Four facets of a process modeling facilitator

Business process modeling as a practice and research field has received great attention in recent years. However, while related artifacts such as models, tools or grammars have substantially matured, comparatively little is known about the activities that are conducted as part of the actual act of process modeling. Especially the key role of the modeling facilitator has not been researched to date. In this paper, we propose a new theory-grounded, conceptual framework describing four facets (the driving engineer, the driving artist, the catalyzing engineer, and the catalyzing artist) that can be used by a facilitator. These facets with behavioral styles have been empirically explored via in-depth interviews and additional questionnaires with experienced process analysts. We develop a proposal for an emerging theory for describing, investigating, and explaining different behaviors associated with Business Process Modeling Facilitation. This theory is an important sensitizing vehicle for examining processes and outcomes from process modeling endeavors

Lessons learned in promoting evidence-based public health: Perspectives from managers in state public health departments

Evidence-based public health (EBPH) practice, also called evidence-informed public health, can improve population health and reduce disease burden in populations. Organizational structures and processes can facilitate capacity-building for EBPH in public health agencies. This study involved 51 structured interviews with leaders and program managers in 12 state health department chronic disease prevention units to identify factors that facilitate the implementation of EBPH. Verbatim transcripts of the de-identified interviews were consensus coded in NVIVO qualitative software. Content analyses of coded texts were used to identify themes and illustrative quotes. Facilitator themes included leadership support within the chronic disease prevention unit and division, unit processes to enhance information sharing across program areas and recruitment and retention of qualified personnel, training and technical assistance to build skills, and the ability to provide support to external partners. Chronic disease prevention leaders\u27 role modeling of EBPH processes and expectations for staff to justify proposed plans and approaches were key aspects of leadership support. Leaders protected staff time in order to identify and digest evidence to address the common barrier of lack of time for EBPH. Funding uncertainties or budget cuts, lack of political will for EBPH, and staff turnover remained challenges. In conclusion, leadership support is a key facilitator of EBPH capacity building and practice. Section and division leaders in public health agencies with authority and skills can institute management practices to help staff learn and apply EBPH processes and spread EBPH with partners

Building Safe Families Through Educating on Adverse Childhood Experiences

Master's Project (M.Ed.) University of Alaska Fairbanks, 2018There is a strong correlation between families that work with child welfare agencies and the prevalence of maltreatment during childhood. Adverse childhood experiences (ACEs) have been linked to poor health outcomes but are much more negatively correlated when 3 or more ACEs have been experienced during a childhood (Hunt, Slack & Berger, 2017; Crouch, Strompolis, Bennett, Morse, & Radcliff, 2017). Teaching parents about the impacts of ACEs and how they may more safely parent, can reduce the recidivism of future maltreatment in at-risk families who work with child welfare agencies. Education can give parents the power and motivation to make better decisions for themselves and for their families

Lucky’s Legacy: Determining an Effective Relationship Between Music and Business Management Principles

The Recognition-Conversation-Reflection (hereafter “RCR”) framework is modeled after popular change management frameworks for accomplishing projects and goals, utilizing concepts found often in business management and strategy. While traditionally these ideas are found in the workplace, they also serve as complex practices that can be used in various contexts. The music industry is composed of a plethora of professions exploring vast genres and interpretations of melody around the world. Despite its diverse perspectives, music is rooted in performance involving ensembles of varying capacities. With the complexities of the RCR framework and the diversity of the music industry, the question I looked to answer in this project is “What principles can be extrapolated in juxtaposing business constructs with musical performance?” Through applying the RCR framework developed by the author in the creation and performance of the Bowling Green State University Jazz Philharmonic Orchestra, a conventional perspective and answer to this question can be established. RCR provides the tangible and intangible reasoning for the usage of business concepts through a musical lens

Effect Of Peer Group Discussion On Self-Concept In The Gifted Adolescent Population

The purpose of this research study was to determine whether peer group discussions improve self-concept in the gifted adolescent population. The researcher also sought to ascertain what reflective themes emerged from journals written following the peer group discussions. The Theory of Modeling and Role-Modeling served as the theoretical framework for this quasi-experimental study. The sample consisted of 21 students enrolled in the 11th grade of a residential high school for mathematics and sciences. The school was located on a university campus in the southern region of the United States. The 21 students were randomly assigned to either the experimental (n = 11) or the control (n = 10) group. The experimental group participated in five weekly sessions of peer group discussions on self-concept. The curriculum focused on the components of self-concept. The experimental subjects were asked to provide weekly journals after each meeting. The Pyryt-Mendaglio Self-Perception Scale was used to determine self-concept scores. The posttest scores of the two groups did not reflect any significant differences. The researcher concluded that peer group discussions did not significantly alter the self-concept of the experimental group. However, content analysis of the journals revealed evidence of the impact of the group discussions. Three themes emerged, including self-concept, group development, and facilitator recognition. Implications for nursing include the need to become more knowledgeable of gifted adolescent behavioral characteristics, and group dynamics, group interventions. The nurse practitioner needs to be proficient in these areas in order to assist this population in establishing stable self-concepts and healthier behaviors. Recommendations include replication of this study with a larger population and extending the intervention time frame. Research should continue to investigate other applications of peer group discussions and additional interventions for improving the gifted adolescent’s selfconcept

Reach for Success: An Initial Evaluation of Implementation Quality in School Settings

abstract: Anxiety is one of the most common psychiatric disorders among children yet characterized by lower use of mental health services. Preventive efforts have demonstrated promise in the ability to reduce anxiety symptoms. However, as evidence-based interventions move into real-world settings, there is a need to systematically examine potential implementation factors that may affect program outcomes. The current study investigates the relations between different aspects of implementation and their effect on outcomes of a school-based preventive intervention targeting anxiety symptoms. Specifically, the study examines: (1) the measurement of quality of delivery, (2) specific relations among implementation components, (3) relations between these facets and anxiety program outcomes. Implementation data were collected from nine school-based mental health staff and observer ratings. Program outcomes (pretest and immediate posttest) were measured from 59 participants and their parents (mostly mothers) in the intervention condition. Implementation components included adherence, quality of delivery, time spent, participant responsiveness, and perceived usefulness of program materials. Program outcomes included child-reported emotional expressivity, physiological hyperarousal, negative cognitions, social skills, self-efficacy, and child and parent reported levels of child anxiety. Study findings indicated that quality of delivery was best captured as two facets: skillful presentation and positive engagement. Adherence and quality of delivery were associated with greater participant responsiveness, although time spent was not. Significant relations were found between some implementation components and some program outcomes. Further efforts can be used to optimize the translation of evidence-based programs into real-world settings.Dissertation/ThesisDoctoral Dissertation Psychology 201

Meeting the Needs of Students Through a Targeted Professional Development

This study presents a complex problem of practice occurring at Primrose Elementary school [pseudonym]. A large portion of Primrose Elementary School\u27s population has been unable to meet Florida\u27s state reading proficiency standards over the last twelve years. Students of Primrose Elementary have a poor foundation in language on which to build vital reading skills. Consequently, students cannot overcome this deficiency because teachers lack the content knowledge to meet the students\u27 language and subsequent reading deficiencies, in spite of 12 years of reading professional development. This dissertation in practice will propose the use of targeted professional development to address below grade level reading performance. The proposed professional development should be delivered through a cyclical model focused on six, sequentially presented key elements: (1) knowledge of language development; (2) knowledge of text complexity; (3) modeling; (4) close reading; (5) collaborative conversations; and (6) independent reading. Delivery is designed to support reading proficiency through language acquisition. Delivery steps will (a) introduce, (b) practice and plan, (c) use, (d) reflect on, and (e) review each element as a skill. A review of school performance and literature correlated impacts of low student socioeconomic status and teacher quality on student reading outcomes

CAHRS hrSpectrum (March - April 2006)

HRSpec06_04.pdf: 1016 downloads, before Oct. 1, 2020

Influence of Personality Type and Anonymity on Participation in a Group Support System

A group support system (GSS) uses a combination of networked personal computers, software that collects, manipulates, and aggregates member\u27s individual input, and human facilitation to improve the group decision-making process. A GSS has been promoted as a means of improving the quantity and quality of ideas within a decision-making meeting. Research into GSS has focused on the benefits of providing anonymity to improve participation. Anonymity in a GSS meeting has been offered as a means to improve participation, which in turn improves decision quality. To date this has not been proven through research. In fact, there is conflicting evidence as to what the actual effects of anonymity are. Research in social psychology provides a possible explanation for the conflicting results of the effects of anonymity. An individual\u27s personality characteristics can affect how they participate in a decision-making meeting. The study examined how an individual\u27s personality type and varying degrees of anonymity influence individual participation in a GSS meeting. The results of the study suggest personality characteristics have a significant impact on participation within a GSS supported meeting. Further, the results suggest personality and its interaction with anonymity has a positive effect on participation for some individuals, but not all. Consistent with most prior GSS studies, the results suggest anonymity does have a positive effect; however, this effect was significant only for certain personality traits

Summary of the First Workshop on Sustainable Software for Science: Practice and Experiences (WSSSPE1)

Challenges related to development, deployment, and maintenance of reusable software for science are becoming a growing concern. Many scientists’ research increasingly depends on the quality and availability of software upon which their works are built. To highlight some of these issues and share experiences, the First Workshop on Sustainable Software for Science: Practice and Experiences (WSSSPE1) was held in November 2013 in conjunction with the SC13 Conference. The workshop featured keynote presentations and a large number (54) of solicited extended abstracts that were grouped into three themes and presented via panels. A set of collaborative notes of the presentations and discussion was taken during the workshop. Unique perspectives were captured about issues such as comprehensive documentation, development and deployment practices, software licenses and career paths for developers. Attribution systems that account for evidence of software contribution and impact were also discussed. These include mechanisms such as Digital Object Identifiers, publication of “software papers”, and the use of online systems, for example source code repositories like GitHub. This paper summarizes the issues and shared experiences that were discussed, including cross-cutting issues and use cases. It joins a nascent literature seeking to understand what drives software work in science, and how it is impacted by the reward systems of science. These incentives can determine the extent to which developers are motivated to build software for the long-term, for the use of others, and whether to work collaboratively or separately. It also explores community building, leadership, and dynamics in relation to successful scientific software