Q. 1 Explain Behavioral Systems Analysis (BSA) in your own words. Suppose you are working in an educational institution, and found that the interaction between the teachers and administration is poor leading to poor performance of the institution. Give concrete suggestions to improve individual and system performance.
Answer:
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Behavioral systems analysis (BSA), or performance systems analysis, applies behavior
analysis and systems analysis to human performance in organizations. BSA is directly related
to performance management and organizational behavior management.
Behavioral systems analysis is an approach to organizational design and management. It is
based on the premise that organizations are complex systems. As such, changes in one
aspect of performance in an organization necessarily affects performance in another parts
of an organization. A primary goal of BSA is to create a balanced applications in which areas
of poor performance are improved, areas of high performance are maintained, and
employee performance outcomes are directed towards organizational goals. This is done
through the careful use of behavioral and systems theories, and the application of research
based principles of behavior, such as reinforcement, punishment, stimulus control,
discrimination and generalization.
Tools
Here is a list of some the tools and the last name of the author next to them:
- Behavioral Systems Engineering Model – M. Malott-2003
- Total Performance System – Brethower-1982
- Super System/Relationship Map – Rummler-1995
- Is/Should Process Maps/Task Analysis – Rummler, M. Malott
- ABC (PIC/NIC) Analysis – Daniels
- Behavior Engineering Model/6boxes/Performance Diagnostic Checklist – Gilbert, Binder, Austin-2000
- Human Performance System – Rummler
- Performance Planned and Managed System/Interlocking Contingencies at Various Management Levels/Cultural Change Model – Rummler, M. Malott, R. Malott
Behavior Analysis is a scientific discipline that studies the behavior of individuals. Behavior
Analysis maintains that behavior is the product of individual's interaction with his or her
environment (e.g., physical environment, social environment, genetic environment) and the
history of that interaction. All social organizations are comprised of individuals' behaviors
and their products. Systems Analysis is a scientific discipline that studies the operations of
complex systems such as organizations, and focuses on the interactions between parts of
those systems. A system can be understood as interrelated components or parts that
interact toward a common purpose. Accordingly, the behavior or functioning of one part or
parts affect(s) the behavior or functioning of other parts. In systems analysis, a system is not
considered to be reducible to its parts. Therefore, the parts can only be understood in terms
of their interaction with other parts of the system.
Behavioral Systems Analysis draws upon basic and applied research on behavior and the
research and practice in Organizational Behavior Management, Performance Management
and Systems Analysis. Behavioral Systems Analysis views organizational performance as a
scientific subject matter. From this perspective, an individual's behavior in organizations is a
naturally occurring phenomenon. Moreover, the discovery orderly relations between
behavior and the system in which it occurs gives us opportunities for Behavioral Systems
Applications to improve individual and system performance.
Behavioral Systems Analysis is an approach to organizational design and management. It is
based on the premise that organizations are complex systems. As such, changes in one
aspect of performance in an organization necessarily affects performance in another parts
of an organization. A primary goal of BSA is to create a balanced applications in which areas
of poor performance are improved, areas of high performance are maintained, and
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employee performance outcomes are directed towards organizational goals. This is done
through the careful use of behavioral and systems theories, and the application of research
based principles of behavior, such as reinforcement, punishment, stimulus control,
discrimination and generalization.
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Please Check Solutions to Other B. ed Assignments (Spring 2018)
Q. 2 Define ‘Total Quality Management’. Discus ‘Leadership’ and ‘Engagement of People’ as principles of quality management in education sector.
Answer:
Total quality management (TQM) consists of organization-wide efforts to install and make a
permanent climate in which an organization continuously improves its ability to deliver
high-quality products and services to customers. While there is no widely agreed-upon
approach, TQM efforts typically draw heavily on the previously developed tools and
techniques of quality control. TQM enjoyed widespread attention during the late 1980s and
early 1990s before being overshadowed by ISO 9000, Lean manufacturing, and Six Sigma.
Total Quality Management (TQM) describes a management approach to long-term success
through customer satisfaction. In a TQM effort, all members of an organization participate
in improving processes, products, services, and the culture in which they work.
Total Quality Management Principles: The 8 Primary Elements of TQM
Total quality management can be summarized as a management system for a customerfocused
organization that involves all employees in continual improvement. It uses strategy,
data, and effective communications to integrate the quality discipline into the culture and
activities of the organization. Many of these concepts are present in modern Quality
Management Systems, the successor to TQM. Here are the 8 principles of total quality
management:
1. Customer-focused
The customer ultimately determines the level of quality. No matter what an organization
does to foster quality improvement—training employees, integrating quality into the design
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process, upgrading computers or software, or buying new measuring tools—the customer
determines whether the efforts were worthwhile.
2. Total employee involvement
All employees participate in working toward common goals. Total employee commitment
can only be obtained after fear has been driven from the workplace, when empowerment
has occurred, and management has provided the proper environment. High-performance
work systems integrate continuous improvement efforts with normal business operations.
Self-managed work teams are one form of empowerment.
3. Process-centered
A fundamental part of TQM is a focus on process thinking. A process is a series of steps that
take inputs from suppliers (internal or external) and transforms them into outputs that are
delivered to customers (again, either internal or external). The steps required to carry out
the process are defined, and performance measures are continuously monitored in order to
detect unexpected variation.
4. Integrated system
Although an organization may consist of many different functional specialties often
organized into vertically structured departments, it is the horizontal processes
interconnecting these functions that are the focus of TQM.
- Micro-processes add up to larger processes, and all processes aggregate into the business processes required for defining and implementing strategy. Everyone must understand the vision, mission, and guiding principles as well as the quality policies, objectives, and critical processes of the organization. Business performance must be monitored and communicated continuously.
- An integrated business system may be modeled after the Baldrige National Quality Program criteria and/or incorporate the ISO 9000 standards. Every organization has a unique work culture, and it is virtually impossible to achieve excellence in its products and services unless a good quality culture has been fostered. Thus, an integrated system connects business improvement elements in an attempt to continually improve and exceed the expectations of customers, employees, and other stakeholders.
5. Strategic and systematic approach
A critical part of the management of quality is the strategic and systematic approach to
achieving an organization’s vision, mission, and goals. This process, called strategic planning
or strategic management, includes the formulation of a strategic plan that integrates quality
as a core component.
6. Continual improvement
A major thrust of TQM is continual process improvement. Continual
improvement drives an
organization to be both analytical and creative in finding ways to become more competitive
and more effective at meeting stakeholder expectations.
7. Fact-based decision making
In order to know how well an organization is performing, data on performance measures
are necessary. TQM requires that an organization continually collect and analyze data in
order to improve decision making accuracy, achieve consensus, and allow prediction based
on past history.
8. Communications
During times of organizational change, as well as part of day-to-day operation, effective
communications plays a large part in maintaining morale and in motivating employees at all
levels. Communications involve strategies, method, and timeliness.
Leadership’ and ‘Engagement of People’ as principles of quality management in education sector:
According to the idea of transformational leadership , an effective leader is a person who
does the following:
- Creates an inspiring vision of the future.
- Motivates and inspires people to engage with that vision.
- Manages delivery of the vision.
- Coaches and builds a team, so that it is more effective at achieving the vision.
ISO 9001 is underpinned by the 8 Principles of Quality Management. They’ve been the
guiding principles for the most popular quality standard; ISO 9001. But they’re also useful
resources for any management professionals who want to implement or improve their
existing quality management programme.
PRINCIPLE 1: CUSTOMER FOCUS
Just as you’d expect, customer focus is the first principle: just where it should be. It covers
both customer needs and customer service. It stresses that a business should understand
their customers, what they need and when, whilst trying to meet, but preferably exceed
customers’ expectations.
As a result, customer loyalty increases, revenue rises and waste reduces as the businesses
ability to spot new customer opportunities and satisfy them improves. More effective
processes result in improved customer satisfaction.
PRINCIPLE 2: LEADERSHIP
Without clear and strong leadership, a business flounders. Principle 2, is concerned with the
direction of the organisation. The business should have clear goals & objectives, and its
employees actively involved in achieving those targets.
The benefits are better employee engagement and increased motivation to satisfy customer
needs. Research shows, if employees are kept ‘in the loop’ and understand the business
vision they’ll be more productive. This principle seeks to rectify employees complaints about
‘lack of communication’.
PRINCIPLE 3: PEOPLE INVOLVEMENT
An organisation is nothing without its staff whether part-time, full-time in house or outsourced.
It’s their abilities that maximised to achieve business success.
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Employee motivation and increased innovation and the benefits here. When people feel
valued, they’ll work to their maximum potential and contribute ideas. Principle 3 emphasises
the importance of making employees responsible and accountable for their actions.
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Q. 3 Enlist different sources of resistance during change. Explain different techniques to manage resistance during change management process in an educational organization.
Answer:
Individual sources of resistance towards a change exist in the basic human tenets or
characteristics and are influenced by the differences in perception, personal background,
needs or personality-related differences. It is important to understand those triggering
factors or issues which refrain individuals from endorsing change or extending their support
and cooperation towards any change initiatives at an organizational level.
Criticizing the individuals or the teams for not being supportive in the stages of transition or
compelling them cannot be an effective solution for implementing change smoothly or in a
hassle free manner.
The resistance towards change at an individual level can be due to various reasons:
- How satisfied they are with the existing state of affairs
- Whether they appreciate the overall end product of change and it’s outcome on them.
- How much practical or realistic the change is
- What will be the possible cost change on the individual in terms of potential risks involved, pressure to develop new competencies and disruptions
Habits:
We individuals are influenced by our habits in our ways of working and
accept or reject a change depending upon the effect which a change may have on
the existing habits of the individuals. For example, change in the office location
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might be subjected to resistance from the individuals as this might compel them to
change their existing life routine and create a lot of difficulties in adjustment or
coping with the schedule. The individuals might have to drive a longer way for
reaching their office, or start early from home for reaching their office in time, etc.
Lack of Acceptability or Tolerance for the Change:
Some individuals endorse
change and welcome a change initiative happily while few individuals fear the impact
of change. Over a period of time change fatigue also builds up.
Fear of a Negative Impact Economically or on the Income:
During the process of
organizational restructuring or introduction of organization-wide change as a
strategic move on the part of the management, several inhibitions, and fear rule the
thought process of the individuals. Fear of possible loss of a job as a result of change
or a change in their income structure or may be a change in their work hours could
be one amongst the possible reasons.
Fear of the Unseen and Unknown Future:
Individuals develop inertia towards the
change due to the fear of unknown or uncertainties in the future. This can be tackled
through effective communication with the participants of change and making people
aware of the positives of change and the course of action which individuals are
expected to follow to cope with the changing requirements successfully.
Fear of Losing Something Really Valuable:
Any form of threat to personal security
or financial security or threat to the health of the individuals may lead to fear of
losing something precious as a result of the implementation of change.
Selective Processing of Information:
It can be considered as a filtering process in
which the individuals perceive or make judgments by gathering selective information
which is greatly influenced by their personal background, attitude, personal biases or
prejudices, etc. If an individual maintains a negative attitude towards any kind of
change, then they are having a usual tendency of looking at the negativities
associated with the change and involve all the positive aspects of it.
A Rigid Belief that change cannot bring about any facilitating change in the
organization and it only involves the pain and threats to the individuals.
Now, we will look into the organizational factors which result in resistance to change.
Resistance Due to the Structural Rigidities or Limitations:
Structural resistance is
a characteristic feature of bureaucracies, which focus more on stability, control, set
methodologies or routine.
Ignoring all the interconnected factors which require change or lack of clarity in
understanding the ground realities.
Inertia from the Groups:
Groups may resist change because just like individuals,
groups equally follow set behavioural patterns, norms or culture and as a result of
change the groups might have to change their existing ways of conduct or
behaviour.
Possible threats to Power, Resources or Expertise can also result in resistance towards
an organization level change. Any kind of devolution of power or transfer of
resources from some agency or group to some other agency or a group will
definitely lead to a feeling of fear or inertia towards a change initiative.
In the end, it can be concluded that any kind of change will surely involve heavy resistance
at the individual as well as organizational level. But through effective communication during
all stages and consulting, desirable outcomes can be ensured by breaking all the possible
barriers or resistances towards a change. What is more important is identifying the main
source of resistance and accordingly developing action plans for dealing with it.
Successful change in an organization will require strong commitment and involvement on
the part of the top management, focused and an integrated approach, strong and a stable
leadership, effective and open communication from the internal change agent for making
people sensitive and more aware of the realities and the ultimate need for change.
For minimizing the resistance towards the change employee participation and involvement in
the overall process plays a crucial role in building acceptability and seeking the cooperation of
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the employees towards the change. Hence proper planning, coordinated approach and
complete involvement of all the stakeholders, play a decisive role in implementing strategic
decisions and determining the success of change.
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Q. 4 Differentiate between formative and summative assessment with relevant examples from education sector. What are the possible sources for assessment of students?
Answer:
Definition of formative and summative assessment
The first difference is of course their definition.
Formative assessment is used to monitor student’s learning to provide ongoing feedback
that can be used by instructors or teachers to improve their teaching and by students to
improve their learning.
Summative assessment, however, is used to evaluate student’s learning at the end of an
instructional unit by comparing it against some standard or benchmark.
You can tell from their definitions that those two evaluation strategies are not meant to
evaluate in the same way. So let’s take a look at the biggest differences between them.
Differences between formative and summative assessments
Difference 1
The first big difference is when the assessment takes place in a student’s learning process.
As the definition already gave away, formative assessment is an ongoing activity. The
evaluation takes place during the learning process. Not just one time, but several times.
A summative evaluation takes place at a complete other time. Not during the process, but
after it. The evaluation takes place after a course or unit’s completion.
Difference 2
There’s also a big difference between the assessment strategies in getting the right
information of the student’s learning. With formative assessments you try to figure out whether a student’s doing well or needs
help by monitoring the learning process.
When you use summative assessments, you assign grades. The grades tell you whether the
student achieved the learning goal or not.
Difference 3
The purposes of both assessments lie miles apart. For formative assessment, the purpose is
to improve student’s learning. In order to do this you need to be able to give meaningful
feedback. Check out this post about feedback.
For summative assessment, the purpose is to evaluate student’s achievements.
So do you want your students to be the best at something, or do you want your students to
transcend themselves each time over and over again?
Difference 4
Remember when I said that with formative assessment the evaluation takes place several
times during the learning process en with summative assessment at the end of a chapter or
course? This explains also the size of the evaluation packages.
Formative assessment includes little content areas. For example: 3 formative evaluations of
1 chapter.
Summative assessment includes complete chapters or content areas. For example: just 1
evaluation at the end of a chapter. The lesson material package is much larger now.
Difference 5
The last difference you may already have guessed. Formative assessment
considers evaluation as a process. This way, the teacher can see a student grow and steer
the student in an upwards direction.
With summative assessment it’s harder for you to steer the student in the right direction.
The evaluation is already done. That’s why summative assessments or evaluations are
considered to be more of a “product”.
Examples of formative assessments
Formative assessments can be classroom polls, exit tickets, early feedback, and so on. But
you can make them more fun too. Take a look at these three examples.
- In response to a question or topic inquiry, students write down 3 different summaries. 10-15 words long, 30-50 words long and 75-100 words long.
- The 3-2-1 countdown exercise: Give your students cards to write on, or they can respond orally. Students have to respond to three separate statements: 3 things you didn’t know before, 2 things that surprised you about this topic and 1 thing you want to start doing with what you’ve learned.
- One minute papers are usually done at the end of the lesson. Students answer a brief question in writing. The question typically centers around the main point of the course, most surprising concept, most confusing area of the topic and what question from the topic might appear on the next test.
Examples of summative assessments
Most of you have been using summative assessments whole their teaching careers. And
that’s normal. Education is a slow learner and giving students grades is the easier thing to
do.
Examples of summative assessments are midterm exams, end-of-unit or –chapter tests, final
projects or papers, district benchmark and scores used for accountability for schools and
students.
So, that was it for this post. I hope you now know the differences and know which
assessment strategy you are going to use in your teaching. If you want to know more about
implementing formative assessment you should really take a look at this interview of a
school without grades and this post about the building blocks of formative assessment.
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Q. 5 Explain Learning Management system. Also discuss different features of MOODLE (a Learning Management System).
Answer:
A learning management system (LMS) is a software application for the administration,
documentation, tracking, reporting and delivery of educational courses or training
programs. Learning management system is a concept emerging directly from the eLearning,
even though there were other tools, informatics or not which have encouraged
distance education Distance Education Learning Environments Survey. The first introduction
of LMS is in the late of 1990s
They help the instructor deliver material to the students, administer tests and other
assignments, track student progress, and manage record-keeping. LMSs are focused on
online learning delivery but support a range of uses, acting as a platform for fully online
courses, as well as several hybrid forms, such as blended learning and flipped classrooms.
LMSs can be complemented by other learning technologies such as a training management
system to manage instructor-led training or a Learning Record Store to store and track
learning data.
An LMS delivers and manages instructional content, and typically handles student
registration, online course administration, and tracking, and assessment of student work.[3]
Some LMSs help identify progress towards learning or training goals.[4] Most LMSs are
web-based, to facilitate access. LMSs are often used by regulated industries (e.g. financial
services and biopharma) for compliance training. Some LMS providers include "performance
management systems", which encompass employee appraisals, competency management,
skills-gap analysis, succession planning, and multi-rater assessments (i.e., 360 degree
reviews). Some systems support competency-based learning.
Though there are a wide variety of terms for digital aids or platforms for education, such as
"course management systems", "virtual or managed learning platforms or systems", or
"computer-based learning environment", the term "learning management system" has
become the ubiquitous term for products that help administer or deliver part or all of a
course.
Technical aspects
Most LMSs are web-based. There are a variety of integration strategies for embedding
content into LMSs, including AICC, SCORM (Sharable Content Object Reference Model) and
LTI (Learning Tools Interoperability). LMSs were originally designed to be locally hosted onpremise,
where the organization purchases a license to a version of the software, and
installs it on their own servers and network. Many LMSs are also offered as SaaS (software
as a service), with hosting provided by the vendors.
Through LMS, teachers may create and integrate course materials, articulate learning goals,
align content and assessments, track studying progress, and create customized test for
students. LMS allows the communication of learning objectives, and organize learning
timelines. LMS leverage is that it delivers learning content and tools straight to learners, and
it can also reach marginalized groups through special settings . Such systems have built in
customizable features including assessment and tracking. Thus, learners can see in real time
their progress and instructors can monitor and communicate the effectiveness of learning.
Such systems have built in customizable features including assessment and tracking. Thus,
learners can see in real time their progress and instructors can monitor and communicate
the effectiveness of learning. One of the most important features of LMS is trying to create
a streamline communication between learners and instructors. Such systems, besides
facilitating online learning, tracking learning progress, providing digital learning tools,
manage communication, and maybe selling content, may be used to provide different
communication features.
Learning management system Features
Managing courses, users, roles, instructors:
LMS may be used to create professional structured course content. The teacher can add,
text, images, tables, links and text formatting, interactive tests, slideshows, video, audio etc.
LMS can support a wide variety of content formats. Moreover, it can offer the opportunity
of different levels of users, like teachers, students, visitors and editors (hierarchies). It helps
to control which content student can access, track studying progress and engage student
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with contact tools. Teachers can manage, student interface, course and module, selfenrolment,
user reporting and import students to their online classes. It is therefore
relatively easy to adapt a course so that it is followed by an LMS as long as the institution
providing it has the necessary infrastructure, particularly at the IT level. In addition, the
teacher concerned must be able to manage his course through the LMS. This is not
necessarily the case in light of current research suggesting that e-learning leads to
increased workload for teachers.
Online assessment, track students’ attendance:
LMS can enable teachers to create customized tests for students, accessible and submitted
online. Platforms allows different multiple question types like, one/multi-line answer,
multiple choice answer, drag-and- drop order, essay, true or false/yes or no, fill in the gaps,
agreement scale, offline tasks. Through Attendance Manager, teachers view attendance and
record whether each student attended, arrived late, or missed classes and events. This
allows a better evaluation of the students because it takes into account the overall
monitoring of the courses by the student.
User feedback:
Students' exchange of feedback both with teachers and their peers is possible through LMS.
Teachers may create discussion groups to allow students feedback and increase the
interaction in course. Students’ feedback is an instrument which help teachers to improve
their work, identify what to add or remove from their courses, where students feel more
comfortable, what makes them be more included. This is all the more important as the
history of events is kept by the LMS, students can therefore easily find discussions,
comments from the teacher or update his course through the LMS. It also allows access at
anytime and anywhere to the documents they contain. Students can see the changes made
to the courses they follow as they are done.
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