An Unforgettable Day

I will never forget the day I passed my written driver exam and got my permit. The instructor just informed me that I passed and he was reviewing the junior driver restrictions with me as I was full of smiles. Meanwhile, I looked over at my dad and he was staring at his phone with a strange look. The instructor and I just ignored him and went on with our own business. â€Å"Excuse me sir, but I must take this call†¦Ã¢â‚¬  my father rudely interrupted. I was so embarrassed because there were signs all over the DMV office that read, cell phones must be turned off. He opened his phone and said, â€Å"Hello? The look on his face was unforgettable as he turned as white as a ghost. My dad didn’t need to say one word in order for me to know something was wrong, his face said it for him. My first thought was that someone was in the hospital or had died. Although no one had died, little did I know that phone call was going to change my life forever. The call was from the North Middleton Fire Department and they informed my father that he needed to get to the house as soon as possible. My dad was about to shut his phone when suddenly I heard my sister on the phone. All I could hear was her crying hysterically and screaming â€Å"Fire†! I had one thought going through my head at that moment, and it was my niece, Myleeah. Did my sister get her out of the house in time? She was only six months old and I adored her more than anything in the entire world. We ran out of the DMV office both in complete shock. Needless to say, my dad was driving like Jeff Gordon at Daytona. At this point I didn’t even know how to prepare myself. The thought of my house burning to the ground didn’t seem to be real. I kept telling my dad it probably wasn’t even that bad and to stop driving like a crazy man. The drive from the DMV office to my house is only a fifteen minute drive, but it felt like forever. Finally after running red lights and driving off the side of the road, we were half a mile away from the house. All we could see was black smoke filling the sky and floating ashes. This is when reality hit me and I thought not only did I lose my home, but also my baby niece. I began to break down in tears and pray that everyone was safe. We finally pulled into my neighborhood which was full of fire trucks, police cars, and black ash. Since all the roads were blocked off, we jumped out of the running car and started running to the house. The police tried to stop my dad, but he zoomed right by them. I attempted to follow him but the police officer grabbed my arm. â€Å"Let go, that’s my house! † I screamed at the top of my lungs. I then eventually caught up with my dad in front of the raging fire and we stood there in surprise. It was a hot, dry, windy August day and there was nothing the fire fighters could do, but watch it burn. I finally found my sister sitting in our neighbor’s yard with black ash all over her. As I began to approach her, I didn’t see her baby, Myleeah. I froze about three feet in front of her and felt my legs go numb. Myleeah? † I said under my breath with sorrowfulness. I was thinking that she was in the house burning to death, and someone had to do something. When I got enough courage to walk up to my sister and ask where Myleeah was, she informed me that she was safe in our neighbor’s house. Hearing that she was safe was the happiest moment of my life. I was full of joy and relief. At that point I didn’t care about all my clothes, jewelry, shoes, and purses; I was just delighted to hear my family was safe! My father walked over and sat in between us and put his arms around my sister and me. We sat there in silence as all the ashes of our belongings gently landed on us like snowflakes. Having my sister and father next to me, I realized all I cared about and all I needed was my family. People always talk about life changing events and now I know exactly what that means. I always thought that nothing traumatic would ever happen in my life, but I was obviously completely wrong. Now when I hear about or see someone else facing a hardship, I see the same pain that I once felt. My house burning to the ground changed my life and taught me many life lessons that I will carry within myself forever. First it taught me that life is not about materialistic things and you never realize what you have until it is completely gone. The most important thing in life is having your family members by your side and I was extraordinarily grateful to be able to see my father, sister and niece that next day. A big part of life is about making it better and taking anything that crosses someone’s path as a learning experience. I also now understand many challenges will come my way, but how I handle these challenges is what will make me a better person.

Ethics Essay

The case study of Jerry McCall, one of the medical assistants in Dr. William’s office, describes one of the many challenges that occur on a daily basis while working in a doctor’s office. There are many different levels of staff present in an office that have an array of different job duties and scopes of practice. Jerry was presented with a patient that was in need of a prescription refill on a medication that he is not allowed to issue without direct authorization from the physician. Unfortunately for Jerry he was covering a lunch break and the only one in the office at that time. There are a number of different ethical decisions that Jerry is faced with in which we will cover below. Jerry’s medical training as a medical assistant does not include the release of any type of refill of prescription medications without the authorization or direction from the physician. The scope of practice for a medical assistant includes performing â€Å"administrative and certain clinical duties under the direction of physician. Administrative duties may include scheduling appointments, maintaining medical records, billing, and coding for insurance purposes. Clinical duties may include taking and recording vital signs and medical histories, preparing patients for examination, drawing blood, and administering medications as directed by physician† (Medical Assistant Job Description, 1997-2013). It is also stated in the case study that Jerry is a Licensed Practical Nurse, which is also only to refill a prescription under the direction of the physician. Would it make a difference if the medication requested were for control of high blood pressure that the patient critically needs on a daily basis? There should not be a difference between what types of medications Jerry is asked to authorize to refill for a patient. This type of duty is not part of the medical assistant’s scope of practice. There are other alternatives that Jerry can turn to in order to problem-solve this situation that will be discussed below. If Jerry calls in the refill and the patient has an adverse reaction while flying, is Jerry protected from a lawsuit under the doctrine of respondent superior? The doctrine of respondent superior is a â€Å"legal doctrine most commonly used in tort, that holds an employer or principal legally responsible for the wrongful acts of an employee or agent, if such acts occur within the scope of the employment or agency† (Cornell University Law School, 2010). This is stating that the physician is also responsible and can be held accountable for the actions of Jerry. Jerry must practice within the scope of practice set for medical assistants and within his job description. The physician can be held liable by the patient and can have charges pressed on him based on this doctrine. The advice I would have for Jerry is to make sure he is looking at this situation as if it were the governing board for medical assistants looking at the same issue. He should not make a decision that is above his job description and out of his scope of practice. This could cause serious problems leading to Jerry possible losing his job. Jerry has a code of ethics that he needs to abide. The patient’s safety should be what Jerry is concerned with. Major legal and ethical issues that may affect Jerry’s decision are very clear in this situation. If Jerry authorizes this prescription without the physician’s direction he is practicing outside of his scope as a medical assistant and will lose not only his job, but his license. Ethically, he is knowingly performing an illegal act and can be held accountable for this in a court of law. Some problem-solving methods that might be helpful to assist in making an ethical decision are for Jerry to review his code of ethics. This will educate Jerry that â€Å"the code of ethics of American Association of Medical Assistants shall set forth principles of ethical and moral conduct as they relate to the medical profession and the particular practice of medical assisting, render service with full respect for the dignity of humanity, and uphold the honor and high principles of the profession and accept its disciplines† (Fremgen, 2009, p. 328). Another ethical way to problem-solve this issue it to simply call the physician to let him know this patient is in need of a refill which needs to be called in as soon as possible for the patient. This will place the responsibility back to the physician where it should be. Jerry should instruct the patient that authorizing a refill without the physician’s direction is against the law, and Jerry will notify the physician right away to make him aware of the patient’s needs. In conclusion, Jerry should stick to his code of ethics as a medical assistant and handle the prescription dilemma as any medical assistant should do within his scope of practice. Jerry should also take into consideration that any ethical decisions he makes can result in the physician he works for being held accountable for Jerry’s actions. The advice for Jerry to call the physician to make him aware of the patients needs would allow him to make the best ethical and legal decision available. Like any working professional, Jerry is held to a code of ethics that he took a vow to uphold, and should remember this when dealing with the safety of any patient.

3 Valuable Pieces of Information Harvards MCC Gives Adcoms

In 2015, Richard Weissbourg, a senior lecturer at Harvard, conducted a survey of 10,000 middle and high school students, from which he concluded that today’s college applicants were more preoccupied with their own happiness and achievement than the well-being of others. He postulated that this obsessive, tunnel-vision pursuit of personal achievement may ultimately result in more stressed out and unhappy individuals in the long run. To remedy this issue, Weissbourg proposed a new admissions protocol that seeks to change the criteria by which colleges evaluate their prospective applicants – specifically, he wanted colleges to give equal weight to an applicant’s character as well as their academic achievement. This protocol, titled Making Caring Common (MCC) , has been endorsed by representatives from over 80 of the top colleges in the nation. Previously, we’ve summarized the overarching goals of MCC and explored its tenets from various perspectives . Today, we’ll take a look at MCC from an admissions council’s point of view, and how the new admissions structure under MCC can offer these admissions officers new insights into an applicant’s background. With the way that many college applications are structured today, it’s often difficult to infer what an applicant is like in their day-to-day lives. Applications do ask for extracurriculars and essays , but there’s only so much those can do towards getting to know the kind of person the applicant is when they’re not trying to impress admissions councils. One of the goals that MCC has outlined for colleges is to create a more in-depth application that aims to obtain a more candid, three-dimensional, and dynamic image of a prospective applicant. More specifically, according to MCC’s official report, colleges should aim to assess applicants’ â€Å" daily awareness of and contributions to others .† In the report, Weissbourg and his colleagues propose that colleges should implement this directive by reshaping their essay questions — questions that too often focus only on the applicant’s academic repertoire. MCC suggests that colleges include more essay questions that ask applicants to â€Å" reflect broadly on how they contribute to others and on what values guide their lives ,† in a more moral and ethical sense. The report also asks counselors, teachers, and recommenders to reflect more on their everyday interactions with a prospective applicant and to justify their positive claims about an applicant based on observable, consistent actions. Future recommendations might also have a selection section where recommenders are instructed to pick a preset number of adjectives that describe an applicant; some adjectives will be academically positive, while others are ethically positive. Whether or not ethically positive terms are chosen for an applicant will indicate to admissions councils the relative value of ethics to that applicant. All these techniques combined serve to build a facet of a college application expressly dedicated to evaluating not just how moral an applicant is, but also how consistent the applicant is about living out those values. Perseverance and a Willingness to Learn One of the keywords emphasized in MCC’s report is the word â€Å"sustained,† and for good reason too — colleges have witnessed a trend of applicants engaging in extracurriculars for short periods of time to pad out their resume and then giving them up. The report also points out that partaking in an excessive number of extracurriculars can also cause undue stress and emotional pressure in applicants, and that oftentimes, applicants from less privileged backgrounds are at a disadvantage in the admissions process because their schools don’t offer the wide range of extracurriculars available at wealthier schools. To address all three of these issues, MCC stresses an emphasis on the quality of extracurriculars over the quantity — namely, they recommend that an applicant should only need to list two or three extracurriculars on their application, but that these extracurriculars must be extracurriculars that the applicant has clearly dedicated himself or herself to. When addressing the issue of community service extracurriculars, for example, the MCC report states that a high-quality community service experience should be â€Å" consistent, well-structured and sustained, and provid opportunity for reflection both individually and with peers and adults. † The reasoning behind this is that MCC wishes to see applicants who have been intrinsically transformed by their extracurriculars, either in the way they think or the way they feel about the world. They hope that the extracurriculars that an applicant chooses will have â€Å"engaged students’ concerns and intellect and developed in them important awareness of and commitment to others and the public good.† And in order to feasibly reach such a profound realization within an extracurricular, the report presumes that applicants must have dedicated a significant amount of time and energy to it. This shift from quantity and ostensible value or competitiveness to intrinsic personal development in the evaluation of extracurriculars rewards students who have truly dedicated themselves to the same causes for significant portions of their lives — it portrays these applicants as people with a genuine interest that they are willing to commit to, and who are constantly reevaluating their worldview and bettering themselves through their experiences. Colleges typically encourage a diverse campus with students from various racial and cultural backgrounds, socioeconomic origins, political orientations, and the like. However, the MCC report duly notes that many diversity initiatives that college applicants partake in are surface-level and tokenistic, and do not help in actually facilitating exchange between students of different backgrounds. In order to encourage deeper understandings of diversity, the report suggests that colleges ask about diversity in terms of the changes that interactions with diversity have engendered in an applicant. After interacting with people of diverse backgrounds, have applicants become more understanding? Have they realized a better way to do things from people of a different background? Have they become an advocate or an ally? Most importantly, MCC proposes that applicants who do take part in diversity initiatives do so on equal footing with the demographic that they are interacting with — from the report itself, it says that an applicant should not be â€Å"doing for† people with different backgrounds, and that he or she should instead â€Å"do with,† interacting with people of different backgrounds on their terms and integrating into their daily lives instead of the other way around. These new evaluations of diversity participation discourages the type of superficial and patronizing understanding of different backgrounds that comes from when an applicant simply glosses over the traits of people from a different background on the applicant’s own terms. Instead, it forces applicants to immerse themselves in a different background and experience the world from the perspective of that different background, and rewards those who are able to accept people apart from themselves as equals. Though MCC preserves much of the academic evaluation structure of the current application system (with a few exceptions), the provisions it proposes for a remodeling of the current system are geared towards character building and self-development — two traits that the report states have been neglected in the race for acceptance into top colleges. Once parents, students, teachers, and admissions officers re-focus their efforts towards developing better people instead of just better students, Weissbourg suggests, we’ll begin seeing a rise in happier, more fulfilled, and more complete individuals.

The influence of napoleon on the haitian revolution Research Paper

The influence of napoleon on the haitian revolution - Research Paper Example Haiti became self governed directly from French colony. Back at the time of the revolution, Haiti was called Saint-Domingue, a French colony. Different colonies across the world, such as the islands of Saint Kitts, Guadeloupe, Marbados, and Jamaica rebelled slavery but the only revolt on Saint-Domingue succeeded in 1791. The Saint-Domingue slaves fought a lot to end slavery (Garraway 79). It consisted of 50,000 slaves , 28,000 blacks (which were both mullatos and blacks ) and 32,000 whites. Blacks who were said to be free had the ownership of one-third of the property which is the plantation, and one-quarter of the Saint Domingue slaves. However they could not practice a couple of professions for example medicine. Alongside with that it is one of the most successful revolution to achieve permanent independence . Napoleon was a French and political leader. He served as the Emperor of French from 1804 – 1815. After L’Overture defeated French forces for the first time, Nap oleon got his troops back to Saint-Domingue by 1803 to reclaim slavery and colonialism secretly though his plans hardly succeeded In the year 1804 the slaves ended the slavery. It is well known that the rebellion was influenced by the 1789 French revolution which presented human rights concept , citizenship , and government participation. By the 18th century, Saint Dominigue also known as the Haiti was became one of the wealthiest colonies due to its large production of coffee, cotton, indigo and sugar cane. Planters were extremely frustrated by the French because they were forbidden to trade with other nations. The French introduced sugar cane irrigation systems and by the year 1740 Santa-Domingue together with Jamaica were worlds sugar producers. The revolution emerged a period of high slave trade at Trans Atlantic (Geggus 71). Africans and the white colonialist frequently had conflicts owing from the slaves who tried to escape. However , a few of the runaway slaves lived in the w oods to escape the control. They survived by conducting raids and violence on the coffee and sugar plantation islands. Runaway slaves were called maroons therefore an effective maroon leader emerged in the year 1751 to 1757 known as Erancois Mackandal, his main role that he played was unifying the blacks resistance. By drawing the African tradition together with religion, he inspired his people. In the year 1758, the French captured Mackandal. After his death the maroons were more persistent in raids and violence. Some of the rebellion leaders that followed after Mackandol include Cristophe, Toussaint, Baukman, Biassou, Jeannot, Dessalines and Francois. The leaders helped the people to a complete success. Moreover, revolutionary movements emerged. After emerging a successful revolt in history, Napoleon Bonarte established a large expeditory force that was made of French soldiers and warships. The force was led by his brother –in-law called Charles Leclerc, in order to restore the French rule. During Napoleon Bonapartes reign he sent one of the largest colonial venture to run. The Napoleons main goal was to remove the Toussaint revolution from office. Moreover he wanted slavery restored. Within a period of two years the Haiti declared its independence and the remnants of Bonaparte ‘s who were once proud were evacuated. Christopher Columbus in 1492 discovered the island of Hispaniola, which at that time was known

Mental Health Nursing (Essay base on a Case Scenario) Essay

Mental Health Nursing ( base on a Case Scenario) - Essay Example I will achieve this by identifying health problems and give interventions for the same. Confidentiality is important and therefore I will not expose the identity of my patient, I will identify her as Janet (not her real name). This is because the NMC (Nursing and Midwifery Council) code of conduct stipulates that people’s rights to confidentiality must be respected by professional nurses while giving health care. For that reason a nurses should explain to the client how and why information concerning their health is shared by healthcare professionals involved in the particular client’s health. As a result, good communication amongst healthcare professional facilitates understanding and working relation between them (Goldsmith, 2011). Janet has a problem of increasing low mood. I will implement nursing interventions such as cognitive behavior therapy, interpersonal therapy behavior therapy, mindful based cognitive therapy, medical intervention and support. In addition, I will define care planning and discuss its significance. Moreover, biopsychosocial model together with recovery framework are incorporated in the delivery of the clients health care. This paper will be informed by the use of relevant references from books and journals. 2. Care Planning 2.1. Needs The case regards Janet who is about to complete her studies in engineering. She is twenty two years and originates from Britain. Her free time is spent in the gym and cycling. She does not get along with her three roommates. The recent past shows that her mood is low; concentration is low, has no appetite and lacks sleep. Besides being unable to follow routine activities, her performance in class is dwindling after losing interest in learning. The physician prescribed antidepressants after diagnosing her with depression. The mental health nurse can use nursing intervention to assist the client recover from depression. The depression has caused the problem of low mood. A number of interventi ons that are useful for recovery have been identified and will be implemented in a care plan. Therefore Janet’s needs and problems are: low mood low appetite poor relationships low concentration lack of sleep no interest in studies unable to follow routine Depression is a mood disorder which manifests in different ways for different people. Depressed individuals complain of emptiness and feel sad. They become pessimistic and engage in negative thinking. A feeling of hopelessness sets in and they isolate themselves. They become restless and keep away from usual activities. Depression may cause individuals to become irritable and lead to poor relationships with others. They may end up losing interest in activities they have enjoyed doing and even abandon their hobbies. Because of many changes and engagement in thinking, individuals with depression lack concentration capabilities, forget important details and become indecisive when making choices. Their sleep patterns changes wi th either long episodes of sleep or lack of sleep. Lack of appetite or augmented appetite is common in depressed individuals. Consequently, depressed individuals complain of headaches, digestive problems, pain, aches and cramps. The client has symptoms such as loss of concentration, loss of appetite, lack interest at school and normal functioning is affected. According to Barrett et al (2008) a care plan is significant in providing quality care to patient. It assists the nurse treat the patient according to needs. The purpose

Mustafa Kemal Ataturk and Kemalism Essay Example | Topics and Well Written Essays - 2500 words

Mustafa Kemal Ataturk and Kemalism - Essay Example This is the official cult. His biography is read like hagiography of saints. After more than half a century after his death most of the Turks with bated breath speak about the penetrating gaze of his blue eyes, his tireless energy, strength of mind and indomitable will. Mustafa Kemal was born in Thessaloniki in Greece. At that time the area was controlled by the Ottoman Empire. His father was a middle-ranking customs official, his mother - a peasant. After a difficult childhood, lived in poverty due to early death of his father, the boy entered the Salonica Military School, then the Monastir Military High School and in 1889, finally, the Ottoman Military Academy in Istanbul. There, in addition to military disciplines, Kemal studied the works of Rousseau, Voltaire, Hobbes and other philosophers and thinkers that certainly influenced his views. At the age of 20, during training, Kemal and his friends joined a secret revolutionary society - Vatan ve Hà ¼rriyet (Motherland and Liberty). Failing to come to understanding with the other members of the society, Kemal left Vatan and joined the Committee of Union and Progress, which has collaborated with the movement of the Young Turks (Turkish bourgeois revolutionary movement, setting a task to replace the sultan’s autocracy with constitutional order). Kemal was personally acquainted with many key figures in the Young Turk movement and was involved in the coup in 1908. At the outbreak of the World War I, Kemal, who despised the Germans, was shocked by the fact that the Sultan of the Ottoman Empire became their ally. However, in spite of the personal views, he skillfully commanded the troops entrusted to him. So, in Gallipoli, in April 1915, he blunted the attack of the British forces several weeks, earning the nickname â€Å"Savior of Istanbul†. It was one of the few victories of the Turks in the war. He told his subordinates not only to attack but to die. It is

On Socrates argument in The Crito is actually an argument developed by Essay

On Socrates argument in The Crito is actually an argument developed by each PHI 101 student that explicates and evaluates Socrates argument in The Crito. S - Essay Example More importantly, Socrates emphasized in his argument against Crito that he had to follow the law. The first premise of the argument of Socrates is, â€Å"If a citizen actively or tacitly accepts the benefits of the States Laws, then that citizen agrees to abide by all those Laws.† The second premise is, â€Å"Socrates actively accepted the benefits of the States Laws. The conclusion is, â€Å"Therefore, Socrates must obey the Laws and command to drink hemlock rather than flee Athens.† Although Socrates’ argument sounds theoretically possible, the problems with the two premises as well as his faulty answers to Crito’s suggestions somehow makes the whole argument unsound. Socrates’ case was that of a certain death penalty through drinking of the hemlock. Crito arrived in prison in Athens in order to convince Socrates to escape for that was obviously and logically his only chance to escape. Crito offers him four reasons to escape. First, he offered him a bribe of money. Second, he told him that it was Socrates’ friends desire to help him. Third, Crito said that Socrates’ survival would benefit the majority. Lastly, Crito emphasized the idea of the importance of posterity to Socrates. Nevertheless, Socrates refused for the fact that none of these four ideas mean the good and upright life that Socrates has been trying to emphasize. According to Socrates, â€Å"†¦the most important thing is not life, but the good life† (Crito 48b, 51). The basis of this good and morally upright life is the good life that would result if Socrates did not disobey the laws of Athens, which now makes up the essence of his argument. Therefore, for Socrates, the alternative to the evil decision to escape is the morally upright decision to stay and obey the laws of Athens in the name of justice. However, the major premise of Socrates’ argument has flaws of its own. It says, â€Å"If a citizen actively or tacitly accepts the benefits of the

Anthropology Essay Example | Topics and Well Written Essays - 750 words

Anthropology - Essay Example ma’s speech during the Democratic National Convention coupled with specific examples that relate to respective discursive Strategies as seen in the speech. Indeed, in his speech, Obama clearly applies at least two of this Discursive Strategies. In his speech, Obama uses the â€Å"narratives of belonging† strategy to construct â€Å"existential coherence.† Duranti presents this strategy as part of personal experiences that the political speaker possesses. Duranti establishes the fact that these experiences connect the speaker emotionally and morally to the present place and audience. This strategy shows that the political speaker is an ordinary citizen and will thus represent the audience ideally once elected. In his speech, Obama used the â€Å"narratives of belonging† strategy in various occasions. ... I have shared the pain of families who've lost their homes, and the frustration of workers who have lost their jobs.† (Fox News Web). As such, the use of this strategy clearly helps Obama to identify with the Americans, denotes his experience in handling national issues, and thereby convinces the audience that he will ideally represent them once reelected as the US President. Duranti consequently defines â€Å"the [use of] the present as a ‘natural extension’ of the past† strategy to construct â€Å"existential coherence† as a relation between present decision and experience. In various occasions during his speech, Obama demonstrated the use of this strategy. Indeed, he quotes that, â€Å"You know, in a world of new threats and new challenges, you can choose leadership that has been tested and proven. Four years ago, I promised to end the war in Iraq. We did.† He equally reminds the audience that, â€Å"I promised to refocus on the terrorists who actually attacked us on 9/11. And we have.† This experience gives him an edge over his political competitor. It clearly proves that he can deliver and out of his past successes, he is convinced to vie for the second time. He notes that he was able to kill Osama Bin Laden and thus presently focusses on defeating Al Qaeda and ending the Afghanistan war by 2014 once reelected (Fox News Web). As such, his experience drives his present decision to seek reelection with a goal of completing his mission. This generates a lot of conviction from the audience as it applauds Obama’s experience. In addition, he quotes that, â€Å"Now, I've cut taxes for those who need it, middle-class families, small businesses.† It

Nature Extracts Contribution towards Arab World Region Research Paper

Nature Extracts Contribution towards Arab World Region - Research Paper Example The idea is to introduce nutritional products which are completely based on herbal plants and shrubs. The whole process of manufacturing the raw materials, purchasing the raw materials, manufacturing the herbal based products and finally, the distribution of the products are done among the Arab World countries. These processes could have been outsourced from the far eastern countries like India, Japan, and China, but that would not lead to the generation of employment in the Arab region. This research project lays out the plan of how to carry out the above processes and what problems are to be encountered.     The name of the company that is taking the entrepreneurial initiative is Nature Extracts. The product lines chosen are general vitamins, products specific for sports and nutrition, protein supplements, and diet vitamins and medicines. The product lines are all herbal based (Acs 2003). The idea is to manufacture the herbs and shrubs and the medicinal plants in Egypt, Oman, a nd Libya, process or manufacture the semi-finished products in Egypt, pack them there and ship the products for distribution to regions like Qatar, UAE, Kuwait, Bahrain, and Saudi Arabia. The problem is that not all regions fit for growing the herbal and medicinal plants. Apart from that, there is a problem of transporting the raw materials to the plants for furthering processing. The choice of the right distributing partner and channel is another problem. The initiative to open herbal and medicinal plants is already in the direct competition with the more contemporary medicines and nutritional products (Baumol 1988). The herbal based nutritional and medicinal products are considered to be traditional medicines. So in certain Arab regions where there is the considerable influx of aid provided by different international humanitarian groups like Red Cross and the WHO with modern nonherbal based medicines, it will take more than just a sincere effort to make the strong presence in the market. 5. Hypothesis The hypotheses are formed to negate the assumptions formed in the null hypothesis with appropriate reasoning and logic. The hypotheses are formed according to the importance of the factor.  

Tools of Organizational Change Essay Example | Topics and Well Written Essays - 250 words - 1

Tools of Organizational Change - Essay Example A leader could further ensure that there is effective communication and engagement within the organization when implementing an organizational change. In order to achieve this, the leader could ensure that workers are not only aware of required changes that are happening but also understand them. A leader could further seek to engage workers in the formulation and implementation of an organizational change as this creates a positive attitude among workers (Lewis, 2011). The third component that a leader could use involves internalization of the change. This refers to the actual implementation of the change. Depending on the nature of the change, a leader could choose the appropriate channel for internalization of the change by the workers. These channels include seminars and departmental meetings. During internalization, workers review the proposed change and analyze how better it is than the old practices. This helps workers to realize the benefits of the change and propel them to work within the set rules of the proposed change (Lewis,

Discussion on Quantitative Reasoning for Business Course Essay Example for Free

Discussion on Quantitative Reasoning for Business Course Essay Discussion on Quantitative Reasoning for Business Course Self Reflection Paper 10/15/08 Discussion on Quantitative Reasoning for Business Course For many years, the quantitative or mathematical approach to business problem solving was the cornerstone of MBA programs worldwide. The traditional approach has been a rational analysis: information is collected, collated, analyzed and interpreted, alternatives are formulated, and a logical choice is consciously arrived at (Bagchi, 2005). In practice this means: â€Å"the more information, the better; ‘cool and calm’ strategic thinking should not be ‘debased’ by feelings; efficient thought and behavior must be called upon to subjugate emotion† (Sadler-Smith, 2004). The Quantitative Reasoning for Business course would provide me with the prerequisites necessary to master the rational analysis. In recent years, however, the usefulness of the quantitative analysis training for future managers has been put into doubt. The requirement for fast decisions and the limits of human beings’ rational information-processing capacities may combine to impose severe demands upon executives’ cognitive capabilities to handle masses of information at the necessary speed (Sadler-Smith, 2004). That is when intuition comes into play. Intuition is difficult to describe but easy to recognize. Many of us will be intimately familiar with our own intuitions and will probably be able to identify, and may even envy or admire, those individuals who confidently display a ‘gut feel’ for complex situations and who appear to have an ‘instinct’ for grasping key issues quickly. This quality can be nurtured through life experience. The optimal solution thus, might be a combination of two approaches depending on circumstances. The relationship between intuition and rationality can work in two ways. For example, proceeding from intuition to rational analysis represents a ‘validation’ sequence in which gut feeling may be checked out by rational analysis by posing questions such as ‘Do the data support my hunch? Proceeding from rational analysis to intuition represents an ‘incubation’ sequence in which intuition provides an expertise-based or feelings-based validation for judgments arrived at through rational analysis (Sadler-Smith, 2004). In summary, quantitative training will probably benefit me by preparing me for the future courses in economics, finance, accounting, operations, and research (Quantitative Reasoning for Business Overview, nd). More importantly though, it will prepare me for the future ‘real world’ w ork, even when its direct usefulness is not as extensive as often believed its proponents.

Thomas Wyatt My Galley Essay Example for Free

Thomas Wyatt My Galley Essay It is a ship struggling during a terrible storm at sea, a metaphor for depression — a mind struggling to right itself. The imagery is incredible, and it’s a beautifully written sonnet. Rhyme scheme is ABBA ACCA DEED FF. One analysis I read (linked below) said this poem was about a man who had rejected God, and this battery at sea was the consequence (because, of course, God controls the sea and the weather). It also said the author was contemplating suicide as the only way out of this misery. The word choices are violent and emotional: sharp seas mine enemy steereth with cruelness rain of tears cloud of dark disdain despairing of the port One line (â€Å"every oar a thought in readiness†) is beautiful to me because of the way the analysis below described it: That the author was trying to think his way out of this turmoil, like oars trying to right the ship, and yet he could not. Anyone who has ever been depressed or experienced hopelessness knows that trying to get oneself out of it using logical thought is useless. The end of the poem indicates that the author doesn’t even remember why he’s experiencing this trauma, and also that he has no guide (like the stars) for getting him to safety. My galley charged with forgetfulness Through sharp seas in winter nights doth pass Twene rock and rock; and eke mine enemy, alas That is my lord, steerth with cruelness And every oar a thought in readiness As though that death were light in such a case; An endless wind doth tear the sail apace Of forced sighs and trusty fearfulness A rain of tears, a cloud of dark disdain Hath done the wearied cords great hindrance Wreathed with error and eke with ignorance. The stars be hid that led me to this pain, Drowned is reason that should me comfort, And I remain despairing of the port. . Wyatt is talking about despair, and probably means religious despair (the sin of losing your faith in God). He uses the common metaphor of a ship in trouble at sea (remember that England is a seafaring island nation, so a lost ship is a powerful metaphor for the English). My galley charged with forgetfulness Thorough sharp seas in winter nights doth pass Twene rock and rock; Wyatts ship [his life] is weighed down [charged] with forgetfulness [he cannot remember what the point of life is, he cannot remember what it feels like to know God]; it is adrift on a stormy sea, at night, between rocks (and is therefore in great danger). and eke mine enemy, alas That is my lord, steerth with cruelness Wyatt feels that God is master of the ship, and that God has deliberately withdrawn Himself from Wyatt; God is steering the ship cruelly (God is deliberately hurting Wyatt) and has become Wyatts enemy, as well as being his Lord. And every oar a thought in readiness As though that death were light in such a case; A sailing ship which can no longer rely on the wind (when there is no wind, or the wind is blowing the wrong way) will sometimes use oars as an emergency solution. Wyatt is trying to think himself out of his despair (using the oars of his thought), but he is in such despair that when he thinks he only thinks of suicide as an escape from his misery (as though that death were light :: as if death was not a problem). An endless wind doth tear the sail apace Of forced sighs and trusty fearfulness A rain of tears, a cloud of dark disdain Hath done the wearied cords great hindrance Wreathed with error and eke with ignorance. Wyatt thinks of his own moaning and tears (because he is so unhappy) as the winds that are driving his ship toward the rocks (of suicide). His tears are the rain beating on the ship, and his despair and lethargy are loosening the rigging which holds the sails in place (heavy rain could loosen rigging on a sailing ship; then the sails would become loose, and a bad problem would become much worse) The stars be hid that led me to this pain, Drowned is reason that should me comfort, And I remain despairing of the port. Wyatt says he cannot see the stars (he cannot remember the reasons that once led him to believe in God), so his boat does not know where it is going to (at night a sailing boat travels by reference to the stars). Reason (Wyatts ability to understand the world he lives in) is drowned (dead; the world makes no sense to Wyatt now). And Wyatt just cant see the way out of this. The poem leaves us unsatisfied, confused, directionless; like Wyatt is.

Best Practice in Staff Training Processes

Best Practice in Staff Training Processes 1. INTRODUCTION People performance is a critical enabling factor that influences the potential of an organisation to achieve its objectives. Successful organisations ensure that they maintain an environment which enables the full potential of their people to be realised. They also ensure that they align their staff management objectives with the organisations objectives. Training is an important activity undertaken to ensure employees at all levels have the necessary skills to carry out their roles effectively and to ensure the achievement of the organisations objectives. Of fundamental importance is the identification of the value that training adds to the performance of the organisation. Specifically this relates to how the organisation decides what training is needed by its staff, how the training is carried out, how the organisation evaluates the effectiveness of its education and training activities and what processes are put in place to improve the delivery and effectiveness of education and training programs. The management of the organisation want to know: what training is required how training should be delivered. how the training improves the performance of the organisation Staff expect: targeted and job related training (for now and the future) to equip them to meet the expectations of the organisation defined outcomes as a result of training quality assurance of training materials and delivery techniques value for time spent in training At the time of the writing of this paper, few organisations in the parks industry: had a quantifiable means of measuring organisational performance outcomes had measured the current competence of employees had agreed arrangements in place to meet all their staff training needs. had a formal strategy for addressing staff training so that maximum cost benefits are attained from training had a quantifiable means of assessing the on-ground outcomes of staff training are innovative with regard to methods of making training delivery more efficient use training systems and expertise available in the wider training industry had accurate costings relating to training (salary, training delivery etc) Over the past 5 years there have been dramatic changes in the training arena. Many companies who once conducted their own training now recognise that training is not their core business and utilize the services of the fast developing training industry. This move is in keeping with the Federal Government Training Reform Agenda, aimed at increasing the competitiveness of Australian industry on the international market. The main outcomes from this agenda have been the development of National competency standards and associated training curriculum for a number of industry groups. Best practice in training staff for park management is required because both Federal and State Governments now require park management agencies to: focus on their core business identify key performance indicators and associated priority outcomes be accountable for the delivery of priority outcomes and direct expenditure accordingly apply sound business planning principles to program planning and budgeting evaluate alternative means of service delivery (such as outsourcing) enhance the sustainable management of the natural and cultural resources of parks provide a high standard of customer service and facilities continually improve performance (both financial performance and service delivery) have competent and effective staff. Park customers require parks agencies to: manage the natural and cultural resources of the park using the best possible techniques provide excellent customer service provide a range of recreational opportunities manage financial resources effectively and efficiently have competent and efficient staff This paper will discuss and explore: Best practice in staff training processes for park agencies The use of benchmarking as a tool in establishing best practice. Relevant terms are defined as: Staff training: the process of developing the skills of employees Competence:the ability to deliver a service to a prescribed minimum standard 2. DETERMINING BEST PRACTICE IN STAFF TRAINING PROCESSES 2.1 Methodology In 1995, ANZECC commenced the National Benchmarking and Best Practice Programs aimed at five key areas. The (then) Department of Conservation and Natural Resources, Victoria took the lead responsibility for determining the best practice framework for staff training. The objective of the project was to determine current best practice in training processes to assist agenices to develop training programs to meet their needs. The project scope covered: an examination of guidelines and procedures to guide workplace performance an examination of standards of performance (competency standards) training and development programs strategic framework for program development industrial context (relationship of training to pay/promotion etc) identification of learning outcomes, assessment criteria and delivery standards delivery arrangements (in-house or external) assessment practices relationship to formal training structures (State or National) monitoring of training outcomes (improved performance, cost-benefit analysis etc. The project was to result in a report which could be used by member agencies of ANZECC to introduce best practice training processes and to facilitate the development of quality standards (and common competencies) for training of staff involved in the management of National Parks and Protected areas. The report was also to contribute to the development of national training standards through NCRMIRG. The methodology used was to: Conduct initial research into training processes to produce an appropriate survey instrument. Communicate with, visit with or arrange joint meetings with member agencies of ANZECC to: apply the survey observe training initiatives and process Communicate with or visit external organisations with a record of innovation in delivering training programs Prepare a best practice report in consultation with participating agencies There were several project limitations. The project brief did not include a comparison of the content of training programs(as this has already been done by the Natural and Cultural Resources Management Industry Reference Group in its Curriculum Review) but rather required the examination of staff training processes from a strategic viewpoint. The project leaders time was limited to approximately one week and the report was limited to key points. Figure 1 Location of interviews Location Organisation Adelaide South Australian Department of Environment and Natural Resources Sydney New South Wales National Parks and Wildlife Service Melbourne Tasmanian Department of Environment and Land Management, Victorian Department of Conservation and Natural Resources (name at the time of interview), Australian Fire Authorities Council Phone survey Queensland Department of Environment and Heritage, ACT Department of Urban Services Parks and Conservation. 2.2 Best Practice in Staff Training Processes Initial research was conducted into findings of previous benchmarking projects on staff training and into current concepts of best practice in staff training. It revealed that most organisations measure and assess training inputs rather than training outputs (or how the training was conducted rather than the benefit gained through training). No park agencies and very few other organisations maintain thorough accounting records of staff training and are able to conduct a comprehensive cost benefit analysis of training effectiveness (although some agencies have conducted a cost-benefit analysis of individual courses. Cost benefit analysis is undertaken in the tertiary education sector but the process used is not valid for measuring staff training in organisations for whom training is not core business. 3.1.1 Organisations vision, mission and key performance indicators. The organisations vision, mission and key performance indicators are determined and programs to meet these objectives are planned. The period over which these apply varies with individual organisations. A common factor is that they are reviewed annually as a part of the business/budget planning process. As the performance of staff is a major influence on organisational performance, it is important that the training process is closely linked with the business planning process. 3.1.2 Identification of required competencies for program delivery The organisations key performance indicators (or critical success factors) set a standard against which the performance of the organisation is measured. Programs to meet these standards are developed. The organisation must have access to specific competencies to effectively deliver the required programs and these are determined. Routine competencies required by individual staff are included. Looking ahead to the long term achievement of the organisations vision and mission, competencies required to deliver anticipated work programs in the future are also identified 3.1.3 Identification of current competence of workforce Having determined the competencies required to meet its objectives, the organisation then determines the competencies that exist within its workforce. These are obtained through two means through an analysis of the current performance of staff (annual performance review) and through the identification of the current skill levels staff. Current performance of staff Most organisations now have a performance review process through which the current performance of staff is assessed. Individual staff and workgroups are now required to deliver defined outcomes. Achievement of satisfactory outcomes usually (but not always) indicates a satisfactory level of competence in the task. The non-achievement of outcomes may be attributed to a number of factors. Lack of competence is one factor (amongst others) which may have caused poor performance. A usual part of the performance review process is the identification (by the staff member or their supervisor) of competencies yet to be attained and a plan for their attainment. Assessment of current competence. For the organisation to effectively manage the deployment of their human resources, it is necessary to assess the current competencies held by staff. Stored on a data base, this information is then readily available for use when assigning tasks. The best means of maintaining this data base is to utilize the type of system recommended through the National Training Reform Agenda, where competencies are defined, staff assessed against these and the information is recorded on a data base Assessment of current competence is only effective if the defined competencies have a standard of performance against which the capabilities of the staff can be assessed. This type of assessment is criterion based where the subjectivity of the assessment process is reduced. The process must be well managed and the data base kept current. The maintenance and use of such a data base has two purposes. If the current competence of staff is ascertained prior to delivery of programs, the likelihood of poor performance in program delivery, as a result of lack of competence, is reduced. In addition, the assigning of staff to tasks for which they are not competent may have legal ramifications (for example, Occupational Health and Safety breaches) at a later stage. 3.1.4 Identification of competency gap. Once the competencies held by the workforce are determined, they are measured against those required by the organisation. A gap is identified between the required competencies of the organisation and the existing competencies of its workforce. Traditionally this was considered to be the organisations training needs. Nowadays a wider range of options for closing this gap are considered. 3.1.5 Plan for bridging competency gap The organisation identifies the means by which it intends to obtain the competencies identified by the gap between the required organisational competencies and those held in the existing workforce. This is usually called a workforce management plan. Options for obtaining the required competencies include outsourcing, job redesign or redistribution, recruitment or the training and development of existing staff. Factors influencing the selection of the appropriate option are the cost-benefit analysis, current management constraints and the current Government direction with regard to workforce management. The organisation also needs to look beyond the current budget/business planning cycle to the long term achievement of its vision and mission. It needs to plan to have the necessary competencies (either within or outside the current workforce) for the delivery of future programs (succession planning). This information is invaluable to staff when making personal development/career choices 3.1.6 Organisations training needs The organisations training needs are derived from the above process. They are the required competencies of the organisation, not held by the current staff, for which the training of current staff has been determined as the best means of obtaining them. Training needs are identified and priorities determined as a part of the organisations normal business planning process and as such are reviewed annually. 3.2 STRATEGY FOR RESOURCING THE TRAINING For the organisations training needs to be met efficiently and effectively, there needs to be a clear strategy which addresses the allocation of resources to provide the training. This strategy indicates the level of commitment of the organisation to meet its training needs. Without this statement and a commitment from senior management, the issue of resourcing often arises to become the major impediment to the organisation satisfactorily meeting its training needs. Training resources can be categorised into financial resources, physical resources and human resources. 3.2.1 Financing the training Determining who pays for the training development and delivery is important and clarification of this issue up-front will reduce the incidence of later issues arising. When preparing business plans/budgets, the responsibility for the delivery of the organisations programs is allocated to a particular part of the organisation. This part of the organisation should also ensure that the required training for the delivery of the organisations program is determined and funding for training allocated appropriately. The continuing debate within a number of the ANZECC agencies relating to corporate versus technical training can be resolved by the application of this model. Where the training need is one identified by an individual or their supervisor, and it relates to a routine part of the persons job, then the funding for training should be built into the budget for that job. Where the training need is identified by management and is one which is aimed to impart a change across the organisation, such as the need to train people following the introduction of new technology or a cultural change, then the funding for training should be built into the budget for introducing the change. Budget issues can arise when corporate change training programs are imposed without making the appropriate funding arrangements. 3.2.2 Physical resources Physical resources required for training include the training materials (curriculum, lesson plans, videos, self paced packages etc) and the physical environment for the delivery of formal training. It must be recognised that training is not the core business of most organisations and substantial investment in the development of training materials and training facilities is not considered a wise investment. Fortunately, in recent years, training has become an established growth industry of its own. In most situations it is now not necessary for the organisation to invest in the development of training material or training facilities as there is a wide range of resources available through organisations for whom training IS core business. These include other like organisations, TAFE colleges, universities, local schools, local community training organisations and the increasing number of registered and non-registered private training providers and consultants. The best way of obtaining the necessary physical resources (materials, facilities etc) for training is to obtain them on a needs basis. By integrating the organisations training requirements with those of the wider training community, training becomes more efficient and duplication of effort is reduced. 3.2.3 Human resources Best practice organisations have a culture of continuous learning and are clear about the level of staff involvement expected in the training process. Rather than being the responsibility of a designated training department, training is everybodys responsibility. A primary motivator for individuals to accept this responsibility is need. Through the competency assessment, the individual has identified a need for training in the routine aspects of their work and is more likely to accept the responsibility for organising or participating in training to meet that need. For corporate change training, the individuals need has not been identified and it should be remembered that that person is therefore less likely to be motivated to organise or participate in the required training. In this case it is unrealistic to expect staff to drive their own involvement. Best practice organisations establish a culture where the individual is responsible to a large extent for identifying their own training needs and organising/enrolling in the appropriate training. Such a culture requires the support of a relevant system. The embodiment of learning organisation culture does not negate the need for training roles and responsibilities to be clearly defined. For the organisations training needs to be accurately identified and the training resources available in the wider training industry to be effectively integrated, an appropriate training specialist or specialist team is required to manage training. The training specialist/team will be able to provide staff with adequate systems and information for them to be able to: integrate training with the organisations business planning/budget development process identify their own training needs and those of their staff access a range of relevant training options develop individual training plans based on identified training needs and career aspirations. 3.3 DEVELOPMENT AND DELIVERY OF THE TRAINING Best practice for the development and delivery of training has been well documented. The model below has widespread use throughout the training industry and is used by the National Training Reform Agenda. 3.3.1 Training needs The identification of training needs was identified in Section 3.1. Training needs are identified in terms that are behavioural (measurable or quantifiable). Cultural change objectives are also quantified so that their achievement can be measured. 3.3.2 Modular training framework For each identified competency there is a training module which will train staff in the necessary skills and knowledge to be able to meet the standard prescribed for that competency. A module specification (the written specification of training outcomes, assessment methods and delivery modes) exists for each module to ensure that it is delivered to a prescribed minimum standard. Module specifications are regularly reviewed to ensure that they match the training requirements of the relevant competency standard. The training is accredited, where possible, by a State or National training authority. Accreditation provides quality assurance for content, delivery and assessment. The employee gains formal recognition and other benefits for the training completed. Training delivery is through appropriate providers. If the training delivery is to be contracted out then the training specification is included as a contract specification. Providers are regularly evaluated for effectiveness and cost efficiency of delivery. 3.3.3 Flexible delivery arrangements The training is located as close to the workplace in order to reduce the amount of time spent in travel and off the job. It is delivered in conditions as close as possible to the normal work situation to ensure relevance of the training to the job. The more flexible modes of delivery, such as distance learning packages (self paced), open learning schemes and computer based training packages are used. The different learning styles and speeds of individuals are catered for. The relevance of the content and delivery standards are monitored against the module specification. Delivery is by instructors who are trained as trainers and are also experienced in the subject matter. 3.3.4 Assessment of learning outcomes Assessment of the individuals achievement of the learning outcomes (as prescribed in the specification) is conducted during and following the learning process. Assessment is criterion based and is applied only by those who are competent in its use and who are authorised by the organisation to conduct assessments. 3.4 APPLICATION AND EVALUATION OF TRAINING The trainee is given the opportunity to practice using the new skills on the job under supervision by the supervisor or an appropriate mentor. The complexity of the work situation where the new skills are to be applied is managed so that the application progresses from the simple to the complex. Problems in the application of the new competencies are addressed at an early stage. A final assessment of the application of the new competencies occurs during the performance review phase of program delivery where the delivery of the required job outcomes, to the required standard, is assessed. Where work does not meet the agreed standards, the reason for this shortfall is sought. If lack of competence is the reason, the extent of training required to become competent is determined and the person either referred to further practice under the guidance of a supervisor or mentor or the workforce management planning process revisited. 5. CHARACTERISTICS OF ORGANISATIONS WHO PRACTICE BEST PRACTICE IN TRAINING PROCESSES Organisations who are leaders in training have the following characteristics: Senior management understanding of and support for the role training plays in the overall business context. A vision, mission and key performance indicators. A formal link between training and the business planning process (priorities, funding and responsibility). A training specialist employed to integrate organisational training requirements with the services provided by the external training industry. Defined competency standards and assessment system. A workforce management strategy which addresses how to bridge the competency gap. Use a modular approach to meet specific training needs (eg National Training Framework). Use flexible delivery methods and measure learning outcomes at the end of the training. Appraise application of competencies on-the-job (performance appraisal system). Evaluate the benefit training provides to both the individual and to the organisation. CASE STUDIES The following are case studies of the application of best practice in training processes and have been selected from a range of suitable case studies. CASE STUDY 1 DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES, SOUTH AUSTRALIA PERFORMANCE MANAGEMENT PROGRAM The Department of Environment and Natural Resources, South Australia has introduced a Performance Management Program for all Departmental employees as a part of its overall framework for organisational change. The Performance Management Program aims for continuous corporate performance improvement through the following process: The individuals Performance Management Program is directly linked to the Departments broad strategic goals, the Groups (Division) objectives and the District/Branchs action plans. Performance is assessed at each level on delivery of outcomes. Within the Performance Management Plans, responsibility for delivery of outcomes and for determining and acquiring work skills is clearly defined and documented Line managers are required to: help staff to identify the skill and knowledge required to do their job effectively support staff to establish and meet their individual/team development plan Individuals are responsible for: identifying the skills, knowledge and support they need to do their job effectively work out an individual/team development plan that is linked to performance review the plan regularly. Assessment of training outcomes is based on delivery of required job outcomes. Funding for training is program based. CASE STUDY 2 NATIONAL PARKS SERVICE (DEPARTMENT OF NATURAL RESOURCES AND ENVIRONMENT), VICTORIA COMPETENCY SURVEY AND DETERMINATION OF TRAINING PRIORITIES FOR ROUTINE TRAINING The National Parks Service (Department of Natural Resources and Environment, Victoria) has developed a framework to deal with the routine training of all staff. In the absence of a set of relevant National competency standards, a comprehensive set of in-house competency standards have been developed covering all aspects of work within the Service. The standards were developed from existing Departmental procedural documents which prescribed the standard of most work within the service. They also related to existing relevant National competency standards such as those from the Tourism and Hospitality industry, the Public Administration sector and the Fire industry. The competency standards were aligned with the Departments Performance and Remuneration Management (PaRM) system and with the Australian Standards Framework. Where possible, the standard referred to an existing NPS or NR+E procedure or guideline. All staff were surveyed against the standards selecting those that applied to their job and career aspirations and then, in conjunction with colleagues and supervisor, compared their current performance with that required by the standards. The end result of the process was an individual training plan listing a range of developmental activities the person was required to take responsibility for plus a list of training needs requiring external facilitation (ie courses). The results of the survey were entered on a spreadsheet and, in consultation with management, priorities for training determined for each park, local areas and the State. CASE STUDY 3 AUSTRALIAN FIRE AUTHORITIES COUNCIL NATIONAL FIREFIGHTING COMPETENCY STANDARDS AND TRAINING COURSES The developments of the Australian Fire Authorities Council (AFAC) have, since 1992, been at the forefront of training developments resulting from the National Training Reform Agenda. AFAC has developed a comprehensive set of generic competency standards which apply to all work conducted within the fire agencies of Australia, including metropolitan, rural volunteer and land management agencies such as the member agencies of ANZECC. The competency standards are arranged in six levels ranging from recruit level to executive level and align with levels 2 to 7 of the Australian Standards Framework. Individual agencies determine the selection of competency standards which apply to their personnel, recognising that the needs of individuals within each organisation vary according to their geographic location and job requirements. Aligned with five levels of the competency standards are five Nationally accredited courses ranging from Certificate II to Advanced Diploma levels. The courses can be delivered in their entirety or by individual modules, of which there are over 200. Training can only be delivered by registered providers and each fire agency either gained registration, formed a partnership with a TAFE college or arranged to contract in an appropriate provider. Instructors must have completed an instructor module or equivalent and have met the requirements of the relevant module. Recognising that the outcomes of training, rather than the input, are most important, a comprehensive National assessor program was established to ensure that assessment practices both within and across agencies were comparable. The assessment process includes Recognition of Prior Learning or RPL where a person who can demonstrate current expertise in the content of a module may be granted credit for that module. One of the most significant parts of the program is the development of distance learning packages for a range of modules. These packages mean that the training can be delivered in the workplace without added costs for travel, accommodation and time lost from work. The courses were developed with a substantial consultation process and are regularly reviewed for relevance. The development of the competency standards, accredited courses and the distance packages bring significant benefits to the fire industry. Firefighters from a range of agencies are now closer to using similar language and techniques and their qualifications are portable across agencies. The material is flexible in design and is intended to be used on a needs basis by individual fire agencies. CASE STUDY 4 DEPARTMENT OF PARKS, WILDLIFE AND HERITAGE, TASMANIA PARK RANGER CBT PILOT PROJECT The Department of Parks, Wildlife and Heritage in Tasmania has been involved in the development of a competency-based course of training for park rangers. The project was conducted by the Department of Industrial Relations and Train Best Practice in Staff Training Processes Best Practice in Staff Training Processes 1. INTRODUCTION People performance is a critical enabling factor that influences the potential of an organisation to achieve its objectives. Successful organisations ensure that they maintain an environment which enables the full potential of their people to be realised. They also ensure that they align their staff management objectives with the organisations objectives. Training is an important activity undertaken to ensure employees at all levels have the necessary skills to carry out their roles effectively and to ensure the achievement of the organisations objectives. Of fundamental importance is the identification of the value that training adds to the performance of the organisation. Specifically this relates to how the organisation decides what training is needed by its staff, how the training is carried out, how the organisation evaluates the effectiveness of its education and training activities and what processes are put in place to improve the delivery and effectiveness of education and training programs. The management of the organisation want to know: what training is required how training should be delivered. how the training improves the performance of the organisation Staff expect: targeted and job related training (for now and the future) to equip them to meet the expectations of the organisation defined outcomes as a result of training quality assurance of training materials and delivery techniques value for time spent in training At the time of the writing of this paper, few organisations in the parks industry: had a quantifiable means of measuring organisational performance outcomes had measured the current competence of employees had agreed arrangements in place to meet all their staff training needs. had a formal strategy for addressing staff training so that maximum cost benefits are attained from training had a quantifiable means of assessing the on-ground outcomes of staff training are innovative with regard to methods of making training delivery more efficient use training systems and expertise available in the wider training industry had accurate costings relating to training (salary, training delivery etc) Over the past 5 years there have been dramatic changes in the training arena. Many companies who once conducted their own training now recognise that training is not their core business and utilize the services of the fast developing training industry. This move is in keeping with the Federal Government Training Reform Agenda, aimed at increasing the competitiveness of Australian industry on the international market. The main outcomes from this agenda have been the development of National competency standards and associated training curriculum for a number of industry groups. Best practice in training staff for park management is required because both Federal and State Governments now require park management agencies to: focus on their core business identify key performance indicators and associated priority outcomes be accountable for the delivery of priority outcomes and direct expenditure accordingly apply sound business planning principles to program planning and budgeting evaluate alternative means of service delivery (such as outsourcing) enhance the sustainable management of the natural and cultural resources of parks provide a high standard of customer service and facilities continually improve performance (both financial performance and service delivery) have competent and effective staff. Park customers require parks agencies to: manage the natural and cultural resources of the park using the best possible techniques provide excellent customer service provide a range of recreational opportunities manage financial resources effectively and efficiently have competent and efficient staff This paper will discuss and explore: Best practice in staff training processes for park agencies The use of benchmarking as a tool in establishing best practice. Relevant terms are defined as: Staff training: the process of developing the skills of employees Competence:the ability to deliver a service to a prescribed minimum standard 2. DETERMINING BEST PRACTICE IN STAFF TRAINING PROCESSES 2.1 Methodology In 1995, ANZECC commenced the National Benchmarking and Best Practice Programs aimed at five key areas. The (then) Department of Conservation and Natural Resources, Victoria took the lead responsibility for determining the best practice framework for staff training. The objective of the project was to determine current best practice in training processes to assist agenices to develop training programs to meet their needs. The project scope covered: an examination of guidelines and procedures to guide workplace performance an examination of standards of performance (competency standards) training and development programs strategic framework for program development industrial context (relationship of training to pay/promotion etc) identification of learning outcomes, assessment criteria and delivery standards delivery arrangements (in-house or external) assessment practices relationship to formal training structures (State or National) monitoring of training outcomes (improved performance, cost-benefit analysis etc. The project was to result in a report which could be used by member agencies of ANZECC to introduce best practice training processes and to facilitate the development of quality standards (and common competencies) for training of staff involved in the management of National Parks and Protected areas. The report was also to contribute to the development of national training standards through NCRMIRG. The methodology used was to: Conduct initial research into training processes to produce an appropriate survey instrument. Communicate with, visit with or arrange joint meetings with member agencies of ANZECC to: apply the survey observe training initiatives and process Communicate with or visit external organisations with a record of innovation in delivering training programs Prepare a best practice report in consultation with participating agencies There were several project limitations. The project brief did not include a comparison of the content of training programs(as this has already been done by the Natural and Cultural Resources Management Industry Reference Group in its Curriculum Review) but rather required the examination of staff training processes from a strategic viewpoint. The project leaders time was limited to approximately one week and the report was limited to key points. Figure 1 Location of interviews Location Organisation Adelaide South Australian Department of Environment and Natural Resources Sydney New South Wales National Parks and Wildlife Service Melbourne Tasmanian Department of Environment and Land Management, Victorian Department of Conservation and Natural Resources (name at the time of interview), Australian Fire Authorities Council Phone survey Queensland Department of Environment and Heritage, ACT Department of Urban Services Parks and Conservation. 2.2 Best Practice in Staff Training Processes Initial research was conducted into findings of previous benchmarking projects on staff training and into current concepts of best practice in staff training. It revealed that most organisations measure and assess training inputs rather than training outputs (or how the training was conducted rather than the benefit gained through training). No park agencies and very few other organisations maintain thorough accounting records of staff training and are able to conduct a comprehensive cost benefit analysis of training effectiveness (although some agencies have conducted a cost-benefit analysis of individual courses. Cost benefit analysis is undertaken in the tertiary education sector but the process used is not valid for measuring staff training in organisations for whom training is not core business. 3.1.1 Organisations vision, mission and key performance indicators. The organisations vision, mission and key performance indicators are determined and programs to meet these objectives are planned. The period over which these apply varies with individual organisations. A common factor is that they are reviewed annually as a part of the business/budget planning process. As the performance of staff is a major influence on organisational performance, it is important that the training process is closely linked with the business planning process. 3.1.2 Identification of required competencies for program delivery The organisations key performance indicators (or critical success factors) set a standard against which the performance of the organisation is measured. Programs to meet these standards are developed. The organisation must have access to specific competencies to effectively deliver the required programs and these are determined. Routine competencies required by individual staff are included. Looking ahead to the long term achievement of the organisations vision and mission, competencies required to deliver anticipated work programs in the future are also identified 3.1.3 Identification of current competence of workforce Having determined the competencies required to meet its objectives, the organisation then determines the competencies that exist within its workforce. These are obtained through two means through an analysis of the current performance of staff (annual performance review) and through the identification of the current skill levels staff. Current performance of staff Most organisations now have a performance review process through which the current performance of staff is assessed. Individual staff and workgroups are now required to deliver defined outcomes. Achievement of satisfactory outcomes usually (but not always) indicates a satisfactory level of competence in the task. The non-achievement of outcomes may be attributed to a number of factors. Lack of competence is one factor (amongst others) which may have caused poor performance. A usual part of the performance review process is the identification (by the staff member or their supervisor) of competencies yet to be attained and a plan for their attainment. Assessment of current competence. For the organisation to effectively manage the deployment of their human resources, it is necessary to assess the current competencies held by staff. Stored on a data base, this information is then readily available for use when assigning tasks. The best means of maintaining this data base is to utilize the type of system recommended through the National Training Reform Agenda, where competencies are defined, staff assessed against these and the information is recorded on a data base Assessment of current competence is only effective if the defined competencies have a standard of performance against which the capabilities of the staff can be assessed. This type of assessment is criterion based where the subjectivity of the assessment process is reduced. The process must be well managed and the data base kept current. The maintenance and use of such a data base has two purposes. If the current competence of staff is ascertained prior to delivery of programs, the likelihood of poor performance in program delivery, as a result of lack of competence, is reduced. In addition, the assigning of staff to tasks for which they are not competent may have legal ramifications (for example, Occupational Health and Safety breaches) at a later stage. 3.1.4 Identification of competency gap. Once the competencies held by the workforce are determined, they are measured against those required by the organisation. A gap is identified between the required competencies of the organisation and the existing competencies of its workforce. Traditionally this was considered to be the organisations training needs. Nowadays a wider range of options for closing this gap are considered. 3.1.5 Plan for bridging competency gap The organisation identifies the means by which it intends to obtain the competencies identified by the gap between the required organisational competencies and those held in the existing workforce. This is usually called a workforce management plan. Options for obtaining the required competencies include outsourcing, job redesign or redistribution, recruitment or the training and development of existing staff. Factors influencing the selection of the appropriate option are the cost-benefit analysis, current management constraints and the current Government direction with regard to workforce management. The organisation also needs to look beyond the current budget/business planning cycle to the long term achievement of its vision and mission. It needs to plan to have the necessary competencies (either within or outside the current workforce) for the delivery of future programs (succession planning). This information is invaluable to staff when making personal development/career choices 3.1.6 Organisations training needs The organisations training needs are derived from the above process. They are the required competencies of the organisation, not held by the current staff, for which the training of current staff has been determined as the best means of obtaining them. Training needs are identified and priorities determined as a part of the organisations normal business planning process and as such are reviewed annually. 3.2 STRATEGY FOR RESOURCING THE TRAINING For the organisations training needs to be met efficiently and effectively, there needs to be a clear strategy which addresses the allocation of resources to provide the training. This strategy indicates the level of commitment of the organisation to meet its training needs. Without this statement and a commitment from senior management, the issue of resourcing often arises to become the major impediment to the organisation satisfactorily meeting its training needs. Training resources can be categorised into financial resources, physical resources and human resources. 3.2.1 Financing the training Determining who pays for the training development and delivery is important and clarification of this issue up-front will reduce the incidence of later issues arising. When preparing business plans/budgets, the responsibility for the delivery of the organisations programs is allocated to a particular part of the organisation. This part of the organisation should also ensure that the required training for the delivery of the organisations program is determined and funding for training allocated appropriately. The continuing debate within a number of the ANZECC agencies relating to corporate versus technical training can be resolved by the application of this model. Where the training need is one identified by an individual or their supervisor, and it relates to a routine part of the persons job, then the funding for training should be built into the budget for that job. Where the training need is identified by management and is one which is aimed to impart a change across the organisation, such as the need to train people following the introduction of new technology or a cultural change, then the funding for training should be built into the budget for introducing the change. Budget issues can arise when corporate change training programs are imposed without making the appropriate funding arrangements. 3.2.2 Physical resources Physical resources required for training include the training materials (curriculum, lesson plans, videos, self paced packages etc) and the physical environment for the delivery of formal training. It must be recognised that training is not the core business of most organisations and substantial investment in the development of training materials and training facilities is not considered a wise investment. Fortunately, in recent years, training has become an established growth industry of its own. In most situations it is now not necessary for the organisation to invest in the development of training material or training facilities as there is a wide range of resources available through organisations for whom training IS core business. These include other like organisations, TAFE colleges, universities, local schools, local community training organisations and the increasing number of registered and non-registered private training providers and consultants. The best way of obtaining the necessary physical resources (materials, facilities etc) for training is to obtain them on a needs basis. By integrating the organisations training requirements with those of the wider training community, training becomes more efficient and duplication of effort is reduced. 3.2.3 Human resources Best practice organisations have a culture of continuous learning and are clear about the level of staff involvement expected in the training process. Rather than being the responsibility of a designated training department, training is everybodys responsibility. A primary motivator for individuals to accept this responsibility is need. Through the competency assessment, the individual has identified a need for training in the routine aspects of their work and is more likely to accept the responsibility for organising or participating in training to meet that need. For corporate change training, the individuals need has not been identified and it should be remembered that that person is therefore less likely to be motivated to organise or participate in the required training. In this case it is unrealistic to expect staff to drive their own involvement. Best practice organisations establish a culture where the individual is responsible to a large extent for identifying their own training needs and organising/enrolling in the appropriate training. Such a culture requires the support of a relevant system. The embodiment of learning organisation culture does not negate the need for training roles and responsibilities to be clearly defined. For the organisations training needs to be accurately identified and the training resources available in the wider training industry to be effectively integrated, an appropriate training specialist or specialist team is required to manage training. The training specialist/team will be able to provide staff with adequate systems and information for them to be able to: integrate training with the organisations business planning/budget development process identify their own training needs and those of their staff access a range of relevant training options develop individual training plans based on identified training needs and career aspirations. 3.3 DEVELOPMENT AND DELIVERY OF THE TRAINING Best practice for the development and delivery of training has been well documented. The model below has widespread use throughout the training industry and is used by the National Training Reform Agenda. 3.3.1 Training needs The identification of training needs was identified in Section 3.1. Training needs are identified in terms that are behavioural (measurable or quantifiable). Cultural change objectives are also quantified so that their achievement can be measured. 3.3.2 Modular training framework For each identified competency there is a training module which will train staff in the necessary skills and knowledge to be able to meet the standard prescribed for that competency. A module specification (the written specification of training outcomes, assessment methods and delivery modes) exists for each module to ensure that it is delivered to a prescribed minimum standard. Module specifications are regularly reviewed to ensure that they match the training requirements of the relevant competency standard. The training is accredited, where possible, by a State or National training authority. Accreditation provides quality assurance for content, delivery and assessment. The employee gains formal recognition and other benefits for the training completed. Training delivery is through appropriate providers. If the training delivery is to be contracted out then the training specification is included as a contract specification. Providers are regularly evaluated for effectiveness and cost efficiency of delivery. 3.3.3 Flexible delivery arrangements The training is located as close to the workplace in order to reduce the amount of time spent in travel and off the job. It is delivered in conditions as close as possible to the normal work situation to ensure relevance of the training to the job. The more flexible modes of delivery, such as distance learning packages (self paced), open learning schemes and computer based training packages are used. The different learning styles and speeds of individuals are catered for. The relevance of the content and delivery standards are monitored against the module specification. Delivery is by instructors who are trained as trainers and are also experienced in the subject matter. 3.3.4 Assessment of learning outcomes Assessment of the individuals achievement of the learning outcomes (as prescribed in the specification) is conducted during and following the learning process. Assessment is criterion based and is applied only by those who are competent in its use and who are authorised by the organisation to conduct assessments. 3.4 APPLICATION AND EVALUATION OF TRAINING The trainee is given the opportunity to practice using the new skills on the job under supervision by the supervisor or an appropriate mentor. The complexity of the work situation where the new skills are to be applied is managed so that the application progresses from the simple to the complex. Problems in the application of the new competencies are addressed at an early stage. A final assessment of the application of the new competencies occurs during the performance review phase of program delivery where the delivery of the required job outcomes, to the required standard, is assessed. Where work does not meet the agreed standards, the reason for this shortfall is sought. If lack of competence is the reason, the extent of training required to become competent is determined and the person either referred to further practice under the guidance of a supervisor or mentor or the workforce management planning process revisited. 5. CHARACTERISTICS OF ORGANISATIONS WHO PRACTICE BEST PRACTICE IN TRAINING PROCESSES Organisations who are leaders in training have the following characteristics: Senior management understanding of and support for the role training plays in the overall business context. A vision, mission and key performance indicators. A formal link between training and the business planning process (priorities, funding and responsibility). A training specialist employed to integrate organisational training requirements with the services provided by the external training industry. Defined competency standards and assessment system. A workforce management strategy which addresses how to bridge the competency gap. Use a modular approach to meet specific training needs (eg National Training Framework). Use flexible delivery methods and measure learning outcomes at the end of the training. Appraise application of competencies on-the-job (performance appraisal system). Evaluate the benefit training provides to both the individual and to the organisation. CASE STUDIES The following are case studies of the application of best practice in training processes and have been selected from a range of suitable case studies. CASE STUDY 1 DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES, SOUTH AUSTRALIA PERFORMANCE MANAGEMENT PROGRAM The Department of Environment and Natural Resources, South Australia has introduced a Performance Management Program for all Departmental employees as a part of its overall framework for organisational change. The Performance Management Program aims for continuous corporate performance improvement through the following process: The individuals Performance Management Program is directly linked to the Departments broad strategic goals, the Groups (Division) objectives and the District/Branchs action plans. Performance is assessed at each level on delivery of outcomes. Within the Performance Management Plans, responsibility for delivery of outcomes and for determining and acquiring work skills is clearly defined and documented Line managers are required to: help staff to identify the skill and knowledge required to do their job effectively support staff to establish and meet their individual/team development plan Individuals are responsible for: identifying the skills, knowledge and support they need to do their job effectively work out an individual/team development plan that is linked to performance review the plan regularly. Assessment of training outcomes is based on delivery of required job outcomes. Funding for training is program based. CASE STUDY 2 NATIONAL PARKS SERVICE (DEPARTMENT OF NATURAL RESOURCES AND ENVIRONMENT), VICTORIA COMPETENCY SURVEY AND DETERMINATION OF TRAINING PRIORITIES FOR ROUTINE TRAINING The National Parks Service (Department of Natural Resources and Environment, Victoria) has developed a framework to deal with the routine training of all staff. In the absence of a set of relevant National competency standards, a comprehensive set of in-house competency standards have been developed covering all aspects of work within the Service. The standards were developed from existing Departmental procedural documents which prescribed the standard of most work within the service. They also related to existing relevant National competency standards such as those from the Tourism and Hospitality industry, the Public Administration sector and the Fire industry. The competency standards were aligned with the Departments Performance and Remuneration Management (PaRM) system and with the Australian Standards Framework. Where possible, the standard referred to an existing NPS or NR+E procedure or guideline. All staff were surveyed against the standards selecting those that applied to their job and career aspirations and then, in conjunction with colleagues and supervisor, compared their current performance with that required by the standards. The end result of the process was an individual training plan listing a range of developmental activities the person was required to take responsibility for plus a list of training needs requiring external facilitation (ie courses). The results of the survey were entered on a spreadsheet and, in consultation with management, priorities for training determined for each park, local areas and the State. CASE STUDY 3 AUSTRALIAN FIRE AUTHORITIES COUNCIL NATIONAL FIREFIGHTING COMPETENCY STANDARDS AND TRAINING COURSES The developments of the Australian Fire Authorities Council (AFAC) have, since 1992, been at the forefront of training developments resulting from the National Training Reform Agenda. AFAC has developed a comprehensive set of generic competency standards which apply to all work conducted within the fire agencies of Australia, including metropolitan, rural volunteer and land management agencies such as the member agencies of ANZECC. The competency standards are arranged in six levels ranging from recruit level to executive level and align with levels 2 to 7 of the Australian Standards Framework. Individual agencies determine the selection of competency standards which apply to their personnel, recognising that the needs of individuals within each organisation vary according to their geographic location and job requirements. Aligned with five levels of the competency standards are five Nationally accredited courses ranging from Certificate II to Advanced Diploma levels. The courses can be delivered in their entirety or by individual modules, of which there are over 200. Training can only be delivered by registered providers and each fire agency either gained registration, formed a partnership with a TAFE college or arranged to contract in an appropriate provider. Instructors must have completed an instructor module or equivalent and have met the requirements of the relevant module. Recognising that the outcomes of training, rather than the input, are most important, a comprehensive National assessor program was established to ensure that assessment practices both within and across agencies were comparable. The assessment process includes Recognition of Prior Learning or RPL where a person who can demonstrate current expertise in the content of a module may be granted credit for that module. One of the most significant parts of the program is the development of distance learning packages for a range of modules. These packages mean that the training can be delivered in the workplace without added costs for travel, accommodation and time lost from work. The courses were developed with a substantial consultation process and are regularly reviewed for relevance. The development of the competency standards, accredited courses and the distance packages bring significant benefits to the fire industry. Firefighters from a range of agencies are now closer to using similar language and techniques and their qualifications are portable across agencies. The material is flexible in design and is intended to be used on a needs basis by individual fire agencies. CASE STUDY 4 DEPARTMENT OF PARKS, WILDLIFE AND HERITAGE, TASMANIA PARK RANGER CBT PILOT PROJECT The Department of Parks, Wildlife and Heritage in Tasmania has been involved in the development of a competency-based course of training for park rangers. The project was conducted by the Department of Industrial Relations and Train