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Journal articles on the topic "Staff development teams"
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Wake-Dyster, Wendy. "Designing teams that work." Australian Health Review 24, no. 4 (2001): 34. http://dx.doi.org/10.1071/ah010034.
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This paper describes the development of clinical improvement teams in a multi-disciplinary acute health care setting. The process included an information-gathering phase that enabled a match of team structure and leadership to staff skills and experience. It was found that an environment that supported collaborative practice and shared decision-making was critical to staff support of the teams and the outcomes achieved.
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Roberson, Carole. "Development and delivery of a clinical leadership programme for integrated community teams." British Journal of Community Nursing 24, no. 11 (November 2, 2019): 518–22. http://dx.doi.org/10.12968/bjcn.2019.24.11.518.
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Neighbourhood teams were formed throughout Worcestershire in early 2018, which led to a change in staff roles and responsibilities, as these are multidisciplinary community teams. It became apparent during the transition that many of the staff in band 6 roles required additional support and education to enable them to develop their knowledge and skills. Therefore, a clinical leadership programme was developed specifically for these staff. The programme followed the principles of the NHS Leadership Framework and consisted of six full-day training sessions. During the programme, staff identified issues within their team and developed a plan to address these issues over the following 6–12 months. The next two cohorts of the programme included staff from out-of-hours community nursing teams. The feedback from all delegates and managers was overwhelmingly positive, and delegates continue to implement their plans.
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Williamson, Graham R., Lynne Callaghan, Emma Whittlesea, and Val Heath. "Improving student support using Placement Development Teams: staff and student perceptions." Journal of Clinical Nursing 20, no. 5-6 (October 6, 2010): 828–36. http://dx.doi.org/10.1111/j.1365-2702.2010.03287.x.
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Billington, Greg. "BCS Partner: Outsource.Dev - How to Optimise Teams When Outsourcing." ITNOW 63, no. 3 (August 16, 2021): 34–35. http://dx.doi.org/10.1093/itnow/bwab078.
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Abstract Ideas for team building and organisational structures for software development projects involving internal staff and outsourced developers, from Greg Billington MBCS, CEO and Founder of outsource.dev.
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Kacholi, Godfrey, and Ozayr H. Mahomed. "Perceptions of hospital staff on the performance of Quality Improvement teams in the regional referral hospitals in Tanzania: A cross sectional study." PLOS ONE 16, no. 2 (February 16, 2021): e0246927. http://dx.doi.org/10.1371/journal.pone.0246927.
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Background To ensure patient-centered quality care for all citizens, Quality Improvement (QI) teams have been established across all public hospitals in Tanzania. However, little is known about how hospital staff perceive the performance of hospital QI teams in Tanzania. This study assessed the perceptions of hospital staff of the performance of QI teams in selected regional referral hospitals in Tanzania. Methods This cross-sectional study was conducted in four selected regional referral hospitals between April and August 2018. A self-administered questionnaire was used to collect data from 385 hospital staff in the selected hospitals. Measures of central tendency, proportions and frequencies were used to assess level of perception of hospital staff. Bivariate and multivariate logistic regression was used to test the association between the perceptions of hospital staff of the performance of QI teams and their socio-demographic factors. Results The overall mean perception score of the performance of QI teams was 4.84 ± 1.25. Hospital staff aged 35 and over (n = 130; 68%), female hospital staff (n = 144; 64%), staff in clinical units (n = 136; 63%) and staff with post-secondary education (n = 175; 63%) perceived that the performance of QI teams was good. Improved hospital cleanliness was viewed as strength of QI teams, whilst inadequate sharing of information and inadequate reduction in patient waiting time were considered as weaknesses of QI team performance. Bivariate and multivariate logistic regression analyses showed that there was no statistical association between the perceptions of hospital staff and their socio-demographic characteristics. Conclusion The overall perception of hospital staff of the performance of QI teams was good, with the main limitation being sharing of hospital QI plans with hospital staff. Hospital staff should be involved in the development and implementation of hospital QI plans, which would promote a positive perception of staff of the performance of QI teams and enhance sustainability of QI teams.
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Taylor, Katherine Newman, and Suzanne Sambrook. "CBT for Culture Change: Formulating Teams to Improve Patient Care." Behavioural and Cognitive Psychotherapy 40, no. 4 (February 22, 2012): 496–503. http://dx.doi.org/10.1017/s1352465812000069.
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Background: Increasingly, clinical psychologists and CBT trained clinicians work with and within teams. The cognitive model enables us to formulate the processes maintaining distress, and work with people to effect change. The model tends to be used to understand individuals’ difficulties, but may be effective in making sense of problems within teams. Aims: This study aimed to (i) explore the value of the cognitive model in formulating key staff-service user relationships; and (ii) determine whether such an approach would yield useful team based interventions. Method: The cognitive interpersonal model was used to develop an idiosyncratic conceptualization of key staff-service user interactions in an in-patient setting. This then informed management team planning aimed at improving provision for service users, and staff experience. Additionally, frequency of challenging behaviours and levels of staff burnout were assessed before and after service changes, as preliminary outcome data. Results: The team formulation was effective in (i) making sense of interactions contributing to the maintenance of service users’ challenging behaviours and staff burnout, and (ii) deriving systemic interventions likely to effect change. This was then used to guide service development planning. In support of a CBT approach to understanding and intervening with teams, preliminary data indicate that staff burnout and incidents of challenging behaviours reduced over time. Conclusion: The cognitive interpersonal model can be used to formulate relationships within teams and guide systemic change. This is likely to have a beneficial impact for both service users and staff.
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Jones, Rowena, Dermot McGovern, and Bethan Reading. "Staff attitudes towards particular client difficulties in assertive outreach teams." Irish Journal of Psychological Medicine 25, no. 4 (December 2008): 131–36. http://dx.doi.org/10.1017/s0790966700011241.
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AbstractObjective: Over recent years in England there has been widespread development of assertive outreach teams supporting patients with severe mental illness living in the community. Assertive outreach staff members are exposed to a variety of new stressors and risks. This study investigated the emotional impact on keyworkers of working with assertive outreach patients. This was considered in terms of the attitudes keyworkers hold towards patients with particular types of difficulty. The study also measured individual keyworker stress.Methods: Keyworkers from three teams in Birmingham were surveyed regarding their attitudes towards individual patients. Questionnaires measuring attitudes and patient difficulties were derived for the purpose of the study. Strengths of attitudes were correlated against different patient difficulties. Keyworker stress was measured using the General Health Questionnaire, GHQ12.Results: Certain patient difficulties, in particular poor engagement, psychotic symptoms and aggression were associated with feelings of failure in keyworkers whilst drug use, particularly crack cocaine use, was associated with fear of visiting patients at home. Some 41% of keyworkers met ‘caseness’ criteria on the GHQ12. Negative attitudes appeared to be independent of GHQ scores.Conclusions: Keyworkers expressed a number of positive and negative attitudes in relation to patient difficulties. Negative attitudes did not appear to be simply a feature of keyworker stress, however it is acknowledged that the sample size was small. Keyworkers' responses suggested a sense of personal failure when their patients were unwell or poorly engaged, despite patients being selected for assertive outreach on the basis of such difficulties. Recognition of negative attitudes may help in the improvement of training and supervision of staff members.
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Miguel, Karen, Colleen Snydeman, Virginia Capasso, Mary Ann Walsh, John Murphy, and Xianghong Sean Wang. "Development of a Prone Team and Exploration of Staff Perceptions During COVID-19." AACN Advanced Critical Care 32, no. 2 (June 15, 2021): 159–68. http://dx.doi.org/10.4037/aacnacc2021848.
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Objective: As intensive care unit bed capacity doubled because of COVID-19 cases, nursing leaders created a prone team to support labor-intensive prone positioning of patients with COVID-related acute respiratory distress syndrome. The goal of the prone team was to reduce workload on intensive care teams, standardize the proning process, mitigate pressure injuries and turning-related adverse events, and ensure prone team safety. Methods: Staff were trained using a hybrid learning model focused on prone-positioning techniques, pressure injury prevention, and turning-related adverse events. Results: No adverse events occurred to patients or members of the prone team. The prone team mitigated pressure injuries using prevention strategies. The prone team and intensive care unit staff were highly satisfied with their experience. Conclusion: The prone team provided support for critically ill patients, and team members reported feeling supported and empowered. Intensive care unit staff were highly satisfied with the prone team.
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Wheelan, Susan A., Christian N. Burchill, and Felice Tilin. "The Link Between Teamwork and Patients’ Outcomes in Intensive Care Units." American Journal of Critical Care 12, no. 6 (November 1, 2003): 527–34. http://dx.doi.org/10.4037/ajcc2003.12.6.527.
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• Background Links between teamwork and outcomes have been established in a number of fields. Investigations into this link in healthcare have yielded equivocal results. • Objective To examine the relationship between the level of self-identified teamwork in the intensive care unit and patients’ outcomes. • Method A total of 394 staff members of 17 intensive care units completed the Group Development Questionnaire and a demographic survey. The questionnaire is a reliable and valid measure of team development and effectiveness. Each unit’s predicted and actual mortality rates for the month in which data were collected were obtained. Pearson product moment correlations and analyses of variance were used to analyze the data. • Results Staff members of units with mortality rates that were lower than predicted perceived their teams as functioning at higher stages of group development. They perceived their team members as less dependent and more trusting than did staff members of units with mortality rates that were higher than predicted. Staff members of high-performing units also perceived their teams as more structured and organized than did staff members of lower-performing units. • Conclusions The results of this study and others establish a link between teamwork and patients’ outcomes in intensive care units. The evidence is sufficient to warrant the implementation of strategies designed to improve the level of teamwork and collaboration among staff members in intensive care units.
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Denicola, Christine, Lisa Altshuler, Gabrielle Denicola, and Sondra Zabar. "The Strategic Teamwork for Effective Practice Mentor Development Program (STEP-MDP): Expanding capacity for clinical and translational science by investing in research staff." Journal of Clinical and Translational Science 2, no. 3 (June 2018): 173–77. http://dx.doi.org/10.1017/cts.2018.28.
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IntroductionResearch staff are critical to productive translational research teams, yet their professional development is rarely formally addressed.MethodsWe created Strategic Teamwork for Effective Practice Mentor Development Program (STEP-MDP) to promote skills development and build a community of practice. We ran and evaluated the STEP-MDP for 32 participants, which consisted of workshops focusing on team communication and mentorship/coaching skills.ResultsWe found that STEP-MDP had a long-term positive impact on participants and their teams.ConclusionThis program facilitated the professional development of research staff.
Dissertations / Theses on the topic "Staff development teams"
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Gulston, Karel. "The challenges experienced by educators in primary schools regarding continuous professional development." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/28302.
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The transition from apartheid to democracy in South Africa, which began in 1994 led to a change in a plethora of policies and/or legislation. In recent years there has been much debate on how the standard of education provisioning in schools could be raised in the light of the introduction of the much debated Revised National Curriculum Statement (RNCS) and thereafter the National Curriculum Statement (NCS). These reform initiatives have brought about confusion and a sense of unsettledness amongst educators, including principals as well as their School Management Teams. Furthermore, the abovementioned and other policies required educators to acquaint themselves with either the materials that are used or the content of the curriculum and the planning and presentation of lessons. This entails in some occasions that educators who are more experienced have to assist the less experienced ones since they understand the RNCS and more recently the NCS better than the others. According to me this emphasises the importance of educator development towards raising the standards in schools. Continuous Professional Development (CPD) is a process that fits the role of an educator as a lifelong learner. The aforementioned is captured in the Norms and Standards for Educators (2000). The need for more attention to be accorded to the professional development of practising educators is emphasised in the Report of the Ministerial Committee on Teacher Education (2005). This report led to the development of the National Policy Framework for Teacher Education and Development which has as its aim to attempt to address the need for suitably qualified educators in South Africa. The National Policy Framework for Teacher Education and Development will be used in this study along with the Integrated Quality Management Systems (IQMS) as tools to achieve the continuous development of educators in South African schools. The Personnel Administration Measures (PAM) of 1999 are also used since they stipulate the roles and responsibilities of the educator, including those of the principal, deputy principal(s) as well as the heads of department. In particular it stipulates that the principal (Department of Education, 1999:10) is responsible for the development of staff training programmes, school-based, school-focused and externally directed, and to assist educators, particularly new and inexperienced educators, in developing and achieving educational objectives in accordance with the needs of the school. This research project deals with the challenges experienced by educators regarding their own Continued Professional Development (CPD). It thus aims at coming up with an empirical account of the challenges experienced by the said educators. The study will focus on, among others, the educators’ experiences in the implementation of the IQMS as a developmental tool for educators in schools. It looks at the roles that different staff members in senior positions in terms of the CPD of the educators. These include the developmental opportunities available in the sampled schools. Carefully selected and drafted interview questions assisted me in soliciting answers from the sampled educators.Dissertation (MEd)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
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Brown, Phillip. "A Survey of Professional Development for Co-teaching." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/719.
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The purpose of this exploratory study was to determine the perceptions of co-teachers concerning their professional development needs for co-teaching and to determine the level of training they received to prepare them for co-teaching. Sixty-one co-teachers (general education teachers: n=36, 59%; special education teachers: n=25, 41%) in the state of Kentucky completed the Professional Development for Co-teaching Survey for Teachers (PDCST). Survey data demonstrated mean ratings for 14 content-related items ranging from 5.57 to 7.31 indicating teachers generally perceived all were important to their professional development. The items identified as the most critical content were: co-teaching strategies that allow both co-teachers to play active instructional roles, strategies for sharing roles and responsibilities among co-teachers, strategies for building and sustaining co-teaching partnerships, and co-teaching formats. Teachers also identified content area training and planning for co-teaching in open ended queries. Second, co-teachers prioritized content, formats, and follow-up activities for professional development. Top content priorities included strategies for building and sustaining co-teaching partnerships, co-teaching formats, and strategies for sharing roles and responsibilities. Participants identified single day workshops, multiple day workshops, and professional learning communities as their top professional development formats. Top follow-up activities were observing experienced co-teachers, additional professional development, and mentoring from an experienced co-teacher or co-teaching team. Co-teachers validated suggestions on professional development for co-teaching. The items with the highest validation included: train co-teachers prior to co-teaching, train co-teachers with their co-teaching partners, and provide three to five days of preparation for co-teachers. Additionally, the following suggestions were made: include planning time during and after training, provide opportunities for practice and feedback during and after training, and provide opportunities for teachers to observe model co-teaching teams. Lastly, nearly half the co-teachers (n=28, 46.7%) reported receiving no professional development for co-teaching. Sixteen teachers (26.2%) reported between one to six hours of training, while seven (11.5%) reported having between seven to 12 hours. The results may be used to guide professional developers and teacher educators in preparing future and current co-teachers. Additionally, recommendations for training, policy, and future research are provided.
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Gibson-Robinson, Joi Brown Frank. "The impact of Comer's school development program's student staff support team process on high-incidence referrals in one elementary school." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2010. http://dc.lib.unc.edu/u?/etd,2899.
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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2010.Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.
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Khambule, Christopher M. "The role of the school management team in staff development." Thesis, 2007. http://hdl.handle.net/10530/725.
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A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of
MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2007.This study examines the role of the school management team in staff development as well as factors that help and hinder the team in this regard. The effectiveness of strategies that have been put in place by school management teams is also analysed. The literature review, which involves various textbooks, magazines, newspapers and journals related to the study, makes it clear that the school management team is responsible for staff development in schools. Various approaches to staff development were furthermore identified in order to relate them to staff development practice. * Questionnaires with open and closed-ended questions were used to obtain information from the respondents. The population of the study included members of the school management team and post level-one educators. Analysis of information received from the respondents indicated that staff development could be improved with the cooperation of subject advisers, the organisation of workshops on staff development, by conducting regular staff appraisals, encouraging educators to further their studies, providing intensive induction and by socialisation. The findings of the study necessitated recommendations by the investigator regarding staff development The findings also established that both the post level-one educators and school management team were familiar with the roles of the school management team in staff development. The school management teams were seen not to be doing what was expected of them. It also became clear that post level-one educators were not prepared to accept changes as demanded by the Department of Education and that staff development programmes and policies have to be put in place. It is recommended that funds should be earmarked for staff development and that workshops on staff development must be offered. The school management team should encourage educators to further their studies and thus improve their teaching strategies
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Tozer, Catharine Clark. "The Development of Team Relationships in Teacher and Early Childhood Educator (ECE) Integrated Staff Teaching Teams in Full-day, Every Day Kindergarten." Thesis, 2012. http://hdl.handle.net/1807/34945.
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This collective case study examined the factors affecting the collaborative relationship between teachers and early childhood educators (ECEs) teaching together in elementary schools as Early Learning Teams in the first year of implementation of full-time kindergarten in Ontario. There are six major adjustments required concurrently by the Ontario government’s new policy in all kindergarten classrooms: team-teaching (sharing instruction, not just classroom management); supporting ECEs as new staff; changing from theme-based to inquiry-based; balancing the School District’s literacy goals with provincial play-based curriculum; double the instructional time, and the increased number of children in the classroom (up from 19 to 24-30). Two of the four classrooms studied in a rural Ontario school district were full-day, every day kindergartens (FDK) for 4 and 5 year olds and the other two were alternate full-days. Data were collected through classroom observations and interviews with principals, kindergarten teachers and ECEs. Case study theory guided the collection and analysis of data with open coding of transcripts, active code notes and memos to help answer the question of how to best implement FDK programs in Ontario. Results indicated that the FDK Team relationship itself enabled and constrained classroom instructional strategies, which would in turn have an impact on student outcomes. Collaborative practice involved a process that was affected by both internal factors (such as teacher foreknowledge of ECE skills), and thirteen external factors which arose from government and school district mandates, as well as practices of the school principal. Examples are: planning time, pay differential, hiring practices and adjusting to the new curriculum at the same time as the team adjusts to team teaching. The collaboration of more than 9,500 teacher and ECE teams is key to the success of Ontario’s new full-time early learning program. The education sector needs to adopt the long-established business practice of supporting team development through recognizing progressive teaming stages, such as those identified by Tuckman (1965). Recommendations are made for principals, school districts offices, government policy, FDK teachers, ECEs, and colleges that provide ECE training. A mnemonic for the four attributes evident in high-functioning collaborative integrated teaching teams (RISE) is proposed.
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Somo, Morolong Phineas. "The perceptions, experiences and expectations of educators about their own professional development in schools." Diss., 2007. http://hdl.handle.net/2263/29426.
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Educational dispensation has brought about radical changes in schools, particularly with reference to curriculum changes and delivery, not only internationally but specifically in South Africa. With a move towards the introduction of new curricular in schools, the concept Continuous Professional Development has been revisited and thus has propagated further review on new approaches of teaching and learning, which leads to the need for establishment of school-based professional development of educators to meet the new challenges of curriculum changes. The school based training of educators should not be seen as short courses or workshops done for the educators, only to be left without a continuous support and guidance. It should be noted that school based educators are part of the community of learners with the shared purpose of ensuring quality learning experiences of all learners, every day, without exception and this is reinforced by the following goals: -- Providing of all school personnel with opportunity of further developing, and enriching their professional skills and knowledge. -- Challenging all school personnel to examine their attitudes and beliefs regarding the capacity of all students at high level, as well as their accountability for continuous improvement in student performance (Fer, 2005:2). The problem is how to cultivate the culture of school based continuous training and participation of all educators in the programmes. The Employment of Educators Act offers enormous possibilities for educators’ professional development. The principal is tasked with the responsibility of establishing staff development progammes, both school based, school focused and externally directed (Personnel Administrative Measures (PAM) of 1998, as determined by the Minister of Education in terms of the Employment of Educators Act, 1998). It also stress that curriculum delivery is the basic of training in order to effect changes. This study draws a distinction between short courses and workshops, and continuous professional development. Short courses is about training educators for about three to five days and leave the on their own. Continuous professional development means training educators on regular bases with follow ups after thereafter. Finally, principals and School Management Teams should ensure that there school based professional development programmes are established at schools and all educators should participate to ensure appropriate curriculum delivery.Dissertation (MEd (Leadership))--University of Pretoria, 2007.
Education Management and Policy Studies
MEd
unrestricted
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Mtshali, Enock Bhekokwakhe. "An exploration of staff development team's promotion of quality education within the context of integrated quality management system." Thesis, 2012. http://hdl.handle.net/10413/6789.
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The purpose of this study was to explore the Staff Development Team’s (SDT)
promotion of quality education within the context of Integrated Quality Management
System. The study explored aspects that the SDT does to promote quality education,
processes by which the SDT engages itself in to promote quality education and the
reasons why the SDT promotes quality education. Provision of quality education in
South Africa passed different stages that eventually culminated in Integrated Quality
Management System being gazetted in 2003. With this instrument in place, the
Department of Education (DoE) hoped schools, in particular and the Education
Department in general, would perform well. Mixed responses from the respondents
reflected that there are numerous factors that hamper the implementation of IQMS.
These factors range from inadequate training of teachers for IQMS, scanty meetings in
which discussions about IQMS are held, lack of involvement of all teachers in the
school on issues related to IQMS, implementation of many quality education
improvement strategies by the DoE within a short period of time and fear by teachers
of being evaluated.
The main findings showed that there is a dire need for teachers to be retrained on
IQMS and frequent holding of IQMS related meetings. The main findings also revealed
that the monetary component of IQMS, namely, pay progression, is a cause for concern
in that it compels teachers to be dishonest in evaluating one another. This suggests that
if IQMS is to be successful, the pay progression component should be divorced from it
(IQMS). The study recommends that there should be regular meeting for IQMS at
school so as to bring every teacher on board about IQMS. The study further
recommends that although it is good to learn from other countries, but the context
should be taken into consideration if a new strategy has been copied from other
countries because what is good for one country may not be good for another country.
Finally, the study recommends that while counter opinions always exist when a new
initiative is being implemented, steadfastness should be upheld and adherence to the
policy will ensure the realisation of its (policy) intended aim.Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.
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Chiu, Shu-mei, and 邱淑美. "A cross-level research of team learning and innovation to the influence of human resource professional staff on competency development and job performance." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/21378639085322073579.
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碩士國立中央大學
人力資源管理研究所碩士在職專班
99
In recent years, more and more companies are focusing on the development of human resources. However, the study for the influence of team learning and innovation for the individual competency and job performance in the human resources department are lacking. Therefore, this study uses cross-level model analysis to study human resources team as a major object. To investigate the impact of team-level learning and innovation for individual-level in human resources professional with individual competency and job performance. This study effectively analyzes a total of 31 companies and uses hierarchical linear models (HLM) for verification. The study results show that team learning for the human resources team has a direct impact on individual job performance. In addition, individual-level human resources for professional competency have a significant positive correlation on individual job performance. Moreover, team learning for human resources professional competency has an intermediary effect on individual job performance.
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Dube, Wilhelminah S. "The induction of novice teachers in community junior secondary schools in Gaborone, Botswana." Diss., 2008. http://hdl.handle.net/10500/1300.
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This study focuses on the induction of novice teachers in Community Junior Secondary Schools (CJSS) in Gaborone, Botswana. The point of departure is that induction is an important factor that is essential to the success of every beginner teacher. It is the responsibility of the school management to provide comprehensive induction programmes that will support beginner teachers and retain them in the teaching profession. This problem was investigated by means of a literature study and an empirical investigation using a qualitative approach. A small sample of beginner teachers in six selected schools in Gaborone formed the sample for this study. Findings indicated that the extent to which novice teachers are given professional guidance and support in schools is not enough. It is recommended that induction programmes receive more priority in schools since the first year of teaching is the most important determiner in the teaching career of an individual.Education management
M.Ed. (Education Management)
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Nass, Julia Diane. "Perceptions of the appraisal system for teachers held by heads of departments at selected primary schools in the East London region, Eastern Cape Province." Diss., 2017. http://hdl.handle.net/10500/23996.
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This dissertation of a limited scope focuses on the Heads of Departments’ perceptions of the
Integrated Quality Management System for teachers at selected quintile 5 Primary Schools in
the East London Region of the Eastern Cape Province. It reveals the positive and negative
aspects of the staff appraisal system, its implementation and purpose, as well as views on its
improvement.
By means of a qualitative case study and the Cognitive Evaluation Theory as theoretical
framework, the researcher has determined that the Performance Measurement component of
the appraisal system has a detrimental effect on the intrinsic motivation of teachers and that it
should be separated from the Developmental Appraisal.
Individual interviews with the Heads of Departments revealed the need for revising the
assessment rubric in order for Performance Measurement to be conducted effectively.Educational Leadership and Management
M. Ed. (Education Management)
Books on the topic "Staff development teams"
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Baxter, Gillian. Streamlined staff development planning: A practical handbook for leadership teams and staff development co-ordinators. Bristol: TLO, 2002.
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Baxter, Gillian. Streamlined staff development planning: A practical handbook for leadership teams and staff development co-ordinators. Bristol: TLO, 2002.
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author, McCormack Brendan, and Titchen Angie author, eds. Practice development workbook for nursing, health and social care teams. Chichester, West Sussex: John Wiley & Sons, Ltd, 2014.
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Walton, Joan. Residential child care: Team development programme : a training programme for staff teams providing a residential service for children and young people. London: National Institute for Social Work, 1994.
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Tools for team excellence: Getting your team into high gear and keeping it there. Palo Alto, Calif: Davies-Black Pub., 1996.
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Wellins, Richard S. Empowered teams: Creating self-directed work groups that improve quality, productivity, and participation. San Francisco: Jossey-Bass, 1991.
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Simmonds, David. Designing and delivering training. London: Chartered Institute of Personnel and Development, 2003.
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Hardacre, Jeanne. Development for clinical team leaders: What impact on patient care and staff attitudes? Birmingham: Health Services Management Centre, University of Birmingham, 2001.
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Cromie, Raymond David. Cohering as a team: The outcome of an in-house staff development programme. [s.l: The author], 1998.
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Improving patient safety through teamwork and team training. New York: Oxford University Press, 2012.
Find full textBook chapters on the topic "Staff development teams"
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Huynh, Phuong, and Renza Monteleone. "Development of Organizational Quality Management System." In Quality Management and Accreditation in Hematopoietic Stem Cell Transplantation and Cellular Therapy, 9–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64492-5_2.
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AbstractDevelopment of a comprehensive quality management system (QMS) is often the most challenging and time-consuming exercise for the haematopoietic stem cell transplant (HSCT) programme as, at least in the first instance, it often requires a cultural shift in working, especially in the clinical HSCT programme. A QMS will only be successful if there is regular communication between all the staff involved. A variety of group and team meetings should be established in the haematopoietic cell transplant (HSCT) programme to demonstrate integration and ensure that the clinical, collection and laboratory units are all working together to achieve excellent communication, effective common working practices and quality assuring patient care.
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van Sinderen, Nick. "Document Development, Implementation, Review, Archive, and Disposal." In Quality Management and Accreditation in Hematopoietic Stem Cell Transplantation and Cellular Therapy, 17–24. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64492-5_3.
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AbstractThe challenges in setting up a document management system are both technical and organizational. Both need to be addressed to achieve success. Time is required to make a thorough inventory of system requirements, whether electronic or paper-based, and to organize the team that will maintain the system. It is crucial that key stakeholders are involved from the beginning and that they see the value of the quality system in improving clinical care. Routine use by all staff will prevent it from being seen as a burdensome additional imposition due to the need for JACIE accreditation. When fully implemented, the documents and policies become a readily accessible, clinically relevant, educational resource that improves patient care.
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Purushothama, B. "Individuals and teams." In Training and Development of Technical Staff in the Textile Industry, 72–84. Elsevier, 2012. http://dx.doi.org/10.1533/9780857095848.72.
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Sofo, Francesco, and Michelle Sofo. "Promoting Critical Thinking in Virtual Teams." In Advances in Human Resources Management and Organizational Development, 303–26. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4478-6.ch016.
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This chapter aims to raise awareness in leaders and practitioners on how critical thinking is embedded within the performance of virtual teams. The increasingly important nexus between critical thinking and team performance is demonstrated within the specific context of the virtual environment. The chapter is interspersed with brief case studies that demonstrate some of the experiences of Australian-based higher education staff in their efforts to incorporate both critical thinking and virtual teamwork into their pedagogy. A framework of success factors and challenges inherent to virtual teams and critical thinking is provided, which covers five influential factors: technology, student characteristics, educator characteristics, social aspects, and team dynamics. The chapter concludes with some directions for future research.
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O'Connor, Rory V. "Towards an Understanding of Team Dynamics in Very Small Enterprises." In Advances in Human Resources Management and Organizational Development, 42–64. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9652-5.ch003.
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Given that it is relatively noncontroversial to claim that human capital, both in terms of education and experience, is associated with superior firm performance, this can be extended to say that having the requisite human capital in terms of software development staff is highly important for software development project success. However, translating into actual corporate benefits implies an understanding of the range of human capital issues in organizations. The present study examines one such range of issues with a focus on the dynamics of teams, where team dynamics is taken as a general term to denote the nature, quality and quantity of interactions among a firms human capital at the team level. Specifically we refer to collaborative dynamics among human capital team resources to indicate the extent to which valuable information is shared, levels of engagement, the existence of a collective sense of awareness and the ability to learn from one another. The results of a study of a series of very small software development firms are presented to ground this study in industrial practice.
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Mwikirize, Cosmas, Arthur Asiimwe Tumusiime, Paul Isaac Musasizi, Sandy Stevens Tickodri-Togboa, Adnaan Jiwaji, Josiah Nombo, Baraka Maiseli, Teyana Sapula, and Alfred Mwambela. "Collaborative Development and Utilization of iLabs in East Africa." In Internet Accessible Remote Laboratories, 108–22. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-186-3.ch006.
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Since 2005, Makerere University and the University of Dar es Salaaam have taken definitive steps toward the development and utilization of iLabs. This chapter presents the iLabs experiences of the two East African universities. The experiences presented here are characterized by: institutionalization of developer teams, development of ELVIS-based iLabs, staff & student exchanges, and utilization of iLabs to support curricula. The two universities have also undertaken to setup iLabs communities at peer universities and other higher institutions of learning in East Africa.
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Marshall, Stephen, and Jonathan Flutey. "The Virtual CSU." In Administrative Leadership in Open and Distance Learning Programs, 63–83. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2645-2.ch003.
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The Virtual CSU is a model of distributed leadership and team-based consultancy and support which has been implemented at Victoria University of Wellington over the last four years as part of an overall plan transitioning to greater use of online, open and distance provision of higher education. The model uses ideas drawn from industry to create flexible virtual teams that act as internal consulting teams. The resulting teams combine professional and academic staff from a variety of internal units into a semi-formal group focused on specific university projects, operational needs or strategic challenges in a way that avoids the costs of formal restructuring and that provides a mechanism for professional development and facilitation of wider changes in the capability of the university.
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Croasdaile, Susanne, Sharon Jones, Kelly Ligon, Linda Oggel, and Mona Pruett. "Supports for and Barriers to Implementing Assistive Technology in Schools." In Technology Enhanced Learning for People with Disabilities, 154–66. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-923-1.ch011.
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This study examines practitioners’ perceptions of the factors impacting the implementation of assistive technology (AT) for students with disabilities in five public school divisions. Participants were five members of division-wide AT facilitation teams. Interview data indicated barriers including lack of stakeholder buy-in with a focus on administrative support. Important supports included the development and maintenance of relationships with instructional staff and technology coordinators. The ongoing need to build stakeholder awareness of and skill in implementing assistive technology was a common theme. Participants perceived that, if empowered to do so, an AT facilitation team can overcome existing barriers to implementation.
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Maistrenko, Yuliia. "FEATURES OF PERSONNEL MANAGEMENT IN MODERN MIND." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-18.
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The purpose of the article is to develop scientific positions and practical recommendations for personnel management, which are aimed for ordering, organizing and directing the activities of the team to ensure the effective functioning of the organization in modern conditions. The methods used in the article to solve these tasks are following: abstract-logical – when generalizing theoretical questions of personnel management and formulating conclusions and proposals; statistical – when assessing alternative types of employment, analyzing the ratio of different generations and determining the number of users of popular messengers in the world; in the justification and development of practical recommendations for personnel management for the future were used calculating-designing and balance methods; methods of economic and SWOT-analysis were used in the process of efficiency assessment. The main precondition for companies in achieving a high level of business activity is an effectively organized process of personnel management, which includes: positioning the company's top managers as unity, which is a logical continuation of the transition to a state of network teams that can perform tasks faster and more efficiently, than teams which are managed in the way "from top to bottom"; usage of the benefits of alternative employment, which has a number of advantages and provides project vacancies, flexible schedule and telecommuting; transition to a new format of compensations: from strictly standardized to highly personalized, which will ensure the quality of employees' working life and the efficiency of companies; usage of modern approaches to career development management, which will provide organizations with conditions for retention, development and training of employees; involving different generations in working process, which will combine valuable experience and modern knowledge; evaluating the company's activities not only on the basis of the final results, but also in terms of impact on society, using its potential to solve social problems and improve life inside and outside the company; introduction of innovative programs that will not only increase productivity, but also meet new social expectations and create a positive social and emotional environment for staff; the usage of artificial intelligence, robotics and other advanced technologies create new opportunities for more efficient work of the organization, however, staff must master new competencies based on the technical characteristics of software and specifics of its operating; providing the latest high-tech means of communication and the transition to modern digital technologies that can increase and improve the efficiency of the workflow, create an integrated working environment that meets the unique needs of employees and the company.
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Sharpe, Michael. "Psychiatry, liaison psychiatry, and psychological medicine." In Oxford Textbook of Medicine, edited by Michael Sharpe, 6536–38. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198746690.003.0643.
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Psychiatry first developed as a separate medical specialty about 150 years ago when physicians were recruited to staff the new lunatic asylums. It later embraced psychotherapy and more recently has adopted community rather than hospital-based working. The fact that psychiatry remains largely separate from other areas of medicine, together with the increasing focus on technical procedures in medicine, has led to sometimes inadequate psychiatric care for medical patients. Measures to address this shortcoming began 50 years ago with the ad hoc development of liaison psychiatry teams, providing in-reach psychiatric services from mental hospitals to general hospitals. A more recent innovation is to reintegrate psychiatrists into medical teams as specialists in psychological medicine to provide joined up medical and psychiatric care.
Conference papers on the topic "Staff development teams"
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Donina, I. A. "Training Staff Of Project Teams For Modern Business." In MTSDT 2019 - Modern Tools for Sustainable Development of Territories. Special Topic: Project Management in the Regions of Russia. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.05.13.
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Garcia-Souto, Maria del Pilar. "ASSESSING AND GIVING FEEDBACK TO STUDENTS WORKING IN TEAMS: AN STAFF PERSPECTIVE OF THE IPAC ASSESSMENT METHODOLOGY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1221.
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Middleton, Bobby D., Patrick V. Brady, Jeffrey A. Brown, and Serafina T. Lawles. "The Palo Verde Water Cycle Model (PVWCM) – Development of an Integrated Multi-Physics and Economics Model for Effective Water Management." In ASME 2021 Power Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/power2021-65768.
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Abstract Water management has become critical for thermoelectric power generation in the US. Increasing demand for scarce water resources for domestic, agricultural, and industrial use affects water availability for power plants. In particular, the population in the Southwestern part of the US is growing and water resources are over-stressed. The engineering and management teams at the Palo Verde Generating Station (PV) in the Sonoran Desert have long understood this problem and began a partnership with Sandia National Laboratories in 2017 to develop a long-term water strategy for PV. As part of this program, Sandia and Palo Verde staff have developed a comprehensive software tool that models all aspects of the PV (plant cooling) water cycle. The software tool — the Palo Verde Water Cycle Model (PVWCM) — tracks water operations from influent to the plant through evaporation in one of the nine cooling towers or one of the eight evaporation ponds. The PVWCM has been developed using a process called System Dynamics. The PVWCM is developed to allow scenario comparison for various plant operating strategies.
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Wilson, Vicky. "Lessons in Reality: Teaching Project Management, Professionalism and Ethics to Third Year IT Students." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2588.
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It is widely accepted amongst tertiary educators that IT students need first hand experience of working in teams and in managing projects if they are to be effective in the workplace. In 2001 the School of Computer and Information Science at Edith Cowan University undertook a major restructure of its courses that resulted in the development of eight ‘core’ units that are taught in a range of courses across the School. One of these was a third-year unit called ‘Project Management, Professionalism and Ethics’. This case study documents the research that was undertaken to determine the unit content and its subsequent development and delivery. It discusses the formal and informal feedback received from students and staff after its delivery in semester 2, 2001 and what will be done to develop the unit into a fully integrated online ‘situated learning’ experience.
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v. Esebeck, Götz, Oliver Tegel, Jeffrey L. Miller, and Karl-Heinrich Grote. "Combination of Management Methods and Information Technologies for Product Development Processes." In ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium collocated with the ASME 1995 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/edm1995-0847.
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Abstract As companies become aware that they have to restructure their product development processes to survive global competition in the market, it is important that they evaluate which management methods and techniques are suitable to improve the performance of the process and which design methods can be integrated and be used efficiently. A combination of management methods like Total Quality Management (TQM), Simultaneous or Concurrent Engineering, and Lean Development can be adapted to meet the requirements of a company more than a single strategy. Interdisciplinary teamwork, cross-hierarchical communication, and delegation of work in addition to employee motivation changes the common attitude towards the work process in the company and integrates the staff more tightly into the process. Nowadays, there is tight cooperation between companies and their sub-contractors, as sub-contractors not only have to manufacture the part or sub-assembly, but often have to design it. Therefore, the product development process has to be defined in a way that the sub-contractors can be tightly integrated into the product development process. Additionally, it is important to break the product down into functionally separate modules during the conceptual phase of the process. If the interfaces between these functions are defined as specifications, these modules can easily be given to suppliers or to other teams inside the company for further development. The use of methods such as Design for Manufacture (DFM) or Design for Assembly (DFA) early during the development process, which utilize the knowledge of experts from manufacturing and assembly, results in a decreasing number of iterative loops during the design process and therefore reduces time-to-market. This cross-functional cooperation leads to improved quality of both processes and products. In this paper, different management methods to achieve the best improvement from the product development process are discussed. In addition, suitable design methods for achieving cost reduction, quality improvement, and reduction of time-to-market are presented. Finally, proposals for industry on methods to reorganize the Integrated Product Development (IPD) process based on actual findings are presented.
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Mancini, Francesco, and Tanja Glusac. "From Time to Time: A Constructivist Approach to Sociality in Learning." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8255.
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Under the current financial pressures, tertiary education increasingly looks towards corporate sector to import its model of management and efficiency. While benefits of this model can be seen in practice, in regard to staff and facilities management and financial viability, its impact on teaching and learning caused a disruption to the very core of tertiary education, eroding sociality in learning and opportunity for sharing knowledge and values. Capacity to work in teams and ability to critically solve problems by collaborating and sharing insights and informations, are skills students are expected to gain during their studies. The development of these skills to their fullest using Design Thinking approach, however, is currently not widely supported, albeit desirable,[1] in the present education context which is addressing the efficiency of time management by reducing contact time, increasing student/staff ratio and shifting towards integrated and mass education modes of delivery. While this presentation is not disputing the existing model, it responds to its current challenges proposing a stronger integration of different factors contributing to learning.Tthe aim is to present a collaborative working model as a way of bridging ‘the missing link between theoretical findings [on holistic and interdisciplinary learning] and demands by pedagogy science’[2]. Such a model is envisioned to encourage sociality in learning and strategize space/time/experience management, ultimately enhancing knowledge and value sharing. [1] Ability to solve ‘wicked problems’ as supported by Design Thinks is becoming more attractive to the tertiary sector as it promotes ‘holistic modes of constructivist learning in projects’ (Sheer et al 17 (3), 8). [2] Sheer et al 17 (3), 8
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Dong, Janet, Karina Cheek, John Duncan, and Alex Kalnasy. "Design of Portable Patient Lift System for Assistant Living Homes." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72414.
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The portable patient lift system is a Senior Capstone Design project that is defined through the collaboration between the University of Cincinnati and a retirement/assisted living community in Cincinnati. The objective of the project is to design, build, and test a lift system that is capable of safely lifting fallen elderly patients at assistant living homes out of tight spaces. Two student teams in 2015–2016 and 2016–2017 academic years had taken on this project. They applied the product development process which they learned from their senior year to develop a workable system. Their work started with survey, interviews, research, followed by developing alternative concept designs. The pros and cons of each concept were discussed, analyzed, and evaluated among peers, advisors, and Maple Knoll nurses. The final design of using inflatable method to lift patients was justified as the best option. Two final concept designs from each year were then manufactured or assembled in school. The testing of the final systems were conducted and demonstrated at Maple Knoll senior community. The expectations from nursing staff and senior residents were greatly satisfied. This paper will describe our senior capstone design and product development process of such portable patient lift system, and discuss our experiential learning experience at Maple Knoll and lessons learned from design and making such system with focus on the consideration of seniors and their capabilities at settings of nursing homes.
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Hadi, Irwan, Baiq Nurainun Apriani Idris, Sopian Halid, and Zulkahfi Abdul Haris. "The Relation of Team Work and Communication With Patient Safety Implementation in Nursing Staff." In International Conference of Health Development. Covid-19 and the Role of Healthcare Workers in the Industrial Era (ICHD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.201125.070.
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Dzobelova, V. B., and A. S. Yadati. "Personnel policy in terms of sustainable development of the region." In XVIII Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region. Eco-vector, 2019. http://dx.doi.org/10.17816/ptes26301.
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Mund, Friederike C., Anestis I. Kalfas, Reza S. Abhari, Yasemin Turcan, Jean Hourmouziadis, Isabelle Tre´binjac, and Andre´ Vouillarmet. "A Multi-Component and Multi-Disciplinary Student Design Project Within an International Academic and Industrial Collaboration." In ASME Turbo Expo 2003, collocated with the 2003 International Joint Power Generation Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/gt2003-38163.
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The design of modern aircraft engines increasingly involves highly sophisticated methodologies to match the current development pace. International company relations affect the collaboration between design offices all around the world. An important part of academic mission of modern engineering education is to produce graduates with skills compatible with industrial needs. Education may readjust accordingly to meet the higher requirements. However, a realistic scenario of the design process of an aircraft engine cannot possibly be transferred one-to-one into the student education process. A unique attempt to overcome this discrepancy was the International Gas Turbine Project. Within this project, undergraduate students have designed the cooling system of the HPT blades for a 30,000 lb thrust two-spool turbofan aeroengine. This project was collaboration between the Jet Propulsion Laboratory of TU Berlin, the Turbomachinery Group of EC Lyon and the Turbomachinery Laboratory of ETH Zurich. It also involved mentoring industry professionals from Rolls-Royce Deutschland, MTU, SNECMA and Alstom Power. Similar to modern aeroengine company structures, the design tasks included multi-component, multi-disciplinary and international interfaces of different educational systems. The student teams considered various aerothermodynamic and mechanical integrity aspects of the design. Particular attention was paid to design of the compressor, the secondary air system and the HP turbine including blade cooling. The three Universities integrated the project differently into their education curriculum and approached the tasks with different levels of software involvement. In this paper, the technical details of the design process, and the different approaches adopted are presented. Besides the application of turbomachinery-related knowledge, the impact of student interactions on the technical aspects of the project is discussed. The interfaces, including information management and the involvement of industrial partners are also addressed. Team spirit developed between the students from an initial competitive behavior to a final feeling of sitting in the same boat. It was observed that increased effort was required from academic staff in comparison to the conventional academic instruction. Nevertheless, students greatly benefited from the social interaction and an early training-on-the-job tuned to current industrial needs.
Reports on the topic "Staff development teams"
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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, September 2021. http://dx.doi.org/10.18552/glea/2021/0001.
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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.
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Runyon, Amber, Gregor Schuurman, Brian Miller, Amy Symstad, and Amanda Hardy. Climate change scenario planning for resource stewardship at Wind Cave National Park: Climate change scenario planning summary. National Park Service, July 2021. http://dx.doi.org/10.36967/nrr-2286672.
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This report explains scenario planning as a climate change adaptation tool in general, then describes how it was applied to Wind Cave National Park as the second part of a pilot project to dovetail climate change scenario planning with National Park Service (NPS) Resource Stewardship Strategy development. In the orientation phase, Park and regional NPS staff, other subject-matter experts, natural and cultural resource planners, and the climate change core team who led the scenario planning project identified priority resource management topics and associated climate sensitivities. Next, the climate change core team used this information to create a set of four divergent climate futures—summaries of relevant climate data from individual climate projections—to encompass the range of ways climate could change in coming decades in the park. Participants in the scenario planning workshop then developed climate futures into robust climate-resource scenarios that considered expert-elicited resource impacts and identified potential management responses. Finally, the scenario-based resource responses identified by park staff and subject matter experts were used to integrate climate-informed adaptations into resource stewardship goals and activities for the park's Resource Stewardship Strategy. This process of engaging resource managers in climate change scenario planning ensures that their management and planning decisions are informed by assessments of critical future climate uncertainties.
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Phillips, Jake. Understanding the impact of inspection on probation. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/shu.hkcij.05.2021.
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This research sought to understand the impact of probation inspection on probation policy, practice and practitioners. This important but neglected area of study has significant ramifications because the Her Majesty’s Inspectorate of Probation has considerable power to influence policy through its inspection regime and research activities. The study utilised a mixed methodological approach comprising observations of inspections and interviews with people who work in probation, the Inspectorate and external stakeholders. In total, 77 people were interviewed or took part in focus groups. Probation practitioners, managers and leaders were interviewed in the weeks after an inspection to find out how they experienced the process of inspection. Staff at HMI Probation were interviewed to understand what inspection is for and how it works. External stakeholders representing people from the voluntary sector, politics and other non-departmental bodies were interviewed to find out how they used the work of inspection in their own roles. Finally, leaders within the National Probation Service and Her Majesty’s Prisons and Probation Service were interviewed to see how inspection impacts on policy more broadly. The data were analysed thematically with five key themes being identified. Overall, participants were positive about the way inspection is carried out in the field of probation. The main findings are: 1. Inspection places a burden on practitioners and organisations. Practitioners talked about the anxiety that a looming inspection created and how management teams created additional pressures which were hard to cope with on top of already high workloads. Staff responsible for managing the inspection and with leadership positions talked about the amount of time the process of inspection took up. Importantly, inspection was seen to take people away from their day jobs and meant other priorities were side-lined, even if temporarily. However, the case interviews that practitioners take part in were seen as incredibly valuable exercises which gave staff the opportunity to reflect on their practice and receive positive feedback and validation for their work. 2. Providers said that the findings and conclusions from inspections were often accurate and, to some extent, unsurprising. However, they sometimes find it difficult to implement recommendations due to reports failing to take context into account. Negative reports have a serious impact on staff morale, especially for CRCs and there was concern about the impact of negative findings on a provider’s reputation. 3. External stakeholders value the work of the Inspectorate. The Inspectorate is seen to generate highly valid and meaningful data which stakeholders can use in their own roles. This can include pushing for policy reform or holding government to account from different perspectives. In particular, thematic inspections were seen to be useful here. 4. The regulatory landscape in probation is complex with an array of actors working to hold providers to account. When compared to other forms of regulation such as audit or contract management the Inspectorate was perceived positively due to its methodological approach as well as the way it reflects the values of probation itself. 5. Overall, the inspectorate appears to garner considerable legitimacy from those it inspects. This should, in theory, support the way it can impact on policy and practice. There are some areas for development here though such as more engagement with service users. While recognising that the Inspectorate has made a concerted effort to do this in the last two years participants all felt that more needs to be done to increase that trust between the inspectorate and service users. Overall, the Inspectorate was seen to be independent and 3 impartial although this belief was less prevalent amongst people in CRCs who argued that the Inspectorate has been biased towards supporting its own arguments around reversing the now failed policy of Transforming Rehabilitation. There was some debate amongst participants about how the Inspectorate could, or should, enforce compliance with its recommendations although most people were happy with the primarily relational way of encouraging compliance with sanctions for non-compliance being considered relatively unnecessary. To conclude, the work of the Inspectorate has a significant impact on probation policy, practice and practitioners. The majority of participants were positive about the process of inspection and the Inspectorate more broadly, notwithstanding some of the issues raised in the findings. There are some developments which the Inspectorate could consider to reduce the burden inspection places on providers and practitioners and enhance its impact such as amending the frequency of inspection, improving the feedback given to practitioners and providing more localised feedback, and working to reduce or limit perceptions of bias amongst people in CRCs. The Inspectorate could also do more to capture the impact it has on providers and practitioners – both positive and negative - through existing procedures that are in place such as post-case interview surveys and tracking the implementation of recommendations.
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McGregor, Lisa, Sarah Frazer, and Derick Brinkerhoff. Thinking and Working Politically: Lessons from Diverse and Inclusive Applied Political Economy Analysis. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rr.0038.2004.
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Political economy analysis (PEA) has emerged as a valuable approach for assessing context and the local systems where international development actors seek to intervene. PEA approaches and tools have grown and adapted over the last 40 years through innovations by donor agencies and practitioners. Our analysis of nine PEAs reveals the following findings: PEAs can make positive contributions to technical interventions; engaging project staff in PEAs increases the likelihood that they will be open to a thinking and working politically mindset and approach; inclusion of gender equity and social inclusion (GESI) in PEAs helps to uncover and address hidden power dynamics; and explicitly connecting PEA findings to project implementation facilitates adaptive management. Implementation lessons learned include careful consideration of logistics, timing, and team members. Our experience and research suggest applied PEAs provide valuable evidence for strengthening evidence-based, adaptive, international development programming. The findings highlight the promise of PEA as well as the need for ongoing learning and research to address continued challenges.
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Henderson, Tim, Mincent Santucci, Tim Connors, and Justin Tweet. National Park Service geologic type section inventory: Chihuahuan Desert Inventory & Monitoring Network. National Park Service, April 2021. http://dx.doi.org/10.36967/nrr-2285306.
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A fundamental responsibility of the National Park Service is to ensure that park resources are preserved, protected, and managed in consideration of the resources themselves and for the benefit and enjoyment by the public. Through the inventory, monitoring, and study of park resources, we gain a greater understanding of the scope, significance, distribution, and management issues associated with these resources and their use. This baseline of natural resource information is available to inform park managers, scientists, stakeholders, and the public about the conditions of these resources and the factors or activities which may threaten or influence their stability. There are several different categories of geologic or stratigraphic units (supergroup, group, formation, member, bed) which represent a hierarchical system of classification. The mapping of stratigraphic units involves the evaluation of lithologies, bedding properties, thickness, geographic distribution, and other factors. If a new mappable geologic unit is identified, it may be described and named through a rigorously defined process that is standardized and codified by the professional geologic community (North American Commission on Stratigraphic Nomenclature 2005). In most instances when a new geologic unit such as a formation is described and named in the scientific literature, a specific and well-exposed section of the unit is designated as the type section or type locality (see Definitions). The type section is an important reference section for a named geologic unit which presents a relatively complete and representative profile for this unit. The type or reference section is important both historically and scientifically, and should be recorded such that other researchers may evaluate it in the future. Therefore, this inventory of geologic type sections in NPS areas is an important effort in documenting these locations in order that NPS staff recognize and protect these areas for future studies. The documentation of all geologic type sections throughout the 423 units of the NPS is an ambitious undertaking. The strategy for this project is to select a subset of parks to begin research for the occurrence of geologic type sections within particular parks. The focus adopted for completing the baseline inventories throughout the NPS was centered on the 32 inventory and monitoring networks (I&M) established during the late 1990s. The I&M networks are clusters of parks within a defined geographic area based on the ecoregions of North America (Fenneman 1946; Bailey 1976; Omernik 1987). These networks share similar physical resources (geology, hydrology, climate), biological resources (flora, fauna), and ecological characteristics. Specialists familiar with the resources and ecological parameters of the network, and associated parks, work with park staff to support network level activities (inventory, monitoring, research, data management). Adopting a network-based approach to inventories worked well when the NPS undertook paleontological resource inventories for the 32 I&M networks. The network approach is also being applied to the inventory for the geologic type sections in the NPS. The planning team from the NPS Geologic Resources Division who proposed and designed this inventory selected the Greater Yellowstone Inventory and Monitoring Network (GRYN) as the pilot network for initiating this project. Through the research undertaken to identify the geologic type sections within the parks of the GRYN, methodologies for data mining and reporting on these resources was established. Methodologies and reporting adopted for the GRYN have been used in the development of this type section inventory for the Chihuahuan Desert Inventory & Monitoring Network. The goal of this project is to consolidate information pertaining to geologic type sections which occur within NPS-administered areas, in order that this information is available throughout the NPS...
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Henderson, Tim, Vincent Santucci, Tim Connors, and Justin Tweet. National Park Service geologic type section inventory: Northern Colorado Plateau Inventory & Monitoring Network. National Park Service, April 2021. http://dx.doi.org/10.36967/nrr-2285337.
Full textAbstract:
A fundamental responsibility of the National Park Service (NPS) is to ensure that park resources are preserved, protected, and managed in consideration of the resources themselves and for the benefit and enjoyment by the public. Through the inventory, monitoring, and study of park resources, we gain a greater understanding of the scope, significance, distribution, and management issues associated with these resources and their use. This baseline of natural resource information is available to inform park managers, scientists, stakeholders, and the public about the conditions of these resources and the factors or activities which may threaten or influence their stability. There are several different categories of geologic or stratigraphic units (supergroup, group, formation, member, bed) which represent a hierarchical system of classification. The mapping of stratigraphic units involves the evaluation of lithologies, bedding properties, thickness, geographic distribution, and other factors. If a new mappable geologic unit is identified, it may be described and named through a rigorously defined process that is standardized and codified by the professional geologic community (North American Commission on Stratigraphic Nomenclature 2005). In most instances when a new geologic unit such as a formation is described and named in the scientific literature, a specific and well-exposed section of the unit is designated as the type section or type locality (see Definitions). The type section is an important reference section for a named geologic unit which presents a relatively complete and representative profile. The type or reference section is important both historically and scientifically, and should be available for other researchers to evaluate in the future. Therefore, this inventory of geologic type sections in NPS areas is an important effort in documenting these locations in order that NPS staff recognize and protect these areas for future studies. The documentation of all geologic type sections throughout the 423 units of the NPS is an ambitious undertaking. The strategy for this project is to select a subset of parks to begin research for the occurrence of geologic type sections within particular parks. The focus adopted for completing the baseline inventories throughout the NPS was centered on the 32 inventory and monitoring networks (I&M) established during the late 1990s. The I&M networks are clusters of parks within a defined geographic area based on the ecoregions of North America (Fenneman 1946; Bailey 1976; Omernik 1987). These networks share similar physical resources (geology, hydrology, climate), biological resources (flora, fauna), and ecological characteristics. Specialists familiar with the resources and ecological parameters of the network, and associated parks, work with park staff to support network level activities (inventory, monitoring, research, data management). Adopting a network-based approach to inventories worked well when the NPS undertook paleontological resource inventories for the 32 I&M networks. The network approach is also being applied to the inventory for the geologic type sections in the NPS. The planning team from the NPS Geologic Resources Division who proposed and designed this inventory selected the Greater Yellowstone Inventory and Monitoring Network (GRYN) as the pilot network for initiating this project. Through the research undertaken to identify the geologic type sections within the parks of the GRYN methodologies for data mining and reporting on these resources was established. Methodologies and reporting adopted for the GRYN have been used in the development of this type section inventory for the Northern Colorado Plateau Inventory & Monitoring Network. The goal of this project is to consolidate information pertaining to geologic type sections which occur within NPS-administered areas, in order that this information is available throughout the NPS...
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Henderson, Tim, Vincent Santucci, Tim Connors, and Justin Tweet. National Park Service geologic type section inventory: Klamath Inventory & Monitoring Network. National Park Service, July 2021. http://dx.doi.org/10.36967/nrr-2286915.
Full textAbstract:
A fundamental responsibility of the National Park Service (NPS) is to ensure that park resources are preserved, protected, and managed in consideration of the resources themselves and for the benefit and enjoyment by the public. Through the inventory, monitoring, and study of park resources, we gain a greater understanding of the scope, significance, distribution, and management issues associated with these resources and their use. This baseline of natural resource information is available to inform park managers, scientists, stakeholders, and the public about the conditions of these resources and the factors or activities which may threaten or influence their stability. There are several different categories of geologic or stratigraphic units (supergroup, group, formation, member, bed) which represent a hierarchical system of classification. The mapping of stratigraphic units involves the evaluation of lithologies, bedding properties, thickness, geographic distribution, and other factors. If a new mappable geologic unit is identified, it may be described and named through a rigorously defined process that is standardized and codified by the professional geologic community (North American Commission on Stratigraphic Nomenclature 2005). In most instances when a new geologic unit such as a formation is described and named in the scientific literature, a specific and well-exposed section of the unit is designated as the type section or type locality (see Definitions). The type section is an important reference section for a named geologic unit which presents a relatively complete and representative profile. The type or reference section is important both historically and scientifically, and should be protected and conserved for researchers to study and evaluate in the future. Therefore, this inventory of geologic type sections in NPS areas is an important effort in documenting these locations in order that NPS staff recognize and protect these areas for future studies. The documentation of all geologic type sections throughout the 423 units of the NPS is an ambitious undertaking. The strategy for this project is to select a subset of parks to begin research for the occurrence of geologic type sections within particular parks. The focus adopted for completing the baseline inventories throughout the NPS was centered on the 32 inventory and monitoring networks (I&M) established during the late 1990s. The I&M networks are clusters of parks within a defined geographic area based on the ecoregions of North America (Fenneman 1946; Bailey 1976; Omernik 1987). These networks share similar physical resources (geology, hydrology, climate), biological resources (flora, fauna), and ecological characteristics. Specialists familiar with the resources and ecological parameters of the network, and associated parks, work with park staff to support network level activities (inventory, monitoring, research, data management). Adopting a network-based approach to inventories worked well when the NPS undertook paleontological resource inventories for the 32 I&M networks. The network approach is also being applied to the inventory for the geologic type sections in the NPS. The planning team from the NPS Geologic Resources Division who proposed and designed this inventory selected the Greater Yellowstone Inventory and Monitoring Network (GRYN) as the pilot network for initiating this project. Through the research undertaken to identify the geologic type sections within the parks of the GRYN methodologies for data mining and reporting on these resources were established. Methodologies and reporting adopted for the GRYN have been used in the development of this type section inventory for the Klamath Inventory & Monitoring Network. The goal of this project is to consolidate information pertaining to geologic type sections which occur within NPS-administered areas, in order that this information is available throughout the NPS to inform park managers...