Life Coaching Essay Example | Topics and Well Written Essays - 4250 words

Life Coaching - Essay Example I have found this just as enjoyable as meditation its almost like a dream except the dream has a mission the phrase 'light at the end of the tunnel' best describes this self hypnosis it also helps eliminate self doubt which is something I experienced coaching my first friends outside of the college duos and trios. However, I found that I felt relaxed when I used self-hypnosis on my second session; I actually trusted the process and what I was doing. I have never tried meditation until I started coaching and I have found it to be a breath of fresh air. Meditation comes from the Latin word meditatio virtually all religions use meditation of some sort; however mediation in it's purest form has no relation to religious meditation. The most effective form of creating space was a technique I learnt from a program I watched called a life coach less ordinary. The program was based around a couple called Nik and Eva Speakman who are life coaches as well as owning a financial services company. Before each session they had a wild dance around their kitchen before their next client. I found that this works for me and has worked well based on the people that I have coached during this course. As they have mostly been sales professionals that are switched on and the very high energy, I have mirror the enthusiasm and upbeat qualities. They usually start with "'what do you want' 'what is impo... Before each session they had a wild dance around their kitchen before their next client. I found that this works for me and has worked well based on the people that I have coached during this course. As they have mostly been sales professionals that are switched on and the very high energy, I have mirror the enthusiasm and upbeat qualities. 3 Techniques used to create inner space with a client: Clearing and Visualisation In virtually every session I have used visualisation this has helped the coach come up with a lot more ideas on their chosen topic. Also before starting a session I like to review the previous one and visualise what was said and with permission touch on it in the first few minutes of rapport building. Asking Powerful Questions This usually has the coachee 100% focussed. I touch on this a lot in my reflective essay, asking thought-provoking questions usually has the coach focused and clearing space is the only option. The Role Of Powerful Questions In The Coaching Process Powerful questions are just that they ask the thought provoking question that either hasn't been thought of or has been pushed to the back of coachee's mind. They usually start with "'what do you want' 'what is important to you' and 'what could stop you achieving this goal' are all examples of powerful questions the first explores the clients goals the second their values and the third any limiting beliefs or other obstructions that need to be overcome" (Joseph O'Connor and Andrea Lages. Coaching with NLP, n.d). The Use Of Powerful Questions Developing and asking power questions is the fulcrum point of your ability to understand the prospects needs (Gitomer, 1994). Power questions are definitive. They bring out that which elicits awakening response

Diversity in Early Childhood Programs Essay Example for Free

Diversity in Early Childhood Programs Essay This essay is going to look at the various ways in which you can identify and promote learning opportunities for children of all ages. It will describe how the early education frameworks assist in supporting the learning of early year’s children. This essay will also explain how to plan activities in order to meet all the children’s needs. Finally it will describe how to monitor and assess the children’s learning through a variety of assessment techniques. Within early learning provisions it is important for them to support the children’s learning by following the guidelines set out for them by the early education framework in this country. There are two parts to the curriculum framework in England; Early Years Foundation Stages (EYFS) and the National Curriculum. The EYFS sets the statutory standards that all early years providers must meet. This includes all maintained schools, non-maintained schools, independent schools and all providers on the Early Years Register. (EarlyYears) The EYFS is set out for the age group three to five and it aims are to provide consistency between early years settings, through the use of shared resources and information thus promoting the same key concepts, skills and knowledge. The EYFS also aims to provide settings with a secure foundation which will allow all the children to progress through school. Moreover the EYFS hopes to provide partnerships between different practitioners and parents or carers. They also hope to promote equality of opportunity for all children through the EYFS. The national curriculum contains the programmes of study and attainment targets for all subjects, at all key stages, except key stage 4. ‘The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens.’ ‘The national curriculum is just one element in the education of every child†¦ The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.’ (Curriculum) The national curriculum is set out for chil dren aged five and over, it leads all the way through until the age of sixteen. It is a set curriculum which ensures that standards are consistent and maintained across the country, the National Curriculum should be implemented in all schools  after children have reached their fifth birthday. Learning aims and objectives are put in place to ensure that activities planned meet the required needs in the chosen area of development. An aim is what you intend to introduce to the children, it should set the scene and limit the activity to a certain type of activity although it does still need to be flexible enough to incorporate change of direction if necessary. The objective is shows how this is going to be achieved. The objective should break the activity down into smaller units so it is measureable. For example by the end of the day the children will be able to understand that heat causes ice to melt. An example of this was during placement at 5-8 age group I completed my observations, my aim was to promote their fine motor development and objectives were to observe during structured play. Early years settings also provide learning opportunities for their children by using an integrated approach. This approach provides the children with a greater learning experience. ‘The adult should integrate their planning into a theme. The lesson or session can be mapped and planned around the theme along with the curriculum. For example if the theme is transport then the children can count the wheels on different vehicles in maths, read a story about transport in literacy and in art the children can draw different vehicles.’ (IntegratedApproach) Within the school I’m on placement on at the minute, 5-8, we have a house and homes theme, we have incorporated this into most of the activities and currently they are designing, writing about and constructing the houses. When on my previous placement with 0-3 years they had a Christmas theme whereby their activities were designed around this. They produced Christmas cards, completed displays, sung songs about Christmas and read books all based on this theme. At my placement working with 0-3 they had a theme for one week on growing, the children that were able to have to draw pictures of themselve s, they also had to bring pictures in from home of when they were little or of them over a period of time so we could look at how they’d grown. When designing and teaching these activities it is important for the teachers to take into account inclusion. There must not be any barriers stopping any child from learning, it is essential to remove these so all children can take part; this does not just include special needs or specific needs children but everyone. Activities may need to be adapted or differentiated in order for all the children to  take part. Moreover it is essential for the school to promote an anti-discriminative practice, this is a fundamental part of early years care and education and it must be taken seriously. Discrimination comes from many sources and not everyone will know what they are saying, this is why it is vital to tackle any remarks or actions immediately, in a sensitive manner, so everyone knows how important this issue is. At my placement which is age range 5-8 there are children with speech difficulties, the teachers must ensure that they treat all the children as individuals and treat them fairly. They always include them in class discussions and give them the chance to answer just as like any other children. In my experience of working with 0-3 they ensure anti-discriminatory practise is maintained by providing ramps for push chairs and they also welcomed children from different cultures. Within an early years setting it is important to plan effectively so all areas of learning are covered and a wide range of activities are presented. Planning can be long, medium or short term and it will need to consider the curriculum as well as the individual needs of the children. The length of long term planning varies from setting to setting, most settings will see a long term plan as anything over six weeks, commonly in schools long term plans are for a whole academic year. Long term plans tend to include ‘an outline of how the curriculum is to be delivered, a consideration of the themes that are used over the period.’ CCLD Long term plans mean that you plan activities and observations in advance, you follow the curriculum when planning these and you have to be able to change and adapt your activities to suit different situations. The length of a medium term plan or curriculum plan depends mainly up on the length of the long term plan. In the majority of schools the medium term plan shows coverage for a half term. The main features of a medium term plan include details of the types of activities of which are to offer, how the activities link to the EYFS or NC and the order the activities will be carried out. Medium term plans will include learning outcomes and will include themes and topics. Short term plans show what is to happen each week or session; these plans may be referred to as ‘session planners’ or ‘weekly planners’. This sort of plan includes details such as staffing and resources, it also shows the order the activities will be carried out. Moreover it will display details of how activities will be adapted to provide opportunities for particular children. It will also set out the learning outcomes and show which activities will be assessed. Finally the short term plan will demonstrate how the adult can support specific children through the activities and outside of these. At my placement 5-8 they have a whole week of working with money and understanding the different denominations; at the end of the week the children have the golden box whereby the children who received the most gems for their work through-out the week are rewarded with prizes. Early years settings must cater for all children and their individual needs. When planning activities for young children it is important to take into account their specific needs. All activities must accommodate children at whatever level or with whatever need they have. It is important for the teacher to differentiate activities in order for all the children to take part. Within my placement 5-8 my teacher ensures there are different sized pencils out on the tables for all the children to use, she also makes sure there are right and left handed scissors out on the tables for those children who need them. In my experience working with 3-5 I have also had to cater for a child who could not use sugar paper therefore whenever we were doing creative activities I had to make sure she was using normal writing paper or card. Whenever planning activities it is important to make all the children feel equal, a child with an individual need should not be left out or be made to stand out from the rest. When planning activities and classes it is also essential to take into account children with IEP’s (individual educational plan), this is so you know where they are at with their learning and you can help them to the full extent through-out activities. In addition it is important to take into account different ways of teaching, some children may find it easier to learn if they are hands on doing practical work whereas others may find it easier if they are writing all the information down, so ensure that you cater for all these children in your plans. In order for activities to be suitable for all children you will need  to differentiate them, make sure there’s levels within your activity. Within the classroom there should also be equipment for all children to use scissors which are left and righ t handed, paper which is suitable for all, big pencils and small ones. Changes should take place to make all the children feel ‘the same’ none of them should stand out for being different. Through-out early year’s settings observations must be used this is to ensure you find out what stage of development the children are at. Once you know and understand which level each child is at you can match your activities to their ability and organise the activities to meet their needs. Within my placement 5-8 my teacher plans activities to coordinate with her observations that she has made throughout the year. The activities are differentiated according to ability. For literacy the children had to match up homes of different animals to the animal that lives there, for the less abled children they had to cut out the pictures and stick them together for the more abled children they had to write the sentences out below the pictures. Once observations have been completed on the children the teacher can use her data to effectively plan her lessons to cover the curriculum and meet the children’s needs. Within early years settings it is important that children take part in a variety of play. As all types of play provide learning opportunities for children it is essential that the day is varied to incorporate as many play activities as possible. Children should take part in activities which promote all areas of development. Within my placement 3-5 we had a role play area whereby the children could use their minds to create imaginative play. The soft play castle also gave the children a chance to use their imagination and develop their own play ideas. The various play activities can be categorized as imaginative play; role play and home corners can come under this category. Art activities and DT activities can be categorized as creative play. Within my placement 5-8 we did mendi patterns outside in the playground using chalk, as well as this developing their creative play it also promoted their physical motor development. Physical activities such as PE and play time can promote their gross physical development. Walking through fields and exploring the various animals and plants that you can  find can develop physical motor skills as well as the children’s exploratory skills. In my experience 0-3 a child discovers and promotes their development through sensory play, when outside the children played with sand, water, foam and jelly. The children were sat playing in it with hard toys, they could discover how the different materials felt. It is important for children to also use ICT as this can support their learning. There are a wide variety of programmes that children can use to promote all areas of their learning. Within my placement we use a program which the children can control themselves, on this site there are activities for numeracy, literacy and art as well as most of the national curriculum. This site is accessible for key stage 1 and 2. Parent involvement tends to be encouraged within schools and early year’s settings as often parents and children can provide the skills and knowledge to introduce new ideas. For example a parent from another culture may be able to go in and show the children what their diet is like. Within my placement 5-8 a parent helper will come in every Tuesday afternoon to help with the activities that are on that day. The parent may help with reading and creative activities. There is also a parent who comes into placement and teaches athletics, she is a marathon runner herself so she often helps at sporting events and at athletics club. Within early years settings there are also occasions when professionals and agencies may get involved in providing learning opportunities for the children. Within my placement 5-8 a speech therapist will come in once a week to visit two children who have speech impairments, she will take them to one side for an hour to support them through their speech programme. Another professional who also comes into school is the sports teacher from the local leisure centre who teaches one PE lesson a week to each class. As part of the adult role within an early years setting you must ensure that all the correct resources are available for the children to use and that there are enough materials for any situation. The resources need to be sorted out in advance of an activity or situation either by the teacher or the school, depending on who provides them. The resources must be age appropriate, fit for purpose and all the children who are participating  should be able to learn from the experience. Early years settings also need to consider whether the use of ICT would assist with the children’s learning. Within my placement 3-5 the staff would organise their activities at least a week in advance and would pass on a list of anything they needed to the managers who would be able to buy the materials and resources. They could then discuss in advance how much of anything they needed and if for any reason something wasn’t available they had time to change their activity. It is important for the adults within the setting to monitor the children’s learning. During activities the children should be monitored to make sure they are learning from these experiences. If the activity has been planned with aims and objectives, you should be able to determine whether the outcomes have been met; this can be observed by discussion or observation. Participation levels should also be monitored to see how long children stay at the activities which have been set out and which ones are the most popular. Activities should grasp the children’s imagination and should stimulate their learning. The more captivating an activity is the longer a child will want to be at it. At all my placements over the three age ranges I have evaluated the activities that I have carried out. Within my evaluations I have written about how long the children stayed there and whether they enjoyed it, I can use the information I found here to plan my activities for the future. Formative assessments are ongoing assessments that monitor the children’s strengths and weaknesses. This information can then be used to form informal parts of activities. Assistance can be provided to give children the opportunity to gain confidence in developing new skills and plenty of opportunities are provided to enable the child to practise and master them. Summative assessments draw together all the information gathered about the children and it is often used to compile a written report. It is seen as a ‘summing up’ of a child’s progress to date. It is very difficult for practitioners to be completely objective when carrying out observations as they are used to working so close with the children; this known as observer  bias. The danger of observer bias is that the observer may bring in behaviours or skills of the child that confirm their current view. One way of determining that this does not happen is to set clear aims for observations. It is important for adults to try and incorporate observations on skills into planned play activities, many children will not ‘perform’ well if they know they are being watched. While at placement 5-7 the teacher will set out activities that enable her to observe the child carrying out the skills whilst in a ‘normal’ play environment. If she would like to see their social development she may set up games that requires teamwork, or if she feels some of the children need to work on their fine motor development she may set up an area which get the children to put pegs in boards or use scissors to cut out pictures. When observing babies and young children it is important to remember that there play and interests change within a few days. As they discover more things within their world they will move from one interest to another. Once a child has been observed or assessed this information can be used to inform the future planning of activities which will help promote development for the individual child. Planning will only be effective if the information that is gained from observation is used to structure activities, and fulfil the child’s developmental needs. For example if a child cannot use scissors do not provide them with an activity whereby they have to cut round a picture; this may lower their self-confidence and self-esteem. Most evaluation criteria’s involve checking whether children have reached the intended learning outcomes, however this can be difficult to measure unless an assessment takes place during or after the activity. A child may have appeared to understand something or enjoyed playing with materials but they may not have necessarily learnt anything new. By building in assessments to activities practitioners can see what the child has understood and learnt. It is important that assessments are not seen in any way as a test. Within my placement 3-5 a member of staff would often be in charge of observing activities and evaluating what they believe the children have gained from it. The staff member would also be able to ask questions and work alongside the children at the activity to see how much they have  learnt and understood. Reference Snaith, M. , Tassoni, P. , Squire, G. , (2007). , Children’s Care Learning and Development. , 2nd Ed. , Oxford. , Heinemann. IntegratedApproach. , Available at www.sagepub.com/upm-data/9679_010979.pdf. , Accessed on 29/04/14 Curriculum. , Available at http://www.schoolzone.co.uk/schools/NCres/docs/MASTER_final_national_curriculum_11_9_13_2.pdf . , Accessed on 29/04/14 EarlyYears. , Available at https://www.gov.uk/government/policies/improving-the-quality-and-range-of-education-and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundation-stage. , Accessed on 29/04/14

HR Management Policies Across Business Types

HR Management Policies Across Business Types HR Management Policies 1Thessalonian 2:6-12 (Life Application Study Bible) we were not looking for praise from men, not from you or anyone else. As apostles of Christ his people could have been a burden to you, but his people were gentle among you, like a mother caring for her little children. Our own selves loved you so much the we were delighted to share with you not only the gospel of God but our lies as well, because you had become so dear to us. Surely you remember brothers, our tail and hardship; we worked night and day in order not to be a burden to anyone while we preached the gospel of God to you. You are witnesses, and so is God, of how holy, righteous and blameless we were among you who believed. For we know that we dealt with each of you as a father deals with his own children, encouraging comforting and begging you to live lies worthy of God, who calls you into his kingdom and glory. In trying to persuade people, we may be tempted to alter our position just enough to make our message more pala table or to use flattery or praise. Paul never changed his message to make it more acceptable, but he did tailor his methods to each audience and did not compromise. Organizations practice human resource management and development for at least one of three reasons: (1) To avoid fines and lawsuits; (2) to maximize and protect the investment they have made in employees; (3) because they are dealing with human beings. All three are legitimate, but only the third reason is a constant. Abused employees may or may not sue or file complaints. It may or may not cost an organization anything to replace them. But they are always human. It is a core Christian belief that humans, created in Gods likeness and redeemed through the death of Jesus Christ, are priceless custody of Almighty God. How then should leader approach managing and developing them when they have been assigning to us? When leaders consider how they think and act toward employees whose lives and careers are under their control whether in the area of benefits and wages, advancement and development opportunities, safety and comfort. Gods Word exhorts them to treat those followers as human beings. Paul defined his relationship to the Thessalonians both as a mother (v. 7) and a father (v. 11). Paul made decisions concerning particular followers in Thessalonica by asking him, If this were my son or daughter, what would I do? Not a bad starting point. Jesus told his follows, in John (15:5). I am the vine; you are the branches. If you remain in me and me in you, you will bear much fruit; apart from me you can do nothing. The severity of the words is like a slap in the face. Without Jesus we can do nothing. Well, we could build a business and a comfortable nest egg. But from Jesus perspective, those things are nothing. Only the things done with and for him are worthwhile and have any chance of lasting. The marvelous part of Gods administration is that he has gifted each of us and equipped us to engage in something that really will echo throughout eternity. By taking the Word of God, which will last forever, and investing it in human beings, who will last forever, we can leave an indelible mark on the halls of history. What higher calling can there be than to become like Jesus and equip others to do the same? This is our glorious privilege: to assist others in developing their Christ like potential. Business description: A.B.C. Daycare Center/Preschool/ before and after school program in Colorado Springs, Inc., a nonprofit organization. The business got started in March of 2015; we are also part of the church, Word of Truth Worship Center. Our current location is at 3613 Betty Dr. Colorado Springs, Colorado 80917. Hours of operation are Monday-Friday from 6:00 to 5:30. Families that are in need of child care, we teach group time, ABCs, writing, art and crafts. Also, we take the kids on field trips. We started out as a small daycare, now we are becoming a much larger daycare center. Milestone Two Policies Human resources (HR) Management philosophy: The fairness of process and procedure Processes used to make decisions, allocate rewards, and resolve disputes are fair and unbiased, Six criteria related to procedural justice 1. Consistency across people and over time 2. Bias suppression -suppression of self-interest and blind allegiance 3. Accuracy of information and opinion used in decision making 4. Correct ability of decisions made in error or with inaccurate information 5. Representativeness of all affected subgroups and individuals 6. Ethicality processes are compatible with prevailing moral and ethical standards (Rousseau, 1995). Organizational structure: by Lucky Friend, Organizational structure is a system used to define a hierarchy within an organization. It identifies each job, its function and where it reports to within the organization. This structure is developed to establish how an organization operates and assists an organization in obtaining its goals to allow for future growth. The structure is illustrated using an organizational chart. Tasked of human resource management: Conducting job analysis Planning labor needs Orienting and training new employees Managing wages and salaries Providing incentives and benefits Appraising performance Communicating Training and developing Building employee commitment (Garris, 2017). Duties of positions in HR department; Recruiter, Benefits and Training. CEO is the governing broad, excusive director, administrative staff, teacher staff, parents, and support staff. A.B.C. Daycare Center Organizational Chart Director Assistant Director Teaching Staff Administrative Staff Support Staff The Categories three types; Transactional, Tactical, or Strategic? 1. Entering applicant resumes for an open position 2. Aligning reward systems with organizational goals 3. Creating new-hire orientation 4. Interviewing candidates for an open position 5. Conducting performance reviews 6. Managing supply and demand for labor 7. Cross-training employees 8. Forecasting employee competency needs 9. Maintaining workplace safety programs 10. Documenting disciplinary actions Paul summarized the core of Christian living in Romans 12:17-21. We love someone the way Christ loves us, we will be willing to forgive our sisters, brother, co-worker and friends. If we have experienced Gods grace. We will want to pass it on to family, friend and others. And remember, grace is undeserved favor. By giving an enemy a help, we not excusing his misdeeds, were recognizing him, forgiving him, and loving him in spite of his sins just as Christ did for his people. Policies and procedures regarding EEO, harassment, and discrimination. What is Harassment? Harassment is a form of employment discrimination that violates Title VII of the Civil Rights Act of 1964, the Age Discrimination in Employment Act of 1967, (ADEA), and the Americans with Disabilities Act of 1990, (ADA). The harasser can be the victims supervisor, a supervisor in another area, an agent of the employer, a co-worker, or a non-employee. The victim does not have to be the person harassed, but can be anyone affected by the offensive conduct. Unlawful harassment may occur without economic injury to, or discharge of, the victim. What is Discrimination? Discrimination is dealing with human resources issues of discrimination requires a combination of proactive and reactive measures. Proactive measures include demonstrating good faith efforts to prevent workplace discrimination and harassment and embracing HR best practices for addressing discrimination. Discrimination is an inevitable and unfortunate consequence, given the level of diversity, varied work styles, generations and personalities in the workforce. However, employers develop ways to deal with HR issues of discrimination through creating basic workplace principles based on mutual respect and adherence to laws that prohibit discrimination. A.B.C. Child Development Center admits children of any race, religion, disability, national, and ethnic origin. To all the rights, privileges, programs and activities made available to students at the school. We do not discriminate in any way within the administered program. A multicultural curriculum is offered. The special needs of a child or children; A.B.C. Child Development Center is here to support you and your family. Services and programs may be provided for handicapped child / children when: The special needs of the particular child can be reasonably accommodated by our facility. Accommodation in such cases (alone, or together with other such cases) is not reasonable if it would impose an undue hardship on the operation of the facility and staff members. At the time of registration parents will be asked if their child/children have any special needs. Based upon the response of the parent, the child/children placement may or may not need to be reviewed by our facility Health Nurse. The three job descriptions that A.B.C. Daycare Center has are Assistance Director: wide variety of responsibilities, including managing staff, interacting with parents, working with children and wants to provide the students best possible experience, skilled at CPR, first aid and other routine emergency treatments, very organized, detail-oriented, trustworthy and responsible. Daily staffing schedules, changing toddlers diaper, checking children attendance daily, evaluate staff member and training. A. B.C. Daycare Center requires a minimum education required to work as an assistant director of a day care center is a high school diploma or equivalent. Candidates with a two-year degree in early childhood development, some accounting or another related subject area will have a competitive edge. We require a minimum of six months to one year of experience working in a day care facility. A.B.C. Daycare Center Job descriptions for Teaching Staff: supervising and disciplining children, organizational duties change toddlers diaper, group time, keep records, responsible for setting up classroom work. The lead teacher develops both long- and short-term lesson plans based on the curriculum and philosophy of the daycare center. While a day care lead teacher doesnt give children grades, she does assess their developmental growth. She maintains a record of that growth and keeps parents up to date communicating with parents is a routine part of the teachers job. The lead teacher is also responsible for setting up her classroom to reflect the lessons she is currently teaching. For example, she might create a bulletin board with labeled colors when teaching the class about colors. Routine record keeping, such as attendance, is the lead teachers responsibility as well. As she keeps records, she must keep in mind the information is confidential. Milestone Three Description A.B.C. Daycare Center Job descriptions for Administer Staff: Record keeping of documents, business information system, finances and information about the children in the daycare, keep records of all the purchases, parent information, and pay roll. The Sources of candidates, methods of recruiting, the candidates that I am looking for are experience in daycare working with kids, they need to be certified in child care or license, the methods used are craigslist, indeed.com, bulleting broad, new paper, and by word of mouth. General outline of the application process including a list of any documents required from the applicant and how the information will be used. For all applicants applying for jobs and business organization it is significant to know how the job application procedure works. This continuous guide to the job application performance includes information on applying for jobs: cover letters and resumes, completing job applications, testing and employment screening, background and reference checks, interviewing and the hiring performance. Selection process of testing and interviewing including what you hope to learn about the candidate through the process. Interviewing candidates for a position within the organization is one of the final steps in the hiring methods. Before you get to this step, the company wants to make sure that you have completed all of the recessing steps since each of these steps will have a direct impact on how effective the interview stage will be. At this stage you hope to learn what their strengths, personality and experience. Additional selection techniques you may choose to include (background check) in the Job of the Daycare, the State requires a background check of anyone hired to work with children, having a felony will disqualify anyone to work with children. According to Leman and Pentak, Each one of us has been hardwired with a distinct personality, Neumann continued by saying, some of us are wired to be extroverts; others, introverts. Some people love repetition. They love knowing that theyre going to do the same thing in their job tomorrow that they did today (p.37). According to Dessler, (2013), Employers use tests to measure a wide range of candidate attributes, including cognitive (mental) abilities, physical abilities, and interests, and achievement (p.106). In conclusion, this paper introduced Policies and procedures regarding EEO, harassment, discrimination, discrimination, three or more job descriptions application process, processing of testing and interviewing and learn about the candidate through the process. Suppose one of you wants to build a tower. Will he not first sit down and estimate the cost to see if he has enough money to complete it? (Luke 14:28). When a builder does not count the cost or estimates it accurately, the building maybe left incomplete. Will we disregard the Christian life after a little while because we did not count the cost of commitment to Jesus? What are those costs? Christians may face loss of social status or abundance. We have to give up control over our family, and even put to death. Following Christ does not mean a trouble-free life. We must carefully count the cost of becoming Christs disciples so that we will know what we are getting into, so we would not be tempted later to turn back. According to Luke 16:11, So if you have not been trustworthy in handling worldly wealth, who will trust you with true riches? Our integrity often meets its match in money matters. God calls us to be honest even in small details we are more valuable than earthy wealth. If we are not trusted with our money here on earth, no matter how much or little we have, we will be unfit to handle the vast riches of Gods kingdom. Do not let your integrity slip in small matters and it will not fall on you in crucial decisions either. Policies and rationale regarding Training and Development: Policy: There are several forms that make up the A.B.C. Daycare Center enrollment packet. This enrollment packet must be completed and in our possession before we can assume the responsibility of caring for your child. This is to ensure that the child will get the very best care possible and satisfies the record keeping requirement of the state licensing guidelines. All forms will be reviewed annually. If there are changes to any of the forms in the enrollment packet, please notify the director to update the parent records. If they have any questions regarding the completion of these forms, please feel free to ask the director. Registration Fees: There is a $75.00 for two children and $50.00 for one child Non- Refundable registration fee per family at time of enrollment. If they terminate childcare services and are gone more than 90 days and wish to return to A.B.C. Daycare Center, they must re-submit the application and the registration fees of $75.00 for two children and $50.00 for one child. Last week security deposit: upon enrolling their child/children all parents are require to pay an amount equal to one weeks childcare as a last week of care security deposit. Milestone Four: Procedures The specific rates will be outlined in the Contract and Rate Agreement. Fees is payable in advance and is due no later than 12 oclock noon on Friday, each week for the following weeks daycare, unless other arrangements has been agreed upon. Payment may be made by check, money order or cash. There will be a late fee of $10 for failure to pay by noon on Friday. The success of our center depends upon the prompt payment of charge/fees in order to take care of day-to-day incurred expense. Parents Vacation, you must continue to pay your tuition on your vacation to hold your daycare spot. Maternity Leave, to hold a spot you must continue to pay while you are on maternity leave. Some Daycare have procedure list are: The number of children in the daycare is governed by the Community Care Licensing Regulations. Children of Young Parents returning to school to continue their education are accepted and if a space is not available the last child into the daycare will be given 2 weeks notice of losing their space. . Children are accepted into the daycare on a first come basis. The childs name is entered on the data according to the date of the initial phone call. When an opening for the daycare occurs, the group Leader will contact the parents or guardians of the first child on the waiting list by telephone. Children will be removed from the waitlist upon the following reasons: à ¯Ã‚ Ã‚ ¶ Parents or guardians request à ¯Ã‚ Ã‚ ¶ Child is over 36 months of age à ¯Ã‚ Ã‚ ¶ Family has moved away or phone number is out of order (the client is then unreachable). Compensation and Benefits Child-care workers who are employed at preschools organization or daycare organization are sometimes likely to receive benefits such as medical insurance, 401k retirement packages, depending on the type of school, collage grand, or two week vacation. Nannies and au pairs tend not to receive such asset, but are often qualified to buy their own assistance, such as insurance plans and retirement packages before taxes, as they can be paid as independent contractors. According to Gary (2013), Employee compensation refers to all forms of pay or rewards going to employees and arising from their employment (p.188). Title VII of the Civil Rights Act makes it unlawful for an employer to discriminate against any individual with respect to hiring, compensation, terms, conditions, or privileges of employment because of race, color, religion, sex, or national origin (p.189). Performance management Define the purpose of the job, duties. Define performance goals with measurable outcomes. Define the priority of each job responsibility and target. Define production standards for key components of the job. Hold interim discussions and provide assessment about employee performance, preferably daily, summarized and discussed, at least, quarterly. Provide positive and constructive reaction. Maintain a record of performance through critical incident reports. Provide the opportunity for broader response. Use a 360-degree performance reaction organization that incorporates reaction from the employees peers, people, and customers who may report to him. Develop and administer a coaching and improvement plan if the employee is not meeting expectations. According to Gray (2013), performance management means different things to different people. Some use performance management as synonymous with performance appraisal. Others say performance appraisal represents just the appraisal step-by-step goal-setting/appraisal/feedback performance management cycle (p.159). Each of the functions of Human Resource Management (HRM) really plays a vital role in the effectiveness of any organization. Work system that can bring many advantages to Organization they mainly include: Policies and rationale regarding Training and Development, Compensation and Benefits, Performance management. Jeremiah (29:11) for I know the plans I have for you, declares the Lord, plans to prosper you and not to harm you, plans to give you hope and a future. God people are encouraged by leaders. Who stirs us to move ahead? Everyone who believes can do the task he has given and who will be with us unto the end. God is that kind of leader. He knows the future and plans for his people are good and full of hope. As long as God, who knows the future, provides our agenda and goes with us as we fulfill his mission here on earth. We can have boundless hope. This does not mean that his people will be spared plan, suffering or hardship, but that God will see his people through to a glorious conclusion. I Chronicles (28:20) David also said to Solomon his son, the one whom God has chosen, is young and inexperienced. The task is great, because this palatial structure is not for man but for the Lord God. David encouraged Solomon his son not to be frightened about the size of his job as king and builder of the temple. Fear can immobilize leader. The size of a task, its risks, or the pressure of the situation can cause leader to freeze and do nothing. Dont focus on the fear; instead, get to work. Getting stared is often the most challenging and frightening part of a job. Hiring employees is just a start to creating a strong work force. Next, you have to keep them. High employee turnover costs business owners in time and productivity. Try these tactics to retain your employees. Offer a competitive benefits package that fits your employees needs. Providing health insurance, life insurance and a retirement-savings plan is essential in retaining employees. But other perks, such as flextime and the option of telecommuting, go a long way to show employees you are willing to accommodate their outside lives. Provide some small perks. Free bagels on Fridays and dry-cleaning pickup and delivery may seem insignificant to you, but if they help employees better manage their lives, theyll appreciate it and may be more likely to stick around. Use contests and incentives to help keep workers motivated and feeling rewarded. Done right, these kinds of programs can keep employees focused and excited about their jobs. How to Improve Employee Retention: Attracting the Right Candidates Over the years, Engage has implemented a number of policies that serve the dual purpose of attracting potential employees and keeping current ones passionate and committed. Here are a handful of examples: Engage gives hiring priority to people who live near the office because they believe that long commutes are detrimental to work-life balance. Instead of a traditional vacation policy, the company lets employees take time off from a leave bank, in which they can accumulate as many as 60 days off to use as they see fit. This policy has helped with employee retention, particularly by making it easier for female employees starting families to take time off and ultimately return to work. During the hiring process, Engage administers the DISC Personality test, which charts the four characteristics, drive, influence, steadiness, and compliance, to build personality profiles for new hires. All employees test results are public knowledge, which Hoffman feels helps people understand one another and get along. By setting quarterly goals with rewards attached, such as iPods for the whole team or a trip to a nice restaurant, Engage can encourage employees beyond the competitive and potentially divisive realm of salary bonuses. The group nature of these rewards is important, says Hoffman, because somebody who is not motivated by getting an iPod knows that other people in his or her group are and doesnt want to let them down. Why Engagement is Important According to Gary, (2013). Employee engagement is important because countless employee behaviors, including turnover and withdrawal, echo the degree to which employees are engaged.(p.239). Discipline in the Workplace Discipline in the workplace is the means by which supervisory personnel correct behavioral deficiencies and ensure adherence to established company rules. The purpose of discipline is correct behavior. It is not designed to punish or embarrass an employee. Often, a positive approach may solve the problem without having to discipline. However, if unacceptable behavior is a persistent problem or if the employee is involved in a misconduct that cannot be tolerated, management may use discipline to correct the behavior. In general, discipline should be restricted to the issuing of letters of warning, letters of suspensions, or actual termination. Employers should refrain from disciplining employees by such methods as altering work schedules, assigning an employee to do unpleasant work, or denying vacation requests. Examples of Misconduct Examples of misconduct which could result in discipline: 1. Excessive tardiness 2. Failure to notify of an absence 3. Insubordination 4. Rude or abusive language in the workplace 5. Failure to follow Departmental Rules or Policies , i.e., not wearing safety equipment, not following correct cash handling procedures 6. Dishonesty 7. Theft Of course, discipline may be required for a number of other misconducts. The question that needs to be asked is if the Employer has just cause to impose a form of discipline. As a Director at Daycare Center wait I work we have safety check list: Child-to-staff ratio of 4 to1 for 2-year-olds, 7 to1 for 3-year-olds and 15 to 1 Children should be supervised at all times. Center thats licensed and regularly inspected for health and cleanliness Safe sleep and play environments Limited or no TV viewing Clean toys in good condition with no sharp edges Written policy on caring for ill children Diapering area separate from childrens play areas Cleaning supplies and other toxic materials in locked cabinet Electrical outlets covered with protective caps Security gates at top and bottom of stairs Easily accessible first-aid kit and posted emergency numbers Window guards on all windows except designated fire exits All outside play areas enclosed; soft surfaces under all equipment Smoke alarms and fire extinguishers An emergency evacuation plan Perishable food refrigerated Conclusion: In conclusion, Human Resource Management is the calculated and reasoned method of managing for an organizations most valued assets. Human resources management makes certain that human talent is used successfully and resourcefully to accomplish organizational goals. As stated throughout this paper human resources can be classified into some categories we studied during this class, for example: HR management philosophy, organizational policies, and Regulatory Compliance. Other categories were Recruitment, Training, Development; Compensation, Benefits; Performance Management, Employee Retention, Engagement, Discipline, and Safety. Reference Brown, Denise, (2017). What Are the Lead Teachers Responsibilities in a Daycare Center? http://work.chron.com/lead-teachers-responsibilities-daycare-center-14609.html Dessler, Gary, (2013). A Framework for Human Resource Management Florida International University Doyle, Alison, (2016).https://www.thebalance.com/job-application-process-2061600 Employee Retention How to Retain Employees, 2016. http://guides.wsj.com/small-business/hiring-and-managing-employees/how-to-retain-employees/ Equal Employment Opportunity Commission [US] https:// www.eeoc.gov Find Law. The Interview Process: Selecting the Right Person, (2017). http://smallbusiness.findlaw.com/employment-law-and-human-resources/the-interview-process-selecting-the-right-person.htm1 Friend, Lucy, (2017). http://smallbusiness.chron.com/meaning-organizational-structure- 3803. Htm1 Josh Spiro, (2010).How to Improve Employee Retention http://www.inc.com/guides/2010/04/employee-retention.html Leadership Qualities, (2017). https://bible.org/seriespage/27-human-resources Leman, Kevin Dr. and Pentak, Bill, (2004). The Way of the Shepherd 7 Ancient Secrets to Managing Productive People Life Application Study Bible, (NIV) (1988). Tyndale House Publishers, Inc. Carol Stream, Illinois and Zondervan Grand Rapids, Michigan. Rousseau, D. M. (1995). Psychological contracts in organizations: Understanding written and Unwritten agreements. Thousand Oaks, CA: Sage publications. Little Angles Daycare and Preschool, (2017). www.ladc.us/policies.asp Heathfield M. Susan, (2016). Performance Management Process Checklist, Step-by-step to a The University of British Columbia, (2015). Performance Management System, https://www.thebalance.com/performance-management-process-checklist-1918852 Samuel Hamilton, (2017). Child Care Worker Responsibilities, Hours, Salary, Benefits, Etc., http://work.chron.com/child-care-worker-responsibilities-hours-salary-benefits-etc-25603.html Ruth Mayhew, How to Deal with HR Issues of Discrimination, (1985) http://yourbusiness.azcentral.com/deal-hr-issues-discrimination-1394.html

The Existence of a Monopoly and Public Interest Essay -- Monopolies Ec

The Existence of a Monopoly and Public Interest A monopoly is defined as the sole supplier of a good or service with no close substitutes in a given price range. A pure monopoly will therefore have a 100% market share i.e. the firm is the industry. They exist and can only remain as monopolies if there are high barriers to entry to the industry. In the case of a natural monopoly, economies of scale are so large that any new entrant would find it impossible to match the costs and prices of the established firm in the industry. Other barriers to entry include legal barriers such as patents, natural cost advantages such as ownership of all key sites in the industry, marketing barriers such as advertising, and restrictive practises designed to force any competition to leave the market. In this market structure it is also assumed profits are maximised and there is consumer rationality. Traditionally monopoly is thought to be a potentially harmful market structure with unwelcome consequences for the consumer and the economy. Competition has always therefore been seen to be desirable. It could be said therefore to be against the public interest. However there are arguments not only against monopolies but also for their existence. One of the main arguments against monopolies is that they raise prices, restrict output and therefore exploit consumers. This is because the neo-classical theory of the firm assumes that a monopolist will maximise profits which means it will produce where MC=MR. The equilibrium profit maximising level of output will therefore be where MC-MR. This is shown below: The diagram above shows the firm will produce the quantity Qe and will charge the price Pe. As the monopolist above is... ...s to large firms in the economy. Should it split them up or promote such firms. Competition policy therefore reflects the attitude towards monopoly. At the moment the UK has a pragmatic approach where monopoly can be good or bad. I t uses the monopolies and mergers commission to use a case-by-case approach. Competition policy is a government policy to influence the degree of competition in individual markets within the economy. Governments can also attempt to correct market failure caused by monopolies by taxing supernormal profit away, set maximum price levels, subsidise production, nationalise the industry, break it up or reduce entry barriers. In the past economists have generally come out against monopolies and in favour of competitive markets. However, this is clearly not conclusive as monopolies have many potential advantages and disadvantages. The Existence of a Monopoly and Public Interest Essay -- Monopolies Ec The Existence of a Monopoly and Public Interest A monopoly is defined as the sole supplier of a good or service with no close substitutes in a given price range. A pure monopoly will therefore have a 100% market share i.e. the firm is the industry. They exist and can only remain as monopolies if there are high barriers to entry to the industry. In the case of a natural monopoly, economies of scale are so large that any new entrant would find it impossible to match the costs and prices of the established firm in the industry. Other barriers to entry include legal barriers such as patents, natural cost advantages such as ownership of all key sites in the industry, marketing barriers such as advertising, and restrictive practises designed to force any competition to leave the market. In this market structure it is also assumed profits are maximised and there is consumer rationality. Traditionally monopoly is thought to be a potentially harmful market structure with unwelcome consequences for the consumer and the economy. Competition has always therefore been seen to be desirable. It could be said therefore to be against the public interest. However there are arguments not only against monopolies but also for their existence. One of the main arguments against monopolies is that they raise prices, restrict output and therefore exploit consumers. This is because the neo-classical theory of the firm assumes that a monopolist will maximise profits which means it will produce where MC=MR. The equilibrium profit maximising level of output will therefore be where MC-MR. This is shown below: The diagram above shows the firm will produce the quantity Qe and will charge the price Pe. As the monopolist above is... ...s to large firms in the economy. Should it split them up or promote such firms. Competition policy therefore reflects the attitude towards monopoly. At the moment the UK has a pragmatic approach where monopoly can be good or bad. I t uses the monopolies and mergers commission to use a case-by-case approach. Competition policy is a government policy to influence the degree of competition in individual markets within the economy. Governments can also attempt to correct market failure caused by monopolies by taxing supernormal profit away, set maximum price levels, subsidise production, nationalise the industry, break it up or reduce entry barriers. In the past economists have generally come out against monopolies and in favour of competitive markets. However, this is clearly not conclusive as monopolies have many potential advantages and disadvantages.

Groupthink and Asian Cultures

Prabhjot Kaur Communication Theory Final Paper ASSUMPTIONS: A high level of cohesiveness is usually present when groupthink occurs, and there is a great reluctance on the part of group members to stray from the group’s position. They do not want to leave, be forced out, or be ignored by other members. This â€Å"oneness† associated with cohesiveness is typically a desirable condition except when the group relies too much on solidarity that the desirable ends are not focused on. They are likely to operate in the group in a manner that seeks the approval and even affection of the other group members. This is not the same as wanting to please the group leader with little or no concern for the opinion of the other group members. Cohesiveness is just one of three conditions necessary for groupthink to exist. The second assumption relates to the process of problem solving in small groups marking it a usually unified process. When a group is given the task of making a decision they usually go in with the thought of reaching a unanimous decision and strive to get along. They are also susceptible to adapt to the cohesiveness of the group due to affiliative constraints. An affiliative constraint refers to members withholding their own opinions in fear of being rejected by the group. (West & Turner, 243) This is vital to the outcome of groupthink because if the members with opposing views did not fear rejection and argued their views the decision making process would be further delayed and would affect the cohesiveness of the group. The third assumption is that groups and decision making are frequently complex. There must be other alternatives available than just the one option the group is picking and the members of the group must be aware of these options. If there are no other options then groupthink does not apply because there is no valid input being withheld by the members. Group members must know the who the other members are and be able to understand the position of the other members. Many factors such as â€Å"age, size of groups, intelligence of group members, gender composition, competitive nature of group members, and leadership styles that emerge in the group† (West & Turner, 244), will affect on how group members behave and choose to challenge the group’s decision. Group members who are similar in one or many of these areas to one another are more conducive to groupthink. Homogeneity can foster groupthink among members and discourage them to challenge the group. (West & Turner, 244) CONDITIONS THAT PROMOTE: The first condition that promotes groupthink is presence of the cohesiveness we discussed earlier causes pressure for members to conform. The other two conditions are; group structural factors and group stress. The structure of the group does affect the way the group will function when faced with a complex problem to solve. It is important for the group to have strong group insulation or â€Å"the ability to remain unaffected by outside influences† (West & Turner, 246). Impartial leadership also can cause people to not have access to the full information available to help them make their decision. Leaders who have their own personal agenda prioritize that first before the well fare of the group. Final structural flaw that could lead to groupthink is the lack of decision-making procedures. If the procedures are not clearly established then the members have no structure to follow and reach a valid decision and can easily get lost in the influence of others to conform. Also, if there is no diversity in the backgrounds and experience present in the group then it may be very difficult for the group to be able to see all sides of the issue before making their final decision. PREVENT: West and Turner outline four major ways when discussing how to prevent groupthink. The first recommendation is to require oversight and control committee to enforce the procedures set for decision making and make them aware of their responsibility to challenge collectivism. The second recommendation is to embrace whistle blowing, so the members will report unethical or illegal practices. The third recommendation is to allow for objection because conscientious objectors who refuse to participate in the decision-making process due to violation of personal conscious need a safe environment for members to challenge the collective view without fearing rejection or other forms of negative reactions. The last recommendation is to balance consensus and majority rule. It is too much pressure to get a consensus instead it is better to work towards a majority decision. EXTENTION: Geert Hofstede is a Dutch social psychologist that did a study on of cultures across modern nations. Geert Hofstede (2001) defines Power Distance to â€Å"the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally†. The U. S. s considered a low power distance country, meaning within institutions and organizations here people relate to one another more as equals regardless of formal positions. However in high power distance countries the less powerful accept power relations that are higher in status. Hofstedes’ data from his study of over 40 countries shows that India has the highest power distance score for culture. This score implies a high level of inequality of power and wealth within society. This c ondition is a cultural norm for the India rather than a negative effect of groupthink. This presence of a high power distance helps facilitate groupthink. Sinha (2008) explains, â€Å"The seniors in a group set the pace and make decisions, which the rest of the group members are likely to accept without further questioning. † This custom is carried over to personal life as well where the elderly of the family will make decisions that the rest will follow. Geert Hofstede (2001), a Dutch social psychologist, defines power distance as â€Å"the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally.   A low power distance country such as the United States is where individuals relate to one another more as equals regardless of formal positions; however, in high power distance countries like India, the less powerful accept power relations that are of higher status. Hofstedes’s cultural data research of 40 countries shows that India has the highest power distance sco re, which implies a high level of inequality of power and wealth within society. Sinha (2008) explains, â€Å"The seniors in a group set the pace and make decisions, which the rest of the group members are likely to accept without further questioning. †Ã‚  Ã‚  Rather than groupthink having a negative effect on group decision making, this is a cultural norm in India. This custom is carried over to personal life as well where the elderly of the family will make decisions for everyone. This presence of a high power distance facilitates groupthink in various aspects of Indian society.

Free Essays on Ciceros On Duties

Summary of Cicero’s, On Duties This excerpt from the book, On the Good Life, is a letter from Cicero to his son. I couldn’t even imagine getting something like this from my father. It is full of great advice on how to live your life in such a way that you are regarded as a highly favorable person with impeccable morals. I agree with most of what Cicero has to say in his excerpt, On Duties. In this review I will summarize Cicero’s’ main arguments and his ideas for a better person and nation. I believe that Cicero wrote this book for intelligent individuals who wanted to attain power in life through morally positive avenues; it was written almost as an academic piece. It was also written as a gage with which a person who was reading it could weigh himself. Cicero begins the volume by relating to us why he has chosen Philosophy as his current field of study, his only field of study. He had once been a political leader but since the government â€Å"lay under domination of a single individual† (120) he was angry and sorrowful that he had lost some of his good friends to the uprising. That he was no longer able to practice politics deeply saddened Cicero. So to forget his sorrows he took up philosophy. Cicero believed that the best method for learning was philosophy because it literally meant love of wisdom. Even though Cicero thought himself a philosopher he was quick to disagree with those philosophers who he saw as tricky and misleading to the public. Cicero believed that the only way to â€Å"attain the objects of their desires† was â€Å"by moral goodness, both in thought and in action† (125). This leads us to Cicero’s classification of expediency and how it affects us as humans. Cicero classified the â€Å"things that go towards the maintenance of human life† (125) as either animate or inanimate. The inanimate objects consist of gold and silver and things from the earth. He then further classifies the animate into rationa... Free Essays on Ciceros On Duties Free Essays on Ciceros On Duties Summary of Cicero’s, On Duties This excerpt from the book, On the Good Life, is a letter from Cicero to his son. I couldn’t even imagine getting something like this from my father. It is full of great advice on how to live your life in such a way that you are regarded as a highly favorable person with impeccable morals. I agree with most of what Cicero has to say in his excerpt, On Duties. In this review I will summarize Cicero’s’ main arguments and his ideas for a better person and nation. I believe that Cicero wrote this book for intelligent individuals who wanted to attain power in life through morally positive avenues; it was written almost as an academic piece. It was also written as a gage with which a person who was reading it could weigh himself. Cicero begins the volume by relating to us why he has chosen Philosophy as his current field of study, his only field of study. He had once been a political leader but since the government â€Å"lay under domination of a single individual† (120) he was angry and sorrowful that he had lost some of his good friends to the uprising. That he was no longer able to practice politics deeply saddened Cicero. So to forget his sorrows he took up philosophy. Cicero believed that the best method for learning was philosophy because it literally meant love of wisdom. Even though Cicero thought himself a philosopher he was quick to disagree with those philosophers who he saw as tricky and misleading to the public. Cicero believed that the only way to â€Å"attain the objects of their desires† was â€Å"by moral goodness, both in thought and in action† (125). This leads us to Cicero’s classification of expediency and how it affects us as humans. Cicero classified the â€Å"things that go towards the maintenance of human life† (125) as either animate or inanimate. The inanimate objects consist of gold and silver and things from the earth. He then further classifies the animate into rationa...