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(CH. 21) Production- is the transformation of organizational resources into
products. In this definition, organization resources are all assets available
to a manager to generate products, transformation is the set of steps necessary
to change these resources into products, and products various good or services
aimed at meeting human needs.

Productivity- as the relationship between the total amount of goods or services
being produced (output) and the organizational resources needed to produce them
(input).

Productivity= outputs/inputs

Quality Assurance- is the process involving a board group of activities
aimed at achieving the organization’s quality objectives. Quality assurance is
a continuum of actives that starts when quality standards are set and ends when
quality goods and services are delivered to the customer.

Statistical Quality Control- is the process used to determine how many
products should be inspected to calculate a probability that total number of
products will meet organization quality standards.

Quality Circle- is a small group of workers that meets to discuss quality
assurance of a particular project and to communicate their solution to these
problems to management directly at a formal presentation session.

(1)   
Obtaining data, whether circle members, specialists, or management

(2)   
Establishing the theme for observation

(3)   
Determining reason for theme’s selection 

(4)   
Determining current state of theme situation

(5)   
Determining frequency of action in theme 

(6)   
Determining objective of observation

(7)   
Determining target date

(8)   
Completing cause analysis

(9)   
Taking countermeasures 

(10) Designing and testing new procedure-alone and
against objective determined in step 6

(11) Setting target date for implementation

(12) Implementing new procedure

 

Automation- is the replacement of human effort by electromechanical devices
in such operations as welding, materials handling, design, drafting, and
decision making.

 

 

# data[].attributes.subject
(CH. 21) Production- is the transformation of organizational resources into
products. In this definition, organization resources are all assets available
to a manager to generate products, transformation is the set of steps necessary
to change these resources into products, and products various good or services
aimed at meeting human needs.

Productivity- as the relationship between the total amount of goods or services
being produced (output) and the organizational resources needed to produce them
(input).

Productivity= outputs/inputs

Quality Assurance- is the process involving a board group of activities
aimed at achieving the organization’s quality objectives. Quality assurance is
a continuum of actives that starts when quality standards are set and ends when
quality goods and services are delivered to the customer.

Statistical Quality Control- is the process used to determine how many
products should be inspected to calculate a probability that total number of
products will meet organization quality standards.

Quality Circle- is a small group of workers that meets to discuss quality
assurance of a particular project and to communicate their solution to these
problems to management directly at a formal presentation session.

(1)   
Obtaining data, whether circle members, specialists, or management

(2)   
Establishing the theme for observation

(3)   
Determining reason for theme’s selection 

(4)   
Determining current state of theme situation

(5)   
Determining frequency of action in theme 

(6)   
Determining objective of observation

(7)   
Determining target date

(8)   
Completing cause analysis

(9)   
Taking countermeasures 

(10) Designing and testing new procedure-alone and
against objective determined in step 6

(11) Setting target date for implementation

(12) Implementing new procedure

 

Automation- is the replacement of human effort by electromechanical devices
in such operations as welding, materials handling, design, drafting, and
decision making.

 

 

# data[].attributes.attachment_link.readable_text
Alice G. Walton has written an important article in Forbes about the controversy over Common Core. (She is a Forbes contributor with a Ph.D., no relation to the Arkansas Waltons.)

She addresses three questions? Are the standards developmentally appropriate? Is the problem with the standards caused by standardized testing, and would the standards be fine if the testing were eliminated? What is the science behind the standards?

She interviewed several eminent experts in the field of early childhood education who agreed that the standards are NOT developmentally appropriate for young children. She interviewed one of the writers of the standards, Sue Pimentel, who insisted that nothing is wrong with the standards and blames the schools for poor implementation.

But this is what the leading experts said about pushing little kids to learn more faster and earlier:
"It's not clear exactly where the current trend - of pushing more information on kids earlier - came from, but it seems to be a response to the idea that the U.S. needs to catch up to other countries' education systems. The problem with this strategy is that there doesn't appear to be much evidence that "more sooner" is the most effective strategy. "The real school starting age is 7," says Alvin Rosenfeld, MD, faculty at Weill/Cornell Medical School and author of Hyper-Parenting and The Over-Scheduled Child. "It may be 8 or 6, depending on the child. This is all based on what we know about child development, starting from Piaget. Your brain isn't sufficiently wired to do it before then. And you also have to keep in mind, all kids are different, and it's very hard to predict what will happen with age. Some kids who were reading Harry Potter at 4 end up as career baristas. Others can't read till they're much older, and they turn out to be highly successful as adults."
David Elkind, long-time child development expert at Tufts University and author of The Hurried Child, says that a related problem with the Common Core standards is that "children are not standardized." Between ages 4 to 7, he says, kids are undergoing especially rapid changes in cognitive ability, but this neurological and psychological development occurs at all different rates. "Some children attain these abilities-which enable them to learn verbal rules, the essence of formal instruction-at different ages. With the exception of those with special needs, all children attain them eventually. That is why many Scandinavian countries do not introduce formal instruction, the three R's until the age of seven. In these countries children encounter few learning difficulties. Basically, you cannot standardize growth, particularly in young children and young adolescents. When growth is most rapid, standardization is the most destructive of motivation to learn. To use a biological analogy, you don't prune during the growing season."

Could the standards be acceptable if they were decoupled from standardized testing? No, the standards and tests go together. There is considerable doubt among the experts she interviewed about whether standardized tests are good predictors of life success:

Gene Beresin, Executive Director of The Clay Center for Young Healthy Minds at Massachusetts General Hospital and professor of psychiatry at Harvard Medical School, adds that the link between standardized tests and life success isn't particularly clear. "The powers that be need to realize that there is not always a great correlation between high achievement on standardized tests and brilliant achievement in the workforce, in academics and in life," says Beresin. "Some people, myself included, are notoriously bad multiple choice test takers... Good test takers know what is expected for an answer and give the test what it is looking for. But the most successful individuals may well do better on other measures of achievement, for example, writing, journaling, verbal expression, creative productivity, and group interaction. I can tell you as a medical educator there is notoriously poor correlation between results on standardized multiple choice tests and being a good doctor!"

By the time you finish the article, you realize that there is no science behind the Common Core. It is a cultural product, written by a small number of people who believe strongly in rigor and who see no problem either with standardization of children, as if they were widgets, or with setting cognitive demands beyond the reach of many-or most-young children.

This is an excellent article, not only because the author interviewed experts in child development and approached the subject with balance, but because it was published in Forbes and will reach people in the business world who need to hear these informed views.

# data[].attributes.attachment_link.title
Forbes: Is Common Core Developmentally Appropriate?

# data[].attributes.attachment_link.description
Alice G. Walton has written an important article in Forbes about the controversy over Common Core. (She is a Forbes contributor with a Ph.D., no relation to the Arkansas Waltons.) She addresses three questions? Are the standards developmentally appropriate? Is the problem with the standards caused by standardized testing, and would the standards be fine...

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(CH. 20)

Information Appropriateness- Information appropriateness is defined in terms
of how relevant the information is to the decision -making situation the
manager faces.

1. Operational control

2. Management control

3. Strategic planning 

 

Operational Control, Management Control, and Strategic Planning Decisions

Operational control decisions relate to ensuring that specific
organizational tasks are carried out effectively and efficiently.  Management control decisions relate to
obtaining and effectively  and efficiently
using the organizational resources necessary to reach organizational
objectives.  Strategic planning decisions
relate to determining organizational objectives and designating the
corresponding action necessary to reach them.

  Information Quality- the second primary factor that determines the value of
information is information qualitym- the degree to which information represents
reality. The more closely information represents reality, the higher the
quality and the greater the value of that information.

 

Information timeliness- Information timeliness, the third primary factor
that determines the value of information, is the extent to which the receipt of
information allows decisions to be made and action to be taken so the organization
can gain some benefit from possessing the information.

 

Information Quantity- at he fourth and final determinant off the value of
information is information quantity- the amount of decision-related information
managers possess.  before making a decision,
managers should assess the quantity of information thy possess that relates to
the decision being made.  If this
quantity is judged to be insufficient, more information should be gathered before
the decision is made.

 

The  Information system

In simple terms, an information system (IS) is a network of application
established within an organization to provide managers with information that
will assist them in decision making the following, More complete definition of
an IS was developed by Management Information System Committee of the Financial
Ee=executives Institute.

Describing the IS

The IS is perhaps best described by a summary of the steps necessary to
properly operate it, and by a discussion of the different kinds of information
various managers need to make job-related decisions.

(1) Determining information needs

(2) Determining information gathering appropriate data

(3) Summarizing data

(4) Analyzing data

(5) Transmitting information

(6) Using the information. (Carto, 2014, p.475-476, 478-479)

# data[].attributes.subject
(CH. 20)

Information Appropriateness- Information appropriateness is defined in terms
of how relevant the information is to the decision -making situation the
manager faces.

1. Operational control

2. Management control

3. Strategic planning 

 

Operational Control, Management Control, and Strategic Planning Decisions

Operational control decisions relate to ensuring that specific
organizational tasks are carried out effectively and efficiently.  Management control decisions relate to
obtaining and effectively  and efficiently
using the organizational resources necessary to reach organizational
objectives.  Strategic planning decisions
relate to determining organizational objectives and designating the
corresponding action necessary to reach them.

  Information Quality- the second primary factor that determines the value of
information is information qualitym- the degree to which information represents
reality. The more closely information represents reality, the higher the
quality and the greater the value of that information.

 

Information timeliness- Information timeliness, the third primary factor
that determines the value of information, is the extent to which the receipt of
information allows decisions to be made and action to be taken so the organization
can gain some benefit from possessing the information.

 

Information Quantity- at he fourth and final determinant off the value of
information is information quantity- the amount of decision-related information
managers possess.  before making a decision,
managers should assess the quantity of information thy possess that relates to
the decision being made.  If this
quantity is judged to be insufficient, more information should be gathered before
the decision is made.

 

The  Information system

In simple terms, an information system (IS) is a network of application
established within an organization to provide managers with information that
will assist them in decision making the following, More complete definition of
an IS was developed by Management Information System Committee of the Financial
Ee=executives Institute.

Describing the IS

The IS is perhaps best described by a summary of the steps necessary to
properly operate it, and by a discussion of the different kinds of information
various managers need to make job-related decisions.

(1) Determining information needs

(2) Determining information gathering appropriate data

(3) Summarizing data

(4) Analyzing data

(5) Transmitting information

(6) Using the information. (Carto, 2014, p.475-476, 478-479)