The Paradoxical Twins: Acme and Omega Electronics

The Paradoxical Twins: Acme and Omega Electronics Prepared by Samuel Jackson Rene smith Pedro curiz Tomm Brown for Dr. Jordan MAN 701 – Organizational Design and Theory School of Business/Graduate Studies Barry University Miami Gardens, Fla. Term A2/Spring, 2006 March 25, 2006 Case Summary: In 1986 a Cleveland manufacture bought Technological Products and subsequently sold the electronics division to separate investors that manufactured computer chips and printed circuit boards. One of the investors renamed their company Acme Electronics and the other investor renamed their company Omega Electronics, Inc. The Acme company retained its original management team and promoted the general manager to president. The Omega company hired a new president and upgraded several of its existing personnel. Both companies are located in the same geographical area and compete for the same contracts. Acme employs 550 people, whereas the Omega employs 480 people. In the 1990s, production of complex circuit boards by Acme and Omega was threatened by mixed analog and digital devices. Both companies realized the pending threat and started to aggressively seek new customers. In July of 1992, a major photocopier manufacturer was looking for subcontractors to assemble digital memory units for a new experimental copier. The project contract was estimated between $7 million to $9 million in sales. Both Acme and Omega submitted competitive bids for the production of units and both companies were selected to produce 100 units. The photocopier manufacturer explained to both companies that production speed was a critical element of the contract and that each company would only have about two weeks to produce the prototypes or risk delaying the final copier production. On July 13, 1992 the Acme company started ordering the necessary the parts and began production on the memory units. Each department worked separately and encountered problems that led to delays in the production cycle. Two days prior to the delivery date the photocopier manufacturer informed Acme that the rival company Omega had discovered a design flaw in the connector cable and that he would be sending over a new blueprint to re-work the memory units. According to the photocopier manufacture, Acme would still be held to the delivery date. On July 10, 1992, Omega started having meetings to get production underway. Within days the Drafting department prepared blueprints, while the engineering and production departments work together to begin methods design. However, on July 20 Omega discovered a design flaw in the connector cable. The engineering department redesigned the cable and the drafting department finalized the changes in the manufacturing prints. The additional delays in reassembly of the units at Acme caused them to deliver the 100 units late. However, Omega completed a full quality inspection of all 100 units and delivered the final units on time. The photocopier manufacturer split the contract between Acme and Omega and included additional provisions stipulating zero defects and reduced final cost. Ultimately, the Acme reduce it overall cost by 20 percent and won the total contract. Summary Recommendation: The Omega company should consider redesigning its organizational structure to become more functional in design in order to take advantage of economies of scale; in-depth skill knowledge and overall efficiency. The company should implement organization charts with clearly define job duties and responsibilities so employees fully understand their role in the organization. Also, the management team should used formal written communication to covey project expectations and a sense of urgency to complete the assignment within the allotted time frame. Case Analysis: The Acme Company appears to be designed around being efficient and task oriented in order to be a high volume manufacturer. The company has detailed organizational charts and job descriptions which define clear responsibilities. Management believes in providing written communication to achieving the task at hand. In fact, as soon as the company received the blueprints management immediately sent out written communication to all department heads and executives indicating the critical constraints and the expectations of performing efficiently. Based on the organizational structure, each department worked independently and at different speeds. Mr. Tyler, President was developing a relationship with the photocopier manufacturer by keeping in telephone contact and trying to learn of new developments. The Acme strategy has traditionally been to keep the client happy. In a time of crisis, Mr. Tyler was able to give direct orders and instruct certain departments to reconfigure the components as needed. At the same time critical decisions were made to skip normal quality control processes to stay on course. Ultimately, the company generated 90 quality made units with 10 being defective. On the other hand, the Omega Company appears to be designed around the team work approach to achieve production goals. The company does not have organizational charts and management believes that all employees should be familiar with various activities throughout the organization. Also, management does not allow written memos to the staff employees. Once the company received the blueprints management began having meetings to discuss the production method instead of dividing up the specific work assignments to achieve. The engineering and production departments pooled resources to work on the methods design. On the positive side, most of the problems identified within Omega’s production cycle were resolved quickly and overcome by the team effort approach. In the time of crisis and rapid changes needed to produce a quality product the company was able to effectively work as a team. Ultimately, the company delivered a high quality product with no defects and within the required time frame. Alternative Identified: Since, Omega is relatively small with only a few product lines the first alterative would be for the company to be more formal in its organizational design and structure, which includes organizational charts and well defined job responsibilities in order to become more efficient and reduce cost. Recommendation: First, Omega needs to restructure the company within the next three to six months. Implement a functional organization chart that has a well define hierarchy. Next, Omega needs to immediately implement a formal communication process throughout the organization to provide clear guidance and management expectations to reduce wasted manpower and maximize available staff resources. The Omega Company should consider sending out memos to show the significant time constraint of each job deadlines and definitely continue the company’s meeting process before productions. The Acme Company needs to meet with multiple employees involved in the workflow to prevent any complication to appear during productions. Acme should require each employee to have some sort of knowledge of everyone functions in the organizations. Perhaps, have a day dedicated to altering each employee positions to have a vivid understanding of their job titles. This would slow down further delay in production if a crisis occurs. Furthermore, it’s best that Acme improve the communication flow between the actual employees.

Mangment this is a paper for studying mangment in an academic setting for MBA Essay

The factors that affect the productivity of PATs include the size of incentive bonuses paid to workers, base pay increases, perfect attendance bonuses, the size of the fringe benefits package, how favorably the overall size of a company’s compensation package compares with the industry-average compensation package, expenditures for PAT training and productivity improvement, and changes in the number of models. Perfect attendance bonuses, how much overtime is offered to PATs so as to boost their take-home pay, how many PATs are laid off, the percentage of newly-hired PATs, the percentage use of temporary PATs, and PAT compensation levels. P/Q ratings, the warranty claim rates, the amount of overtime, the percentage of cameras outsourced, and how many cameras are assembled each quarter. the complexity of the company’s camera designs; a company’s cumulative spending for new product R&D, engineering and design; the number of models; camera body ergonomics/durability; and the number of camera components. PAT training and experience, the number of PATs laid off, base pay increases, warranty claim rates, and P/Q ratings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. The interest rate a company pays on loans outstanding depends on its credit rating. How much it has borrowed against its credit line and its debt-assets ratio. How many consecutive years the company has been profitable, its current ratio, and its ROE Its net profit margins, ROE, and amount of cash on hand to make interest payments Its current ratio, global market share, debt-assets ratio, net profits, and balance sheet strength †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. The company maintains a production facility in the United States. Japan. China. Germany. Taiwan. The decisions that company co-managers make each year are organized around new product R&D, components production, work force management, advertising and marketing, and finance. supply chain management, assembly, distribution, sales force management, advertising and marketing, customer service, and finance. components production and assembly, distribution and retailer relations, advertising and promotion, customer service, and accounting. supply chain management, components production, assembly, distribution and dealer relations, sales and marketing, and cash flow management. marketing and promotions, product design, assembly/shipping, compensation and labor force, and finance.

Gender Criticism based on Feminism and Masculinism in the Book “Skin” Essay

The book entitled, â€Å"Skin† is written by Ted Dekker and is a fiction novel about a killer who took as captives five people who each had stories to tell and had things about their past to confront. They were brought together by such deadly circumstances and despite their individual differences and suspicions drawn against one another, they had to work together somehow against a common enemy, their captor. â€Å"Skin† covers issues of feminism and masculinism in the details about how the captured characters – namely, Wendy, Colt, Jerry, Nicole and Carey – were victimized by the killer, Red. For Wendy, it all started one rainy night when she was driving herself to the place where her estranged mother was. The horror of all that they have gone through, all five of them, turned out to be something none of them was ever prepared for. Thesis The novel â€Å"Skin† relates a story that supports the thesis that the gender-defined roles of the characters therein damaged both sides. The story also presented the question of what true beauty is, both masculine and feminine beauty. Beauty is explored both as an external quality and as something that is more than what meets the eye – in men and in women. It turns out that beauty can be perceived by people as gender-defined. Beauty in men, thus, can be judged by parameters that are supposed to apply to men, and then beauty in women can be judged by altogether different parameters that, in turn, are supposed to apply to women. Feminism in the Story Wendy is an escapist from a cult where men reigned as the superior sex. In fact, even decisions pertaining to her life – who she was to wed eventually, who she could date and kiss – were made by the acknowledged head of their tribe, a man much older that her who was even supposed to be her future husband. Her mom was in the cult, too. As a member of it, she submitted to such leader and went to wherever the group went, never deciding for herself where and how she wanted to live her life. Through it all, she allowed the cult leader to make decisions that she should have made for herself and her daughter, Wendy. Wendy has become a prime feminist since her escape from the group whose members made up her world. She then became totally free – free to make choices for herself, free to make decisions concerning herself, her life and her personal interests. She has been equipped with good education and having been a scholar who made it through college by herself – with no help from parents, whose support usually comes in the form of financial resources to enable their children get through college as a way to have much better chances for a bright future. During her traumatic childhood experiences in the cult where the male leader was practically the ruler of all, Wendy had known what it meant to be eyed or even â€Å"reserved† for an older man. In the story, there was the pre-arranged marriage that Wendy had no choice but to succumb to when the time for it would come. For this reason, Wendy was even punished at one time for having kissed a guy. Through it all, Wendy came to have this fear of men. It was the same fear that went in the way of her having a serious relationship with a guy even when she was already a young woman. Thus, during years since her escape, Wendy had only female friends. Given the life she lived and the role of men in her life, Wendy has grown to be an independent woman who definitely did not need a man to make life easier for her. In contrast, Nicole had her brother, Cary, to adore her, to take care of her and to protect her. She grew up depending on the love and security that her older brother represented. Nicole represents the very image that present day feminists want to totally disassociate from women in general. She’s a victim of men who, like her brother, have to be needed by the women in their lives as the only way they would feel strong, masculine and happy. In such a trap, the likes of Nicole have been raised to believe that women are weak and are in constant need of the protection and support that only men can provide. For an independent woman like Wendy, it was indeed a novelty to watch Carey carry his younger sister all the way and to see for herself how much Carey loves his younger sister, Nicole. And Nicole, loved him, too. He was her older brother who has always been her source of love and protection. The same love and protection, though, can serve to curtail Nicole’s potentials as a person – a free thinker, a decision-maker and the master of her fate. Thus, the protective love of men – in this case, Nicole’s older brother – can be likened to a trap that can prevent women from going out into the world, making mistakes and learning in the process, and living their lives to the fullest. Curtailed freedom was one thing Wendy and Nicole had in common, but Wendy had chosen to break out of her prison cell and fly away toward freedom and self-realization. Men, as oppressors, can clip the wings of the women in their lives either intentionally or not, either lovingly or not – the manner, though, does not change the meaning of what is going on. Masculinism in the Story Colt’s masculinity would seem readily obvious in the light of his being a policeman. His marked skill as a gunman would serve to give his masculinity an added boost. After all, his being an adept shooter can easily be surmised to mean his being a good protector of people under his wings. As a great gunman, then, Colt has won the respect and admiration of his fellow cops in the police department, both male and female. And also as a great gunman, Colt would seem the kind of man who has little or nothing to fear. No one would guess, therefore, that for all his seemingly apparent masculinity, Colt has fears and has doubts of his capabilities and qualities as a man. In fact, the story says that having a woman around or being with one is enough to break Colt’s cool demeanor and to reduce him into a bundle of nerves. He therefore has neven been close to a woman. His life has been lived and has revolved pretty much around male friends. The story has mentioned Colt’s mom who has been murdered but was believed to have committed suicide – she might easily have been the only woman in his life. One’s childhood always leaves its imprints on the person. Events during Colt’s childhood have caused him to have insecurities and doubts about himself. These self-doubts leave no sign in the policeman that Colt has become. Such doubts and insecurities have stayed within him but have been buried way under Colt’s demeanor. In a way, Colt has been victimized by the way ladies ridicule guys they are not interested in, more so when ladies spurn those suitors whom they do not at all find attractive. Being rejected by a girl can have such an adverse impact on a guy’s confidence. Some guys even find it hard to recover their self-esteem after having been rejected by the ladies they loved. While Colt avoided women as characters he was not ready to have in his life, Cary was the type of guy who was instinctively protective of women he loved, like his sister, Nicole. Cary has grown up believing that the male sex is the stronger sex and that the females are therefore to be taken care of and sheltered. While adhering to this belief, being in helpless situations would kill the likes of Cary in their insistence that they be the protectors of the women they love. Thus, in the story, it tore Cary apart to watch his younger sister in pain and so helpless. It likewise broke his heart that he could not do what had to be done to keep them all safe from harm. Thus, independent women like Wendy would be a novelty to Colt, whose perception of women would be more of the clinging and needy sort. In the same way, frail and fragile women like Nicole would disarm Colt’s defense and lead him to overcome his fear of women, who in the person of Nicole can seem to be such weak, dependent and powerless creatures in need of somebody like himself. The story is adroitly set with twists that all served to help the characters eventually face their fears and find themselves. Works Cited Dekker, Ted. Skin. Tennessee: Thomas Nelson, Inc. 2007.

Briefing Paper Essay Example | Topics and Well Written Essays - 500 words

Briefing Paper - Essay Example Hornby Plc currently has the greatest market opportunity of the toy industry in the upcoming 2012 Christmas season. The firm has to implement a growth strategy this upcoming season to diversify its revenue stream. The company will penetrate ten new consumer markets utilizing an exporting strategy. The firm will implement a passive exporting strategy focused on capitalizing on the season boom that occurs every year on Christmas. The firm will target at least five Latin economies. â€Å"Goldman Sachs forecasts that Brazil and Mexico will be solidly placed within the world’s six largest economies by 2050† (Thecostaricanews, 2012). The Latino toy market has the peculiarity of having two days in which kids receive gifs which are Christmas Day and the 6th of January referred to as Three Wiseman Day. Hornsby will ensure that they have a wide variety of toys by enhancing its supply line of toys. The company is going to increase its number of suppliers to include more high technology toys, bargain toys, and educational toys. Educational toys are great gifts because the toy serves a dual function of entertaining and teaching. These toys help aid the child’s creativity and intellectual growth (Growingtreetoys, 2012). The firm will increase its Chinese supplier of toys. The strategy of increasing suppliers is implemented in order to improve product variety and to increase profitability by lowering acquisition costs. The firm is going to improve its procurement function by acquiring a new information system that will help the firm better access the prices available for toys in the marketplace. The new tactics and strategies at Hornby will only help the firm if the company is able to increase its customer base. The firm needs to pay close attention to its marketing strategies. The firm will reinforce its use of the internet to obtain e-commerce sales. Worldwide e-commerce sales are expected to reach $963 million by the year 2013 (Davis, 2012). The firm should get its

Child Labor and the Global Village Essay Example | Topics and Well Written Essays - 500 words

Child Labor and the Global Village - Essay Example CLGV also recognize the argument of some social scientists that not all work is harmful for children. Some works, according to these thinkers are unobjectionable like when a child delivers newspapers before going to school. According to CLGV, child labor is "work for children that harms them or exploits them in some way." The harm can be bestowed physically, mentally, morally, as well as block access to the basic right to education. The organization also concede the fact the there is no universally accepted definition of child labor and that various definitions are utilized by international organizations, non-governmental organizations, trade unions and interest groups. CLGV also elaborates child labor by delineating a child as someone who is under 18 years of age (Images of Child Labor). CLGV also recognize the argument of some social scientists that not all work is harmful for children. Some works, according to these thinkers are unobjectionable like when a child delivers newspaper s before going to school.

Doctorate of Business Administration (DBA) - No Specific subject yet Thesis Proposal

Doctorate of Business Administration (DBA) - No Specific subject yet - Thesis Proposal Example As experience has it, with a sudden change of that person, system appears back firing than functioning as per the previous standards. Despite the Drills, SOPs, Regulations, besides all the money and material benefits, the work force seem capable of disrupting the harmony and productivity of the system. Though, previous century witnessed enormous research in this regard. Management techniques have been revolutionized than 20th century methods, with increased economic incentives and social securities / assurance to the working force, yet it appears that Human element still tops complicating the Business triangle. With huge investments in personality development and skills honing, management transformation and all necessary amendments in coercion removal, still some irritant asks further pondering upon. The point offers a food for thought to further explore and work upon the Human and system factor to overcome flaws and suggest ways to help gear up the business machinery in forward motion. Reasons for deterioration on part of any organization may be attributed to both the linear or parallel way between management and work force. Partly the rigidity of the system and its requirements and partly Socio – Psycho make and type of the stake holders may be blamed. System’s Inability to drive and demand output through systematic checks and â€Å"will and skill matrix† of the persons involved running matters also affect the cohesiveness of the system. Ease of access to info and layered complexity of the life, where, tensions control attitudes, do have a part in play. Change, certainly is the hardest of idea to enforce as Jack Welch would have put it â€Å"Change Yourself Before†¦Ã¢â‚¬ ¦.† R’aisen Detre calls for re evaluation of the existing management practices and re defining these outmoding norms amid transnational competitive work environment. Probably that’s why management level

W5A 590 Develop the format and framework for your final project Essay

W5A 590 Develop the format and framework for your final project - Essay Example The sources and solutions to the problem will constitute the paper’s literature review. Finally, the work will cover the concomitant effects of the problem to the women and minority groups before noting the areas that warrant further research on topic. The project paper will be addressing the issues that face women and other minority groups in any military recruitment process. In particular, the paper will show that these minority groups occasionally have a disadvantage when it comes to the process of socialization after selection. In keeping with Johnson and Clark (2014), unlike in the business world, women in the military service often lack effective mentorship to allow for the development and improvement of leadership skills. The paper will mostly dwell on the need for appropriate mentorship and motivating factors that can allow the minority groups in the military service to cope with this fundamental duty. 1.1 Problem statement. Women and other minority groups that have just joined the military always undergo both physical and psychological problems (Eden, 2015). Therefore, the project will seek to identify the most active solutions that can assist them in conquering this inevitable challenge. Finley and Moore (2011) note that a majority of women and minority groups joining the military service mostly undergo both psychological and physical frustrations. The authors attribute the following issues to the prevalence of the problem: difficulty in fitting in, illnesses, command structure, and fears before and during a war. The final paper will focus on these causes and present a comprehensive account of their contribution to the identified issue. In line with Dunklin (2008), the definite approach to the challenge is mentorship. The author holds that informal and formal mentorship programs can considerably prevent loneliness, cultural and behavior change, communication breakdowns, and psychological problems. Finley and Moore (2011) also bolster

Solar PV on a Lifeboat Essay Example | Topics and Well Written Essays - 1500 words

Solar PV on a Lifeboat - Essay Example On the other hand, there are alternate ways to power the life boat in case emergency. Solar energy and wind energy are always available during any condition and these two renewable resources can be used to power a life boat. Solar and wind energy are not only environment friendly but also cost little. Moreover, solar and wind energy are not going to end as it is most concerned factors with diesel. Solar and wind energy are efficient source of energy as there is no operational cost. Solar energy is good for the life boats as solar panels are light weight and available is different sizes and shapes. Flexible solar panels are best suited for the inflatable life boats. It is most efficient technology for the life bots and can be used in combination with other technologies. In combination with the diesel power engines, the system will immediately switch to solar panel supply unit. The designed solar panels will have higher efficiency, waterproof layer and can resist a higher pressure during launch of life boat. An alternate energy sources is solar thermal energy. With the help of this technology water the temperature of water can be increased. In general, evacuated tubes and flat plate solar heat collection panels are mounted on the rooftops or on open regions to collect the solar thermal energy. For the power generation sector, molten salt or some other such material are utilized to attain maximum energy output from evacuated tubes. Molten salt stores the excessive thermal energy during day and gives it for the power generation during night. In some colder regions, two systems are utilized; antifreeze rust proof liquid is pumped through the flat plate collects or tubular collector to make the system running at low temperatures. Solar geysers are also installed with the evacuated tube collector to collect the hot water during night. Solar thermal is an efficient process to increase the temperature of water. The system

The Nature of Leadership Style in Nursing Management Research Paper

The Nature of Leadership Style in Nursing Management - Research Paper Example The research article ‘The Nature of Leadership style in Nursing Management’ by John Azaare and Janet Gross addresses the problem of leadership among the nurse managers, and how their leadership styles affect nurses and general operations of the health facility setting. The authors have adequately defined the problem as addressed in the research paper. Therefore, the purpose of the study is adequately stated and defined as identifying the style of leadership adopted by nurse leaders, the effectiveness of such leadership styles, and evaluating how different nurses react to such leadership styles in healthcare settings, are taken into account. The study is significant to nursing; it highlights problems in the administration of healthcare facilities and sensitizes nurse managers to adopt effective leadership styles that are evidence-based, and avoid styles that may demoralize the staff leading to low productivity. The significance of the study is to identify the nurse leader ship styles in most developing nations such as Ghana, and how it affects the operations of healthcare facilities. The paradigm in use in the study is the naturalistic paradigm. In a naturalistic paradigm, there are a number of realities involved, which can only be studied holistically; they cannot be controlled, though a good level of understanding regarding these issues can be achieved. Similarly, in this research, there are a number of factors at play in determining the leadership styles of a nurse manager.... This approach increases the value of the study in that by connecting all the aspects of an inquiry in determining nurse managers’ leadership styles, and the effectiveness of such leadership in nursing, the researchers indirectly bring out a certain preferred approach to the idea of nurse leadership. Such preferred approach would be a managerial style that increases nurse motivation while promoting cooperation between the nurse and nurse manager. The theoretical framework which involves citing of previous researches is well integrated throughout the research. Using such a framework in the qualitative research allows the researchers to have some grounds through which they critically examine similar issues regarding nurse managers in different locations. Ethical Aspects The research adequately observed all the ethical requirements, and exhausted the necessary approval and permission from authorities before carrying out the research. Such included obtaining permission from the rel evant hospital authorities before carrying out the research, requesting the nurse to participate in the research willingly, well informed, and by not revealing the names of the respondents and the hospitals in which the research was carried out. However, the author did not take due diligence in protecting the nurses from harm. The research portrays the nurse leaders as harsh and people who use authority to suppress their subordinates. The nurses participating in the above research were outsourced from nursing units and wards in the two hospitals. All the respondents were directly under a nurse manager in these hospitals. Consequently, there were chances of such nurse being victimized by the nurse managers

Safe Schools and Emergency Actions Assignment Example | Topics and Well Written Essays - 500 words

Safe Schools and Emergency Actions - Assignment Example 6. Classrooms need to be kept tidy. Walking areas need to be clear and there needs to be an area for the students to keep his or her belongings. Shop and lab classroom settings require students and teacher to wear well-fitted clothing to avoid knocking things over or getting caught. 7. Students must use proper eyewear and have eyewear available when needed. 8. Flammable materials and alcohol burners need to be used with care and under close supervision. Candles and other hot items need to be used with extreme caution. 9. Teachers are required to have a fully equipped first aid kit and the kit is to be purchased by the teacher with the teachers own funds. 10. Examples of emergency situations need to be posted where everyone can see. Students and teachers need to be knowledgeable of what to do in an accident situation. 11. An ABC type fire extinguisher needs to be up to date and accessible in each classroom in case of an emergency. 12. Waste that cannot be thrown in a regular trash bag must be disposed of properly and abide by the school's code of conduct for disposing of the substance. 13. All cupboards, drawers, and cabinets in the classroom need to be labeled with proper labels to ensure the ease of use. 14. Never is it acceptable for students to taste any substance created or used unless the substance has first been approved. 15. Dangerous substances such as animals, plants, chemicals or items that can be sued as a weapon are allowed to be accessed by the students. These items should be prohibited. 16. Dead animals are not allowed in the classroom or allowed to be handled by the students unless instructed. 17. Animals and other live creatures need to be handled by students with extreme caution. Students must wash after handling any animals to prevent the spreading of diseases that some animals may carry. 18. Student need to be seated in an area where large items will not be over the students heads. This prevents injury from a heavy falling object. 19. Climbing is prohibited to avoid the chance of a student falling and obtaining an injury.

Risk and uncertainty, the key public relations issues in the Essay

Risk and uncertainty, the key public relations issues in the contemporary era - Essay Example Notably, the public relations practice ensures that an organization can assess the potential impact of its policies on the public. After the implementation of the organizational policies, public relations practitioners seek feedback from the public concerning the policies. Public relations practitioners must understand the opinions held by different sectors of the public if they are to keep the organization well informed. In addition, public relations practitioners play critical cultural and social roles as they strive to serve as a link between the organization and the customers. In the contemporary era, risks and uncertainty are some of the defining aspects of business in the modern world. Risk and uncertainty prove to be highly ambivalent. Therefore, organizations have tasked public relations practitioners with handling risks and uncertainties in the organization. Evidently, the public relations practice is of critical importance to any organization in the modern day. This paper w ill focus on describing some of the cultural and social roles played by public relations, as well as the influence of public relations practice on the society. Finally, the paper will tackle risk and uncertainty as some of the leading issues in public relations in the modern day. Public relations practitioners play critical roles in an organization and in the community. It is the role of public relations practitioners to communicate the policies of an organization to the public. Notably, organizations need to determine the potential impacts of their policies on the community and the public. Therefore, public relations practitioners create the necessary intermediary between the organization and the public. In addition, public relations practitioners offer informed advice to the organization’s management. The daily activities of a public relations practitioner involve a continued interaction with different sectors of the public. Through the

Verbal Communication Paper Essay Example for Free

Verbal Communication Paper Essay Communication can occur in two different ways, verbally and non-verbally. Whether it is verbally or non-verbally, it plays a important part in certain areas of the criminal justice system. With in this paper we will discuss the importance of verbal and non-verbal communication in the following areas police situation when concerning the press or a public announcement, courtroom setting when testifying, corrections facility when dealing with employees, peers, and inmates, and juvenile facilities when dealing with employees, peers, and inmates. It is important to know how to handle yourself within your law enforcement career when you are called upon to address the public. When dealing with the public you the public and press there are things that are ok to say and discuss and there are things that should not be said or discussed. According to our text in chapter six page 28, many officers encounter stage fright when having to speak to an informal group of people or the press and media, but as with anything practice does make perfect, the more the officer encounters situations such as this, it becomes easier to speak in public. When the officers is addressing an informal group, he or she needs to remember one key thing, and that they need to stick to the facts of the crime, and not give out more information that what is needed to be known by the general public. Now those rules may apply for informal settings, but for formal settings the situation is usually different. There are different guidelines that should be followed to help the officer speech to flow in a smooth manner. First thing first, they may want to draft a speech, now when drafting a speech it is important that they follow the following steps: 1. Prepare an outline of the topics that you will be discussing, this will help you stay on topic and assure that you will not stray from topic or give any information that should not be given. 2. Draft an outline of the main topics that you are willing to discuss, and limit it to three or four topics. By doing this it help you be able to focus on these important topics and your able to relay a clear and concise message. 3. Revise and rewrite the outline a few times to ensure that you have the right information and that you are relaying the correct information that you would like to relay. 4. Practice your speech, remember we write differently than we actually speak, so it is important that your practice your speech several times. 5. Prepare an outline and make sure that you deliver the speech in the order you have written in your outline. Also you should know the subject matter well prior to giving your speech, this way you are able to give an educated answer to any question that may come up. 6. When writing a speech, always try to start at the middle or the end, because the most difficult part will be the beginning. Usually when you begin in the middle or the end the beginning tends to write itself. (Wallace and Roberson, 2009). Those were some of the steps to delivering a successful speech according to our text. When dealing with the media, which most law enforcement will at some point in their career, can be very difficult, especially if you are not prepared and you are not fully educated on the topic in which you are speaking of to the media. Although many agencies have begun to utilize public affairs officers, there are standard operating procedures that police officers that are on the street when unexpectedly approached by a report they have procedures that they need to follow (Wallace and Roberson, 2009). These procedures are put in place to ensure conformity amongst the department (Wallace and Roberson, 2009). As you can see when dealing with the media it is very important at you are doing and saying the right things, or what you said or did can be mistaken for something else, and can ultimately have a large effect on the case that you may be working on . When an officer is in court and is called to testify, the communication is very important, because based on what he pr she says can ultimately help the jury to make a decision on whether to convict or drop the charges against the accused. In some cases an officer may be asked to give an affidavit of said events. According to our text in chapter eight page 109, there are two types of affidavits that can be retrieved. The first one is serves as evidence to assist the court in the decision of an issue or the determination of certain facts and those used to invoke the judicial process. The second type of affidavit is a certificate that is used in civil courts to provide evidence that a party has been officially notified of a pending court proceeding. Good officers usually prepare for court, in the same way that they prepare for giving a speech (Wallace and Roberson, 2009). For instance an officer may want to drive the scene of the crime, just to remember what took place on that day and what thoughts went through his mind that day when he arrived at the crime scene. That way he is well informed, and has the ability to give educated answers to the questions that he may be asked by prosecution or the defense attorneys. This also will create creditability to the officer’s testimony. It is also very critical that the officers go of the case file, so that they are even better informed of the series of events, because just as the officers are overworked so are the prosecutors. Many times the prosecutor is depending on the officers to carry their own testimony, without to much of their assistance (Wallace and Roberson, 2009). Just as there are steps to being successful when giving a speech there are steps to being a successful witness, and they are as follows: 1. Telling the truth 2. Do not guess, if you do not know say so. 3. Be sure you have a clear understanding of the question, you cannot give a honest answer if you do not understand the question 4. Take your time and answer the question answer, make sure you give as much thought to your answer to formulate an educated answer. 5. Make sure you give a loud and audible answer. 6. Do not look for assistance when you are on the stand from anyone, if you feel as though you need help request it from the judge. 7. Be aware of questions with distance involving distance and time, and if you are not sure of the exact distance or time, make sure that you make it clear that you are estimating. 8. Be courteous at all times 9. If asked if you have talked to the prosecutor, be honest and answer whether or not you have or not. 10. Avoid making jokes or wisecracks, because a lawsuit is a serious matter (Wallace and Roberson, 2009). According to our text these are the Ten Commandments that a witness should know, whether you are a seasoned officer or you are a rookie officer, these rule go across the board for everyone. Communication in the prison atmosphere is quite different than the normal communication on a day to day basis for an officer. For example many officers do not realize how much they need learn and mast verbal de-escalations skills until they work in a prison setting, where all of their weapons are taken from them. This is one of the best weapons for a correctional officer, they must be able to keep control of the prisoners with minimal to no weapons at all and they do that by utilizing their verbal de-escalation tactics. When an officers is within the prison system they must be a to calm an inmate down with just the sound of their voice, if they are not able to do that it can escalate to a very dangerous situation for the officer. Officers need to know what to say and when to say what when dealing with prison inmates, because depending on the situation they may make the situation worse, than better. Officers receive several hours of training in this type of technique, while a part of the academy, to ensure that they understand the importance of the communication with inmates. Not only is there communication with the inmates important, but also there communication with their peers are just as important for the officer. The officer should know how to speak with their fellow officer regarding certain situation. Also they need to know what not to say or do with their peers to ensure that they are following certain policies. For instance male officers need to make sure that they are not offending female officers just as female officers need to ensure that they are not offending male officers, it is a two street. This is something that transcends criminal justice and is just a normal practice of every profession not just criminal justice. It is important that you respect your peers at work and treat them the way that you would want to be treated. Also it does not just stop with the officer, this also applies to supervision staff, it is important that they speak to their staff with respect and courtesy at all times. For example I personally am a supervisor and I oversee approximately 50 associates on a daily basis, and it is very important that I treat every associate with respect and courtesy at all times. The moment that I do that I become a liability to the company, and I can be sued for many different reasons, just depending on the situation. Communication within the correctional setting is the same across the board whether the officers is within the men’s prison, women’s prison, or a juvenile correctional facility, the officers my utilize there verbal skills to de-escalate issues, they cannot always depend on weapons. As you can see communication is very important to the criminal justice systems. If the steps that were given to you in this paper are not followed then they could have serious consequences. In closing communication is not only important in the criminal justice system, but it is important in many different settings, but communication for the criminal justice system is key because that is how offenders are convicted and not let go, based on a technicality. Reference Wallace and Roberson (Ed.). (2009). Written and Interpersonal Communication: Methods for Law Enforcement . Chapter 6: Prentice Hall. Retrieved August 14, 2010, from CJA363. Wallace and Roberson (Ed. ). (2009). Written and Interpersonal Communication: Methods for Law Enforcement . Chapter 8: Prentice Hall. Retrieved August 14, 2010, from CJA363 Wallace and Roberson (Ed. ). (2009). Written and Interpersonal Communication: Methods for Law Enforcement . Chapter 1: Prentice Hall. Retrieved August 14, 2010, from CJA363

Managing Human Resources in Health and Social Care

Managing Human Resources in Health and Social Care Unit 13: Managing human resources in health and social care Question 1 1.1 Factors to be considered when planning the recruitment of individuals to work in health and social care. The first factor to be considered when planning employment is the overall aim of the recruitment with a particular focus on what the organisation wants to achieve (Chen et al, 2004). For example, whilst some recruitment may be to replace an existing worker due to retirement or career advancement, other recruitment may be due to the creation of a new job role (Buchan and Dal Poz, 2002). In the latter case, the organisation needs to have a clear understanding of the skill set, competence, education and experience levels of the individual they want to recruit (Thornley, 2000). From this, the organisation then needs to consider the availability of workers, that fulfil the job requirements, that either already work for the organisation (internal recruitment) or who reside within the area (external recruitment) (Dussault and Franceschini, 2006). If such workers are not available, the organisation must then consider the financial implications associated with either training individuals to the required levels or offering remuneration and relocation incentives to encourage skilled workers in from other areas (Dussault and Franceschini, 2006). Once these decisions have been made, the organisation then needs to consider how to attract the right candidates for the available roles (O’Brien et al, 2009). Advertisement of jobs in areas where there are adequate skilled workers in the local area is commonly carried out in local newspapers and in the local Job Centre, however, where this local skilled workforce is not available, the organisation may consider utili sing the power of the internet, recruitment agencies or job fairs to ensure they attract suitably skilled workers (Compton et al, 2009). 1.2 Legislative and policy framework that influence the selection, recruitment and employment of individuals. There are a number of legislative Acts that control the selection and recruitment of individuals within the UK. These Acts include the Employment Rights Act 1996, the Equality Act 2010 and the Race Relations (Amendment) Act 2000 (Bewley, 2006). Each of these Acts is designed to minimise any discrimination of individuals on the grounds of gender, sexual orientation, race, disability, religion or beliefs within the selection, recruitment and employment process (Harcourt et al, 2005). These Acts are reinforced by a number of government employment and recruitment policies, such asImproving opportunities for older people (DWP, 2014), Making the labour market more flexible, efficient and fair (DWP, 2013) and Helping employers make safer recruiting decisions (Home Office, 2013). In addition to these government policies, the health and social care organisation will also have their own policy to control recruitment; these policies will often contain anti-discrimination elements. For example, the General Social Care Council (2010) issued a Code of Practice for employers of social care workers. This code of practice is designed to complement the legislative framework that has been developed by the Government and forms part of the wider package of requirements for the employment and recruitment of social care staff. Within this policy, employers are tasked with ensuring that individuals are suitable to enter the workforce and that written rules and procedures are in place to ensure that discrimination and exploitation are avoided within the workplace (GSCC, 2010). 1.3 Different approaches that may be used to ensure the selection and recruitment of the best individuals to work in health and social care. The selection process usually follows the submission of an application form and / or CV by the candidate (Miller and Bird, 2014). The prospective manager of the candidate will then review the applications and select those who display the correct skills, knowledge or level of training required for the job (MacFarlane et al, 2011). These individuals will then be invited for interview which can be carried out by an individual, a panel or a selection board (West et al, 2011). During this process, the candidate will be asked a number of questions and, in many cases; the quality of their answers is usually graded, thereby providing a score at the end of the interview (Harris et al, 2007). As such, the highest scoring candidate will be offered the job. However, this process may result in the more articulate individual being offered the job regardless of their actual ability to fulfil the role (Hendry, 2012). Another approach for recruitment is the assessment centre, where a number of exercises are utilised to mimic the available job role (Edgar and Geare, 2005). These can be in the form of group exercises, one to one role-plays, structured psychometric tests, behavioural tests or capability questions (Patterson et al, 2005). From these tests the assessor, or assessors, will observe the performance of the individual and thereby predict the aptitude of the individual for the available role (Gale et al, 2010). Question 2 2.1 How do individuals interact in groups? Make reference to relevant theories. The most famous theory of group working is Tuckman’s (1965) model. Tuckman (1965) divided the team’s interaction into four different phases; forming, storming, norming and performing. The first step, forming, is where all members are learning about the opportunities and challenges facing the team. There will be a high level of dependence on their manager for guidance and the team will be bonding together, sharing personal information and forming friendships and alliances (Armstrong, 2006). The second step, storming, is where different ideas to tackle problems or issues are developed. This step can cause conflict as each idea competes for consideration. Effective management of this step is vital to enable all members of the team to have their say and resolve any lasting conflicts (Armstrong, 2006). The third step, norming, is where the team members fall into agreement over the solutions for their team. In this step, the team members are able to talk openly about their opinions and have the ability to adjust their behaviour to avoid conflict. The team members agree on the team’s values, rules, professional behaviour and methods of work (Armstrong, 2006). The final step, performing, is where the team fully understands, co-operates and supports one another, thereby working as a single unit rather than individuals. Teams that have reached this step display high levels of motivation, knowledge, competence and autonomy (Armstrong, 2006). 2.2 Different types of teams in health and social care settings There are formal and informal teams within health and social care. The former of these is a structured team that has been formed with a specific purpose in mind (Taggar and Ellis, 2007). This team will have a definite leader and every individual within the team will have a distinct role (Taggar and Ellis, 2007). An example of this is a theatre team that is led by the surgeon, with the anaesthetist and other theatre staff supporting the surgeon during the operating procedure. Informal teams have no structure and every individual has an equal status (Farrell et al, 2001). Within the healthcare setting the formation of multi-disciplinary teams often follow this informal team description (Sheehan et al, 2007). A good example of an informal team can be given using a case study of a child in social care. This child may have special educational needs, may have behavioural or mental health problems or may require counselling. In such a situation, an informal team is developed between the foster carers, the education providers, a child psychiatrist and counselling services, who will all work together to ensure the best outcome for the child. 2.3 Factors that influence the effectiveness of teams working in health and social care The first and most significant factor is poor communication (Hambley et al, 2007). This may be in the form of poor discussion of ideas or solutions between the team members or may be as a result of conflict within the group preventing the effective flow of information between team members (Xyrichis and Lowton, 2008). However, both of these are a result of poor management, as the leader’s role is to encourage the development of relationships and to iron out conflicts within the group (Hambley et al, 2007). The second factor is that of poor understanding of the roles and responsibilities of each team member (Hall, 2005). This is more likely to be a problem within an informal, multidisciplinary team, who are not used to working together. As such, professional boundaries may be blurred, leading to confusion over who is responsible for certain aspects of the patient’s care (Xyrichis and Lowton, 2008). Another problem is that of information sharing (Mesmer-Magnus and DeChurch, 2009). Again this is more likely to affect the multidisciplinary team, however, it can also occur in the formal team, where one individual is reluctant to share information or knowledge as that knowledge is considered to be an aspect of power (Moye and Langfred, 2004). 2.4 Approaches that may be used to develop effective team working Many approaches exist to help develop effective team working. These include brainstorming and team building exercises (Borrils et al, 2000). However, it is the role of the leader to ensure that team harmony is maintained. This can be achieved by ensuring that all team members have ‘a turn’ at suggesting ideas or solutions, encourage an environment of listening through regular team meetings whilst ensuring that any problems, or solutions, are followed up and not ignored (Borrils et al, 2000). It is also vital to ensure that all feedback is constructive without being overly critical; negative feedback can restrict the flow of information and damage the morale of the team (Borrils et al, 2000). Finally, it is vital that the manager is able to keep all communication routes open to encourage the exchange of information (Leonard et al, 2004). This can be done through email, face-to-face, phone conversations or letter but it is necessary for each individual to be aware of their role in disseminating information to other team members (Leonard et al, 2004). Question 3 3.1 Different ways in which the performance of individuals may be monitored in health and social care. Monitoring of an individual’s performance can be done in several ways. The first step is to identify the current level of performance, identify where improvements can be made and form an agreement between manager and employee on how those improvements are going to be made (Bevan and Hood, 2006). In order for these improvements to be made, it is necessary for the manager to link them to the team’s aims and objectives. This enables the employee to understand their role within the team and have ownership over their own job (Bevan and Hood, 2006). Performance appraisal is the most frequently used tool to measure an individual’s performance. The appraisal has five key elements: measurement, feedback, positive reinforcement, exchange of views and agreement (Curtright et al, 2000). Another option is through the use of key performance indicators or the setting of team or individual targets (Bevan and Hood, 2006). 3.2 Identifying individuals training and development needs As previously mentioned, the performance appraisal is the most frequently used tool to measure an individual’s performance. However, this tool can also be used to identify areas of weakness which will highlight the training and development needs of the individual (Bevan and Hood, 2006). Non-achievement of team or individual targets also highlights a training need, however, the manager is required to keep a close eye on the performance of all the team members when team targets are used as some team members may be more efficient than others (Grigoroudis et al, 2012). Continued professional development (CPD) is another way in which a team member can ensure they have sufficient, ongoing training throughout their career. CPD includes formal courses, practice workshops, self-directed reading and attendance at conferences to ensure the level of skills is maintained or improved throughout the individual’s career (Legare et al, 2011). 3.3 Different strategies for promoting the continuing development of individuals in the health and social care workplace. The promotion of continuing development is achieved through a number of means. Torrington et al (2008) suggest that performance feedback (through the use of appraisals or targets) followed by an incentives package are the most effective way of ensuring continuous development. However, it is vital that the feedback is relevant, specific and credible and that it is done frequently to ensure that the employee remains focused on the team’s aims and targets (Torrington et al, 2008). Incentives are normally provided through an increase in salary, the provision of training or bonus rewards (Torrington et al, 2008). In addition, in some healthcare professions, CPD is an obligation to ensure that individuals maintain an adequate level of knowledge and expertise within their professional area (Legare et al, 2011). 3.4 Implementing an effective staff development program According to Gould et al (2007), there are a number of measures that need to be taken in order to implement an effective staff development program. Firstly, it is vital that all employees have a clearly written job description that is fit for purpose. This job description may include a set of skills or level of expertise to be worked towards, with development of the individual, through training and experience, being structured in accordance with their needs and level of knowledge upon commencement of the role (Gould et al, 2007). Another effective method of development is through the use of mentors (members of staff who are particularly good at their job) for new team members or for individuals who may be struggling with certain aspects of their work (Shah et al, 2011). Finally, it is vital that the manager implements regular performance appraisals to ensure that individual and team targets remain focused and relevant (Torrington et al, 2008). 3.5 The effectiveness of a specific staff development program Studies suggest that the most effective staff development programs are those which follow a structured approach (Poulton and West, 1999; Leatt and Porter, 2002; Forsetlund et al, 2009). As such, many promote the use of the performance appraisal as it focuses on the performance and the training and development needs of the individual (Gould et al, 2007; Torrington et al, 2008). This staff development program is also simple to implement and encourages conversation and the exchange of information between manager and employee. By tailoring the employee feedback and linking employee targets to the aims of the team, the manager can ensure that staff remain focused (Gould et al, 2007). In addition, the appraisal can highlight areas in which the employee has weaknesses or training needs, therefore effectively highlighting a logical development process for each employee (Gould et al, 2007). In these circumstances, specific training can be set as targets and can be achieved through self-study or through the attendance on specific courses. Question 4 4.1 Theories of leadership and applying them to management in a nursing home setting. There are four key theories of leadership that have recently replaced the traditional hierarchical-based leadership seen within the NHS. These four key domains of leadership are relational, personal, contextual and technical all of which can be applied to the nursing home setting. Relational leadership promotes organisational and individual change, encourages engagement and communication between staff and patients and focuses on the dynamics of working relationships and patient experiences (Bolden and Gosling, 2006). The personal leadership theory includes the promotion of reflective learning, personal resilience and self-awareness as a leader (Boaden, 2006). Contextual leadership utilises policy and strategy within the healthcare field to promote development by understanding the positions and strengths of various stakeholders and/or employees (Brazier, 2005). Technical leadership involves the improvement of methodologies, approaches and philosophies within the working environment. T his theory adopts the position of the leader changing things for the better while a manager maintains existing systems in good working order (Checkland, 2014). 4.2 The way of influencing individuals and teams by task allocation According to Dowding and Barr (1999), task allocation influences both individual and team performance. This is obvious when considering the role and skill set of each individual within the workplace. When considering a nursing home environment, a simplified task list may be used for the doctor to examine and diagnose the patient, the nurse to provide the correct medication and for the carer to feed or bathe the patient. As such, these tasks are allocated in accordance with the skill and expertise of the individual. Where tasks are not allocated effectively within the team and do not match the skill set of the individual, performance of both the individual and the team will obviously be impaired (Stewart and Barrick, 2000). However, if tasks are allocated effectively, team and individual performance will be enhanced. 4.3 Managing working relationships The most effective way of managing working relationships is by trusting your employees to carry out their role to a high standard (Williams, 2007). In addition, an effective leader should always respect their workforce, be honest, considerate and value their employees’ opinions and values (Williams, 2007). They should promote a culture of openness within their team and strive to understand the different backgrounds and perspectives of the team members. There should also be a great focus on communication both within the team and between the manager and team members (Barrick et al, 2007). This focus should be on utilising the most effective form of communication in each specific scenario. For example, when discussing weaknesses, a private meeting would be appropriate whilst for team targets, team meetings or group emails would be more effective. In addition, body language, listening skills, ability to maintain eye contact and attentiveness are all effective ways to develop and m aintain a working relationship. 4.4 Evaluating own development that has been influenced by management approaches My own development has been influenced through a number of leadership and management approaches. Firstly, through the use of personal performance appraisals, I have been encouraged to focus on areas of weakness as well as my strengths. By highlighting these weaknesses, I have then been able to concentrate on training or the gathering of information through self-directed reading, to improve my knowledge in these weak areas. Team-working has been improved through the promotion of working relationships between team members, through the use of team-building sessions and activity workshops. In addition, whilst it is acknowledged that everyone has a poor manager at some point in their career, these poor managers accentuate the skills of the effective leader and have helped me to develop good leadership skills. I have also been allowed to mentor new employees as I was very effective in my role. However, I consider the most effective management approach for me, to have been through the use o f task allocation and team target setting. Whilst I originally assumed that the task allocation was for an individual’s benefit, I can now see how this benefits the whole team. References Armstrong, M. (2006). A Handbook of Human Resource Management Practice, 10th edition, London, Kogan Page. Barrick, M. R., Bradley, B. H., Kristof-Brown, A. L., Colbert, A. E. (2007). The moderating role of top management team interdependence: Implications for real teams and working groups. Academy of Management Journal, 50(3), 544-557. Bevan, G., Hood, C. (2006). What’s measured is what matters: targets and gaming in the English public health care system. Public Administration, 84(3), 517-538. Bewley, H. (2006). Raising the standard? The regulation of employment, and public sector employment policy. British Journal of Industrial Relations, 44(2), 351-372. Boaden, R. J. (2006). Leadership development: does it make a difference?. Leadership Organization Development Journal, 27(1), 5-27. Bolden, R., Gosling, J. (2006). Leadership competencies: time to change the tune? Leadership, 2(2), 147-163. Borrils, C., West, M., Shapiro, D., Rees, A. (2000). Team working and effectiveness in health care. British Journal of Health Care Management, 6(8), 364-371. Brazier, D. K. (2005). Influence of contextual factors on health-care leadership. Leadership Organization Development Journal, 26 (2), 128-140. Buchan, J., Dal Poz, M. R. (2002). Skill mix in the health care workforce: reviewing the evidence. Bulletin of the World health Organization , 80(7), 575-580. Checkland, K. (2014). Leadership in the NHS: does the Emperor have any clothes? Journal of Health Services Research Policy, ahead of print. Chen, L., Evans, T., Anand, S., Boufford, J. I., Brown, H., Chowdhury, M., Wibulpolprasert, S. (2004). Human resources for health: overcoming the crisis. The Lancet, 364(9449), 1984-1990. Compton, R. L., Morrissey, W. J., Nankervis, A. R., Morrissey, B. (2009). Effective recruitment and selection practices. North Ryde: CCH Australia Limited. Curtright, J. W., Stolp-Smith, S. C., Edell, E. S. (2000). Strategic performance management: development of a performance measurement system at the Mayo Clinic. Journal of Healthcare Management, 45, 58-68. Department of Work and Pensions. (2013). Making the labour market more flexible, efficient and fair. Available online at https://www.gov.uk/government/policies/making-the-labour-market-more-flexible-efficient-and-fair accessed 14 October 2014. Department of Work and Pensions. (2014). I mproving opportunities for older people. Available online at https://www.gov.uk/government/policies/improving-opportunities-for-older-people accessed 14 October 2014. Dowding, L Barr, J. (1999). Managing in Health Care: A Guide For Nurses, Midwives Health Visitors, 5th edition, Prentice Hall. Dussault, G., Franceschini, M. C. (2006). Not enough there, too many here: understanding geographical imbalances in the distribution of the health workforce. Human Resources for Health, 4(1), 12-15. Edgar, F., Geare, A. (2005). HRM practice and employee attitudes: different measures–different results. Personnel Review, 34 (5), 534-549. Farrell, M. H., Schmitt, G. D., Heinemann, M. (2001). Informal roles and the stages of interdisciplinary team development. Journal of Interprofessional Care, 15(3), 281-295. Forsetlund, L., Bjà ¸rndal, A., Rashidian, A., Jamtvedt, G., O’Brien, M. A., Wolf, F., Oxman, A. D. (2009). Continuing education meetings and workshops: effects on professional practice and health care outcomes. Cochrane Database Syst Rev, 2(2). Gale, T. C. E., Roberts, M. J., Sice, P. J., Langton, J. A., Patterson, F. C., Carr, A. S., Davies, P. R. F. (2010). Predictive validity of a selection centre testing non-technical skills for recruitment to training in anaesthesia. British Journal of Anaesthesia, 105(5), 603-609. General Social Care Council. (2010). Codes of practice for employers of social care workers. Available online at http://www.skillsforcare.org.uk/Document-library/Standards/codes-of-practice/Codesofpracticeforemployersofsocialcareworkers.pdf accessed 14 October 2014. Gould, D., Berridge, E. J., Kelly, D. (2007). The National Health Service Knowledge and Skills Framework and its implications for continuing professional development in nursing. Nurse Education Today, 27(1), 26-34. Hambley, L. A., O’Neill, T. A., Kline, T. J. (2007). Virtual team leadership: The effects of leadership style and communication medium on team interaction styles and outcomes. Organizational Behavior and Human Decision Processes, 103(1), 1-20. Harcourt, M., Lam, H., Harcourt, S. (2005). Discriminatory practices in hiring: institutional and rational economic perspectives. The International Journal of Human Resource Management, 16(11), 2113-2132. Harris, C., Cortvriend, P., Hyde, P. (2007). Human resource management and performance in healthcare organisations. Journal of Health Organization and Management, 21(4/5), 448-459. Hendry, C. (2012). Human Resource Management. Routledge. Home Office. (2013). Helping employers make safer recruiting decisions. Available online at https://www.gov.uk/government/policies/helping-employers-make-safer-recruiting-decisions accessed 14 October 2014. Leatt, P., Porter, J. (2002). Where are the healthcare leaders the need for investment in leadership development. Healthcare Papers, 4(1), 14-31. Là ©garà ©, F., Borduas, F., Jacques, A., Laprise, R., Voyer, G., Boucher, A., Godin, G. (2011). Developing a theory-based instrument to assess the impact of continuing professional development activities on clinical practice: a study protocol. Implementation Science, 6(1), 17-19. Leonard, M., Graham, S., Bonacum, D. (2004). The human factor: the critical importance of effective teamwork and communication in providing safe care. Quality and Safety in Health Care, 13(suppl 1), i85-i90. MacFarlane, F., Greenhalgh, T., Humphrey, C., Hughes, J., Butler, C., Pawson, R. (2011). A new workforce in the making?: A case study of strategic human resource management in a whole-system change effort in healthcare. Journal of Health Organization and Management, 25(1), 55-72. Mesmer-Magnus, J. R., DeChurch, L. A. (2009). Information sharing and team performance: a meta-analysis. Journal of Applied Psychology, 94(2), 535. Miller, S., Bird, J. (2014). Assessment of practitioners’ and students’ values when recruiting: Sam Miller and Jim Bird explain how values-based recruitment is being used to create a workforce that is suitable to provide the care required by the NHS. Nursing Management, 21(5), 22-29. Moye, N. A., Langfred, C. W. (2004). Information sharing and group conflict: Going beyond decision making to understand the effects of information sharing on group performance. International Journal of Conflict Management, 15(4), 381-410. O’Brien, W., Soibelman, L., Elvin, G. (2003). Collaborative design processes: an active-and reflective-learning course in multidisciplinary collaboration. Journal of Construction Education, 8(2), 78-93. OBrien, M. J., Squires, A. P., Bixby, R. A., Larson, S. C. (2009). Role development of community health workers: an examination of selection and training processes in the intervention literature. American Journal of Preventive Medicine, 37(6), S262-S269. Patterson, F., Ferguson, E., Norfolk, T., Lane, P. (2005). A new selection system to recruit general practice registrars: preliminary findings from a validation study. British Medical Journal, 330(7493), 711-714. Poulton, B. C., West, M. A. (1999). The determinants of effectiveness in primary health care teams. Journal of Interprofessional Care, 13(1), 7-18. Shah, S. K., Nodell, B., Montano, S. M., Behrens, C., Zunt, J. R. (2011). Clinical research and global health: mentoring the next generation of health care students. Global Public Health, 6(3), 234-246. Sheehan, D., Robertson, L., Ormond, T. (2007). Comparison of language used and patterns of communication in interprofessional and multidisciplinary teams. Journal of Interprofessional Care, 21(1), 17-30. Stewart, G. L., Barrick, M. R. (2000). Team structure and performance: Assessing the mediating role of intrateam process and the moderating role of task type. Academy of Management Journal, 43(2), 135-148. Taggar, S., Ellis, R. (2007). The role of leaders in shaping formal team norms. The Leadership Quarterly, 18(2), 105-120. Thornley, C. (2000). A question of competence? Re†evaluating the roles of the nursing auxiliary and health care assistant in the NHS. Journal of Clinical Nursing, 9(3), 451-458. Torrington, D, Hall, L Taylor, S. (2008). Human Resource Management, 7th edition, Prentice Hall. Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-385. West, M., Dawson, J., Admasachew, L., Topakas, A. (2011). NHS staff management and health service quality. London: Department of Health. Williams, M. (2007). Building genuine trust through interpersonal emotion management: A threat regulation model of trust and collaboration across boundaries. Academy of Management Review, 32(2), 595-621. Xyrichis, A., Lowton, K. (2008). What fosters or prevents interprofessional teamworking in primary and community care? A literature review. International Journal of Nursing Studies, 45(1), 140-153. Managing Human Resources in Health and Social Care Managing Human Resources in Health and Social Care 4.1 Explanation of theories of leadership that apply to the Health and Social Care workplace. There are four key theories of leadership that have recently replaced the traditional hierarchical-based leadership seen within the NHS. These four key domains of leadership are relational, personal, contextual and technical all of which can be applied to the nursing home setting. Relational leadership promotes organisational and individual change, encourages engagement and communication between staff and patients and focuses on the dynamics of working relationships and patient experiences. The personal leadership theory includes the promotion of reflective learning, personal resilience and self-awareness as a leader. Contextual leadership utilises policy and strategy within the healthcare field to promote development by understanding the positions and strengths of various stakeholders and/or employees. Technical leadership involves the improvement of methodologies, approaches and philosophies within the working environment. This theory adopts the position of the leader changing thin gs for the better while a manager maintains existing systems in good working orders. Definition[2CR2] of management: Management takes place within a structured organisational setting with prescribed roles. It is directed towards the achievement of aims and objectives through influencing the efforts of others. Classical management theory Emphasis on structure Prescriptive about what is good for the firm Practical manager (except Weber, sociologist) Henri Fayol (1841 1925), France 1.Division of work Reduces the span of attention or effort for any one person or group. Develops practice and familiarity 2. Authority The right to give an order. Should not be considered without reference to responsibility 3. Discipline Outward marks of respect in accordance with formal or informal agreements between firm and its employees 4. Unity of command Oneman superior 5. Unity of direction One head and one plan for a group of activities with the same objective 6. Subordination of individual interests to the general interest The interests of one individual or one group should not prevail over the general good. This is a difficult area of management 7. Remuneration Pay should be fair to both the employee and the firm 8. Centralisation Is always present to a greater or less extent, depending on the size of the company and quality of its managers 9. Scalar chain The line of authority from top to bottom of the organisation 10. Order A place for everything and everything in its place; the right man in the right place 11. Equity A combination of kindliness and justice towards the employees 12. Stability of tenure of personnel Employees need to be given time to settle into their jobs, even though this may be a lengthy period in the case of the managers 13. Initiative Within the limits of authority and discipline, all levels of staff should be encouraged to show initiative 14. Esprit de corps Harmony is a great strength to an organisation; teamwork should be encouraged Advantages Fayol was the first person to actually give a definition of management which is generally familiar today namely forecast and plan, to organise, to command, to co-ordinate and to control. Fayol also gave much of the basic terminology and concepts, which would be elaborated upon by future researchers, such as division of labour, scalar chain, unity of command and centralization. Disadvantages Fayol was describing the structure of formal organizations. Absence of attention to issues such as individual versus general interest, remuneration and equity suggest that Fayol saw the employer as paternalistic and by definition working in the employees interest. Fayol does mention the issues relating to the sensitivity of a patients needs, such as initiative and esprit de corps, he saw them as issues in the context of rational organisational structure and not in terms of adapting structures and changing peoples behaviour to achieve the best fit between the organisation and its customers. Many of these principles have been absorbed into modern day organisations, but they were not designed to cope with conditions of rapid change and issues of employee participation in the decision making process of organisations, such as are current today in the early 21st century. 4.2 Analyse how working relationships may be managed. The most effective way of managing working relationships is by trusting your employees to carry out their role to a high standard (Williams, 2007). In addition, an effective leader should always respect their workforce, be honest, considerate and value their employees opinions and values (Williams, 2007). They should promote a culture of openness within their team and strive to understand the different backgrounds and perspectives of the team members. There should also be a great focus on communication both within the team and between the manager and team members (Barrick et al, 2007). This focus should be on utilising the most effective form of communication in each specific scenario. For example, when discussing weaknesses, a private meeting would be appropriate whilst for team targets, team meetings or group emails would be more effective. In addition, body language, listening skills, ability to maintain eye contact and attentiveness are all effective ways to develop and maintain a working relationship. The way of influencing individuals and teams by task allocation According to Dowding and Barr (1999), task allocation influences both individual and team performance. This is obvious when considering the role and skill set of each individual within the workplace. When considering a nursing home environment, a simplified task list may be used for the doctor to examine and diagnose the patient, the nurse to provide the correct medication and for the carer to feed or bathe the patient. As such, these tasks are allocated in accordance with the skill and expertise of the individual. Where tasks are not allocated effectively within the team and do not match the skill set of the individual, performance of both the individual and the team will obviously be impaired (Stewart and Barrick, 2000). However, if tasks are allocated effectively, team and individual performance will be enhanced. 4.3 Evaluate[2CR4] how own development has been influenced by management approaches encountered in own experience. As a HR Manager for Smart Care Residential home my own development has been influenced through a number of leadership and management approaches. Firstly, through the use of personal performance appraisals, I have been encouraged to focus on areas of weakness as well as my strengths. By highlighting these weaknesses, I have then been able to concentrate on relevant training; the gathering of information through self-directed reading, to improve my knowledge in these weak areas. Team-working has been improved through the promotion of working relationships between team members, through the use of team-building sessions and activity workshops. In addition, whilst it is acknowledged that everyone has a poor manager at some point in their career, these poor managers accentuate the skills of the effective leadership and have helped me to develop good leadership skills. I have also been allowed to mentor new employees as I was very effective in my role. However, I consider the most effective management approach for me, to have been through the use of task allocation and team target setting. Whilst I originally assumed that the task allocation was for an individuals benefit, I can now see how this benefits the whole[2CR5] team. Management approaches Leadership style Motivation Mentoring Coaching Training Shadowing Task orientation Team orientation Individual orientation Own development Attributes Confidence Skill competency Knowledge Understanding Reference Urwick, L.F. (1968), Great Names in Management: Henri Fayol, 1841à ¢Ã¢â€š ¬Ã‚ 1925, lecture presented at the University of New South Wales, 19 June, Urwick papers, Henley Management College, ref. 3/5, unpublished. http://www.emeraldinsight.com/doi/ref/10.1108/00251740510634895 [2CR1]Explain the eight (8) leadership theories, such great man, trait, etc. [2CR2]Maslow may be good on working relationship or management approaches [2CR3]Review working relationship and analyse (break down and show relationship between each topic and the improved working relationship [2CR4]Answer this question in three parts (1) identify the management approaches (2) reflect on what your learn from management approaches (3) conclude how you can use your experience and skills acquired to manage other people [2CR5]How did these approaches make you a better manager to manage other people in future

Effectiveness Between Visual Learning And Auditory Learning

Effectiveness Between Visual Learning And Auditory Learning This experiment was performed to compare the effectiveness between visual learning and auditory learning on short-term memory. Forty subjects were required to read a passage while another forty subjects were asked to listen to a recording of the same passage. After a three-minute filler task, the subjects were required to answer a set of ten questions relating to the passage. Most subjects had higher score for visual learning rather than auditory learning. A statistical z-test was used to compare the mean of these two sets of result. Calculation showed that at 5% significance level, visual learning was more effective in building short-term memory than auditory learning, concurring to the experimental hypothesis. There was sufficient evidence from statistical testing to show that the mean score in memory quiz for visual learning was greater than auditory learning. NULL HYPOTHESIS There is no significant difference between the score for visual and auditory memory test. EXPERIMENTAL HYPOTHESIS The score in visual memory test is higher compared to auditory memory test. RESEARCH AND RATIONALE The purpose of this experiment was to compare the effectiveness of both visual learning and auditory learning on short-term memory. Memory is defined as the power or process of reproducing or recalling what has been learned and retained especially through associative mechanisms, which include encoding, storing and retrieving. According to Atkinson-Shiffrin Model (1968), human memory can be divided into three major groups, namely sensory memory (SM), short-term memory (STM) and long-term memory (LTM). [4] Figure 1: Atkinson-Shiffrin Model (http://www.audiologyonline.com/articles/article_detail.asp?article_id=1403) (251 words) Sensory memory is a buffer that captures, for just a moment, all that you can see, hear and feel. In general, sensory memory is the ability of sense organs such as eyes, ears and skin to retain sensory information for a very brief period (less than a second). It can be divided into iconic memory (vision) and echoic memory (hearing). When we focus attention on sensory memory, this moves sensory information into conscious memory which is known as short-term memory. Short-term memory can hold a limited amount of information for about 30 seconds, but it stays longer under continual rehearsal and will eventually converted into long-term memory. [1,5] Short-term memory is the temporary memory store used to store and manage information needed to perform complex cognitive tasks. It is formed by brief changes in the synaptic transmissions. It involves the firing of neurons which depletes the Readily Releasable Pool (RRP) of neurotransmitter vesicles at presynaptic terminals. After the firing slows down, endocytosis causes the short-term memory to decay. The memory will disappear if it is not re-activated. Thus, periodically repeated information is needed so that information can retain for a longer period. [8] Figure 2: Baddeleys model of working memory (http://www.thefullwiki.org/Baddeley%27s_model_of_working_memory) (448 words) Alan Baddeley proposed a more complex working memory model for short-term store. It is an active three-part memory system that temporarily holds information which consists of an executive control central that coordinates the phonological loop (storage for language sound), visuo-spatial sketchpad (storage for visual and spatial information), and the episodic buffer. Working memory is very significant in helping us to solve problems that require reasoning and multitasking. [2,6] Long-term memory is the storehouse of the brain where its capacity is enormous and virtually permanent. It can be divided into declarative memory (consciously available) and procedural memory (unconsciously available). However, long-term memory distorts the facts and tends to become less reliable as we age. [1,7] Figure 3: The activation of specific sensory cortices during memory retrieval (http://www.pnas.org/content/97/20/11125.full) A study by Randy L. Buckner aimed to study whether the retrieval of sensory-specific information will reactivate the regions of sensory cortex. The outcome revealed from functional MRI showed that secondary areas in auditory and visual cortex were reactivated when sound and image memories were recalled respectively. Since different regions were activated during information retrieval, visual memory should be different from auditory memory. Figure 3 shows the activation maps during perception of visual objects (ac) and sound (e) as well as the recall of visual memory (bd) and auditory memory (f). [9] (660 words) A study by Michael A. Cohen examined the inferiority of auditory to visual memory using recognition measure. The experiment was done by testing the ability of subjects to recall the stimuli, for instance sound clips, verbal description, picture or combination of both. Comparison of data showed that recall for picture is better compare to other stimuli. [10] Besides, Cohen also compared auditory and visual memory in musicians who have far better auditory recognition memory. However, the results showed that the memory for auditory stimuli was still inferior to visual object. Thus, it is clear from these results that auditory recognition memory performance cannot be on par with the levels of visual recognition memory. [11] The outcomes of this experiment could be significant in education, working place and business strategy. Educators should focus on visual teaching by preparing more visual stimulus such as diagrams, slideshows or mind maps to make the lessons more effective and enhance the student memory. Managers should provide a copy of information rather than giving instruction verbally to prevent employee from making error. Moreover, companies should provide visual effect when advertising through television or poster rather than via radio so that consumers can remember better of that company. (859 words) VARIABLES Manipulated variable : Type of stimulus (visual or auditory) Responding Variable : Score in memory test (degree of memory) Constant Variables : Age and education level of the subjects, period of the test PLANNING As stated above, assumption was made that both visual and auditory learning have the same effect on short-term memory, thus all these trials were conducted using only one type of stimulus which is visual stimulus. Trial 1: Length of the passage This trial was conducted to find out the most appropriate length of passage for the memory tests. Four subjects were given a passage of 234 words while another four were given a passage of 843 words to read. After that, the subjects were required to answer a set of ten questions related to the passage. Length of the passage Memory test score 1st 2nd 3rd 4th 234 words 10 10 10 9 843 words 5 4 4 5 Table 1: Results of first trial experiment From Table 1, subjects performance is almost perfect in the memory test when dealing with the short passage of 234 words. On the other hand, subjects who deal with the long passage of 843 words answered less than half of the question correctly. Therefore, I decided to use a moderately long passage of around 500 words to obtain an ideal result in the real experiment. (1086 words) Trial 2: The necessity of filler task This trial was done to find out whether a filler task is necessary and its duration before proceeding to the memory quiz. First two subjects ware not required to do any filler task (Sudoku puzzle) while the remaining subjects were asked to do the filler task within 2, 3 and 4 minutes respectively. Duration of Filler Task (minutes) Score 1st 2nd Without 8 8 2 7 8 3 6 7 4 5 5 Table 2: Results of second trial experiment From Table 2, subjects who answered the question without distraction task was slightly higher than those who had done the Sudoku puzzle. Besides, it was noted that the last few questions where the answers were found on the last part of the passage were answered correctly for those without filler task. Thus, a distraction task is necessary to distract the subjects from rehearsing the information they had just received and answering the question directly without having the information converted into short-term memory. Besides, the duration of filler task was fixed at 3 minutes as it seemed long enough to prevent subjects from rehearsing the newly received information but not too long to cause memory decay. (1293 words) Trial 3: Suitable Timeframe This trial was conducted to investigate the perfect timeframe for the subjects to complete the memory test. Six subjects took part in this trial, with two in a group. They were given a passage that later used in the actual experiment to read and answer ten questions within time limits. The three groups required to answer within 1, 2 and 3 minutes respectively. Time limit (min) Score 1st 2nd 1 3 4 2 5 6 3 8 7 Table 3: Results of third trial experiment From Table 3, the longer the time limit, the higher the score each subjects obtained. The subjects were debriefed after the memory test regarding the time limit given. Those who underwent time limit of 1 and 2 minutes claimed that the time given was too short for them to complete all the questions. Subjects who did the test within 3 minutes claimed that they only manage to complete the questions on time. They felt stressed during the experiment and this might limit the subjects performance. Hence, I decided to leave out the time limit so that subjects can answer the question in a stress-free condition. The visual stimulus administered was a one-page printed passage that I get from the reference book Cambridge Practice Test for IELTS 2, Test Four, Section 2. On the other hand, the auditory stimulus used was a three-minute recording of the same passage taken from the CD-ROM. A passage was used instead of simple words, number or image recall to mimic real-life situation in work place or in classroom where people were bound to lots of information which they have to remember. This passage consisting of 551 words was chosen as it was designed by an experienced author who written for IELTS reference book and IELTS is a recognised international English testing system. The passage was clear, concise and contained a lot of information and there were questions provided. Besides, the person who produces the tape script has high proficiency in English, thus there will be no complain about the clarity of the tape script. (1645 words) METHOD Random sample of 80 subjects were selected from the Advanced Level students in Intec Education College. The subjects were divided into two groups that carried out visual and auditory test respectively. For visual test, each subject was given three sheets of paper beforehand. (A passage, a memory test of ten questions and a Sudoku puzzle) For auditory test, each subject was given two sheets of paper beforehand. (A memory test of ten questions and a Sudoku puzzle) The subjects were instructed to read the passage and listen carefully to the recording played by a radio inside the classroom once only and try to memorize as much information as they can. Immediately after the presentation of stimuli, the subjects were asked to complete the Sudoku puzzle as a filler task in 3 minutes to reduce rehearsal. After that, the subjects were required to do the memory test without a time limit and hand in the answer sheet after they had done. The scores of each subject from each group were calculated and recorded in a table. A box-plot and a bar chart were drawn to represent the data. Z-test was used to compare the mean of visual and auditory memory test at 5% significant level. RISK ASSESSMENT All subjects personal details were kept anonymous for confidentiality purpose. They were instructed not to disclose any information regarding the quiz to anyone who had not taken the test. Besides, subjects were told that this experiment was not done on testing the individuals intelligence or memory power to avoid any unnecessary stress which could affect the subjects performance. The volume of the recording played over the radio was set at an acceptable volume so that everyone could hear clearly and did not cause any impairment on hearing. Otherwise, this was a low-risk procedure. (1942 words) RESULTS Number of people, f Memory test scores, X Visual, X1 0 0 1 0 2 0 3 0 4 2 5 4 6 8 7 11 8 10 9 5 10 0 Mean xÃÅ'„1 = 6.95 Table 4: Results for memory test of visual and auditory learning (2005 words) Graph 1: Box plot for memory quiz score of visual and auditory learning (2018 words) STATISTICAL ANALYSIS X1: Visual memory test Memory quiz scores, x Visual, f fx x2 fx2 0 0 0 0 0 1 0 0 1 0 2 0 0 4 0 3 0 0 9 0 4 2 8 16 32 5 4 20 25 100 6 8 48 36 288 7 11 77 49 539 8 10 80 64 640 9 5 45 81 405 10 0 0 100 0 n = 40 à ¢Ã‹â€ Ã¢â‚¬Ëœ fx = 278 à ¢Ã‹â€ Ã¢â‚¬Ëœ fx2 = 2004 Table 5: Statistics for visual memory test Mean, xÃÅ'„1 = = = 6.95 Variance, à Ã†â€™Ã‚ ² = xÃÅ'„12 = 6.952 = 1.7975 Standard Deviation, à Ã†â€™1 = = = 1.34070877 (2138 words) X2: Auditory memory test Memory quiz scores, x Auditory, f fx x2 fx2 0 0 0 0 0 1 1 1 1 1 2 3 6 4 12 3 5 15 9 45 4 8 32 16 128 5 10 50 25 250 6 7 42 36 252 7 4 28 49 196 8 2 16 64 128 9 0 0 81 0 10 0 0 100 0 n = 40 à ¢Ã‹â€ Ã¢â‚¬Ëœ fx = 190 à ¢Ã‹â€ Ã¢â‚¬Ëœ fx2 = 1012 Table 6: Statistics for auditory memory test Mean, xÃÅ'„2 = = = 4.75 Variance, à Ã†â€™Ã‚ ² = xÃÅ'„12 = 4.752 = 2.7375 Standard Deviation, à Ã†â€™2 = = = 1.65453921 (2258 words) Z-test is a statistical test extended from t-test. It follows a normal distribution where the data have the same mean, median and mode. It is used to handle large samples when n à ¢Ã¢â‚¬ °Ã‚ ¥ 30 and standard deviation is given. In this experiment, there was one variable (type of stimulus), two samples (visual and auditory memory tests) and 40 observations for each sample. The data was unmatched as each subject sat for the test once only. The difference between variances in the two samples is small (0.94). Thus, a z-test was applied. [3] Number of samples, n Mean, xÃÅ'„ Standard Deviation, à Ã†â€™ Visual, xÃÅ'„1 40 6.95 1.34070877 Auditory, xÃÅ'„2 40 4.75 1.65453921 Table 7: Basic statistics for both memory test scores Hypothesis Test for Two Population Means H0: ÃŽÂ ¼1 = ÃŽÂ ¼2 (The mean scores in both visual and auditory memory test are equal) H1: ÃŽÂ ¼1 > ÃŽÂ ¼2 (The mean score in visual memory test is greater than that in auditory memory test) Given the null hypothesis and à Ã†â€™1 = 1.34070877, n1 = 40, à Ã†â€™2 = 1.65453921, n2 = 40 xÃÅ'„1 xÃÅ'„2 ~ N (0, + ) By Central Limit Theorem, the test statistics is: Z = Since under H0, ÃŽÂ ¼1 = ÃŽÂ ¼2 then in this case ÃŽÂ ¼ visual = ÃŽÂ ¼ auditory and thus Z = = 6.53615718 à ¢Ã¢â‚¬ °Ã‹â€  6.5362 (2483 words) According to the Table for Critical values for two-tailed z test, the critical value for a two-tailed test when p = 0.01 will be the critical values for p=0.05 for a one-tailed test. Thus, the critical value for Z is z = 1.647. From the result above, the value of z at 5% probability level is 6.5362 which are higher than the critical value of 1.6449. Therefore, the null hypothesis, H0 is rejected. There is sufficient evidence that the mean score in memory quiz for visual memory is greater than that for auditory memory. This agrees with the experimental hypothesis and matches with the two studies stated earlier which were done by Michael A. Cohen proving that auditory memory is inferior to visual memory, yielding better short-term memory recall. Since Z calculated is a lot higher than Z critical, there is much less than 5% chance that the results occurred by chance, and more than 95% chance that the mean for visual memory test is higher even if the experiment is repeated on the similar population. (2659 words) Graph 2: Bar chart for memory quiz score of visual and auditory learning (2672 words) DATA ANALYSIS Graph 2 shows that the score range of visual test is within 4 to 9 whereas the score range for auditory test is within 1 to 8. The modes for visual and auditory memory test are 5 and 7 respectively. It is a huge contrast as most of the subjects scored less than half of the total marks for auditory test while most of the subjects scored more than half of the total marks for visual test. Thus, it is obvious that subjects tend to forget the information more quickly when it is presented by oral compared to visual. There were anomalies in this investigation, especially in the auditory test group. One subject gets only one answer correct in the memory test and it had been reconfirmed that there was no marking error. This might be due to the particular subject was tired and lack of sleep the night before. This explanation was supported by the research of Polzella and Donald J. that stated sleep deprivation increases the occurrence of lapses, periods of lowered reactive capacity, which prevent the encoding of items in short-term memory. [12] Likewise, two of the subjects get eight questions right in the memory test. This might be due to both subjects are Grade 8 pianist who have a better listening ability and are good auditory learner that can remember the auditory information outstandingly. This was stated in Michael A. Cohens research that musicians have far better auditory recognition memory. [11] However, I found out that some subjects with high scores in the memory test did not even complete half of the Sudoku puzzle. This may be due to the fact that they kept recalling what they had read during the distraction test but not concentrating on the Sudoku puzzle. During the real test, they were just rehearsing the information they read a few minutes earlier. (2980 words) The superiority of visual memory can be explained according to the way the information is perceived and stored as memory. Auditory verbal information enters automatically into the phonological store whereas visually presented words are transformed into phonological code by silent articulation first and subsequently into the phonological store. Thus, the visual information stored twice as visual code rather than auditory code. [6] From the study by Buckner, we know that visual and auditory memory retrieval involves the activation of different brain region. The sensory-specific regions are activated most robustly during recall of visual memory whereas auditory memory represents a distinct subset of those activated during perception. The reason behind may be the capacity for visual memory is larger than auditory memory, thus complex visual memory can be converted into memory more rapidly and easily. [9] The properties of auditory and visual information are different. In terms of physics or psychophysics, auditory information is said to be less memorable than their visual counterparts. It could be that the remarkable ability to rapidly encode and remember meaningful stimuli is a feature of visual processing. [12] Eberman and McKelvie proposed that a person was more prone to form vivid images, particularly if the original source was visual than if it was auditory. [13] Visual stimuli are seen and heard through rehearsal maintenance in the brain while auditory stimuli are only heard, making it more difficult to perform. When the brain is processing a visual image, the cognitive functioning requires the discovery of a mental image, but when the cognitive functioning is the process of an auditory stimulus, the brain needs to hear the word and then create a mental image in order for a correct recall to take place. Thus, auditory learning seems slower compare to visual learning. [14] (3271 words) EVALUATION There might be variation in memory capacity between individuals, thus a large sample of eighty subjects was used in the experiment to ensure sufficient replicates were produced to support the conclusion. Besides, random choosing and grouping of subjects and consistency of gender will help improve the reliability of the results because there will be no bias in terms of subjects selected to participate in which test. The age of the subjects was kept constant (20) because capability to memorise varies with age. For example, older people were more prone to develop dementia and were less effective in memorising information, thus giving an unreliable result. Moreover, subjects must have the same level of education as people who weak in English and understanding might not be able to answer the questions properly, be it in visual or auditory form. Subjects must not have any problem related to their eyes (reading) and ears (listening) to ensure the experiment done smoothly. In addition, the period of the test conducted must be fixed as the effectiveness of learning varies throughout the day. Subjects might feel hungry at the noon and tired around the evening after whole day of academic session. Thus, the entire test was conducted in the morning as it is the golden period for the subjects to learn and memorising information effectively. Participant who were physically sick or mentally tired were excluded from this investigation as their condition might deteriorate their memory performance. In conclusion, the results can be considered to be valid and reliable as the whole experiment was conducted with minimal errors and a large sample size. (3537 words) LIMITATIONS AND MODIFICATIONS In this experiment, since the same subject cannot sit for both test due to same passage used, it has been assumed that the individual variations amongst the subjects do not affect the results of the study. However, different people might have different memorising power, thus one modification that could be made is by having the same subjects doing both visual and auditory memory test but on different passage which are closely similar in terms of length, information and standard of English. Although the subjects involved in this experiment are selected randomly, it is only representing the population in International Education College but not whole general college-aged students. Therefore, the experiment can be modified by having a larger sample size from other colleges to obtain a more conclusive, representative and reliable results. However, it was difficult for a person to memorise all the information in the long passage. They may miss out some points which will affect the outcomes of the investigation. Thus, the passage can be replaced by 30 phrases so that they know exactly what to remember. FURTHER INVESTIGATION Further research can be done by investigating the efficiency of visual and auditory learning method in varying age cohorts. Besides, other types of memory measures such as recognition of image and words can be carried out for further study. Lastly, a comparison between genders in terms of both types of memory can be conducted as the memorising power between males and females could be different. (3780 words) SOURCE EVALUATION Source 1 is an e-book that written by psychology experts while source 2 and 3 are published books so the information in it should be facts. They are all credible sources as their content would have been reviewed by other experts prior to publication. Source 4 is a website from Indiana University while source 5 is a website supported by Bryn Mawr College and Howard Hughes Medical Institute, thus the information are reliable. Source 6 and 7 is from Wikipedia where most of the data and information obtained are cited and linked to many literatures and academic research. Sources 8, 9, 10, 11, 12, 13 and 14 are scientific journals that written by experts from renowned universities. Their research papers consist of experiments similar to my scientific investigation topic. The results obtained are widely recognised and have been peer-reviewed by other scientists before being published, thus they are trustable. CONCLUSION It is clear that visual learning is more effective than auditory learning on short-term memory. It is proven by the mean score in visual test which is 6.95, which is greater than the auditory test which is 4.75. The z-value, 6.5362 is higher than the critical value at 5% significance level. Experimental hypothesis is accepted. (4984 words) APPENDIX TEXT PASSAGE Great. Well, hi, everyone! My names Jody and Im one of the four recreation officers here at Rainforest Lodge. My job is to make sure that you all have a great stay here with us and go away feeling relaxed and refreshed. As you can see, were literally in the middle of nowhere at the Lodge. There are no newspapers or TVs and theres only one phone and thats in the office. The Lodge is a complete get away from it all experience: a place to unwind and appreciate the world without a lot of interruptions and distractions. From your cabin balcony youll find that you cant see anyone else and the only noise you should hear is the birds. When the luggage comes, one of the guys will take it across to your cabin for you and make sure you know the way back here to the main centre for dinner in the restaurant. Dinner will be served in about an hour or so. All the times of each days activities are printed on the blue sheet you should have got in the information guides that were handed out on the coach. Each Explorer trip has a different focus, so it doesnt matter how many you do or on what day, because theres always something new to discover in the rainforest. Tomorrow I think weve still got places on the Orchid and Fungi Tour. This is on foot and takes you to different parts of the rainforest. Or, if youd prefer, theres the Four- Wheel-Drive tour to the waterfalls, or the fishing trip where I promise you well catch some lunch, and last but not least, the famous Crocodile Cruise that leaves at 11 am each day. (Just in time for the crocodiles lunch!) Plenty to choose from here at Rainforest Lodge or just sit on your balcony relax and unwind and enjoy the views. In the evenings there is the Spotlight Tour, one of my favourites. The Spotlight Tour leaves at sundown and lets you catch a glimpse of some more of the rainforests wildlife as it comes out at dusk to feed. Thats a great trip and if you can, Id really try to make sure you do it during your stay. (4359 words) Youve chosen to visit the rainforest in March, which is just at the end of the wet season, so youll soon notice how well the waterfalls are running and also how damp the ground is. Things can tend to get a bit slippery, too, so if you didnt bring any walking boots Id advise you to hire some from the office. Youll also be much better off in long trousers rather than shorts because they will give your legs more protection and socks are a good idea too. Theres no need to be nervous of the rainforest provided that you treat it with respect and common sense. Most of the animals and wildlife are gentle and harmless. There are some venomous snakes to beware of, but really theyre much more frightened of you than you are of them. The other thing is that certain plants can cause irritation if you touch them with bare skin. Well, thats about all for the time being. The guys are here to take you and your luggage to the cabins . . . (4538 words) QUESTIONS At Rainforest Lodge there arent any telephones or TVs. newspapers or TVs. telephones or newspapers. The guests are told to carry their luggage to the cabin. go straight to the restaurant. wait an hour for dinner. TOUR NAME DETAILS Orchid and Fungi walking tour Four-Wheel-Drive tour to the 3)_____________ Fishing to catch lunch Crocodile Cruise departs at 4)_____________ daily 5)_____________ departs at sundown What THREE items of clothing does the speaker recommend for the rainforest? 6) ______________________________ 7) ______________________________ 8) ______________________________ Which TWO things in the rainforest does the speaker give a warning about? 9) ______________________________ 10) ______________________________ (4636 words) DISTRACTION TASK 8 2 8 7 6 4 3 1 9 5 8 4 9 6 1 8 1 3 5 4 7 2 7 4 7 6 4 3 5 6 CRITICAL VALUES FOR A TWO-TAILED Z TEST Probability value Z 0.10 1.647 0.05 1.960 0.01 2.576 0.02 2.326 0.002 3.10