HRM Strategic Interventions Overview

HRM Strategic Interventions Overview Although human resource management is a phrase which has been in use for over 40years, it did not come to the fore as a distinctive approach to managing people until the mid 1980s, when it became generally known as HRM. The vocabulary for managing the employment relationship has undergone a change. Personnel Management has increasingly given way to human resource management (HRM) or, better still to strategic human resource management (SHRM). It was charted/noticed in the writings of US academics and managers (for example, Tichy et al., 1982; Fombrun et al., 1984; Beer et al., 1985; Walton and Lawrence, 1985; Foulkes, 1986). This was, however, taken up by both UK managers (for example, Armstrong, 1987; Fowler, 1987) and UK academic (for example, Hendry and Pettigrew 1986; Guest, 1987; Miller, 1987; Storey, 1987; Torrington and Hall, 1987). By the end of the 1980s and the beginning of the 1990s it became a common term. Strengthening this change was the emergence, in 1990, of two new academic journals Human Resource Management Journal and International Journal of Human Resource Management. It heralded the pushing-aside of personnel-management and the solidification of HRM. Perhaps the most important reason why HRM emerged as the dominant philosophy for managing people in the 1980s is that chief executives, prompted by economic and business trends, and the view of a number of influential writers such as those mentioned abov e and Kanter (1984), at last began to appreciate that competitive advantage is achieved through their employees i.e. the people who implement the corporate plan, and that they must do something about seeing that it happens in their own organisation. Porter (1985), another highly influential writer captured this view when he wrote: HRM is an integral part of the value chain at firm level. The impact of global competition, complexity, technological change and shifts in employee values have affected UK as well as US chief executives, and it has been said by Fowler (1987) that HRM represents the discovery of personnel management by chief executives. For years, chairmen in their annual reports have been paying lip-service to the message people are important. Now, however, competitive pressures from one-culture, high-commitment firms, and changes in employees expectations have indicated the need for action instead of words to obtain fuller use of their human resources. Having said all these I intend to discuss HRM in perspective, its various strategic interventions (SHRM) and analyse/focus more on Performance Management. I will also highlight the challenges and benefits of this strategic intervention using a particular model and how it truly improves an organisations effectiveness. Understanding HRM A common theme within the human resource management (HRM) literature in recent years has been the adoption of HRM practices designed to achieve high levels of employee performance, flexibility and commitment. Here, human resource (HR) practices are placed in a much more direct relationship with organisational policy making and performance issues than traditional approaches to personnel management (Bach and Sisson, 2000). In the 1980s, original writers in the area of human resource management (HRM), Beer et al. (1984), stressed that in the face of increasing international competition, organisations had to focus on the value of investments in human resources as a major source of competitive advantage. The transition from personnel management to HRM reflects this emerging organisation-wide commitment to human capital development. The change, however, has activated considerable discussion within the academic literature about the successful strategic positioning of, and responsibility for , HRM (Beer, 1997; Dyer and Holder, 1988; Guest 1987; 1989). The effective use of diverse/different people seems to be the primary assets of any organisation aside from its financial, technological and physical resources therefore it has to be managed effectively and strategically. What then is HRM? There are quite a few descriptions : Beer et al (1984) Human resource management involves all management decisions and actions that affect the relationship between the organisation and employees its human resources. Pettigrew and Whipp (1991) Human resource management relates to the total set of knowledge, skill and attitudes that firms need to compete. It involves concern for and action in the management of people. Bratton and Gold (2003) Human resource management is a strategic approach to managing employment relations which emphasizes that leveraging peoples capabilities is critical to achieving sustainable competitive advantage, this being achieved through a distinctive set of integrated employment policies, programmes and practises. As you can see, the emphasis is, first, on the interests of management, secondly, on adopting a strategic approach, thirdly, on obtaining added value from people by the processes of human resource development and performance management and, finally, on gaining their commitment to the objectives and values of the organisation. We can therefore identify the following as basic characteristic features of HRM: It is a top-management driven activity; The performance and delivery of HRM is a line management responsibility; It emphasizes the need for the integration of business and personnel strategies; It involves the adoption of a comprehensive and coherent approach to employment policies  and practises; Importance is attached to strong cultures and values; It places emphasis on the attitudinal and behavioural characteristics of employees; Employee relations are unitarist rather than pluralist, individual rather than collective, high trust  rather than low trust; Organizing principles are organic and decentralised with flexible roles and more emphasis on  teamwork; Rewards are differentiated according to performance, competence or skill. It is however important to note that these characteristics will be applied in many distinctive ways in different organisations. HRM as practised in America, UK, India, Nigeria or anywhere else will have features which will be affected by economic and political environment, and the industrial relation climates and practices of the country. HRM as practised in any country will depend on the culture and tradition, structure, technologies, products and markets of these countries. Drawing on Squires (2001) work, these practises suggest three basic questions: (1) what do HRM professionals do? (2) what affects what they do? and (3) how do HR professionals do what they do? Firstly, to understand what HRM professionals do we can identify 8 key HRM functions, policies, programmes and practises designed in response to organisational goals and contingencies, and managed to achieve those goals. These functions contain alternatives from which managers can choose. The functions are: (1) Planning; (2) Staffing; (3) Developing; (4) Motivation; (5) Maintaining; (6) Managing relationships; (7) Managing change and (8) Evaluating. Secondly, to identify what affects what they do, we must understand that HR activities that managers undertake vary from one workplace to another. These variations may be due to the following: (a) external effects (economic, political, legal regulations, social aspects,etc) (b) strategy and (c) organisation (size, work and structure, technology,etc). Lastly, how do HR professionals do what they do? This points to the means or skills by which they accomplish their managerial work. These could include technical, cognitive, and interpersonal skills and processes according to Squires (2000) work. Thus far, I have tried to analyse the origin of HRM and its meaning. I have also shown how it contributes to the functioning of work organisation. Now, this is the important part of my discourse the defining features of HRM the theoretical perspectives. Practice without theory, they say, is blind, Hyman (1989). Models of HRM Like I pointed out before, the extent to which HRM is applied, and how it is applied, will vary considerably according to the type of organisation and the environment in which it operates. This will be governed by the policy goals of the enterprise and may be hard or soft depending on the philosophy of top management. But we can identify five major HRM models ( The Fombrun, Tichy and Devana model: developed by the Michigan school ( Fombrun et al, 1984); The Harvard model: the analytical framework of the Harvard model offered by Beer et al. (1984); The Guest Model (David Guest , 1989,1997), The Warwick Model (Hendry and Pettigrew, 1990) and the Storey Model (Storey, 1992) that seek to demonstrate analytically the qualitative differences between traditional personnel management and HRM. These models fulfil at least 4 important intellectual functions for those studying HRM: (1) they provide an analytical framework for studying HRM ( like stakeholders, situational  factors, strategic choice levels and notions of competence and commitment) (2) they legitimate certain HRM practises/interventions (3) they provide a characterisation of HRM that establishes variables and relationships to be  researched and (4) they serve as a heuristic device something to help us discover and understand the nature  and significance of key HR practices/interventions. The Fombrun, Tichy and Devana model For my discourse here, I shall be applying the above model, (Fig 1), which emphasizes the interrelatedness and coherence of HRM activities/practises or interventions. They introduced the concept of strategic human resource management by which HRM policies are inextricably linked to the formulation and implementation of strategic corporate and/or business objectives (hence the name matching model). This HRM cycle in their model consists of four key constituent components: selection, appraisal ( performance management), rewards and development, these four human resource activities aiming to increase organisational performance. The strength of the model is that it expresses the coherence of internal HR policies and the importance of matching internal HR policies into the organizations external business strategy. What makes the model particularly attractive for many personnel practitioners is the fact that HRM assumes a more important position in the formulation of organisational policie s. This model ultimately introduced the concept of strategic human resource management (SHRM) (Fig 2). A strategic orientation provides the framework within which a coherent approach can be developed to the creation and installation of HRM policies, system and practises or interventions. SHRM is concerned with those decisions which have a major and long-term effect on the employment and development of people in the organization and on the relationships which exist between its management and staff. It will highlight how the organization intends to manage its human resources. These intentions provide the basis for plans, developments and programmes for managing change Hendry and Pettigrew (1986) amplify this with the following: use of planning; a coherent approach to the design and management of personnel systems based on an employment policy and manpower strategy, and often underpinned by a philosophy; matching HRM activities and policies to some explicit strategy; seeing the people of the organisation as a strategic resource for achieving competitive advantage. Guest (1992) argues that such a coherent approach to human resource management policies can also lead, via the generic HRM outcomes of strategic integration, commitment, flexibility/adaptability of the workforce and quality (all necessary ingredients when developing a competitive edge), to the following benefits to the organisation which has adopted SHRM: High job performance; High problem solving, change and innovation; High cost-effectiveness; and Low turnover, absence, grievances. Storey (1992) adds to this list attitude and behaviour changes amongst the workforce, resulting in highly desirable increases in competitive performance. Grant (1991) sums up a now-widely-held view that capabilities are the main source of a firms competitive advantage. SHRM aims to provide the framework within which these key characteristics can be fostered. In essence, SHRM requires a holistic approach, with not only an internal integration between HR practices/interventions(recruitment, selection, rewards mechanisms, appraisal performance management), but also an integration between those practices/interventions summarised in an HR strategy and the organisations strategy overall. Thinking holistically about HRM may lead to a greater degree of success simply because changes envisaged in one area of an organisation (e.g. structures) are more likely to work because all the knock-on effects of such a change have been considered (e.g. recruitment, selection and induction policies). Summarily, SHRM ensures that the culture, style and structure of the organisation, the quality, commitment and motivation of its employees, contribute fully to the achievement of business objectives. HR Strategic Interventions Based on the model I am discussing on I shall look briefly at the practises/interventions: recruitment/selection, rewards, human resource development but focus more on performance management. Selection: This is one of the major practices carried out by any organization in ensuring the selection of the right people to join its workforce (IRS, 1999a). The selection(recruitment) process is concerned with identifying, attracting and choosing suitable people to meet an organisations human resource requirements. While recruitment is searching for and obtaining potential job candidates in sufficient numbers and quality so that the organisation can select the most appropriate people to fill its job need (Dowling and Schuler, 1990); selection is concerned more with predicting which candidates will make the most appropriate contribution to the organisation now and in the future (Hackett, 1991). There has been correlational data, Terpstra and Rozell (1993) supporting the conclusion that organisations using a wide variety of selection procedures (such as interviews, cognitive ability test, bio data and the evaluation of recruiting sources, etc) had higher levels of overall performan ce, annual profit, and growth in profit. Rewards: Reward management is the process of developing and implementing strategies, policies and systems which help the organisation to achieve its objectives by obtaining and keeping the people it needs and by increasing their motivation and commitment, Armstrong and Murlis (1991). It is also central to the effective management of the employment relationship. It is not just about money but also concerned with intrinsic as well as extrinsic motivation; with non-financial, as well as financial rewards. This motivates and leads directly or indirectly to the satisfaction of many needs. It can act as an incentive to improve performance and as a way to recognise success in a highly tangible way. Human Resource Development: Human resource development comprises the procedures and processes that purposely seek to provide learning activities to enhance the skills, knowledge and capabilities of people, teams and the organisation so that there is a change in action to achieve the desired outcome. It incorporates traditional views of training and development but seeks to extend attention to learning throughout an organisation as a strategy to cope with change. The idea of learning at work has become an obvious good thing, and this has led to growing interest in HRD as a profession and its theoretical development, although there are continuing debates about the meaning of HRD. There is evidence to suggest that learning has an impact on an individuals earning power and employment prospects. PERFORMANCE MANAGEMENT Performance management can be defined as a strategic and integrated approach to increasing the effectiveness of organisations by improving the performance of the people who work in them and by developing the capabilities of teams and individual contributors, and also can be seen as a continuous process involving reviews that focus on the future rather than the past . (Baron and Armstrong, 1998: 38-39). Performance management, unlike the performance appraisal or annual evaluation process, is an ongoing assessment of employees in a manner geared to match their goals to the organizational goals. It also makes strong use of goal-setting and metrics to identify progress and areas of individual strengths. It is important to point out here that employees, as well as supervisors, are often confused by the differences between performance management systems and performance appraisals. Performance appraisals, also called Performance evaluations are tools used to measure the effectiveness of an employee; most organizations conduct performance appraisals once a year during an annual evaluation process. A performance management system, however, is much more dynamic. It can use the performance evaluation tool but also incorporates other elements into the performance management cycle. The overall aim of PM is to establish a high performance culture in which individuals and teams take responsibility for the continuous improvement of business processes and for their own skills and contributions within a framework provided by effective leadership. History and Evolution of Performance Management and Appraisal Performance management systems, in various forms, have been employed for nearly two millennia. In the third century AD, the Chinese were not only using performance appraisal systems but were critiquing each others biases in their evaluations of their employees (Murphy and Cleveland, 1995; Evans, 2004). During the Industrial Revolution of the 18th century, factory managers became aware of the importance of their employees performance on their production outputs (Grote and Grote, 1996; Murphy and Cleveland, 1995). The development of the philosophy of performance evaluation systems in America has been attributed to such researchers and philosophers as Peter Drucker and Douglas McGregor, who developed ideas of management by objectives (MBOs) and employee motivation (Evans, 2004; Murphy and Cleveland, 1995). Spreigel reported in 1962 that by the early 1960s more than 60% of American organizations had a performance appraisal system. The systems popularity stemmed from the Armys implementation of a performance management system for its officers (Murphy and Cleveland, 1995). Since then, researchers have continued to develop theories of how different performance evaluation methods can contribute to the success of the organization. Elements of Performance Management Armstrong (2006) identifies the five elements of performance management as agreement (of employee, unit, and organizational goals), measurement, feedback, positive reinforcement and dialogue (contingency management). These ensure that the performance management process is positive, successful and a boost to employee improvement. Continued feedback and assessment is key to the performance management process as shown in the performance management cycle (Fig 3). There are four main elements of the planning portion of the performance management cycle: role creation and development, objective planning, assessment and development planning. The first step, role creation and development, is important because an employee must understand his or her role in the organization before the performance of that role can be fairly assessed. By first defining the employees goal, a supervisor can then align the employees objectives with the organizational goals. In performance management, employers provi de continuous appraisal through feedback and re-alignment of goals based on performance. Unlike the annual evaluation process, most performance management systems are designed to meet the changing needs of both the organization and the employee. The following are the aims of PM as expressed by a variety of organisations (source IRS, 2003): Empowering, motivating and rewarding employees to do their best. Armstrong World Industries Focusing employees task on the right things and doing them right. Aligning everyones individual goals to the goals of the organisation. Eli Lilly Co Proactively managing and resourcing performance against agreed accountabilities and objectives. ICI Paints The process and behaviours by which managers manage the performance of their people to deliver a high-achieving organisation. Standard Chartered Bank Maximising the potential of individuals and teams to benefit themselves and the organisation, focusing on achievement of their objectives. West Bromwich Building Society The organizations that have chosen to use a performance management process have often done so because the annual evaluation process has failed to meet their appraisal needs. The constant communication loop of performance management enables organizations to meet both the goals of their organization and the development and feedback needs of their employees. In contrast, the  annual evaluation process, which is retrospective in nature, provides no formal opportunity for employees to receive feedback about their performance, request development to increase their efficiency or ask for new goals during the year. Role Creation and Development In order for performance management to be effective, an employee must have a clear understanding of his or her organizational role and responsibilities. Armstrong says that the role profile defines the role in terms of the key results expected, what role holders are expected to know and be able to do and how they are expected to behave in terms of behavioural competencies and upholding the organizations core values. Defining the core competencies for each employee is one step in effective goal creation because it allows the supervisor to communicate personalized feedback. Effective and SMART Objectives Creation There are many different kinds of objectives in an organization. Armstrong identifies that effective objective-setting results in an agreement on what the role holder (employee) has to achieve and is an important part of the performance management processes of defining and managing expectations and forms the point of reference for performance reviews. He also identifies the following types of objectives: 1. ongoing role or work objectives: based on the job description 2. targets: quantifiable goals that should be met 3. tasks/projects: specified results or product 4. behavioural expectations: outlines desirable and undesirable behaviours 5. values: outlines the values of the organization 6. performance improvement: areas that need improvement 7. developmental/learning: provide specific areas to meet improvement needs Luecke (2006) notes that effective objectives are recognized as important, clearly written in specific terms, measurable and framed in time, aligned with organizational strategy, achievable but challenging and supported by appropriate rewards. Armstrong provides the SMART mnemonic, to help set effective objectives S = specific/stretching M = measurable A = achievable/achievable R = relevant T = time framed The creation of appropriate, measurable objectives is key to the performance management process; they provide a framework for assessment and, without them, the performance management system would fail. Assessment of Goal Achievement After defining roles and setting goals, the manager and the employee must determine whether the employee had been successful during the assessment period. If the goals are SMART, then assessing the employees performance will be simple: if the employee met the specific goal within the time frame designated, then the assessment would be a positive one. The most important aspect of the assessment is the performance review. There are many ways to conduct performance reviews. Some organizations conduct reviews at certain intervals throughout the  year; others create a timeline based on the goals developed. Many organizations have employees conduct a self-evaluation prior to the evaluation meeting; Aguinis (2007) identifies that self-appraisals can reduce employees defensiveness during an appraisal meeting and increase employee satisfaction with the performance management system, as well as enhance perceptions of accuracy and fairness and therefore acceptance of the system. Both employees and employers have historically disliked the performance review process. Armstrong reports that most appraisals have existed in a vacuum, with little or no relation to the workplace: employees have resented the superficial nature with which appraisals have been conducted by managers who lack the skills required, tend to be biased and are simply going through the motions. In order to have a productive, positive performance review, Aguinis identifies six recommended steps: 1. Identify what the employee has done well and poorly by citing specific positive and negative behaviours. 2. Solicit feedback from your employee about these behaviours. Listen for reactions and explanations. 3. Discuss the implications of changing, or not changing, the behaviours. Positive feedback is best, but an employee must be made aware of what will happen if any poor performance continues. 4. Explain to the employee how skills used in past achievements can help him overcome any current performance problems. 5. Agree on an action plan. Encourage the employee to invest in improving his performance 6. Set up a meeting to follow up and agree on the behaviours, actions, and attitudes to be evaluated. After creating goals and assessing progress, the employee and employer have identified areas that can be improved; the action plan for this improvement is called development planning. This development plan ensures that employees will continue to meet the needs of the organization through the identification of their weaknesses and the opportunity to address them through workshops, classes, and other educational channels. Quantitative and qualitative advantages The literature findings suggest that the introduction of SPM has a positive impact in terms of revenues, sales and net profit. Various studies (Malina and Selto, 2001; Sim and Koh, 2001; Braam and Nijssen, 2004; Neely HYPERLINK #idb49et al.HYPERLINK #idb49, 2004;) identified that organizations implementing and using SPM systems were able to achieve an increase in revenue, an increase in profit, a reduction in costs, and a higher ROA. These studies also indicate that organizations that initially used an SPM system suffered decreased results when they reverted, for whatever reason, to traditional measurement systems. Other studies (Kald and Nilsson, 2000; Sim and Koh, 2001; Neely HYPERLINK #idb49et al.HYPERLINK #idb49, 2004;) showed that organizations using an SPM system experienced a myriad of qualitative benefits, such as improvement in internal communication of the strategy, closer collaboration and better knowledge sharing and information exchange between organizational units, stre ngthened focus on what is important for the business, more focus on the achievement of results, higher quality of performance information, better strategic alignment of organizational units, higher operational efficiency, improvement of management quality, better understanding by people of the organizational strategy, higher commitment of personnel to the organization, more clarity of people of their contribution towards achievement of the strategy and organizational goals, higher innovativeness, better achievement of organizational goals, more pro-activity, more clarity for people about their roles and goals, more effective management control, higher employee satisfaction, stronger process orientation, strengthened reputation of the organization as a quality firm, and a better strategic planning process. Quantitative and qualitative disadvantages Literature findings also show that PM systems are not without disadvantages. Various studies (Kald and Nilsson, 2000; Sim and Koh, 2001; IOMA, Business Intelligence at Work, 2005; Neely HYPERLINK #idb49et al.HYPERLINK #idb49, 2004;) stated that organizations experienced disadvantages after the implementation and subsequent use of SPM but only in non-financial performance terms, no quantitative disadvantages were found in the literature. Disadvantages reported are: too many performance indicators; not enough strategic information in the system; too much internal competition; too expensive and too bureaucratic; performance indicators too subjective and therefore unreliable; performance information too aggregated; too much financial information; and too much historical information. Because of these incredibly negative effects that an improperly conducted performance management system can have on an organization, the system must be implemented thoughtfully and executed consistently. Conclusion Performance management, unlike traditional annual evaluation, provides employees with feedback throughout the year. The system allows constant re-evaluation of goals, progress and performance. This process requires more interaction between the supervisor and supervisee and encourages the professional development of the employee to meet the organizations changing needs. While this more dynamic evaluation process is time-consuming, the increased  productivity levels resulting from performance management have proven to be valuable to many organizations. Lord Kelvin once said: When you can measure what you are speaking about, and express it in numbers, you will know something about it [otherwise] your knowledge is of a meagre and unsatisfactory kind; it may be the beginning of knowledge, but you have scarcely in thought advanced to the stage of science (cited in Fisher, 1990). So I believe that performance management (which also details performance measurement) is a very vital HRM strategic intervention.

Activist Reflector Theorist And Pragmatist Education Essay

Activist Reflector Theorist And Pragmatist Education Essay First of all, activists learning style engage oneself totally without unfairness in fresh ideals. It makes them passionate concerning everything new. They like to have a go, plenty of variety and try things out and participate. Theorists always like concepts and models. They choose to be perfectionists who will not take it easy until things are well organised. They like to see the overall picture and structure. Moreover, pragmatists are eager on experimenting ideas, skills and theories to see if that will work in practice. They completely look out for new ideas and acquire the first chance toward testing applications. Lastly, reflectors are fond of reserved to deliberate on experiences and examine them from numerous perspectives. They gather information first hand and like to reflect about it carefully prior to conclusion (Honey and Mumford 2006). Furthermore, majority of people have a preference in relating to participating in, taking in and processing report to permit individuals to learn. People take on diverse learning styles where best allows them to learn more excellent way. So far, there has been a huge test with the aim to change a persons learning style. Conversely, students and a lot of professionals note down that, learning achieved from practical experience are far better than in lectures. Making certain that, any student that has a good learning outcome, it is imperative that the learning setting is sensibly and competently helpful to everyone learning within it. Nursing training adds high price on knowledge in the clinical environment; the quality of these clinical setting has a considerable influence on learning process for student nurses (Fritz 2002). Honey and Mumford (2006) added that, though lots of individual had two or more learning styles, they may also have a one preference style. To guarantee myself a good learning experience on placement, it is essential for me as student nurse to be conscious about all preferred learning style, as this is crucial element for nursing program. When I was in placement, I observe my mentor, like to work as an activist and as student nurse, I adept her learning style. Seeing that in placement, the mentor acts as a teacher. It is then required for a student nurse to mature into the progress of their learning needs (Morton-Cooper and Palmer 2000). Having said that, the Honey and Mumford questionnaire scoreà ¢Ã¢â€š ¬Ã¢â€ž ¢s me as someone with a high reflector mindset. I consent with the greater part of the report of a reflector, which totally confirms me. For Reflectors, before action is taking, they think about things very cautiously. Due to the style of my learning, I like to listen and observe my colleagues in groups but would not get myself involve with any kind of groupà ¢Ã¢â€š ¬Ã¢â€ž ¢s sessions. For me to learn effectively and successfully on this programme, I have some assurance that, if I change some of my ways and practice a style likes an activist, it will help me approach things differently and overcome some of my weakness. Hence, encourage me to get involved in any forms group sessions (Honey and Mumford, 2006). In spite of my weakness, I am a very attentive person, as this is one of the potentials of a reflector. I totally consent along this because I constantly akin to pay attention to each person in the group attentively. The opportunity of gaining from diverse viewpoint and different angles has help with my findings. Nonetheless, a likely weakness that I have found within me as a reflector is that, I take too long in doing certain duties. For instance, all through my previous assignment, I spent lengthy time to finish it, because my preparation stage took me a long time to get ready. I used up a long time in searching for ideas prior to starting my assignment, this may be due to me, being extra careful on how am going to write this assignment. Even though, this brings out my careful mindset, I do not have the same opinion with the report that someone who is reflector does not take risks. I sometimes like to tread out of my ease to experience new things I have never done before to expand my knowledge. For instance, I chose to leave my home and common environment in London to study in Hertfordshire. The more relaxed and secure a student feels inside the surroundings, there is expectation that the learning outcome, become successful (Kenworthy and Nicklin 2000). On the other hand, as a student nurse, it is essential to know that, at present we have diverse learning theories and styles to think about. There has been writing down concerning the means in which people learn and many theories on the ways of effectively learning. The talk was that, Behaviorism, Cognitive and Humanism are the key theories. In terms of Humanistic theory, it is build on faith that individual possess two essential desires, a call for development and a call for good view through others. It also shows as the most holistic approach because it is interested in the way in which it compels and inspires a person to learn. These theories too relay on largely on the pressure of the surroundings that might hold back or assist the learning path. Behaviorism theory, the learning surroundings is essential to knowledge, and if these surroundings are perfect, learning comes, as links are made with encouragement, feedback and support. The Cognitive theory indicate learning like an in ternal procedure that include high order rational actions like remembrance, thoughts, analytic, insight and way of thinking (Reece and Walker 2003). However, as it is vital for me to enhance my learning skill as a reflector. I have planned a number of ways to help me succeed on this programme. As my weaker style is activist, the initial part of my plan is to create opportunities to initiate and to participate and have fun in group discussion in class. These will give me a head up, as to situation that will possibly require action without planning in lectures. It has been noted that discovery of learning strategies in union with person learner preferences is key action in keeping and developing the value of learning programme. The improved potential learning opportunity and result gain from such discovery might have a supportive impact on me as a student nurse (Bastable 2003). Besides, when I become conscious of my preferred learning style and the teaching style of my mentor in practice is different. I work out an action plan to support myself and to go on to succeed in this practice, I have to support my weaker style to get used to classroom environment by accepting my preferred learning style, though I am Reflector learner. Nevertheless, research establishes that, growing variety of tuition means used, have not been connected with an enhancement knowledge result. However, the truth is that, throughout developing studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ understanding of their individual learning style, student are enhanced to take charge for their own learning, which improved their learning results (Fritz 2002). Upon reflection, I think learning styles assist me to recognise myself and allow me to identify how to develop myself. With the assessment outcome, I discern and know myself better and have learned from different learning styles. This has thought me why understanding of learning styles is useful to me as a student nurse. Reflection can be use to evaluate, realisation and study through our live experience. Reflective practice is another means you can gain knowledge from experience. In terms of training for healthcare professions, it is identified as a fundamental instrument intended for students to build the relations connecting theory and practice. As a student nurse, it is important for me to realise the worth of reflecting upon my experiences in learning to enhance my prospect studies (Jasper 2003). In conclusion, all the way through this module, I boast of higher comprehension and important consciousness of different learning styles. I have been confident towards my own prefer learning style; hence enable me toward completely support myself in my weaker style. Understanding learning styles has undoubtedly revealed the force that it can have on me as student nurse. I currently believe that, I am more prepared to incorporate my preferred learning styles into practice.

The Royal Hunt of the Sun :: essays papers

The Royal Hunt of the Sun The Royal Hunt of the Sun is a story mainly based on the conquest of Peru by Spain. Along the way it explores many different sub-themes and ideas. Questions are raised about faith, friendship, leadership, greed and two distinctively different ways of life. The two main characters exhibit conflicting views on all the issues. The overthrow of the Peruvian Empire is a phenomenal story as it demonstrates the vulnerability of a society that considered itself almost indestructible. It showed how focused a civilisation can be on one leader, and how simply it can collapse when this leadership is removed. Pizarro recognised this and that is how his small army of almost two hundred conquered a nation of millions. He told his men "One man: that^s all. Get him, the rest collapse." (page 28) The conquest of Peru was a clash between two religions that were immediately very different but similar in principal. Christianity was a religion with a rapidly expanding following. Its leaders virtually granted permission for Christians to kill in order to spread the faith. This occurred in The Royal Hunt of the Sun when the priests inferred that Pizarro should take the life of Attahuallpa so that the Spanish would survive and the Christian belief would spread throughout South America. The priest Valverde said "^the lives of a hundred and seventy of the faithful. Are you going to sacrifice them for one savage?" (page 70) On the other hand the Inca belief was a lot more settled and humane. The Inca God and ruler Atahuallpa claimed "I have priest power^I confess my people of all crimes against the sun." (page 19) They both believed in a supreme being, who would be killed by its enemies and rise from the dead. Pizarro and Atahuallpa came from similar backgrounds but their immediate appearance was quite different. When they came together their similarities became evident and their friendship flourished at an early stage. While Atahuallpa was Pizarro^s captive he said "Make me free. I would fill this room." (With gold) (page 43) However, when Atahuallpa produces the gold Pizarro qualifies his promise thus; " ^Atahuallpa, you must swear to me that you will not hurt a man in my army if I let you go." (page 60) "I will not swear this" Atahuallpa replied. "Three thousand of my servants they killed in the square. Three thousand, without arms. I will avenge them." (page 60) This

Islam :: essays research papers

The Diffusion of the Islam in North Africa/Southwest Asia The North Africa/Southwest Asia realm has spread itself from the Atlantic shores of Morocco to the mountains of Afghanistan. Sometimes this part of the world is referred to as the Arab world. This realm is one the richest in the world of historical and cultural point of view. It has been the origin of three of four religions; Christianity, Islam and Judaism. The Islam is the major religion in the "Arab World", but along with it Christianity and Judaism take an important place. It is also a region of intense conflict basically on religious and cultural issues. The Islam started to spread out more than thousand years ago, A.D. 613, with the work of Muhammad the Prophet. This man began to receive messages from Allah and soon he started preaching among his people. The Islam could be interpreted as an improvement or revision of the Christianity and Judaism. In someway Islam brought to the Muslim world not only uniting religion but also a new set of values, understandings, a whole new way of life. After the death of Muhammad the Prophet the Islam continued to spread. The Arab armies were attacking, invading and conquering different parts of three continents, Europe, Asia and Africa. They converted to their religion wherever they went. About A.D. 700 the Islam reached North Africa and most of Southeast Asia. Centuries later it came to Southern and Eastern Europe, West and East Africa, South Asia and it reached even China about A.D. 1000. This spreading religion is a perfect example of diffusion processes, particularly spatial diffusion. The first center was at Medina in Arabia, but it was moved to Damascus and finally to Baghdad. The Islam was carried by any man of this religion, no matter if he was a child, soldier, teacher or even the sultan. Not only the Islam fit in the definition. Any new form in the fashion, in the music or in our culture that takes place in our live is a form of spatial diffusion. Almost every place, every city and nomadic community in the Arab world was touched by the expansion diffusion formed by the local nearness, which is referred by scientists as a contagious diffusion. High ranked people like sultans and kings also spread the Islam, which is hierarchical diffusion and this is only one of the various forms of hierarchical diffusion.

Thomas Edison Essay -- biographies bio biography

Term Paper   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thomas Alva Edison is one of the most influential people of his time. This native born Ohioan is credited with many invention that we use today and that many of us take for granted. Countless hours of hard work went into everything he accomplished. That drive is what made him the man he was and defined him as an individual. Thomas Edison was born February 11, 1847 in Milan, Ohio. He was the seventh and last child of Samuel Edison, Jr. and Nancy Elliot Edison. His parents had no special mechanical background. His mother was a former schoolteacher; his father was a jack-of-all-trades - from running a grocery store to real estate. When Thomas was seven years old, his family moved to Port Huron, Michigan. He was a very curious child who asked a lot of questions.   Ã‚  Ã‚  Ã‚  Ã‚  Edison began school in Port Huron, Michigan when he was seven. His teacher, the Reverend G. B. Engle considered Thomas to be a dull student. Thomas especially did not like math. And he asked too many questions. The story goes that the teacher whipped students who asked questions. After three months of school, the teacher called Thomas, "addled," which means confused or mixed up. Thomas stormed home. The next day, Nancy Edison brought Thomas back to school to talk with Reverend Engle. The teacher told his mother that Thomas couldn't learn. Nancy also became angry at the teacher's strict ways. She took Thomas out of school and decided to home-school him. It appears he briefly attended two more schools. However, his school attendance was not very good. So nearly all his childhood learning took place at home.   Ã‚  Ã‚  Ã‚  Ã‚   Some of his inventions he deliberately tried to invent, like the light bulb and the movie projector. But some inventions he stumbled upon, like the phonograph. Of all his inventions, Edison was most proud of the phonograph. Edison invented and improved upon things that transformed our world. Some things he invented by himself. Some things he invented with other people. Just about all his inventions are things we still use in some form today. Throughout his life, Edison tried to invent things that everyone could use.   Ã‚  Ã‚  Ã‚  Ã‚  Edison created the world's first "invention factory". He and his partners invented, built and shipped the product - all in the same complex. This was a new way to do business. Today many businesses have copied Edison'... ...ing off ideas and doing experiments as fast as they came to mind. Once the invention had been started, he left the details to others.   Ã‚  Ã‚  Ã‚  Ã‚  Edison was known to be stubborn. When he was a senior citizen, he became protective of his inventions. One historian found an irate letter from Edison to his manufacturing department. Edison had learned that teenagers were turning up the speed of his cylinder phonograph to make the music faster. Edison complained, "I don't want it and won't have it. " To make sure this would not happen again, he ordered his workers to make a control for the record speed.   Ã‚  Ã‚  Ã‚  Ã‚  Thomas Alva Edison died when he was 84 years old, on Sunday, October 18, 1931. He was still experimenting up until the time he died. Three days later, on October 21, 1931, electric lights were dimmed for one minute throughout the United States. Edison and his wife, Mina, are buried on their home estate grounds.   Ã‚  Ã‚  Ã‚  Ã‚   Bibliography Smith, John – â€Å"Don’t Follow This† American Publishing Company, Washington D.C., 1969 Dilion, Bob – â€Å"This is wrong† Forever Young Inc. Omaha, NB, 1988 Durst, Fred – â€Å"If you can read this you are too close† Nookie for Life  Ã‚  Ã‚  Ã‚  Ã‚  Orlando, FL, 1999

Meiosis Modeling Activity Essay

Background Information Meiosis is the process by which eukaryotic organisms produce egg and sperm having half the genetic information (haploid) of the other cells in the organism’s body (diploid). You will notice some similarities to mitosis but some definite differences in meiosis that result in genetic diversity in the gametes as well as the offspring formed by the eventual fusion of the egg and sperm. Two of the most noted differences in meiosis are that 1) there are two complete divisions resulting in four daughter cells and, 2) meiosis has crossing over, an even that occurs in Prophase I that increases genetic variation in the gametes. Crossing over occurs between homologous chromosomes. These are the pairs of chromosomes in an organisms body that carry genes for the same trait located at identical positions on the two chromosomes. Even though they carry the same gene they may, however, possess different alleles for the gene which result in different forms of the trait. Pre-Lab: 1. Draw a tetrad in the space below and label the following: centromeres, sister chromatids, homologous chromosomes. 2. What are the two elements of meiosis that add variation to our population? (Hint: one occurs in prophase I and the other in metaphase I). 3. Which of the chromosomes #2-5 could be homologous with chromosome #1? Explain your answer. I think number 5 because it is the exact same as 1. Lab: 1. First view the recording on my message board under â€Å"Supplemental Learning Materials† for this lab. You will need the â€Å"code words† from the recording for one of your conclusion questions. Link to recording: http://www.connectionslivelesson.com/p2fwrdno8yk/ 2. After you have viewed the recording, gather your required materials. You will need 4 forks, 4 knives, 4 spoons, 6 rubber bands, and some twine or string to use as cell membrane. If you can have two different types of flatware that would be best (for example: 2 forks, 2 knives, and 2 spoons that are different than the other set of 2 forks, 2 knives, and 2 spoons). 3. Your model cell consists of 6 chromosomes (3 homologous pairs). Use the string to form the cell membrane for your cell(s). Begin with two forks, two knives, and two spoons (one of each from each set) inside your string cell membrane as shown in the recording. Proceed through each of the steps of meiosis using your flatware â€Å"chromosomes.† Use the textbook pages 324-325 for help. Phase Modeling Interphase Replicate the DNA of your chromosomes by adding a second fork, knife, or spoon to each existing fork, knife, and spoon. Hold each pair of â€Å"chromatids† together with a rubber band (centromere). Prophase I Create tetrads (XX) by pairing homologous chromosomes (set them next to each other). Model crossing over as best you can given the model we are using. Metaphase I Line up your tetrads along the metaphase plate. Model independent assortment. Anaphase I Move the homologous chromosomes to opposite ends of the cell. Telophase I You should have three chromosomes, knife, fork, and spoon, (each composed of two chromatids) in each of your two nuclei. Cytokinesis I Divide your cell membrane so that you have two daughter cells (two string circles for cells). Prophase II Check to make sure that each of your two cells contains three chromosomes made up of sister chromatids. Metaphase II Line your chromosomes up along the middle of each of your cells. Anaphase II Separate your sister chromatids (remove rubber band holding them together). Move one sister chromatid from each chromosome to opposite sides of your cell. Telophase II You should now have four nuclei, with three single chromosomes in each of the  cells. Cytokinesis II Divide your cell membranes so that you have four daughter cells (use more string). Data: Take 3 photos or create 3 drawings of your model as it looked in 3 different stages of meiosis as described in the table above. Indicate which stage of meiosis is shown in each photo/drawing. Include the photos or a scan of the sketches when you upload your lab to the drop box. Conclusion (6 points) 1. List the two code words that were given in the lab recording found on my message board. Chromosomes and fertilization 2. Does mitosis more closely resemble meiosis I or meiosis II? Explain your answer. More like Meiosis I because it only made two cells. 3. What is crossing over? When does it occur during meiosis? Why did you have difficulty modeling this element of meiosis using your â€Å"chromosomes?† Crossing over is the process in which homologous chromosomes exchange portions of their chromatids during meiosis. It occurs during prophase I. I had a hard time because you can’t really change the chromosomes so it was difficult to show. 4. Think about your modeling. Visually, what is the major difference between the separation of chromosomes between anaphase I and anaphase II There were four to separate then just two. 5. What is independent assortment? When does it occur during meiosis? How did you model this element of meiosis? 6. Which part of meiosis, meiosis I or meiosis II, is responsible for reducing the chromosome number by half in the cell? MEIOSIS II

Qualities of a nurse with a BSN as a Mentor Essay

Qualities of a nurse with a BSN as a Mentor The nurse I chose as a mentor has wonderful qualities that I hope to have after I also obtain a BSN. She shows great communication between nurses, doctors, and families. She is able to explain any situation in a professional manor. Her confidence is shown through her professionalism, for example, when she addresses information of medication and disease process to a family, she explains thoroughly, which builds trust with the family, shows her confidence and accountability, and she takes the time shows care. I know that being a nurse is a stressful job but nurses are able to find emotional stability and this nurse does just that by finding the balance of being happy in one room of a patient who was just extubated and doing well, then she will go to her next patient who isn’t doing as well and have empathy for the family, she says the right things, keeps her own emotions stable and nonjudgmental, and changes her whole thought process room to room. She pays attention to detail by noticing the wrong medication dose before giving to a patient. She has great problem-solving skills by helping residents and doctors come up with solutions in critical situations, she has quick responses with traumas. For example, she noticed something not right with her patient after a certain IV medication was given. She shows respect to all medical staff and families by staying professional, culture sensitive, and always shows a positive attitude. I have observed nurses with ADN and nurses with BSN’s, and I have noticed that BSN nurse show more professionalism in the hospital setting. She believes that nursing is a commitment of service and the desire to help those in need. It is more than treating an illness, she is focused on delivering quality patient care to each patient. Her philosophy of nursing combines the knowledge of medicine with compassion and respect. She has leadership skills that were learned through her education, patients are her number one priority, collaborates with the healthcare team, gives support, sensitive to patient’s needs, and shows praises to other colleagues. She works for the best interest for the patient, such as when she does not agree with an order written for a patient she will question the order and take action when needed. She also shows her leadership skills through forming  leadership meetings on ways to improve employee and patient satisfaction for our unit. She strives to improve areas on our unit that lack strength and finds solutions to make it better. Her attributes are what I am striving for my life long goals as I become a nurse with a BSN. The qualities that I have observed and the influence instilled through this nurse added with the education South University will be teaching me, will help me succeed as a professional nurse with a BSN. Not only will this add to my personal philosophy but also my own personal experiences as a current nurse and my willingness to continually learn, listen, accept advice, respect others beliefs, and work with others in any environment given (adaptability). I look forward to advancing my skill and succeeding as a professional nurse and continuing my education. Chitty, Black, K. (2007). Professional Nursing: Concepts & Challenges (5th ed). W.B. Saunders Company.