Organization Management: the Role of Rumors in its Destabilization and Causes of Their Occurrence

Rumors as a socio-psychological phenomenon, characteristic of any team and is a reflection of the characteristics of corporate culture. Rumors occupy a special place in the information space of the organization. However, there is no systematic description of the possible effects of rumors on professional activities. Defined in the article 3 of the catalyst in the development of the destructive effect of rumors, given its characteristics, the principal reasons for the emergence and development of rumors in high school bands. Based on the analysis, it is proposed to introduce a system of prevention and regulation of rumors as an element of corporate culture management.This need is associated with ensuring the stability of the development of the University, ensuring its personnel and information security, as well as in terms of the development of a positive image of the University.

Evaluation of Intrarehearsal Achievement by Listeners of Varying Levels of Expertise

The primary purpose of this study was to investigate expertise-related differences in the evaluation of moment-to-moment rehearsal achievement. Nonmusic majors, music education majors, and expert music teachers ( N = 60) listened to 18 “before” and “after” pairs of rehearsal trials of various high school bands in their pursuit of proximal rehearsal goals, or targets. These pairs of rehearsal trials (“dyads”) were presented to participants on audio compact discs without evidence of the band directors’ intervening rehearsal procedures. The performance quality of the ensembles heard on the recordings was either high or low, and the targets they pursued addressed Tone Quality/Intonation, Musicianship/Expressiveness, or Rhythm/Articulation. The dependent measure was participants’ evaluation of the extent of improvement heard within each dyad. A significant main effect was found for listener expertise, with experts evaluating ensembles’ achievement on these targets most critically (i.e., lower), and with nonmajors offering the highest evaluation scores. No main effect on evaluation scores was found for ensemble performance quality. Results suggest that expert music teachers exercise judgments about moment-to-moment rehearsal achievement according to an internalized standard rather than to the immediately preceding rehearsal trial. Findings are discussed in consideration of the Model of Expert Teaching (Berliner, 1986).

Evaluative and Behavioral Correlates to Intrarehearsal Achievement in High School Bands

The purpose of this study was to investigate relationships of teaching effectiveness, ensemble performance quality, and selected rehearsal procedures to various measures of intrarehearsal achievement (i.e., musical improvement exhibited by an ensemble during the course of a single rehearsal). Twenty-nine high school bands were observed in two rehearsals of a common music selection. Separate panels of experts evaluated ensemble performance quality from audio recordings and teacher effectiveness from video recordings. Rehearsal frames were identified in second-day rehearsals, and “before” and “after” rehearsal trials for each target ( N = 404) were extracted and evaluated for achievement. Selected rehearsal procedures within each frame also were measured. Results indicated no significant relationships between rehearsal effectiveness scores and any of five conceptualizations of intrarehearsal achievement. Significant, positive correlations were found between performance quality and three achievement computations, and between performance quality and rehearsal effectiveness. With one exception, none of the selected rehearsal procedures were associated with achievement differences within rehearsal frames. These findings suggest limitations of considering ensemble teacher evaluation in terms of student achievement. An ensemble’s extant skill level may contribute more to short-term rehearsal achievement than does the quality of its conductor’s rehearsing.

Effects of Recorded Models on Novice Teachers’ Rehearsal Verbalizations, Evaluations, and Conducting

In this study, the authors investigated effects of aural model—supported rehearsal preparation on selected behavioral and evaluative elements of novice teachers’ rehearsals. Sixteen preservice music teachers conducted high school bands in four 15-minute rehearsals (two rehearsals on two different pieces).To prepare for their rehearsals on one piece, participants were given only the conductor score, while for the other piece, they were given both a score and a recorded model of the piece on an audio compact disc.Video recordings of all 64 rehearsals were systematically observed for teachers’ verbalizations across several musical and teaching variables. Participants also completed post-rehearsal evaluations of their teaching and of the ensemble’s playing. Differences between conditions were small, with teachers’ verbalizations reflecting a proportionally greater concern for accuracy in the model-supported condition. Evaluations of rehearsals were less self-directed and were more critical of the ensemble, a finding consistent with previous research.There was virtually no difference in responses between conditions for conductor expressiveness.

The Effect of a Recorded Model on Band Students' Performance Self-Evaluations, Achievement, and Attitude

In this study, we examined effectiveness of recorded models in the context of ensemble rehearsals. Over a 5-week treatment period, directors of three middle/junior high and two high school bands systematically included professional recordings as part of their preparation of selected pieces. Students completed weekly self-evaluation reports assessing their individual progress and their ensembles' progress on model and no-model pieces. Using numerical and free-response formats, students evaluated self-achievement and ensemble achievement on notes/rhythms, articulation/dynamics, tuning, and balance. Expert evaluations revealed no difference in achievement between model and no-model pieces on pretreatment and posttreatment performance recordings. Student evaluations showed more modest achievement gains for model pieces. High school students demonstrated more positive self-evaluations for their own versus their ensembles' performance and greater overall differentiation in their evaluations across time. Middle school/junior high students were significantly more positive toward the model pieces. All students provided a greater number of free-response comments for model pieces.