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Revisiting Cyert and March's classic 1963 'Behavioral Theory of the Firm', Henrich Greve offers an intriguing analysis of how firms evolve in response to feedback about their own performance. Based on ideas from organizational theory, social psychology, and economics, he explains how managers set goals, evaluate performance, and determine strategic changes. Drawing on a range of studies, including the author's own analysis of the Japanese shipbuilding industry, he reports on how theory fits evidence on organizational change of risk-taking, research and development expenses, innovativeness, investment in assets, and in market strategy. The findings suggest that high-performing organizations quickly reduce their rates of change, but low-performing organizations only slowly increase those rates. Analysis of performance feedback is an important direction for research and this book provides valuable insights in how organizational learning interacts with other influences on organizational behaviour such as competitive rivalry and institutional influences.
Feedback Control Systems: A Fast Track Guide for Scientists and Engineers is an essential reference tool for:
In this book, Farr examines the spoken and written language of post-observation teaching-practice feedback on teacher education programmes. To do so, she draws upon theories from discourse analysis, conversation analysis, and pragmatics to frame the analysis of feedback meetings and written tutor reports, which are then examined using comparative quantitative and qualitative corpus-based techniques. The overall aim is to determine the defining characteristics of this genre, focussing especially on pragmatic factors, with the ultimate aim of investigating the salient aspects responsible for making feedback both effective and affective. Farr's research draws upon a spoken corpus of feedback interactions and a written corpus of tutor reports from language teacher education and is also strongly informed by data in the form of diary reflections and questionnaire responses from student teachers and questionnaire responses from the relevant tutors. The investigation begins by determining the general generic nature of teaching practice feedback through a qualitative investigation, and also through quantitative automatically generated frequency lists, keyword lists and clusters examined relative to other spoken and written genres. From the initial findings significant linguistic items and communication strategies are isolated for detailed elaboration in later chapters. The corpus-based results are integrated with data revealing the perceptions of the participants in the context to reach a more holistic interpretation. Implications for future practice and research are finally discussed.
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