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42
and specific individual goal performance goals. While goal setting may seem a little dry, it is often the essential but missing component in performance improvement within an organization. Research indicates that the types of performance goals selected and the way they are communicated to people are both vital concerns to authentic implementation of school reforms. The value for the goal by stakeholders is enhanced when the goals are developed or assigned by a person or teams who meet the following characteristics: they are a legitimate and trusted authority; they have an inspiring vision that reflects a convincing rationale for the goal; the person or team expects outstanding performance from everyone; gives ownership to individuals and teams for specific task and accomplishments; and expresses confidence in individual team capabilities (Clark & Estes, 2002).
In addition to the trusted leader, the performance goals with an opportunity for greater acceptance and therefore; greater positive impact on the organization are those that are 1) concrete (clear, easily understandable, and measurable; 2) challenging (doable but very difficult); and 3) current (short-term daily or weekly goals are more motivating than longer-term monthly or annual goals) (p. 26).
As stated earlier in the introduction portion of this document, the three causes for performance gaps are individual‘s knowledge and skills; their motivation to achieve the goal particularly when compared with other work goals they must also achieve; and organizational barriers such as a lack of necessary equipment and missing or inadequate work processes or other critical information. These three critical factors were examined during the analysis process (p. 43).
Object Description
| Title | Comprehensive school reform: Effective implementation |
| Author | Hasson, Monalisa |
| Author email | hasson62@sbcglobal.net; monalish@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-19 |
| Advisor (committee chair) | Rueda, Robert S. |
| Advisor (committee member) |
Marsh, David D. Escalante, Michael F. |
| Abstract | Over the last decade, districts throughout the nation have been challenged with the goal of improving student achievement with the ultimate target of attaining 100% proficiency in the core subject areas across all student subgroups. This is an ambitious endeavor that most would agree should be the ultimate goal regardless of socioeconomic status, primary language, or ethnicity of the students which a district serves. The dilemma schools face is in the implementation of comprehensive school reforms that will move districts toward this goal.; This inquiry-based project investigated the Rowland Unified School District through a collaborative model of research using the gap analysis method developed by Clark and Estes (2002) to identify possible barriers to full and effective implementation of comprehensive reform efforts in the District. The body of literature identified components or elements of effective implementation. The research team used this literature research to inform the study of the District, the research team’s findings, conclusions, and possible solutions. |
| Keyword | comprehensive school reform; program improvement; goal alignment; decentralization; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3758 |
| Contributing entity | University of Southern California |
| Rights | Hasson, Monalisa |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Hasson-4529 |
| Archival file | uscthesesreloadpub_Volume62/etd-Hasson-4529.pdf |
Description
| Title | Page 47 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 42 and specific individual goal performance goals. While goal setting may seem a little dry, it is often the essential but missing component in performance improvement within an organization. Research indicates that the types of performance goals selected and the way they are communicated to people are both vital concerns to authentic implementation of school reforms. The value for the goal by stakeholders is enhanced when the goals are developed or assigned by a person or teams who meet the following characteristics: they are a legitimate and trusted authority; they have an inspiring vision that reflects a convincing rationale for the goal; the person or team expects outstanding performance from everyone; gives ownership to individuals and teams for specific task and accomplishments; and expresses confidence in individual team capabilities (Clark & Estes, 2002). In addition to the trusted leader, the performance goals with an opportunity for greater acceptance and therefore; greater positive impact on the organization are those that are 1) concrete (clear, easily understandable, and measurable; 2) challenging (doable but very difficult); and 3) current (short-term daily or weekly goals are more motivating than longer-term monthly or annual goals) (p. 26). As stated earlier in the introduction portion of this document, the three causes for performance gaps are individual‘s knowledge and skills; their motivation to achieve the goal particularly when compared with other work goals they must also achieve; and organizational barriers such as a lack of necessary equipment and missing or inadequate work processes or other critical information. These three critical factors were examined during the analysis process (p. 43). |
