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1. Report on a Two-Year Farm Management/Agricultural Mechanics Curriculum Review

Author

Eighmy, Myron A. and Tews, Bradley D.

Abstract

The purpose of this project was to review the Farm Management curriculum at the North Dakota State College of Science (NDSCS) to determine if current curriculum content provides the knowledge and skills needed to be an entry-level farm manager in a contemporary farming operation. The nominal group technique was selected for this curriculum review. Seven area farm managers accepted the invitation and participated in the curriculum review. Three of the seven participants were graduates of the NDSCS farm management program. Program faculty did not participate in the nominal group process. Tables list the items that the participants considered to be "important" knowledge and skills needed by farm management graduates. The final step in the curriculum review process was to provide general recommendations for curriculum changes. Participants were given the program of study for the farm management program and each of the courses in the program were discussed. Course syllabi were reviewed to understand course objectives and outcomes. Participants developed lists of important concepts and strategies for financial analysis, agronomy risk management/Insurance, agricultural technologies, and government interaction. These recommendations are presented in a series of tables. The NDSCS Agriculture Department faculty reviewed the recommendations and suggestions found in the curriculum review summative report, and chose to propose changes to the Farm Management/Agricultural Mechanics program. The report details the course changes that have been approved. (Contains 9 tables.)

Published
2006

2. Primary Teachers' Beliefs Regarding Family Competence for Providing Input To Help Meet Children's Educational Needs.

Author

Moseman, Cindy C.

Abstract

This study examined the views of kindergarten, first-, and second-grade teachers regarding families' competence to contribute knowledge to their child's educational process. In the first part of the study, 33 teachers from a variety of schools participated in small-group nominal group technique discussions. Their beliefs then contributed to the development of Q statements, which were later sorted by 43 kindergarten, first- and second-grade teachers. Seven teachers, representing the varied beliefs expressed through the Q sort, were interviewed to clarify the three factors emerging from the Q analysis. Three perspectives were identified: (1) Valuers, who place value on family influence to varying degrees; (2) Categorizers, who tend to dichotomize families as competent or not and family input as worthy or not, and who felt that families could not provide decision making about their child at school; and (3) Tunnel Visioners, who see limited uses and benefits of family classroom influences and feel that families are competent only regarding information on their own child's education at school. Further analysis of these perspectives showed all the Categorizers and Tunnel Visioners were also Low Valuers. High Valuers were more likely to have wide-ranging family competency beliefs than Low Valuers, Categorizers, or Tunnel Visioners. High Valuers used information obtained from families to understand their interests, activities, and circumstances, whereas Categorizers, Tunnel Visioners, and Low Valuers used such information to evaluate or judge families. Only some High Valuers took an active role in encouraging many areas of family influence. (Contains 37 references.) (KB)

Published
2000

3. Partnering for Quality under the Workforce Investment Act: A Tool Kit for One-Stop System Building. Summary of Tools.

Author

Social Policy Research Associates, Menlo Park, CA., Kogan, Deborah, Koller, Vinz, Kozumplik, Richalene, and Lawrence, Mary Ann

Abstract

This document presents 22 tools that were developed for use in a five-module training package to assist employment and training service providers comply with the Workforce Investment Act of 1998 and develop a one-stop training and employment services system. Each tool addresses a different aspect of the process of developing a one-stop delivery system and is referred to in one or more of the five training package modules. Each tool description contains the following elements: a statement of the tool's purpose; information about when the tool should be applied; an overview of the tool's usefulness; helpful hints for using the tool; a summary of how the tool was used in the modules; and a listing of related resources. The 22 tools/techniques are as follows: the activity network diagram; the affinity diagram; brainstorming; building consensus; building a glossary of terms; the cause-and-effect diagram; the column flow chart; the correlation chart; data displays; dot voting methods; the fishbone chart; the Gantt chart; the interrelationship diagraph; the nominal group technique; the Pareto chart; the prioritization matrix; the process flow chart; process mapping; process task spreadsheets; the radar chart; the scatter diagram; and service mapping. (MN)

Published
1999

4. Observation Instrument for Assessing Pre-service Technology Teachers.

Author

Tseng, Kuo-hung Ken

Abstract

An observation instrument was developed for use in assessing the competence of preservice technology teachers in Taiwan. The observation instrument was developed by using the nominal group technique to gather input from 5 experts in technology education and 60 junior high school teachers with a background in technology education. To evaluate the reliability of the new observation instrument, the teaching of five technology teachers was videotaped and evaluated by five experienced technology teachers and a technology professor. Input regarding the new observation instrument's validity was also obtained through a questionnaire. The experts confirmed that the new observation instrument did indeed have expert validity. The instrument's reliability was determined by calculating the Kendall coefficient, which was determined to equal 0.917 and to confirm that the instrument is indeed reliable. The new observation instrument contains 39 closed- and open-ended items (evaluation criteria) in the following areas: teaching activities (explain the content of living technology, develop teaching activities, use various teaching techniques); teaching presentation (use good oral presentation techniques); classroom management (create a good learning climate, maintain good student discipline and behavior) lab management; and teaching evaluation and feedback. (Contains observation instrument.) (MN)

Published
1998

5. The Identification of National Trends and Issues for Workplace Preparation and Their Implications for Vocational Teacher Education.

Author

Frantz, Nevin R.

Abstract

A nominal group panel prioritized implications for vocational teacher education from 19 selected documents. Highest ranked items were (1) secondary and postsecondary teachers, counselors, and administrators should have philosophical understanding of vocational education's role in work force preparation; and (2) teacher education programs should optimize academic-vocational collaboration. (SK)

Published
1997

6. Solving Creative Problems in Groups: A Comparison of Techniques for Use in Advertising Classrooms.

Author

Mitchell, Nancy and Danielson, Mary Ann

Abstract

An underinvestigated aspect of advertising education is the consideration of methods by which groups effectively solve creative problems. Brainstorming has been popularly used by teams in classes to generate ideas; yet, little research exists that compares small group structures for creative problem solving. Bridging this gap, a study compared structured group, unstructured group, and individual efforts. Subjects, 46 undergraduate students enrolled in courses at 2 midwestern universities, were divided into 1 of 3 groups--a group that used the Nominal Group Technique, an unstructured group, and individuals. Subjects were asked to generate possible themes/topics for a new magazine targeting college students. Subjects also completed questionnaires. Results indicated that the Nominal Group Technique, while most effective for creative projects, will be enhanced when combined with the elaboration/interaction of unstructured group activities. (Contains 20 references and 1 table of data. Appendixes present instructions for each group and 2 questionnaires.) (Author/RS)

Published
1996

7. Creative Problem Solving: A Comparison of Techniques.

Author

Danielson, Mary Ann and Mitchell, Nancy

Abstract

A study explored the relationship between creative problem solving and group decision making techniques as measured by the outcome variables identified in earlier studies. Subjects, 46 undergraduate students enrolled in communication courses at 2 midwestern universities, were divided into 3 groups, a Nominal Group Technique (NGT), Unstructured Group Activities (UGA), and individual participation (IND). Subjects were asked to generate possible themes/topics for a new magazine targeting college and university students, and then to complete questionnaires. Results indicated that: (1) use of the NGT led to a larger quantity of ideas generated, but generally reflected less evidence of group process and lower satisfaction, confidence, and efficiency; and (2) observations of UGA groups detected more "piggy backing" or "springboarding" of ideas among group members during interaction. Findings suggest that the NGT is useful but not optimal for creative decision making, and that the advantages of both the NGT and UGA structures are enhanced when combined. (Contains 19 references and 1 table of data. An appendix presents the questionnaire and instructions for members of the various groups.) (RS)

Published
1995

8. Teaching Communication Ethics by Encouraging Values and Habits.

Author

Bode, Robert A. and Krolokke, Charlotte

Abstract

Learning the values of respect for the individual, fairness, responsible exercise of freedom, and belief in each person's ability to understand democracy is possible. Students should learn to practice four communication habits: the habit of search (teaching students that they are accountable and responsible for what they say); the habit of justice (teaching students to present facts and opinions fairly); the habit of preferring public to private motivations (teaching students to openly reveal their information sources); and the habit of respecting dissent (teaching students to allow and encourage diversity of viewpoints). Possible outcomes that may result from the teaching of such values and habits are: (1) students could learn important conflict resolution skills which may be useful in their familial, student-to-student, student-to-teacher, and community relationships; (2) students may learn that diverse voices enrich perceptions and increase understanding, cooperation, and compromise rather than the reverse; (3) students may learn that how a person communicates tells a great deal about ethical character and genuine orientation toward communicating; and (4) students may learn to participate in lively and spirited discussions about the issues of the day. Nominal group technique, a small group exercise during which members alternate between individual work in the presence of others and verbal interaction as a group, is a recommended technique for working with students on communication ethics. It is a step-by-step exercise in which the teacher can customize effective questioning and guidance. (TB)

Published
1995

9. The Brainstorming Myth.

Author

Mongeau, Paul A.

Abstract

Noting that brainstorming remains a very popular means of idea generation despite considerable research evidence to the contrary, this paper attempts to debunk the brainstorming myth by first critically reviewing the claims advocating brainstorming and the data supporting these claims. The paper discusses the social science research relevant to brainstorming groups versus nominal groups (which are composed of individuals who do not interact), followed by a review of the explanations that have been developed to explain that literature. Since no single explanation appears to rectify the brainstorming literature, appropriate characteristics of future brainstorming explanations are discussed. Finally, a comparison is made between how brainstorming was initially conceptualized and how it has been operationalized in research. The paper concludes that many potential research avenues await the curious researcher. (Contains 22 references.) (RS)

Published
1993

10. A Professional Development Program for Beginning Vocational Teachers.

Author

National Center for Research in Vocational Education, Berkeley, CA., Heath-Camp, Betty, and Camp, William G.

Abstract

Research begun in 1988 investigated the induction process of beginning vocational teachers. Several research techniques were used in the study: nominal group technique focus sessions, focus group sessions, and individual interviews; daily and weekly tape-recorded logs and site visits; national survey; and exemplary induction assistance programs. Qualitative and quantitative analysis results led to the organization of a professional development program for beginning vocational teachers. Three major research conclusions were reached: (1) induction assistance programs must be flexible; (2) mentoring programs are the most common approach to induction assistance; and (3) the induction of beginning teachers should be a collaborative effort. A comprehensive induction assistance program should consist of 11 components: systematic administrative support; detailed orientation; certification courses; structured mentoring program; coaching in reflection; professional development plan; local professional development coordinator; professional development center; beginning teacher handbook; on-going inservice workshops; and peer support group. A model professional development center has the following elements: local school site; collaborative effort among school, university, and state department of education; operated by a full-time local professional development coordinator; funded jointly; and responsible for different induction levels. (Three figures and 22 references are included.) (NLA)

Published
1992

11. On Becoming a Teacher: An Examination of the Induction of Beginning Vocational Teachers in American Public Schools.

Author

National Center for Research in Vocational Education, Berkeley, CA. and Heath-Camp, Betty

Abstract

A knowledge base was developed regarding the nature, dynamics, and scope of the induction process for beginning secondary vocational teachers. The research involved the following components: a 2-year ethnographic follow-up of 12 beginning teachers during fall 1988; the case study analysis of the first 2 years of teaching of five beginning teachers (selected from the 12 teachers in the ethnographic study); nominal group technique (NGT) focus sessions conducted with samples of beginning teachers from eight states in four U.S. regions over a 2-year period; a national mail survey of a stratified random sample of beginning teachers during fall 1989; and a national examination of exemplary teacher induction assistance programs. Important and substantive differences were found in the induction experiences and needs of teachers entering vocational education from traditional certification programs and those entering through alternative or vocational certification. These largely qualitative differences are attributable to the pedagogical training received in traditional programs and to the age and maturity gained by the alternatively certified teacher who has longer experience in the work world. The model induction assistance program developed by the study takes into account the unique needs of the teacher in terms of specific discipline, vocational development level, and background in teacher preparation. (Nineteen tables, 11 figures, 116 references, and 144 additional citations are provided. Two appendices contain 16 tables from NGT sessions and the national survey instrument.) (NLA)

Published
1992

12. Teacher Participation in School Government: A Central Element in Educational Reform.

Author

Epp, Juanita Ross

Abstract

The demand for educational reform has reopened several debates concerning fundamental aspects of education. Three of these debates--the goals of education, school governance structures, and the locus of control for reform--are linked to teacher participation. This paper suggests that education's goals could best be addressed by action research applied at the school site level. Shared governance would shift the locus of control from administrators to teachers in a process of teacher empowerment. In this model, the reform occurs through a web of teacher interaction instead of depending on a top-down, pyramidic intervention. The teacher group would use action research, increased professionalism, and empowerment to implement the processes necessary to reach mutually acceptable school improvement goals. The participative approach would lead to many diverse processes, depending on the perceived needs of the individuals closest to the reform action. There are many instances of teacher restructuring of schools already in use. The process described here combines Nominal Group Techniques with Force Field Analysis to allow school staffs to plan, implement, and evaluate school improvement initiatives. An appendix contains extensive background information for teacher groups and a bibliography. (35 references) (MLH)

Published
1992

13. The Teacher Proximity Continuum: A Conceptual Framework for the Analysis of Teacher-Related Phenomena.

Author

Camp, William G. and Heath-Camp, Betty

Abstract

In conjunction with a national study on the induction process for beginning vocational teachers, researchers developed a general conceptual framework for the classification and analysis of teacher-related phenomena. The framework, called the Teacher Proximity Continuum, has proved useful in analysis of negative influences, positive influences, significant events, and assistance provided to teachers. Based on functional distance from the teacher, the continuum has been used to classify over 5,000 events and influences up to this point and appears to hold great promise for utility in continuing analysis. Two samples of beginning vocational teachers participated in the study, 12 first-year teachers and 13 third-year teachers. Data for the analysis were collected from the teachers for a year using nominal group technique, interviews, and daily logs. A total of 281 NGT problem statements and 1,777 daily log negative influences were identified. The grouping system that emerged was based on the functional proximity to the teacher. Categories or domains of interest were then developed. The Teacher Proximity Continuum consists of eight domains at five levels of functional distance from the teacher. The five distance levels are personal characteristics, professional skills, interpersonal relationships, educational system, and extra system (outside educational system boundaries). The domains are internal, pedagogy, curriculum, program, peer, student, system, and community. The model was valid for the purpose for which it was used, reliable, and inclusive of the events analyzed. (Five references and a figure describing the Teacher Proximity Continuum are included.) (Author/NLA)

Published
1990

14. Building Participation through Market Research. The Guide Series in Continuing Education.

Author

Illinois Univ., Urbana. Office of Continuing Education and Public Services. and Campbell, M. Donald

Abstract

Market research, important for professional renewal, is a critical part of continuing education program planning. It includes attention to learning needs and learner motivation to participate in continuing education. Informal market research makes use of internal sources, such as enrollment data, program evaluations, policy statements, and staff members and volunteers; and external sources, such as other program providers, professional development activities, and market research literature. Formal market research with individuals includes surveys, the Delphi technique, face-to-face interviews, and telephone interviews. Group research techniques include the nominal group and the focus group. Philosophy of education, personal preferences, and the work environment influence market research. The steps in executing market research are as follows: (1) decide what to research; (2) consider the resources available; (3) determine the best time to do research; (4) choose a market research approach; (5) recruit people to help; (6) develop a preliminary plan for the research; (7) develop a budget; (8) plan how to use the data; (9) collect and analyze the data; and (10) use the data to make decisions. (Thirteen references and 33 annotated resources for further study are listed, including 3 in marketing, 4 in market research in continuing education, 19 in market research methods, and 7 in research skills.) (CML)

Published
1990

15. The Families Who Care Project: Meeting the Educational Needs of African American and Rural Family Caregivers Dealing with Dementia.

Author

Coogle, Constance L.

Abstract

Advisors from universities, human services agencies, and Alzheimer's Association identified the educational needs of family caregivers; results were used to prepare training materials. Family caregivers who were trained, mostly African American and rural (n=106), increased knowledge of the disease and caregiving. Economic barriers to participation and ways to improve cultural sensitivity were addressed. (Contains 33 references.) (SK)

Published
2002

16. Occupational Health Nurses' Perceptions of Their Education and Training Needs To Meet the New Public Health Agenda using the Nominal Group Technique.

Author

Bamford, Margaret and Warder, Judith

Abstract

Occupational health nurses (n=18) in the National Health Service in Britain participated in a nominal group to identify issues and educational needs. Findings indicated a need for management skills and legal/legislative knowledge, evidence-based approaches, and sharing of expertise. Incremental continuing education was recommended. (Contains 33 references.) (SK)

Published
2001

17. Delphi Revisited: A Concise Method for Industry Consultation on Curriculum.

Author

Brace-Govan, Jan, Farrelly, Francis, and Joy, Sally

Abstract

A modified Delphi method was used to gather business input for marketing curricula in a time- and resource-efficient manner. Rounds one and two collected panel responses that rank ordered topics. A face-to-face nominal group used the Delphi results to achieve consensus on inclusion and weighting of topics. (Contains 27 references.) (SK)

Published
2001

18. Use of Learning Contracts in a RN-to-BSN Leadership Course.

Author

Waddell, Donna L. and Stephens, Stephanie

Abstract

The challenge of leadership training for registered nurses returning to school for bachelor's degrees may be addressed by using (1) learning contracts, which support adult responsibility for learning and (2) nominal group process, a means of identifying individual learning needs and preferences so that teaching can be tailored to individuals. (SK)

Published
2000

19. Marketing Education National Research Conference Report (Houston, Texas, April 10-12, 1987).

Author

Auburn Univ., AL., Pittsburgh Univ., PA., Houston Univ., TX., and McComas, Marcella

Abstract

Eight presentations are included in these proceedings: "Concerns of Secondary, Marketing Education Teachers in Illinois: Implications for the Profession" (Ralph Wray); "Differences in Self-Concept and Achievement of Vocational, Academic, and Academic-Vocational Students" (Margie Crocker, Jack Crocker); "The Identification of Critical Areas Contributing to the Current Sales Position for the Greensboro Area in Relation to Other North Carolina Cities: Application of the Nominal Group Technique" (Stephen Lucas, Benton Miles); "Pennsylvania Marketing Education Implementation of Entrepreneurship Competencies" (Frank Palmieri); "Importance and Emphasis Placed on the National Core Curriculum Competency Area Foundations for Marketing: An Alabama Study" (Michael Littman); "Linking with Business: A Marketing Skill for Vocational Education Survival" (Sharon O'Neil, Katy Greenwood); "A Study to Determine the Relationship between the CPP (Career Planning Program) Test Scores of Retail Marketing Students and Their Scores in Economics" (Sandra Taylor); "A Comparison of Georgia and Texas Secondary Marketing Education Teachers' Perceptions of the 1984 National Curriculum Consensus Outcome Statements" (Tracy Trussell, Marcella McComas). (NLA)

Published
1987

20. Strategic Planning for Indian Tribal Self-Sufficiency: A Culturally Appropriate Model for Consensus Building

Author

Broome, Benjamin J. and Cromer, Irene L.

Abstract

As a model for long-range planning and problem-solving, the Winnebago Tribe of Nebraska is responsive to the needs of the tribal community as well as to Indian traditional values. The tribe has grown from a $6,000 budget in 1965 to todays' multimillion dollar enterprise. In 1980 the Tribe implemented a plan for socioeconomic self-sufficiency to improve the living conditions, health, and education of tribal members. Eighteen participants, including members of the Winnebago Tribal Council, tribal administrative staff, and community dissidents, were involved in a 2-day planning session. Two consensus methodologies were used to identify, clarify, and structure the anticipated problems relevant to implementing a self-sufficiency plan. The Nominal Group Technique (NGT) was used to guide the participants through the identification and clarification of the barriers to implementation. Interpretive Structural Modeling (ISM) was used to assist the participants in organizing the problems in a priority structure. A third consensus methodology, idea writing, was used to help teams focus on a particular set of problems identified in the priority structure and to generate options for alleviating the problems. One figure and one table of problems and priority structures are included; 19 reference are attached. (GGH)

Published
1989

21. Adult Learning Methods: A Guide for Effective Instruction. Second Edition.

Author

Galbraith, Michael W. and Galbraith, Michael W.

Abstract

This book contains 21 papers devoted to understanding and facilitating adult learning. After "Foreword to the Second Edition" (Malcolm S. Knowles) and other introductory materials, the papers are: "Becoming an Effective Teacher of Adults" (Michael W. Galbraith); "Understanding Adult Learners" (Huey B. Long); "Identifying Your Philosophical Orientation" (Lorraine M. Zinn); "Identifying Your Teaching Style" (Gary J. Conti); "Strategies to Enhance Adult Motivation to Learn" (Raymond J. Wlodkowski); "Ethical Reasoning in Teaching Adults" (Daniel D. Pratt); "Guidelines for Selecting Methods and Techniques" (Gary J. Conti, Rita C. Kolody); "Lecture" (Shirley J. Farrah); "Discussion" (Stephen D. Brookfield); "Questioning Techniques" (Ray E. Sanders); "Case Study" (Victoria J. Marsick);"Nominal Group Technique" (Lloyd J. Korhonen); "Demonstration and Simulation" (Jerry W. Gilley); "Forum, Panel, and Symposium" (Burton R. Sisco); "Learning Contracts" (Judith M. O'Donnell, Rosemary S. Caffarella); "Case Story" (Patricia Maslin-Ostrowski, Richard H. Ackerman); "Critical Thinking Techniques" (Stephen D. Brookfield); "Internship" (Susan B. Premont); "Mentorship" (Laurent A. Parks Daloz); "Information Access Techniques" (Donna L. Whitson, Donna D. Amstutz); and "Distance Learning Techniques" (Barbara A. White, Cathy Bridwell). (MN)

Published
1998

22. Postsecondary Disability Issues: An Inclusive Identification Strategy.

Author

Farone, Mark C, Hall, Elizabeth W., and Costello, James J.

Abstract

A qualitative study of contemporary problems and issues encountered by college students with disabilities used a nominal group process to incorporate student perspectives into the assessment. Critical issues and suggested solutions were identified in six categories: physical/sensory access; service provision; information access; social inclusion; attitudinal barriers; and hidden disability issues. Strategies for service evaluation are offered. (Author/MSE)

Published
1998

23. Academic Medicine Concerns of Basic Science and Clinical Departments: Using the Nominal Group Technique in Preparation for Strategic Planning.

Author

Elam, Carol L.

Abstract

A study investigated whether one medical school's basic science and clinical departments attached differential importance to academic missions of teaching, research, and clinical service. Data from departmental meetings, analyzed using nominal group technique, indicated departments expressed concern differently about administration, research, education, and clinical care issues. Information gained was useful in identifying faculty concerns, but difficult to translate into institutional priorities. (Author/MSE)

Published
1997

24. Planning a Communication Education Program for Older People.

Author

Hickson, Louise

Abstract

Nominal group technique was used with 7 groups of older adults (n=36) and 2 groups of professionals (n=10). Older people thought their primary communication problems were hearing and memory loss and word retrieval. Professionals named hearing difficulties, lack of conversational skills, and personality factors. Nominal group technique proved a valuable tool for developing health promotion programs. (SK)

Published
1996

25. The Nominal Group Technique: Extending the Evaluation of Students' Teaching and Learning Experiences.

Author

Chapple, Mary and Murphy, Roger

Abstract

The Nominal Group Technique, in which groups of students jointly evaluate a course, is proposed as an alternative to individual course evaluation questionnaires for student assessment of college teacher performance. Evaluation of a new course by three cohorts of students using the technique is reported. Strengths and weaknesses emerging in the study, and uses in other contexts, are considered. (Author/MSE)

Published
1996

26. Alternative User Survey and Group Process Methods: Nominal Group Technique Applied to U.S. Depository Libraries.

Author

Richmond, Elizabeth B. and McKnelly, Michele T.

Abstract

Assessing user needs is vital to planning and development of collection and service policies in depository libraries. Community surveys, published surveys, library internal reports, and databases are alternative sources of user information. A group process, such as the Nominal Group Technique, which creates a listening forum, may be more effective and efficient than a written survey. (Author/AEF)

Published
1996

27. Planning and Conducting Needs Assessments: A Practical Guide.

Author

Witkin, Belle Ruth, Altschuld, James W., Witkin, Belle Ruth, and Altschuld, James W.

Abstract

This book describes a structure for understanding and managing the process and options for gathering and analyzing data on needs. The three-phase model that forms the basis for the structure grew from both theory and practical experience in many settings. The focus is on assessing the needs of organizations rather than individuals. It is stressed that needs assessment engages the active involvement of a cross-section of recipients of service, providers of service, and representatives of the organization or system providing the services. Setting priorities and democratic involvement are emphasized. Part I focuses on planning and managing the needs assessment. Chapter 1 describes a three-phase plan, defines "needs" and "needs assessment," places needs assessment in context, and provides a method for choosing among plan options. Chapter 2 describes pre-assessment, and chapter 3 explains the tasks for Phase 2, "Assessment," with guidelines for collecting, analyzing, and interpreting data. Chapter 4 considers post-assessment and Phase 3 of the needs assessment. Part II consists of six chapters, five of them on methods for conducting a needs assessment. Chapter 5 explains the use of records and existing databases, while chapter 6 is devoted to surveys, interviews, and the critical incident technique. Chapter 7 describes widely used group processes: community forums, the nominal group technique; and the focus group technique. Chapter 8 describes five specialized survey and group techniques, and chapter 9 presents future-oriented needs-assessment techniques. Chapter 10 deals with specific tools for analysis, exploring "fishboning," case and consequence analysis, and "fault tree" analysis as causal analysis approaches. (Contains 11 tables, 43 figures, and 105 references.) (SLD)

Published
1995

28. Problems of Inner-City Schoolchildren: Needs Assessment by Nominal Group Process.

Author

Gerdes, Karen E. and Benson, Rose Ann

Abstract

Explores the use of nominal group process to identify and rank problems faced by students in an inner-city school. Results showed that students identified concrete behavioral problems, such as pregnancy and disruptive behavior, whereas faculty and administrators identified more abstract problems, such as low self-esteem. (RJM)

Published
1995

29. Tools for Achieving TQE.

Author

Latta, Raymond F., Downey, Carolyn J., Latta, Raymond F., and Downey, Carolyn J.

Abstract

This book presents a wide array of sophisticated problem-solving tools and shows how to use them in a humanizing way that involves all stakeholders in the process. Chapter 1 develops the rationale for educational stakeholders to consider quality tools. Chapter 2 highlights three quality group-process tools--brainstorming, the nominal group technique, and the focus group. The third chapter discusses the seven basic quality tools, often referred to as statistical process control (SPC) quality tools: histograms, pareto charts, scatter diagrams, run charts, control charts, cause-and-effect diagrams, and flowcharts. Chapter 4 introduces seven additional quality tools that move cross-functional groups into the beginning stages of planning and management--affinity diagrams, tree diagrams, matrices, interrelationship diagraphs, radar diagrams, force-field analysis, and benchmarking. Action planning, activity networks, the Plan-Do-Check-Act (PDCA) cycle, and Hoshin planning are integrative quality tools presented in the fifth chapter. The final chapter offers suggestions and reasons for getting started. Key terms and concepts are defined at the end of each chapter. Seventy figures are included. (LMI)

Published
1994

30. Communication Concurrency and the New Media: A New Dimension for Media Richness.

Author

Valacich, Joseph S.

Abstract

Seeks to determine which aspects of managerial communication and decision-making are amenable to technological support. Finds groups using computer-mediated, electronic communication generated more unique and high-quality ideas (over a fixed time period) than groups using verbal communication. (NH)

Published
1993

31. Job Satisfaction and the Headteacher: A Nominal Group Approach.

Author

Mercer, David

Abstract

Principal job satisfaction is a neglected research area. This article considers existing data and introduces the Nominal Group Technique as a possible data-collection method. Results of the author's research with secondary headteachers in northern England are presented and discussed. Headteacher development and a substantive theoretical base for administrator job satisfaction are sorely needed. (Contains 69 references.) (MLH)

Published
1993

32. In Search of...Good Ideas.

Author

Zemke, Ron

Abstract

Discusses alternatives to brainstorming such as the Trigger Method, the SIL (Successive Integration of Problem Elements) Method, the Wildest Idea, Brainwriting Pool, Method 6-3-5, Pin Cards, the Gallery Method, the Crawford Slip Method, and Nominal Group Technique. (JOW)

Published
1993

33. Preparation for Employment in Georgia toward the 21st Century: Developing a Vision for Secondary Vocational Education.

Author

Rojewski, Jay W.

Abstract

Eight nominal group sessions in Georgia elicited views of educators, parents, unions, policymakers, and employers, organized in seven themes: content and structure of vocational curriculum, school management, school restructuring and policy, program components, student outcomes, teaching strategies and teacher education, and collaboration. (SK)

Published
1992

34. Identifying a Range of Performance Improvement Solutions through Evaluation Research.

Author

Dean, Peter J.

Abstract

A needs assessment was conducted at a community college to assist in planning professional and staff development programs. Participants used the nominal group technique to develop needs lists and suggested solutions were analyzed using the performance technology model. Five intervention categories encompassing both training and nontraining options were identified. (13 references) (EA)

Published
1992

35. Directed Small Group Discussions as an Evaluation Method for Improving Performance in Post-Secondary Education.

Author

Talbot, Robert W.

Abstract

A new technique for evaluating postsecondary education courses and improve instruction uses directed group discussion based on formative evaluation of the course concerned. It draws on Delphi technique and nominal group process but is more easily administered and produces higher user satisfaction. Its reliability has been confirmed in educational and industrial applications. (Author/MSE)

Published
1992

36. Decisionmaking: The Key to Success for a Statewide Project.

Author

Epler, Doris M. and Fogarty, James S.

Abstract

Describes the decision-making processes involved in the development of the ACCESS PENNSYLVANIA database, a statewide union catalog of school, public, academic, and special libraries' holdings on compact laserdisc. Highlights include the planning process; the role of retrospective conversion vendors; the nominal group technique; the role of task forces; and future prospects. (eight references) (LRW)

Published
1992

37. Take Five for Better Brainstorming.

Author

Thiagarajan, Sivasailam

Abstract

Describes "Take Five," a group brainstorming activity that can be adapted to different time constraints, numbers of participants, and types of participants. Gives examples of uses to which the technique can be put. (SK)

Published
1991

38. Critical Issue Identification: A Vital Step for Rural Leadership.

Author

Langone, Christine A.

Abstract

This paper describes the use of the Nominal Group Technique as a tool to assist community leaders in 23 Georgia counties, most of them rural, in identifying and prioritizing community issues. The counties and individuals involved were participants in the Georgia County Perspective, a 12-week leadership program designed to give local leaders skills for managing and directing change in their own communities. The Nominal Group Technique is a process designed to generate ideas in a group setting, focusing local attention on key issues and obtaining individual input when potential disagreement exists. Its steps are as follows: (1) silent writing of ideas relating to a specific question; (2) sharing and recording ideas in a round-robin fashion; (3) discussing each idea for clarification and to avoid duplication; and (4) individual voting using numerical ratings. Individual county groups' ratings were combined, using the same numerical system used by participants. A numerical value was computed for each issue, indicating its relative importance for Georgia leaders. The following issues, listed in order of importance, were rated as being most critical: (1) economic development; (2) education; (3) local growth planning; (4) substance abuse; (5) infrastructure; (6) resources; (7) teen pregnancy; (8) leadership development; (9) health services; (10) environment; and (11) recreation. Specific suggestions such as improving tourism, employment, and school attendance, also were identified under each issue. The document concludes that the use of the Nominal Group Technique shows Georgia county leaders to be concerned with needs of community growth and change. It is suggested that the technique might serve to alert extension specialists to counties' future programming needs. (TES)

Published
1990

39. Marketing Education National Research Conference Report (Athens, Georgia, April 1990).

Author

Auburn Univ., AL., North Texas Univ., Denton., Georgia Univ., Athens., and Williams, Harold

Abstract

Nine presentations are included in these proceedings: "Industries' Perception of Preparation of Marketing Teacher Education for Jobs in the Business World" (Thomas Allen); "Projecting the Need for Secondary Marketing Educators in Northeast Ohio to the Year 2000" (Patrick O'Connor); "Marketing Education: A Survey of State Supervisors Concerning Program Size, Growth, and Teaching Assignments" (Jerry Moorman); "Identification of Perceived Challenges of Secondary Indiana Marketing Education Teachers: Application of the Nominal Group Technique" (Rodney Davis); "Illinois Secondary Marketing Education Teachers' Perceived Needs for Inservice Education" (Ralph Wray); "Microcomputer Literacy of Marketing Education, Business Education, and Business Students" (Michael Littman); "The Teachers of Marketing Education Teachers" (Richard Lynch, Lillie Anderton); "The Marketing Education Program in Florida: Its Effectiveness in Placing Program Completers" (Wally Holmes, Ronald Dearden); and "The Successful Secondary Marketing Teacher: Implications for Marketing Teacher Education" (Nancy Ruff). (NLA)

Published
1990

40. Challenges Facing Secondary Business Education Teachers in Illinois.

Author

Wray, Ralph D. and Haynes, Thomas

Abstract

Uses the Nominal Group Technique to determine Illinois business education teachers' responses to perceived challenges. Finds geographic differences in challenges faced by business educators and suggests strategies, including preservice and inservice teacher education, for coping with constantly changing issues and needs. Participants identified and ranked 15 challenges to business education. (AF)

Published
1990

41. Team Development and Management.

Author

Hawkins, Katherine W.

Abstract

Steps for implementing team management in libraries are discussed in the first of four articles. The second reviews the use of quality circles in librarianship, the third describes the implementation of self-management teams in technical services, and the fourth discusses nominal group technique as a team development tool. (CLB)

Published
1990

42. The Measurement of Distortion Tendencies Induced by the Win-Lose Nature of In-Group Loyalty.

Author

Burton, Gene E.

Abstract

Examined the effects of group loyalty and distortion tendencies during a nominal grouping exercise involving 42 members of a management team in a decision-making seminar, divided into 5 groups to generate ideas on developing a program of flextime scheduling. Results showed distortion of judgment resulting from in-group loyalty in both brainstorming and nominal groups. (Author/TE)

Published
1990

43. Computer-Mediated Needs Assessment To Identify 4-H Youth Curriculum Needs.

Author

Mincemoyer, Claudia C. and Corbin, Marilyn

Abstract

Pennsylvania's 4-H youth program faculty and staff (n=16) participated in electronic brainstorming to determine priority needs for curriculum revision. The 46 areas needing revision were refined by 33 county Extension educators using interactive software on the World Wide Web. A curriculum priority list emerged that is being used for resource allocation and curriculum planning. (SK)

Published
2001

44. Two (or More) Heads Are Better than One: An Application of Group Process to Developing Extension Evaluation Tools.

Author

Ferrer, Millie, Jacob, Steve, and Ferrari, Theresa M.

Abstract

To develop a statewide evaluation tool for parenting education programs, domains of successful parenting were identified using a nominal group process involving county extension faculty. Indicators for five domains were developed and pilot tested with nearly 400 parents. The resulting instrument was easy to use and produced reliable results that could be aggregated at the state level. (SK)

Published
2001

45. Marketing Education National Research Conference Report (Pensacola, Florida, April 14-16, 1989).

Author

Auburn Univ., AL., University of West Florida, Pensacola., Georgia Univ., Athens., and Williams, Harold

Abstract

These proceedings contain the following 14 papers: "Relationship between the Training Needs of Sales/Marketing Trainers and Their Career Stages" (Isaac B. Owolabi); "A Report of a Marketing Education Professional Development Activity to Provide Training for Teachers in the Use of the Nominal Group Technique" (Stephen R. Lucas, Benton E. Miles); "The Perceptions of Secondary, Marketing Education Students Regarding Ethical Behavior in Business" (Ralph D. Wray, Rodney Davis); "A Research Study on Current Advertising Strategies Used by Certified Public Accountants" (William Cooper, Lawrence Gulley, Benton E. Miles); "A Study of Texas Banks to Determine Business Plan Components for the Entrepreneur Planning to Start a Small Business" (Jerry W. Moorman, Cynthia G. Hess); "Perceived Benefits of Being a State DECA (Distributive Education Clubs of America) Officer" (Don E. McNelly, Gary Searle); "Researching the Need for Computer-Aided Curriculum Planning for Pennsylvania Marketing Education Teachers" (D. Frank Palmieri, John W. Schell, Lee Miles); "Job Satisfaction of Secondary Marketing Educators in Northwest Ohio" (Robert G. Berns); "The Use of Videotape to Increase Student Productivity" (Sharon Saenz); "Marketing Education for Marina Operators" (Allan J. Worms, Carolyn L. Worms); "Accessibility to and Enrollment in Secondary Business and Marketing Education" (Michael J. Littman); "The Training of Teachers as Advisors" (Michael Barry); "Marketing Educators' Readiness to Improve Students' Reasoning Skills: Report of an Exploratory Study" (Robert L. Fritz); "An Assessment of Instructor Behaviors in a Graduate Satellite Entrepreneurship Course" (LeVene A. Olson). Each paper includes an abstract. (KC)

Published
1989

46. Consensus study on factors influencing the academic entrepreneur in a middle-income country’s university enterprise

Author

Farrell, Alfred Austin, Ashton, James, Mapanga, Witness, Joffe, Maureen, Chitha, Nombulelo, Beksinska, Mags, Chitha, Wezile, Coovadia, Ashraf, Cutland, Clare L., Drennan, Robin L., Kahn, Kathleen, Koekemoer, Lizette L., Micklesfield, Lisa K., Miot, Jacqui, Naidoo, Julian, Papathanasopoulos, Maria, Sive, Warrick, Smit, Jenni, Tollman, Stephen M., Veller, Martin G., Ware, Lisa J., Wing, Jeffrey, and Norris, Shane A.

Published
2024
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47. Integrating the sustainable development goals into health professions' curricula: using the nominal group technique to guide their contextualisation.

Author

McCormack, Joanna, Noble, Christy, Rutherford, Shannon, Ross, Lynda J, and Bialocerkowski, Andrea

Subjects
MEDICAL personnel, SUSTAINABLE development, THEMATIC analysis, EXPERIENTIAL learning, VALUES (Ethics)
Abstract

Background: To embed the Sustainable Development Goals in health profession education, educators must contextualise them to their profession and geographical region. This study used the nominal group technique to contextualise the SDGs for Australian nutrition and dietetics tertiary education programs by determining the specific knowledge, skills, and values required for graduating dietitians to practise sustainably. Methods: In 2022, 23 experts in food and sustainability attended a group session that employed the nominal group technique to discuss the Sustainable Development Goals knowledge, skills, and values Australian dietetic students should develop. After the group session, participants ranked the Sustainable Development Goals according to their perceived level of importance for student dietitians. These data were analysed using multi-methods, including a summation of the rankings, directed qualitative content analysis and reflexive thematic analysis. Results: The three highest-priority Sustainable Development Goals identified were (1) Zero Hunger, (2) Good Health and Well-Being, and (3) Responsible Consumption and Production, which were then considered with the qualitative findings. The main categories that were generated from the content analysis reflected the broad knowledge, skills, and values student dietitians should develop. The preliminary codes provided specific details for each of the main categories. The thematic analysis generated two additional themes: the importance of Indigenous ways of knowing, being and doing, and authentic experiential learning activities. Conclusions: The method employed for this study provides a useful framework for health professions to contextualise the Sustainable Development Goals to their profession and geographical region. For this study, the ranking process and the qualitative data analysis enabled the Sustainable Development Goals to be reframed in a way that would be meaningful for dietetic educators and students and demonstrate the interrelatedness of the goals. The direct qualitative content analysis and reflexive thematic analysis identified the knowledge, skills, and values student dietitians should develop. [ABSTRACT FROM AUTHOR]

Published
2024
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48. Identifying priority challenges of older adults with COPD: A multiphase intervention refinement study.

Author

Iyer, Anand S., Wells, Rachel D., Bechthold, Avery C., Armstrong, Margaret, O'Beirne, Ronan, Byun, Jun Y., Coffee‐Dunning, Jazmine, Odom, J. Nicholas, Buhr, Russell G., Suen, Angela O., Kotwal, Ashwin A., Witt, Leah J., Brown, Cynthia J., Dransfield, Mark T., and Bakitas, Marie A.

Subjects
*CAREGIVERS, *CHRONIC obstructive pulmonary disease, *NOMINALS (Grammar), *OLDER people, *SUCCESSFUL aging, *GERIATRIC nursing
Abstract

Background Objective Design Setting Participants Results Conclusions Implications Identifying priority challenges of older adults with chronic obstructive pulmonary disease (COPD) is critical to designing interventions aimed at improving their well‐being and independence.To prioritize challenges of older adults with COPD and those who care for them to guide refinement of a telephonic nurse coach intervention for patients with COPD and their family caregivers (EPIC: Empowering People to Independence in COPD).Multiphase study guided by Baltes Theory of Successful Aging and the 5Ms Framework: Phase 1: Nominal group technique (NGT), a structured process of prioritizing responses to a question through group consensus. Phase 2: Rapid qualitative analysis. Phase 3: Intervention mapping and refinement.Ambulatory, virtual.Older adults with COPD, family caregivers, clinic staff (nurses, respiratory therapists), clinicians (physicians, nurse practitioners), and health system leaders.NGT sessions were conducted by constituency group with 37 participants (n = 7 patients, n = 6 family caregivers, n = 8 clinic staff, n = 9 clinicians, n = 7 health system leaders) (Phase 1). Participants generated 92 statements across five themes (Phase 2): (1) “Barriers to care”, (2) “Family caregiver needs”, (3) “Functional status and mobility issues”, (4) “Illness understanding”, and (5) “COPD care complexities”. Supplemental oxygen challenges emerged as a critical problem, and prioritized challenges differed by group. Patients and clinic staff prioritized “Functional status and mobility issues”, family caregivers prioritized “Family caregiver needs”, and clinicians and health system leaders prioritized “COPD care complexities”. Intervention mapping (Phase 3) guided EPIC refinement focused on meeting patient priorities of independence and mobility but accounting for all priorities.Diverse constituency groups identified priority challenges for older adults with COPD. Functional status and mobility issues, particularly related to supplemental oxygen, emerged as patient prioritized challenges.Patient‐centered interventions for older adults with COPD must account for their prioritized functional and supplemental oxygen needs and explore diverse constituent perspectives to facilitate intervention enrichment. [ABSTRACT FROM AUTHOR]

Published
2024
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49. Developing research priorities for palliative care in Colombia: a priority setting partnership approach.

Author

McConnell, Tracey, Mendieta, Cindy V., de Vries, Esther, Calvache, Jose A., Prue, Gillian, Ahmedzai, Sam, and Reid, Joanne

Subjects
*MIDDLE-income countries, *PALLIATIVE treatment, *INTERPROFESSIONAL relations, *EXERCISE, *RESEARCH funding, *DESCRIPTIVE statistics, *UNCERTAINTY, *CAREGIVERS, *PRIORITY (Philosophy), *ADULT education workshops, *METROPOLITAN areas, *RURAL conditions, *QUALITY assurance, *STAKEHOLDER analysis, *LOW-income countries, RESEARCH evaluation
Abstract

Background: A recent Lancet commission called for more research on palliative care in low- and middle-income (LMIC) countries such as Colombia. A research priority setting approach has been recommended by The Global Forum for Health Research to address the huge gap in research output between LMIC and high-income countries, with influential health service bodies recommending the active involvement of non-research expert stakeholders in establishing research priorities to address service user needs. Method: Priority setting partnership (PSP) following the four stages of the James Lind Alliance methodology; establishing the partnership, identifying evidence uncertainties, refining questions and uncertainties, and prioritization. Data from MS forms were analysed using descriptive statistics. Results: A total of 33 stakeholders attended an online PSP workshop and completed the Mentimeter exercise in Microsoft Teams. A total of 48 attended the subsequent in person prioritisation exercise in urban Bogota (n = 22) and rural Popayan (n = 25). The stakeholders were a diverse group of health professionals (physicians, medical students, nurses, dentists, physiotherapists, nutritionist, occupational and speech therapists), financial and administrative staff and patients with life-limiting illness and caregivers. Top research priorities included patient and caregiver needs, service provider education and training, and better integration of palliative care with cancer and non-cancer services. The key challenges included a lack of interest in palliative care research, along with funding, time and resource constraints. Key solutions included collaboration across disciplines and settings, highlighting benefits of palliative research to help secure adequate resources, and multicentre, mixed method research, with patient involvement from the research development stage. Conclusion: The findings of this PSP should be disseminated among palliative care associations worldwide to inform international multicentre studies, and among governmental and nongovernmental organisations that promote research in Colombia. A focus on patient and family caregiver palliative care needs in Colombia should be prioritised. [ABSTRACT FROM AUTHOR]

Published
2024
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50. Understanding learners' experiences across three major transitions in undergraduate medical education.

Author

Weyant-Cheeseman, Morgan E., Abrams, Matthew P., Toselli, Nicholas, and Castiglioni, Analia

Subjects
MEDICAL education, UNDERGRADUATE education, PROFESSIONAL socialization, MEDICAL students, MEDICAL schools
Abstract

Background: Medical students in the United States undergo three significant transitions as they progress from pre-clinical to clinical rotations, to acting interns, and ultimately to first-year resident. However, there is limited understanding of whether the factors and strategies that impact these transitions remain consistent or are unique to each individual transition. Methods: Qualitative data was collected from three Nominal Group Technique (NGT) sessions held separately for third-year students (M3), fourth-year students (M4), and first-year residents (PGY-1). The participants were asked to share their perceptions on their most recent medical school transition. These responses were independently coded into thematic categories. Results: The NGT session with M3 students (n = 9) identified 67 transition factors and 64 coping strategies. The M4 (n = 8) session identified 33 transition factors and 72 strategies to manage their transition. The PGY-1 (n = 5) session identified 28 factors and 25 strategies. The coping strategies for each session were categorized into seven themes and the transition factors were assigned to ten thematic categories. Conclusion: Just as each transition is unique, so too are the number and variety of factors and strategies to manage each transition. Despite these differences, the themes of "Professional socialization" and "Prioritization, efficiency, and delegation" emerged as impactful in all three transitions. [ABSTRACT FROM AUTHOR]

Published
2024
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