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Good Ones (good + ones)
Selected AbstractsRalph's Pretty-Good Grocery versus Ralph's Super Market: Separating Excellent Agencies from the Good OnesPUBLIC ADMINISTRATION REVIEW, Issue 1 2001Jeff Gill What makes a public agency perform at a high level? Some agencies are doing extremely well in their environment and it may be because they are lucky enough to have access to plentiful resources, excellent management, and a supportive public. Unfortunately, cases such as these provide little prescriptive evidence for public managers looking to improve their own agency's performance. We apply a new quantitative technique (SWAT) to educational outcome data for 534 school districts in Texas and identify those districts doing extremely well given their fixed and often limited inputs. This approach is useful because the truly superior agencies are those that do more with less, and public managers who lead their organizations to high performance levels despite limited resources provide potential solutions to others. [source] Improving operations: Not as simple as ABCJOURNAL OF CORPORATE ACCOUNTING & FINANCE, Issue 3 2001Brian K. Higgins As soon as we launch one cost management strategy, newer and better ones hit the best-seller list. That's because management wants a magic bullet,a strategy that requires no effort but provides all the right answers. But is there a more realistic alternative that balances the needs of all the stakeholders? © 2001 John Wiley & Sons, Inc. [source] What Have We Learned from Market Design?,THE ECONOMIC JOURNAL, Issue 527 2008Alvin E. Roth This article discusses some things we have learned about markets, in the process of designing marketplaces to fix market failures. To work well, marketplaces have to provide thickness, i.e. they need to attract a large enough proportion of the potential participants in the market; they have to overcome the congestion that thickness can bring, by making it possible to consider enough alternative transactions to arrive at good ones; and they need to make it safe and sufficiently simple to participate in the market, as opposed to transacting outside of the market, or having to engage in costly and risky strategic behaviour. I will draw on recent examples of market design ranging from labour markets for doctors and new economists, to kidney exchange, and school choice in New York City and Boston. [source] The quality of questions and use of resources in self-directed learning: Personal learning projects in the maintenance of certificationTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2009T. Horsley PhD Abstract Introduction: To engage effectively and efficiently in self-directed learning and knowledge-seeking practices, it is important that physicians construct well-formulated questions; yet, little is known about the quality of good questions and their relationship to self-directed learning or to change in practice behavior. Methods: Personal learning projects (PLPs) submitted to the Canadian Maintenance of Certification program were examined to include underlying characteristics, quality of therapeutic questions (population, intervention, comparator, outcome [PICO] mnemonic), and relationships between stage of change and level of evidence used to resolve questions. Results: We assessed 1989 submissions (from 559 Fellows of the Royal College of Physicians and Surgeons of Canada [RCPSC]). The majority of submissions were by males (69.2%) aged 40,59 (59.4%) with an average of 24.3 (range 6,58, SD 11.1) years since graduation. The most frequent submissions were treatment (36.6%) and diagnosis (22.3%) questions. Half of all questions described ,2 components (PICO), and only 3.7% of questions included all 4 components. Cross tabulations indicated only 1 significant trend for the use of narrative reviews and the outcome "integrating new knowledge' (P < .000). Discussion: Self-directed learning skills comprise an important strategy for specialists maintaining or expanding their expertise in patient care, but an important obstacle to answering patient care questions is the ability to formulate good ones. Engagement in most major learning activities is stimulated by management of a single patient: formal accredited group learning events are of limited value in starting episodes of self-directed learning. Low levels of evidence used to address learning projects. Future research should determine how best to improve the quality of questions submitted and whether or not these changes result in increased efficiencies, more appropriate uses of evidence, and increased changes in practice behaviors. [source] | ||||||||||