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Improving Efficiency and Effectiveness
Efficiency and effectiveness are not the same. Someone who works hard and is well organised but spends all their time on unimportant tasks may be efficient but not effective. To be effective, you need to decide what tasks are urgent and important and to focus on these. This is called prioritising. It's important to list the tasks you have and to sort these in order of priority, and then to devote most time to the most important tasks. This avoids the natural tendency to concentrate on the simple, easy tasks and to allow too many interruptions to your work.
It’s also interesting if you start to drill into the impact of those downstream problems; they often actually circle back and directly impact the effectiveness of the department focusing on efficiency. In the prior Excel quote example, it might be a little less efficient in the short-term for the sales team to use a shared Master Parts List to get up-to-date part numbers and pricing and to format a standard quote template to their liking.
Efficiency and Effectiveness in Management
If the answer is “a lot”, then it might be time to stop focusing on individual or departmental efficiency and start focusing on organizational effectiveness.
Experienced teachers are better able to integrate and draw connections between current, past, and future learning and relate their content to other curricular areas. They tend to be able to better use such classroom management skills as voice, gestures, reading student facial expressions and body language, and proximity. They can see the big picture--in planning they can anticipate problems and a need for alternative plans and adjust their practice accordingly. They also know their students' needs and evaluate their lessons according to students' learning growth--that is they measure effectiveness of a lesson beyond meeting the broad objective of the day. Plus, they are knowledgeable about school and community resources that can benefit students. They understand the culture of the school, and have amassed strategies to effectively engage parents in collaborative activities. They understand how to motivate students and maintain their interest even in the face of temporary failure (NBPTS, 2002).
Efficiency and effectiveness in management essays
InMarian Small (2012) recognized, "It is not realistic for a teacher to try to create 30 different instructional paths for 30 students, or even 6 different paths for 6 groups of students. Because this is the perceived alternative to one-size-fits-all teaching, instruction in mathematics is often not differentiated. To differentiate instruction efficiently, teachers need manageable strategies that meet the needs of most of their students at the same time" (p. 6). This can be accomplished using just two core strategies: open questions and parallel tasks, which are the focus in her book. These core strategies are addressed for grade bands preK-2, 3-5, and 6-8 within each math strand: number and operations, geometry, measurement, algebra, and data analysis and probability. Per Small:
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