Raisin in the Sun- play vs movie - 1869 Words

The film did a very good job of portraying the emotions the characters were experiencing during the play. The strongest scene in he book would have to be when Walter turned down the money he would get for not moving into the neighborhood . I felt this took a lot of guts on his part. I also thought that this was a turning point in the novel. By Walter not accepting the money it showed that he not only grew through out the play, but also that he put many things into perspective. His family became the most integrate part of his life, by the end of the novel he realized what was more important. He took a stand for not only him self but for his family when he didnt accept the buyout. I think Walters unexpected decision to save his integrity†¦show more content†¦Walter seems to be overcome with a search for power and a drive to become wealthy and leave the life of being a worker behind him. It also shows that he cares for his family seeing how he is striving to give them the best, but that aspect is overshadowed by his greed. I feel the scene also shows the Younger family at its lowes t point in the movie. Walter is on the complete edge and is thinking of stealing a communitys money and the rest of the family, besides Momma, seemed to lose their faith and trust in him. When things seemed hopeless with the loss of the money, they only became worse as a loss in more than money occurred. A loss in their character, faith, history, and respect for each other overcame the family, particularly Walter and Beneatha. Nevertheless, Momma soon sets Beneatha straight with an emotional and positive speech about how there is always something left to love and sets the standard that the family should adhere to. It marks the turning point at the end of the movie There were few differences between the movie and the book Raisin in the Sun. I felt that the movie just gave you a visual to understand and relate to the characters more. The one major difference between the two was the sequence of events from the movie to the book. The most dramatic scene for me was when Bobo tells Walter Lee that Willie ran off with his money. I really felt that he was going to physically hurt Bobo. I chose this scene because IShow MoreRelatedEssay on Compare Contrast a Raisin in the Sun1026 Words   |  5 PagesFrontina Taylor English Comp II Jaime Barrett Compare and Contrast A Raisin In The Sun Essay In the play, A Raisin in the Sun, by Lorraine Hansberry, and 1961 movie written by Lorraine Hansberry and presented by Columbia pictures, one of the most important themes is the American Dream. Many of the characters have hopes and dreams. They all strive towards their goals throughout. However, many of the characters have different dreams that clash with each other. Problems seem toRead MoreRacial Segregation, By Lorraine Hansberry1248 Words   |  5 Pagesgiving the same opportunities as fellow white citizens in the United States. Throughout her life civil rights was a major influence for her. Hansberry was able to express the unwavering need for civil rights through her literature. Her poems and plays showed the unjust treatment of African Americans. She was able to make a difference in her own life, as well as the lives of her audience through her portrayal of pre-civil rights. With this in mind, Lorraine Hansberry was a major author, playwrightRead MoreEssay on A Raisin in the Sun vs. The Glass Menagerie745 Words   |  3 PagesA Raisin in the Sun vs. The Glass Menagerie   Ã‚  Ã‚  Ã‚  Ã‚  America is known around the world as the land of opportunity, a place where you can follow your dreams. No matter how selfish or farfetched ones dream may be, their goal will always be available. Whether it be the pursuit of the woman of your dreams, like that of Jay Gatsby, or the hunt for something pure and real, like Holden Caulfield. A Raisin in the Sun, by Lorraine Hansberry, and The Glass Menagerie, by Tennessee Williams, exhibit the variousRead MoreBrand Building Blocks96400 Words   |  386 PagesAmerican express, Life insurance corporation (LIC) and Taj group of hotels have the branded services associated with their names. c) Co-Brands: Co-branding occurs when brands from different organizations combine to create an offering in which each plays a driver role. The impact of co-branding can be greater than expected when the associations of each brand are strong and complementary. 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What Can You Know What Your Meaning - 946 Words

Have you ever asked yourself about the meaning of life? According the Nagel, if we look at the big picture than all of our lives are meaningless. One day the universe is going to stop functioning and all life will perish so what is the point of our existence? To some people this could be harmful to their self-esteem because they want to be able to know that they live for a reason. To others, the thought of an overall meaningless life doesn’t mean that their life is meaningless within their lifetime. Some people have a more religious view. Maybe God gives us a purpose in living. In this chapter Nagel talks about the possibilities when taking into consideration the meaning to life. Do you know what your meaning in life is? Odds are that you and I will be forgotten within the next hundred years. With the exception of historical figures whose names live on for hundreds maybe even thousands of years, all that we accomplish within our lifetimes is meaningless according to Nagel. Eve n historical figures will be forgotten when the universe collapses so no matter how hard we try we will never be able to reach immortality. One could believe that their purpose in living is their family, but the lives of their family are also pointless. Therefor they are living for lives that are pointless which makes their lives pointless (Nagel 95-97). According to Nagel,† The trick is to keep your eyes on what s in front of you, and allow justifications to come to an end inside your life, andShow MoreRelatedWould It Matter Tomorrow?916 Words   |  4 PagesTitled, The meaning of Life, this chapter starts with the question that perhaps we have all asked ourselves once. Does anything we do really matter? We all die at the end of the day, and generations to come won’t even remember you or the people around you, in two hundred years. Why is it that people do what they do? Nagel argues how religious people would answer this question. Can you live a life without having to worry about the meaning behind it? What is the meaning of life to you? There is noRead MoreCharacteristics Of A Person s Life1300 Words   |  6 PagesPeople know them and remember them in a unique way. Names are a reflection of a person’s culture, tradition, background /family, religious beliefs or goals in life. Names are influenced by your culture and background. However, we all have many faces that we put on depending on where we are, who we are with and what we want. We can have more than one identity and sometimes they don’t match the meaning of our names. A person’s name effects their nature and life. To truly find who you are, you need toRead MoreReading Between The Lines: The Hidden Meaning Within Rosencrantz and Guildenstern are Dead653 Words   |  3 Pageshiding meaning within Rosencrantz and Guildenstern are Dead) As Buddha once said, â€Å"Three things cannot be long hidden: the sun, the moon, and the truth.† In the text Rosencrantz and Guildenstern are Dead, everything that is said between the characters is a metaphor, a meaning within a meaning. This isn’t an uncommon trait as can be seen within the many different kinds of writings that are games. There are many different things that happen within the play itself, but every scene has a meaning behindRead MoreRelationship Between Friendship And Friendship985 Words   |  4 Pagesmedia, etc. People just say the word without thinking what it really refers to, but does everyone really understand what the word â€Å"friendship† means? 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I will give my answer to â€Å"What Gives My Life Meaning† in this paper by presenting a few arguments on what I believe is true to have a meaningful life and defend itRead MoreSuccessful Communication: Understanding Your Audience Essay1431 Words   |  6 Pages When you anticipate the needs of your audience, you increase your chances of obtaining successful communication. (McGraw-hill Higher Education, 2010, p. 25) We are constantly communicating to our audience about who we are and our message through various means; how we stand, how we dress, how we use our language: fast, slow, or with our word selections; and as well with our non verbal behaviors. (McGraw-hill Higher Education, 2010, p. 25) The audience takes in all the visual and audible cues weRead MoreLove Is An Intense Feeling Of Deep Affection880 Words   |  4 PagesLove has one concrete meaning. Love is an intense feeling of deep affection. The way people interpret this meaning is different based on a lot of things. A person s age is the biggest factor on how they will interpret the meaning of love. Teens age 15 to 19 think love is something very euphoric.This age group is right in the thick of being able to date and find that perfect significant other. Explaining my meaning of love could help someone get someone else’s thoughts on the topic. My explanationRead MoreAssignment 1 Essay1556 Words   |  7 Pages(12-point font, double-spaced, normal margins, no cover page, no binders). Your response should do the following three things: (1) state what the main conclusion of the essay is; (2) state what the most important premises (including sub-conclusions) are—i.e., state which premises are most important if the argument is to rationally convince its audience; (3) evaluate the quality of the argument, giving detailed reasons to justify your evaluation. 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He believes that if you are approached with the question of what is the meaning of my life or in this case, life is meaningless, then you should reverse the question to that person asking the question. For example: What are you bringing to me? What are you as an individual

Discusion of Political Meetings Free Essays

During the second semester of government class, I was given an assignment to attend three public meetings. I chose to attend a City Council meeting, a Republican Party meeting, and a Democratic Party meeting. The first meeting I attended was a City Council meeting at City Hall. We will write a custom essay sample on Discusion of Political Meetings or any similar topic only for you Order Now The purpose of this meeting was to determine what actions the city of Havre should take regarding the recent legalization of medical marijuana use in Montana. The setting of this meeting was semiformal. The meeting was called to order and the city council members began discussing business. The council began the meeting by discussing current zoning districts. There was a lot of confusion regarding the zoning of businesses in Havre. There are several different zones in Havre, including Residential, Commercial General, and Commercial Intermediate. Currently, there are areas where zones overlap. In addition, there are businesses that are currently being allowed to operate in incorrect zones. They didn’t know which businesses or how many this applied to. The council members agreed that they needed to get a map that showed the current layout of the zoning districts. The inconsistencies with current zoning left the city with no way to regulate any medical marijuana businesses opening up in Havre. Since businesses in Havre are already being allowed to operate in areas that weren’t zoned for them, the city could not stop a medical marijuana business from opening anywhere in Havre. Secondly, there wasn’t a zone currently defined that would apply to a medical marijuana business. It soon became clear to the city council that before they could even begin to address the issue of medical marijuana, they needed to get the zoning issues figured out. One of the council members mentioned that the issues regarding zoning was first brought to the City Councils attention two years ago when a casino had been considering opening up in the old Tip Top Video location. He mentioned that businesses in Havre were allowed to open up anywhere regardless of which zone it was and that it only became a problem when a business asked first. Another issue regarding medical marijuana businesses in Havre was how to regulate them. Currently, there was no way of knowing how many were operating in Havre. The city did not require businesses to have a license and so that limited the city’s options. Other communities that required licenses were having an easier time regulated these businesses. By the end of the meeting, the council was in agreement that there should be a moratorium placed on new businesses opening up in the wrong zones until these ordinances could be figured out. The city council agreed that the city not only needs to keep a closer eye on where new businesses were opening up but become more aware of businesses that are operating in the wrong zone. A motion was made for a moratorium to be placed to not allow for zoning variances for all businesses, including medical marijuana, for the next 60 days. It was seconded and passed. At the end of the meeting, people were allowed to express their concerns and opinions. Rowlie Hutton discussed the availability of drugs in the community and his concern that medical marijuana would only make the current problem worse. He also offered to pray for the city council members so that they would be able to make the right decisions. The owner of a gun business in Havre expressed his concern that medical marijuana businesses would be allowed to operate in undisclosed locations. He felt that there needed to be more regulations and requirements for them. It is clear that the issue of medical marijuana is complicated and emotional. The second meeting I attended was a Democratic Party meeting. This meeting was very informal. The first issue of business was their budget. Currently, there was a balance of $2016. 00 in their checking account. They seemed pretty excited about that. Upcoming elections and candidates were discussed. They wanted to set up two separate candidate forums in the newspaper as quickly as possible, before the primary election. Holding a forum at the high school auditorium was suggested. . It was also recommended that the radio stations to broadcast it live. The Harvest Dinner Committee also presented their report. A group of five people was needed to set up tables and chairs. It was suggested to schedule the dinner after Festival Days, but as early in October as possible. The agenda was set up for a dinner at 6:00, speeches at 7:00 and silent auction at 8:00. Senator Baucus, Senator Tester, and Governor Schweitzer were to be invited to speak. The dinner menu was also discussed as well as setting up a decorating committee. The placement of candidate signs was also discussed. It was implied that the Democrats always use the right size signs and always place them in the proper place. While the Republicans, on the other hand, never follow the rules at all. Several other topics were discussed including plans for the Fourth of July, the drilling of water wells and the new transportation system. The final meeting I attended was the Republican Party meeting on May 13. After the welcome, the treasurer’s report was given. There was $3473. 84 available so they would be able to afford their monthly services. The upcoming Hill County GOP Convention in Billings was discussed. At this meeting new areas of business were brought up. First, campaign contributions to candidates were discussed. Candidates are allowed to accept up to $800. 00 in donations from any political parties. They decided to give $2920. 00 in donations to the candidates. The $150,000 debt of the State GOP was discussed. Each county was to raise $500. 00 to help pay off the debt. They decided they would donate $100. 00 for the next five months. Other new business included plans for the Fourth of July, a vacation raffle, the booth at the Great Northern Fair, and Festival Days. After the new business, old business regarding the redistricting and apportionment meeting and Primary Election were talked about. An update on the candidate was also given. The meeting was adjourned after a period of open comment. I found that all the meetings I went to were interesting. I was surprised to see how different the Republican and the Democratic meetings were. For xample, the democrats spoke poorly of the Republicans and accused them of not following the rules. The democrats also seemed less organized then the Republicans. At the Republican meeting, I was asked why I was there and even asked to join or help out at some of their functions. I never paid much attention to elections before or even thought about how much goes on behind the scenes. Both of these parties, obviously, play an important part in every election. After attending, the meetings of both the Democratic and Republican Parties, I do see the importance of volunteering. How to cite Discusion of Political Meetings, Papers

Racism vs College Acceptance free essay sample

Throughout the course of history, it has always been thought that students who were ethnically diverse or part of a minority race were discriminated against in the realm of education and did not always receive equal treatment as white students.In historical cases such as Brown v. Board of Education, minorities have fought back against unfair preferential treatment for white students and strived for equality in all aspects of the educations system. However, recently, a new trend has been occurring and is particularly apparent in college admissions, where there seems to be a reverse in this standard view of racism. Instead of whites, minorities are the students who are being unfairly favored.Many competitive colleges prefer to accept students of more rare ethnicities over whites because they aim to create diverse and well-rounded student bodies that are composed of various cultures and ethnicities, creating a more interesting college campus.When college admissions departments look thro ugh and scrutinize thousands of applications for their school, often times having a race such as African American, Latino, or Indian makes students much more competitive than a white student who may be just as qualified for the school. We will write a custom essay sample on Racism vs College Acceptance or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For this reason, college racism when deciding who to accept has become extremely controversial, and white students believe that acceptance should be independent of skin color and based solely off of academic achievement and merit.Although some argue that college racism is justified because it offers minority students opportunities and creates a more diverse atmosphere in colleges, as long as qualified white students are being rejected based on their race, college racism is not ethical, and acceptance should be based on factors excluding race. Although it is apparent that favoring one race over the other should not be allowed in college admissions, some believe that colleges have a right to discriminate based on their desired racial distributions, and an increased amount of opportunity available for minorities.Colleges use racial discrimination in order to provide the most diverse campus and experience for the students. Living on campus with the diverse ethnicities can help provide new learning experiences.Therefore, this makes campuses more versatile with different types of people, and avoids a culturally homogeneous learning environment.Colleges justify their racist actions by a recent Supreme Court ruling referred to as affirmative action.An article entitled â€Å"Race Still Matters in the College Admission Process† by Calvin Ratana, a respected writer from the Sundial, discusses affirmative action, and defines it as â€Å"the practice of improving the educational and job opportunities of members of groups that have not been treated fairly in the past because of their race, sex, etc.,† stating that it â€Å"just factors in race as one of the many criterias that institutions use in the consideration of who to admit into colleges† (1).People who support this practice of affirmative action in college admissions view it as a way to compensate for the probable setbacks that minorities have had throughout their lives due to conditions of hardship economically or socially.Colleges justify racial preferences as giving minorities the opportunities they need to be successful in life, since commonly minorities are less fortunate than students who are white, and without college acceptances and scholarships they may not be able to achieve their full potential on their own.In an article entitled â€Å"Poverty Preference Admissions: The New Affirmative Action?† by US News writer Lauren Camera, it states that â€Å"Race-conscious affirmative action has been used for decades to addres s past inequities and offer students from disadvantaged minority groups – especially African-Americans and Latinos – a better chance at gaining access to college† (1).This mindset of college application offices is often regarded as a positive thing that benefits many disadvantaged minorities and offers them valuable opportunities that they would not have access to if affirmative action did not exist.However, this perspective disregards the repercussions of favoring certain students based on their skin color, and how this affects the remaining students who deserve opportunities just as much.Although affirmative action was created to try and diminish pre-existing racial inequalities in education, it seems rather counterproductive today, because it is creating a form of reverse racism that is just as unfair as discrimination has been in the past.For this reason, the justification of racism in college admission is wrong, and the perspective that diversity benefits ca mpuses and minorities should consider the consequences of this unethical preferential treatment. It is unfair to those of the Caucasian ethnicity to be rejected from a college because of their race if they have comparable high school achievements to other ethnicities that are being accepted. Intelligence is not based on race, and if a school is trying to admit the best possible class, they must disregard the ethnicities and focus mainly on the achievements of each of the individuals to make it a fair system. According to Emily Deruy, writer for ABC News, â€Å"The 468 most selective colleges spend anywhere from two to nearly five times as much per student as less selective institutions. African Americans and Hispanics who attend those schools also gain 21 percent in earning advantages compared with just 15 percent for whites who attend the same schools† (2). In other words, Deruy is saying that there is an unbalanced advantage towards African Americans and Hispanics in education when compared to whites. The advantages for the minorities have gone so far in fact, Hispanic s college enrollment rate passed the whites, by 49 percent to 47 percent (Krogstad, Fry 2). Many court situations have occurred in which a student of a certain race wasn’t accepted into a college, but another student with equal or lesser achievements is accepted. For example, one of the biggest cases in the past decade was the Grutter v. Bollinger case in which a white resident from Michigan applied to the University of Michigan Law School, and was denied admission. Michigan Law School admits to using race factor in making their final decision in order to achieve diversity among the organization (Oyez 2). It’s not just whites being scrutinized, all ethnicities are, and the most logical way is if there is no category for race in the application, making it fair so that the most intelligent people are accepted. In California, Asian-Americans push to exceed whites and other minorities, CNN writer Carl Aruz says â€Å"At the University of California Berkeley campus, for ex ample, 43% of 2010 undergraduates were Asian, while 33% were white† (2). The use of racial discrimination in college admissions should not be used, and college admissions should be kept legitimate and unbiased by being based solely off of grades, test scores, extracurriculars, and clubs, disregarding race as a deciding factor. Although affirmative action was created to provide equality, in actuality, it has created conflict for many students’ chances of getting into their college of choice, by limiting their access based on their race. In order to restore equality in secondary education admissions, the concept of affirmative action should be removed from the school system, and the entire nation of the United States should follow the eight states who have already banned affirmative action.In an article entitled â€Å"What Can We Learn from States That Ban Affirmative Action† by the political researcher, Haley Potter, it states â€Å"In all likelihood, more universities will be sued for their consideration of race in admissions, and more states will decide to ban affirmative action† and â€Å"public flagship universities responded to the bans on affirmative action by implementing new methods of promoting racial, ethnic, and socioeconomic diversity on campus† (Potter 1).This banni ng of affirmative action and implementation of new ways to promote diversity provides viable solutions to this college racism epidemic that is occurring across the country.The remaining forty-two American States that still practice the policy of affirmative action should follow in the footsteps of the eight states that have already banned it, and who pioneer the way to equality in education for the country.Instead of affirmative action, states should improve recruitment policies and financial aid for minority students that would have previously benefitted from affirmative action.Rather than giving these students unfair preferential acceptance over white students, colleges should simply provide incentives for these students that would give them the same benefits but without sacrificing the other students who are deserving of admission.Ultimately, admission should solely rely on the students competitiveness and achievements in high school.Racism should never be permitted, whether it i s in favor of minorities or not, and ethnicity should not play any role in determining a persons future in education and success in life.If colleges remove race completely from the admission decision, college rejections or acceptances will directly reflect a student’s intelligence and work ethic, not genetics, and colleges will end up with a much stronger student body composed of students who are the most deserving of a spot at their school. The rising trend of racial discrimination in American college acceptances has proved to be unethical and unjust on many occasions. The recent practice of affirmative action in education has defeated the purpose of why it was initially created, by producing more inequalities in the education system that are often overlooked.Even though there are some instances where college acceptance racism benefits campus diversity and minorities, it is unfair for qualified white students to be rejected from a college solely based on their skin color.In the future, colleges around America should ban affirmative action when making admission decisions, to restore equality and justice in college acceptances, and create a student body who truly deserves to attend their school. Works Cited Azuz, Carl. Should Race Be a Factor in College Admissions? Schools of Thought RSS. N.p., 16 Feb. 2012. Web. 25 Apr. 2016. Camera, Lauren. Poverty Preference Admissions: The New Affirmative Action? US News. U.S.News World Report, 12 Jan. 2016. Web. 25 Apr. 2016. DeRuy, Emily. Heres Why We Might Want to Use Race in College Admissions. ABC News. ABC News Network, 31 July 2013. Web. 25 Apr. 2016. Grutter v. Bollinger. Oyez. Chicago-Kent College of Law at Illinois Tech. N.p., n.d. Web. 25 Apr. 2016. Krogstad, Jens, and Richard Fry. More Hispanics, Blacks Enrolling in College, but Lag in Bachelor’s Degrees. Pew Research Center RSS. N.p., 24 Apr. 2014. Web. 25 Apr. 2016. Potter, Halley. What Can We Learn from States That Ban Affirmative Action? The Century Foundation. The Century Foundation. N.p., 26 June 2014. Web. 25 Apr. 2016. Ratana, Calvin. Race Still Matters in the College Admissions Process. The Sundial. N.p., 16 Apr. 2014. Web. 25 Apr. 2016.

Mustafa Kemal free essay sample

Kemal was born in Salonika (now Greece, but then part of Turkish Macedonia), the son of a lower middle class Turkish customs official. Ali Riza (Efendi) died when Kemal was a child; his mother was Zubeyde (Hanim). Kemal became known as an extremely capable military officer by being the only undefeated Ottoman commander during World War I. Following the defeat of the Ottoman Empire; he led the Turkish national movement in the Turkish War of Independence. Having established a provisional government, he defeated the forces sent by the Allies. His successful military campaigns led to the liberation of the country and to the establishment of Turkey. During his presidency, Kemal embarked upon a program of political, economic, and cultural reforms. An admirer of the Age of Enlightenment, he sought to transform the former Ottoman Empire into a modern, democratic, and secular nation-state. The principles of Ataturks reforms, upon which modern Turkey was established Leaders from the beginning of time have put policies or laws into place that they felt were beneficial. We will write a custom essay sample on Mustafa Kemal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some leaders leave a legacy of dramatic change and others do not. Kemal was a leader known for change, and his reforms such as the changes to education, more rights for women and the modernization of the economy were ground breaking and made him a hero too many. The National Assembly, which first convened on 23 April 1920, that was the first clue to the Turkish Republic. The successful management of the War of Independence by this assembly accelerated the founding of the new Turkish State. On the 1 of November 1922, the offices of the Sultan and caliph were severed from one other and the former was abolished. The second major change to education was reforming the language. The language of the Turks for many years was Arabic. According to Vesser the language was difficult and caused many people not to be able to read and write. â€Å" Determined to reduce illiteracy, Kemal asked Turkish Linguists to devise a new alphabet using European letters. In the summer of 1928, the president himself unveiled the surious new alphabet in an open-air seminar in downtown Istanbul. The new letters, he said would rescue our tongue from characters which starved our thoughts. [2] The new language was taught to everyone and in schools and more people were reading and writing than ever before. This was ground breaking because; Kemal was able to change the language of his people of more then 1,000 years. Women gained a lot more rights and independence while Kemal was in power. His motto was â€Å" Let’s be courageous in the matter of women. Let’s forget fear. †[3] This way of thinking chan ged women’s lives in the Turkish culture. Ottoman practice discouraged social interaction between men and women in keeping with Islamic practice. Mustafa Kemal began developing social reforms very early. He and his staff discussed issues like abolishing the veiling of woman and the integration of women into the outside world. Kemal needed a new civil code to establish his major step of giving freedom to women. The first part was the education of girls and was established with the unification of education. On 4 October 1926, the new Turkish civil code passed. It was modeled after the Swiss civil code. Under the new code, women gained equality with men in such matters as inheritance and divorce. Kemal did not consider gender a factor in social organization. According to his view, society marched towards its goal with men and women united. He believed that it was scientifically impossible for him to achieve progress and to become civilized if the gender separation continued as in Ottoman times Girls were allowed to go to school and encouraged to go into the work force, some women got into politics. Women’s place changed culturally, not just in the work place or school. Many of the republics early reforms affected women and Western newspapers celebrated the new women of Turkey who competed in beauty contests, smoked in public and danced to American jazz. [4] Some cultures around the world by this time were allowing women to start to expand their rights and Kemal wanted his country to modernize like the West. Kemal had a lot of support for his reform on women’s rights. Vesser does point out that if the women are happy, working and apart of politics then it is more support for Kemal and his policies for government. The economy was an area that was reformed in different ways. Kemal reformed the railroad system to get the economy going. This allowed for the country to export their goods and benefit from the import of other goods. As Vessel explains, Stalin had introduced a 5-year plan and Kemal modeled a plan after Stalin’s. â€Å" Turkey’s first five year plan drew on existing strengths in agriculture to create processing plants for sugar, tobacco and cotton†¦the government funded the building of iron and steel works and chemical plants. †[5] Although this idea was based on Stalin’s idea it was expanded upon and it was ground breaking when it was brought into Turkey because it brought the economy in a direction it had never been in before. Focusing and expanding on what Turkey already had to offer allowed for greater involvement in trade throughout the world. With the overhaul of the education system, rights for women and the economy in good standings, the country was headed towards the modernity that Kemal was after. The documentary that was seen in class depicted Kemal as a hero and this has been true for many years. He was a hero to many people. He brought groundbreaking ideas into education, changed the lives of women and jump-started the economy to benefit his people and their country. He built a new government after the fall of the ottomans and his policies changed how the Turkish people did things. Although sometimes criticized for his methods, Kemal is recognized internationally as a great political leader and thinker who transformed an important part of the 20th-century world. He is revered in Turkey as the nations Founding Father and an inspiration to contemporary Turkish leaders. Although his nation is still developing to achieve fully the goals of his 1930s reforms, it has advanced impressively. As he states in the idea of the republic â€Å" In these circumstances, one resolution alone was possible, namely, to create a New Turkish state. †[6] This is what fueled Kemal’s policies.

SPAM essays

SPAM essays SPAM is clogging emails, viruses are spread by emails, and criminal activity is transacted by emails. But because the Internet is public, there is really little that can be done to prevent spam, just as it is impossible to prevent junk mail. There is some debate in society whether internet is rapidly losing appeal and should be abandoned as a reliable form of communication. However in my opinion, internet is clearly not losing its appeal in the eye of public. This paper will critically discuss that statement using researched evidence to support my side of opinion. The first step in dealing with the spam problem is finding a definition that makes sense. It's a process already started by lawmakers, and their effort is probably the only way the final definition will ever be truly standardized. According to Paul Soltoff Here's that definition: Spam is an email message that the recipient and only the recipient deems inappropriate, unwanted, or no longer wanted for any reason. Some people define spam even more generally as any unsolicited e-mail. However, if a long-lost high sister finds your e-mail address and sends you a message, this could hardly be called spam, even though it's unsolicited. Real spam is generally e-mail advertising for some product sent to a mailing list or newsgroup. In accordance with Webpodia Computer Dictionary, there is some question about the source of the term, but the generally accepted version is that it comes from the Monty Python song, "Spam spam spam spam, spam spam spam spam, lovely spam, wonderful spam..." Like the song, spam is an endless repetition of worthless text. Another school of thought maintains that it comes from the computer group lab at the University of Southern California who gave it the name because it has many of the same characteristics as the lunchmeat Spam: Nobody wants it or ever asks for it. No one ever eats it; the first item to be pushed to the side w...

Ethical dilemma Case Study Example | Topics and Well Written Essays - 1500 words

Ethical dilemma - Case Study Example Some of them may have sound financial backgrounds while others may not have sound financial abilities. In the given case study, Karen Hathaway has to select one person from the list of three to a higher position. All the three persons in consideration have advantages and disadvantages which made Karen’s task extremely difficult. Carmen was an African American widow of age 34 who has one child. She was an average performer and had eight years experience in the industry, out of which four years was with the company. Her child has some medical problems and she was badly in need of more money. Ralph one among the other two competing for the higher position was a white, aged 57 and had three children. Ralph has been with the company for twenty years and in the industry for thirty. He has always been a steady performer, with mostly average ratings. He has denied promotion earlier because of his reluctance to relocate. However, he had no such problems at present and was ready to relo cate. Yingzi was the third candidate under consideration. She was an Asian, single, aged 27 and had only three years experience in the company. Even though she was the junior among the three, she had outstanding track records and management skills. It is evident from the three cases mentioned above that Yingzi had better performance record than the other two even though she was a junior in the company and had less experience than the others. Her track records show that she was ready to go up to any extent if she faces any employment discrimination. Ralph on the other hand was the most experienced person in the company and it is unethical to deny him the promotion since he is approaching his retirement. Carmen was the best friend of Karen and she was badly in need of a promotion because of her poor financial abilities and the necessity of huge money to treat her only child. In short, the problem in this case study is; what should be given more weightage while deciding promotion; perf ormance merit or ethical principles? If Carmen failed to get promotion, employees may consider it as an example of racial discrimination sine she was an African American widower. Karen may face the charges of prejudice and bias if she promotes Carmen since Carmen was one of the better friends of Karen. Ralph’s son was getting married to the vice president’s daughter which means the influence of ralph in the company is going to be increased. Yingzi on the other hand is engaged to the son of one of the upper management individual. Carmen was also supported by some of the upper managers. In short, all the three candidates had great support from different top managers in the company. Since all the three candidates have their own claims, advantages and disadvantages, it is better to analyze the cases and claims one by one. Karen has three choices; 1) consider the influence of the candidates in the organization 2) consider the merits of the candidates 3) consider the ethical claims of the candidates. The major strength of Yingzi is her performance whereas that of Ralph was his experience. Carmen on the other hand had the strength of moral support and better relations with Karen. At the same time Carmen’s better relations with Karen may become a threat to her promotion scopes if Karen decides to boost her image in the organization. All the three candidates had their influence in the organizat

Speech class assignment Example | Topics and Well Written Essays - 250 words

Speech class - Assignment Example This is likely to be experienced by people who are not used to deception. General uneasiness when communicating may be a good prediction of deception or attempt of the same. Rapid movements accompanied by change of body posture when talking may suggest an attempt of deception. The second most important clue to attempt of deception is avoidance of eye contact. Whereas habitual and experienced liars will attempt a deception without avoiding eye contact, other people will most likely avoid eye contact while attempting deception. Avoidance of eye contact coupled with touching and handling other items while communicating may strongly suggest an attempt to deceive. Other nonverbal signs of attempt to deceive include, fidgeting and change of facial expressions. A communicator who was talking comfortably but then begins to fidget in the middle of a conversation may mean that they are feeling uneasy with what they are communicating and therefore, fidgeting may suggest an attempt of

Comparison of the TV Bra for Living Sculpture and the Olympia Essay

Comparison of the TV Bra for Living Sculpture and the Olympia - Essay Example Comparison of the TV Bra for Living Sculpture and the Olympia Art will always remain part and parcel of life. It has been there since time immemorial and there are several household names that are known for various pieces of art. The Olympia and the TV Bra for Living Sculpture are such pieces of art that have brought some form of controversy in the subject matter that they have and will be the focus of discussion in this paper. The Olympia was done by Edouard Manet, a French painter in 1863. This painting caused such uproar when it was presented at the Salon in 1865 and the authorities at the Salon were forced to put it further up and put two armed guards to prevent the painting from being damaged by the public. The painting encompasses a reclining nude woman being tended to by a black maid while a black cat is on the far right of the bed where the woman is lying gazing rather mysteriously to the viewer of the painting. The TV Bra for Living Sculpture is a piece of work done by Nam June Paik in 1969 and is found in the Walk Art Center. It is made of video tubes, television, rheostat, Plexiglas boxes, vinyl straps, foot switches, cables and copper wire. All these were connected to resemble a bra, which is a pi ece of cloth used by women to hold their breasts in place. According to Salter, p.116, it is used to portray how electronics can be humanized since it entails the use of a TV as a bra; a bra is something that is considered intimate to the female human being, and it is so unlikely that a TV can be used as a bra. That being, the idea was to stimulate the fantasy of finding a new, imaginative and humanistic use of technology. Both artists, Edouard Manet and Nam June Paik are renowned artists. This is mostly due to the style of art that they engage in, for example, Manet was known for a series of paintings featuring naked women such as the Le Dejeuner sur I'Herbe. On the same scale, Nam June Paik did a number of electronically inspired arts throughout the 1960’s such as the TV chair, Opus paintings, TV cello and TV garden among others (Smithsonian American Art Museum, p.2). All these pieces of art encompassed electronics being portrayed in a unique way. While the Olympia is made of oil paint the TV bra for living sculpture is made of various electronic devices such as copper wires, cables, switches and a TV screen. These two pieces have different materials but this does not make them any less desirable. The Olympia measures 130.5 by 190 centimeters and Manet used strong brush strokes which many people considered to be unfashionable at that moment since it was the kind of painting that little children used to practice their painting skills (Courtesans, p.1). The painting has a great contrast between the dark part that is on the background and the lighting on the foreground. The lighting gives focus to the woman lying on the bed as opposed to the other components of the painting such as the maidservant that is serving the lady as well as the cat that is on the bed (Courtesans, p.1). This serves to give the painting a desirable effect in addition to contributing to the thematic concern of the paint. The composition of the Olympia is not very different from oth er pieces of its time. However, the only unique aspect of its composition is that Manet took what was a classical composition and put it in a contemporary setting that could be referred to everyone else (Wallace, p.1). This was achieved by the use of the woman of a common origin bringing a sense of immediacy to the painting. On the other hand, the composition of the TV bra for living sculpture is rather unique since it encompasses the use of modern

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