería de Negocios con Tecnologías de la Información. Ingeniero Civil Industrial / En la década del 40 se realizaron las primeras transmisiones televisivas que luego, una década más tarde, concluiría con el primer canal del país, UCV Televisión. Esta industria, que en comienzo tenía un fin cultural y donde solo existía un canal estatal y tres universitarios, hoy en día es el principal medio de consumo de información de Chile. Megavisión S.A. es el primer canal de televisión privado del país creado en octubre de 1990. El año 2001 cambia de nombre a MEGA y el 2012 es adquirida por el holding Bethia. Entre el 2009-2013, Mega tuvo una baja sostenida en rating que lo llevó a ubicarse en el 4to lugar, lo cual alerta a los directores, quienes deciden traer a altos ejecutivos con experiencia en el negocio televisivo desde otros canales e invertir en tecnología e innovación para revertir los malos resultados. La orientación y estrategia del canal es aumentar su rating y ser los primeros en cada bloque, más aun cuando la industria está sumergida en una crisis donde existe baja identificación de la audiencia y altos costos de producción. El proceso de selección de proyectos televisivos dentro de MEGA no está formalizado. Como consecuencia es difícil evaluar la efectividad del proceso, generar mejora continua, controlar y hacer un seguimiento identificando en cual instancia del proceso de selección se encuentra un proyecto. Esta tesis surge como solución a este problema y las malas cifras de rating comentadas anteriormente, de modo de encausar en un mismo flujo a todos los proyectos, para que no existan decisiones fuera de las instancias formales. El objetivo es aumentar el rating share general a través de una selección de proyectos formalizada en procesos, apoyada de un modelo de pronóstico de rating y priorizando los hitos importantes que deben cumplirse antes de que un programa salga al aire. La hipótesis que esta tesis sostiene es que para aumentar el rating del canal y que éste se sostenga en el largo plazo, se deben formalizar los procesos de modo de poder medirlos y controlarlos para así continuamente hacerlos más eficientes. Utilizando una metodología de rediseño de procesos se centralizó la información, se formalizó y apoyó el proceso de selección y control de proyectos. A través de un sistema webservice se gestionarán todos los proyectos, reuniones, estudios de mercado y principales actividades que involucran la selección de nuevos programas. Se incorporaron dos lógicas de negocio. Una que predice share rating general de un proyecto, a través de un modelo de inferencia bayesiana que utiliza la data histórica de proyectos que salieron al aire, los cuales poseen sus respectivos estudios de mercado. Este modelo se retroalimenta de información de modo de aumentar la efectividad del pronóstico. La segunda lógica se basa en hitos de control genéricos por tipo de proyecto, la cual los prioriza utilizando diferentes parámetros y pesos de importancia. El análisis permite anticiparse a deadlines que no serán alcanzados, permitiendo crear planes de contingencia. La prueba de concepto probó el pronóstico de share rating para cuatro proyectos, obteniendo un ECM de 3,6 puntos de rating. La lógica de priorización de hitos está siendo utilizada con éxito, pero la mejora no es medible debido a que antes no existía registro de fallas por falta de control. Por último, el sistema entero está actualmente en fase de programación y se espera que esté completamente implementado para el primer semestre del 2017.

No description available.

There is little empirical evidence relating to how university administrative employees view the performance appraisal process (Analoui & Fell, 2002). The aims of this study were: (1) to determine the purpose of the performance appraisal system used at Auckland University of Technology (AUT), and (2) to investigate administrative staff perceptions and understanding of this appraisal system. Areas investigated included (1) how allied staff viewed the process, (2) how prepared they were for the process, (3) did it impact on their motivation, and (4) did it help or hinder career development. From the research findings, the researcher prepared a set of recommendations for AUT Human Resource department. The recommendations were intended to assist in making AUT performance appraisals more meaningful and relevant to administrative staff, and foster a better awareness of the benefits of undertaking the process. This study was a partial replication of the Analoui and Fell study undertaken in the UK. Like the study being replicated, this current study was also exploratory basic research adopting a triangulation method. This consisted of the positivistic methodology adopting the cross-sectional survey - structured closed questions questionnaire; the phenomenological methodology using an explanatory case study whereby audio-taped semi-structured interviews were conducted; and the use of researcher (myself) as research instrument. AUT documents relating to performance appraisal were also reviewed. Ethics approval was sought from AUT Ethics Committee. The Analoui and Fell questionnaire and interview guide were modified to suit the AUT context. The sample consisted of 543 staff members. The return rate of the staff survey was 20 per cent.The study found that there was no evidence that the respondents wanted the process discontinued even though comments from those who had been through a Performance and Development Review (P&DR) and Formative Appraisal (FA) indicated a range of both positive and negative experiences. Respondents felt that they were adequately prepared and that they were involved in the pre-appraisal process. In terms of performance appraisal as a motivational tool, few respondents felt that the process motivated them. There was evidence that FA was beneficial in helping with career development. The stated main purposes of AUT performance appraisal were: to assist in administrative (pay increase and promotion), and developmental (training) decisions, with the latter purpose being secondary. Recommendations resulting from the current research findings include: (1) that the current process should be evaluated, and (2) appraisers and appraisees should undertake training prior to an appraisal. On-going research should be undertaken to find out how administrative staff in the wider NZ university sector view the process. To follow-on from the current research, a longitudinal study should be undertaken of administrative staff reactions immediately after an appraisal. Research should also be undertaken to investigate if administrative staff will associate completion of the performance appraisal process which includes the setting of goals with an increased work overload.

This interpretive study explores the phenomenon of performance feedback within nursing. Impetus for the research was the introduction of a signed declaration of self-competence required for continuing registration as a nurse within South Australia. The use of performance feedback is recommended by the Nurses Board to inform a nurse?s self-assessment of competence; however, there is only limited research to support the utility of feedback in this context. / thesis (PhDNursing)--University of South Australia, 2004.

Zugl.: Ulm, University, Diss., 2007.

Mathematics is permeated with language; it appears in the form of new words and some old words with new meanings. There are new symbols to be able to read and consume; much information is presented in tabular or graphic form, and finally the language in a mathematics class has its own semantics, syntax and traditions of argumentation and expression. It is this language, used in the mathematics classroom, which students must absorb and develop fluency with--all while learning the mathematics expressed by this language. Traditionally, the language of mathematics has been overlooked in the classroom, as if students could learn it by just being exposed, rather than having explicit instruction. Numerous professional organizations have called for a focus on language in mathematics education, yet it appears that this important topic is overlooked in the classroom. This research project concentrated on developing a working definition of the language of mathematics and then, speculating that the reason teachers avoid teaching the language of mathematics, it developed the Language of Mathematics Teacher Self-Efficacy Scale (LoMTES), a measurement instrument to measure teacher perceived self-efficacy regarding the teaching of the language of mathematics. Bandura's socio-cognitive theory was the guiding force in developing this instrument. Bandura indicates that self-efficacy is predictive--that teachers with high perceived self-efficacy on a topic are generally capable of teaching it, while teachers with low perceived self-efficacy on a topic tend to skip over the topic or teach it in a minimal way. Self-efficacy, however, is a changeable construct; thus, this instrument could be used to identify teachers with low perceived self-efficacy regarding the teaching of the language of mathematics, which would enable the mathematics education community to explore possible interventions designed to improve student learning by improving teacher perceived self-efficacy. / Graduation date: 2004

Thesis (Ph. D.)--University of Rhode Island, 2006. / Typescript. Includes bibliographical references (leaves 86-95).

The study was designed to facilitate the development of a set of guidelines which could be used by administrative personnel at Kokomo-Center Township Consolidated School Corporation (KCTCSC) in planning and implementing a program of administrative evaluation. A review of literature and research concerning administrative evaluation programs was made to identify principles and desirable practices relative to the development of evaluation philosophy and activities. The review of literature also was intended to focus upon the purpose of evaluation, responsibilities for making evaluations, criteria for evaluation, and acceptance of evaluation procedures and techniques by the administrative team members.The study included a review and analysis of evaluation programs conducted within the nineteen member school systems of the Indiana Public School Study Council as of January 1979. Twelve superintendents of the member school systems provided written descriptive materials. Selected materials were analyzed in order to determine the nature, scope, and procedural characteristics of practical, ongoing evaluation programs.The study also included a KCTCSC team survey. The survey was designed by a committee of representative administrators to solicit the opinions of all administrative team members of KCTCSC on eight specific areas affecting an evaluation program.Conclusions drawn from the findings of a review of the literature, the Indiana Public School Study Council Member Superintendent's Questionnaire, and the Kokomo Administrative Team Evaluation Survey Questionnaire were as follows.A. Administrative performance can and should be evaluated on a regular basis.B. Authorities are not in agreement that only one process of evaluation is correct.C. Evaluation may include two main purposes: the first, to help the evaluatee establish relevant performance objectives and work systematically toward objective achievement; and secondly, to assess the evaluatee's present performance in accordance with prescribed standards.D. Evaluation should require the evaluator(s) to assess the. performance of the evaluatee by rating the evaluatee on a value scale that may have varying degrees of excellence.E. Management by Objectives (MBO) should be a supplement to evaluation procedures that stress rating. Self-evaluation should always be encouraged.F. Formal evaluation of administrative team members should be conducted annually within the time framework of individual state laws. Informal evaluation should be a continuous process, on a day-to-day basis supplementing the formal process.G. The superior or supervisor should conduct the formal evaluation with informal documented evaluation input from peers, staff, students, parents, community, and evaluatee as situations and/or time warrants.H. Particular attention should be paid to amassing specific documentary evidence regarding each behavioral characteristic to be assessed.I. Evaluation should be supported by data, records, commendations, and critical comments, work achieved, spotchecks, special activities and awards.J. Little new information, if any, should be saved for the formal appraisal. Evaluation should concentrate on guidance and counseling, not solely on checking up on the evaluatee.K. The evaluator should enter the evaluation process with a mutual, unprejudiced, and unbiased attitude with respect to the evaluatee.L. The best evaluation system is of no value if the information is simply gathered and stored or ignored.M. Improvement of evaluatee performance involved two processes, assessment of evaluatee and in-service or job development.Guideline recommendations for planning and implementing an administrative evaluation program touch on the following considerations: the responsibilities of the board of school trustees, the superintendent of schools, and the evaluation committee which has been established by the superintendent of schools. Implementation and follow-up recommendations are also a part of the guideline recommendations made as a result of the study.