The Miranda Rule and Public Safety Exceptions Essay Example For Students

The Miranda Rule and Public Safety Exceptions Essay On July 20, 2012, a mass shooting transpired inside of the Century 16 Theater in Aurora, Colorado, at approximately 12:30 a. m. during the midnight movie premier of The Dark Knight Rises. The defendant, James Eagan Holmes, initially entered auditorium 9 with a pre-purchased ticket as part of the crowd. Once the movie started, Holmes departed through an un-locked emergency exit door to the back of the movie theater complex; Holmes slightly propped open the emergency exit door as he exited. Holmes then donned full SWAT gear and re-entered auditorium 9. Holmes tossed two-gas canisters into the packed movie theater before he began shooting into the crowd at approximately 12:38 a. m. ; killing 12 people and injuring 70 others. The first Aurora Police Officer, Officer Sweeney, arrived within a minute and a half of the initial call received by 911 at 12:39 a. m. A total of 25-police officers initially responded to the Century 16 Aurora Theater; eventually more than 200-police officers from the Denver metro-area responded. We will write a custom essay on The Miranda Rule and Public Safety Exceptions specifically for you for only $16.38 $13.9/page Order now Holmes was detained at 12:45 a. m. in the back parking lot of the theater, calmly standing by the driver’s side door of his white Hyundai taking off his gloves (Cross, Pruitt, 2013). Magnitude of the Incident On July 30, 2013 prosecutors filed formal charges against Holmes. The charges included 24-counts of first degree murder, and 140-counts of attempted murder. In common practice, two- charges were filed for each deceased victim in order to increase the opportunity for the prosecutors to obtain a conviction (Bryson, 2013). Specifically, Holmes is charged with 12-counts of murder in first degree, after deliberation, under C. R. S.  § 18-3-102(1)(a); 12-counts of murder in the first degree, with extreme indifference, under C. R. S.  § 18-3-102(1)(d); 70-counts of criminal attempt to commit murder in the first degree, after deliberation,, under C. R. S.  §Ã‚ § 18-2-10 and 18-3-102(1)(a); 70- counts of criminal attempt to commit murder in the first degree, with extreme indifference, under C. R. S.  § 18-2-101 and 18-3-102(1)(d); one count of possession of an explosive or incendiary device under C. R. S.  § 18-12-109(2); as well as one sentence enhancer charge for a crime of violence under C. R. S.  § 18-1. 3-406(2)(a)(I)(a) (Holmes v. Colorado, 2013). Holmes attorneys have acknowledged that he was the sole gunman. However, Holmes’ attorneys claim that Holmes was in the midst of a psychotic episode. Holmes entered a plea of not guilty by reason of insanity on June 4, 2013 (Katz, 2013). Pa rticipants The main parties include: The defendant James Eagan Holmes; The Aurora Police Department (APD); The Arapahoe County District Attorney’s Office (Karen Pearson, Rich Orman, Dan Zook, Jacob Edson, and 18th Judicial District Attorney George Brauchler; The Colorado State Public Defender’s Office (Daniel King, Tamara Brady, Kristen Nelson, and Colorado State Public Defender Douglas Wilson); The 18th Judicial District Court Chief Judge Carlos A. Samour, Jr. (Holmes v. Colorado, 2013). Miranda and the Public Safety Exception On October 15, 2013 an evidentiary hearing was held in order to hear arguments regarding the potential suppressing, or allowing, of Holmes’ alleged statements to APD officers during his arrest in the early morning hours of July 20, 2012 outside the Century 16 Theater in Aurora, Colorado. Holmes attorneys contended that the statements Holmes made to APD officers should be suppressed insofar as the statements were acquired in violation of Miranda v. Arizona, 384 U. S. 436, 86 S. Ct. 1602, 16 L. Ed. d 694 (1996). The Prosecution argued that Holmes statements were admissible under the public safety exception to the Miranda rule established in New York v. Quarles, 467 U. S. 649, 104 S. Ct. 2626, 81 L. Ed. 2d 550 (1984). The following witnesses testified: Officer Jason Sweeney, Officer Aaron Blue, Officer Justin Grizzle, Officer Jason Oviatt, and Sergeant Stephen Redfearn (Holmes v. Colorado, 2013). October 15, 2013 Aurora Police Department Decision Making Testimony Regarding Holmes Arrest .u2f2cb0ef8f67c7608a738925dfb6a221 , .u2f2cb0ef8f67c7608a738925dfb6a221 .postImageUrl , .u2f2cb0ef8f67c7608a738925dfb6a221 .centered-text-area { min-height: 80px; position: relative; } .u2f2cb0ef8f67c7608a738925dfb6a221 , .u2f2cb0ef8f67c7608a738925dfb6a221:hover , .u2f2cb0ef8f67c7608a738925dfb6a221:visited , .u2f2cb0ef8f67c7608a738925dfb6a221:active { border:0!important; } .u2f2cb0ef8f67c7608a738925dfb6a221 .clearfix:after { content: ""; display: table; clear: both; } .u2f2cb0ef8f67c7608a738925dfb6a221 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2f2cb0ef8f67c7608a738925dfb6a221:active , .u2f2cb0ef8f67c7608a738925dfb6a221:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2f2cb0ef8f67c7608a738925dfb6a221 .centered-text-area { width: 100%; position: relative ; } .u2f2cb0ef8f67c7608a738925dfb6a221 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2f2cb0ef8f67c7608a738925dfb6a221 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2f2cb0ef8f67c7608a738925dfb6a221 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2f2cb0ef8f67c7608a738925dfb6a221:hover .ctaButton { background-color: #34495E!important; } .u2f2cb0ef8f67c7608a738925dfb6a221 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2f2cb0ef8f67c7608a738925dfb6a221 .u2f2cb0ef8f67c7608a738925dfb6a221-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2f2cb0ef8f67c7608a738925dfb6a221:after { content: ""; display: block; clear: both; } READ: Amanda in The Glass Menagerie EssayOfficer Sweeney was the first APD officer to arrive on scene a minute and a half after receiving the call for service at the Century 16 Theater; he drove to the rear of the theater and parked on the southeast corner. According to Officer Sweeney, he immediately began to make his way to the northeast side of the building, were he meet Officer Oviatt. Officers Sweeney and Oviatt observed numerous individuals with obvious gunshot wounds, and several fresh blood trails; they followed the trail of blood in order to attempt to halt the shooting and gain entry to the theater (D-124: Order Regarding Motion, 2013). Simultaneously, Officer Blue responded to the front of the Century 16 Theater. As Officer Blue entered the lobby he observed dozens of people fleeing. As Officer Blue approached auditorium 9, he smelled tear gas; he radioed all officers to advise them of apparent tear gas in auditorium 9 (D-124: Order Regarding Motion, 2013). At the same time, Officers Sweeny and Oviatt persisted in their advance on the south back side of the theater; they witnessed what they believed was a fellow police officer standing beside the open driver’s side door of a white car parked in the rear of the theater near an emergency exit door. According to Officers Sweeny and Oviatt no others vehicles were parked in the immediate area. The individual was dressed in full SWAT gear, including a ballistic helmet and a gas mask. Officer Sweeney observed that the individual’s gas mask was not consistent with APD issued gas masks. Furthermore, Officers Sweeny and Oviatt observed that the individual was simply standing around calmly in contrast to all the other police officers at the scene who were attempting to gain entry to the building, or attending to the injured. Instantaneously yet autonomously, Officers Sweeny and Oviatt determined the individual was a suspect (D-124: Order Regarding Motion, 2013). At gunpoint, Officers Sweeney and Oviatt approached the suspect, and ordered the individual to put his hands up; the suspect complied. As Officer Sweeney circled the suspect’s vehicle looking for additional suspects he observed a rifle case in the back seat of the car, he immediately alerted Officer Oviatt to the presence of a rifle case in the suspect’s vehicle. As such, Officers Sweeney and Oviatt ordered the suspect to face down on the ground. Officer Oviatt performed a superficial search of the suspect, placed him under arrest, and put him in handcuffs. Nevertheless, both officers were concerned about the on-going potential for additional gunman. The Officers’ had received training teaching them if there is one gunman, there may be two look for two. Moreover, the vast amount of gunshot wound victims still exiting the theater less than ten feet away from the officers gave them concern regarding the potential for additional gunmen (D-124: Order Regarding Motion, 2013). In order to obtain more information, Officer Oviatt removed the suspect’s gas mask and helmet, and asked, â€Å"If anybody else was with him. † The suspect responded, â€Å"No, it is just me. † Officer Oviatt testified that he utilized a conversational, yet admittedly excited, tone to question to suspect, and reported that neither officer had their firearm drawn at the time of his questioning of the suspect. At that time Officer Blue arrived, and the officers subsequently performed another pat-down search in order to locate any items that may pose a threat; multiple knives, a handgun magazine, as well as a wallet were recovered. Officers Blue and Oviatt placed the suspect in a patrol car, and stayed by the suspect’s side while other officers attended to victims still exiting the theater. Officer Blue opened the suspect’s wallet and observed that the description on the suspect’s driver’s license matched the suspect’s general physical appearance (D-124: Order Regarding Motion, 2013). At this junction, Officer Grizzle and Sergeant Redfearn arrived at the back of the theater. .u24b1bf27bd53695a33fef66a7c028b4e , .u24b1bf27bd53695a33fef66a7c028b4e .postImageUrl , .u24b1bf27bd53695a33fef66a7c028b4e .centered-text-area { min-height: 80px; position: relative; } .u24b1bf27bd53695a33fef66a7c028b4e , .u24b1bf27bd53695a33fef66a7c028b4e:hover , .u24b1bf27bd53695a33fef66a7c028b4e:visited , .u24b1bf27bd53695a33fef66a7c028b4e:active { border:0!important; } .u24b1bf27bd53695a33fef66a7c028b4e .clearfix:after { content: ""; display: table; clear: both; } .u24b1bf27bd53695a33fef66a7c028b4e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u24b1bf27bd53695a33fef66a7c028b4e:active , .u24b1bf27bd53695a33fef66a7c028b4e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u24b1bf27bd53695a33fef66a7c028b4e .centered-text-area { width: 100%; position: relative ; } .u24b1bf27bd53695a33fef66a7c028b4e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u24b1bf27bd53695a33fef66a7c028b4e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u24b1bf27bd53695a33fef66a7c028b4e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u24b1bf27bd53695a33fef66a7c028b4e:hover .ctaButton { background-color: #34495E!important; } .u24b1bf27bd53695a33fef66a7c028b4e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u24b1bf27bd53695a33fef66a7c028b4e .u24b1bf27bd53695a33fef66a7c028b4e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u24b1bf27bd53695a33fef66a7c028b4e:after { content: ""; display: block; clear: both; } READ: The Wild West in the 1800s EssayUpon conferral, all five officers agreed they were extremely concerned for the public’s safety insofar as the pat-down search of their sole suspect had failed to yield any weapons, and there was still numerous apparent gunshot wound victims exiting the theater. Additionally, Officer Blue and was concerned with the fact that the suspect was fidgeting around in the patrol car, and therefore possibly attempting to, â€Å"Get at something. † As such, Officer Blue asked the suspect, â€Å"If he had any weapons on him. The suspect responded, â€Å"He had four guns,† and added that he, â€Å"Did not have any bombs , but he h ad improvised explosive devices at his house† that would not â€Å"Go off unless set them off. † Officer Blue testified that he utilized a conversational, yet admittedly excited, tone to question to suspect, and reported that none of the officer had their firearm drawn when he questioned the suspect. Officer Blue then asked if the suspects address on his driver’s license was correct. The suspect responded, â€Å"Yes† (D-124: Order Regarding Motion, 2013). Key Issue Whether the Officers were Justified in Not Affording the Defendant the Procedural Safeguards Required by the Miranda rule. Holmes attorneys contended that the statements the defendant made to APD officers at the time of his arrest at the Century 16 Aurora Theater should be suppressed, insofar as the statements were acquired in violation of Miranda v. Arizona, 384 U. S. 436, 86 S. Ct. 1602, 16 L. Ed. 2d 694 (1996). Conversely, the prosecution argued that Holmes’ initial statements to APD officers, before his Miranda rights were afforded to him, were admissible under the public safety exception to the Miranda rule established in New York v. Quarles, 467 U. S. 649, 104 S. Ct. 2626, 81 L. Ed. 2d 550 (1984) ) (Holmes v. Colorado, 2013). Court Order Regarding Motion to Suppress Mr. Holmes’ July 20, 2013 Alleged Statements to Officers Sweeney, Oviatt, and Blue (D-124) On November 1, 2013, Judge Carlos A. Samour, Jr. uled that Officer Sweeney’s and Blue’s questions put forward to the defendant were warranted by their reasonable necessity to protect the public, themselves, as well as their fellow police officers, from immediate and grave danger. Specially, Judge Carlos A. Samour, Jr. stated, â€Å"Had the Miranda warnings deterred the defendant from answering the officer’s questions, the cost have been something more than merely the failure to obtain evidence useful in convicting † ) (Holmes v. Colorado, 2013).

snapes puzzle essays

snape's puzzle essays Danger lies before you, while safety lies behind Two of us will help you, whichever you would find, One among us seven will let you move ahead, Another will transport the drinker back instead, Two among our number hold only nettle wine, Three of us are killers, waiting hidden in line. Choose unless you wish to stay here for evermore, To help you in your choice, we give you these clues four: First, however slyly the poison tries to hide You will always find some on nettle wines left side; Second, different are those who stand at either end, But if you would move onwards, neither is your friend; Third, as you see clearly, all are different size, Neither dwarf nor giant holds death in their insides; Fourth, the second left and the second on the right Are twins once you taste them, though different at first sight. JK Rowling, Harry Potter and the Philosophers Stone, from chapter 16, Through the Trapdoor. The first thing to realise is that the puzzle is different for us than for Hermione. Hermione can see which bottle is smallest and which bottle is largest, and we cant. On the other hand, we know that the back bottle is at the right hand end of the line, and that the forward bottle is the smallest one, which, at the beginning, Hermione didnt. We also know that Hermione was able to solve the puzzle, at least for the two important bottles, which means that the total information available to her is consistent with only one solution for those bottles. For Hermione, the puzzle is to find out which bottles contain what. For us, it is to try to find out what the complete arrangement of potions was, and where the smallest and largest bottles were. Its also possible that, if we cant completely solve those, we can still find out where the forward potion was and what was in the largest bottle. We also need to make a couple of reasonable assumptions about wha...

Contemporary Issues in Human Resource Management Essay

Contemporary Issues in Human Resource Management - Essay Example 91-92). There are several other functions that the human resource department of the company has to monitor along with recruitment and selection of the employees. These functions includes job analysis, training the employees, monitoring performance of the employee for appraisal, ascertaining the remuneration for the particular job position or employee, allotting incentives for good performance, taking care of the employee benefit policies of the company, acting as a communication channel between the employees and the top level management, developing employee welfare, safety and health care plans, taking care of promotions, transfers, maintaining industrial relationships, handling the issues of the Trade Union, solving disputes within the employees or departments, assessing the ethical issues in the department or organization, etc (Aswathappa, 2007, p. 5-6). The study aims at mainly focusing on the contemporary issues involved in human resource management, such as job stress, discrimin ations, diversity, safety issues, emotional labour, and employee burnout. In this study the issues of skill shortage, diversity management and emotional labour has been considered with the help of journal articles, and newspaper editorials to capture the latest discussions on these issues. Skill Shortage Newspaper Article by - Coventry Evening Telegraph (England); July 5, 2011 Tuesday Nuneaton Edition: In the article, â€Å"Skills shortage for city's small firms; business briefing†, it has been highlighted that nowadays companies are struggling to find really skilled employees to meet the requirements of the organization. These major concerns compelled Lloyds TSB Commercial to conduct a survey, which revealed that there was a skill short of about 43 percent in the small business industry. The owners of these firms believed that there was major scarcity of skilled workforce in most of the region. Gary Saxon, a representative of Lloyds TSB Commercial accepted the fact that ther e is short supply of skills; so on job training or hands on experience would surely solve the problem of shortage (Perry, 2011, p. 42). Journal Article by- Sussman, Dan: The journal article â€Å"Skills Shortage†, focuses on the shortage of skilled employees in the manufacturing industry. According to CIA World Factbook, 29 percent of the global production was derived from US, but this statistics has fallen to 21 percent. Though there are many reasons for such situation, such as enormous layoff in the automobile sector, advent of automation in manufacturing segment, etc. The National Association for Manufacturers (NAM) has revealed that 80 percent manufacturer agreed to the shortage of skilled personnel in their organization. Another important reason is that nowadays education and training is very important even in manufacturing industry. Gone are the days when people with less education could also gain good jobs in manufacturing industry. One needs to have the ability to sol ve problems, communicate, understand statistics and utilize brain (Dan, 2006, p. 2-3). Newspaper Article by- Coventry Evening Telegraph (England); February 20, 2012 Monday Nuneaton Edition: In this news article, â€Å"Credit Easing Can Boost Employment†, UK’s labour market is considered and has been analyzed that, the situation has become very

Powell scholarship Essay Example | Topics and Well Written Essays - 1250 words

Powell scholarship - Essay Example After this I work with them on their math problems and give them some pointers. 2) I am also a math manager and member at the Worcester Academy. This role is slightly different from that of a tutor because I compete with some of my fellow peers in nationwide math competitions. Over the years I have attended math competitions such as MML, WOCOMAL, and even the prestigious HMNT, which is a Harvard run math competition. Before my team and I go to competitions, we put in many hours of hard study and practice with questions that are likely to come up in competition. For the latest national competition that we entered, our team came in third place. 3) Another role that I have is with the badminton club, where I have the dual role of co-founder and captain. Although there was already some badminton clubs in the same area, many of them were segregated in terms of race or ethnicity. Before I began the club, I saw that badminton players of different cultures rarely mixed together except when c ompeting against each other, so I wanted to do something about that. My club has a wide mix of international students and Americans who learn to have fun while playing badminton and also develop great friendships off the court. 4) I am also a member of a Destination Imagination team, where students have to use their creative talents to create successful ventures. There are many new challenges each semester, and the students have to learn how to work together to achieve a shared goal. Last year there was a competition where our team had the challenge of creating a movie trailer with limited production costs ($200). Our creative abilities helped stretch this budget through the use of recycled products as props. Although we only had limited resources and funds, as a team we were able to come up with a successful end product. 5) Another great activity of mine is playing on the soccer team at Concord Christian Academy. Although I had only played the sport a little before I joined the tea m, my primary reason for doing so was to become friends with American students and practice my English speaking and listening abilities. Before I was on the team, I did not really get the chance to mix with Americans. As an added bonus, my skill level improved relatively quickly and I became a starter. This helped me to improve my English even further because the rest of the team accepted me as a real player on the team. I put down my knowledge of the English language to being able to get along with native speakers in a fun setting. 6) One of my greatest leadership roles is acting as a proctor. This role entails great responsibility and it has helped me to develop great leadership skills. Part of my responsibilities is to supervise students during studies and make sure that they stay focused on their work. This role has also helped to develop my self-confidence because I have gained respect from many of the students. Further responsibilities include organizing the dorm room that I s leep in, and decorating the wall to make the dorm welcoming for any new student. Organizing dorm championships has helped to build camaraderie among the dorm members and helped them to develop lasting friendships beyond the dorm. 7) I also have volunteering experience working as a dental assistant. The head dentist is my mother’s friend. This role is not a paid position, although the experience that I have gained has been

Socrates of Platonic Dialogue Essay Example | Topics and Well Written Essays - 1500 words

Socrates of Platonic Dialogue - Essay Example Their parents, however, were often displeased with his influence on their offspring, and his earlier association with opponents of the democratic regime had already made him a controversial political figure. He made profession of no knowledge except of his own ignorance, and the famous "Socratic irony" was shown in his attitude of apparent willingness to learn from anyone who professed to know. The inevitable result of such conversations, however, was the reduction of the would-be instructor to a state either of irritation at the unmasking of his pretensions, or of humility and eagerness to be instructed by his questioner. It was natural that such a habit should create enemies, and Socrates was finally accused of introducing new gods and of corrupting the youth. His defense was conducted with his customary firm adherence to his convictions, and with entire fearlessness of consequences. He could, in all probability, have easily escaped the death sentence had he been willing to take a conciliatory tone, but he chose to drink the hemlock died (B.C. 399) a martyr to his unswerving devotion to truth. Socrates wrote nothing from which we may ascertain anything about himself and his philosophy. We have to depend on the information derived form the works of two of his distinguished scholars Plato and Xenophon and one his satirist Aristophanes. But unfortunately, these three sources also have quite contradictory views about Socrates which make the student of philosophy more skeptical about his philosophy. These three sources are (1) The Dialogues by Plato, the philosopher Plato, a younger contemporary and brilliant disciple of Socrates who presents Socrates as the main character in the majority of his dialogues. Plato characterizes Socrates as a prophet, a Christ-like figure whose unique way of inquiring originality of things inspires and compels us to investigate their reality and find the ultimate truth (2) The soldier and well-heeled country gentleman Xenophon (c. 430-c. 355), a petty bourgeois who presents Socrates as one of his own: a pompous, self-satisfied, rather dull Athenia n aristocrat with intellectual tastes and (3) The Clouds by Aristophanes, in which Socrates is presented as guilty of impiety and against the gods. As the Socrates presented by Plato in his Dialogues differ remarkably from that of the Socrates of the Clouds presetsnted by Aristophanes, and also as there are some doubts lingering over the originality and authenticity of both of them, we have to review them separartely in detail to find the original Socrates. 2. Socrates of the Clouds: Aristophanes (448-385 BC), Athenian playwright, was first and foremost a satirist. During his lifetime Athens was facing a period of convulsive cultural and social change which provided Aristophanes ready target in the politicians, poets, and philosophers of his day. His works show no sympathy for the aristocratic party in Athenian politics. He wrote more than 40 plays. The Clouds (423 BC) satirizes Socrates and presents him engaged in meditating about heaven above and

The HC Bridge Frame Work

The HC Bridge Frame Work â€Å"The traditional HR paradigm defines HR contribution as supporting organisation goals through aligned HR services, policies, practices, and programs†, (Bodreau, et al., 2005). Typically, this HR paradigm is combined with the traditional definition of organisations success. The result is an emphasis on reducing risks of costly legal actions in HR process such as reducing cost per hire, time taken for training, HR staff per employee and the client satisfaction with HR practices. The best example is measuring return on investment of HR programmes, such as showing that improved sales knowledge which are offset by training costs, leads to increase in sales. â€Å"The traditional HR paradigm of service delivery is also typically how HR connects to sustainability†, (Bodreau, et al., 2005). For example, the ILO declaration urges the elimination of child labor, employment discrimination and promotion of free association and collective bargaining. â€Å"The UN Global Compac t adds that companies should protect internationally proclaimed human rights abuses†, (Bodreau, et al., 2005). HR programs such as performance management, selection and training can reflect upon respect for collective association rights and reward not only economic performance, but also community involvement. HR can measure sustainability-related knowledge, behaviors and motivations, and employee health and safety. Such measures are often reported in corporate sustainability or social responsibility while reporting to the investors. â€Å"While this is important, but the HR paradigm is still traditional-applying sustainability to the policies, practices and activities within the HR function†, (Bodreau, et al., 2005). â€Å"HR has struggled to define what it means to be ‘strategic. The answer can be discovered not only in benchmarking HR organisations, but also in benchmarking the evolution of more mature strategic functions such as finance and marketing†, (Bodreau, et al., 1997, 2003). The decisions on marketing focuses on decisions about customers and the finance decisions focuses on money and cash flows, so a decision on talent should enhance decisions about talent, both within and outside the HR function. The finance decisions are not always generally made by the finance department, the decisions are made by managers across the organisations. These finance decisions is different from accounting but accounting still remains as a critical professional practice. â€Å"Todays HR is similar to accounting. It is and will remain a critical and important professional practice†, (Bodreau, et al., 2005). Yet, we still lack a well developed decision science for talent. It is increasin gly important to enhance talent decisions, including structures, behaviors, capability, learning, collaboration and shared culture. â€Å"In several companies, we have labeled it talent ship, because it focuses on decisions that improve the stewardship of the hidden and apparent talents of employees†, (Bodreau, et al., 2005). Any decision science will involve one element i.e. the logic, which connects decisions about the resource to organisations success. In finance though the formula for return on investment produces a number but it is important to know what factors are relevant to financial decisions. Similarly, a talent decision science requires showing factors those are relevant to make talent decisions. Boudreau and Ramstad created a model, the HC BRidge Decision frame work, which outlines the logical connections supporting talent ship. The HC BRidge framework is based on 3 anchor points efficiency, effectiveness and impact-that are common to all business decision sciences (see Figure-1). Efficiency The efficiency anchor point focuses on the resources that are used to deliver HR practices. Typical indicators of efficiency would be cost-per-hire and time to fill vacancies. When applied to sustainability, efficiency would focus on resources used to bring HR practices in to compliance that reflects upon community environment and social goals. Effectiveness The effectiveness focuses on the HR policies and practices that affect the talent pools and organisation structures to which they are directed. Effectiveness also refers to the outcomes of HR policies and practices on human capacity and the resulting aligned actions of the target talent pools. Impact Impact illustrates the fundamental differences revealed by a focus on talent decisions, beyond simply HR service delivery. Impact asks, â€Å"How do differences in the quality or availability of different talent pools affect strategic success?† Impact can deliver surprising results by using the traditional financial definition for success. HR investments, which had been relatively ignored can make a bigger difference in the talent pool affecting product development and thus offering improvement opportunity. Talent Management A review of the talent management literature reveals that their is a degree of debate as to the conceptual boundaries of the topic. Aston and Morton (2005: 30) noted that there â€Å"isnt a single consistent or concise definition† of talent management. â€Å"Lewis and Heckman (2006)identified three key streams of thought around the concept of talent management. First, those who merely substitute the label talent management for human resource management. A second strand of literature emphasises the development of talent pools focusing on â€Å"projecting employee/staffing needs and managing the progression of employees through positions†(Lewis Heckman, 2006: 140). The third stream focuses on the management of talented people†, (Collings, et al., 2009). Studies in the first part, which merely substitutes the label talent management for human resource management, limit their focus to few particular HR practices like recruitment, leadership development and succession planning. The contribution of this particular literature is limited beyond the strategic HR literature, as this relates largely to a rebranding of Human Resource Management. In the second part, by adopting a narrow focus, the literature builds on earlier research in manpower planning or succession planning. Studies in this tradition, at least provides a degree of differentiation as to what talent management is vis-à  -vis HRM. In the third part, literature argues that all roles within the organisation should be filled with â€Å"A performers†, referred to as â€Å"top grading† (Smart, 1999) and emphasises the management of â€Å"C players†, or consistently poor performers, out of the organisation (Michaels et al., 2001). â€Å"While the third approach is highly influential, we recognise limitations to this approach and argue it is neither desirable nor appropriate to fill all positions within the organisation with top performers. Equally, if the talent management system is applied to all of an organisations employees (i.e. including poor performers as well as top performing employees), it is difficult to differentiate talent management from conventional human resource management†, (Collings, et al., 2009). In addition to the above three streams, (Boudreau and Ramstad, 2005) and(Huselid et al., 2005) identified a fourth stream that emphasises on the identification of key positions that had the potential to impact the competitive advantage of the firm. The starting point here is to identify the key positions rather than talented individuals. â€Å"Therefore, as noted above, we view an organisational talent management as activities and processes that involve the systematic identification of key positions which differentially contribute to the organisations sustainable competitive advantage, the development of a talent pool of high potential and high performing incumbents to fill these roles, and the development of a differentiated human resource architecture to facilitate filling these positions with competent incumbents and to ensure their continued commitment to the organisation†, (Collings, et al., 2009). Over all we can say Talent Management is getting the right people in the right jobs at the right time. Talent is also defined as â€Å" Talent is seen in individual terms comprising ‘a sharp strategic mind, leadership ability, emotional maturity, communication skills, the ability to attract and inspire other talented people, entrepreneurial instincts, functional skills and the ability to deliver results ( Michaels et al., 2001, p. X)†, (Martin et al., 2009). Approaches towards Talent Management Talent management requires a new mind set among business leaders mainly because talent being so mission critical in todays world should not be left alone only to HR departments, instead the organisations board of directors should directly support and make talent as a core element of the work (See Table-1). Table-1, The new talent mindset. Old HR mindset New talent mindset The vague leadership and HR rhetoric of ‘people being our most important asset A deeply held conviction that talented people produce better organisational performance. The responsibility for people management lies with HR. The responsibility for managers to do all they can to strengthen the talent pool. Small-scale and infrequent programmes for succession planning and training managers in acquiring and nurturing people. Talent management as a central component of the business and part of the ongoing role of senior leaders. Managers have to work with the people they inherit. Managers constantly taking active and bold steps to attract and develop their talent pool and actively manage low performers. Source: Adapted from Handfield-jones et al., 2001 The organisations to become top performers should not only follow new talent mindset but also they should implement the three main elements of a talent management approach. (See Table-2) Disciplined talent management, by developing managers and matching them with the right jobs also rigorous and continuous assessment of employees. Creative recruitment and retention of employees through refined and meaningful employee value propositions. Executive development, using coaching and mentoring. Table-2, Three elements of a talent management approach. Danger signs Signs of progress Signs of achievement Disciplined talent management A focus only on obvious successors in succession planning exercises Some discussion of incumbents performance Clear identification of A, B and C performers in each talent pool Lists of high potential people, but little action Consultation of list when vacancies occur Written action plans for each high potentials development and retention Belief that there are no poor performers Admit that there are likely to be some, but avoid doing much about it Act decisively on poor performance by improving or replacing them Hold no one accountable for talent management except for HR Evaluate managers on how well they manage their staff Hold leaders directly accountable for developing their talent pool Creative recruitment and retention Empty rhetoric about being a good employer to work for Think about EVPs for each type of talent Understand the strengths and weakness of the EVPs for each type of talent and plan to strengthen them Hire only at entry levels and grow only from internal hires Occasionally bring in senior or specialist people from outside Recruit a steady flow of talent at all levels Go to the same sources for recruiting talent Experiment with new sources, but look for similar backgrounds Creatively tap new pools of talent, looking for essential capabilities Have high and consistent attrition rates among managers Analyse attrition data by department and type Know the attrition rates of A, B and C performers and understand why they are leaving, performing or underperforming Thoughtful executive development Leave the job assignments of managers to the manager who hires them Suggest some candidates from the high potential list or job posting systems Involve leadership teams on every assignment decision, seeking to optimise these across the company Recruit most qualified candidate with no discussion of development Stretch people, but not in the context of any development plan Thoughtfully consider the development needs of each assignment and the development needs of each candidate Assume that the best way to develop people is by throwing them in at the deep end Provide formal feedback through appraisal once a year Embed candidate feedback and coaching into the routines of the organisation and the jobs of leaders Invest in training driven by top-down assessments of candidates and then only in response to immediate needs, threats or crisis. Offer regular but basic programmes for management development and leadership, usually off-the-job Offer integrated management/leadership learning programmes for each transition point of managerial careers Source: Adapted from Handfield-jones, WWW.handfieldjones.com/diagnose/index.html (28 February 2006) Another similar approach to talent management is found in the four categories of employees that make up a ‘talent value chain (Rosen and Wilson, 2005; Zingheim, 2005). This approach can also be referred to as segmenting the employees within the organisation. The segments are as follows: The Super keepers: They are that 3-5% of employees who consistently demonstrate superior performance in ways that reflect the core values of organisation and also help others to do so. The Keepers: They are 25-30% of the organisation who exceed both performance expectations and in the demonstration of core competencies. The Solid citizens: They consist of 65% of employees who meet normal expectations of the job and sometimes they exercise leadership in some situations. The Misfits: The 3-5% of people who continuously underperform and does not meet the requirements of job skills. After identifying the segments we have to follow a process called as Talent Management process (TM process) (see Figure-2) Source: L.A. Berger and Associates Ltd. A handbook of talent management 2004 Competency Models Competency models helps organisations avoid business problems and thus enhance their business. We shall see this by looking at each and every available model. Daniel Golemans emotional intelligence model: Goleman in his model uses the research of David McClelland and his colleagues at McBer and Company. He ties that with modern theories of brain functioning that shows how these characteristics work and why they are important. He also shows that because these characteristics are tied to the brain, people are capable of developing and learning these characteristics. Goleman proposes that emotional intelligence is shown in four areas: self-awareness, social awareness, self-management and relationship management (see Figure-3). Aspects of emotional intelligence. Self Awareness Emotional Self-Awareness Accurate Self-Assessment Self-Confidence Social Awareness Empathy Organisational Awareness Service Orientation Self-Management Emotional Self-Control Transparency Adaptability Achievement Initiative Optimisim Relationship Management Developing others Inspirational Leadership Influence Change catalyst Conflict Management Teamwork and collaboration Source: Goleman, Daniel, Working with Emotional Intelligence, Bantam Books, 1998 Building Models for Job Families: Finding the right project management competencies for a financial service company would had been the upmost priority but it will not solve the whole issue. There is another approach to competencies that is especially useful when looking at specific functions. This involves finding the right set of skills that people should have in order to perform a job (see Figure-4). After following through this process as shown in Figure-4, a company should be able to find the right talent for the job and thus can improve its returns on that particular project. The top managment should play a very important role in implementing this kind of model for executing specific tasks. Building Models of Leadership: Using the Management Team There are three connected methods management groups can use to build a model for competencies that they agree should drive leadership or key roles in their company (see Figure-5). Figure-4 illustrates that firstly managers can use a list of characters and come to a consensus that which of these in the list is most necessary for companys success. If they had to choose only a limited number of people, they have to decide, which of these differentiate the best performers from average performers, they should also make a point on devastating impact they would create if not considered for the job. Secondly, management team can decide upon the key requirement for the role and make a matrix and map out critical competencies and later decide upon which individual can fulfill their accountabilities in really super ways. Alternatively, a management group could agree upon key accountability for the role, answer the question, â€Å"what attributes, characteristics, skills or competencies will enable the person in the role to perform this accountability in an outstanding manner?† This list of attributes will describe someone who is displaying that competence in an outstanding way. Thirdly, the group of managers should think concretely about whom they see as top performers and then keep a image of them in their mind. They then take some others who are typical performers but not below average and form their picture in their mind. Then chart out the differences that top performers create in accordance with typical performers. See what makes them outstanding? What motivates them? The managers should not only focus on results but also on what top performers are doing. After this exercise, the management can come out with one particular key player who can satisfy all their requirements. Also this exercise is not a step by step procedure; managers can take any one it and access it accordingly. Behavioral Benchmarking When organisations face changes or new situations, they often tend to rigorously study their best peoples actions, their behaviors, how these best people compare with others in the organisation or with people in different companies. Behavioral benchmarking is probably the most recent evolution from the competency approaches that spurred on all the attention to this area. Competency models used in any of these approaches are fundamental underpinnings of human resource systems. Organisations have different styles for describing their recruiting methods, training requirements, or criterias for promotions. Using a common competency model, companys can create a common language through which all of these organisational initiatives can converge. Principles of Talent Management After knowing about Talent management and the competency models involved in talent management it is far more necessary to know the risks which are being involved in talent management. The main problem which companies faces is â€Å"How to quickly respond to the changes in a competitive environment customer demands, innovation, regulatory factors, and quality standards which is marked by less predictable product markets and the pressures to have a financial returns for every set of uncertainty?† The risks involved in Talent management are mainly the mismatch between people and skills and the cost of losing your talent. Capellis four principles can be seen as the utilisation of HR performance management and succession planning practices within firms to overcome the above two risks mentioned. The important new contribution is the use of techniques from operations management and business forecasting to guide the choice of practices and organisational processes. Principle 1: Make and Buy to manage risk A deep bench of talent is expensive, companies should workout their estimates of their requirements and plan to hire from outside incase of any shortfall. Some positions may be filled easily from outside, so the companies must carefully assess about deploying their precious resources in development. For e.g. Think of situation where the supply chain fails down. We need to work out the immediate costs, the repair costs and the replacement costs. We should also answer the following questions: How long will it take to get new talent? The longer the talent is needed, easier to make investments in internal development payoff. Is there a hierarchy of skills that will enable you to learn through internal development? The more it is the easier to develop talent internally. How important is it to keep your culture? Especially at the senior level, outside people carry different norms and values. How accurate are your forecasts? Less certainty about forecasts, greater the risk and cost of internal development. Can you estimate mismatch costs? How can you estimate the demand for talent? Principle 2: Uncertainty in Talent Demand Uncertainty in demand is always present and smart companies find ways to adapt to it. One approach would be breaking up the development programmes in to shorter units and bringing all the functions together in a short duration say 18 month course that teaches general management skills and then send them back to their own departments to specialise. Another option would be creating talent pool that can be allocated as needs arises in the business units. The business approach would be: Use of models to estimate growth of talent requirements. Estimating the cost of hiring from outside but reducing the chances of promotion within. Estimate the costs of the time lag effect. Supply of labour always behind market demand. Design a development programme. Consider the problems that occur in a decentralised organisation. Should there be lots of different programmes or a corporate format? The first can be inefficient. The second costly if managers try to hide their key performers. Delays occur because of different time scales of different programmes. Managers end up waiting for specific development opportunities. Principle 3: Improve the Return on Investment in developing employees. The main problem is that employees want to acquire both firm specific but also general industrial and occupational skills. If the organisation is able to retain its employees then this is not a problem but in todays market scenario companys are seeking experienced people. One way to improve the payoff is to get employees to share in the cost of development that is asking them to volunteer on assignments. Another approach is to maintaining relationship with former employees, hoping that they might return back someday thus bringing back the investment and the skills. Third approach would be on reducing costs by mixing organisational and occupational learning with development, this would involve: Identify competencies associated with successful managers and identify assignments that will require their use. Learning from peers and colleagues. Training before hiring and then ‘promote and coach. Involving people in project work. Encourage working outside the organisation. Share the costs and connect development with retention. Try to ensure that you promote the right person on ‘economic ground. Principle 4: Preserve the investment by balancing Employee-Employer Interests. The main reason good employees leave an organisation is that they find better opportunities elsewhere. This makes talent development a perishable commodity. The key to preserving the investments made in developing efforts is by creating a balance in the interests of employees and employer by having them share in advancement decisions. Also to manage an internal market following things can be considered. Empowering employees to bid for jobs. Developing IT systems to match competencies with job requirements. Producing up to date information on what skills the company now requires in various job Identifying competencies for specific career paths. Conclusion The business environment is changing, more and more companies are going global. Corporate desicions should be rapid in order to prevent the competitors to take desicions. The search for talent is going to be a never ending process. With too many people in the higher management retiring in a very short period of time, HR department has a challenging job in filling these positions and thus keeping their companies competitive in this challenging environment. We have seen the traditional HR policies and the present HR policies, which emphasises more on talent ship. Companys have various competency models for identifying talents and methods for retaining them. Capellis four principles also help Companys to overcome the risks in talent management. With so much of available resources to the HR department and the constant management support in Talent management, in this process of talent hunt, are they neglecting the existing employees who are at the junior management level? The new policies in HR which emphasises on the Right man at the Right job at the right time will bring in more criticisms at the junior management level. In this present situation the companys are willing to invest more on junior management as the investment cost is very less when compared to the costs on higher management. The companies are looking to fill in the best talented people at this junior level. They train the junior management to become the future leaders, in this process if they do not find any one fitting in to the job position, there are more chances for that individual to be thrown out of the company. The chances to be thrown out are more for a existing employee. So what next to that individual? Will the company promise him a job; will they give him any benefits? If no, then how are they going to solve this issue, it just cannot be neglected. This is major challenge for the HR department in the coming years. Though Talent management helps companies to produce the best resources, the company should also learn to develop a resource which is not the best and make it best, as there is prediction in lack of resources for the future. References Arthur, 1994M.B. Arthur, The boundary less career: A new perspective for organizational enquiry,Journal of Organizational Behaviour15(1994), pp. 295-306. Arthur and Rousseau, 1996In: M.B. Arthur and D.M. Rousseau, Editors,The boundary less career, Oxford University Press, Oxford (1996). Arthur et al., 2005M.B. Arthur, S.N. Khapova and C.P.M. Wilderom, â€Å"Career success in a boundary less world,Journal of Organizational Behavior26(2005), pp. 177-202. Aston and Morton, 2005C. Aston and L. Morton, Managing talent for competitive advantage,Strategic HR Review4(5) (2005), pp. 28-31. Axelrod et al., 2002B. Axelrod, H. Handfield-Jones and E. Michaels, A new game plan for C players,Harvard Business Review, January(2002), pp. 81-88. Baterman and Organ, 1983T.S. Baterman and D.W. Organ, â€Å"Job satisfaction and the good soldier: The relationship between affect and employee citizenship,Academy of Management Journal26(1983), pp. 578-595. Batt, 2000R. Batt, Strategic segmentation in front-line services: Matching customers, employees and human resource systems,International Journal of Human Resource Management11(2000), pp. 540-561. Batt, 2002R. Batt, Managing customer services: Human resource practices, quit rates, and sales growth,Academy of Management Journal45(2002), pp. 587-597. Becker, Gerhart, (1996)B. Becker and B. Gerhart, ‘The impact of human resource management on organizational performance: Progress and prospects,Academy of Management Journal39(4) (1996), pp. 779-801. Becker and Haunschild, 2003K.H. Becker and A. Haunschild, The impact of boundaryless careers on organizational decision making: An analysis from the perspective of Luhmanns theory of social systems,International Journal of Human Resource Management14(2003), pp. 713-727. Becker and Huselid, 2006B.E. Becker and M.A. Huselid, â€Å"Strategic human resource management: Where do we go from here?,Journal of Management32(2006), pp. 898-925. Blumberg and Pringle, 1982M. Blumberg and C.D. Pringle, â€Å"The missing opportunity in organizational research: Some implications for a theory of work performance,Academy of Management Review7(1982), pp. 560-569. Boselie et al., 2005P. Boselie, G. Dietz and C. Boon, â€Å"Commonalities and contradictions in HRM and performance research,Human Resource Management Journal15(2005), pp. 67-94. Boston Consulting Group, 2007Boston Consulting Group, The future of HR: Key challenges through 2015, Boston Consulting Group, Dusseldorf (2007). Boudreau, J. W., Ramstad, P. M. (1997). Measuring intellectual capital: Learning from financial history. Human Resource Management, 36, 343-356. Boudreau, J. W., Ramstad, P. M. (2003). Strategic HRM measurement in the 21st century: From justifying HR to strategic talent leadership. In M. Goldsmith, R. P. Gandossy, M. S. Efron (Eds.), HRM in the 21st century (pp.79-90). New York: Wiley. Boudreau, J. W. (2004). Organizational behavior, strategy, performance and design in Management Science. Management Science, 50, 1463-1476. Boudreau, J. W., Ramstad, P. M. (2004a). Talent ship and the evolution of human resource Management: From â€Å"professional practices† to â€Å"strategi

My Philosophy and Theory about English Teaching Essay -- Teaching Educ

My Philosophy and Theory about English Teaching Teaching is a performance, a journey, and a battle. It is political, it is taxing, and its rewards are often not reaped until years later. A classroom requires quick thinking and reactions, and the modern teacher must succeed in lives of teenagers that are becoming increasingly more tenuous and complicated. All of these items factor into why everything a successful teacher does must have the firm backing of his or her own teaching philosophy and theory. When I stand in front of my first English class and begin my effort at teaching, the farthest things from my mind will be the academic battles between the proponents of whole language and phonics. I will not be thinking about whether my ideas are at odds with Bertonneau's, or whether I will be doing Maxine Greene proud. All of these ideas will have gelled together to form my very own teaching philosophy and theory, so that I always have my own frame of reference to carry me through any situation I may face as a teacher. This is what the construction of a teaching philosophy and theory is all about - creating something that is deeply personal to your own goals as a teacher, something that is ever-evolving, yet still rooted in its original objectives. This paper is divided into separate philosophy and theory sections, but the two will form an ever-evolving, symbiotic relationship to my success as a teacher. My teaching theory - how my students go about reaching the goals explained in m y philosophy - will be based directly upon my philosophy, so it is important to discuss my philosophy first. My Teaching Philosophy What is most important about my own teaching philosophy is my intended outcomes for my students. What do I wa... ...igh school graduate has the common experience of reading Shakespeare, and this is another reason we read classics. Part of my theory on literature includes the meshing of older classics with new, even pop-culture, readings that balance the class and make it exciting. A teacher's philosophy and theories that accompany it must be ever changing to be successful. Someone once said that, "He who dares to teach must never cease learning." This is especially true for constructing a philosophy and theory. As English is an "open" subject - one that can continuously grow and change - I fully expect my philosophy and theory to undergo many changes as I venture into my career. My primary goals as an English teacher are, in essence, to get students to think and communicate effectively, and I believe that my philosophy and theory lend credence and support to this basic goal.

KSAO or Knowledge, Abilities, Skills, and Other Characteristics Essay

What does KSAO stand for with respect to training? Give one example for each letter in your explanation for the job of Professor of Human Resource Management. (Points : 35) KSAO or Knowledge, Abilities, Skills, and Other Characteristics (KSAO) tests are metrics used either during training or hiring processes to evaluate applicants and trainees. The KSAO will typically measure several areas of competency and will use a weighted metric for analysis. The following examples are what one might see in the explanation of the job of Professor of Human Resource Management. Knowledge- A degree of a PhD or higher in Human Resource Management would be a requirement in this area. Knowledge in a KSAO is typically measured in degrees of higher education and experience in the field in question. Skills- Typically, skills are measured by performance of competency tests. For instance, a Professor would need leadership skills and test could be devised that would test the leadership of the candidate. There are a variety of skills that may need to be tested for this position and each type of training would need to be customized for the competency in question, e.g., leadership, organization, management, etc†¦ Abilities- This area of the KSAO is typically measured by performance and the measure of one’s ability. The measure of competency will be based on answers derived from a position analysis questionnaire and or a management position description questionnaire (MPDQ). The position analysis questionnaire (PAQ) is organized into six areas of competency based on the job analysis formula for management positions in human resources: (1) information input (2) mental processes (3) work output (physical activities and tools) (4) relationships with others (5) job context (the physical and social environment) (6) other job characteristics (such as pace and structure) (PAQ, 2013) Using these metrics provide a clear view of the person’s abilities as required by the field of Professor of Human Resource Management. The concern with using KSAO in this manner is that competency modeling must be focused on the means of accomplishing tasks and duties rather than on what is accomplished or specific ways in which tasks or duties are accomplished  (Bernardin, 2007). For this reason there must be a high level of consensus concerning the definition of competencies for the Professor of Human Resource Management. This can be a problematic area for measuring competencies because there is a great deal of crossover between the competencies necessary to perform a job and the particular traits or characteristics of the applicant (Bernardin, 2007). For this reason, KSAO must remain focused on the occupation. References Bernardin, H.J. Human Resource Management, Fourth Edition, McGraw Hill, 2007 PAQ. (2013). job analysis questionnaire. Retrieved from http://www.paq.com/index.cfm?FuseAction=Bulletins.Job-Analysis-Questionnaire 2. (TCOs 2, 8). Explain the basic steps to conducting a person analysis and how a person analysis is used in a needs assessment. Do a very basic person analysis on either yourself or on your professor, based on the job you or he or she is currently employed in (and your common knowledge). (Points : 40) The process for a person analysis involves examining the factors that influence performance and learning. These factors are inclusive of the person’s characteristics: knowledge, skill, ability, and attitudes. These characteristics are typically measured through KSAO or Knowledge, Abilities, Skills, and Other Characteristics tests. These tests measure the basic skills that a person needs to perform their occupation. The KSAO works cohesively with the needs assessment. The basic steps involved in a person analysis include Input- the information or instructions that relate what employees need to know in order to perform their jobs. This area also includes the resources available to employees that help them perform their jobs. For example, my job with the government requires that I understand customer service policies which are outlined clearly in my service handbook. However, I often lack the ability to answer enough customer service questions due to the lack of information provided for answering certain questions. Output- this area refers to the job’s performance standards. At my job, we are expected to answer questions for customers and not to place them on hold for extended periods of time. All calls are measured by the standard of hold times which is expected to be less than 45 seconds. However, this metric is often failed by employees due to lack of information provided to service operators. Consequences- This area refers to the types  of incentives that employees receive for performing well and also what they will not receive. For instance, at my job when callers are placed on hold for longer than 45 seconds, this action diminishes the ability of workers to receive bonuses at the end of the year. Feedback- This area refers to the ongoing information that employees receive in the performance of their jobs. At my job, we receive feed back, letting us know that we exceeded the standards for call wait times or if we have not met this standard. Feedback also goes back to the management in that they become aware of the situations. Through the steps in this analysis a need assessment can be constructed. In my situation, since I am not lacking in specific skills tested in the KSAO then I am in need of other tools to perform my job more efficiently. In this instance, there is a need for a greater access to information in order to meet the standards of the job. 3. (TCOs 3, 8). First, provide the meaning of the acronym SMART with respect to training goals. Then, consider these four training objectives. Rewrite them as two SMART training goals. a) The use of the software and documentation for better management tools to utilize with the system. b) The trainee will be able to explain the flow of data to other systems and begin to understand the administrative time spent on corrections. c) A better understanding by the trainees of the deadlines and the expectations involved in those deadlines. d) The trainee will learn some effective time management shortcuts and will understand the guidelines in using those shortcuts. (Points : 40) Using SMART (Specific, Measurable, Agreed to, Realistic an d Time phased) as the basis for training goals, a training program is designed to create training outcomes in which the goals are specific or focused (not too broad), measurable (comparable with standards set), agreed to (all members of the organization including the trainee recognize the importance of the training), realistic (the standards for measuring training are achievable), and time phased (training has a beginning and end which provides that the trainee has accomplished the training.) The SMART method can be seen in the following examples: A) The use of the software and documentation for better management tools to utilize with the system. SMART (specific): Trainees need to learn to use the computer software in order to provide more accurate information for decision making. SMART (time phased) The training for this computer learning will begin in April and end in June.  b) The trainee will be able to explain the flow of data to other systems and begin to understand the administrative time spent on corrections. SMART (Measurable) trainees will complete a skills assessment at the end of the training which will reflect their ability to explain the flow of data to other systems. SMART (Realistic) The process of implementation will be ongoing even after training is completed this will help develop the understanding of the administrative time spent on corrections c) A better understanding by the trainees of the deadlines and the expectations involved in those deadlines . SMART (Measurable) Trainees will need to take an assessment that shows they have developed and understanding of the deadline process. (Agreed to) This test will also measure the trainees understanding of the importance of meeting deadlines through this process. d) The trainee will learn some effective time management shortcuts and will understand the guidelines in using those shortcuts. SMART (Specific) Trainees will need to learn effective time management skills and the 12 shortcuts and guidelines for using those shortcuts. SMART (Measurable) Each trainee will be tested at the end of their training and will need to show that they can utilize these shortcuts within the guidelines stated. 4. (TCO 4, 5, 6) You are a training manager for a midsized corporation. You are working on a training proposal for your HR director when you get a call from the manager of the accounting department. He states that he needs training done for his team, which will assist it in learning the newest version of the Peachtree accounting software. He mentions that his boss, the CFO, told him to put together a proposal for training that incl uded a way to measure transfer of training. He is panicked and says, â€Å"First of all, I don’t know what transfer of training is, and second, how can I measure it?† What will you tell him? (Points : 40) I would explain to the manager that Transfer of training is a concept which is defined as the use of knowledge or abilities that were acquired in one area being useful in other areas of problem solving or occupation. For instance, trainees who are learning the new software from Peachtree will also be able to learn other aspects of accounting during this process. These skills are directly transferrable to other occupations within the accounting department. In order to measure transfer of training, job descriptions will need to be assessed for overlaps in skills and knowledge requirements. For instance, some working in payroll will undoubtedly need to  understand tax requirements which are transferrable to jobs working in tax areas. Once the overlaps are found training can be assessed to see how much knowledge is transferrable between jobs. This information can be used to strategically design training programs that maximize time and cost. 5. (TCO 7) Explain one similarity and one difference between training and performance management and between training and succession planning. Does training have a part of either performance management or succession planning? If so, give one example each. If not, explain why not. (Points : 40) Succession planning, performance management, and training are all similarly related in that they are proactive in their efforts to create a pool of highly qualified and talented personnel. Training attempts to increase the ability of personnel while performance management governs what is needed from training in order to bolster the ability of personnel to perform their jobs, e.g., compensation, knowledge, resources, etc†¦ Succession planning uses performance management and training assessments in order to determine which employees will be the best fit for taking over management positions. However, there is a difference between these management systems in that they are focused on accomplishing independent goals. Training seeks to make employees better at their jobs while performance management measures their ability to assess where changes might be needed. Succession planning is goal oriented in finding the best candidates for future positions but not in the process of training or measuring them in their current positions. For example: training a customer service representative is focused on making the representative the best that he or she can be in that position. The performance of the customer service representative is measure through metrics to determine if the individual is performing adequately and if not what areas are deficient. This metric can be used to make a needs assessment and determine what the person needs to perform better, i.e., more training. The succession planning will use data from training metrics and from performance management in order to determine if the person is the right candidate for a customer supervisor position.

Enslavement essays

Enslavement essays In the three packets we read Zinn, Mannix and Cowely, Takkaki they all refer to the Middle Passage and the brutality of enslavement. Specifically my interests were how the slaves white and black were treated. The women were treated with no respect at all. They were beaten and raped for no legitimate reason by their masters. "Beatings and whippings were common. Servant women were raped. One observer testified: "I have seen an Overseer beat a Servant with a cane about the head till the blood has followed, for a fault that is not worth the speaking of...." The Maryland court records showed many servant suicides. In 1671, Governor Berkeley of Virginia reported that in previous years four of five servants died of disease after their arrival. Many were poor children, gathered up by the hundreds on the streets of English cities and sent to Virginia to work(44 Zinn). In class as we watched the movie clip from Amistad it brought such a reality to my mind of how cruel and despicable the p eople were. It makes me cringe when I see the people beating, raping, and taking away these peoples freedom. During the Middle Passage men were ripped from their families and women were prey for the sailors and no slaves wanted to be alive on these ships. The many acts of violence they have committed by murdering whole crews and destroying ships when they had it in their power to do so have made these rigors wholly chargeable on their own bloody and malicious disposition which calls for the same confinement as if they were wolves or wild boars. For wolves or wild boars a modern reader might substitue men who would rather die than be enslaved (Cowely 89). The slaves were treated so horribly they got on the ship shackled by their ankles and wrists, they had to sleep on the wood unplanned floors, elbows were skinned to the bare bones, and occasionally they were fed. The repulsive men who put these poor African American men and w ...

How to Look More Stylish At Work to Make a Great First Impression

How to Look More Stylish At Work to Make a Great First Impression It might sound shallow, but you really are judged on what you wear. So often the visual is the first impression that matters most when impressing clients or potential hirers. But even everyday work outfits can be the hardest to plan. Never fear! Here are a few suggestions for how to style your work look to put your best and most professional foot forwards of good textures to try include: leather, cotton, chiffon, silk, satin, and waxy coated fabrics.3. Get a good fit.Next time you’re clothes shopping or pruning back your wardrobe, try the following tricks. Check to see whether you can push your elbows back in a button-down shirt without buckling and gapping (no one at work wants to see your bra), and whether you can wedge a finger space into your waistband. Leave it on the rack if it isn’t special and doesn’t meet this criteria. And, most importantly, avoid anything that isn’t comfortable! And if a few wonderful things don’t fit you to a T- consider alterations.4. Spend more to get more.A few quality pieces can go a really long way. Invest in good examples of the following, and you’ll almost always have a mix-and-match outfit half ready to wear: a pair each of straight leg and skinny leg pants, a patterned knee length skirt, a plain black and plain white tank top underlayer (not too thin, not too strappy), a blazer, a great dress, a pair of multipurpose pumps, and one pair of comfy flats. Supplement with a few trendy things here and there, but don’t break the bank to get them. Try Target or Cue for these instead.5. Jazz it up.Jazz up your classic (or even downright boring) look with a single statement piece fun shoes, a bag, a fabulous necklace, interesting watch, or even lip or nail color. It’s all in the little deets.6. Mix business and casual.Turn a casual looking outfit: feminine top, structured trousers or jeans, jacket, and professional bag into something truly fierce with a pair of killer shoes. The shoes and quality of the bag (and structure/fit of the major pieces of the outfit) will sell it, even make you look relaxed, hypercompetent, and oh-so-chic.7. Go for the careless combo.Mix textures and shapes, fabrics, femme/masculine pieces, fits, etc. Sex up the shoes to sell this- even if that means a really nice pair of oxfords or brogues. Embrace your inner hipster.8. Femme it up.Go ahead and wear your chiffon dresses- just make sure the hem comes to your knees or lower, add a statement piece and/or a jacket or cardigan and a nice pair of shoes, and you can feel free to be your flowy, feminine self- even at work.9. Bring the edge.If you work in a creative field, you have the option of really playing with your textures and pieces and sexing up your wardrobe. Think chunky glasses, statement pieces, and trendy sneakers. The sky’s the limit, as long as you keep consistent with the brand you’re trying to build yourself.

Mimesis, Plato and Arts Essay Example | Topics and Well Written Essays - 2000 words

Mimesis, Plato and Arts - Essay Example This, despite the fact, that Baumgarten coined the term in 1735. Rather, it intends to raise the notion that mimesis and aesthetics have been considered as an integral in understanding both the human nature and the human condition in the story of humanity. In this context, mimesis and aesthetics draw us towards the notion that there is sustained effort in understanding the relationship between arts, society and humanity, as there is a continuing attempt to grasp beauty, forms, myth and structures in and through the arts. In this regard, Plato is no different from other eminent thinkers. In The Republic, Plato has provided one of sharpest arguments against mimesis and arts to the point that Plato proposed the position that the arts should be banned in the city (392a-401e; 595a). Plato’s concept of mimesis is complex (Cohn 45). However, it has been valuated as negative towards the arts (Schipper 200). Nonetheless, despite the seeming negative judgment to Plato’s stand, Pl ato is correct in ascertaining that any forms of mimetic arts should be prohibited. As the purpose of this paper is to create a deeper understanding mimesis vis-a-vis arts, it will attempt to address the following questions. First, what are the notions of mimesis relevant to arts? Second, what are the roles of imagination and play in mimetic exploration? Third, what is the value (or harm) of mimetic exploration? Finally, what is its connection to aesthetic value of a work of art? Recognizing the enormous academic literatures related to the subject matter, the study would focus on Plato’s theory of mimesis. ... It gained more impetus when the word mimio is associated with the term mimeisthai, which was used by Homer, to refer to the chorus of Maidens in the Hymn to Apollo who imitated the voices of all men and captivated the audience. As mimeisthai refer to imitation of voices in chorus, Aeschylus introduced the concept of mimeisthai as imitating movements of animals in Pindar. In addition, Aeschylus, in the play Theo roi, also instigated the idea of mimeisthai as referring to an object that has taken a realistic form by rendering its appearance as lifelike. (Halliwell 18 -19) From its evolving etymology, it can be observed that since the Ancient period the word mimesis has been used within the arts – poetry, music, dance and visual arts. In addition, the term is consistently associated with actions, both in the performing and visual arts, as imitating or mimicking others. As such, even during the Ancient period mimesis has been ‘praised’ in view of its effectiveness in deceiving others (Halliwell 20). These observable characteristics of the term mimesis are indispensable in understanding the reason why there are different conceptions of mimesis in relation to art. Conceptions of Mimesis The concept of mimeses has been approached from several perspectives. It is viewed as referring to imitation. It is ascribed to the dichotomy between truth and lies, and, it is considered as referring to the distinction between the interior feelings and sentiments of men and women vis-a-vis the outside world. Finally, it connotes the supposition that it assists in identifying the gap and tension between art and nature, imagination and creativity, illusion and idealism

How the New, New York State Annual Professional Performance Review Essay

How the New, New York State Annual Professional Performance Review (APPR) Regulations changed the Employee Selection Process - Essay Example This paper critically analyzes the impacts of the new NYS Annual Professional Performance Review (APPR) Regulations on employee selection process. How the new NYS APPR Regulations Have Changed the Employee (Teacher) Selection Process Introduction In the year 2010, New York State approved the adoption of a new teacher evaluation law that requires the performance review of the teachers to be based on evidence of teacher effectiveness, student growth, student achievement as well as a number of other locally selected measures. Generally the primary objective of the new annual professional performance review (APPR) has been to provide a timely feedback on the effectiveness of the teachers as well an opportunity to acknowledge the strengths and the weaknesses of the educators in their capacity as employees. Previously the recruitment and selection process has been found not to focus much on quality since it led to poor selection by not factoring in other aspects of teaching which may not b e inherent during the normal selection process (Odden, 2011). Consequently the new APPR regulation were introduced to help improve the quality of learning in New York State particularly through enhanced decision making during the teacher selection process. ... This implies that the education system needs highly qualified teachers capable of instilling what is required to enable students to be successful for college and/or post-secondary careers. The need for more quality teachers is currently putting many states under intense pressure to conform to the NCLB act which aims at ensuring that only quality teachers are hired, those who can provide quality education to students(Freeport Public Schools, 2012). New York State is one of the states in America that have successfully made bold steps aimed at improving the quality and value of teachers. With its acceptance for the Race to the top incentive program, hiring effective teachers is now paramount. (www2.ed.gov, 2012).This paper critically examines how the New York State’s (NYS) APPR regulations have changed the employee selection process since its introduction. The relationship between the New NYS APPR Regulations on human resource activities For many years, organizations have always used referrals to help them carry out their human resource activities particularly during the employee selection process when hiring or promoting their employees (Hays and Kearney, 2001). Studies have confirmed that the use of performance reviews in employee selection processes is one of not only a reliable option but is also an easy and cost effective approach that ensures satisfaction both to the organization and to the employees. On the other hand, with the current high number of lawsuits those organizations are increasingly facing as a result of their decisions to hire, promote or terminate an employee, there has been an urgent need to develop new regulations