Q: xplain about how Petronas handle personality determinants of their employee. Your answer must based…
A: Petronas motivate their employees by providing flexible working arrangements, a newly designed…
Q: Identify any one behavioural bias in each of the following statements: a) Mary writes the following…
A: The irrational belief that influences the process of decision making of an individual is known as…
Q: You are now familiar with the difference between the basic needs and wants of a person. It is now…
A: Disclaimer: Since you have posted a question with multiple sub-parts, so we will solve first three…
Q: Distinguish between the terms performance materiality andpreliminary judgment about materiality. How…
A: An audit is a review or inspection by an inspector of multiple account books accompanied by physical…
Q: How can management Exploree personal biases using the IAT?
A: A Supervisor can’t manage others till the time he/she can't manage themselves. And for any manager…
Q: Why is it important for managers to understand an employee's attitudes, and how do attitudes…
A: Answer as follows:
Q: How could it help the manager with Utilitarian Approach to create a decision?
A: The utilitarian approach advises individuals to consider the varying amounts of value and harm that…
Q: What are the main components of Attitudes? Does Behavior always follow from attitudes? Why or why…
A: Attitude: An attitude is a positive, negative, or mixed evaluation of an object expressed at some…
Q: Which among these topics can lend itself to observation technique? Explai 1. K-12 Goais, Theories,…
A: Observational researchObservational research is a form of qualitative research where the target…
Q: explain a situation in which someone was more focused on seeking to be understood than on being…
A: Culture refers to the character and personality of the organization. It is something that makes a…
Q: what is the role of persuasion in problem solving in the organizations?
A: Persuasion is referred to as the skills used in an organization to convince others to change their…
Q: Personality tests are less likely to result in adverse impact because: O A. The have lower…
A: According to study by Frank L S, management and organisations professor emeritus at the University…
Q: What is your justification for believing that employee attitudes are crucial? Do you think managers…
A: Employee attitude:- Employee attitudes are the beliefs, perceptions and feelings that employees have…
Q: Decision Making and Involvement - Perception - Attitudes
A: Decision Making and Involvement-Consumer decision making refers to the process in which the consumer…
Q: What is the the best way to think about academic competition--as people vying for places at the top…
A: Academic Competition: Individuals generally aspire to get educated from best educational…
Q: Importance of minimising negativity at worklace?
A: Nothing influences representative assurance more guilefully than diligent work environment…
Q: why is management interested in the financial effects of employee attitudes?
A: Attitude relates to a term that is used to describe a set of beliefs, behavious, and emotions…
Q: What do you mean by Parole evidence?
A: Parole refers to verbal articulations or words. Verbal proof, like the declaration of an observer at…
Q: Can people be mistaken in their perceptions? What are the perceptual barriers that cause mistakes…
A: The sensory experience of the world is referred to as perception. It entails both sensing…
Q: In 2006 how many households contained one person? What is this like compared to 1961?
A: With increasing opportunities all over the world, the rate of relocation has also increased…
Q: conduct swot Analysis for the following company: Oman cement company.
A: The strength weakness opportunities and threats of Oman cement company are discussed as follows-
Q: what is the relevance of cultural intelligence in the Hofstede’s Cultural Dimensions Theory
A: This theory was proposed by Greet Hofstede and it is a framework for understanding the differences…
Q: Why is it important to complement intuition with systematic study in our attempts to understand…
A: It is very crucial to complement the institution with the organized study to determine or to…
Q: 4. Does behavior always follow from attitudes? Why or why not? Discuss the factors that affect…
A: Attitude is a psychological term that means how one feels or acts towards a person, thing, or…
Q: What is perception? What are the factors influencing perception?
A: Perception in generals sense is all about how an individual things about a company or organisation.…
Q: How can student engagement affect students' learning or grades?
A: Student engagement refers to how attentive or interested a student is in the classroom.
Q: People's voting behaviour is influenced by political, social, and _____________ factors. Select…
A: People's behavior can be defined as the study of the purchase habits of the target people in order…
Q: to organizational cynicism
A: Organizational Transparency: Transparency is a process for which a lot of research is being…
Q: Shondra grew up in eastern Europe but moved to New York after college. Compared to her friends that…
A: The Hofstede's dimensions are as follows: Power distance Collectivism versus individualism…
Q: is the role of social comparison in the workplace?
A: People learn about themselves through social comparison by comparing their own attitudes, abilities,…
Q: how the heuristic and associated bias(es) play a part in an outcome. Explain how the biases could…
A: Bias is a tendency to lean up in a particular way, either towards or against a particular issue.…
Q: ch of the following statements holds true for the term, experimental indication of racism? 1) It…
A: When someone or an institution of humans is handled unfairly or unequally at work, that is known as…
Q: How are attitudes formed and what are the factors that can influence our perception?
A: An attitude is a suffering arrangement of feelings or convictions about a specific article,…
Q: There exist a number of “biases” in the attribution processes through which we perceive other…
A: Before getting into the question, let’s first understand what actually are biases and perception…
Q: Are implicit bias trainings effective
A: Leaders throughout the world are working to make their organisations more diverse, equal, and…
Trending now
This is a popular solution!
Step by step
Solved in 2 steps
- Cousins Jeri Lynn De Bose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were 1-5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. "It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?' Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that is accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as 'his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "I thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant-thus a 5." Tish and Jeri Lynn looked at each other and laughed. "Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there`s no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. How might the state control the accuracy of principals who are conducting teacher evaluations? Explain.Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were 1-5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. " How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as 'his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter." "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "I thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years." "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. Is a 1-5 grading System by principals and master teachers a valuable part of a feedback control system for teachers? Why?Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were I —5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "l thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. What do you see as the major strengths and flaws in the feedback control system used in the schools in this scenario? What changes do you recommend to overcome the flaws?
- 1. What is the main source of qualitative data? between 2. What are the differences qualitative and quantitative data analysis? 3. What are the various approaches to analyze and interpret qualitative data? 3:583. To understand the attitude toward luxury online purchase, you did a comprehensive literature review, and found that a model showing three predictors (materialism, exclusivity and product quality) is good to predict attitude toward online luxury purchase. You want to use the measurement items, but yet need to check whether they are good to be used or not. Discuss how to decide, which measurement item(s) are good to be used, or not. Explain the following things: a. Definitions of reliability and validity b. Elaborate different types of reliability and validity c. Which types of reliability and validity that you are going to use, if you are going to analyze the data using PLS? d. What are the expected values for each of the test criteria, for measurement items to be considered reliable and valid?Plz answer this.. explains the key components of effective problem-solving skills for managers.
- using the research question“What are the effects of physical activity on the mental health of seniors 60+?” Challenges and biases that may impact the study results would be the possibility of self-report bias, as they may not correctly tell their level of physical activity or their mental health status. Another risk is selection bias, participants may not be the required age of adults aged 60 and older. . How will you prevent confounding variables to this challenge to study?A decision-making tool that involves weighing the pros and cons of different options is called a _______ analysis. Question 2 options: cost-benefit analysis goals qualitative profit-benefitAn ice cream company wants to learn more about its customers, their ice cream preference, and their ice cream purchasing habits. They have created a survey and it is...not good. The survey contains the following types of ineffective survey questions: A vague questionnaire item A double-barreled question, and A subjective question In your initial post, please provide an example of how the ineffective ice cream survey questions might be constructed. Include one vague question, one double-barreled question, and one subjective question. And remember...it needs to focus on the ice cream preferences and purchasing habits of the customers. Your discussion post will only contain the 3 questions. Do not explain why they are ineffective! Just type out your questions and submit them.