WARNING:
JavaScript is turned OFF. None of the links on this concept map will
work until it is reactivated.
If you need help turning JavaScript On, click here.
This Concept Map, created with IHMC CmapTools, has information related to: grigg phd, definitional precision in the attribution of cause effect world of PHD writing ( paralysis by analysis ? service delivery measurement problematic/INTANGIBLE ;multiple factors impinge on school effectiveness studies etc ?) complex adaptive systems theory CAS Limerick's (1992) era of discontinuity (see p.2), the role of managers and management was more to maintain ongoing activities, with reliability and loyalty being highly valued, and promotion being based on seniority, because seniority equated with experience, Govt legislation and Blairs third way outsource the delivery of services monitor through standards set to current ideology lead through high accountability grants evasluate through compliance with indefensible standards accountability is a logic mapping frame NFP percentages of GDP VS business contribution, Govt legislation and Blairs third way outsource the delivery of services monitor through standards set to current ideology lead through high accountability grants evasluate through compliance with indefensible standards accountability is a logic mapping frame extensive work being done by aid agencies on bang for buck in third world countries and philanthropy I keep up by being part of the following communities of practice Outcome Mapping ; KM4D knowledge transfer and exchange ;crises mappers better evaluation and about 50 more from business planning, MY CONCLUSION FOR WHAT ITS WORTH With apologies to Bill Clinton ITS THE LEARNING STUPID!! It reminds me of the old McVicker Hunt problem of the match in child development be flexible enough to think both and not either or strat planning works in stable environment /where cause effect is predicable CAS works in turbulent contexts where wicked questions generate many options and we apply best fit evidence based solutions as a working hypothesis to get a rapid prototype up and running to use data to fail quickly and exit or develop next iteration complex adaptive systems theory CAS Limerick's (1992) era of discontinuity (see p.2), the role of managers and management was more to maintain ongoing activities, with reliability and loyalty being highly valued, and promotion being based on seniority, because seniority equated with experience, key concepts time frame 1977 - 2000 the latest I am a product of my historical context, ????GRIGG CONCEPTS THAT ARE DIFFERENT FROM MY EXPERIENCE ????, MY CONCLUSION FOR WHAT ITS WORTH With apologies to Bill Clinton ITS THE LEARNING STUPID!! It reminds me of the old McVicker Hunt problem of the match in child development be flexible enough to think both and not either or strat planning works in stable environment /where cause effect is predicable CAS works in turbulent contexts where wicked questions generate many options and we apply best fit evidence based solutions as a working hypothesis to get a rapid prototype up and running to use data to fail quickly and exit or develop next iteration complex adaptive systems theory CAS I agree with the difficulties of special ed and NFP My solution has been to apply CAS methodologies to this chaotic context to get some chaordic patterns, definitional precision in the attribution of cause effect world of PHD writing ( paralysis by analysis ? service delivery measurement problematic/INTANGIBLE ;multiple factors impinge on school effectiveness studies etc ?) complex adaptive systems theory CAS I agree with the difficulties of special ed and NFP My solution has been to apply CAS methodologies to this chaotic context to get some chaordic patterns, effectiveness research up until just prior to 1994 as beiug highlighted by there beiug more research reviews than empirical iuvestigations. What empirical iuvestigations there were, focussed on discovering the multidiscipliuary 'levers' (Scheerens, 1997) that enable schools to control and shape students' achievements. ???? MY CONCLUSION FOR WHAT ITS WORTH With apologies to Bill Clinton ITS THE LEARNING STUPID!! It reminds me of the old McVicker Hunt problem of the match in child development be flexible enough to think both and not either or strat planning works in stable environment /where cause effect is predicable CAS works in turbulent contexts where wicked questions generate many options and we apply best fit evidence based solutions as a working hypothesis to get a rapid prototype up and running to use data to fail quickly and exit or develop next iteration, key concepts big ideas Govt legislation and Blairs third way outsource the delivery of services monitor through standards set to current ideology lead through high accountability grants evasluate through compliance with indefensible standards, ????GRIGG CONCEPTS THAT ARE THE SAME AS MY READING key concepts, ????GRIGG personal roles /personas that filter my responses pARTNERSHIP bROKER tHE sMITH fAMILY CEO of a not for profit NFP with RTO as income stream Deputy chair International House Foundation Consultant facilitating strategic planning in NFP and businesses 22 YEARS IN pSYCHOLOGY cORPSE aRMY RESERVE AS sENIOR iNSTRUCTOR mILITARY sKILLS AND JUNIOR LEADERSHIP TRAINING Strategic planning and review of Darling Point Special School & Currumbin Community Special School, key concepts people I have read in common Weisbrod (1988) (Senge, 1990) Drucker (1996) Limerick's (1992) Karpin Report, (Pfeffer, 1977 Rappaport (1981) Peters & Watennan, 1982; (Hill, 1998; Co1eman et al., 1966; Jencks et al., 1972), Rutter et al. (1979) Falk & Mulford, 1999 Schmuck, 1980; Mintzberg (l994b) Boston Consulting Group, 1974). World Bank (1995) Ralph Report (1982), key concepts big ideas NFP percentages of GDP VS business contribution, key concepts big ideas definitional precision in the attribution of cause effect world of PHD writing ( paralysis by analysis ? service delivery measurement problematic/INTANGIBLE ;multiple factors impinge on school effectiveness studies etc ?)