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

Mosaddeqs Nationalization of Oil in Iran Essay -- Foreign Policy Poli

Mosaddeq's Nationalization of Oil in Iran The world of foreign policy is like a multi-sided game of chess. Moves are made with varying degrees of calculation and skill, and nothing happens in a vacuum. Everything that happens affects the other players' sets of options and levels of risk. In analyzing historical events in international relations, it is incumbent upon the analyst to take into consideration the historical and regional context to what happened. At the time of the coup that overthrew Premier Mosaddeq, several world events had just happened: key were the 1949 Chinese Revolution and Iran's 1951 nationalization of its oil industry. The Korean War was ending, and the Viet Minh guerrillas were harassing the French colonial regime in Vietnam. Five days before the coup in Iran, the Soviet Union tested its first hydrogen bomb (Encyclopaedia Britannica). According to Daniel Ellsberg in his book Papers on the War (1972), after 1949, no U.S. president could politically afford to be in power while another major country "went Communist" (dictating that they take actions to f...

Developmental Theories in Juno

The movie  Juno  is not only an excellent representation of film and the creative process coming together to create characters and a story that draws in the audience and allows them to invest themselves in the lives of the characters, but it is also an excellent example of the developmental process. This is because the movie reflects not only the development of its protagonist Juno MacGuff and her emotional growth and development, but also her physical development throughout her pregnancy.Juno  begins with the adolescent protagonist, sixteen year old  Juno MacGuff, realizing that her one night stand with her friend and long-time crush, Paulie Bleeker, has resulted in her being pregnant. However when Juno goes to the clinic to receive the abortion, she finds that both her conscience and the pro-life protesting of a fellow classmate prevent her from going through with the deed. This conflict and resulting action are what spur the young Juno on to the exceptional level of growth and development that are experienced by both her and the audience throughout the film.After nervously telling her dysfunctional parents about her pregnancy, a difficult task for any young and unsuspecting expectant mother, Juno decides that what is best for her child is to carry it to term and place it with a loving family who can provide it with what she herself cannot. From this point in the movie on, Juno's growth is more than evident, as the process of deciding on adoptive parents for her unborn child pushes her to the limits as to what a person of her age should be dealing with.After searching through a local paper Juno decides on an infertile couple from the suburbs of Minnesota, Mark and Vanessa, that is seemingly perfect, and upon meeting them they seem to be the perfect fit for her. However, as the young Juno's confidence in her decision grows, the stability of Mark and Vanessa's relationship is tested as Mark begins to befriend Juno and their mutual love of rock and horro r films makes Mark realize not only the sacrifices he has had to make personally to make his marriage work, but also whether or not a child is what he wants at this point in his life.The arising conflict, which puts extra strain on Mark's relationship with Vanessa, who is so sure in her desire to have a child, results in their separation and the falling apart of what seemed such a perfect solution to Juno's predicament. Mark and Vanessa's separation hits Juno especially hard, because in her helpless situation Mark and Vanessa's seemingly perfect situation not only grounded her but gave her hope, as her birth parent's divorce and the dysfunctional relationship between her father and stepmother seem to give her no hope for happiness now or later in life.As Juno's pregnancy reaches full-term her faith in others and relationships is restored when she realizes that Vanessa's desire and love for her unborn child makes her more than suitable to be the mother of her child, which also gives her the courage to express her true feelings for her friend Paulie. The movie ends on an inspirational and hopeful note, with Juno having a healthy baby boy  whom Vanessa willingly and lovingly accepts, and Juno and Paulie entering into a healthy and stable relationship.After watching the movie with some knowledge of the process of growth and development, the role that Bronfenbrenner's, Piaget's, and Erickson's theories played in Juno's development. Urie Bronfenbrnner stressed the importance of the systems that surround each person, and the significant impact they have on that person's development. These systems are the microsystem, which is made up of friends, family, and school, the ecosystem, which includes things such as the school system, religious organization, and workplace, and the macrosystem, which include cultural values, economic policies, and political policies.Juno  stresses the importance the microsystem and macrosystem play in a person's development. Juno's micro system is dysfunctional, and her relationship with her parents affects her development and her relationship with her friends and the other students at her school. The divorce between her father and her mother, who now has a new family and only sends her a cactus on Valentine's Day, and her impaired relationship with her stepmother have resulted in her adopting an abrupt and unusual persona that cause her to be somewhat of an outcast at school, as well as being unsure about her own relationships in the cases of Paulie and Mark.Additional strain is placed on Juno by the cultural values of her macrosystem, as the scorn she is shown by her peers and the staff at her school over her pregnancy causes her to feel angry with Paulie. Jean Piaget described the four periods of cognitive development, and Juno's ability to think and reason analytically show that she is in the formal operational stage of her cognitive development. This stage is characterized by adolescents thinking â€Å"about a bstractions and hypothetical concepts and reason analytically, not just emotionally.They can be logical about things they have never experienced. † (Berger, 2008, p. 45 Table 2. 2). The character of Juno is an excellent example of this development, because throughout her pregnancy, which is an extremely emotional time, she is able to reason logically about what is best for her baby without being driven solely by emotion. Juno's decision to still give her child to Vanessa, who she knows will be a great mother, after Mark leaves her (which Juno blames herself for), showcases Juno's ability to reason logically without emotion.Also, Juno's decision to have her child and to give it away to Mark and Vanessa despite how difficult it will be emotionally displays her ability to be logical about what is best for her and her child despite having never experienced the situation before. Erik Erickson describes eight critical developmental stages of psychosocial development, and the stage t hat the adolescent Juno is in is identity vs. role confusion. This stage emphasizes the importance of social relationships and the primary task is finding one's own personal identity.Failure to receive identity achievement results in role confusion, and for part of the film this seems that the dysfunctional relationships in her life will make this happen to Juno. However, a conversation with her father about the importance of finding someone who truly loves and knows you gives Juno the realization of who she is and what exactly it is that she wants. This spurs Juno on to enter into a relationship with Paulie, and after having the baby, is content with who she is and what she wants.Juno, is a film that is not only valuable for its cinematic content, but also for its accurate representation of development, including physical, cognitive, and psychosocial. The growth of the film's young protagonist Juno is not only representative of the hardships of teenage pregnancy and their effects o n a young woman, but that successful development can occur despite these hardships when there is a proper balance of emotional and environmental factors.

Doing Business in China

Doing Business in China International marketing is the performance of business activities that direct the flow of a company?s goods and services to consumers or uses in more than one nation for profit. The company plans and executes the conception, pricing, promotion, and distribution of ideas, goods, and services to create exchanges that satisfy individual and organizational goals. The uniqueness of foreign marketing comes from the range of unfamiliar problems and the variety of strategies necessary to cope with different levels of uncertainty encountered in foreign markets.In this paper, I will analyze the challenges that a company faces doing business in China. I will focus on the Chinese food industry and opportunities it presents for foreign companies. I will also briefly talk about China?s admittance to the WTO and the results of this entry.In order to be successful, the company must first understand the organization?s mission and the role marketing plays in fulfilling that mission.Cava and waitress p acking up some leftovers while ...It also needs to set marketing objectives, gather, analyze, and interpret information about its situation, including its strengths and weaknesses as well as opportunities and threats in the Chinese environment. The next step is to overview the market. The company needs to assess the market potential and growth for its products services in China, as well as segmentation of the market. It also needs to evaluate customers? characteristics, know who the potential buyers of these services are, how they are established in China and how much they are willing to spend. It must develop a marketing strategy by deciding exactly which wants and whose wants the organization will try to satisfy (target market strategy) and by developing appropriate marketing activities (the marketing mix) to satisfy the desires of selected target markets. The marketing mix combines product, distribution, promotion, and pricing strategies in a way that creates exchanges...

Soylent Green Essays

Soylent Green Essays Soylent Green Paper Soylent Green Paper While the subject matter and the world of the story present in Soylent Green is thoroughly fantastic, the themes of the film are far from removed from reality. To a great degree, that is the irony of great science fiction: even if a setting is incredibly far more removed from reality, the film can still provide a unique and realistic point of view into the current world that we live. In Soylent Green, the population of the world has exploded so much that in order to feed the population the government is rationing a product called â€Å"soylent green† to feed the masses. At the conclusion of the film, the audience learns, as Charlton Heston famously espoused, â€Å"Soylent Green is people!† If anything, what the film presents is the notion that all actions have reactions and consequences. The problem of an overcrowded and overpopulated world will have dramatic problems inherent with such an environment and may require drastic steps to correct. In the case of the film, the drastic steps required involve a complete removal from humanity and morality in order to solve the greater problem. The message the film leaves us with today is the warning that if we over-consume in an extreme degree and avoid taking the necessary actions of proper conservation, it may lead to great problems down the road that may not have any easy solutions. The concept of ‘cannibalism’ becomes symbolic of how society consumes itself when it centers on greed and self-indulgence to the point of excess. As such, Soylent Green becomes a cautionary tale that parallels our own environmental over-consumption that has slowly grown to epically problematic proportions in recent years.

Our Soldiers in Iraq and Afghanistan War Term Paper

Our Soldiers in Iraq and Afghanistan War - Term Paper Example The wars have been compounded by the influence of Al Qaeda and foreign fighters who have infiltrated in the country. These have seriously complicated the war on terror as a result of suicide attacks and kidnappings they employ. These have dealt a big blow to the reconstruction efforts being undertaken in the two countries and also continue to pose a big threat to global security. This is due to extremist tendencies which they seem to have perfected the world over with adverse effects to mankind. Iraq woes started with the discovery of oil and the subsequent scramble for oil by the US and Great Britain in 1930s. Since her independence in 1931, the country's political arena has been characterized by a series of coups and other political upheavals that led to the coming to power of Saddam Hussein in 1979 (The Iraq crisis, n.d, Para 5). Saddam, on coming to power immediately embarked on consolidation of his dictatorial powers and an ambitious territorial expansion campaign that led to on e of the longest battles in Asia involving Iraq and Iran. Iraq later went on to invade Kuwait in 1990 and occupy it which led to its fierce confrontation with the US alongside its NATO allies. Iraq was defeated and withdrew from the country. Saddam later went on to develop nuclear weapon facilities, a move that set him at odds with the international community. Sanctions were imposed on the country after it refused to cooperate with the UN arms inspectors. This protracted competition eventually culminated into the US invasion of the country. The ouster of Saddam Hussein in 2003 led to a stream of devastation in the country caused by widespread looting and civilian bombings by pro -Saddam militias. This caused adverse effects to the countries infrastructure and a serious humanitarian crisis that called for urgent remedies. A civilian government was later installed to replace the fallen Saddam government. The move was expected to instill calm but achieved modest success due to lack of acceptance by the Iraqi people. In its counterattacks, the Iraqi forces put up fierce resistance and also attacked bases in Kuwaiti according to Lee (2009, Para. 8). Both the new government and the coalition forces continue to face heavy casualties as a result of attacks by the remaining insurgents helped by al Qaeda fighters.   Afghanistan has also had a series of uprisings since independence the most difficult period being the mujahedeen war against Russian communist occupation in the 1980s. This formed the very foundation of Al Qaeda through the inspiration of then the US-backed Osama Bin Laden. This makes the renegades a creation of US blunders in their strategies. Taliban did not pose a serious threat until they embraced Osama as their financier in exchange of allowing him to set up a base in the country. O

How can we blame fast food for obesity When it is individual Research Paper

How can we blame fast food for obesity When it is individual responsibility - Research Paper Example Obesity has the cause of many problems that deal with the heart and blood circulation. The results of the same issue are because of personal choice. Many awareness campaigns have been run across the societies on the impacts or advantages of certain foods yet people indulge in foods that lead to accumulation of fats and obesity. Obesity can be through by different factors like; economic factors, social factors and personal factors. Economically, the cost of fast foods is lower as compared to the cost of healthier foods. Socially, many people are lazier, and they hope for the rapid foods instead of food that take longer to cook. In personal perception, an individual should be core owner of his/ her health and must be discipline and choose the right food for a healthier body not only choosing what tastes sweet. As a matter of concern, obesity has been on the rise, especially in the low-class households in the country. These families live in the suburbs where getting fresh fruits or vegetables is outdated, or if they happen to come by, they are sold at a very high cost. It has forced these people depend on fast foods at a larger ratio since they are cheap and easily found around. In addition, parents who work extra hours tend to feed their children on the fast foods as they reach home exhausted and have no tim e to prepare healthy meals (Scholar). Availability of unhealthy foods in the supermarkets and fast food industries is evident due to increased cases of increased waistlines, weight gain and obesity. Making the blame on the food production faithful, because it makes its products cheap and readily available (Steven). Also advertise their products in almost all corners of the media, be it audio or in video. The blame has not stopped the fast food industry from their line of duty because they said that they supply what their clients demand, and they believe that your health your responsibility. No one forces you to