Managing External Relations in Schools: A Practical Guide (Educational Management)


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Additionally, this approach provides a big-picture view with exact progress tracking tools to keep busy medical educators up-to-date while they still carry out other responsibilities. It puts your mind at ease and allows you to keep it simple by choosing templates for specific processes. Project management applications and tools allow collaborators to coordinate and communicate effectively, making use of the little time they have to get the job done. The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Elisabeth Frieda M. Kevin Brian D. Nancy J. The authors would like to thank Elizabeth Bruno for review and feedback on manuscript and tip sheets, and Wendy Herman for help with references. Doherty, I. Agile project management for e-learning developments. Journal of Distance Education Online , 24 1 , Gorsky, D.

Project management and leadership: Practical tips for medical school leaders. MedEdPublish, Lam, J. Project management model for blended learning course development. Larson, M. New York: Routledge. Loo, R.

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Project management: a core competency for professional nurses and nurse managers. Journal for Nurses in Professional Development, 19 4 , Mennin, S. Project-based faculty development by international health professions educators: Practical strategies. Medical teacher, 35 2 , ee Overgaard, P. Get the keys to successful project management. Nursing management, 41 6 , Pan, C-C. Russell, L. Project Management for Trainers. Rizzo, L. Navigations: The Road to a Better Orientation. Journal for nurses in professional development, 32 2 , Sipes, C.

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Project Management for the Advanced Practice Nurse. Springer Publishing Company. Thomas, P. Baltimore: Springer Publishing Company. Williams van Rooij, S.

Instructional design and project management: complementary or divergent? Project Management Tools. The above link provides access to 12 interactive project management tools and templates based on the most common needs of medical educators. They are combined into a downloadable excel booklet that walks the educator from planning to launch of a program. Please note, the complexity of the project dictates the amount of planning and preparation required. Smaller projects might be successful using only the inventory checklist Tip 2 and a matrix schedule Tip 6 after clarifying the scope Tip 1 , while larger projects require more documentation for managing the deliverables — just pick and choose!

All templates are customizable in MS Excel and can be printed to pdf. Follow us:. MedEdPublish Podcasts:. Podcasts will be coming soon. Open Access. Schlegel [1] , Kevin Brian D. McLeod [2] , Nancy J.

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Selfridge [3]. Institution: 1. AdTalem Global Education, Chicago, 3. Ross University School of Medicine, Miramar. Abstract Background: Growing demands from health professional educators lead to expectations for smooth implementation of high-stake endeavors such as developing and successfully launching educational innovations ranging from curricular sessions to new programs under time constraints. Keywords: Implementation of educational programs; project management; project template; project scope; problem-solving.

Identify and Secure Resources and Support through an Inventory Checklist Identifying and securing resources and key personnel is needed to implement an educational project successfully Thomas et al. Determine Manageable Tasks through the Work Breakdown Structure Project planning has been recognized as promoting effective work habits. Determine the Sequence of Tasks Putting all the steps in an order provides another level of clarity. Identify Significant Dates and Establish Milestones One feature of project management is the special attention to scheduling Heagney, Plan the Communication: Sharing Decisions and Credit of Successes Great communication includes sending regular status reports and project updates.

Foresee and Disarm Challenges through Managing Risks Challenges are part of a project and can be dealt with through anticipating and leveraging risks Mennin et al. Take Home Messages Implementation of educational programs requires team efforts across academic and operational departments, and at times across different healthcare professions.

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We provide a series of interactive templates for monitoring progress and completion of educational projects for the health professions together with offering practical tips on how to use them. Aligned with applications and tools derived from the Project Management Institute PMI , the global credentialing body for the project management profession, educational projects as multistep procedures can be completed in an organized fashion while keeping track of tasks, challenges, and accomplishments. Manufacturing success was built on healthy internal connections between members of the global development team in Switzerland and the manufacturing team in Ireland.

For example, to meet demand, the company devised a creative way to produce Gleevec in large quantities in Ireland immediately, instead of manufacturing the drug in smaller quantities first in Switzerland, as was customary.

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That change shaved a year off the normal production schedule. Of course, these network characteristics—devising a novel approach to a complex problem and assembling the right expertise to solve it—did not arise on their own. Management made strategic decisions that encouraged such a network to develop.

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The global oncology business unit, for instance, comprises marketing, sales, and research functions in different geographies. The company pushes executives to consider ways that unique packaging of expertise—both within and outside the organization—could create new market opportunities to which they could respond. For example, the company routinely forms strategic alliances with industry partners and academic institutions to develop new products, acquire platform technologies, and access untapped markets. Using their extensive networks, they share insights into the fundamental mechanisms of disease as well as any potential overlaps in the causes of illnesses that appear clinically unrelated.

This approach lets them quickly refocus on new opportunities as they arise. When the company needed to reduce the time it took to manufacture Gleevec to meet demand, for example, Vasella supported the decision to move production immediately to Ireland to meet that goal. The approach seems to be working.

The company also received seven major approvals for drugs during and has launched 11 new medicines in the United States since Productivity like that is the result of a great deal of collaboration within and across organizational boundaries. Finally, Novartis invests in technology to help manage the vast sea of knowledge, creating a privileged knowledge environment for its scientists. Comprehensive databases help researchers assimilate volumes of external data, and various collaborative tools facilitate knowledge sharing among high-end experts.

In keeping with its commitment to create an atmosphere for effective collaboration that will produce innovative drugs, Novartis recently announced plans to convert its headquarters in Basel, Switzerland, from an industrial complex to a campus with plenty of meeting areas to encourage the spontaneous exchange of ideas. In January , Novartis was voted one of the ten best European companies to work for by Fortune. It was the only health care company to make the list, and one reason employees cited was the collaborative nature of the organization and the many networks that run across hierarchical, geographic, and other organizational boundaries.

In other words, Novartis excels at creating rich, customized response networks that produce innovative ideas and solutions. Rather than framing a problem in a new way as a customized response network does , modular response networks address problems and opportunities by identifying the individual components of a problem and coordinating expertise to address each one. Financial transactions, for example, though unique to a given customer, typically require consistent kinds of expertise packaged to address a specific capital requirement.

Problems can be better solved by coordinating defined roles that any qualified party can step into. Think about the coordination challenge confronting the U. Federal Aviation Administration. Air traffic control is divided into nine regions that hand off planes from one facility to another as they make their way to their final destinations.

To get an idea of the complexity involved, consider that the southern region alone encompasses eight states and the Caribbean, and has approximately 1, facilities—ranging from major airports to unmanned devices operating on isolated mountaintops. When things go wrong, a great deal of information is needed quickly, as is a coordinating body that can decide which problems to address and in what sequence. Because the FAA has vast internal systems expertise, it needs only a few external network ties that can deliver specific information, such as weather reports.

Internally, however, employee expertise is highly specialized and dispersed across many locations. And responding to disruptions in service often involves approvals and decision making from a wide range of supporting organizations, such as headquarters, hazardous materials teams, and the Occupational Safety and Health Administration.

Without a specific coordination mechanism, information overload could quickly occur, and critical decisions could be delayed while people try to determine who is in charge of what. Neither can it be overly prescribed, however, because each problem demands a different constellation of expertise and decision-making authority.

When an event such as a hurricane occurs, the necessary roles are identified and mobilized by a team leader. Management roles include the information point of contact, who captures, sorts, analyzes, and communicates data to ensure everyone receives information from one consistent source; the technical plans and programs coordinator, who provides response plans and makes staffing and equipment decisions; and the incident commander, who acts as the liaison with other divisions, conducts financial assessments of solutions, and is the overall team leader.

Anyone with the requisite expertise can step into a specific role. Depending on the nature and duration of the event, people can rotate through a given role as well.

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Because each team member knows what to expect from a particular position through training and well-defined processes, trust is easily established, enabling swift coordination among relative strangers. Further, because the modules of response are generally the same only their packaging is unique to a given event , the FAA can adapt innovative solutions from one region to another to improve performance throughout the whole organization.

When the first plane struck the World Trade Center in the September 11 terrorist attacks, for example, the Southern Region rapid response system kicked into gear. Within approximately 15 minutes, emergency operations centers at seven locations were up and running.

Although no FAA facilities were physically damaged, steps had to be taken to secure them and to protect employees. The situation was very different from a weather disaster such as a hurricane, for which the agency typically would have days to prepare. Relying on established roles and customized software applications helped keep everyone informed, acting on consistent information, and coordinating work and activities rapidly in the face of an entirely new crisis.

Of course, a modular response network requires more than just technology and a set of well-conceived roles. Employees must not dogmatically adhere to formal hierarchy but, instead, be ready to follow those individuals with the necessary expertise who step into a specific role at a given time. Formal leaders must be willing to give up decision-making authority when others, who are better informed, are performing a particular role.

And followers must not be afraid to take risks. Because of this, the FAA has changed the way it educates and supports its employees, driving decision making to the lowest level possible. The investment has been worth it. Most technicians do not need to work together to do their jobs. Therefore, training on a broad set of response systems is less effective than developing depth in specific areas and then making sure everyone understands each role and how to use the technology to stay connected during a crisis.

To be sure, this coordination challenge is not unique to the FAA. Large corporations like IBM and BP are trying to become more nimble through modular response networks in areas such as software development and drilling. By reallocating information access and decision-making authority from hierarchies to roles, these organizations can be more responsive to the opportunities and challenges they face. Coordinating work in a modular way lessens the investment a company must make to ensure that the right people talk to the right people; at the same time, it allows for some customization in the delivery of products and services.

The third type of network creates value by coordinating expertise to provide reliable responses to recurring problems. Call centers and claims-processing departments at insurance companies become more efficient and better serve their customers when work is taken out of the network and embedded instead in systems, processes, and procedures. For example, to make responding to customer queries more efficient, an organization can prescribe patterns of interaction, minimize unnecessary relationships within and outside an organization, and employ a formal structure that focuses collaboration on inputs and outputs.

Communicating the organisation. Foskett Eds. Foskett, Nick and Jane Hemsley-Brown. Jacky Lumby and Nick Foskett. SAGE Knowledge. Educational Management: Research and Practice. Have you created a personal profile? Login or create a profile so that you can create alerts and save clips, playlists, and searches. Please log in from an authenticated institution or log into your member profile to access the email feature. The growth of a market-driven culture in education has focused institutions on issues relating to the external communications of the organisation.

Chapter 3 has identified a wide range of perspectives on the ways educational institutions perceive their interaction with external stake-holders, emphasising the importance of issues such as quality assurance and community relations, as well as recruitment, in shaping a school or college's marketing stance.

Managing External Relations in Schools: A Practical Guide (Educational Management) Managing External Relations in Schools: A Practical Guide (Educational Management)
Managing External Relations in Schools: A Practical Guide (Educational Management) Managing External Relations in Schools: A Practical Guide (Educational Management)
Managing External Relations in Schools: A Practical Guide (Educational Management) Managing External Relations in Schools: A Practical Guide (Educational Management)
Managing External Relations in Schools: A Practical Guide (Educational Management) Managing External Relations in Schools: A Practical Guide (Educational Management)
Managing External Relations in Schools: A Practical Guide (Educational Management) Managing External Relations in Schools: A Practical Guide (Educational Management)
Managing External Relations in Schools: A Practical Guide (Educational Management) Managing External Relations in Schools: A Practical Guide (Educational Management)
Managing External Relations in Schools: A Practical Guide (Educational Management) Managing External Relations in Schools: A Practical Guide (Educational Management)
Managing External Relations in Schools: A Practical Guide (Educational Management) Managing External Relations in Schools: A Practical Guide (Educational Management)

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