Closing the Culture Gap: Student Language Competencies for the Assessment of Patients in a Bilingual Health Care Setting

In a bilingual health care institution, how can specialized practitioners improve students’ administration of standardized assessments in neuropsychology to French-speaking patients in the absence of language competencies, in alignment with the cultures of both patient-centered care and efficiency? This OIP was developed for a Canadian bilingual health care institution, operating in alignment with political and legal language service and patient care obligations. However, increasing demand for services and professional language competency coupled with reduced funding has led to efficiency-focused departmental practices. Challenges in balancing a culture of efficacy and efficiency with the culture of patient-centered care and bilingualism have led to a culture gap. In this organization, specialized practitioners train students in a non-standardized manner to assess French-speaking patients, and graduate students without language competency tools or support must use clinical judgment to navigate the assessment process. This culture gap impacts the patient’s experience and overall assessment results, as well as the student and specialized practitioners value congruence with the organization. To implement change in this organization as an informal leader and teacher, I use both linear and cyclical change models that align with Symbolic Interactionism. To lead change, I use adaptive and distributed leadership styles, within an ethics of care framework. Both the implementation and leadership approaches focus on double-loop organizational learning, and participatory, stakeholder-driven change. The chosen solution targets the modification of three current organizational practices: student placement, student on-boarding, and patient assessment. The solution is incremental and iterative, promoting stakeholder empowerment and sustainable change, towards an organizational culture that is congruent with organizational and stakeholder values. All elements of the implementation plan, including ethical considerations, are subject to periodic study and revision. The communication strategy is tailored to each stakeholder group, and includes a questioning and appreciative approach, supporting informal leadership and development of a shared vision

Psychometrics in Practice at RCEC

A broad range of topics is dealt with in this volume: from combining the psychometric generalizability and item response theories to the ideas for an integrated formative use of data-driven decision making, assessment for learning and diagnostic testing. A number of chapters pay attention to computerized (adaptive) and classification testing. Other chapters treat the quality of testing in a general sense, but for topics like maintaining standards or the testing of writing ability, the quality of testing is dealt with more specifically.\ud All authors are connected to RCEC as researchers. They present one of their current research topics and provide some insight into the focus of RCEC. The selection of the topics and the editing intends that the book should be of special interest to educational researchers, psychometricians and practitioners in educational assessment

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

MEASURING THE PERFORMANCE OF XYZ GOVERNMENT AGENCY WITH THE BASIS OF MALCOLM BALDRIGE METHOD

Government agency is collective designation which includes work unit and organizational unit of ministries or departments, non-departmental government institution, secretariat of state high institution, and other central and regional government agencies; including state-owned enterprises, state-owned legal entities, and regional-owned enterprises. One of the very effective models in improving the quality of performance of an agency is by using the Malcolm Baldrige Criteria for Performance Excellence. This research was conducted with the aim of: 1) measuring the performance of XYZ Government Agency so that their performance consistency can be monitored and 2) finding out the opportunities and obstacles in measuring the performance of XYZ Government Agency by using the Malcolm Baldrige Quality Award (MBNQA) criteria. The type of this research is descriptive research that uses XYZ Government Agency as the research object. The measurement conducted in this research applies the Malcolm Baldrige method. The findings showed that the criteria with the highest percentage score is operation (39.8%) and the lowest percentage score is strategy (35.1%). The total score is 377.5 from a maximum score of 1000 points. It showed that the performance of XYZ Government Agency is at the level of “initial growth” (scale point of 376-475

Highlighting tensions in recruitment and selection research and practice

In this article we highlight five tensions that exist in recruitment and selection (R&S) research and practice today and that are centered around the 'efficiency press' and so called 'research-practice' gap. Identified tensions are desires for (1) innovation and efficiency, (2) customization and consistency, (3) transparency and effectiveness, (4) wide-reach and coherence, and (5) diversity and standardization. Each tension is illustrated with findings from the five studies of this Special Issue that were presented at the third meeting of the European Network of Selection Researchers (August 2014), and supplemented with empirical data on the research-practice gap in R&S (period 2009-2013). We consider how we might move forward in addressing the 'efficiency press' in research as well as managing these tensions in practice