Learning and Supporting Teaching in Schools

Certificate Supporting Teaching and Learning in Schools (501/0418/4) Unit 1: Schools as Organisations (T/601/3325) 1. 1 Identify the main types of state and independent schools. The main types of state and independent schools are as follows: * Specialist schools * Academies * City technology colleges * Community and foundation special schools * Faith schools * Maintained boarding schools * Free schools 1. 2 Describe the different characteristics of the different types of schools in relation to educational stages and school governanceThe Key stages are as follows in comprehensive and free schools: * Foundation stage – Normally this is for pupils in reception year, nursery or play group * KS1 – Years 1 to 3 * KS2 – Years 4 to 6 * KS3 – Years 7 to 9 * KS4 – Years 10 to 11 (GCSE’s and/or other equivalent Qualifications are taken in this Key Stage) * KS5 – Year 12 to 13 (A Levels and/or other equivalent Qualifications are taken in this Key Stage) Although standards schools follow this key stage structure, Special schools will run these key stages adapted to the pupils needs i. . a school for learning and physical disabilities may need extra support and resources to ensure that their pupils are achieving the national curriculum standards set for students with learning and/or physical disabilities. The role of the Board of Governors is to run the school. This would include the following: * School Finances and Budgets* Staffing * The School’s Curriculum * Managing School Inspections * To uphold national standards in education Depending on the type of school, depends on the way in which the board of governors operate i. e. or learning and physical disability schools, the board of governors may invest in certain resources to maximise the pupil’s educational potential. Most state schools are funded by the government where as private and independent schools are funded by parents, local funding or charitable inc ome. If the school is a managed school then the local authority employs the schools staff but for private schools and academies it is the school that employs their staff. Managed schools get their pupils from their local catchment areas, the community or school open days.Private or specialised schools may get their students from the local community but may also have an open day or referrals from other educational establishments. Below I have chosen three different types of schools and I will also explain their admissions policy and the age of the children. Grammar Schools Admissions policies – Grammar school admissions policies are normally set by the local council. All applications initially must go through the local council. Also with grammar schools, there is often a test in which a child has to take and pass in order to be accepted into the school.This is due to the fact that grammar school children are highly educated. Age of pupils/students – pupils are normally enter into grammar school at the age of 10/11. They will be working on key stage 4 when entering the school. On the fourth year of school, pupils go on to key stage 5 working on GCSE’s and NVQ’s. In some cases, pupils in grammar schools may take their A Levels early or higher qualification. Pupils in grammar school now leave at the age of 17. Montessori schools Admissions Policy – in Montessori schools the children are interviewed by a teacher to make sure that they fit in with the ethos of the school.A payment is needed from parents in order for children to attend the school. An educational or psychological assessment is needed by the school in order for the child to be admitted. Montessori schools do not admit children midterm unless they are transferring from another Montessori school. Age of pupils/students – In Montessori schools, they admit children from 18 months up to 18 years old. Montessori schools have a holistic method of educating children so that they express freedom and self discipline. Steiner schools Admissions policy – The admissions policy is pretty much the same as a Montessori School.Age of pupils/students – In Steiner Schools, the age of children is from 3 years old to 16. Like a Montessori school, a Steiner schools tackle educating in a holistic manner in order to develop the whole child. Not just educational. 2. 1 Describe roles and responsibilities of staff related to the school Below are 4 Roles within a school and their responsibilities: * Teacher – To plan, deliver and evaluate lessons, to encourage pupils with their learning development, Make learning as fun as possible, create reports on pupils learning to parents and be a role model for pupils. Lunchtime Supervisor – Help set up dining areas, Supervise pupils with toileting and hand washing, resolve and report conflict and encourage independence at mealtimes. * Clerical Staff – To keep the school running smoothly by d irection of the Head Teacher, maintain and report attendance records, Perform administrative duties which may include writing letters to parents by direction of teachers and head teacher. * School Librarian – Plan and oversee the management of the library, Ensure an equality of opportunity for all staff and pupils, Complete reports to/ and inform the governing body of stock and library resources.Also another role within a school is a Teacher’s Assistant. To reflect his or her role within the school I have written a day in the life of a Teacher’s Assistant. 8. 15am  My day starts as soon as I get to school, when the class teacher, who I work alongside, outlines the plan for the day ahead and I help to set up the activities. 8. 55am  The day begins for the children. As they wait with their parents and carers in the playground, I approach the gate and greet the children as the bell rings. I briefly chat with a few parents as they pass on messages, help children take their coats off in the cloakroom and follow them into the classroom.As the teacher takes the register I check the ‘Home-school communication books’ for any other messages. 9. 05am  The first activity for today is PE and today will be the first time that the children have taken part in PE in our main hall! Surprisingly the children are quite quick at getting changed into their gym kits. Today we practise moving in and out of spaces in different ways – jogging, marching, large strides and small footsteps. 10. 25am  It’s playtime and time to get coats on and join the rest of the infants in the playground.While the children are out at play I prepare their morning snack. 10. 40am  In from play and it’s time for hand washing, then fruit and milk. After this it’s activity time and the children choose from a range of activities both inside and outside. Today I’m inside making teddy bear puppets, encouraging the children to stick a corresponding number of buttons onto their bear. Midday  It’s lunchtime and we take the children into the dinner hall to be greeted by their lunchtime supervisors. I pop back to the staffroom and have my lunch and chat with other members of staff.Then it’s time to set up for the afternoon activities. 1pm  The children come in from lunch. Time for a quick register and this afternoon I support children building train tracks, investigating in the sand and experimenting with drawing and writing – a busy hive of activity, and lots of observational assessment! 2pm  Playtime again and this time I’m on duty supervising the children with another member of staff. 2. 20pm  Time for a few more bears and buttons with those who are keen and once these are done I join in with some children who are doing some jigsaw puzzles.Today, I have a breakthrough – a child who has been reluctant to talk and has been communicating through gestures, actually initiates a conversation with me! 3. 20pm  Home time for the children as we look out for the children’s parents and carers, and send them off happily! Once the children have all been collected it’s time for a final tidy up and discussion with the class teacher about the day’s events. 3. 45pm  Time for me to go off home, too! 2. 2 Describe the roles of external professionals who may work with the school For this section I have created two â€Å"A day in the life of†¦.. journals to describe what the role is of an external professional within the school The first role I have chosen to talk about is a Peripatetic Music Teacher. 09:30 am I arrive at the school and sign in at the school reception desk. I am then shown by the music head of department to the room in which I will be teaching. Whilst walking to my designated room, myself and the department head discuss what the needs and aims are of the pupils that I will be teaching today. 10am My first pupil arrives. At first the pupil and I discuss what we are going to be teaching her over the next 45 minutes.Also we talk about if there are any issues or questions she may have with learning the flute. There are no issues so we continue on with the lesson. 10:15am I start to teach my pupil on how to play the flute and to work through some theory activities as my pupil is going for her grade 3 flute exams next week. 10:45am After a great lesson with my first pupil, she leaves to go back to her academic class. I write up an evaluation of what my pupil has learnt and things for improvement. This evaluation will be spoken about at the end of the day with the department head. 1am My second pupil arrives and we do exactly what we did for my first pupil between 10 am and 11 am. My second student is also going for his grade 3 exams in playing the flute as well. I also write an evaluation on the lesson which will also be discussed with the head of department. 12am I break for lunch for an hour. I photocopy the two evaluations that I have written up this morning and left them on the department head’s desk. From 1pm to 2pm and 2pm to 3pm, I teach one pupil at a time and discuss their flute exams. 3pm I meet with the department head to discuss the 4 pupils’ progress and needs.Today was very good as they are all making brilliant progress and are all ready for their exams. 3. 30pm It is now home time for me so I go to the room I was assigned and clear up. Off I go and I felt today was a really productive day. The next professional I will write about is a Road Crossing Patrol. 7. 45am I arrive at the crossing area where I am assigned. I walk down the road and turn on the school crossing warning lights. Whilst I am turning on the crossing patrol lights, I check to see if there are any dangers when helping to cross the road with children and parents.There are no dangers so I return to the crossing place. 8am I put on my uniform overcoat and hat and help parents and children cro ss the road with my stop sign remaining friendly at all times. 9. 30am All the school children are in school now so I turn off the crossing patrol lights and head off home. 2. 45pm I arrive back at my crossing patrol and switch on the crossing patrol lights. Again I check for dangers in the area. There are no dangers so I return to my post. I wait for the school children and parents to help them cross the road with my stop sign remaining friendly at all times. . 30pm It is my home time now so I turn off the school crossing patrol lights and head off home. 3. 1, 3. 2 and 3. 3 Aim and Objectives How are aims and values decided? Aims and values are decided through consultation to the stakeholders for the school. Stake holders can include the following: * Governors * Head teacher * Parents * School staff * Children * The local community How are aims and values communicated? Aims and values can be communicated to anyone involved in the school by using the following: * Letters to parents *Displays within the school On the schools website or the internet * Presented within meetings An aim is the context within which schools must develop their own education. A value is a common set of values underpinning the curriculum and the work of schools. E. g. Caring, Confidence building, creative, Contribution and community. The School can do lots of things to show/demonstrate its values or aims: Some examples of which are shown below. Values * Value everyone as an individual – We listen to everyone and let them have their say through circle time activities, show and sell and through the schools council.Understanding of staying safe and being healthy – Get speakers from outside agencies (Such as the police), Visits to Streetwise, Life Education Bus, through circle time activities and PSHE (SEAL) lessons, Training for staff, have a healthy eating policy and healthy snack times. * Provide a learning environment appropriate to the individual – Differentiation in planning and activities, Different learning styles or catered for (e. g. Visual, Auditory or Kinaesthetic), SEN pupils are identified and supported and support staff used and brought in if required. To value every child’s contribution – Recognising pupils input on activities, rewarding pupils for their contributions, award evenings for pupils who have made significant contributions, * To develop a caring attitude towards others – Pupils and school staff alike to respect each other, teachers to identify pupils with SEN and to give them extra time to complete an activity where needed, school staff to be a good role model for pupils. * For pupils and staff to have a positive approach to leaning – eachers to make an activity as fun as possible, the school will be attractive to the outside and to promote fun creativity within the classroom, promote educational independence to pupils. 4.1 Identify the laws and codes of practice affecting work in schools Belo w are some of the laws and codes of practice that are affected by schools: * Disability Discrimination Act 1995 * The National Curriculum (a statutory document, published in 1999) * The Children Act 1989/2004/2006 * Every Child Matters * Special Educational Needs and Disability Act 2001 * Education Act 1996 4. Describe how laws and codes of practice promote pupil wellbeing and achievement Data Protection Act 1998 The Data Protection Act 1998 promotes pupil wellbeing. This is because all information about a pupil is on a need to know basis. Therefore this ensures that no information about a child that is given out unnecessarily. This law can also protect the child from harm and/or abuse. Special Educational Needs and Disability Act 2001 This law states that a child with special educational needs or who has a disability is entitles to a fair education. This can include tailoring learning to the child’s abilities.It is the schools responsibility to have specific resources for a child to excel in their education. Schools should allow extra time with special educational needs or children with disabilities in order for the children to understand what is asked of them. Equalities Act 2010 This act states that no one should be discriminated in any way and also to be included. For children in schools, staff and pupils should not discriminate and also to tackle discrimination. This can be any form. This will excel pupils’ wellbeing and achievement because children will not be in fear of being left out or discriminated. . 1 Describe why schools have policies and procedures Please see worksheet A5 Policies and Procedures 5. 2 Identify policies and procedures in schools Below is an exhausted list of policies and procedures that can be placed within schools: * Safeguarding * Attendance * Uniform * Fire Safety * Admissions * Behaviour * Accidents * First aid/ Medical * Health and Safety * Anti-bullying * Achievement * Child Protection * Homework* SEN * Teaching and Learning * Equalities * ICT * Subject Specific Policies * Complaints * Equal Opportunities * Confidentiality * Performance Management Disciplinary * Marketing * Finance * Grievance Unit 2: Child and young person development 1. 1 Child and young person physical development from birth to 19 years old Age| Physical development| Birth to 1 month| A newborn child will gain 1 ounce a day after initial weight loss in the first week. Also a child will discover his or her reflexes like grasping, sucking and clenched fists. A child’s vision will be at 8 to 12 inches and can lift head slightly. | 1 to 2 months|A child will be able to lift head to a 45 degree angle. And be able to gurgle and vocalize. 2 to 3 months | A child will be aware of other people by staring. | 3 to 4 months| A child will not be able to chuckle, smile and make use of more vocal techniques. A child will be able to kick legs | 4 to 5 months| A child will gain approximately 5 to 6 ounces per week. He or she will improve gripping techniques. Also he or she may be able to pull him/her self to sit up and roll on each side of their body. A child may also be able to bare weight on his or her legs. He or she may be able to laugh and giggle. | 5 to 6 months| A child will be able to sit up without support.He or she may be able to feed themselves with a cracker or biscuit. | 6 to 7 months| A child will be able to sit up. He or she will reach for desired toy(s). Also a child will be able to pass toys from one hand to another. | 7 to 9 months| A child will be able to shout for attention and also be able to say the odd word i. e. â€Å"mama† or â€Å"dada†. | 9 months to 1 year| May start to crawl or shuffle. Child may start to use the pincer grip to hold on to items or food. Also he/she may be able to pick up objects but will only be able to release by dropping or throwing. 1 year to 18 months| May be able to use a spoon and self feed. During this period a child will start to walk and p ull themselves up in order to start walking. They may also use furniture or toys to aid them to walk. | 18 months to 2 years| Able to use preferred hand for drawing, playing and drawing. A child is able to self feed fully at this stage. Also able to walk up and down stair but with 1 step at a time. | 2 to 3 years| A child will be able to walk independently and start to walk on his/her tiptoes. Also he/she will be able to undo buttons and kick shoes off.Also aid in undressing. | 3 to 4 years| A child will be able to brush his/her own teeth. He/she will start to run and hop. Child will also be able to walk on a line and start to walk backwards. | 4 to 5 years| Will be able to dress and undress unaided. Use scissors accurately, start to write own name and starts to run quickly. | 5 to 7 years| Uses pens and pencils for detailed drawings. Also builds intricate models. | 8 to 12 years| A child will be able to improve on physical skills that they already have developed. For girls puberty starts within this phase of development.Gils will start to develop more as a woman. | 13 to 16 years| A boy’s puberty will start in this time frame but will tend to be stronger than a girl. A boy will start to develop as a young man. This would include the appearance of facial hair and voice breaking. | 16 to 19 years| Most of the child’s physical development has now been completed. | Percentiles Percentiles are a method in which you can measure the progress of a child’s development. A measuring tool that is often used is a percentile chart. Percentile charts normally measure height and weight.Normally if a child’s weight is at a percentile of 75% then the height is normally 75% as well. If these percentiles are very different from each other then this shows that the child is not developing correctly. The higher the percentile the more a child is developing in a certain area. Also if a percentile is lower, then the child is not developing as quickly compa red to the average child. Milestones Milestones are often stages in a child’s life at which a child has reached an achievement in their development. As mentioned in physical development, a child can start crawling or shuffling at about 9 months.Also a child may start to walk independently or start to talk. These are also milestones. 1. 2 Describe with examples how different aspects of development can affect one another Different aspects of development affect one another. 2. 1 Describe with examples the kinds of influences that affect children and young people’s development a) Background Parental expectations – If a parent has high expectations of a child then the child is able to develop at a faster pace and in turn a child will then be able to do a lot more at a young age.This works in the opposite way if a parent has low expectations. An example of this would be if a mother sits with a child and reads with him/her. The child is then able to build up his/her ab ility to read quicker and learn new words quicker. This also makes them have a higher academic level to a child whose mother who does not have high expectations. If a child’s mother has high expectations, then the child will develop academic skills faster. Conflict between parents – If there is conflict between a child’s parents then a child will pick up on this and will learn the actions from their parents.An example of this is when parents are constantly arguing in front of a child, the child then learns that is it ok to shout at other people. A child may develop low self esteem because there is constant conflict in the home. The child may not feel safe within the home as they may be frightened that the parents may shout at them as well. In turn the child may not develop good social/emotional skills. b) Health Asthma – If a child has asthma, this may affect their physical and social development. An example of this is that a child may not be able to do c ertain activities that his/her peers take part in.Also certain asthma drugs can stunt growth there for a child will not grow as quickly or as high as their peers. General poor health – If a child has generic poor health they will not be able to develop socially, emotionally and physically. This is because a child may not be well enough to interact with his/her peers therefore restricting social development. If a child is to be constantly unwell, this can then lead to other illnesses which in turn will restrict physical development and cause future health issues.When a child is constantly unwell, the child will feel upset and may fall into depression. This will then restrict emotional development as a child will not have the chance to feel happy. c) Environment Housing (Living in crowded accommodation) – A child will not be able to develop emotionally or socially when living in confined or cramped living circumstances. The reason for this is because a child needs a plac e in a home to call their own so that they can discover themselves without constant influence from household members.Availability of jobs – If there is a high availability of jobs; a child’s family will then be able to work. This in turn develops a child socially and emotionally. Also a child will be better cared for enabling the child to develop in all areas correctly. This is because a child will be cared for correctly. This will then make the child develop physically and socially. 2. 2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development

On the Job Training Essay

It also benefits the students to acquire relevant knowledge and skills by performing in actual work setting. Colleges and universities require their students to undergo such training within a specific number of hours as part of the curriculum. It provides opportunities to go through the actual methodologies of a specific job using the real tools, equipments and documents. In effect, the workplace becomes a development venue for a student trainee to learn more about his chosen field and practice what he has learn from university. Supervised Industrial Training is an important opportunity for students to seed their careers in a particular industry; or alternately, it may help students to clarify which sector of the industry they wish to pursue a career in. It works to develop an individual’s sense of professionalism by experiencing firsthand the industry’s culture and practices; learning from professionals their roles and responsibilities as active professionals. It is here our technical skills as well as our ability to take on and handle given responsibilities and make sound decisions that will strengthen our prospects. It is therefore not uncommon for us students who rise to the challenge to be offered a continuing position after their initial supervised industrial training period. Alternatively, an efficient OJT program furthermore benefits the companies who accommodate trainees. Initially OJT or intern offer further manpower for a slighter compensation than a regular member of staff. Majority of them are all dedicated to be trained so probabilities are high that they will cooperate. Managers can make use of this internship strategy as a scheme in recruiting new employees. Given that the supervisor can keep an eye on the trainees’ development, he/she can determine based on performance, actions and approach if the trainee will make an excellent recruit after the completion of his internship. In Addition, OJT’s are capable to convey bright fact into the group. Known the chance to verbalize their mind liberally and with no apprehension, they perhaps able to contribute substantially in suggestion gathering or research and sooner or later help develop the company’s productivity. At the same time as teaching the interns, supervisors are actually also training their member of staff to development of guiding the trainees broaden their persistence, widen teaching expertise and make them supplementary aware to the requirements and state of mind of the adolescent. The path of supervision as well explains them how to contribute what they know and be sympathetic to enquiry. For this reason, the internship additionally turns out to be an opportunity in training for the future managers of the company. Obliging on SIT can exceptionally be beneficial not only to the trainees but also to the companies that endow with opportunities for this kind of learning. This is also why trainees should undergo their SIT seriously as it may turn out to be a dominant tool and perhaps even a basis of proposal as soon as they acquire that huge raise for being students to career professionals. But most important of all, it is one of the best training methods because it is planned, organized, and conducted at the actual worksite. SIT will generally be the primary method used for broadening trainee skills and increasing productivity. It is particularly appropriate for developing proficiency skills unique to an employee’s job – especially jobs that are relatively requires knowledge and skills to learn and the attitude and whole personality of the student to deal with his superiors, co-workers and subordinates. Morale, productivity, and professionalism will normally be high in those students that undergone SIT program. Thus, these acclimatized qualities will be used by the students to be successful in life. VNR Construction, a company where I’m assigned to learn and experience the construction/development process. VNR Construction was registered with the Department of Trade and Industries in 1999. It is a company and Industry of Engineering and Architecture. Their main line of business is in building construction, labor supply, and steel fabrications. Their project range from private residential buildings to medium rise office towers. This is owned by ENGR. Nelson Remulla, a licensed Electrical Engineer. Company Vision is to have Professionalism on the system of delivering services, and provide quality, competitive price of every undertakings and to deliver the highest level of satisfaction to the clients. VNR had established its name for its quality of work and excellent after sale service which gained for the company the confidence of its clients, likewise due to its flexible organization the company can offer competitive price for its services. Main Mission is to be known as one of the well systematic Construction Company in the field of Planning and Development, It will achieve only in compliance with its quality management system, dedication to their customer, service enhancement, and commitment to serve. II. Job performed in the Company May 21, 2012, it was the date when I first started my day as an OJT at VNR Construction. It is a construction company which is sited at 4th floor VNR business center, Governor’s drive, Langkaan I, City of Dasmarinas Cavite. I was designated at the department called Purchasing Department. This department serves as the central purveyor of tools, equipments, and materials that is necessary to site. Furthermore, at this department, its major task is to hit upon good supplier which supplies good quality of materials at reasonable cost and need to deliver immediately to not have a delay in construction. It must not have delays to maintain the production stream smoothly and prevent waste of time and money. On the first week of my training, I started my work as an assistant and an aid of Mr. John Paolo Modesto – Head of Purchasing Department. He first taught me the pace of purchasing department, rules and regulation, and what is the blend of coffee that my boss likes. I him help arranging company’s documents, photocopy of files, estimate, and answering phone calls. Being an assistant is bland; assuming that it was the only work that I will do for the rest of my OJT. On the second week of my training, it was an honor for me that Engineer has given me a chance to go along on tour with our client. While we are on the trip, I saw how engineer deals with our client. As time goes by, I get used to be a purchaser. My supervisor was trained me to have good communication skills with our suppliers and visitor. He also trained me how to communicate with other supplier to do business with to lowest price possible we could get from them without sacrificing the quality of material we will purchase from them. It is also my task to encode in my database all the materials that have been delivered, to monitor the materials cost in each site. . It is also our task to do monetary report of all projects. So that Engineer can visualize what is happening on every project. We tried our best to come up with 100% accuracy in our report. On the third week of my training, I feel I already worked just like a regular employee of the company. Starting on that time, I feel I was not an assistant or a helper any longer just like on my first day of OJT, but one of trusted personnel on the department. It was privilege to me that my supervisor has trusted to make material request form, purchase request form, purchase order form, transmittals, cash advance of workers, and endorsed me some of important files. It is also an honor to me that the company teaches me how to handle subordinates appropriately. Sometimes I go along with the driver and helper to monitor their progress, to deliver the cash advance/payroll of the workers, to know the concerns of the site, and site inspection to examine the materials that has to be delivered. On the following week of my training, while I was assigned as a purchaser, the company transfer me in the construction department. At that time, I am very excited to work with site because since the first day of my OJT I wish that I would designate to site. At the first day in the site everything is new, new environment, new task, and new supervisor. Furthermore, I struggled to adopt in my new department because from being a purchaser that I accustomed with, I now work as an assistant of Mr. Junmhar Reyes (one of the three professionals site supervisor of VNR). We are assigned in 3rd floor of VNR business center, 1 floor lower from our office, our task to renovate an existing call center and make it a world class piece. I also have a hard time to fulfil all the responsibilities that was hand over to me like monitoring all the works of the worker to check if their work is followed according to plan and correct, making the daily accomplishment report and attendance of workers, and check our material balances. A month later, we were assigned in a new project in Devine Grace Medical Center located in Rosario, Cavite, again it is an existing 7th floor building but the 6th and 7th floor has no room partition because the said two floors is an extension so that the hospital can accommodate more patients. This time it’s more challenging not only because it is far away from our office, not only the site is much larger than our previous project, but because of we have to impressed and show the board how passionate, motivated, and world class output in our work. My supervisor, which is an expert in his field, taught me different techniques, approach, and all the things that he is knowledgeable with. Time came when my supervisor ask me to handle workers. That time is when I used what was taught to me by the company. Being an apprentice on that kind of department was really remarkable. All the techniques that were shared to me will help me a lot for my future career. III. Experience Earned After finishing the required 640 hours of duty for the company, I had may lessons Learned. The ten guidelines for a successful result of work are: 1. Take Risks  Ã¢â‚¬â€œ Do not be afraid to take risks. Where is the fun in that? If you want something, go for it! Do not try and justify every action you make. Sometimes, all you have to do is to take that big leap! We usually allow ourselves to settle at what is safe and secure and yet we end up wondering at all the â€Å"what if’s? and â€Å"what could have been’s? This is more logical than waiting for opportunity to knock on your door – which may or may never come. 3. Have a Plan  Ã¢â‚¬â€œ Always have a plan. This is the best way to stay on track with your goals. Set a milestone which will provide as your visual in what you are working for, what you have successfully achieved, and what you need to do better. 4. Stay Motivated  Ã¢â‚¬â€œ When you’re too busy getting what you want you also exhausts all your energies with it and this becomes critical because this is usually the reason why we lose the battle. Half-way through, we get tired and lose the desire to go on. It is important to stay motivated. Remind yourself with the reasons as to why you are working hard. Read motivational quotes and articles. Assure yourself that every effort exerted will eventually pay-off in the long run. 5. Be Patient  Ã¢â‚¬â€œ Always remember that attaining goals almost always takes time. Be kind to yourself and the people around you because everything is actually a process in working your way up the ladder each day. 8. Reward yourself  Ã¢â‚¬â€œ As you surpass every milestone try and treat yourself for a job well done. 7. Do not Stop Learning  Ã¢â‚¬â€œ You may feel that you have already become an expert in your field when you’ve been working on it for so long. But this shouldn’t be the reason why you should stop learning. Keep innovating! New ideas and new ventures help keep the fire burning! 8. Learn to Delegate  Ã¢â‚¬â€œ When you are getting close to your goals you will find out that there are many more things to do than hours in the day. Find someone to help take some of your load so you can focus on things that need your full attention. 9. Raise your Standards  Ã¢â‚¬â€œ Always learn to â€Å"Step-up! † Increase your standard and strive for more! Not only with your accomplishments but also with your trials and your failures. It will keep you humble, which in turn, will help you continue striving for success. Training inside the company the company is a learning experience each day. I learned how to appreciate the lessons studied in school. I was able to realize the important principles, theories, and concepts that were discussed inside the classroom. And also I understand that everything that was thought inside the school especially in our laboratory shops class can be a tool that can be used in future career. Like me as an Architecture Technology student, how can I understand and read a whole plan if I don’t know anything about the basic of architecture. Second, how can I use the Autocad and Google Sketch Up if I haven’t experience them using in school. Lastly, How can I give proper reports if no has tried to teach how to use all the Microsoft office programs. No doubt, my school Technological University of the Philippines – Cavite Campus teaches me to the career I’ve chose. There once told me that the knowledge we learn for our school is only 10% of what we must learn and the 90% is learn in actual job. And that’s what VNR Construction do; it fulfills all the remaining 90%. As I was working as a trainee at VNR construction, I learned to become a hard-working person. Time to complete the output product is not important, but the quality. I also learned to follow the instructions as what the superior’s said and to accept opinion that they suggested. The training served as the stepping stone to me to the real life of an architect. It served as the beginning the real life of being an employee. I realized that learning is a lifetime commitment that is continues even you already have a job. The training gave me more initiative to my chosen career. I was more encouraged to pursue the Architecture Technology course. The training inspired me to enhance my skills and knowledge in the field of architecture technology. I was given some ideas what could be the feeling or situation being an employee. The training enriched my individuality as a beginner and created the foundation of being a good worker. The best thing that I have gained inside the company was the good orientation of the person having the higher positions. As Architecture Technology student, the OJT made me realize the importance of the course that I am taking. It made me realize the essential role of a architect in a company. An architect can take the work of electrical and civil engineering, but, no other course can takes place the work architect in a company. To be a competent one, not only an architect must understand what he/she is drawing with, the process and the underlying principles but also be knowledgeable in the field of construction. An architect must also possess good communication and leadership skill. The students have undergone a good training. The task given to me was an application of my shop subject of my course. The design of the project has a great in connection to the subjects. The anthropometry deals with the study of human dimensions were exactly related to what was discussed inside the classroom. I was technically given actual problems that have a main concern with the architecture technology subjects. The nature of the career course was the main focus of the training. This training will be useful if the nature of their training have the major concern for their chosen career. The trainees would able to use the experiences they have gone through during the training whenever they are already in the field of specialization. At the school, being late is better than absent. But as what I have learned at VNR Construction, being absent is better than being late. Being absent can be a cause of emergency situations like sickness, unpredicted travels and phenomena, while, being late is a cause of misbehaviour and unable to manage the time. I was training at VNR Construction for almost four months, I observed the daily activities and practices that the workers inside the company, as well as rules and regulation that all workers and employees must comply with. I easily observed that all workers inside the construction site must wear their proper uniform during working hours. Even the sweepers who clean the yard must wear complete uniform. Any workers who will notice without in their proper PPE will be given a punishment which may result in lay off the worker out of the company; reminding everyone that those people were violators. Safety inside the company was really strict. Another thing that I observed was the rules and regulation that the company initiated. Before entering the construction site at taguig, regular frisking and baggage inspections were conducted. Car and Delivery truck without gate pass cannot enter inside site except for the visitors. Trainees are not included as a visitor. Another was the NO smoking, sleeping and by standing rule. Any violators who will be caught will fine an amount of one thousand pesos. Gadgets like mobile phones and portable mp3 players are not allowed during working hours. Requests like emergency calls are accepted making sure that the call was important and entertain able. During my training at VNR Construction, I learned to interact with other people. We know that people have different characteristics and attitudes; however, making friends with the trainee’s co-workers doesn’t make difficult. Even though I was only a trainee, they don’t treat me like others. And as a trainee, I don’t feel uncomfortable as I worked with them. From the interaction I made with them, and later I learned to work with patience. Although thoroughly working on something was time consuming, the quality of the output product is the most important. I also learned from my co-worker’s experiences and mistakes and apply them whenever he needed it. They also encouraged me to go on with my studies until I become a professional. Although I worked and interact with them for a short period of time, I learned a lot to them; the skills and techniques that they shared with me that cannot be find on the books. IV. Problem met while on training Without change there is no innovation, creativity, or incentive for improvement. Those who initiate change will have a better opportunity to manage the change that is inevitable. While on my training I think no problem has aroused. Our coordinator has visited us in our company to monitor our progress, as they have said in the first day of OJT orientation. I’ve experienced a lot of problems during the first initial weeks of my training, this problems aroused due to the lack of background knowledge about the industry. During the first few initial weeks I was working so slowly, I had problems adjusting to the work environment, that my supervisor got irritated at me and complained about my work etiquette, I explained my side and I gradually got things fix. Yes, I have to admit I did screw up during my training, I broke this and damaged that, but in the end I learned from my mistakes. I remember what the Manager used to tell me, â€Å"That’s why you’re here, to learn. † And I’m proud to say that I didn’t make the same mistake twice. V. Suggestions and Recommendations The company created a good service to their clients and gave the best training for the students. The students must have a good company that would give them a good training ground and would enhance their knowledge and capabilities. The school must have the good coordination for some companies that offer an annual On the Job Training inside their company. The school should provide more budgets given to the OJT coordinators to have the best monitoring of the training the students are taking. One of the best ways of training is the provincial trainings that would give different experiences to the trainees. An out of town training would give more self esteem to the students. The evening students have their training at 4th year and first semester of the year. It is more efficient if they will take it 4th year of their last semester. In some cases having their training during the first semester of their 4th year of school would sometimes affect the rhythm of their schooling because in evening students OJT have their preferred pre-requisite subjects that once not taken would give a big effect to the arrangement of the student’s subjects. Instead of the regular schedule of years of studying, once being affected by the pre-requisite subjects, the students would waste some of the time spending for the subjects affected by the OJT.

Mobile Cement Plant Process Flow Chart

Mobile Cement Plant Process Flow Chart The main raw materials used in the cement manufacturing process are limestone, sand, shale, clay, and iron ore. The main material, limestone, is usually mined on site while the other minor materials may be mined either on site or in nearby quarries. Another source of raw materials is industrial by-products. The use of by-product materials to replace natural raw materials is a key element in achieving sustainable development. In the wet process, the slurry is fed to a rotary kiln, which can be from 3. m to 5. 0 m in diameter and from 120. 0 m to 165. 0 m in length. The rotary kiln is made of steel and lined with special refractory materials to protect it from the high process temperatures. Process temperatures can reach as high as 1450oC during the clinker making process. In the dry process, kiln feed is fed to a preheater tower, which can be as high as 150. 0 meters. Material from the preheater tower is discharged to a rotary kiln with can have the same diameter as a wet process kiln but the length is much shorter at approximately 45. m. The preheater tower and rotary kiln are made of steel and lined with special refractory materials to protect it from the high process temperatures. Mobile Cement Bag Packaging Plant Our Mobile Cement Bag Packaging Plant mainly including Mobile Jaw Crusher Plant , Mobile Cone Crusher Plant , Mobile Impact Crusher Plant , the mobile cement bag packaging plant specification :1. Available in 2 – 6 Spouts model 2. Available in Wheel mounted or Fix Models. 3. Auto-weighing system with bag pushing system 4.Pre-assembled with solenoid valve, limit switch etc. 5 Sub-divided in to Heavy duty Air Compressor 6 Capacity : 10- 60 ton per hour. The black, nodular clinker is stored on site in silos or clinker domes until needed for cement production. Clinker, gypsum, and other process additions are ground together in ball mills to form the final cement products. Fineness of the final products, amou nt of gypsum added, and the amount of process additions added are all varied to develop a desired performance in each of the final cement products.Our mobile cement plants are used in Indonesia, Vietnam , Iran, India, Chile, Venezuela, Libya, Angola, Kenya, South Africa, Pakistan , Yeman, Eygpt, Nigeria, Tajikistan , Saudi Arabia , Zimbabwe, Dubai, Vietnam, Philippines, Brazil. Cement Plant Equipment 1. Kilns  : We have manufactured high-quality kilns, made of varied materials, since a long period of time. All kilns are excellent heat exchangers where heat is transferred in a variety of ways. We produce kilns which are made with precision and detailed accuracy.They are highly durable and made with attention to each and every detail as provided by the client. 2. High Efficiency Separators  : We also supply high efficiency separators with our cement plants. High availability, high selectivity, low energy consumption, proper product separation, cooling and drying, and relatively lo w capital expenditure are all the features available in our high-efficiency separator.. 3. Crushers  :A machine to reduce large solid chunks of raw material into smaller chunks.It is widely used in a cement plant. We are manufacturers of a wide range of crushers. We supply all types of crushers and crushing equipment to be used in cement plants. 4. Feeders  : We supply you a range of feeders in varying sizes and shapes. Used in cement plants, the feeders we are offering are efficiently designed for heavy duty applications. Available in different capacities and sizes, our feeders have been well-tested for facilitating uniform flow of materials to the crusher and conveyors. 5.Conveyors  : We offer our customers with premium quality conveyors which are used for transporting products from one end to another. Highly durable and robust, our conveyors are specially designed to handle all types of load and materials in a cement plant. 6. Hoppers  : Our range of hoppers are available in various capacities as required by customers. These hoppers are highly durable and have a rugged performance. Catering to the technological developments, our products have successfully met the industrial standards. Mobile Cement Plant Process Flow Chart Mobile Cement Plant Process Flow Chart The main raw materials used in the cement manufacturing process are limestone, sand, shale, clay, and iron ore. The main material, limestone, is usually mined on site while the other minor materials may be mined either on site or in nearby quarries. Another source of raw materials is industrial by-products. The use of by-product materials to replace natural raw materials is a key element in achieving sustainable development. In the wet process, the slurry is fed to a rotary kiln, which can be from 3. m to 5. 0 m in diameter and from 120. 0 m to 165. 0 m in length. The rotary kiln is made of steel and lined with special refractory materials to protect it from the high process temperatures. Process temperatures can reach as high as 1450oC during the clinker making process. In the dry process, kiln feed is fed to a preheater tower, which can be as high as 150. 0 meters. Material from the preheater tower is discharged to a rotary kiln with can have the same diameter as a wet process kiln but the length is much shorter at approximately 45. m. The preheater tower and rotary kiln are made of steel and lined with special refractory materials to protect it from the high process temperatures. Mobile Cement Bag Packaging Plant Our Mobile Cement Bag Packaging Plant mainly including Mobile Jaw Crusher Plant , Mobile Cone Crusher Plant , Mobile Impact Crusher Plant , the mobile cement bag packaging plant specification :1. Available in 2 – 6 Spouts model 2. Available in Wheel mounted or Fix Models. 3. Auto-weighing system with bag pushing system 4.Pre-assembled with solenoid valve, limit switch etc. 5 Sub-divided in to Heavy duty Air Compressor 6 Capacity : 10- 60 ton per hour. The black, nodular clinker is stored on site in silos or clinker domes until needed for cement production. Clinker, gypsum, and other process additions are ground together in ball mills to form the final cement products. Fineness of the final products, amou nt of gypsum added, and the amount of process additions added are all varied to develop a desired performance in each of the final cement products.Our mobile cement plants are used in Indonesia, Vietnam , Iran, India, Chile, Venezuela, Libya, Angola, Kenya, South Africa, Pakistan , Yeman, Eygpt, Nigeria, Tajikistan , Saudi Arabia , Zimbabwe, Dubai, Vietnam, Philippines, Brazil. Cement Plant Equipment 1. Kilns  : We have manufactured high-quality kilns, made of varied materials, since a long period of time. All kilns are excellent heat exchangers where heat is transferred in a variety of ways. We produce kilns which are made with precision and detailed accuracy.They are highly durable and made with attention to each and every detail as provided by the client. 2. High Efficiency Separators  : We also supply high efficiency separators with our cement plants. High availability, high selectivity, low energy consumption, proper product separation, cooling and drying, and relatively lo w capital expenditure are all the features available in our high-efficiency separator.. 3. Crushers  :A machine to reduce large solid chunks of raw material into smaller chunks.It is widely used in a cement plant. We are manufacturers of a wide range of crushers. We supply all types of crushers and crushing equipment to be used in cement plants. 4. Feeders  : We supply you a range of feeders in varying sizes and shapes. Used in cement plants, the feeders we are offering are efficiently designed for heavy duty applications. Available in different capacities and sizes, our feeders have been well-tested for facilitating uniform flow of materials to the crusher and conveyors. 5.Conveyors  : We offer our customers with premium quality conveyors which are used for transporting products from one end to another. Highly durable and robust, our conveyors are specially designed to handle all types of load and materials in a cement plant. 6. Hoppers  : Our range of hoppers are available in various capacities as required by customers. These hoppers are highly durable and have a rugged performance. Catering to the technological developments, our products have successfully met the industrial standards.

The Philospohy of Knowledge Essay Example | Topics and Well Written Essays - 3500 words

The Philospohy of Knowledge - Essay Example What we think is important; How we think is important. Epistemology is all about how we think, what we think and what is fundamental to perfect such a thinking process! Some of the important questions related to Epistemology are: What can we know? Why do we know some things, but not others? How can we know it? Is knowledge possible? How do we acquire knowledge? Can knowledge be certain? Why do we believe certain claims and not others? How can we differentiate truth from falsehood? The beauty of the questions is, none of these can be answered in their finality. In every breath of the human being a thought is involved; in every thought of a human being, a breath is involved. Every breath is an action; every action has the opposite reaction. Normally, a human being breathes 22,000 times in a day. Every breath of the human being is part of his thinking process. The gigantic scope and responsibility of epistemology can be understood by this simple illustration, as it is the all-pervading subject related to the entire humankind.

Nursing managment Essay Example | Topics and Well Written Essays - 250 words - 2

Nursing managment - Essay Example Upon having received all of the data, it was necessary for head officials at the hospital to adjourn and discuss the results—in order to see if the scores on the assessment could be improved at all. The outcome of such wonderful reflection is a hospital system that works better for all involved—both patients and care providers. Brief Summary of Activity: Conducted by varying individuals, surveys were given not only to the patients, but to the staff as well in order to take a comprehensive overview in the hopes that this information could be used to overhaul the hospital’s overall performance. This would cover a wide range of areas and thus help the hospital’s management be smoother and more effective, rendering changes made by hospital officials—in the form of recommendations, garnered by the study. Thusly, quality of care, food service, and wait times were to be improved upon based on the surveys, and consequentially the score on the

Differences in effectiveness of Humen Resource Management practices Essay

Differences in effectiveness of Humen Resource Management practices (HRM) in Saudi Arabia between local and multinational banks - Essay Example The two fold problem has been considered in this dissertation. First of all it has been identified that what are the main effective human resource practices with respect to banks in Saudi Arabia and in the other developing and developed countries. It is then considered that whether the human resource practices are more effective in international banks as compared with the local banks. The questionnaire method been used for data collection. Equal numbers of people from local and international banks in Saudi Arabia were asked the questions. Likert scale was used to devise the questionnaire. Job satisfaction was considered as proxy for effective human resource practices. The job satisfaction is a direct consequence of the phenomenon and it can be said that the HR is working effectively. So job satisfaction has been taken as a proxy for effective HR practices. SPSS was used for analyzing the responses. It has been found out that in the domain of recruitment and selection the main effecti ve HR practices are scientific recruitment methods and clear job analysis. In performance management the significant practices are quick and professional feedback. Effective training is also an effective HR practice. On the other hand it was found that the multinational banks have more effective HR practices than the local banks. ... Signature: Name: Mana Almana   Dated: 8/9/2010 Table of Contents Chapter 1. Introduction: 1 1.1 OVERVIEW: 1 1.2 Research Objectives 9 1.4 Research Chapters: 11 1.5 Summary 11 2.LITERATURE REVIEW 12 2.1.Selection and recruitment: 12 2.2. Performance Management: 19 2.3. Training and Development 25 2.4 Job satisfaction as proxy for HR effectiveness 34 Chapter 3. METHODOLOGY 30 3.1. Introduction 30 3.3. The Research Hypothesis 32 3.4. Data Sources and Collection Methods 34 3.5. Summary 44 Chapter 4: Data Analysis and findings: 44 Through SPSS 45 3.1 Recruitment & selection and HR effectiveness (as represented by job satisfaction) 41 3.2 Performance management and the HR effectiveness (as represented by job satisfaction) 56 3.3 Training and HR effectiveness (as represented by job satisfaction) 53 3.4 Performance of International banks and local Saudi Banks 57 Chapter Summary : 64 Chapter 5: Discussion 74 Chapter 6: Conclusion and Recommendations 76 References: 69 Appendix 1: Questionnai re 74 Chapter 1. Introduction: The first chapter is prepared to give an insight of the research problem discussed. It provides background information in overall structure and function of the Saudi banking sector. It then presents the literature review conducted to elucidate human resource management in general. Following up from the fundamentals the importance of this discipline is studied and explained with respect to the banking sector in particular. The study evaluates the significance of human resource management to this industry by comparing the theoretical grounds with the best practices. Finally the purpose of the research will be explained along with

Variable Selection Essay Example | Topics and Well Written Essays - 250 words

Variable Selection - Essay Example They prefer when the stepwise selection method is used in the algorithm of data analysis programs such as SAS and SPSS. Based on my personal experience I think the author is correct, forward and backward selection produces better results in varied conditions as opposed to stepwise selection. A good selection technique that I have in mind will involve the use of estimation of empirical samples through the use of repeated sampling of data samples. This algorithm allows for the approximation of the distributed test statistics will be usable in small scale data where the large scale results may not hold. This algorithm is efficient because it helps solve the mistake of automated variable selection methods. There are other designed algorithms that are employed under various situations. One that is interesting is the Naà ¯ve Bayes which is based on the Bayes theorem. I think it is not an efficient algorithm because it generalizes samples which easily occurs to errors in analysis of the data

Hazardous waste management Essay Example | Topics and Well Written Essays - 250 words - 3

Hazardous waste management - Essay Example In line with this, it is common place for industries to reclaim, or recover spent solvents such as acetones from waste products. In addition, industries reclaim some metals from hazardous waste materials from industrial facilities to recover metals such as lead, which is the most reclaimed metal from industrial waste (EPA, 2013). It is essential to point out that recycling of hazardous waste does not only involve the aspect of reclaiming useful products from waste materials. However, industries also reuse the waste that they produced in their manufacturing processes. For example, industries that deal with smelting of zinc reuse the hazardous waste products they produce during the processing of zinc. In this regard, these industries return the emission control dust into the furnace that was primarily smelting the zinc (EPA, 2013). In effect, these industries reuse this waste product and ensure that the hazardous waste does not pollute the environment. On the other hand, it is vital to point out that hazardous waste products can be used directly into the land, which makes the land fertile, or incorporated into other products that make fertilizer (EPA,

The Role of Civil Engineering Research Paper Example | Topics and Well Written Essays - 1500 words

The Role of Civil Engineering - Research Paper Example Finally, I will attempt to examine the future of civil engineering and connect it with some aspects of my life and the world. What Civil Engineers Do â€Å"Civil engineers design and supervise the construction of a variety of structures. They work on bridges, dams, tunnels, highways, airstrips, water supply and sewage systems and other structures† (Ferguson 128). Basically, civil engineering is the branch of engineering that is responsible for the building of structures in a given society. Civil engineering ensures that appropriate housing and infrastructure are set up to support the population of a given community. Civil engineering involves numerous activities that are connected to the building of these structures. There are structural matters which involve the evaluation of land/environment and analysis of the most appropriate structure that could be set up in that area. This involves various forms of scientific measurements like surveying and calculations which provides an overview of what and how a given building or structure could be set up in a given place. Water resource engineering is another aspect of civil engineering. This involves the use of science and principles of engineering to build structures that will enable the society to benefit from these water resources or reduce their disruption. The former involves the building of dams and irrigation systems to ensure that water resources are used for the optimum results of the society. The latter involves the creation of dykes and canals to ensure that human beings can be protected from the effects of waterbodies and have good and productive social and commercial lives. Another aspect of civil engineering is construction. Construction involves the building of houses and other commercial structures that are meant to provide shelter for people. This involves the scientific use of building materials to provide the best of services. Transport infrastructure is another important aspect of civil engi neering. Civil engineering leads to the creation of roads, bridges and harbors to ensure that people can move from one point to the other in the most convenient way. Also, environmental optimization is an important component of civil engineering. Civil engineers play â€Å"... two main roles: building/managing infrastructure and sustaining environmental resources† (Grigg 2). This means that the civil engineer is trained to set up structures that are sensitive to the natural environment and the natural habitat. This means that they have a responsibility to build structures that provide the best options for humans as well as other living organisms like plants, animals and fishes. In practice, civil engineers are involved in estimating construction costs and specifying materials to be used. They prepare surveys and apply scientific knowledge to building. Benefits of Civil Engineering to the World In each generation, civil engineers design products, processes and systems and inco rporate technology (Crawley et al 7). Historically, people have always wanted to improve their lives by building settlements to create fulfilling lives. This desire led to the establishment of the first human settlements. The earliest settlements used contemporary technology to design and build structures that provided the kind of livelihood that they wanted. Elements of civil engineering was used in each of these generations. The earliest roles of

Assignment Case Study Example | Topics and Well Written Essays - 250 words - 2

Assignment - Case Study Example already established is growing as the rate of competition goes high with the example of Mini-mills taking over and setting a price war in the industry. There is also an increase of foreign companies taking the market shares. The third force is the bargaining power that suppliers have. The suppliers are decreasing due to bankruptcy thus; the number of suppliers is low. Few suppliers makes the services that the industry offers to be the same and not unique in any way (Steel Industry Profile, 2013). The fourth force is the buyer’s bargaining power and the number of customers is high. When the number of customers is high then the supply price becomes sensitive. The costs that customers have to go through to switch to a differential product are relatively low. The fifth force is a threat to the substitutes where the prices of switching to substitutes is high and thus the companies must adjust their prices so that they are able to compete with plastics, composites, and aluminum which are

The Keys Stages in the Capital Investment Decision-Making Process Essay

The Keys Stages in the Capital Investment Decision-Making Process - Essay Example This research will begin with the identifying investment opportunities. Once the capital investment strategy and budgetary processes are developed, the remaining process hinges on the generation of good investment ideas.   Projects do not exist merely to be discerned, rather opportunities for investment need to be highlighted or created, and subsequently exploited.   Initial investigation of the proposal pursues highlighting the projects’ feasibility (both technically and commercially). The origination of the proposal can come either from laid mechanisms that the entity has established to scan the environment for investment opportunities; technological developments/changes; or from those working in technical positions. Investment opportunities or proposals could emanate from analysis of strategic choices, an investigation of the present business environment, research and development, or legal requirements. A two-stage decision approach can be an effective way of encouragin g investment ideas whereby, first, organizational personnel is encouraged to advance any preliminary undeveloped ideas that they have. The advanced ideas are then reviewed in the first stage and those that fail feasibility test screened out using decision criteria. The most promising ideas continue to the next stage whereby thorough financial and strategic appraisals are undertaken.   The core requisite in this stage details that investment proposal should reinforce the attainment of organizational objectives. It is essential to appreciate that even projects that fail to come to realization may produce ideas and information that benefit future investments; hence, unsuccessful projects are not merely a waste of time and effort. An investment idea cannot be evaluated until the idea has been suitably defined and presented. In reality, within the business world, capital markets are imperfect, manifested by the fact that, among other aspects, companies are usually restricted in the amo unt of finance available for capital investment. Companies, thus, need to decide between competing for investment proposals and pick those manifesting the best strategic fit and the most suitable utilization of economic resources. The company’s capital investment procedures manual should outline the requirements for project information, as well as the format of the proposal. The preferred terminology ought to be specified and defined, and the project appraisal methods and criteria should be made clear. Standardized proposal forms should allow for flexibility in the lifespan, costs, and benefits of projects. However, too much flexibility may constrain the comparability of proposals. Thus, a balance has to be struck to match the organization and the forms of projects it considers. The screening of the projects may spotlight aspects such as cash flow analysis, critical variables, documentation, and sensitivity analysis. Candidate investment proposals require an in-depth analysis and appraisal to establish projects, which avail the most attractive opportunities critical to the attainment of organizational goals such as enhancing shareholder wealth. Analysis and acceptance stage involve undertaking financial analysis of the project and comparing the project to predetermined acceptance criteria, as well as considering the project as per the capital budget for both present and future operating periods.

Constitutional Law of the European Union Essay Example for Free

Constitutional Law of the European Union Essay The European Court of Justice is the driving force behind European integration. The ECJ had elaborately defined the doctrines of supremacy and direct effect of the EC Law and provided remedies for damages caused by breach of EC Law by a Member State . Despite the initiatives of the ECJ, there have been conflicts between Community law and national law. Moreover, the ECJ made it clear that the EC law had supremacy over national law in the event of conflict as evidenced in the case of Costa v ENEL, wherein it held that a preliminary ruling by the Italian courts based on their national law would be of no significance. In Simmenthal, the ECJ clarified that the Community law was to take precedence over national law and that any provision of the national law that contravened the Community Law would be rescinded by it. Moreover, the ECJ prohibited the implementation of any national law that was in conflict with the Community law. The ECJ further ruled that no fundamental provision of any national law could challenge the supremacy of a directly applicable Community rule . This supremacy of Community law is one of the constitutive principles of the integration of the European Community legal order and it has been well embedded in the Treaty that established a Constitution for the European Union. The doctrine of supremacy of Community law, the principles of direct effect and uniform applicability are the primary ingredients of the Community. They are fundamental to the promotion of an effective Community legal order and form the unseen pillars of the European Constitution. Further, the doctrine of supremacy is the actual concrete personification of this constitutional power . The national constitutional courts of Member States found it very difficult to adopt the doctrine of supremacy and in the initial stages the Italian and German constitutional courts almost refused to adopt this doctrine into their respective national legislations, because they felt that they would be surrendering their power of constitutional review of secondary community law. Subsequently, the enlargement of the European Union provided a new paradigm to this doctrine of supremacy. This doctrine of supremacy was enforced by the ECJ in Costa v ENEL . This doctrine is a jurisprudential creation of the ECJ. Further, the Court clarified that the EEC Treaty had adopted a new legal system, which the Member States had integrated into their national legislation. Accordingly, the national courts were required to apply the Community law without any deviation and this generated a number of debates in the Member States. Ultimately, it was accepted by the Member States. However, total supremacy over the national constitutional provisions has not been achieved . In Frontini the Italian Constitutional Court had opined that the 1957 Act, which had accepted the provisions of the EEC Treaty, did not breach the Constitution. Moreover, the Italian court reserved to itself the right to review the continuing compatibility of the Treaty with the Constitution . In another case the Italian Constitutional Court, while accepting the precedence of Community law, maintained that the court had competence over any aspect of the relationship between Community law and municipal law . These decisions clearly established that the national constitutional courts had not completely accepted the supremacy of Community law. The German Constitutional Courts voiced their concern over the protection of fundamental rights in the decisions given in Solange I and II and introduced the concept of Kompetenz – Kompetenze. Even in the Banana case the German constitutional Court declined to give up its power to review secondary community legislation in order to protect fundamental rights . In the United Kingdom this doctrine created several problems, because the UK constitution bestows absolute power on Parliament. Further, the UK ratified a dualist policy concerning the relationship between international treaties and national law. Although such treaties were signed by the UK, they were not incorporated into the domestic law of the UK. In order to incorporate the treaties into national laws, the Parliament had to ratify them and this resulted in a problem in respect of accepting the doctrine of supremacy of Community law over national law. In the famous Factortame case the concept of the supremacy of Community law was subjected to a vast amount of discussion. In that case Spanish fishermen had argued that the norms for registering vessels under the Merchant Shipping Act 1988 were discriminatory and in conflict with the provisions of the EC Treaty. The House of Lords refused to grant any interim injunction against the Crown. The applicants in this case claimed that this would violate the Community law and the result was that a reference was made to the ECJ, which ruled in favour of these applicants. The ECJ further held that any piece of legislation in the national law that prevented a court from issuing interim relief would be tantamount to the violation of the Community law . The EOC case dealt with the suitability of the UK statute regarding unfair dismissal and redundancy pay in the broader context of the EC law . The UK law provided different benefits to employees working in full –time and part – time jobs. The appellant in the case, the Equal Opportunities Commission, opined that the statute was discriminating against female employees, which was in contravention of Article 141 of the EC Treaty and to other Community directives. The House of Lords held that the national legislation had violated the EC law and upheld the contention of the EOC. The approach of the European Court of Justice is at variance with the customary doctrine of precedent that is entrenched in domestic law. The objective of the ECJ is to bring about a European Union that follows the same law throughout its Member States and to this end it constantly endeavours to promote the EC Treaty. This could result in a change in the interpretation of legal principle over a period of time. Moreover, the ECJ bases its decisions on the extant circumstances and not on precedent. National courts of Member States in the European Union can obtain a preliminary ruling regarding the interpretation of European Union Law from the ECJ on the basis of the provisions inherent in Article 234 of the EC Treaty. However, it is not the primary objective of the ECJ to take decisions regarding the compatibility between the domestic and European laws. Further, it is also not the primary aim of the ECJ to apply the European Union Law to some specific facts of a case . The ECJ indicates the principle to be applied in a particular case and the case will have to be decided in the originating court, however, the ECJ ruling will have to be implemented by such a court. In the absence of an appeal from a national court, a reference will have to be made by the originating court, in case it is of the opinion that a clarification in respect of European Union Law is required. Nevertheless, there are instances where an ET, EAT or Appellate Court has to make a reference to the ECJ in order to pronounce judgement that is in accordance with the EU law. The function of the advocates general is to aid the judges in their judicial work. They do this by submitting analyses and recommendations regarding the issues raised in a particular case . In addition to the rights conferred on the nationals of the EU Member States by their respective national constitutions, the EU law comprises of another source that grants rights to them. As such the European Union law constitutes a legal system that in addition to being independent also, perhaps more importantly, takes precedence over the national laws of the Member States of the European Union. This European Union law comprises of treaties, which constitute primary legislation and regulations and directives that constitute secondary legislation. The importance of regulations is that they directly require compliance from the Member States without having to be codified into the national laws. However, in respect of the Directives, which are also legally binding, the onus of implementing them rests squarely with the Member States and these Member States have to do so by resorting to the relevant national law legislation on or before the final date set by the EU for such implementation. Accordingly, Article 189 of the European Economic Treaty states that â€Å"A Directive shall be binding, as to the result to be achieved, upon each Member State to which it is addressed, but shall leave to the national authorities the choice of form and methods. The European Court of Justice, subsequent to taking cognizance of the fact that Directives have to be implemented by the Member States, declared that individuals were well within their rights to ensure the implementation of Directives even in the event of failure by the Member States to meet the deadline set by the EU. In addition, individuals were permitted to enforce such rights in the national courts. The Van Gend en Loos decision unequivocally established the fact that in addition to creating obligations for the Member States to implement the Directives it also creates rights for the individual citizens of these Member States . The right of the Member States and the European Commission to proceed against other Member States before the European Court of Justice does not prohibit the lodging of complaints by individuals against the Member State to which they belong in their national courts. In this context, the European Court of Justice ruled that Article 12 of the EEC results in direct effect, which in turn result in the creation of rights for individuals and that these rights had to perforce protected by the national courts. Consequently, individuals have been empowered to ensure that rights granted by the Directives are enforced in the national courts . The offshoot of this is that individuals can ensure the implementation of human rights by resorting to legal action. In the Becker case it was clarified that if there is unconditionality and adequate precision in the provisions of a Directive that bestows individual rights, then individuals can resort to such provisions to contest the relevant national law . Furthermore, in the Francovich case the European Court of Justice established a test in three parts, which was to be utilized in order to ascertain whether the provisions that were inherent in a Directive, were sufficiently precise and unconditional in creating a right that was applicable to individuals. The ECJ has to consider the identity of the persons who are supported by the guarantee and the content of the guarantee. The identity of the person in breach and who is liable to pay the guarantee has also to be ascertained. Private persons and institutes cannot be subjected to the provisions of the Directives, because it is only the state that is subject to the Directives. The decision in the case of Francovich served to establish that damages could be claimed by an individual in a national court, in the event of a Member State’s failure to implement a Directive properly. The ECJ clarified that the spirit of the European law and the protection of rights would become ineffective if an individual failed to secure compensation. Moreover, the States are required to implement Directives wholly and properly. The ECJ decided in Brasserie du Pecheur v. Germany that there must be a sufficiently serious breach by the State in order to determine its liability. This dictum applies to situations where national legislation is implemented improperly and inconsistently with a Directive. In order to determine whether Community law was breached with sufficient seriousness, it is sufficient to demonstrate that the Member State or Community institution had seriously and knowingly ignored the limits to its discretionary power. Some of the factors that the court has to consider are the exactitude and clarity of the rule that was breached, the amount of discretion allowed to the national or Community authorities, whether the damage caused was intentional or not and whether there had been any adoption or rejection of measures that were in violation of the Community law . Member States for whom the Directives are specifically issued should be bound by them. Sometimes Directives can be addressed to one Member State or a group of them, but in general Directives are addressed to all the Member States. The exception to this practice is in respect of Directives that pertain to Common Agricultural Policy. The European Commission initiates a binding legal action in situations where a Member State fails to incorporate the provisions of a Directive into their national legislation or if the national legislation fails to properly fulfill the requirements of the Directive. Previously, the Directives were not adequately binding upon the Member States in their implementation. To address this problem, the ECJ promoted the doctrine of direct effect. Thus even if a Member States fails implement the Directives there is legal initiation under the principle of direct effect. This was clearly established in the case of Francovich v Italy. In that case, the ECJ attributed liability to Italy for its failure to implement a Directive. The Easytalk was a private limited company that had been formed with help from the UK government. It was established in order to encourage students in the EU to come to the UK in order to learn English. This company advertised all over the EU universities by means of pamphlets, in which it was stated that the course instructors would be highly qualified scholars in English with a great deal of teaching experience. A Directive was issued by the EU that prohibited the issuance of advertisements that misled and imparted false information. This Directive was to be implemented by January 2007. However, the UK government failed to implement this Directive by this deadline and in effect this Directive had been ignored by the UK government, because the latter was of the opinion that this Directive was unlawful. Subsequently, a French student, Antoine came to the UK and registered for a course that taught English. However, once the classes commenced, Antoine realized that the faculty comprised of students who were not qualified teachers of English as a foreign language. On being approached, the institute where he had enrolled refused to refund the fees paid by him. The direct effect of directives has been restrained by the concepts of vertical and horizontal effect. Van Duyn and Ratti affirmed that directives only have vertical effect so that an individual who is affected by the states’ failure to implement a directive properly or not at all only has rights against the state and not against a non-state entity or other individuals, as the directive imposes the obligation of implementation upon the state. Therefore a horizontal limitation was placed upon the scope of the direct effect of directives. This principle was addressed in Marshall v Southampton and South West Hampshire Health Authority , in which the applicant who was employed by the Health authority, was required to retire at the age of sixty – two years, while men doing the same work did not have to retire until the age of sixty – five years. Although under national law, by virtue of the Sex Discrimination Act, this was not discriminatory, she succeeded in her claim for unfair dismissal by relying on the Equal Treatment directive, which had not been implemented in the UK. This directive was sufficiently clear to have direct effect but the courts took the opportunity to confirm that a directive may not of itself impose obligations on an individual and that a provision may not be relied upon as such against such a person. Therefore since the health authority was an organ of the state, the directive had vertical direct effect. Since the respondent in this problem is a private limited company, the claimant cannot approach the Commission under the vertical direct effect. However, he can seek justice under the EU law by resorting to the procedure of indirect effect. Since, the UK government had not implemented the Directive; the claimant can approach the national courts of the UK to compel the government to apply the Directive. In respect of damages, the ECJ further held in R v H. M. Treasury, ex parte British Telecommunications plc that parties who had sustained loss as a result of incorrect implementation of a directive by a state, could claim damages for the loss sustained on such an account. In contrast to this, if a state has failed to fulfill its obligations regarding Directives, whether by non-implementation or incorrect implementation, an individual cannot request invocation of the horizontal direct effect of a directive against another individual. Similarly the effectiveness of non-implemented or incorrectly-implemented directives that do not have direct effect through the horizontal limitation has been enhanced through the doctrine of indirect effect, which emerged from Von Colson . In this case the ECJ held that national courts are required to interpret their national law in light of the wording and the purpose of the directive so that the directive is given some effect despite the absence of proper domestic implementation. This principle may be used under two circumstances; first, where the defendant is a state entity but a directive is not vertically directly effective as its provisions are insufficiently precise, conditional and require further state action for their implementation. Second, the provisions of a directive could be indirectly enforced against a non-state entity i. e. it could be applied horizontally as between individuals. The court was confronted with a ‘horizontal’ situation in Marleasing , in which this position was confirmed. Therefore, if national law was in existence that could be read in conformity with a non-implemented directive, then an individual could enforce a legal remedy against another individual through the interpretative route without seeking to enforce the directive directly and encountering the barrier to horizontal effect. In respect of the Easytalk institute the claimant can file a case for breach of contract and false representation in the UK courts in order to obtain redressal for the loss, damage and frustration caused to him. The question arises as to whether the aggrieved individuals can claim damages against the state in the national courts. The ECJ clarified that the state had to pay compensation for the damages caused due to non – implementation of a Directive and that the conditions laid down for such claim of damages must not be less reasonable than what was specified for a domestic claim. Furthermore, the Member State should not unduly complicate the claim process.

A Study Based On Senge Model

A Study Based On Senge Model The importance of organizational learning in organizations can never be underestimated. In Malaysian manufacturing industries, the applications of organizational learning could be the crucial factors that keep the continuous improvement going. Organizational learning is a popular practice among manufacturing organizations. The organization learns to adapt to culture and environments changes. Organizational learning can be traced back to Cyert and March (1963) who introduced the terms of Organizational Learning. Some have claimed that Argyris and Schà ¶n (1978) were the first one to propose models that facilitate organizational learning. Using Gregory Batesons concepts of first and second order learning, they distinguish the single-loop and double-loop learning. Organizational learning can be defined in various ways and an organization does not only able to learn but it also can unlearn in some way to enhance their continuous improvement. According to Senges The Fifth Principles: The Art and Practice of The Learning Organization book which was released in 1990, there are five disciplines in Organizational Learning. Those five disciplines are: System Thinking Personal Mastery Mental Models Shared Vision Team Learning Each of this discipline can be used individually or in any combination to suit an organization needs. These disciplines have been used widely in public as well as private sector to produce learning organization. This research will be focusing on the learning organization practices in Malaysian manufacturing companies based on the Senges five disciplines models. The manufacturing companies will be selected from three manufacturing industries which is automotive, electronics and ICT. The independent variables in this research would be the Senge Five Disiplines Model and the dependent variables in this research would be Learning Organizational. Research Questions In order to remain competitive, Malaysian manufacturing companies have been actively looking for ways to become learning organization .The only way to stay ahead in this global business environment is the rate of learning of the organization is greater than the rate of change. Mainly, this study tries to investigate the learning organization characteristics based on Peter Senges Model in Malaysian Manufacturing firms. Specifically this study attempt to answer these questions: Is there any evidence of learning organization traits based on Senge Model in the selected manufacturing firms? What is the element in Senge LO Model that is dominant in the selected manufacturing firms? How significance is the difference of LO dimension between the three clusters of manufacturing firms? Objectives To investigate the evidence of learning organization traits based on Senge Model in the selected manufacturing firms. To determine the element in Senge LO Model that is dominant in the selected manufacturing firms To determine whether there is a significance difference in the dimension of LO in three clusters of the manufacturing firms. 1.4 Scope, Limitations and Key Assumption of the project This study is based on Senges model of learning organization. One of the models concerning description of learning organization is Peter Senges model. The essence of this model is the interconnectedness between individual learning and organizational learning. Organization cannot learn until all the members begin to learn. (Senge, 1990). The respondents will be selected from three sectors of manufacturing in Malaysia; automotive, electronics and ICT. There are some limitations in this research. This research will not cover an organization culture and organization points of view in both of these concept since time limitations as well as geographical factors. This research only covers manufacturing companies in Malaysia and will not be able to done research any other area or country. This might lead the results of the research only on that particular area. Some of the respondent (Managers and Supervisors) may refuse to respond since some of the companies stated some rules on regulation about company confidentiality. 1.5 Importance of the Project This study was made to investigate the implementation of organizational learning concept in Malaysian manufacturing concept. This study was also made to determine the dominant element in Senges five disciplines that have been applied in Malaysian manufacturing companies. By achieving both of these objectives, the researcher may able to know the progress and growth of Malaysian manufacturing in the organizational learning. This research also one of the few research that focusing on Senges five disciplines. This research was hoped to give more understanding to managers and supervisors in applying organizational learning as well as building a learning organization. This research may be able to give manager a clearer view on Senges five disciplines and the effects of it on an organization. It may also give the industrial a new view on the difference in the dimension of organizational learning in three clusters of the manufacturing organizations. 1.6 Summary This chapter consists of the directions of this research. The introduction explains briefly the meaning of organizational learning and Senges five disciplines. This chapter also explains the objectives of this research as well as the research questions of this study. The significance of this research is it will explain the nature of a learning organization based on Malaysian manufacturing companies. It will also discover how well Senges model is recognized by the companies. CHAPTER 2 LITERATURE REVIEW 2.1 Introductions This chapter highlights the literature review on organizational learning which consist the definition of the organizational learning as well as the rich history of it. It will explain about Senge Five Disciplines Models. This study used various reference materials as a guide lines such as books, journals, thesis and other published medium. The information from this research can be used to strengthen the understanding and conceptualized research framework. 2.2 Organizational Learning Organizational Learning is considered one of the most powerful tools in an organization continuous improvement. Organizational learning can be defined in many ways since there are no absolute ways to implement organizational learning in an organization but there is only one goal in organizational learning which is people on all levels in an organizational by individually or by group continually and consistently improves their knowledge and ability on performing to work given to them. Organizational learning is really important as its give an organization a clear vision or milestones where and what the organization wants to achieve in few years ahead. It also important to know that your organization grows through the years by learning and that is just what organizational learning can do for an organization. As today electrical and electronic industry become more competitive than ever, it is important and at the same time relieving to know that your organization is learning and got what it takes to compete. 2.2.1 Definition of Organizational Learning Organizational learning has been around for a long period of time and there were more than one definition to define organizational learning. Arygis(1977) defines organizational learning as detection and correction of errors. He sees that an organization learns from the individuals or the workers. He stated that The individuals learning activities, in turn, are facilitated or inhibited by an ecological system of factors that may be called an organizational learning system (Arygris, 1977, p.117) One of the theorists in this field, Huber (1991) viewed organizational learning from behavioral perspective. An entity learns if, through its processing of information, the range of its potential behaviors is changed. (Huber, 1991) From this statement, an individuals effectiveness or potential does not always improve by learning. In addition to that, learning does not need to lead to changes that can be seen in behavior. Knowledge acquisition, information distribution, information interpretation, and organizational memory is a four construct as integrally linked to organizational learning as has been considered by Huber. He explained that learning does not need to be conscious or intentional. Some other notable definitions of organizational learning from well-known theorist in the field are: The ability of an organization to gain insight and understanding from experience through experimentation, observation, analysis, and a willingness to examine both successes and failures (McGill et al, 1992). in which you cannot not learn because learning is so insinuated into the fabric of life. (Senge, 1990) a group of people continually enhancing their capacity to create what they want to create.(Senge, 1990) A Learning Company is an organisation that facilitates the learning of all its members and continuously transforms itself(Mike Pedlar, Tom Boydell, John Burgoyne, 1988) The Learning Organisation can mean two things : it can mean an organisation which learns and / or organisation which encourages learning in its people. It should mean both (Charles Handy, 1989) 2.2.2 History of Organizational Learning As has been mentioned before in chapter 1, organizational learning was first introduced by Cyert and March (1963). The concept of System Thinking was introduced in the 1950s. This concept implying that the organization needs to be aware about the organization as well as the individuals on the organization. Before this concept was introduced, most company only focus on the organization goals without considering the workers needs. This concept was never implemented in any organization at that time. Gould-Kreutzer Associates, Inc. defined System Thinking as: A framework for seeing interrelationships rather than things; to see the forest and the trees. (Gould-Kreutzer Associates, Inc) This statement clearly stated that system thinking is concept that not only focusing on business or an organizational goals but to focus individuals needs and goals. The forest here is a metaphor for organization and the trees is a metaphor for individuals or workers in the organization. This concept is trying to change the managerial views at that time from being business goals-oriented to continuous improvement. From the concept of System Thinking, a new system emerged which was called Decision Support System (DSS). This concept is changing the traditional way of decisions making. This new model help executive to make decisions for the company future. Incidentally, the model benefits management more rather than the systems operation. This is because the model more focuses on what the business really was and providing the alternatives for the future. One of DSS major contribution is that it made implicit knowledge explicit. This has caused the organization have more knowledge to explore and learn better than before since explicit knowledge spread much faster throughout the organization. Because of this, DSS can be seen as additional method of communication. The idea of this concept later was renamed into organizational learning in 1970s. Some have claimed that the term of Organizational Learning was introduced by Cyert and March (1963). One of the earliest theorists in organizational learning was and still is Chris Arygris. He published a book entitled Organizational Learning in 1978 and Organizational Learning II in 1996. At that time, Organizational Learning concept was still not taken seriously by any organizations. Not until Peter Senge published the book The Fifth Principles: The Art and Practice of The Learning Organization in 1990 the organizational learning is taken importantly. This book influence many organizations to start taking Organizational learning into consideration. Since then, organizational learning has evolved until what of we known as today. 2.3 The Fifth Discipline: The Art and Practice of the Learning Organization In 1990, Peter Senge, one of the theorist and gurus in Organizational Learning published a book that changed the managerial views. The book entitled The Fifth Principles: The Art and Practice of The Learning Organization. In the book, Senge list out five discipline that is a must in a learning organizational. The five disciplines are Personal Mastery, System Thinking, Mental Models, Shared Vision and Team Learning. 2.3.1 Personal Mastery Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs (Senge, 1990, p.139) Personal mastery is the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively (Senge, 1990, p. 7) It goes beyond competence and skills, although it involves them. It goes beyond spiritual opening, although it involves spiritual growth (Senge, 1990, p. 141) From these citations from Senge, we can conclude that an organization only learns when the individuals or the workers in the organizations start to learn. Personal mastery its a traits that every individuals should have. The higher level of personal mastery an individual has the stronger their will to continue learning and improve themselves. Peter Senge mentioned in his book Personal Mastery as People with a high level of personal mastery live in a continual learning mode. They never arrive. Sometimes, language, such as the term personal mastery creates a misleading sense of definiteness, of black and white. But personal mastery is not something you possess. It is a process. It is a lifelong discipline. People with a high level of personal mastery are acutely aware of their ignorance, their incompetence, their growth areas. And they are deeply self-confident. Paradoxical? Only for those who do not see the journey is the reward. (Senge, 1990, p.142) From what Senge has cited, we know that the goals are not the reward; the journey toward the goals is the reward itself. The lifelong process of learning is what Personal Mastery is all about. The acknowledgement of not knowing and the desire to learn is what drives an individual to learn and to achieve Personal Mastery. In other words, without Personal Mastery disciplines in the individuals, the organizations might never start to learn. Those who have a high level of Personal Mastery might often find asking these kinds of questions to themselves; Why do I have to learn this? Why is it important to learn? To summarize it, personal Mastery helps and guides an individual to realize what they have and what they dont. It also makes an individual aware of their attitude and belief as well as be responsible to their action. 2.3.2 System Thinking In his book, Peter Senge also includes a system theory among the five disciplines. Some have claimed that system thinking is the conceptual cornerstone of the Senges five discipline models. This mainly because of peter Senge said it himself; It is the discipline that integrates the others, fusing them into a coherent body of theory and practice (Senge, 1990, p.12) Senge explained more on system thinking in his book. He mentioned system thinking is interconnected with other four disciplines. Systems thinking also needs the disciplines of building shared vision, mental models, team learning, and personal mastery to realize its potential. Building shared vision fosters a commitment to the long term. Mental models focus on the openness needed to unearth shortcomings in our present ways of seeing the world. Team learning develops the skills of groups of people to look for the larger picture beyond individual perspectives. And personal mastery fosters the personal motivation to continually learn how our actions affect our world. (Senge, 1990, p.12) System thinking can be said as a system that should be use on overcoming problems as a whole, not only on that particular problem. Focusing only on specific part or problem may lead to unwanted or unintended consequences. Instead of focusing only on that specific parts or problems System Thinking take larger accounts and investigate the interactions of the parts or problems with every other parts of the system. This characteristic makes it an effective solving method especially when dealing with difficult types of problems. The problems that involving complex issues and needed to be seen by big picture, the problems that recurring or depending on the past, and the problems which the solution are not obvious are the ones that needed the application of System Thinking. As Peter Senge said in his book, We learn best from our experience, but we never directly experience the consequences of many of our most important decisions,(Senge, 1990, p.23) we tend to focus only on the solution that problems cause but only on the short-terms. System Thinking forces an organization not only focusing on the solution for improvement for a shot-term but at the long-term as well. Peter Senge also urged organizations to use System map. System map is a diagram showing the important elements or parts in the organization and how they were connected to each other. Here is the example of System Map. (Source: www.cogneon.de) C:UsersNAIM RAHIMDownloadslearning-organization.png Figure 2.1 System Map Learning Organizations 2.3.3 Mental Models Peter Senge defines Mental Models as deeply ingrained assumptions, generalizations, or even pictures and images that influence how we understand the world and how we take action (Senge, 1990, p.8) Mental models are the vision we have in our mind. How our mind process the things we see and what we expect to happen in the future. For example, when we see a bullet shot to a balloon, our mind would come out with what would happen to the balloon. Most of us would have the vision of the balloon explode. From this example, we can assume that our mind can share the same vision. Applying this to an organization, if the workers or individuals in the organization shared the same vision, they can changed their behavior and shape their strategies and internal ways of working. The discipline of mental models starts with turning the mirror inward; learning to unearth our internal pictures of the world, to bring them to the surface and hold them rigorously to scrutiny. It also includes the ability to carry on learningful conversations that balance inquiry and advocacy, where people expose their own thinking effectively and make that thinking open to the influence of others. (Senge, 1990, p.9) From this citation, Peter Senge said that every thought should be mentioned and exposed so everyone can learn and influence from ones thought. By doing this, an organization can start learning as everyone will start to learn new skills and develop new orientations parallel to the organization goals. Senge also said that Mental Models is Moving the organization in the right direction entails working to transcend the sorts of internal politics and game playing that dominate traditional organizations. In other words it means fostering openness (Senge, 1990, p.273-286). Senge continued by saying It also involves seeking to distribute business responsibly far more widely while retaining coordination and control. Learning organizations are localized organizations (Senge, 1990, p.287-301) Models are not perfect but sometimes it can be useful. In this case, Mental Models are not an exceptional but if the organization using it in the right ways, there are so many things it can learn from it. 2.3.4 Building Shared Vision Shared vision refers to the ability for an organization to share or hold the same goals or future that they want to achieve. According to Senge, building a shared vision is the capacity to hold a share picture of the future we seek to create (Senge, 1990, p.9) Building a shared vision for an organization is very important. All individuals in the organization will work toward one goal, which will make the organization, become more effective. This also can foster a sense of the long term which is fundamentally one of the five disciplines core beliefs. When there is a genuine vision (as opposed to the all-to-familiar vision statement), people excel and learn, not because they are told to, but because they want to. But many leaders have personal visions that never get translated into shared visions that galvanize an organizationà ¢Ã¢â€š ¬Ã‚ ¦ What has been lacking is a discipline for translating vision into shared vision not a cookbook but a set of principles and guiding practices.(Senge, 1990, p.9) The practice of shared vision involves the skills of unearthing shared pictures of the future that foster genuine commitment and enrolment rather than compliance. In mastering this discipline, leaders learn the counter-productiveness of trying to dictate a vision, no matter how heartfelt. (Senge, 1990, p.9) It is very important for any organization leader to realize the importance of shared vision. The leader not only should be able to command the workers to do things but also to create a learning organization which the workers not only learn continuously because they have to, but because they want to. The individuals in the organization also play an important role in shared vision. They must clearly understand the shared vision of the organization and also know where they are at the present and they want to be in the future. 2.3.5 Team Learning According to Senge, team learning is the process of aligning and developing the capacities of a team to create the results its members truly desire(Senge, 1990, p.236) By having Personal Mastery and Shared Vision, an organization may have Team Learning. But most of the times it is not enough. An organization needs to get the workers to act together. By having the workers work together as a team, the shared vision and personal mastery become better and the organizational learning can be achieve. The discipline of team learning starts with dialogue, the capacity of members of a team to suspend assumptions and enter into a genuine thinking together. To the Greeks dia-logos meant a free-flowing if meaning through a group, allowing the group to discover insights not attainable individuallyà ¢Ã¢â€š ¬Ã‚ ¦. [It] also involves learning how to recognize the patterns of interaction in teams that undermine learning. (Senge, 1990, p.10) To start team learning, the individuals of the organization must start to speak their mind up. In my opinion, this is what Senge means by dialogue. When people start to speak up their mind, other people would give their own opinion and start a discussion or a genuine thinking together. It also helps the group to achieve an insight which might not be able to be achieved by thinking individually. By using team learning, the team may identify the kind of interaction that may stop the learning progress in the team. As people talk, the vision grows clearer. As it gets clearer, enthusiasm for its benefits grow' (Senge, 1990, p.227) By constantly sharing insightful information and knowledge, the visions become clearer and the enthusiasm will be spread among the individuals in the organization. 2.4 Relationships between Senge Five Disciplines Model, Organizational Learning and Malaysian manufacturing companies. Manufacturing industry is probably one of the most competitive industries in Malaysia. Thats why it is very important for the manufacturing companies to keep learning. The companies that capable of learning will have a big advantage than those who didnt. In this research, the researcher will try to found out the evidence of Senge Five Disciplines model that forms a learning organization in Malaysian manufacturing companies. In recent years, Malaysian manufacturing companies begin to adapt to the learning organization theories but it was never been proved that Senge Five disciplines models were used in their effort on becoming a learning organization. 2.5 Summary From this chapter, we can conclude that there are the relationship exists between Senge Five Disciplines Model, Organizational Learning and Malaysian manufacturing companies. By understanding the relationship between these three, the question now arise as to which disciplines from the five disciplines are the dominant element in Malaysian manufacturing companies. The theoretical framework for this research as in Table 2.1 Malaysian Manufacturing Companies Learning Organization Team Learning Shared Vision Mental Models System Thinking Personal MasteryIndependent Variables Dependent Variables Table 2.1 Theoretical Framework CHAPTER 3 METHODOLOGY 3.1 Introduction This chapter outlines the research the research design for this study and the manner in which the research was conducted. The research methodology used in this study is described. This chapter consists of research design, method research design, primary and secondary data sources, research strategy, and scientific canons. The instruments used to collect data are also described. 3.2 Research Design Research design can be divided into fixed and flexible research designs (Robson, 1993). As in this research, the quantitative approach was taken. As has been described by Burns and Grove (1993, p.777) quantitative research is a formal, objective, systematic process to describe and test relationship and examine cause and effect interactions among variables. Research design is important because it gives the direction to the study and what to find that may be significant to the study. 3.2.1 Exploratory studies An exploratory study is a type of studies or research conducted when the problems are not clearly defined. Exploratory studies usually depends on secondary research such as reviewing past journals, literature and data, interviewing experts in the industry, conducting in-depth individual interview and sometimes conducting focus group interview. 3.2.2 Descriptive studies Descriptive studies sometimes can be referred as statistical research. The objective of descriptive studies is to gain an accurate profile of events, persons or situations (Saunders, 1997). Descriptive studies usually involved observing and describing the behavior of subject without influencing it in any way. Descriptive studies cannot describe what cause a situation although the data description is factual, accurate and systematic. 3.2.3 Explanatory studies The explanatory studies explained the way of certain event. The outcomes of event could be either positive or negative. So basically, the explanatory research is a research that conducted to find out and to explain any behavior or event. 3.3 Research Design Method The research design for this study is the by using the quantitative method. Surveys and questionnaire may be used for the descriptive, explanatory and exploratory research. The questionnaire in this research is a self-administered questionnaire. The questionnaire was made for data and information collection and it will be distributes personally by the researcher. This research design was chosen to accomplish the objectives of the study and the researcher believes that the quantitative method is the best way to meet those objectives. 3.3.1 Quantitative Method Quantitative research method is a non-numeric data such as words, images, video clips, and other similar material. The aim of quantitative research is to develop statistically reliable information from sample data that can be generalized to a larger population (Dutka, 1995). Quantitative research uses a relatively short structured questionnaire, while the survey sample should be large enough in order to provide a statistically reliable set of responses. The collected information is also analyzed using specific statistical techniques and quantitative tools. In the case of customer satisfaction measurement and developing new product, this type of research is focused on the quantification of satisfaction information. The most frequently used types of quantitative research are mail survey, personal interviews, and telephone surveys (Gerson, 1993). 3.4 Primary and secondary data sources In this research, the data and information collected from two main sources which are the primary resources and the secondary resources. 3.4.1 Primary data The primary data for this research are the book from Peter Senge which was released in 1990, The Fifth Principles: The Art and Practice of The Learning Organization. Another primary data for this research would be the questionnaire that will be distributed to three sectors of manufacturing in Malaysia; automotive, electronics and ICT. From here, the researcher will gather the data in the three sectors managers or supervisors that involved in the surveys whether by face-to-face, emails, telephone calls or any other ways. 3.4.2 Secondary data The secondary data in this study were collected before the researcher proceeds to collect the primary data in the three sectors of manufacturing industry in Malaysia; automotive, electronics and ICT. A bunch of useful information was collected as it is already exist in the form of secondary data. The secondary data that was used in this study are journals, relevant internets site, magazines and articles. 3.5 Location of Research The lacation or this research would be focusing on Malaysian Manufacturing. The group focus would be 3.6 Research Strategy Research strategy can be defined as a plan for a researcher to achieve the objectives of the study as well as how the reascher going to answer the research questions. There are many strategies that can be used in research strategies such as Experimental, survey, archival research and case study. The researchers choose the survey strategy for this study. The reason survey method was chose is because they allow the collect quantitative data and can suggest possible reasons for particular relationship between independent variables and dependent variables. It also gives the researcher more control over the research process as well as lower in cost compared to other methods. The strategies for the survey method are as follows: Preparing the Survey As has been mentioned before, the research will be using quantitative method where a set of survey is used to gather related data and information for this study. The questionnaire or the surveys were constructed based on the research question and research objectives. The respondent for the questionnaire would be the employees from Malaysian manufacturing industries. Survey research design The survey design divided to several ways. There are structured way (the formal list of questions use and all the respondents have to answer the same question) an