Sarel Lavy, John A. Garcia and Manish K. Dixit
The purpose of this paper is to identify key variables that affect the quantifiable key performance indicators (KPIs) and to derive equations to measure these indicators…
Abstract
Purpose
The purpose of this paper is to identify key variables that affect the quantifiable key performance indicators (KPIs) and to derive equations to measure these indicators. Qualitative KPIs are also discussed in terms of the aspects that need to be covered while carrying out qualitative performance assessment.
Design/methodology/approach
A combination of literature and an industry opinion-based qualitative approach is applied to develop equations to calculate the quantifiable KPIs. A facility asset management consulting firm is included in the process of deriving the equations. Key aspects of a facility's qualitative performance assessment are categorized and discussed by performing a literature review.
Findings
Mathematical expressions for core performance indicators are presented and discussed along with key variables. In addition, the information needed to quantify these core indicators is also discussed.
Research limitations/implications
This paper represents the second step towards establishment of a relevant list of quantifiable and measurable core KPIs, which were identified and categorized in Part I of this paper. In Part II, the authors derive equations to quantify the core KPIs. Future research is needed to use relevant information from industry for validating these equations.
Practical implications
A need for a concise and relevant list of KPIs was identified in Part I of this paper. Part II provides an approach to quantify the core KPIs based on information that is available in the industry. This research will help facility management professionals in not only selecting the indicators of choice, but also quantifying them based on available information yielding enhanced facility management decisions with measurable facility performance outcomes.
Originality/value
This paper provides equations and variables to measure a facility's physical, functional and financial performance using both quantitative and qualitative performance assessments.
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Sarel Lavy, John A. Garcia and Manish K. Dixit
The purpose of this paper is to synthesize the previously established list of key performance indicators (KPIs), to identify and categorize the core performance indicators that…
Abstract
Purpose
The purpose of this paper is to synthesize the previously established list of key performance indicators (KPIs), to identify and categorize the core performance indicators that are measurable and quantifiable.
Design/methodology/approach
A literature-based qualitative approach is adopted for accumulating desired information on identifying and categorizing the core indicators. The list of KPIs established in an earlier paper is narrowed down considering the future research needs suggested by the literature.
Findings
The quantifiable and measurable core indicators are identified and categorized in the form of a list. The core indicators are defined and the variables required to quantify them are described by citing peer-reviewed literature.
Research limitations/implications
This paper represents the first step toward establishing a relevant list of quantifiable and measurable core KPIs. Future research papers could emphasize derivation of mathematical expressions for determining the identified core KPIs and validating these KPIs using simulation of real building data.
Practical implications
The need to establish a concise and relevant list of quantifiable and measurable KPIs that could express more than one type of information about a facility's performance is identified in this paper. This paper presents and describes a narrowed down list of core KPIs, which could be utilized by facility management industry professionals while performing a holistic performance assessment.
Originality/value
This paper provides a list of core KPIs that could express more than one aspect of a facility's performance and that is measurable and quantifiable.
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Sarel Lavy, John A. Garcia and Manish K. Dixit
The purpose of this paper is to identify key performance indicators (KPIs) and categorize them based on specific aspects of facility performance measurement in order to facilitate…
Abstract
Purpose
The purpose of this paper is to identify key performance indicators (KPIs) and categorize them based on specific aspects of facility performance measurement in order to facilitate a holistic performance assessment.
Design/methodology/approach
A qualitative approach, based on the literature, is adopted. This approach relies on an extensive literature search of extant research papers, assessment reports, surveys and presentations to identify KPIs. The KPIs are arranged in appropriate categories based on their purpose and content.
Findings
The paper identifies indicators for performance measurement and classifies them into four major categories: financial, physical, functional, and survey‐based. Indicators are arranged from general to the most specific indicators. The list presents indicators with their description, units of measurement, and literature sources.
Research limitations/implications
Future research could focus on further analysis of the list of KPIs in order to generate a more concise list of easily measurable indicators that exhibit wide applicability and valid categorization.
Practical implications
The lack of proper categorization hampers frequent and widespread use of performance metrics by the industry. This study proposes a list of KPIs and presents it in appropriate categories so it can be used more practically by facility management practitioners.
Originality/value
The list of KPIs generated covers aspects of facility performance assessment and shows wider applicability; thus, it could be utilized by practitioners for a holistic assessment of a wide range of facilities.
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Barry Barnes, John H. Humphreys, Jennifer D. Oyler, Stephanie S. Pane Haden and Milorad M. Novicevic
Although communal forms of leadership are being called for to provide contemporary organizations with more responsive leadership platforms, the paper can find no compelling…
Abstract
Purpose
Although communal forms of leadership are being called for to provide contemporary organizations with more responsive leadership platforms, the paper can find no compelling description as to how such leadership might develop in a world of hierarchy. The purpose of this paper is to fill this void.
Design/methodology/approach
Attempting to comprehend the sharing of leadership will require contemplation of unconventional approaches in opposition to the dominant logic associated with conventional organizational leadership. One current example of such unorthodox deliberation is the emerging awareness of the Grateful Dead's influence on business management and leadership. Accordingly, the paper examined and interpreted the experiences and expressed beliefs of Jerry Garcia of the Grateful Dead to offer a conceptualization of how shared leadership could emerge in traditional organizational settings.
Findings
The analysis indicates that Jerry Garcia exhibited aspects of transformational leadership, servant leadership, and authentic leadership that allowed him to influence the environment needed for the emergence of shared leadership.
Research limitations/implications
As a single case study, the primary limitation is one of generalizability. The paper accepts the trade-off, however, due to the significant conceptual insights available with a case methodology.
Practical implications
Without greater understanding of how shared leadership might unfold practitioners will assume the construct of shared leadership is laudable but naïve. The paper must begin developing plausible conceptualizations if the notion of sharing leadership is to be taken more seriously in organizations.
Originality/value
The paper offers a counterintuitive, counterculture conceptualization of how shared leadership could emerge and flourish in traditional hierarchical settings.
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This chapter deals with the development of banking in the Crown of Aragon from the end of the thirteenth century through the establishment of money changers, which followed…
Abstract
This chapter deals with the development of banking in the Crown of Aragon from the end of the thirteenth century through the establishment of money changers, which followed similar patterns as in other Western European territories. It starts with a review of existing literature and follows with an explanation on the different banking services provided by money changers and the specific legal framework that supported such activities. It then examines the geographical distribution of private banks in cities and towns within the domains of the kings of Aragon, as well as their evolution throughout the fourteenth century. After that, it offers an analysis of the most common professional profiles among these bankers and financers. Finally, drawing on a heterogeneous pool of unpublished data, it seeks to shed light on the diversity of investors and clients of these establishments, a crucial proof of their role in integrated financial markets.
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Georgia Earnest García and Christina Passos DeNicolo
Purpose – The purpose of this study is to share empirical research with educators and researchers to show how the gradual release of responsibility (GRR) model can support…
Abstract
Purpose – The purpose of this study is to share empirical research with educators and researchers to show how the gradual release of responsibility (GRR) model can support bilingual teachers’ implementation of dialogic reading comprehension instruction in student-led small groups and linguistically responsive literacy instruction with emergent bilingual students (Spanish–English) in grades one through four.
Design/Methodology/Approach – The authors provide brief literature reviews on the literacy instruction that bilingual students in low-resourced schools typically receive, on dialogic reading comprehension instruction, and on linguistically responsive literacy instruction. Then, the authors show how teacher educators utilized the GRR framework and process to support bilingual teachers’ movement from whole-class, teacher-directed instruction to dialogic reading comprehension instruction in student-led small groups. Next, the authors illustrate how a third-grade dual-language teacher employed the GRR to teach her students how to use Spanish–English cognates. Lastly, the authors share three vignettes from a first-grade bilingual teacher’s use of the GRR to facilitate her students’ comprehension of teacher read-alouds of narrative and informational texts and English writing.
Findings – When the teacher educators employed the GRR model in combination with socio-constructivist professional staff development, the teachers revealed their concerns about small-group instruction. The teacher educators adjusted their instruction and support to address the teachers’ concerns, helping them to implement small-group instruction. The third-grade bilingual teacher employed the GRR to teach her students how to use a translanguaging strategy, cognates, when writing, spelling, and reading. The first-grade bilingual teacher’s use of the GRR during teacher read-alouds in Spanish and English provided space for her and her students’ translanguaging, and facilitated the students’ comprehension of narrative and informational texts and completion of an English writing assignment.
Research Limitations/Implications – The findings were brief vignettes of effective instruction in bilingual settings that employed the GRR model. Although the authors discussed the limitations of scripted instruction, they did not test it. Additional research needs to investigate how other teacher educators and teachers use the GRR model to develop and implement instructional innovations that tap into the unique language practices of bilingual students.
Practical Implications – The empirical examples should help other teacher educators and bilingual teachers to implement the GRR model to support the improved literacy instruction of bilingual students in grades one through four. The chapter defines linguistically responsive instruction, and shows how translanguaging can be used by bilingual teachers and students to improve the students’ literacy performance.
Originality/Value of Chapter – This chapter provides significant research-based examples of the use of the GRR model with bilingual teachers and students at the elementary level. It shows how employment of the model can provide bilingual teachers and students with the support needed to implement instructional literacy innovations and linguistically responsive instruction.
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The South Texas University this study examined is a Hispanic Serving Institution (HSI) that has a 73.3% Hispanic (primarily Mexican American) population (Tallant, 2018). The…
Abstract
The South Texas University this study examined is a Hispanic Serving Institution (HSI) that has a 73.3% Hispanic (primarily Mexican American) population (Tallant, 2018 ). The logical consequence of education is the provision or guarantee of an equitable opportunity for all students to have equal access to learning and the achievement of academic success (Stewner-Manzanares, 1988 ). The basic definition of bilingual education in the United States is the use of two languages for instruction of the home language and English. Unfortunately, this basic principle is not accepted by postsecondary institutions as predispositions of university preparedness (Blanchard & Muller, 2014; García, Kleifgen, & Falchi, 2008; Kanno & Cromley, 2013; Lee et al., 2011; Menken, Hudson, & Leung, 2014). Mexican American students are potentially being left out of the opportunities afforded by the attainment of a postsecondary education because they are a language minority (Lucas, Henze, & Donato, 1990; Moll, 1990; Trueba, 2002; Trueba & Wright, 1981; Washington & Craig, 1998). Students are already examined for postsecondary credentials or college readiness, in the eighth grade (Paredes, 2013). Through this testing, 11 out of every 100 Hispanic children in the state of Texas are deemed as having attained postsecondary credentials (Paredes, 2013). As part of the fastest growing demographic group in Texas and the United States, the Mexican American population holds the lowest rate of graduation from postsecondary institutions and the highest high school dropout rate of any ethnic minority in the nation. In a 12-year study, Kanno and Cromley (2013) found that one out of eight English as a second language (ESL) or English language learners (ELLs) attain a bachelor’s degree from postsecondary institutions across the United States while the success rate for their English, monolingual counterparts is one out of three. Various researchers (García et al., 2008; García, Pujol-Ferran, & Reddy, 2012) argue that the inequity of education in the United States can be measured by how few minority students educated under the principles of education attend a postsecondary institution because it is the diploma from such institutions that leads to higher paying wages for the individual (García, 1991; García et al., 2008, García et al., 2012).
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Jose-Luis Hervas-Oliver, Juan Antonio Antonio Márquez García, García-Chamizo F. and Ronald Rojas-Alvarado
The purpose of this study is to explore and conducts a critical literature review to answer a fundamental question in the industrial district literature: are clusters and…
Abstract
Purpose
The purpose of this study is to explore and conducts a critical literature review to answer a fundamental question in the industrial district literature: are clusters and industrial (clusters/IDs) driving sustainability innovation? By intersecting different yet related strands of literature, the authors take stock of what the authors know about sustainability innovation in clusters/IDs.
Design/methodology/approach
This paper reviews the literature for conceptualizing sustainability innovation in clusters/districts.
Findings
Insights point out that the sustainability innovation process (development and diffusion) in clusters/IDs and their firms couples into mainstream cluster/IDs framework; clusters/IDs enable sustainability innovation through usual mechanisms, fostering collective change toward sustainability innovation, vis-à-vis other settings and strengthening firm sustainability innovation and performance. Sustainability innovation in clusters/IDs requires coupling different multi-scalar institutional systems effectively, and the cooperation of local organizations and policymakers for co-designing dedicated policies. Collective actions are important and firm heterogeneity needs to be considered in the clusters/IDs framework.
Originality/value
This study is original because it provides state-of-the-art on sustainability innovation in clusters/districts, enabling the topic to advance in this direction.