Ismagilova mirolyubova (iceri 2012)
13
FOR CONTROLLING AND ASSESSING EFFECTIVENESS OF THEIR PROFESSIONAL ACTIVITIES SET OF CRITERIA USED BY RUSSIAN MANAGERS AS AN OBSTACLE FOR LIFE-LONG LEARNING Fayruza Ismagilova Galina Miroliubova
description
6. Ismagilova F., Miroliubova G., Set of criteria used by Russian managers for controlling and assessing effectiveness of their professional activities as an obstacle for their lifelong learning // ICERI2012 Proceedings 5th International Conference of Education, Research and Innovation November 19th-21st, 2012 — Madrid, Spain/ Edited by L. Gómez Chova, A. López Martínez, I. Candel Torres. International Association of Technology, Education and Development. IATED, p.5474-5479.
Transcript of Ismagilova mirolyubova (iceri 2012)
FOR CONTROLLING AND ASSESSING EFFECTIVENESS OF THEIR PROFESSIONAL ACTIVITIES
SET OF CRITERIA USED BY RUSSIAN MANAGERS
AS AN OBSTACLE FOR LIFE-LONG LEARNING
Fayruza Ismagilova Galina Miroliubova
Problem. Goal. Sample. Method
Groups of content analysis indicators
1
Results of statistical analysis
Practical application
Work experience VS New approaches
How to solve this problem?
Examples
Lesson plan
3
8
5
4
2
6
7
9
The goals of corporative programs for experienced managers
Organization development Professional activities
Change management Strategy management Financial management P
rogr
ams
Mea
sure
cri
teri
on
Managerial skills Managerial style Leadership Decision making
Organizational efficiency Effectiveness of manager’s activity
Groups of content analysis indicators
2
Results of statistical analysis
Practical application
Work experience VS New approaches
How to solve this problem?
Examples
Lesson plan
3
8
5
4
6
7
9
Problem. Goal. Method. Sample.
The goals 1
Problem: Managers don’t have reliable criteria to control and assess the effectiveness of their work.
Goal: Help managers to pass from unmeasurable to measurable criteria
Sample: 85 Russian managers of big companies of the Ural region (industrial, trade, industrial-and-trade)
Method : Establish correlation between measurable and unmeasurable criteria by content-analysis of set of criteria collected by written questionnaire
3
Results of statistical analysis
Practical application
Work experience VS New approaches
How to solve this problem?
Examples
Lesson plan
8
5
4
6
7
9
Groups of content analysis indicators.
Problem. Goal. .. 2
Outcome
Behavior
Personality
Measurable Unmeasurable
Replaced by intention.
Violation of SMARТ
Functional obligations.
Exact instructions.
Deadlines.
Observation of SMART
Activity according to
conditions.
Constraints without
meaning
Comparison with an
organizational/
professional standard.
General indication of
required competences
and attitude
Behavioral
characteristics as
diagnostic
characteristics
(by Cook, M., Cripps, B. Psychological Assessment in the Workplace: a manager’s guide. John Wiley&Sons, Ltd, England, 2005)
4
Practical application
Work experience VS New approaches
How to solve this problem?
Examples
Lesson plan
8
5
6
7
9
Results of statistical analysis
Groups of content.. 3
measurable criteria (52,3%)
unmeasurable criteria (47,42%)
Unmeasurable criteria
Differences Measurable criteria
Outcome Not found
Behavior Y=0,81 р<0,05
Found Y=0,26 р<0,05
Рersonality Y=1,16 р<0,01
Found Y=0,60 р<0,01
Total indicators
Not found
5
Work experience VS New approaches
How to solve this problem?
Examples
Lesson plan
8
6
7
9
Practical application
Which indicators.. 4
That’s why experienced
managers faced difficulties to
measure how their
effectiveness increase thanks
to new methods and
techniques
6
How to solve this problem?
Examples
Lesson plan
8
7
9
Work experience VS New approaches
Practical application 5
Unmeasurable criteria used by experienced
managers as an obstacle for life long
learning
To trust a new approach managers demand measurable
criteria
7
Examples
Lesson plan
8
9
How to solve this problem?
Work experience… 6
1. Explain how to apply the new approach (or technique)
2. Explain how to measure the effectiveness
1. Reflection on the set of criteria used by participants
2. Training to transform the unmeasurable criteria onto measurable
8
Lesson plan 9
Examples
How to solve this… 7
Criterion of effectiveness of
using of substitutes of leaderships
From: Product output
To: Product output in accordance with quality standards
Criterion of effectiveness of
task-oriented leadership
From: Cost optimization
To: Costs reduction for new products
manufacture due to workplaces optimization
Criterion of effectiveness of relation-oriented
leadership
From: Employees’ loyalty
To: Minimum 87% of employees'
job satisfaction
9 Lesson plan (1/3)
Examples 8
1.1. Exteriorization of familiar set of criteria
used by Program participants for
controlling and assessing effectiveness
of their professional activities.
Program participants fill next written questionnaire:
A. What are 3 main tasks of your professional
activity?
B. What criteria do you apply for controlling and
assessing effectiveness of these tasks?
1.2. Discussion.
9 Lesson plan (2/3)
Examples 8
2.1. Demonstration of standard of set of criteria to
Program participants
Explanation how to classify the criteria onto 2 classifications:
1) Outcome - Behavior - Personality
2) Unmeasurable criteria – Measurable criteria
2.2. Training using the model
Case study. The model of correct set of criteria are given to
Program participants. From this set they should select criteria
which as they consider are correct for given case.
2.3 Discussion of results
9 Lesson plan (3/3)
Examples 8
3.1. Controlling procedure:
Have Program participants assimilated a new
standard of set of criteria ?
For controlling procedure the written
questionnaire from Step1 is applied once
more
3.2. Comparison Program participants
answers to standard of set of criteria
3.3. Feedback about lesson's results
Thank you for your attention! We are open to your questions
SET OF CRITERIA USED BY RUSSIAN MANAGERS
FOR CONTROLLING AND ASSESSING EFFECTIVENESS OF THEIR PROFESSIONAL ACTIVITIES
AS AN OBSTACLE FOR LIFE-LONG LEARNING
