Functional Areas of Business Management Essay

Abstract A summary of the sales and marketing functional areas of an organization’s structure as an examination of the overall role and responsibility of the managers of each area. The sales manager’s primary goal is the development, implementation and evaluation of the strategic goals they desire to achieve with the sale organization to be able to meet the company’s overall goals. The marketing manager is responsible for indentifying of the market space with respect to the client, client’s needs and the ability of the product to meet the customer’s needs. Marketing managers are also critical for conducting and evaluating the results of a SWOT analysis for the company. This information is vital to the development of corporate goals of the organization. Functional Areas of Business Management There are a number of functional groups that make up an organization’s structure. Each of these business areas or internal organizations within the company provides a vital function or role to the overall success of the business. Some of these functional groups include; finance, human resources, marketing, operations, sales, customer service, research and development to list a few standard functional business groups. The two functional areas of business that will be reviewed and explored with respect to the manger’s roles and associated responsibilities are the sales and marketing functional areas or organizations of a company. There is a strong correlation to these functions within a business organization. Many organizations may separate these two functional groups and others may closely integrate these to ensure the overall goals are achieved through the cross functional interaction of these resources. â€Å"Sales management can be most easily defined as planning, implementing, and controlling personal contact programs designed to achieve the sales and fit objectives of the firm† (Gale, 2006,). As a sales manager the responsibility is instilled upon this person to be the leader of the sale team. As the leader you are responsible for the strategic planning and the overall process of setting the desired goals of the sales organization and it is a vital function of the sales manager. â€Å"Goal setting is usually based on a company’s overall sales objectives or targets† (Gale, 2007). These goals may be cascaded down from senior management in a large organization or be developed through the overall profit and growth that the company is trying to achieve. As the manager of the sales organization it will be important to examine the past history of the products you are selling as an initial assessment of the previous success. Once you have reviewed the revenue results you can compare these to the state of the economy and determine if these results were typical of the results that other competitor companies achieved in a similar market under these conditions. Also the manager will have to examine the resources that are available and determine if these resources are similar to that of the resulting period being evaluated. â€Å"The ability of the sales manager to set goals is strongly related to the desires to change past performance—by lifting all sales, high-margin sales, creating sales for new products, etc† (Gale, 2007). Implementing the strategic plans are the next key functions of the sales manager. Depending upon the overall size of the company, size of the territory to cover and the market to cover the sales department may be subdivided into regions. These regions would then have regional managers responsible for each region all working to achieve the overall sales goals and objectives developed within the organization. In developing the plans for implementing, the sales manager may have to answer questions such as â€Å"how should a sales force be structured? How large a sales force is needed† (Gale, 2006) etc. The sales manager will create strategies to be able to achieve the goals. The plans developed for implementation may also include such things as if training is required and if so then what training is required. They will also be concern with determining if there are requirements for new budgets or increases to old budgets to be able to implement the strategic plans and successfully execute the strategy. Marketing is the second functional area to be examined as a manager in the organizational structure. The overall function of the marketing department and the leaders of this organization can be viewed as the research group for determining the business needs of the client and indentifying the market place. (Moorman and Rust, 1999) â€Å"Define the marketing managers as the liaison between the customer and the product†. The marketing manager plays a vital role in understanding the client, understanding the marketing place the client represents and how the product best fits the overall needs of this market place. Once the marketing manager and the through the marketing team has identified the market space and the need for the product in it, they will then focus on creating a plan that best allows the company to successfully introduce or continue to succeed in selling the product in the identified market. The marketing manager will be responsible to set goals that will create a path for the identified product into the identified market and clients. The marketing manager will utilize the SWOT analysis to create the data that supports the need of a customer to buy and use a desired product. In the SWOT process the marketing manager will also typically identify if there is a market for a new product that the company may have interest in developing. This feedback will be relayed to the research and development organization to identify the economical impact of such a new design. This cost to develop the desired product will be evaluated against the potential revenue that can generate. With this information the company will typically decide if the investment will be made to develop the new product or if simply an old product can be modified to achieve the desired results to the client. Once a new product is developed or a current product is improved the marketing organization will determine the most beneficial way to introduce these changes to the desired client base. This method can vary from printed material in magazines, internet, client handouts or simply by the sale organization when directly dealing with the existing and new clients when they interact with them. There is significant correlation between the sale department and the marketing department in many industries today. Often it will be observed that the two roles of sales and marketing can be combined to a product marketing manager with sole responsibilities to a single product or product line. When the two functions are combined the manager will be responsible for the growth and success of the product. This manager will also be required to conduct the market research and develop the most successful path to market for the product. Whether the sales and marketing managers are reviewed individually or as a combined role they both play vital roles in the overall developing, implementing and evaluating of the companies goals. References Moorman, C., and Rust, R.T.(1999). â€Å"The role of marketing†, Journal of Marketing, Vol. 63, pp. 180-197 (special Issue) â€Å"Sales Management.† Encyclopedia of Management. Ed. Marilyn M. Helms. 5th ed. Detroit: Gale, 2006. 778-782. â€Å"Sales Management.† Encyclopedia of Small Business. 3rd ed. Vol. 2. Detroit: Gale, 2007. 993-996

Birth Control in Schools Essay

Schools are the one institution in our society regularly attended by most young people-nearly 95% of all youth aged 5 to 17 years are enrolled in elementary or secondary schools (National Center for Education Statistics, 1993). Large percentage of youth attend schools for years before they encounter sexual risk-taking behaviors and a majority is enrolled at the time they initiate intercourse. Just as youth in communities with high rates of poverty and social unawareness are more likely to become pregnant so youth in schools with high rates of poverty and social inadequacy are also more likely to become pregnant. In particular, when female teens attend schools with high percentages of dropout rates and with higher rates of school vandalism they are more likely to become pregnant. The lack of opportunity and greater disorganization in some minority communities in this country, teens in schools with higher percentages of minority students are also more likely to have higher pregnancy rates than teens in schools with lower percentages of minority(Manlove, 1998).. Students in these studies, it is often difficult to distinguish the impact of school character from the impact of the community characteristics in which they reside. Social scientists and educators have suggested a wide variety of explanations for how schools reduce sexual risk-taking behavior. Some of their explanations have observed research supporting them, while others are credible, but lack supporting research. For example, educators concerned with adolescent sexual behavior have suggested that: 1. Schools structure students’ time and limit the amount of time that students can be alone and engage in sex. 2. Schools increase interaction with and attachment to adults who discourage risk-taking behavior of any kind (e.g., substance use, sexual risk-taking, or accident-producing behavior). More generally, they create an environment which discourages risk-taking. 3. Schools affect selection of friends and larger peer groups that are important to them. Because peer norms about sex and contraception significantly influence teens’ behavior, this impact on schools may be substantial. However, just how schools affect selection of friends and peers is not clearly understood. 4. Schools can increase belief in the future and help youth plan for higher education and careers. Such planning may increase the motivation to avoid early childbearing. As noted above, multiple studies demonstrate that educational and career aspiration are related to use of contraception, pregnancy, and childbearing. 5. Schools can increase students’ self-esteem, sense of competence, and communication and refusal skills. These skills may help students avoid unprotected sex. Despite the growing strength of the abstinence movement across the country, large majorities of adults favor SEX and AIDS education that includes discussions of condoms and contraceptives. For example, a 1998 poll of American adults found that 87% thought birth control should be covered (Rose & Gallup, 41-53), a 1998 poll found that 90% of adults thought condoms should be covered (Haffner & Wagoner, 22-23)and another 1999 poll found that 82% of adults believed all aspects of sex education including birth control and safer sex should be taught . (Hoff, Greene, McIntosh, Rawlings, & D’Amico, 2000). Given both the need for effective educational programs and public support for such programs, schools have responded. According to a 1999 national survey of school teachers in grades 7 to 12, about 93% of their schools offered sexuality or HIV education (Darroch, Landry, & Singh, 204-211, 265). Of those schools teaching any topics in sexuality education, between 85% and 100% included instruction on consequences of teenage parenthood, STD, HIV/AIDS, abstinence, and ways to resist peer pressure to have sex. Between 75% and 85% of the schools provided instruction about puberty, dating, sexual abuse, and birth control methods. Teachers reported that the most important messages they wanted to convey were about abstinence and responsibility. During the same year, survey results from a second survey of teachers and students in grades 7 to 12 were completed (Hoff et al., 2000). Their results were similar to the study above. They revealed that at least 75% of the students and similar percentages of the teachers indicated the following topics were covered in their instruction: basics of reproduction, STD and HIV/AIDS, abstinence, dealing with pressures to have sex, and birth control. Despite the fact that most adolescents receive at least a minimum amount of sexuality or HIV education, it is widely believed by professionals in the field that most programs are short, are not comprehensive, fail to cover some important topics, and are less effective than they could be (Britton, deMauro, & Gambrell, 1-8; Darroch, Landry, & Singh, 2000; Gambrell & Haffner, 1993; Hoff, et al., 2000). For example, both surveys of teachers discussed above found that only half to two thirds of the teachers covered how to use condoms or how to get and use birth control. there is very little information about the extent to which sex- and HIV-education curriculum have been found to be effective and are implemented with fidelity in additional schools. However, considerable unreliable information indicates few schools implemented the lessons. There is a widely held belief that schools have established a foundation for programs, but that effective programs need to be implementing more broadly and with greater dedication throughout the country. I want to take you back to when I was a teenager and how I personally can relate to the same choices and decisions our teenagers is face with today, in my personal experience; My boyfriend and I had our sex talk we decide I should go to my mother and talk to her about some form of birth control, her response was no. there was no explanation, no reasoning, and no questions ask about why I want to go on it. It was simply no! The end result I have 21yrs old. I’m not saying that we made the best choice because I still had an option to use a condom and contraceptives. Today’s teenagers resources are plentiful, they can go to cook county hospital, they have Planned Parenthood and there local clinic in there neighborhood and now they have program that are being implemented in their high schools. Children, who do not have supported parents, can not talk to their parents. I want to bring in another aspect as to what can happen when you do not enforce communication about birth control, sex and consequences with your teenager, as you know I’m a grandmother I wouldn’t trade my granddaughter in for anything in the world. Not enforcing the use of contraceptive, I feel one of the reasons that I became a grandmother in my thirty. because I did not get as involved with my son as I should have after he inform me that he was sexually active. The high Schools offer them open lines of communication and provide a safe atmosphere in which allows them to express their thought as to why they are there in the first place. It’s possible it can lead to single parenthood and a high drop out rate. Pregnancy among teenagers is continuing to rise despite a 40 million Government campaign to reduce the problem, while sexually transmitted diseases are reaching epidemic levels. The Royal College of Nursing revealed that increasing numbers of teenagers are indulging in sex and even taking part in orgies called ‘daisy chaining’. The Department for Education and Skills has admitted that 66 out of 150 local education authorities have at least one ‘ school based health service’ in their area providing advice, access to or direct provision of contraception. You have statistics on birth control and personal experience wouldn’t you rather your teenager be knowledgeable than not? Biliography Britton, P. O., DeMauro, D., & Gambrell, A. E. HIV/AIDS education: SIECUS study on HIV/AIDS education for schools finds states make progress, but work remains. SIECUS Report, 21(1), 1-8 (1992) Chandy, J. M., Harris, L., Blum, R. W., & Resnick, M. D. Female adolescents of alcohol misusers: Sexual behaviors. Journal of Youth and Adolescence, 23, 695-709 (1994) Darroch, J. E., Landry, D. J., & Singh, S. Changing emphases in sexuality education in U.S. pubic secondary schools, 1988-1999. Family Planning Perspectives, 32, 204-211, 265 (2000) Gambrell, A. E., & Haffner, D. Unfinished business: A SIECUS assessment of state sexuality education programs. New York: SIECUS (1993) Haffner, D., & Wagoner, J. Vast majority of Americans support sexuality education. SIECUS Report, 27(6), 22-23 (1999) Hoff, T., Greene, L., McIntosh, M., Rawlings, N., & D’Amico, J. Sex education in America: A series of national surveys of students, parents, teachers, and Jones 8 principals. Menlo Park, CA: The Kaiser Family Foundation. (2000) Manlove, J. The influence of high school dropout and school disengagement on the risk of school-age pregnancy. Journal of Research on Adolescence, 8, 187-220 (1998) National Center for Education Statistics. Digest of Education Statistics, 1993. Washington, DC: US Department of Education, Office of Educational Research and Improvement. (1993) Rose, L. C., & Gallup, A. M. The 30th annual Phi Delta Kappa/Gallup Poll of the public’s attitudes toward the public schools. Phi Delta Kappan, Sept., 41-53 (1998, September) Singh S. Adolescent pregnancy in the United States: An interstate analysis. Family Planning Perspectives, 18, 210-220 (1986)

Assignment: Blood Disorder

Assignment: Blood Disorders There are many blood disorders and some we cause ourselves, some are genetic and are caused even before we are born. A person can be affected with blood disorder at any time in life, lifestyle, family history and some symptoms are always in which blood disorders are identified. Then we have our environmental issues also can cause blood disorders, it is very important to know what we are dealing with and how to prevent measures that will help us avoid any of the self made blood disorders. Some are being caused by bad nutritional habits, but we are very fortunate to be able to control some blood disorders; however there are those countries that have little available to overcome certain kinds of anemia. The blood disorders in the three case scenarios are all different, Iron deficiency anemia is a blood disorder that is affecting Amy who is a 4 year old Caucasian female, she has been complaining of being tired all the time she is a picky eater, because her mom cannot afford to feed a large family due to her being a single mom. The lack of iron deficiency or insufficient iron intake in the hemoglobin of the red blood cells can cause iron deficiency anemia. Amy needs a physical exam and needs blood work done to determine the cause of her anemia. Special blood tests are used to detect rare causes of anemia the blood test that Amy needs to get done are CBC (complete blood count) that determines the volume, size, number and hemoglobin content of her red blood cells. If the physician is still in doubt further testing may include checking the blood levels of iron and ferritin, a protein that binds iron in the blood, which may more accurately reflect the body’s iron level. Sometimes iron deficiency many not cause any symptoms, when iron deficiency has progressed to actual anemia, there can be fatigue, unusually pale skin, and a decreased ability to exercise. Since Amy does not eat a proper diet she really needs this blood test done and be seen by a pediatrician on regular basis. The recommended treatment for Amy is to improve her eating habits and to be monitored of her red blood cell count including her iron count. After being seen by a pediatrician she will be given a list of foods that she needs to include in her daily meals. Lean red meats, beans, egg yolk, whole grain products, nuts (making sure that Amy is not allergic to nuts) including seafood these foods are a great source of iron; she will also be given iron supplement to take on daily basis. Amy should go and see her pediatrician every three months to have her blood drawn to make sure that her iron deficiency anemia has improved. Iron deficiency usually is treated with iron tablets, syrups for children or injections; iron deficiency will last as long as its cause persists. Iron usually needs to be taken for many months to bring the levels back to normal. In this case we have Marcus a 5 year old African-American male who just moved to New York City, and is visiting his new pediatrician for a kindergarten physical. Marcus’ mother tells the nurse that she carries the â€Å"trait† and she wants Marcus to be screen for it. The â€Å"trait† is sickle cell which is a blood disorder that is inherited when there are two copies of the sickle cell gene in which one from each parent is present. Sickle cell disease is an inherited blood disorder that affects nearly 100,000 people in the United States. Sickle cell disease causes red blood cells to form into a crescent shape, like a sickle. The sickle-shaped red blood cells break apart easily, causing anemia; Sickle cell disease is most common in Africans and African-Americans. It is also found in other ethnic and racial groups including people from South and Central America, the Caribbean, Mediterranean countries, and India. Marcus needs blood a blood test done to see if he carries the ‘trait’ so he needs to give a blood sample. That blood sample is examined under a microscope, but sickle cell disease is diagnosed by a blood test call hemoglobin electrophoresis, which measures the amount of the abnormal sickle hemoglobin. Marcus has not had any episodes of the disease he will have to take preventative measures to avoid having complications or onsets of symptoms. Sickle cell causes the blood vessels to become clogged and the body tissues are deprived of oxygen and that will cause unhealthy organs and tissues. That is why Marcus will have blood test done to determine if carries the â€Å"trait’. In order to avoid any serious infection the pediatrician will have Marcus take penicillin until the age of 6 years old along with that he will be taking vitamin folic acid (folate) on a daily regime. Avoiding temperatures that are too hot or too cold should be avoided, Marcus must also drink plenty of water; also Marcus’ mom needs to take him to regular office visits in order to prevent the disease and to stay healthy. There is no cure for most people with sickle cell anemia. However, treatments can relieve pain and help prevent further problems associated with sickle cell anemia. Scientific research is being conducted to find ways to prevent cell. Thorough studies of gene therapy and ways to replace abnormal genes that cause sickle cell are being conducted on regular basis. There are treatments when people are in pain having fever, weakness or having hard trouble breathing, they will have IV treatments (intravenous) fluids and antibiotics. The sickle cell is passed from generation to generation in a pattern of inheritance; people with sickle cell have one normal gene and one defective form of the gene. According to the Mayo clinic a Bone marrow transplant offers the only potential cure for sickle cell anemia. But, finding a donor is difficult and the procedure has serious risks associated with, including death. Our last case is Richard who has noted over the past several weeks that he is having more bruises or ecchymosis, all over his body. After coughing this morning, he noticed tiny red marks all around his eyes. Richard could have a blood disorder that is called Thrombocytopenic it is a blood disorder that causes a reduction of platelets in the blood and it could be cause by certain drugs as heparin, histamine blockers, also this disorder also causes the blood not to properly clot and it is very important that Richard avoids any type of activity that will cause bruising and open wound injury. Richard will need a blood test to find out what is causing his blood disorder. He will need to visit his physician to have blood work done; the blood work will include a CBC, PTT, (Partial Thromboplastin Time), PT (Prothrombin Time) these test are done to evaluate the blood for its ability to clot, since that is what could be why Richard is bruised easily. Lab tests to determine the platelet count and clotting function may also be done. If indeed a diagnosed is confirmed then there is a treatment plan that will be discussed. Treatments can vary according to the cause. Corticosteroids may be used to increase platelet production. Lithium carbonate or folate may also be used to stimulate the bone marrow production of platelets. Again there is no cure for this blood disorder, but there are treatments which are steroids to help prevent bleeding by decreasing the rate of platelet destruction. These blood disorders have several things in common; there are no cures and no way to prevent them. Researchers are continually working very hard to find a way to prevent and hopefully cure these blood disorders. The best way to diagnose these blood disorders are to have blood test done to prevent and get treatment early in symptoms. But the most effect way with these blood disorders is by obtaining an early diagnosis as soon as symptoms are presented so a treatment can be started as soon as possible.

Representing (Repressed) Homosexuality in the Pre-Stonewall Hollywood Essay

Representing (Repressed) Homosexuality in the Pre-Stonewall Hollywood Homo-Military Film - Essay Example It was thus easy to detect homosexually behavior among the officers. Theories have been put forward trying to explain this phenomenon. Some believed that people who had homosexual tendencies joined the army so that they could repress these feelings however, with the many intimate contacts with the young men they find themselves succumbing to temptations. Others engage in this act out of curiosity and need to experiment new things. There are several films that have been produced that show the existence of homosexuality in the 1950s and 1960s without violating the censorship act. Among them is the gay deceiver, Damn the Defiant, Billy Buddy and the Strange Ones. All these moves contain scenes that imply homosexual actions without actually talking about homosexuality (Sconce, 73). This article analyzes the production history, reception and the social context of these films. The social context Looking back in the social context of the 1960s would help us understand the reception of the g ay related movies. In this age, people perceived homosexuality in a very different light than they do today. There were no gay hubs as the ones that exist in Ney York, San Francisco and Los Angeles. Most homosexuals practiced this lifestyle in secret with the fear of being marked by the society. Homosexuality as a sex identity was seen to be a mental illness and any acts of homosexuality were labeled as crime. Before the passing of the 1967 Sex offense Bill, homosexuality was illegal. Lesbianism was however not considered illegal but people who practiced it were looked down upon by the society. Although the cities would be seen as the refuge of minorities, it was not supportive of the gay community. The often found refuge in gay bar but these ones would also be raided by police patron. The police would also alert the media in case there was such a raid such that people who were caught ended up featuring in the news (Butt, 238). The Stone Wall bar owned by the mafia exploited gay peo ple making money from them. The rural areas were not a better hub for the gay people either. People living here were expected to get married and have children. Many homosexuals were thus pressured into getting married with these marriages having unhappy endings and in some cases leading these men to commit suicide. The issue of homosexuality became a contentious one when Bill Clinton tried to amalgamate the forces. It became evident that the issue of homosexuality had existed for centuries. People were also concerned on the reasons that would make gay men join the military. . It was viewed that the military was a refuge that tried to still the chaos they were going through inside due to repressing their homosexual desires. They would also escape from the pressure of the society that expected them to have heterosexual relationships. The manner in which the military was organized with strict discipline would create a new identity for them as soldiers replacing their old confused ident ity. Psychologist actually said that the gay men joined the force hoping that this experience would cure them considering that homosexuality was then believed to be a mental illness. Intercourse of queer men in the military was a common thing during the World War 2 and even after. Some psychologists were of the view that the prevalence of gays in the military was as a result of the antigay policies. This is because human

What account for the deplorable conditions on the continent of Africa Essay

What account for the deplorable conditions on the continent of Africa - Essay Example Throughout the continent of Africa corruption is rampant. In order to receive even the most basic services Africans must pay bribes. In order for companies such as Shell to do business in Nigeria (ranked 121 in the world by Transparency International1) a huge amount of money must be paid out to local officials to â€Å"grease the wheels.† In hospitals, patients may have to put money in doctors’ consulting books in order to be treated. In schools, students may have to pay their teachers for passing grades.2 All of these situations are commonplace. Studies have shown that Africa loses $150 billion a year due to corruption and that products cost as much as 20 per cent more.3 It is impossible to measure how much more developed Africa would be at this moment had not a culture of corruption existed there for so long. In countries with poorly constructed, inefficient, and non self-enforcing constitutional rules, opportunistic behavior (including rent seeking) are usually quite pervasive. In such countries, the rules that regulate socio-political interaction, have failed to adequately constrain the government. As a result, state intervention in private exchange is equally pervasive. Excessive regulation of economic activities creates many opportunities for rent seeking, including bureaucratic corruption.4 Many public servants in Africa may have power to allocate resources, but they make small salaries. It is very easy for them to make a lot of money on the side by taking payments from special interests. Plus, public servants may have poor relatives who they are also supporting. They may not simply take bribes out of selfishness, but possibly to help feed their extended families. Nevertheless, it is clear that more rules and guidelines are required for public servants in their dealings with the private sector. Enforcement of such rules is desperately required.5 John Githongo argues that corruption usually begins at the top of a country’s leadership, and

Poverty reduction programs in india Essay Example | Topics and Well Written Essays - 2500 words

Poverty reduction programs in india - Essay Example According to the World Bank survey, anyone earning below one dollar per day is usually graded as poor. May of such people resides in Africa, parts of Asia countries, Latin American countries and India. However in the developed nations, the number of poor people is reduced due to higher levels of development and excellence strategies put in place to curb poverty conditions in these areas. The government’s response to issues of eradicating poverty amidst them is of prime importance as she is the key controller of the national funds. This paper will look at the success of various programs in India aimed at alleviating and eliminating poverty among the Indian populations. According to Parikh, (1994) over the one third of the Indian population is illiterate and a larger majority of these is not educated beyond the age of 15 years. In line with this, Jha & Srinivasan, (2001 ) note that; At the beginning of the new millennium, 260 million people in the country did not have incomes to access a consumption basket which defines the poverty line. Of these, 75 per cent were in the rural areas. India is home to 22 per cent of the world’s poor. Such a high incidence of poverty is a matter of concern in view of the fact that poverty eradication has been one of the major objectives of the development planning process (3785). This indicates a larger percentage of the people who are either unemployable or lowly employed. Illiteracy and ignorance according to Hulme & Paul, (1999) is the root cause of poverty in various parts of the world. The first step require in the elimination of poverty is therefore the need to elevate the education sector and increase awareness among the people. The Indian government is doing a lot concerning this with more practical educational systems adopted in order to develop skills rather than promoting mere learning in most of the Indian learning and education sector. As Ramaswami, (2002) notes, even among the educated Indian populations , all do not possess adequate employable skills worth generating independent income. All these problems according to Mehta, (2004) stems from the education sector which is not turned towards changing the economic scenario in the country. The rural areas carry the largest number of Indian population which is mainly agricultural. Even this is greatly affected by the dwindling amount of cultivable lands and lack of adequate rainfall for the development of arable farming systems. Irrigation farming in many of the Indian lands is not possible due large capital requirements. This has led to acute rural- urban migration whereby a large number of people are moving into the urban areas to look for greener pastures. These end up doing various menial jobs in the cities since they lack adequate and specialized education required for good employment in the industries and labor intensive companies in the country. This has brought in a double misfortune in the country as the largest agricultural l ands are evacuated by people moving into the urban centers in search of jobs. The urban centers for this reason have been largely crowded with people with less education and almost no skills for employment. Lack of relevant or adequate skills for employment practices among many urban dwellers have eventually led to the development of informal jobs and settlements in most of the towns contrary to the overall expectations of the development agenda. As a result the development image of many

U.S. Congress Research Paper Example | Topics and Well Written Essays - 1250 words

U.S. Congress - Research Paper Example istics, which would range from data on party affiliation, the average age of the members, occupation, education levels, length of congressional service. Other characteristics include; their religious affiliation, gender, ethnicity, foreign births as well as military service (Brownworth). In the congress as at February 2013, the House of Representatives had a maximum of 232 republicans and 206 democrats plus 5 delegates and the resident commissioner. The senate on the other hand had 45 republicans against 53 democrats. There were also 2 independent who caucus with the democrats. At the beginning of the 113th tenure, the average age of the members of the congress was found to be 57.0 years while that of senators was 62.0 years. A majority of the members of the congress have attained at least a college education. The members dominantly possess professions ranging from public service/politics, business and law. The religion affiliation of most of the members is either Christians or Protestants with the largest single religious denomination being Catholics; 31% of the Members (136 in the House, 27 in the Senate) are Catholic. The length of service averagely of the representatives is averagely worked out to be 9.1 years, which is 4.6 terms; the senators’ term is 10 .2 years, which is 1.7 terms. The one hundred and thirteenth house has a record number of women that stands at one hundred; 18.5% of total membership. 80 of this number are found in the House a number that includes 3 delegates while 20 of these women are found in the senate (Brownworth). In terms of ethnicity, we have 43 African American members of the house while 2 are found in the senate. It is worth noting that this number includes two delegates. The same house has 38 Hispanic serving in the congress of which 34 are in the house including 1 delegate and the resident commissioner while 4 are there in the senate. 13 members of the house in the order of 10 who are the representatives, 2 delegates and 1

Stravinsky and Primitivism Essay Example | Topics and Well Written Essays - 1500 words

Stravinsky and Primitivism - Essay Example Igor Fyodorovich Stravinsky was a Russian composer, pianist and also a conductor. He is considered to be one the most important composers during the early 20th century. His great reputation pushed through revolutionary boundaries of the musical design. His works and the works of other people from that period, mostly made use of traditional music forms. An example of this is the concerto Grosso, symphony and fugue (Bell 25). This was often to pay tribute to the form of music of the earlier masters like Tchaikovsky. Stravinsky’s professional life, which was at most in the 20th century, included many of the modern classical styles of music. Most composers who existed during his lifetime and those after were greatly influenced by him. He has the great desire to learn art, literature and life (Bell 25). Stravinsky was named as one of the truly epochal innovators of music. Aside from the technical innovations, which consisted of rhythm and harmony, the â€Å"changing face† of his compositional style was the most imperative feature of his work. It retained a distinctive and essential identity all the time. Primitivism is known in art as the style of works of self-trained artists who build up their talents in an imaginary manner, as in the paintings of Henri Rousseau and Grandma Moses. The phrase primitive has also been used to portray the style of time before American naive painters as Edward Hicks and has been practical to the art of the mixture of Italian and Netherland schools, which were formed before late 15th century. Recently, the term has incorporated the contemporary artists who research the earlier periods and the cultures far-off to their own like Robert Smithson and Joseph Beuys (Bell 25). Primitivism is a western art movement that has copied different visual forms from the non-western or the prehistoric peoples (Bell 25). The act of borrowing from primitive art has been very vital to the improvement of the modern art. For a long time, the de bate to get back to the basics and try to simplify things has been on. This looks at the advantages and disadvantages of simple verses a complicated life (Bell 25). The key elements of the overall primitivism as a basic function of art and development in and around the turn of the century will be articulated so as to be understood. Different art forms using principles of new developments and technologies In the modern society, with the new innovations, improved tools like computers have been incorporated in the basic art. Work of contemporary artists’ is evaluated using the computer and digital imagery by using a variety of formats. Many people are viewing these aspects of the modern technology to be complex and prefer to practice the earlier forms of art. The modern European and Euro American representational conventions are mostly inspired non western art and artifacts (Bell 25). This trend toward the greater use of technology as a creative tool will probably continue into the future, but with different forms (Bell 25). The reason behind this is due to the perspective that, individuals have on the technology that is now at hand. Technology has mostly made the work of the artists to be easy and simple, in terms of design and storage. Stravinsky’s use of motivic development, which is a repetition of different guises of musical figures throughout a composition, includes motivic development. This is essentially where notes are added or subtracted to a motif regardless of the consequent changes in metre. The same technique can be seen being used in the 16th century. For example, this is depicted in the music of Orlandus lassus, Carlo Gesualdo and Roe Cipriano (Hiller 56). Stravinsky maybe the only great composer, who managed to come up with a

Brain Structure and Smoking Essay Example | Topics and Well Written Essays - 750 words

Brain Structure and Smoking - Essay Example Scientists discovered that a chain smoker suddenly lost all his interest in smoking because he suffered some damage to the brain, which altered the structure of the brain. This led scientists to believe that a brain structure deep in the brain was primarily responsible for the habit of smoking and if this can be treated the habit could be kicked very easily because then the smoker would loose all interest in smoking just as the person mentioned above lost all interest because of the stroke that altered his brain structure. Smoking is one of the highest causes of death which is preventable because most people are hooked to the highly addictive nicotine. This is just one example of how physical activities affect the brain or how the brain affects the activities of human beings, it is very vital to understand that addiction is due to structures in the brain that actually cause the addiction to nicotine, the respective brain structures will also be mentioned in the paper. Most people that are hooked on to smoking say that they want to quit smoking but do not know how to do so; this research would be very helpful in making people realize how they can quit their smoking habits and patterns to lead a much more healthy life. There are manStructures of the Brain There are many structures in the brain that affect the habits of human being, as mentioned before the brain has back up resources so some functions might be carried out by other parts if some damage occurs but if any part does get damaged then some habits are affected because there is not a back up resource for it. The insula in the brain is one such part because researchers have found out that any damage to the insula would cause people to quit smoking, they found this out by studying a man who smoked 40 cigarettes per day and he suffered a deep stroke which altered, to an extent, the brain structure and after the stroke the man felt no need to smoke at all. Smoking also has some affects on the brain which tend to damage the brain but the most damaged areas are those of the parietal and the temporal lobes, as mentioned before these lobes tend to the functions of feel and problem solving, once damage has been done to these lobes the problem solving ability decreases and also lowers t he resolve to quit smoking. There are hereditary causes of smoking as well because in a research it was indicated that there were certain receptors known as 'alpha-4, beta-2' are responsible for the 'head rush' that smokers feel when they smoke and it is believed that parents who smoke may transfer these recipients in large quantities to their children and hence this might be a cause of smoking when they children grow up and it is also thought that the initial smoking habits and patterns reflect those of the parents. The reasons for smoking in teenagers and young adults are mostly peer pressure and academic related concerns that cause them to smoke, the top most reason is not the lack of knowledge because every one knows how smoking is a cause of concern to their health's but the problem lies in how are they informed Are they just told the facts and figures or are they showed, how badly smoking can really hurt them They should be told that peer pressure is a daily phenomenon and also should be told how to

The Effect of Barley and Oat in Blood Glucose Level in Diabetic Assignment

The Effect of Barley and Oat in Blood Glucose Level in Diabetic Patients - Assignment Example People suffering from diabetes have a condition whereby the level of glucose in their blood is much higher than normal, scientifically known as hyperglycemia. In the UK, the National Health Service (NHS) estimates patients with diabetes as 3.8 million, with the figure projected to grow to 6.2 million in 2035 (Stewart et al 2007). 17 percent of the NHS’ healthcare budget will also be spent on diabetes by 2035. Diabetes, or diabetes mellitus as doctors refer to it, is a collection of chronic, metabolic diseases characterized by the patients’ high level of blood sugar (or blood glucose). It occurs in three key forms; type 1 diabetes, type 2 diabetes and gestational diabetes. A report released by the Centers for Disease Control and Prevention (CDC) in the United States placed the prevalence of type 2 diabetes at 90 percent of all reported cases, with type 1 taking up the remaining 10 percent (Polonsky 2012). Gestational diabetes was not in the statistics, which only affects 2 to 5 percent of pregnant women. Out of the affected pregnant women, 20 to 50 percent of them develop type 2 diabetes in later years of life. There is also a condition known as prediabetes, which most of type 2 diabetes patients experienced in their early stages of the disease. Typically, they had higher blood sugar levels than normal, although not high enough to warrant a diabetes diagnosis but rendering body cell s resistant to insulin. In that stage, the damage will usually have occurred to the heart and the circulatory system (Piller, Chang-Claude & Linseisen 2006). Other common characteristics observed in diabetes patients include increased thirst, increased hunger and more frequent urination, known as polydipsia, polyphagia, and polyuria respectively. The condition is as a result of either insufficient production of insulin by the pancreas or the improper response to the insulin by the body cells, with the occurrence of both circumstances not being a rare phenomenon (Jensen et al 2004).

Dispatches Paper Essay Example for Free

Dispatches Paper Essay As I read Dispatches by Michael Herr, there is an overwhelming sense of fear and horror. His dispatches are populated by soldiers called grunts, whose enemy was everywhere and nowhere. Their maps were blank; their names for the enemy, Charlie or VC, told them nothing. How do you recognize them? They all wear black pajamas; they are all alien to us. They are everywhere. Thats where the paranoia began. Herrs dispatches are disturbing because he writes from inside the nightmare, with all the tension and terror that turned these young men into killing machines. It is all the more frightening because, emptied of any concerns for justice, or ethics, or solidarity, they opened fire anywhere, everywhere. After all, who could know where or who the enemy was? Herrs use of brutal imagery absorbed me into his savage surroundings. From the soldier who cant stop drooling as a result of a particularly dreadful gun battle, to the scenes of the dead, American and Vietnamese, adult and infant, on battlefields and village streets. The characters are real people in a situation that most of them neither like nor understand. They are young men who invoke the same shortcomings we all have. They are professional soldiers and act that way despite their misgivings. They push past the boundaries of fear and into the realms of heroism or insanity or death. Everyone that he introduces is individual. There are no carbon copy soldiers here. They are funny or musical or religious or delusional. I felt as though I was being introduced to people I knew throughout the book. From time off in Saigon and Hong Kong to his time spent in a bunker during the siege of Khe Sanh, Herr covers every aspect of the war. He shows how so many soldiers were so drastically affected by the war. He describes the strange, fearful moments when at night the jungle suddenly goes silent. Herr tells tales of Marines throwing themselves on top of him with incoming fire, people he has only just met minutes or hours before that are risking their lives to protect his. This book is very descriptive and one of the best examples of this is this sentence, Every fifth round was a tracer, and when Spooky was working, everything stopped while that solid stream of violent  red poured down out of the black sky. In this sentence Herr is retelling the feelings felt by everyone as they watched the gunships flying overhead, unleashing the fury of gatling-guns that could fire thousands of rounds per minute. Not only does Herr convey the impact of such a sight; he does it in such a manner that a vivid image is formed in the readers mind. One of the more disturbing and insightful quotes in the book comes when a Marine at Khe Sanh learns that his wife is pregnant, but not with his child. Herr retells with this account, Oh dont worry, Orrin said. Theres gonna be a death in my family. Just soons I git home. And then he laughed. It was a terrible laugh, very quiet and intense, and it was the thing that made everyone who heard it believe Orrin. This quote shows how badly some soldiers were transformed during the war. A man who used to be very peaceful and calm would now snap at the slightest provocation. He would now plan the death of his wife for cheating on him. With these examples I would definitely say that one of the strengths of this book is its vivid descriptions. The other strength of this book is probably how it covers the emotional and physical aspects of the war. Still it is difficult to reconcile Herrs disregard for the grunts brutality and his apparent admiration that surfaces. Herr feeds on the death and carnage of the battlefield. It is difficult to grudge a person for their attachment to the most exciting times of their life. Herrs is almost an addiction to the life of the thrill seeker, but as he frequently mentions, unlike the grunts, he could always take the next chopper back to an air-conditioned hotel room in Saigon, or leave altogether. (Not that an air-conditioned room in Saigon would be necessarily safer than Khe Sahn) He describes Vietnam as a jumbled, confused, mess of a living hell. Herr also wrote the narration for Apocalypse Now, so what more do you need to know? It is crucial to understand that this book is not a political or military history of the war. Instead, Herr tried to portray the experience of what it was like to be in Vietnam; you wont find a handy map and glossary in the back. (If you honestly dont know what words like di di, zip, grunt, 16, and DMZ mean, I suggest you bone up on your history.) There are two major downfalls to this book: rambling and fiction. His writing style, disjointed and confused, makes the book a little hard to get used to. But when you do get used to it only then can you see that Herr is trying to give the reader an accurate account rather than a moral lecture. In terms of fiction the problem with writers is that they are writers. As such they are basically dishonest. This is not Vietnam as told by a soldier. This is Vietnam as told by a journalist who is in-country to the precise extent he cares to be and hotfoots it out of there when the going gets rough. In the beginning of the book Herr describes the horrors of night patrol by describing his own fear. He then informs the bewildered reader that this is a bit too much for him and therefore takes his journalistic eye somewhere else. The difference between a journalist and a soldier is that the soldier cant leave when he feels like it and so he doesnt have the luxury of drama. Unfortunately, most of this book is drama.

Developing Countries and Talent Essay Example for Free

Developing Countries and Talent Essay Empowerment of talent in today’s global climate narrates a very different story for the developing world. There is more a sense of deprivation in these countries than measures to train and empower their own talent. â€Å"Brain drain† is the common word in global discourse that tells us that these countries are losing their best to the economic prosperity of the developed world because their talent is fished out of their borders by these countries at a time when educated or highly skilled people are needed most by the parent countries. While I was reviewing literature for empowerment of talent, I found little about what the developing countries did to empower their youth but more about their resentment of the loss of talent caused by greater gains of the developed countries. For instance, the region of Africa, with others, presents an alarming situation with regard to brain drain to the developed world. According to the UN statistics the people with university or college education are migrating to the developed world with a staggeringly steep rate: â€Å"41 percent in the Caribbean region, 27 percent in Western Africa (thats particularly Nigeria) and less (16 percent) in Central America. In actual numbers, the UN estimated there were in 2000 some 175 million people living outside their country of birth (a huge increase during the 1990s) and 105 million of them had moved to more developed countries. Inside a single region there are big differences: Guyanas emigration rate is four times that of Jamaica and three times that of Trinidad and Toba† . The condition is the same in other countries as well. For instance, Philippines nurses are working abroad, and doctors and engineers are losing their homelands for greener pastures to such countries as Canada, Australia, U. S. , and the UK. The measures are not clear on behalf of these countries. However, there is the initiation of efforts to retain this brain drain. For instance, South Africa has asked Canada and Britain to put a halt to the recruitment of its doctors. However, to some scholars like Drs. Devesh and McHale, the condition can be improved if these countries provide competitive salaries and other facilities as are available in the developed world. There is another measure that exchange of workers should be observed and UK seems to be coming on positive grounds and other countries have started thinking in this direction as well . South African government however, sees the situation in a different way. To this government the developed countries are observing tactics which are not up to the standards of international ethics and are in the process of â€Å"organized skills raiding† 6-Empowerment of Talent Globally With the detailed sections above, it becomes the most important point to view as to how the issue of empowerment of talent is being taken internationally under the rapidly growing tree of globalization world over. Here I would discuss at length different voices and measures for the empowerment of the world talent. 6. 1- Educational Instituitions Education is seen as something the hard-core measure by which the talent of today can be empowered with sufficient skills and knowledge to stand against the waves of globalization. As such education from the bottom to top must be considered for revision of curricula and teaching methodology. However, universities are seen to play a more significant role in the empowerment of talent in recent times and for future demands.

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