This research is concerned with finding out about the nature of the relationship between the change manager and the change project. An action learning approach to the investigation and analysis was adopted throughout in order to achieve a 'practitioner's perspective' in a range of inter-related learning environments. The research tracks the progress of six change managers. To attempt to minimise the variables, six smaller organisations (i.e. those employing fewer than 250 employees) from the manufacturing and production sector were recruited; all were based within a 20 mile radius; and all were attempting to change to meet the key indicators of a national performance standard from a similar starting point. Please see Table 1 below for further details. From the work with the change managers and the action learning set, all of whom acted as co-researchers during the analysis phase, some conclusions were drawn. The most significant being that the relationship between the change manager and the change project could be described as being essentially symbiotic in its nature, insofar as the change project impacted directly and indirectly upon the change manager, and the change manager's direct and indirect actions influenced the degree of success of the change project. From the conclusions drawn, and as might be considered to befit an action learning approach to research, a practical solution was proposed for achieving more successful organisational change outcomes - a framework to enable the change manager to develop, within the context of the demands of the change project. The framework was not intended to be a constant, but rather a guide for action. Some conclusions were also drawn about the form of the development which might be required by those advising on change, as a consequence of the findings.

The purpose of this study was to investigate whether students on permanent teams taking repeated Team-Based Tests (TBTs) can develop over time more accurate performance reputations in the eyes of their team-mates. The ability to estimate the expertise of one's self and one's team mates is important in team-based testing because it informs which position one may try to assume in team discussions as teams pursue consensus on test questions. Simply put, if I can increase my ability to assess my team-mates' general mastery of the content, then over time I will be able to make more effective decisions about whom I should try to learn from and whom I should try to teach. To make this judgment about relative levels of mastery, students must appraise both their own levels of mastery as well as those of their team mates. Team-Based Tests are part of an instructional strategy called Team-Based Learning (TBL) and this developmental effect is a pillar upon which TBL practitioners build their argument about the instructional value of the method. However, only indirect evidence has previously existed to support this claim: this study attempted to more directly document the reputation formation effect by comparing individual and team mate performance estimates to actual levels of performance over time. Participants in this study included 49 students in an undergraduate educational psychology class. Students in permanent teams taking repeated team-based tests developed increasingly accurate reputations within their teams, achieving statistical significance on the fourth team-based test. However, test difficulty played an important and potentially confounding role: the fifth and final team-based test was the most difficult of the semester, and on it reputation accuracy fell back to original levels. Individual metacognitive monitoring accuracy across tests did not improve over time and introverts' reputations were more accurate than extraverts' reputation on every test. Implications of these findings and directions for future research are discussed. / text

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 88-93).

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 88-93). Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ph.D.)--University of Melbourne, Dept. of Education Policy and Management, 2005. / Typescript. Includes bibliographical references (leaves 257-288).

M.Ed. / Please refer to full text to view abstract