Management roles in the implementation of participative management systems

Although participative management supposedly cures the ills of low morale and productivity, managers in these organizations are often frustrated with their jobs. Part of this frustration may come from not understanding their changing roles in participative work systems. In this paper I introduce a model of the cycle of participative management which outlines the stages of organization maturity and the appropriate management roles for each stage. I also discuss how the manager acts as a Leader, Facilitator, Enabler, and Coach. My purpose is to help Human Resource Managers understand how management roles will change as the organization evolves to a mature participative work system and to show how they can support this challenging transformation.     

Sessions organized by the Industrial Organization Society at the ASSA Meetings,Washington D.C., January 6–8, 1995

Sessions organized by the Industrial Organization Society at the ASSA Meetings, Washington D.C., January 6–8, 1995     

Reply to Comments on “Bayesian Analysis of Simultaneous Demand and Supply”

Quantitative Marketing and Economics -     

Does Ownership Identity Matter? A Meta‐analysis of Research on Firm Financial Performance in Relation to Government versus Private Ownership

We examine whether reported ownership–performance relations systematically differ for government versus private ownership by integrating the diverse empirical results for listed corporations in emerging markets. Our meta‐analysis confirms popular perceptions that, compared to private ownership, government ownership is associated with inferior performance. We find that, on average, the underlying ownership–performance relation is negative for government ownership and positive for private ownership, and the difference between these relations is significant. We also find that the positive private ownership–performance relation is stronger for institutional/foreign ownership compared to family/management ownership. Further analysis shows that negative (positive) government (private) ownership and performance relations have weakened (strengthened) over time. Our assessment of the sources of heterogeneity shows that reported relations are biased by estimation methods that fail to adequately control for endogeneity. Our results suggest that the nature of ownership–performance relations in emerging markets remains very dynamic and warrants ongoing research interest.     

Multifrequency jump-diffusions: An equilibrium approach

This paper proposes that equilibrium valuation is a powerful method to generate endogenous jumps in asset prices. We specify an economy with continuous consumption and dividend paths, in which endogenous price jumps originate from the market impact of regime-switches in the drifts and volatilities of fundamentals. We parsimoniously incorporate regimes of heterogeneous durations and verify that the persistence of a shock endogenously increases the magnitude of the induced price jump. As the number of frequencies driving fundamentals goes to infinity, the price process converges to a novel stochastic process, which we call a multifractal jump-diffusion.     

The pyramid model of school management

Models of organizational management are presented in the literature and in the managerial practices of recent years. They are aimed to improve organizational governance, and to enhance organizational overall efficiency. The common denominator for most, if not all these management models is that they generally focus on a single aspect, or on a very limited number of aspects of the organizational conduct whereas running an organization is a highly complex undertaking, incorporating a large number of functions and processes. School principals tend to adapt out-of-school management process, usually adapting them from the business world. And therefore we can see that the educational system at all and the school system in particular, implement business management methods. This research indicates that school principals are well aware of all the school management processes and procedures. The important contribution of this research, which is based on the unique contribution of the multi-faceted theory, is acknowledging the work of the school principals as a pyramid which its base is composed of essential consensus procedures and its three sided indicate three major school management process. We suggest that this pyramid will be called “The Pyramid Model of School Management”. The various management processes that built this pyramid are based on mutual aims and consensus of the school team to reach these aims. The consensus of the aims is essential, and with out it, the school cannot exist as an affective organization. Choosing when to take a various management action is a feedback based, and situation-based conduct. It is also shown in this research that school principals distinguish between three major management processes which we recommend that they will be called the “pyramid sides” and include: results management, human resources management and general resources management. The three groups are bounded by the “core of management” which we recommend that will be called the “pyramid base”. The pyramid base is connected to each and every phase of the life cycle of the organization, to each process and each result. It includes the school targets and aims which all the school team has to agree upon and there must be an un-doubtful consensus about them.