Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
69 Cards in this Set
- Front
- Back
|
Three Reasons for Conducting Surveys
|
1. A policy needs to be set or a program planned
2. You want to evaluate the effectiveness of programs to change peopl's knowledge, attitudes, health, or welfare 3. You are a reasearcher and a survey is used to assist you |
|
|
Other Sources of Information
|
1. Observations or eyewitness reports
2. Performance tests that require a person to perform a task 3. Written tests of ability or knowledge 4. Record reviews that rely on existing documentation (medical or school attendance records) |
|
|
Surveys
|
Data collection methods used to obtain information from and about people
|
|
|
Sample
|
the number and characteristics of people in the survey
|
|
|
Design
|
How often the survey takes place
|
|
|
Cross-sectional
|
A survey design that takes place only once
|
|
|
Longitudinal
|
A survey design that takes place over time
|
|
|
Response rate
|
The amount of people that respond to a survey. The higher the better
|
|
|
Pilot Test
|
A tryout; designed to help produce a survey form that is usable
|
|
|
Reliability
|
Results in consistent information
|
|
|
Validity
|
Produces accurate information
|
|
|
Costs
|
Refers to the financial burden of developing and administering a survey
|
|
|
Define the Terms
|
Developing respected point of view to insure that the meanings of words are understood by those taking the survey
|
|
|
Hypotheses
|
What information do I want and must therefore make certain I will be collecting
|
|
|
Getting the Information You Need
|
People may be reluctant to reveal opinions. If you don't get the information you need, go to another data source
|
|
|
Get Information You Can Act On
|
The content of a survey can affect respondent's views and expectations; Write more questions than you plan to use b/c several will probably be rejected as unsuitable
|
|
|
Open-ended
|
Respondents agree to respond in their own words; offer insight into why people believe the things they do
|
|
|
Closed-survey
|
Consist of a stem which presents the problem followed by several alternative choices or solutions
|
|
|
Rules for Writing Closed Survey Questions
|
1. Ea. question should be meaningful.
2. Use standard English 3. Make questions concrete 4. Avoid biased words and phrases 5. Check your own biases 6. Use caution when asking for perosnal information 7. Each question should have just one thought |
|
|
Rating Scales
|
Respondent places the item being rated at some point along a continuum or in any one of an ordered series of categories
|
|
|
Categorical
|
Nominal response scales, refer to answers given by people about the groups to which they belong
|
|
|
Ordinal
|
Require respondents place answers in rank order
|
|
|
Continuous-Type 1: Interval
|
Distances between numbers have real meaning
|
|
|
Continuous-Type 2: Ratio
|
Adjoining units on the scale are always equidistant from each other no matter where they are on the scale
|
|
|
Graphic Scales
|
Rating scale in which the continuum of responses is visual; sometimes harder to interpret
|
|
|
Comparative Rating Scales
|
Rely on relative judgements, most common is the rank order
|
|
|
Differential Scales
|
Distinguish among people in terms of whether they agree or disagree with experts
|
|
|
Checklist to Guide Question Order
|
1. For a given topic, ask relatively objective questions before subjective
2. Move form most familiar to least 3. Follow the natural sequence of time 4. All questions are independent 5. Easy-to-answer questions at the end 6. Avoid many items tha tlook alike 7. Sensitive question should be placed well after the start and well before it ends 8. Questions in logical order |
|
|
Checklist for Self-Administered Questionnaires
|
1. Send and advance letter telling the purpose
2. Prepare a short formal explanation to accompany survey 3. Offer to send a summary of findings 4. Explain personal questions 5. Keep question procedures simple. Provide SASE 6. Keep questions short 7. Consider incentives 8. Be preared to follou upo r send reminders |
|
|
Predictive Validity
|
Validating a survey by proving that it predicts an individual's ability to perform a task or behavior
|
|
|
Concurrent Validity
|
Comparing it against a known and accepted measure
|
|
|
Content Validity
|
Validated by proving that its items accurately represent the characteristic or attitudes they are to measure
|
|
|
Construct Validity
|
Trying the survey on people whom experts say do and do not exhibit the behavior associated with the construct
|
|
|
Trend Designs
|
Surveying a particular group, over time
|
|
|
Cohort Designs
|
Study a particular group over time, but the people in the group may vary
|
|
|
Panel Designs
|
Collecting data from the same sample over time.
|
|
|
Comparison Group Survey Designs: Quasi- and True Experiments
|
People are divided into two or more groups, and their survey results are compared. Differences must be known in advance
|
|
|
Norm
|
Standard for comparing groups; come from existing data
|
|
|
Normative Survey Design
|
Survey compared against "norms"
|
|
|
Case Control Design
|
Groups of individuals are slected because they have (the case) or do not have (the control) the condition being studied; used by researchers who are testing a specific hypothesis
|
|
|
Management Innovation
|
the development and implementation of new policy designs and new SOPs by public organizations to address public policy problems.
|
|
|
Policy Planning Model
|
Emphasizes innovation through creative policy design
|
|
|
Groping Along Model
|
Emphasizes field-level experimentation with new ideas.
|
|
|
First Question of Management Innovation
|
What aspect of the organization are we trying to change.
|
|
|
Three Arenas Calling for Different Organizational Change
|
External
Macro-internal Micro-internal |
|
|
External Arena
|
Comprises the organizations environment; includes the organziations mission, resource base, market niche
|
|
|
Macro-Internal Arena
|
Deals with large-scale organizationwide systems and infrastructure. Includes the budget, purchasing, personnel, security, information, and other support systems
|
|
|
Micro-internal Arena
|
Deals with individual organizational units as SOPs are developed, implemented, and analyzed. Include behavioral incentives or motivation and interpersonal relations at work
|
|
|
First Factor the Mgt. Innovator must consider
|
What does the technique do? What kind of organizational learning does it facilitate? How much does it cost to do?
|
|
|
First Job of the Innovator
|
Learn about the inherent strengths and weaknesses of the tool that derive from the tool's definitions
|
|
|
Organization Culture
|
How are things done? What is the informal organization? Who makes things happen? What types of change have been successful? What types of change have failed?
|
|
|
Tool application
|
Gently to test their effect before their use is attempted throughout the organization
|
|
|
Strategic Planning Exercise
|
Involves an organizationwide initiative to reformulate goals and develop new methods of achieveing those goals.
|
|
|
Enviornmental Scan
|
Helps the strategic planning team to view the organization's current position "in light of past events, current conditions, and future possibilities"
|
|
|
Seven Steps of Strategic Planning
|
1. Problem and opportunity analysis
2. Identification and analysis of players 3. Historical analysis 4. Organizational and situational analysis 5. Concrete strategy formulation 6. Preimplementation projection 7. Evaluation and midcourse correction |
|
|
Identification and Analysis of Players
|
Identify and analyze the people and groups that interact with the organization
|
|
|
Historical Analysis
|
Identify past patterns of cause and effect. What led to past success and failure?
|
|
|
Organizational Situational Analysis
|
What are we capable of doing? What is expected of us?
What environmental factors will impeded or facilitate or work? |
|
|
Concrete Strategy Formulation
|
Identify the specific short-term and long-term steps involved in accomplishing the organizations objectives
|
|
|
Preimplementation Pojection
|
Evaluating fit and feasability of formulated strategies. Consider measures and probabilities of success
|
|
|
Evaluation and Midcourse Correction
|
Constant and rapid adjustments in the light of experience.
|
|
|
Three Central Elements of TQM
|
1. Collaborations with suppliers to ensure supplies utilized are well designed and fit for use
2. Continuous employee analysis of work processes to improve their functioning and reduce variation 3. Close communication with customers to identify and understand needs and how they define quality |
|
|
Focus on Production in the Field
|
Mgt. and workers focus attention on the process of producing goods and services
|
|
|
Worker Participation
|
Mgt. must depend on workers to analyze and suggest improvements to work processes.
|
|
|
Communication with Customers and Suppliers
|
TQM insures that all internal customers are to be equally satisfied with services or product as well as external
|
|
|
Rapid Change in SOP and Constant Training
|
Continuous improvement requires continuous modification of SOP and the communication of those new processes
|
|
|
Small-Scale Projects
|
Teaches workers how to interact with suppliers and customers and analyze their own work processes.
|
|
|
Eventual Invisibility
|
"The way we work around here"
|
|
|
Benchmarking
|
The systematic process of searching for best practices, innovative ideas and highly effective operating procedures that lead to superior performance.
|
