Read all pages carefully, selected topic, intro & must be follow format according to Sample Paper (3-3 Para each Article)? ?? ? ? ? ? ? Must be 100% Origina

Wk 5 Discussion (Due in 2 day) Urgent/.Sample_Annotated_Bibliography.doc

Sample Annotated Bibliography

Student Name Here

Walden University

Sample Annotated Bibliography

Autism research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.

Annotated Bibliography

Kenny , M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.

In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions .

CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy .

Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determine if this program would be suitable as part of a K–12 school program focused on the needs of children with ASD .

Stagmitti, K. (2016). Play therapy for school-age children with high-functioning autism. In A.A. Drewes and C. E. Schaefer (Eds.), Play therapy in middle cildhood (pp. 237–255). Washington, DC: American Psychological Association.

Stagmitti discussed how the Learn to Play program fosters the social and personal development of children who have high functioning autism. The program is designed as a series of play sessions carried out over time, each session aiming to help children with high functioning autism learn to engage in complex play activities with their therapist and on their own. The program is beneficial for children who are 1- to 8-years old if they are already communicating with others both nonverbally and verbally. Through this program, the therapist works with autistic children by initiating play activities, helping children direct their attention to the activity, eventually helping them begin to initiate play on their own by moving past the play narrative created by the therapist and adding new, logical steps in the play scenario themselves. The underlying rationale for the program is that there is a link between the ability of children with autism to create imaginary play scenarios that are increasingly more complex and the development of emotional well-being and social skills in these children. Study results from the program have shown that the program is successful: Children have developed personal and social skills of several increment levels in a short time. While Stagmitti provided evidence that the Learn to Play program was successful, she also acknowledged that more research was needed to fully understand the long-term benefits of the program.

Stagmitti offered an insightful overview of the program; however, her discussion was focused on children identified as having high-functioning autism, and, therefore, it is not clear if and how this program works for those not identified as high-functioning. Additionally, Stagmitti noted that the program is already initiated in some schools but did not provide discussion on whether there were differences or similarities in the success of this program in that setting.

Although Stagmitti’s overview of the Learn to Play program was helpful for understanding the possibility for this program to be a supplementary addition in the K–12 school system, more research is needed to understand exactly how the program might be implemented, the benefits of implementation, and the drawbacks. Without this additional information, it would be difficult for a researcher to use Stigmitti’s research as a basis for changes in other programs. However, it does provide useful context and ideas that researchers can use to develop additional research programs.

Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy–Therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. doi:10.1037/14776-014

Wimpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with ASD. The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the patient developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that children initiated spontaneously pretend play during these later sessions. After the introduction of music, the patient began to develop appropriate language skills.

Since the publication date for this case study is 1999, the results are dated. Although this technique is useful, emerging research in the field has undoubtedly changed in the time since the article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. This focus also means that other researchers beyond these fields may not find the researcher’s findings applicable.

This research is useful to those looking for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Thus, this case study can be useful in further trials when paired with more recent research.

�The format of an annotated bibliography can change depending on the assignment and instructor preference, but the typical format for an annotated bibliography in academic writing is a list of reference entries with each entry followed by an annotation (hence the name, “annotated bibliography”).

However, APA does not have specific rules or guidelines for annotated bibliographies, so be sure to ask your instructor for any course-specific requirements that may vary from the general format.

�An introduction is a helpful addition to your annotated bibliography to tell your reader (a) your topic and focus for your research and (b) the general context of your topic.

Although your assignment instructions may not explicitly ask for an introduction, your instructor might expect you to include one. If you are not sure, be sure to ask your instructor.

�Use a Level 1 heading titled “Annotated Bibliography” or any other wording your instructor has given you to indicate to your reader that the annotations will go next and separate this section from the introduction paragraph above.

�Format your reference entries per APA, as well as follow APA style when writing your paragraphs. However, as mentioned above, this is the extent of the formatting requirements APA has for annotated bibliographies.

The content of the paragraphs and how many paragraphs you include in each annotation follows academic writing conventions, your assignment guidelines, and your instructor preferences.

�This first paragraph of the annotation summarizes the source. It outlines the main findings and primary methods of the study.

�This second paragraph of the annotation analyzes the source. It explains the benefits of the source but also the limitations.

�This third paragraph of the annotation applies the source. It explains how the source’s ideas, research, and information can be applied to other contexts.

In general, annotated bibliographies should avoid referring to the first or second person (I, me, my, we, our, you, and us). Instead, students should aim to be objective and remove themselves from annotations. However, there may be some exceptions to this guideline. Check with your instructor if you are unsure about whether he/she will allow you to use “I” in your annotated bibliography.

Wk 5 Discussion (Due in 2 day) Urgent/An integrative theory of strategic quality.pdf

Wk 5 Discussion (Due in 2 day) Urgent/Applying strategic management theories.pdf

APPLYING STRATEGIC MANAGEMENT THEORIES IN PUBLIC SECTOR ORGANIZATIONS Developing a typology

Jesper Rosenberg Hansen and Ewan Ferlie

Jesper Rosenberg Hansen Department of Economics and Business University of Aarhus Aarhus Denmark

Department of Political Science and Government University of Aarhus Aarhus Denmark E-mail: [email protected]

Ewan Ferlie Department of Management King’s College London London UK E-mail: [email protected]

Abstract

This article discusses the utility of two dif- ferent strategic management theories in dif- ferent types of public organizations including contemporary New Public Management- based public organizations, namely Porter’s strategic positioning model and the resource-based view of strategy. We argue that possibilities for applying these theories vary depending on the type of public organi- zations involved, and are less appropriate in traditional settings but more relevant in autonomized and market-like service-delivery organizations. We further propose that their increased applicability depends on three spe- cific conditions: the degree of administrative autonomy, performance-based budgeting and market-like competition. We give empiri- cal examples drawn from public services in the UK and Denmark. We call for more exploration of these (and other) strategic management approaches within contempor- ary public services organisations but also more exploration of the limitations of these frameworks.

Key words Strategic management, NPM, typology

Public Management Review, 2016

Vol. 18, No. 1, 1–19, http://dx.doi.org/10.1080/14719037.2014.957339

© 2014 Taylor & Francis

INTRODUCTION AND BACKGROUND

The public sector in many countries has recently undergone many changes through sustained reform initiatives. While countries vary in their reform trajectory (Pollitt and Bouckhart 2011), New Public Management (NPM) reforms have been a significant influence in various jurisdictions since the 1980s (Hood 1991, 1995). The NPM wave introduced new economic perspectives (e.g. quasi-markets, transaction cost economics and agency theory) and generic management theory (e.g. firm-like corporate govern- ance) within public organizations (Hood 1991). Changes to more business-like organi- zational forms are now well explored in a substantial literature on NPM reforming (Hood 1991; Ferlie et al. 1996; see Dunleavy et al. 2005 for a critical treatment) though there are major variations of the NPM impact across countries and between sector areas within countries (Pollitt and Bouckaert 2011). The established public management literature (Perry and Rainey 1988; Rainey and Chun

2005; Boyne 2002) also explores the nature of strategic management in public organizations and private companies (Nutt and Backoff 1993; Moore 2000; Rainey 2009), but typically assumes significant differences (Allison, [1980] 2004; Bozeman 1987) due to more complex and ambiguous goals in the public sector, and because the decision-making process is there more open and political, given multiple stakeholders (Rainey 2009). However, this established literature does not consider the effects of NPM reforms in making public services organizations less distinctive from the private sector firm (see Dunleavy and Hood 1994). It is only recently that strategic management has received attention within the public administration literature (Ferlie 2003; Johanson 2009) and the field is still developing. Even so, strategic management is argued by some authors to be increasingly important for shaping the performance of public organizations (Andrews et al. 2012). Key macro-level shifts within the NPM include (i) Autonomized Agencies: NPM

reforms break up large vertically integrated public bureaucracies into smaller and more ‘manageable’ service-delivery-orientated subunits such as UK executive agencies (Pollitt et al. 2004). The goal is to create autonomous public organizations (Pollitt et al. 2004) with well-defined, high volume and narrow tasks. Such agencies are ‘accorded greater operational decentralization’ with more ‘strategic space’ in which to operate. (ii) Quasi-Markets and Quasi-Firms: The old line management hierarchy fragments into distinct groupings of commissioners and providers which link through a contract. On the provider side, quasi-markets produce ‘quasi-firms’ (Ferlie 2003) which try to secure competitive advantage and win contracts. They may become less producer-dominated and more customer-focused. (iii) Sectoral Blurring and Public–Private Hybrids. NPM reforms increase sectoral blurring and create public–private hybrids. Consortia (e.g. large infrastructure projects) bring together public agencies and private firms. Executive agencies may undergo progressive privatization, with the role of private shareholders increasing over time. Organizations nominally remaining in the public sector may increase income generated through the market and become less

2 Public Management Review

reliant on public funding. (iv) Strengthened Corporate Core: NPM organizations seek to develop more steering from the corporate core. Typical shifts include assertive senior management, importing personnel from the private sector; a smaller and more strategic board with empowered non-executives, often with a business background; and aligning managerial and professional domains through a linking group of public services profes- sionals with part-time managerial roles as ‘hybrids’ (Ferlie et al. 1996). Our main goal here is to consider whether and why certain models of strategic

management can be used in different types of public organizations. So we will first of all consider the conditions under which generic strategic management models become more applicable to specific types of public organizations, notably those that are NPM-oriented. Our main argument is that where there are three NPM-correlated conditions: a high degree of (i) administrative autonomy, (ii) performance-based budgets and (iii) market-like con- ditions then receptivity to conventional models of strategic management increases. Second, we will examine two influential strategic management theories found in

business organizations (Spanos and Lioukas 2001). One is Porter’s strategic positioning (Porter; 1980, 1985, 1996) model which focuses on choice of strategy and position in the market, so as to exploit market imperfections. The other is the resource-based view (RBV) of strategy (Barney 1991, 1995; Peteraf and Barney 2003) which focuses on developing and exploiting the organization’s resources. While these theories are widely used in private companies, the literature on strategic management in public organiza- tions does not (yet) pay much attention. More public-management-based literature focuses on other aspects of strategic management, for example, on strategic processes (Bryson 2004) or on Miles and Snow’s classic typology (e.g. Andrews et al. 2009; Meier et al. 2007) – though Porter (Vining 2011) and RBV (Walshe, Harvey and Jas, 2010; Piening forthcoming) have received more attention recently. We suggest there are further possibilities for applying these theories in public services organizations which rate highly on our three core dimensions. Some examples are given from public organizations in the core health and education

sectors in two countries with experience of major NPM reforms in large parts of their public sector: the UK (Hood 1991, 1995; Ferlie et al. 1996) and Denmark (Hansen 2011). We recognize that other jurisdictions may be on non-NPM-based tracks of public services reform (Pollitt and Bouckaert 2011) and will consider these broader issues in the concluding discussion. The concluding discussion also outlines suggestions for future research in what we consider as a growing field.

UNDERSTANDING DIFFERENTIAL RECEPTIVITY BETWEEN TYPES OF PUBLIC ORGANIZATIONS TO GENERIC STRATEGIC MANAGEMENT MODELS

We argue that the possibilities for using strategic management models in public organizations depend on their core features. In this section, we generate a continuum

Hansen & Ferlie: Strategic management in NPM-based organizations 3

to help understand such differences and suggest a classification scheme which argues that three dimensions: the degree of administrative autonomy, performance-based budg

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