From the article: "After 1993, the concept of strategic alignment is evaluated from the connection between IT and business to much broader definitions in which the connection between all business functions, horizontally and vertically, and later also with projects and stakeholders is mentioned. To achieve stategic alignment there must be a coordination between the strategy of organizations and those who contribute to the implementation of the strategy and the actual performance of an organization. This process is called Human Oriented Performance Management (HOPM). The HOPM model consists of four dimensions: strategy translation, information and visualization, dialogue and action orientation, and continues improvement and organizational learning. To measure the effect of strategic alignment a range of financial performance indicators are used. Based on a literature review this paper explores which financial performance indicators could be used to measure the effect of HOPM. The literature was selected over a period from 1996 – 2015. The research is not only focused on the top of the strategy map, but also on the cause-effect relationships in the strategy map. The underlying performance indicators in the strategy map can show on which figures the dialogue in the HOPM model about strategy implementation must be based. This dialogue is the input to action in which strategic alignment comes about. The goal of the research is to optimize this dialogue by looking for performance indicators that can show the effect of HOPM" The article is used for the course: 'corporate policy' minor MSMM (Masterclass Strategic Marketing Management).
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Teacher beliefs have been shown to play a major role in shaping educational practice, especially in the area of grammar teaching―an area of language education that teachers have particularly strong views on. Traditional grammar education is regularly criticized for its focus on rules-of-thumb rather than on insights from modern linguistics, and for its focus on lower order thinking. A growing body of literature on grammar teaching promotes the opposite, arguing for more linguistic conceptual knowledge and reflective or higher order thinking in grammar pedagogy. In the Netherlands, this discussion plays an important role in the national development of a new curriculum. This study explores current Dutch teachers’ beliefs on the use of modern linguistic concepts and reflective judgment in grammar teaching. To this end, we conducted a questionnaire among 110 Dutch language teachers from secondary education and analyzed contemporary school textbooks likely to reflect existing teachers’ beliefs. Results indicate that teachers generally appear to favor stimulating reflective judgement in grammar teaching, although implementing activities aimed at fostering reflective thinking seems to be difficult for two reasons: (1) existing textbooks fail to implement sufficient concepts from modern linguistics, nor do they stimulate reflective thinking; (2) teachers lack sufficient conceptual knowledge from linguistics necessary to adequately address reflective thinking.
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This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and participatory research. The questionnaires revealed that PLCs differed in their group characteristics, collective learning processes and outcomes. Through participatory research, we explored seven elements affecting the development of PLCs, namely, task perceptions, group composition, tensions between roles, beliefs about alignment, reflective dialogues, socialisation and ownership. Beliefs about alignment, ownership and socialisation had sufficient impact on the development of the PLCs. A case study including two contrasting PLCs indicated interrelations between task perceptions and ownership by members and between ownership and socialisation activities. Regarding implications, this research suggests to explicitly create and facilitate reflective dialogues and ownership over time for PLCs to flourish.
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