35 High Paying Jobs Without Degrees that Pay a Salary of $55,000

35 High Paying Jobs Without Degrees that Pay  a Salary of $55,000 The good news from the U.S. Bureau of Labor Statistics is that workers with associate’s degrees or high school diplomas have potential careers to consider that come with  a median salary of $55,000! Here are 35 high paying jobs without degrees you can attain. 35. BoilermakersIf your aptitude runs to mechanical and plumbing repairs, you might enjoy assembly, installation, and repair of boilers and other containers.   The median salary is $56,560, you’ll learn on the job as an apprentice. This high paying job without a degree  has a projected 8,800 job openings in the next 6 years.34. First-line supervisors of correctional officersHave you always had an interest in law enforcement but for whatever reason not pursued the police academy? A supervisory position in a correctional institution may suit you- you’ll work with other officers and jail employers. The median salary is $57,840, training is moderate and on-the-job, and there are 18,000 expected job opening s through 2022.33. Electrical and electronics engineering techniciansThis is a great field for those who like to tinker and rebuild. as an engineering technician, you’d be designing, building, repairing, and maintaining electrical components, circuitry, and machinery for your staff colleagues. The median salary is $57,850, you’ll need an associate’s degree, and the right vocational program will help you hit the ground running with a job placement.32. Real-estate brokersIf you like people (and looking at sale and rental properties in your area!) and have a detail-oriented, organized approach, brokering real-estate transactions (like buying, selling, rentals, and loan arrangements) might be for you. The median wage is $58,350, and there are 16,100 projected job openings in this field.31. Purchasing agents (except wholesale, retail, and farm products)Being responsible for the ordering and acquisition of machinery, equipment, tools, parts, supplies, or services for a business or an organization is a crucial role – the median salary is $58,760, your training on the job would be long-term, and there are 61,600 anticipated positions in the works.30. Computer network support specialistsEverybody loves a competent it person- if coding is your first or second language and you enjoy problem solving and maintenance, this could be a great match. The median salary is $59,090, and there are 39,600 projected job openings through 2022.29.  First-line supervisors of construction trades and extraction workersIf you have experience with construction sites, supervising them and coordinating employees could net you a median salary of $59,700. There are 187,100 anticipated openings in the next few years.28. Claims adjusters, examiners, and investigatorsPut your strong reading comprehension and interest in investigative processes to work as a reviewer of settled claims to against company practices and procedures. The median salary is $59,960, and there a re an expected 80,300 jobs in this field.27. First-line supervisors of mechanics, installers, and repairersAnother excellent option for those who like to tinker and work with people- as a supervisor in this field, you’ll oversee  and coordinate a team of mechanics, installers, or repairers. Anticipate earning $60,250 in one of the 152,000 projected openings.26. Gas-plant operatorsIf you enjoy maintaining mechanical systems at work, this field would place you with utility companies to control compressors that monitor and support main pipelines. The median salary is $61,140, and in the next few years there should be 4,700 prospective jobs.25.  Aerospace engineering and operations techniciansThese engineers and mechanically-minded  employees operate and maintain equipment for developing, testing, and producing new aircraft. The median salary for a candidate with an associate’s degree is $61,000. More than 2,000 jobs are projected through 2022.24. Petroleum-pump-syst em operators, refinery operators, and gaugersThese positions, which only require a high school diploma or the equivalent, require you to operate or control petroleum refining or processing units. The median salary is $61,850, and there are 15,500 projected job openings through 2022.23. Web developersSpend your life online and think you can design a top-notch site that looks and runs efficiently? If you’re willing to get an associate’s degree, consider this career, where the median salary is $62,500  and there are a whopping  50,700 (!!) projected job openings through 2022.22. Subway and street car operatorsYou’re the one who the little kids will look at and wave to all day! Oh, you’ll technically be in charge of operating subways or elevated trains to transport passengers for a median salary of $62,730. you’ll need a high school diploma.21. Postmasters and mail superintendentsYou’ll be the planner behind the grand machine of the post off ice. in this position, you coordinate operations and  admin for  a post office, or help organize scheduling and duties of post office workers. There are 5,000 projected job openings over the next 6 years, and the median salary is $63,050.20.  Electrical-power line installers and repairersThis job, with comes with long-term on-the-job training, has a median salary of $63,350. It’s in demand, too, because there are a projected 49,900 jobs opening in the next 6 years.19.  Transportation inspectorsYou’re one of the final safety checks of anything from equipment to goods to make sure all is safe for long travel. This job comes with a median salary of $63,680, and you’ll need a high school diploma.18.  Gaming managersDo you look at the chaos of a casino and wonder who makes it run? A gaming manager, that’s who. In this job, you’ll direct and coordinate the workings of a casino. The median salary is $65,220, and you’ll need a high school diploma.17.  Magnetic resonance imaging (MRI) technologistsHere’s a great way to be a part of the healthcare industry, help people, and learn the inner workings of a complex system.MRI techs need an associate’s degree and receive a median annual  wage of $65,360. There are 11,300 jobs expected to open in the next 6 years.16.  Registered nurses (RN)Wait for it- there are a projected  1,052,600 (wow!) job openings for RNs expected through 2022! You’ll need an associate’s degree to become a nurse, which can involve anything from patient care to public education about health issues. The median salary is $65,470.15. Diagnostic medical sonographersHere’s another great way to enter the healthcare industry in a tech-forward way. In this job, you use equipment to directs sound waves to  assesses and diagnose patients. You’ll need an associate’s degree for this position, which comes with a median salary of $65,860. There are   35,30 0 jobs projected to open in the next 6 years.14. Power plant operatorsHere’s a position that comes with long-term on-the-job training. You’ll learn how to control, operate, and maintain the machines that generate electric power. Only a high school diploma is required, and this job comes with a median salary of $66,130.13. Funeral service directorsThe opportunity to run your own business (if you have the stomach for funeral services) and provide a valuable service to a grieving community could enable you to earn as much as $66,720; you’ll need an associate’s degree (and some business classes wouldn’t hurt). There may be as many 3,200 job openings available and minimal job training.12. Nuclear techniciansYou’ll need an associate’s degree for this important job, in which you’ll  assist physicists and engineers nuclear research and production. The median salary is  $69,060.11. Farmers, ranchers, other agricultural managersThe one is a job with great prospects- 150,200 are expected to open through 2022! These positions will require you to take a role in the  operation of farms, ranches, greenhouses, aquacultural operations, nurseries, timber tracts, or other agricultural establishments. The median salary is  $69,300.10. First-line supervisors of non-retail sales workersThis is a complicated-sounding way of saying middle management of a corporate sales force; your workload would likely include supervision of daily and weekly workforce activity, sales goals and company revenue. The median salary is $70,060, you’ll need a high school diploma or equivalent degree, and you could have more than 50 thousand job openings to choose from, with no necessary training prerequisites.9. Nuclear medicine technologistsThis job comes with a median salary of $70,180 and requires an associate’s degree. In this position, technologists  scan patient’s bodies to create images and administer  radioac tive drugs to patients undergoing scans.8. Dental hygienistsAspiring dental hygienists are required to provide dental cleanings, examine patients for oral ailments, and provide preventative care; they can earn as much as $70k with an associate’s degree (which should include any certifications required). There are more than 113,00 anticipated job openings.7. Power distributors and dispatchersThese positions involve, as you might expect, coordinating, regulating and distributing electricity or steam, which may involve working in a technical facility or plant. The median salary breaks $71k, you’ll be able to get long-term on-the-job training with your high school diploma or equivalent, and there are more than 3,000 prospective openings.6. Commercial pilotsAir travel may not be as glamorous as it once was, but being a commercial pilot- flying and navigating aircrafts on non-scheduled (aka fancy private planes) air-carrier routes, or helicopter trips- is a lucrative and exc iting career. You’ll need a commercial pilot certificate in addition to a high-school diploma or equivalent, but you could earn as much as $73k in any of the 14k positions available in the next few years.5. Detectives and criminal investigatorsAnother job not to go for just because it looks cool on tv- detectives and criminal investigators assist law enforcement and private citizens in tracking down suspected violations of laws, to prevent or solve crimes, or find and recover private property. The median salary is $74k, there will be nearly 28k potential job openings coming, and there’s moderate on-the-job training.4. Nuclear reactor operatorsIt is impossible for me not to acknowledge this was Homer Simpson’s job- but i’m sure smart people will find it challenging and exciting, too. If you enjoy technical and mechanical work around nuclear reactors, monitoring and operating equipment and its controls, and recording meticulous data, this could be a great f it. You should also be comfortable facing and implementing emergency procedures. Median salary is nearly $80,000, and you (and the other 2,299 applicants) will receive long-term on-the-job training.3. Elevator installers and repairersIf you happen to like elevators- or any electric or hydraulic systems maintenance, you could find yourself happy in this job- the $76,650 you could earn with your high school diploma might help too! Typically new repair techs start with an apprenticeship. there are more than 8,000 jobs in the forecast.2. Radiation therapistsIf you’re interested in a career in healthcare without the nearly decade-long investment of time, money, and your sanity, consider a radiation therapy career. You’ll be responsible for checking equipment, observing patients after their treatments, and documentation of sessions. The median salary is $77,560, you’ll need an associate’s degree, and you may find more than 8,400 jobs waiting upon graduation.1. Air-traffic controllersObviously, this is so highly paid because it’s so intense and stressful- you have to be alert and on-task constantly. You’d be monitoring and directing aircraft and earning up to $122,530- the highest of any occupation in which employees don’t have to have a bachelor’s degree. The on-the-job training is long-term and rigorous (but you’ll appreciate it when you can actually save money and retire like an old-school human being).

Jimmy Hoffa, Legendary Teamsters Boss

Jimmy Hoffa, Legendary Teamsters Boss Jimmy Hoffa was the controversial boss of the Teamsters Union when he became nationally famous for sparring with John and Robert Kennedy during televised Senate hearings in the late 1950s. He was always rumored to have substantial organized crime connections, and eventually served a sentence in federal prison. When Hoffa first became famous, he projected an aura of a tough guy who was fighting for the little guy. And he did get better deals for the truck drivers who belonged to the Teamsters. But rumors about his links to the mob always overshadowed whatever legitimate accomplishments he had as a labor leader. One day in 1975, a few years after his release from prison, Hoffa went out to lunch and disappeared. At the time it was widely believed he was planning a return to active involvement in the Teamsters, and it was widely assumed that he was the victim of a gangland execution. The search for Jimmy Hoffa became a national sensation and searches for his body have periodically popped up in the news ever since. The mystery about his whereabouts spawned countless conspiracy theories, bad jokes, and enduring urban legends. Early Life James Riddle Hoffa was born in Brazil, Indiana, on February 14, 1913. His father, who labored in the coal industry, died of a related respiratory disease when Hoffa was a child. His mother and Hoffas three siblings lived in relative poverty, and as a teenager Hoffa left school to take a job as a freight worker for the Kroger grocery store chain. In Hoffas early union days he showed a talent for exploiting an opponents weakness. While still a teenager, Hoffa called a strike just as trucks carrying strawberries arrived at a grocery warehouse. Knowing the strawberries wouldnt keep for long, the store had no choice but to negotiate on Hoffas terms. Rise to Prominence The group Hoffa represented, known locally as the Strawberry Boys, joined a Teamsters local, which later merged with other Teamsters groups. Under Hoffas leadership, the local grew from a few dozen members to more than 5,000. In 1932, Hoffa moved to Detroit, along with some friends who worked with him at Krogers, to take a position with Teamsters locals in Detroit. In the labor unrest during the Great Depression, union organizers were targeted for violence by company goons. Hoffa was attacked and beaten, by his count, 24 times. Hoffa picked up a reputation as someone who wouldnt be intimidated. In the early 1940s  Hoffa began to establish links with organized crime. In one incident, he enlisted Detroit gangsters to  run off a rival union from the Congress of Industrial Organizations. Hoffas connections with mobsters made sense. The mob protected Hoffa, and the implicit threat of violence meant his words carried serious weight. In return, Hoffas power in the union locals let mobsters intimidate local business owners. If they didnt pay tribute, the truckers who made deliveries could go out on strike and bring business to a standstill. Connections with mobsters became even more important as the Teamsters amassed a vast amount of money from dues and payments into pension funds. That cash could finance mob ventures, such as the building of casino hotels in Las Vegas. The Teamsters, with Hoffas help, became a piggy bank for organized crime families. Sparring With the Kennedys Hoffas power within the Teamsters grew in the early 1950s. He became the unions top negotiator in 20 states, where he famously fought for the rights of the truck drivers he represented. The rank and file workers came to love Hoffa, often clamoring to shake his hand at union conventions. In speeches delivered in a gravelly voice, Hoffa projected a tough guy persona. In 1957, a powerful U.S. Senate committee investigating labor racketeering began to hold hearings focused on the Teamsters. Jimmy Hoffa came up against the Kennedy brothers, Senator John F. Kennedy of Massachusetts, and his younger brother Robert F. Kennedy, a counsel to the committee. In dramatic hearings, Hoffa tangled with the senators, parrying their questions with streetwise quips.  And nobody could miss  the particular dislike Robert Kennedy and Jimmy Hoffa had for each other. When Robert Kennedy became attorney general in his brothers administration, one of his priorities was to put Jimmy Hoffa behind bars. A federal case against Hoffa finally did convict him in 1964. After a series of appeals, Hoffa began serving a federal prison sentence in March 1967.   Pardon and Attempted Comeback In December 1971, President Richard Nixon commuted Hoffas sentence and he was released from prison. The Nixon administration included a provision with the commutation that he not become involved with union activity until 1980. By 1975, Hoffa was  rumored to be exerting influence within the Teamsters while officially having no involvement. He told associates, and even a few journalists, that he was going to get even with those in the union and the mob who had betrayed him and helped send him to prison. On July 30, 1975, Hoffa  told family members he was going to meet someone for lunch at a restaurant in suburban Detroit. He never returned from his lunch date, and he was never seen or heard from again. His disappearance quickly became a major news story across America. The FBI and local authorities chased down countless tips, but actual clues were scant. Hoffa had vanished, and was widely assumed to have been the victim of a mob hit. Disappearance As a peculiar coda to such a tumultuous life, Hoffa became eternally famous. Every few years another theory of his murder would emerge. And periodically the FBI would receive a tip from mob informant and send crews to dig up backyards or remote fields. One supposed tip from a mobster grew into a classic urban legend: Hoffas body was rumored to be buried under the end zone of Giants Stadium, which had been built in the New Jersey Meadowlands at roughly the time Hoffa had disappeared. Comedians told jokes playing on Hoffas disappearance for years. According to a New York Giants fan site, sportscaster Marv Albert, while broadcasting a Giants game, said a team was kicking toward the Hoffa end of the stadium. For the record, the stadium was demolished in 2010, and no trace of Jimmy Hoffa was discovered under the end zones.

The physiology of anhydrobiosis Essay Example | Topics and Well Written Essays - 1500 words

The physiology of anhydrobiosis - Essay Example The following critical discussion will detail the process of anhydrobiosis and the means by which organisms affects it within a chemical sense. Further, distinct differentials of this process will be discussed as well as the stages of growth, dormancy, and re-animation that it involves. The process of anhydrobiosis can be briefly defined as a process whereby organisms purge themselves of liquid water and slow respiration to the point of near stasis; as a means of surviving environmentally challenging situations for a very long period of time. As a function of seeking to understand and define this process to a greater degree, the following discussion will represent the ways in which this process takes place within various organisms and describe the chemical changes that facilitate the anhydrobiotic process to begin and to end. One of the most interesting aspects of the evolutionary process has to do with the fact that it is oftentimes currently represented within existing metabolic processes. One of these processes is what is known as â€Å"anhydrobiosis†; or life without water. Whereas the definition that has been given is somewhat flawed, due to the fact that even within organisms that do experience certain degrees of anhydrobiosis – a very small percentage of water is still evident, the process itself allows for a variety of different organisms to adapt and continue to survive environmentally challenging periods of time; periods that are invariably categorized by very low levels of available water (Womersley, 1981). This process in turn allows for the nut, seed, pollen, spore, or nematode to go into a state of dormancy until liquid water returns to its native environment and it can once again begin the process of cell respiration as it had prior to going into anhydrobiosis. As a function of critically analyzing this particular process and discussing some of the compote and molecular

Lit 9 Essay Example | Topics and Well Written Essays - 500 words

Lit 9 - Essay Example Homeless People and Homelessness (Houseless & Houselessness), is a useful website that provides sufficient material to understand what homelessness is. This website has arranged different topics related with homelessness and has published the details of homeless people, pictures, statistics, News, Homeless children, and so on. (Homeless). Divorce appears as a quite common theme in the contemporary realistic fiction and the website ‘JWI Jewish Women International’ (What is Divorce), is useful for those who seeks for the details of divorce. One can use the additional links provided in this web page for an understanding of divorce and related topics. The online article, ‘Coming of age in the years of living dangerously’ by Brill Briggs clearly expresses the issue, ‘coming-of-age.’ It is available at: http://www.msnbc.msn.com/id/31670059/ns/health-kids_and_parenting/ (Briggs). ‘The problem death and disease’ is the website that deals with the topics of death and disease. It also discusses the reasons for deaths caused with the abuse of tobacco and other drugs. (The Problem Death and Disease). ‘Monster’ by Myers is a widely discussed novel that fulfills most of the characteristics of realistic fiction. One of the main features of the novel concerns with the presentation of its content in such an honest way that the readers feel nothing exaggerated with the characters or the setting. â€Å"The mood is very dark and filled with despair as we see Steve learning to cope with what may be the outcome of this trial.† (Myers). The protagonist of the novel Steve is a true representative of youngsters who had spent their life in jail either as an after effect of their crime or becomes prey of the existing social customs. The novel exposes social as well as the personal values through Steve and his identity remains as a question to society. The novel allows the readers to reach

Quantum Software Case Study Essay Example for Free

Quantum Software Case Study Essay Quantum Software is a fairly new organization â€Å"No ties, no suits coats, first name only† that was founded by Stan Albright and Erin Barber. The company develops computer software specifically oriented to the needs of independent oil businesses. They’ve had a lot of success over the past 3years and are growing fairly fast. Quantum has gained over 200 employees and has made about 95 million dollars in sales. Currently, Employees at Quantum Software work 16 hour days 6 days a week. In order to keep the morel and sprit up, Quantum recognizes that their employees have been working extra hard and they want to compensate them by having a weekly â€Å"Beer Bust† party. Bill Carter, the corporate attorney, doesn’t agree with the â€Å"beer bust† idea. Instead he believes that serving alcohol at a company’s sponsor party can be a big liability to Quantum. A â€Å"beer bust† sounds fun and relaxing. However Bill Carter makes a good point, serving alcohol at a company’s sponsor party can be a huge liability on the company’s future. Recently an employee by the name of John Hooker lost his balance and fell on the snack table during one of the â€Å"beer bust† events. Luckily John didn’t get hurt. When having these types of events the company cannot guarantee that a person like John will not over drink and possibly drive home drunk and cause a serious accident. These are all things that Quantum needs to take into consideration. Accidents happen all the time and Quantum needs be aware that these â€Å"beer bust† can be a great liability to the company. I can understand that Quantum wants to reward their employees for their hard work. Working long days 6 days a week can get over whelming. What Quantum needs to do is analyze the situation. The company is growing really fast and they need more people. Hiring more programmers can help balance their work load making 8 hour days 5 days a week possible. I don’t think that having a weekly â€Å"beer bust† is a permanent solution. It is obvious that employees at Quantum like to be recognized for their accomplishments and hard work however in the beginning of the case study is it mention the most of the employees drop in to â€Å"unwind† to these â€Å" beer bust† events. Most, meaning that not everyone who works at Quantum shows up or participates in these† beer bust† parties. What I would recommend quantum to do at this point is to pass out an employee surveys and ask their employees what they want or prefer. Some employees might not like the type of environment and rather spend their free time doing something else. Others might like the idea of working fewer hours and having weekends off as a reward. An employee survey can actually help the company out by providing feedback and letting the company know what they like and dislike. The â€Å"beer bust† events have been going on for a while and have become a sort of a company’s tradition. I’m not saying to eliminate the whole â€Å"beer bust† events. The â€Å"beer bust† parties can be a great way to socialize, relax and unwind. Having social events like these can help co workers become closer and share ideas and knowledge which can be beneficial to the company. If Quantum decides to continued the â€Å"beer bust â€Å"parties, what needs to be done is that they need to need to get with Bill carter, the corporate attorney and come up ways to handle a situation if it occurs. Limiting the number of beers a person can have at each event can help by not over drinking or by providing some sort of transportation such as bus or taxi to take employees back home after a â€Å"beer bust† event. These are rules that can be implemented by the company in order to not only save Quantum from a future law suit but also to save a life. The fact that both Eric and Stan are not really listening to Bill’s concerns can and will affect the company’s future. Bill is the corporate attorney and he knows the law. I would recommend bill to talk to both Eric and Stan another day. Eric and Stan are in a relax mode at this point probably had a few drinks or two and might not think that what Bill has to say is quite as important as it really is. Scheduling a meeting with both Eric and Stan and going over what can happen if they don’t start implanting rules.

Islam Essay -- essays research papers fc

Prospectus: The Conflict Between Modern and Traditional Islam Thesis:   Ã‚  Ã‚  Ã‚  Ã‚  Over the last decade the Islamic Religion has been making the change from a traditional society to a more modern society. With the wars over religion and the world as a whole making changes, many Islamic families are discovering that they are attached to their traditional views, but to keep up with the constantly changing world they are wondering if being modern and â€Å"American† is the way to a more productive live. Description of project: The central conflict in Islamic life today has been between modern and traditional views of the Islamic religion. The world has been changing so drastically over the last few decades, that it has caused the Islamic religion to become more modern rather than traditional. There is much conflict between traditional and modern views of Islam. I feel that with the high pace of today’s society Islam has become more modern. Many would like to keep the views and practices in a more traditional manner but with the constant hustle and bustle of society it is somewhat impossible for Muslims of today’s time to continue to practice in a strict traditional way. Bibliography: Afkar http://www.islam-online.net/english/index.shtml   Ã‚  Ã‚  Ã‚  Ã‚  1999-2002 Islam online This particular website does two things it provides Islam history as well as contemporary ideas and how they are linked together. Ahlul Baht Digital Islamic Library Project. July 23, 1997   Ã‚  Ã‚  Ã‚  Ã‚  http://al-islam.org   Ã‚  Ã‚  Ã‚  Ã‚   This website looks at Islamic beliefs and practices as well as Islamic history and current events. Alavi, Karima Diane. â€Å"Turning to the Islamic Faith.† America. 186 (March 2002):   Ã‚  Ã‚  Ã‚  Ã‚  Ebscohost. 20 paragraphs. Missouri Western State College Library. 4 March   Ã‚  Ã‚  Ã‚  Ã‚  2002.   Ã‚  Ã‚  Ã‚  Ã‚  http://www.mwsc.edu/~libww/. Reflects on the response of American Muslims to the September 11, 2001 terrorist attacks on the U.S. View that the hijackers twisted the ideals of Islam. Ali, M. Amir, Ph. D. http://www.iiie.net/islamicbeliefs.html   Ã‚  Ã‚  Ã‚  Ã‚  2000. This website is mainly used for research on Islamic culture and contemporary issues. It also deals with Muslims in American life. Beverly, James A. â€Å"Is Islam a Religion of Pe... ...nbsp;Ebscohost. 4 paragraphs. Missouri Western State College Library. 23   Ã‚  Ã‚  Ã‚  Ã‚  February 2002.   Ã‚  Ã‚  Ã‚  Ã‚  http://www.mwsc.edu/~libww/. Reports on the views of religious broadcaster Pat Robertson on Islam. Smith, Jane I. Islam in America. Columbia University Press. New York. 2000. This book gives a detailed description of what the life of an Islam is like in America in the 20th and 21st century. Wakin, Daniel J. â€Å"Ranks of Latinos Turning to Islam are increasing.† New York Times.   Ã‚  Ã‚  Ã‚  Ã‚  (January 2002): Ebscohost. 17 paragraphs. Missouri Western State College   Ã‚  Ã‚  Ã‚  Ã‚  Library. 2 January 2002.   Ã‚  Ã‚  Ã‚  Ã‚  http://www.mwsc.edu/~libwww/. Focuses on the Alianza Islamica, an organization of Latino Muslims in New York City. Specific issues faced by Latino Muslims, including treatment by Arab Muslims and fellow Latinos. Wolfe, Micheal. â€Å" Islam: The next American Religion?† Beliefnet Columnist.   Ã‚  Ã‚  Ã‚  Ã‚  http://aol.beliefnet.com This website article discusses how the United States used to be a haven for Christian outcast, but that Islam may be the â€Å"new† religion.

Building High Performance Team In A Minute Essay

When working with a group or a company, the most expected mantra recited is â€Å"be a team player† in order contribute for the organization’s accomplishment of all its goals and objectives. To quote, â€Å"Someone may be great at his or her job, maybe even the best there ever was. But what counts at work is the organization’s success, not personal success. After all, if your organization fails, it does not matter how great you were; you are just as unemployed as everyone else† (Johnson, Kantner & Kikora, 1990). This is why Kenneth Blanchard decided to jack up his One Minute Manager book series by coming up with something that will focus on teamwork, which is The One Minute Manager Builds High Performing Teams (1990, revised 2000). With Eunice Parisi-Carew, Blanchard tackles in this book the in-depth dynamics of team structure and the most rewarding interactions of each team members. Blanchard hopes that, by reading the book, participants of these work groups will gain a clearer understanding of how their teams may function at optimal levels. As a prominent author, speaker and business consultant, Kenneth Blanchard is often described as one of the most insightful, powerful and compassionate gurus in the business world. Blanchard is chairman of Blanchard Training and Development Inc., a management consulting and training company which he founded in 1979. He co-authored four books in the One Minute Manager series that collectively sold more than nine million copies and have been translated into more than 20 languages. Also, he has regularly appeared on popular television news and business programs in the US and has been featured in leading magazines such as Time and US News. This is why if somebody has enough expertise on how teams can be made effective, Blanchard has definitely the authority to discuss how teams work to become high performing and achieve excellence for the organization. Noted for his leadership approach that promotes self-esteem and self worth through a clear and structured approach to making people accountable for their behavior, Blanchard emphasized that â€Å"people who feel good about themselves produce good results — and appeal is based on applying techniques that take only one minute to apply†. What’s most relevant in e One Minute Manager Builds High Performing Teams (2000) is that the authors presented seven characteristics of the perform model that identified the desired behaviors of an effective team:  · Purpose. Team members are clear about what the team’s work is and why it is important.  · Empowerment. Members are confident about the team’s ability to overcome obstacles and to realize its vision.  · Relationship and communication. The team is committed to open communication, and members feel that they can state their opinions, thoughts and feelings without fear.  · Flexibility. Members are flexible and perform different tasks and maintenance functions as needed.  · Optimal productivity. High-performing teams produce significant results, due to a commitment to high standards and quality results.  · Recognition and appreciation. Individual and team accomplishments are frequently recognized by the team leader — as well as team members — by celebrating milestones, accomplishments and events.  · Morale. Members are enthusiastic about the team’s work, and each person feels pride in being a team member (p. 9-16). At 106 pages, this book is not a heavy read and filled with fictionalized dialogue to establish concrete examples. Also, this book interestingly explains the developmental stages a team goes through on their quest in becoming â€Å"high-performing† and â€Å"self-directed.† Emphasizing on the group dynamics, the authors easily described how an effective leader or â€Å"educator† can help steer the team that will empower individual members to contribute their creative ideas and talents to attain the common goal: accomplishing the team’s mission. In the work environment, teams materialize to focus on tasks or solve problems that are beyond the capacity of one individual. With this type of set-up that allow creative and innovative juices to flow through the constant sharing of information,   people could appropriate division of labor among the members of the team can lead to more effective, more efficient and less stressful workplace. Their high levels of performance with regards to quantity, quality, and timeliness of work results can contribute to their sense of satisfaction, addressing a psychological and motivational need. With incessant exposure to each other, team members and their superiors could ascertain whether they have a team that can continue working together with synergy or their togetherness poses a detrimental effect on their output and interrelationships. Thus, with the help of this book, managers, leaders and even parents can make most of their teams to have a wider perspective of the processes and a detailed coverage of the activities that occur and address what needs to be improved in their respective organizations.

The Issues Of The Interpretations Of Competence Education Essay

There are assorted issues related to competency in CBA peculiarly those related to the readings and the appraisal of competency. Competence is doubtless an abstract construct which can non be straight observed ( Wilmut & A ; Macintosh, 1997 ) but which by and large can be inferred from ascertained public presentation ( Gonczi, 1994 ; Wood & A ; Power, 1987 ) . However, such illation may or may non supply accurate penetration into competency ( Wood & A ; Power, 1987 ) . The undermentioned subdivision will seek to analyze both the issues of the reading of the construct of competency and the appraisal of competency. The construct of competency is frequently socially constructed ( Evans, 2001 ) , taking on assorted definitions and readings ( Eraut et al. , 1998 ; Lizzio & A ; Wilson, 2004 ; Messick, 1984 ; Miller, 1990 ; Parry, 1996 ; Tillema et al. , 2000 ) in different contexts and is used to back up peculiar ideological places ( Evans, 2001 ) . The common impression of competency is that it consists of combination of cognition, accomplishments and attitudes that could be used to work out a job ( Baartman et al. , 2007 ) in appropriate occupation contexts ( Lizzio & A ; Wilson, 2004 ) . Taconis et Al. ( 2004 ) farther emphasis on this impression of competency as cognition, accomplishments and attitudes if addressed individually in CBA, is non sufficient for the coveted competent professional behavior. Harmonizing to Tillema et Al. ( 2000 ) , competencies which include professional accomplishments such as larning to larn, synergistic accomplishments, communicating accomplishments, information pr ocessing, problem-solving and brooding accomplishments are indispensable in the current information and cognition society. They farther emphasise the demand for scholars to be equipped with competencies that will assist them to be more employable in the competitory labor market. Chapter 3 has discussed in item the definitions and readings of competency in relation to employability as utilized in the survey. However, the research worker would wish to reflect on two of the three common attacks to construe the construct of competency in CBA ; the behaviorist and cognitive ( Hager, 1994 ; Norris, 1991 ; Gonczi, 1994 ; Wesselink et al. , 2003 ; Mulder et al. , 2007 ) . Subsequently, the research worker will research what it means to state a scholar is competent which doubtless involves looking at what the judgement is based on ; that is, the basic premises of the appraisal being made ( Pitmann et al. , 1999 ) . Deciding on what it is to be assessed is important in transporting out any assessment procedure ( Hager et al. , 1994 ) and as the name itself suggests, CBA involves the procedure of measuring competency. Hager et Al. ( 1994 ) point out that there are assorted ways to measure competency depending on how it is being conceived. In this survey, the appraisal of competency will be discussed in dealingss to the readings of competency. Figure 4.3 illustrates the development of the readings and appraisals of competency in CBA but merely competency in the behaviorist attack and the cognitive attack will be discussed in item while the generic attack will touched briefly.Appraisal ofCompetenceInterpretations of CompetenceSpecific Tasks ApproachBehaviourist ApproachGeneric Skills ApproachGeneric ApproachIntegrated ApproachCognitive ApproachFigure 4.3: The Development of the Interpretations and Assessments of Competence in CBA Adapted: ( Hager, 1993 ; Hyland, 1993 ; Wesselink et al. , 2003 ; Baartman et al. , 2007 )Competence in the Behaviourist ApproachIn the behaviorist attack, competency is characterised by the satisfactory completion of atomised undertakings ( Gonczi, 1994 ; Eraut, 1994 ) which could be observed from scholars ‘ behavior and public presentation ( Wesselink et al. , 2003 ) . Competence in its narrowest significance concerns with the ability to execute a scope of undertakings to preset criterions ( Evans, 2000 ) within an employment scene ( Fletcher, 1991 ; Evans, 2001 ) . Examples of this behavioristic attack could be seen in the early development of the NVQs ( National Vocational Qualifications ) and SVQs ( Scots Vocational Qualifications ) in the UK. Learners in this traditional competence-based instruction in the UK are considered competent when they are able to execute a series of undertakings ( Gonczi, 1994 ; Wesselink et al. , 2003 ) that meet the outlooks of a competent work er ( Ecclestone, 1996 ; Wesselink et Al, 2003 ) in a specified occupational country ( Hyland, 1993 ; FEU/PICKUP, 1987 ) . For illustration, when a brick-laying trainee performs a series of brick-laying undertakings such as cutting and determining bricks/blocks, doing mortar mixture, puting bricks/blocks in rows and taking extra howitzer harmonizing to an acceptable criterion of a professional brick-layer, he/she is so considered to be competent. However, this behavioristic attack to competency has received serious unfavorable judgments particularly for its minimum readings of the construct ( Evans, 2001 ) which are considered narrow, confusing and unequal ( Evans, 2001 ) . This attack is more concerned with public presentation results which involve discernible actions and behavior ( Barnett, 1994 ; Hyland, 1995 ; Wesselink et al. , 2003 ) instead than the learning procedure and experiences gained ( Hyland, 1995 ; Wesselink et al. , 2003 ) . In other words, developmental procedure is non perceived as competency ( Griffin 1995 ; Masters & A ; McCurry 1990 ) and accordingly, this reduces genuineness of existent life experience in any of the professions where action is frequently interlacing with idea, understanding and contemplation ( Barnett, 1994 ; Wesselink et al. , 2003 ) . As the behavioristic attack emphasises lower-level competencies and psychomotor competencies at the disbursal of higher order competencies ( Masters 199 3 ) , it diminishes the kernel of public presentation that is associated to a broader sense of competency ( Griffin & A ; Gillis, 2000 ) . Furthermore, the behavioristic attack does non research the connexions between the discrete, small-scale undertakings ( Gonczi, 1994 ; Wesselink et al. , 2003 ) and the transmutations of the undertakings ( Wesselink et al. , 2003 ) . These undertakings are alternatively broken down into competencies with excessively elaborate specifications or standards ( Griffin & A ; Gillis, 2000 ) which could impact CBA to lose its proposed predictability map of transferability ( Griffin 1995 ; Masters 1993 ) . Although the behavioristic attack has an destitute position of competency, it promotes simple recording and coverage of the appraisal of competency ( Griffin, 1995 ; Masters, 1993 ; Griffin & A ; Gillis, 2000 ) . By and large, appraisal of competency in the behaviorist attack consists of an assessor who is an active perceiver clicking off a purportedly unambiguous assessment checklist ( Jones, 1999 ) of the distinct undertakings performed by scholars in situ ( Griffin & A ; Gillis, 2000 ; Mulder, 2006 ) . Evidence of competency is gathered and based on direct observation of scholars ‘ behavior and public presentation ( Wesselink et al. , 2003 ; Mulder, 2006 ) . This attack is reckoned for its simpleness in developing assessors to finish signifiers dwelling of lists, without necessitating much of professional opinion to be made ( Griffin & A ; Gillis, 2000 ) . Succinctly, the chief features of the behaviorist attack to appraisal of competency are presentation, observation and ap praisal of behavior ( Mulder et al. , 2006 ) . Despite the apparently simple and straightforward attack, assessors sometimes do happen jobs with obscure appraisal standards that do non truly depict the competencies being assessed ( Jones, 1999 ) . Attempts to anchor appraisal in direct observation could besides be debatable as it is normally overloaded with values and subjectiveness ( Kemshall, 1993 ) on the portion of the assessors. Furthermore, this proficient attack to appraisal of competency has been criticised for its dehumanising effects it has on scholars ( Evans, 2001 ; Ashworth & A ; Saxton, 1990 ; Hyland, 1993 ) as it restricts the chance for them to be originative in larning results or competencies ( Ashworth & A ; Saxton, 1990 ) . The procedure of geting competencies in this attack does non underscore knowledge and societal acquisition ( Ramsay, 1993 ; Jones & A ; Moore, 1993 ; 1995 ) and therefore, scholars ‘ ability to get competencies in informal mundane life scenes is ignored or neglected ( Giddens, 1991 ) . In add-on, this attack reduces an business to a series of distinct discernible undertakings which do non stand for the business significantly ( Ashworth & A ; Saxton, 1990 ; Hager et al. , 1994 ) . As the attack concentrates on an single demonstrating competent public presentation ( Wolf, 1995 ) and emphasises on personal competencies, it leads to one being individualistic whilst lacking in the ability to work as a squad whereas squad work is indispensable in executing relevant facet of a occupation in the existent workplace ( Ashworth, 1992 ) . For illustration, a pipe fitter trainee working on a undertaking of put ining a lavation basin would entirely concentrate on run intoing all the predetermined standards statements or competence criterions of the undertaking in order to show competency whilst ignoring any communicating or team-working with other trainees. This is really much different from the existent life work state of affairs where a pipe fitter has to join forces with builders and linemans on a edifice site for any sort of plumbing work. Besides striping one from geting the ability to prosecute in teamwork, another reverse of this attack to appraisal is that it does non pay much attending to the theoretical cognition and apprehension ( Ashworth, 1992 ) . While measuring competent public presentation is critical, measuring cognition and apprehension is merely every bit of import as it is an indispensable facet of competency without which an appraisal is missing in credibleness or concept cogency ( Ashworth, 1992 ) . A valid appraisal method should be able to mensurate what it is supposed to mensurate which in this instance would be the relevant elements of competency ( Watson, 1994 ) . Both the public presentation and cognition are facets of competency that should be assessed and measured. Peoples who ‘understand ‘ are those who have clear mental representation of the state of affairs with which they are confronted and are able to cover with it creatively and imaginatively utilizing the acquired cognition which acts as an interpretative resource for them ( Ashworth, 1992 ) . Therefore, it is deficient to measure one ‘s competency merely by looking at the public presentation while disregarding the underlying facet of cognition and apprehension. It is unfortunate so, if such an assessment method should bring forth people who are like automatons in a mill ; they could execute a occupation or a undertaking expeditiously and efficaciously but they do non hold any apprehension of what they were making. Consequently, the readings and appraisal of competency have progressed from this narrow behaviorist attack to the generic attack ( Norris, 1991 ) . The generic attack considers competence the ownership of a series of general desirable properties of a practician ( Gonczi, 1994 ) or personal qualities such as cognition, accomplishments and critical thought abilities ( Mulder et al. , 2007 ) to work out jobs, analyse, communicate, and attitudes of appropriate sorts ( Hager et al. , 1994 ) . The appraisal of competency is normally compartmentalised ( Wolf, 1990 ; Gonczi, 1994 ) where the properties are normally assessed in isolation from existent work pattern ( Gonczi, 1994 ; Hager et al. , 1994 ; Evans, 2001 ; Mulder et al. , 2007 ) . These properties are no uncertainty extremely context dependant and to measure them out of context would be inappropriate ( Hager et al. , 1994 ) . Furthermore, the lucidity of competency statements in picking out the precise competency that relates to kno wledge and understanding remains unsure ( Hyland, 1993 ) . Therefore, this attack has besides been criticised for missing in grounds of the being of the generic competencies and its transferability of occupational accomplishments is still dubious ( Hyland, 1993 ; Gonczi, 1994 ; Mulder et al. , 2007 ) . As such, this attack is non suited for instruction ( Gonczi, 1994 ; Mulder et al. , 2007 ) and will non be discussed in deepness in this survey.4.4.2 Competence in the Cognitive ApproachCompetence in the cognitive attack has evolved from wholly concentrating on intelligence and rational abilities entirely to including public presentation that encompasses societal and emotional constituents ( Mulder et al. , 2006 ; Hodkinson & A ; Issit, 1995 ) . Traditionally, the definition of competency in this attack comprises the overall human intelligence in achieving cognition and apprehension, geting accomplishments and accomplishing good public presentation with appropriate values and attitude s ( Hodkinson & A ; Issit, 1995 ) . The more recent reading of competency in the cognitive attack consists of successful public presentation of realistic professional undertakings ( Gonczi et al. , 1990 ; Heywood et al. , 1992 ) in which cognition, accomplishments and attitudes are incorporated ( Hodkinson & A ; Issit, 1995 ; Mulder, 2000 ; Mulder et al. , 2007 ) within a context of general properties ( Gonczi, 1994 ; Hager et al. , 1994 ) ) . The competency development in the cognitive attack is associated with the societal constructivist attack where the accent is on the similarity between the competencies required for successful public presentation in society and collaborative competency development ( Mulder, 2007 ; Kerka, 1997 ) . In other words, the chief focal point is on the appraisal of cognition creative activity or building in the workplace which integrates personal qualities in societal context ( Mulder, 2007 ; Kerka, 1997 ; Billet, 1994 ) . This integrated and holistic a ttack to competence could be the manner to guarantee CBA still retains its alone characteristic of occupation-specific undertakings without being excessively atomistic about its acquisition and public presentation ( Wilmut & A ; Macintosh, 1997 ) as it has ever been criticized for. This attack is besides considered a powerful device to better content, bringing and appraisal of current course of study ( Hager, 1993 ) . Therefore, the appraisal of competency in the cognitive attack consists of appraisal of occupation-specific undertakings based on competence criterions which are incorporated with appraisal of generic competencies in occupation-specific contexts ( Gonczi, 1993 ) with an appropriate degree of holistic theory ( Hodkinson & A ; Issit, 1995 ) . Harmonizing to Hodkinson & A ; Issit ( 1995 ) , there are two dimensions of holistic theory ; the first relates to the integrating of scholars ‘ cognition and apprehension, every bit good as values and accomplishments needed in an business while the 2nd involves the judgement made on the instruction and preparation procedure in developing scholars ‘ professional capablenesss. An illustration for the former dimension is the personal individuality of a trainee in geriatrics and geriatric services is decidedly really of import to the aged in a nursing place but it is hard to specify personal individuality into measureable units. Therefore , appraisal in such context demands to use the first dimension of holistic theory. The latter dimension of holistic theory is employed to determine scholars ‘ valuable experience of pattern during developing procedure is taken into history as such experience could develop scholars ‘ competencies ( Dall'Alba & A ; Sandberg, 1996 ) . Furthermore, it is deficient to concentrate merely on the concluding results or the public presentation related to criterions as assorted signifiers of ratings during the acquisition procedure could besides assist scholars develop competency ( Wesselink et Al, 2003 ) . For illustration, it is non merely the laid tiles which is the merchandise or concluding result that should be assessed but besides all the larning procedure that takes topographic point in carry throughing the undertaking such as the research, the design of the layout, the studies of the design and so forth should besides be assessed comprehensively through formative appraisal or even a portfolio. This integrated and holistic attack merely selects the cardinal undertakings that are cardinal to the pattern of a profession and later identifies the chief properties that are required for the competent public presentation and therefore, avoiding the job of legion undertakings ( Hager et al. , 1994 ) . Furthermore, these realistic professional undertakings provide sufficient and reliable acquisition experience that relates to the existent and future workplace environment. This will assist cut down the spread between the larning institute and the workplace. Competence is inferred from the public presentation of this manageable figure of undertakings ( Hager, 1993 ; Hager et al. , 1994 ) . This illation of competency makes appraisal of competency in this attack similar to other sorts of appraisal where its cogency and dependability could be increased utilizing available processs ( Hager et al. , 1994 ) . The appraisal of competency fundamentally involves assemblage of relevant grounds and following the proper processs to guarantee illations about competency are soundly based ( Hager et al. , 1994 ) . Though all the necessary stairss may hold been taken to guarantee the dependability of the appraisal of competency, the integrated attack still needs to trust on a professional judgement on whether a public presentation of a undertaking is considered competent or otherwise. This requires proper preparation on the appraisal procedures to enable the assessors to do rightful judgement on scholars ‘ public presentation. This is due to the fact that instructors who are the assessors have raised inquiries about what it means to state a pupil is competent ( Pitman et al. , 1999 ) . Another signifier of incorporate attack that is more contextual has been suggested by Watson ( 1994 ) where appraisal is based on samples of public presentation and grounds of competency is gathered from assessment events such as practical trials, exercisings and simulations. These practical trials are designed to mensurate the proficient or public presentation facets of competency while auxiliary grounds is collected from written and unwritten inquiries and multiple-choice trials ( NCVQ, 1991b, p. 22 ) to mensurate underpinning cognition and apprehension. Judgments about competency are based on the standards that have been set for each assessment event and pupils are assessed separately whenever they are ready and judged as ‘competent ‘ or ‘not competent ‘ ( Watson, 1994 ) . This attack is usually employed by formal colleges or off-job preparation scenes and frequently carried out on behalf of industry. For illustration, the appraisal conducted by the Box Hil l College of TAFE, Victoria for its Hairdressing Certificate programme is based on the observation of samples of occupation public presentation carried out on specially designed practical undertakings which include basic operations of hairdressing such as cutting, titling, beckoning, coloring and basin service. In add-on to these, theory trials to measure implicit in cognition are administered to supply auxiliary grounds where 80 % base on balls rate is required before a pupil is considered competent for a peculiar component ( Watson, 1994 ) . In order to determine the cogency of the appraisal method, appraisal Centres, may it be the colleges or schools, have to keep the quality and scope of installations at all times besides increasing the capacity to imitate existent workplace conditions and events. The extent to which these appraisal centres comply with the demands to guarantee the cogency of CBA has yet to be looked in deepness. This is because any invalid appraisal is a waste o f attempt, clip and money, and later it affects the quality of the scholars being trained. Therefore, the survey looked into the sufficiency of installations provided by the schools offering BID in adhering to the demands to develop scholars ‘ competency and employability. Research inquiry 4 ( RQ4 ) : What are the factors that influence pupils ‘ employability and are at that place any differences in the strength and form of the dealingss between these factors and the employability of pupils of different gender and race? , was hence developed to look into this peculiar affair. Another illustration of this integrated attack could be seen in the appraisal of accomplishments and abilities of the medical pupils and occupants utilizing â€Å" Miller ‘s Pyramid † shown in Figure 4.4 as a model of competency ( Miller, 1990 ) . Harmonizing to Miller ( 1990 ) , accomplishments and abilities demonstrated in the 2 top cells of the pyramid, reflect clinical world as they correspond to action or public presentation. He farther elaborates that when scholars have demonstrated competency in these higher spheres, they are implied to hold acquired the requirement cognition, or knows, and the ability to use that cognition, or knows how. For illustration, when a nurse trainee is able to depict the processs of how to pull blood sample from a patient utilizing the right equipment right and safely in an unwritten or structured written trial, indicates that he/she has acquired the basic clinical cognition and the procedural cognition of it ; showing competency in the sphere of shows how. However, it is merely when the trainee is able to transport out the process in existent life puting during existent patient attention that he/she will be considered to hold demonstrated competency in the highest sphere, does ( Miller, 1990 ) . The requirement cognition could be assessed utilizing multiple pick inquiries while the procedural cognition could be assessed in the signifier of a written undertaking or portfolio. The construct of competency in Miller ‘s Pyramid is similar to the readings of cognition and accomplishments incorporated in the construct of competency in the survey as discussed in Chapter 3. The 2 lower spheres of the pyramid correspond to declarative and procedural cognition while the 2 upper spheres relate to the specializer accomplishments.Department of energiesKnowsShows howKnows howFigure 4.4: Miller ‘s Pyramid Beginning: Miller, 1990 ; p. 654.5 The Execution of CBAThe execution of CBA has its history all the manner back in the sixtiess in the United States of America. Ever since it was foremost implemented in the instructor preparation colleges in the US, CBA has been adapted and implemented in assorted parts of the universe ; the UK, European states, Australia, New Zealand and other developing states including Malaysia. CBA has besides undergone series of advancement and betterments as discussed in old subdivisions of this chapter. The undermentioned subdivision discusses the chief characteristics of CBA in pattern in the UK, which were the primary theoretical accounts adapted from for the execution of CBA in Australia, New Zealand and Malaysia. The treatment farther elaborates the execution of CBA in Malaysia which was besides adapted and modified from the theoretical accounts used in the three states mentioned above to accommodate the Malaysian context.CBA in the UK – National Vo cational Qualifications ( NVQs )The CBA theoretical accounts used in the UK and in the USA are fundamentally similar in many ways including the motivation forces except for the institutional differences ( Wolf, 1995 ) . Competence-based recommendations have been translated into mandatory national appraisal programmes in the UK and it is this where the differences in the consistence and velocity prevarication ( Wolf, 1995 ) . CBA was seen to be the manner frontward in vocational instruction and preparation ( VET ) because it provides chances to the non-traditional scholars who are usually non qualified to be in the higher instruction ( as it is excessively academic, self-interested, elitist, and an hindrance ) to equal chance to acquisition ( Wolf, 1995 ; Ecclestone, 1996 ) , personal and professional development. Hence, many authorities organic structures have initiated the reformations to VET till the birth of National Vocational Qualifications ( NVQs ) and Scots Vocational Qualifi cations ( SVQs ) . The development of CBA has been associated to the development of NVQs in England and Wales, and SVQs in Scotland. Both the NVQs and the SVQs have the same competence-based features. Therefore, the treatment which follows will be chiefly on NVQs. Although GNVQs which offer an option to GCE A-levels in supplying scholars with general vocational readying for employment or farther instruction at different degrees are besides available and accredited by NCVQ, the focal point of this treatment is still on NVQs as they are more similar and relevant to the execution of CBA in secondary schools in Malaysia. The National Council for Vocational Qualifications ( NCVQ ) introduced NVQs, a more formal and overall structured non-academic post-16 instruction and preparation, in England and Wales in 1986 ( Wolf, 1995 ; Ecclestone, 1996 ) . The Employment Department so ( now the Department for Education and Employment ) set up and administered the criterions of competency which were developed by lead industry organic structures and they will be the footing for accreditation of NVQs awarded by the NCVQ ( Ecclestone, 1996 ; Debling, 1989 ) . These national criterions of competency across all occupational countries are set at different degrees from Level 1 all the the manner to Level 5 with increasing grade of troubles and complexnesss through the degrees ( Ecclestone, 1996 ; Wolf, 1995 ) . NVQs consist of big Numberss of faculties that can be delivered individually or combined into makings ( Wolf, 1995 ) which are offered in schools, colleges, universities and industries utilizing the prescribed c ompetency criterions ( Ecclestone, 1996, 1997 ; . The purpose of NVQs is to standardise vocational or job-related preparation and makings within all occupational countries provided by assorted organic structures under national makings model ( Ecclestone, 1996 ; QCA, 2006 ) . NVQs are now included in the National Credits and Qualifications Framework ( NCQF ) and this model is made known to the populace for them to set up and pull off their advancement in instruction or professional accomplishments ( QCA, 2006 ) . Figure 4.5 which is adapted from Ecclestone ( 1996, p.36 ) and Wolf ( 1995, p. ) summarises the procedure of appraisal and accreditation in NVQs. The criterions represent required competency in relevant occupational context where they are fundamentally based on a functional analysis of existent workplace functions ( Fletcher, 1991 ; Wolf, 1995 ; Ecclestone, 1996 ) whereby for each industry, there exists a individual identifiable theoretical account of what competent public presentation entails ( Wolf, 1995 ) . The key results which are related to the implicit in intents are derived from the functional analysis which are so turned into units and elements of competency. The construction of NVQ is modular or unit-based with each unit consists of groups of elements of competency and their associated public presentation standards which reflects a distinct activity or sub-area of competency within an occupational country ( Ecclestone, 1996 ; Fletcher, 1991 ; Wolf, 1995 ; Canning, 2000 ) . It is here in the component of competency that the public presentation standards appear to reflect the critical facets of public presentation such as the qualities which are indispensable to competent public presentation ( Ecclestone, 1996 ; Fletcher, 1991 ; Wolf, 1995 ) . An NVQ is defined as a statement of competency which incorporates specified criterions in executing a scope of work-related activities, the accomplishments, cognition and understanding which underpin such public presentation in employment ( Training Agency, 1988/9 ) . Therefore, each NVQ encompasses a peculiar country of work at a specific degree of accomplishment and fits into the NVQ model of five degrees with degrees 1 to 4 clearly defined while degree 5 screens anything beyond. Judgment on competency is so based on the grounds gathered straight or indirectly from assorted beginnings available ( Wolf, 1995 ; Ecclestone, 1996 ; Canning, 2000 ) . In order to guarantee the quality of NVQs, monitoring and moderaten ess are employed. Therefore come the internal confirmation and external confirmation into the assessment scene before any certification is awarded to scholars ( Ecclestone, 1996 ) .NVQ AwardFunctional analysis of an occupational countryUnit of measurements of competencyNVQ rubric ( including degree ) – Drumhead paragraph of country of competency demonstrated through roll uping Range and range of state of affairss where public presentation must be demonstrated Underpining cognition assessed by utilizing interrupt down into derived from Component of competency Performance standards Unit of measurement 1 Component of competency Component of competency Component of competency Component of competency Unit of measurement 2 etc Performance standards Performance standards Performance standards Performance standards Observation of workplace activity Observation of merchandises and artifacts, eg Reports, records Artifacts created by the scholar Testimony of others, eg supervisors, clients Simulations and function dramas Undertakings and work-based assignments Oral inquiries trials Competent/not yet competent Further coevals of grounds Further pattern and development of accomplishmentsElementss of competencyPerformance standardsEvidence of competency ;Indirect and DirectAppraisal of EvidenceInternal ConfirmationExternal ConfirmationCertificationFigure 4.5 ; Assessment and accreditation in NVQs Adapted from: Ecclestone, 1996, p. 36 ; Wolf, 1995, P. Highly specified public presentation standards make competence-based appraisal concrete as they comprise statements by which an assessor Judgess whether the grounds provided by a scholar is sufficient to show competent public presentation. These standards consist of a short sentence with two constituents – a critical result and an appraising statement of how the activity has resulted in the needed consequence ( Fletcher, 1991 ) . In add-on, the public presentation standards province expressed steps of results and they are made available to both the assessors and the scholars so that the scholars know what precisely to accomplish and the assessors in return can supply specific feedback. An illustration of an component of competency and its public presentation standard is as in Table 1 where scholars are required to run into every one of the standards successfully.Table 4. : Sample public presentation standards from an NVQ component.Fiscal Services ( Building Services ) – Degree 2. Element rubric: ‘Set up new client histories ‘ . Provided as an example in The Guide to National Vocational Qualifications ( NCVQ 1991, p. ) Internal/external paperss are complete, accurate and legible, and delivered to the following phase in the procedure to agenda All signatures/authorisations are obtained to agenda and actioned quickly Correspondence to client is accurate and complete, all necessary paperss enclosed, and despatched quickly Correspondence to other subdivisions of society and other organisations/professional bureaus is accurate and complete, all necessary paperss enclosed, and despatched Cash minutess and fiscal paperss are processed right and treated confidentially Computer inputs/outputs are accurate and complete On finishing the puting up, the history is filed in the correct location Indexs of contigencies/problems are referred to an appropriate authorization NVQs have succeeded in supplying chances to about everyone to develop relevant job-related accomplishments and promoting scholars to prosecute in independent and self-directing acquisition ( Canning, 2000 ) despite all the unfavorable judgments of being atomistic as discussed in subdivision 4.4.1. They farther emphasize the significance of recognizing larning at work ( Canning, 2000 ) as such work public presentation is an indispensable constituent of broad instruction ( Bridges, 1996 ) . Furthermore, a high grade of transparence within the assessment procedure is accomplishable through the criterion-referenced appraisal methodological analysis ( Canning, 2000 ) . Nevertheless, NVQs are dearly-won and clip consuming in pattern due to its elaborate and reductionist attack to assessment ( Raggart, 1994 ; Wolf, 1995 ; Eraut et al. , 1996 ) . It is besides found that gender occupational barriers is reinforced as adult females are making much better in academic makings than work forces ( Felstead et al. , 1995 ; p. 24 ) . Another reverse of NVQs is that the keeping and completion rates are lower than the academic makings ( OFSTED/Audit Commission, 1993 ) .

Teacher Interview Essays

Teacher Interview Essays Teacher Interview Essay Teacher Interview Essay What degrees do you have and why did you choose to teach? Mrs. Henry received her bachelors degree from Hampton University in 1986. Under the supervision of her old high school she was able to assist the elementary, preferably kindergarten through the six grades. That was where her Journey began even though her math teacher wanted her to pursue a career in engineering . However, with the asking love that she had for her young students was overwhelming she could not turn from her goal of becoming a teacher. What motivates you to keep teaching? What motivates Mr. Henry o keep teaching is the need for dedicated teachers to fill the void of educating the future generation with the gratification that she received through her accomplishments and positive repertoire with students and their parents. Teaching them the value of self-worth that promotes the love of learning and receiving higher levels of education. She also said that these young people are not only her students, but also an iatrical part of her school family. Over the years they gathered for several reunions in which she was introduced to their families. What has been your worst eaching moment? One of her worst teaching moments came recently in her 28th years of teaching. When a student disrespected her by an outburst of profanity. She disregarded class rules, respect for herself and peers. She rant and raved about her pleas to turn in all completed assignments despite her blatant disrespect toward Mrs. Henry. Although, she disrespected Mrs. Henry on numerous occasions she still treated her with dignity and respect. This was done to show her that there other ways of expressing ones anger. She was then promoted to the middle school and to Mrs. Henry surprised she returned to her class with an enthusiastic hug and apology. She told her that she spent the summer thinking about what she had done, and mostly about how Mr. Henry treated her with love and respect. What has been your best teaching moment? Mrs. Henry best teaching moment is that Oh ho moment when the student finally understands a skill being taught. This was received with excitement on their face exclaiming that Mrs. Henry makes teaching fun. What do you wish you had known before you started teaching? Ms. Henry wishes she had known she didnt need all of those theory classes in college. What would you say your biggest challenges were as a first-year teacher? The biggest challenge Mrs. Henry had as a first year teacher was establishing class rules and assuring herself to the students, because she came in after the school year had begun. And, her first day on the Job as a government shut down where all employees were on strike. This was a major struggle for Mrs. Henry because she found it very difficult building relationships with her employees that considered her to be a ( Scap) meaning not showing the commitment of striking. However throughout the years they became best of friends. If you had one piece of advice for an entry year teacher, what would it be? One piece of advice she would give to a first year teacher would be, that the teaching profession enables love to positively change and mold lives. Lifelong relationships can foster through and embrace each child to become successful members of our modern society. And, its definitely not a get rich it all over again she would like to change the minds of high level officials, community members, and anyone who takes advantage of our youths,by not providing them with the necessary materials, technological equipment, and proper facilities.

10 teléfonos para resolver dudas migratorias en EE.UU.

10 telà ©fonos para resolver dudas migratorias en EE.UU. En Estados Unidos es una necesidad saber dà ³nde buscar informacià ³n migratoria, verificar el estatus de un caso o encontrar asesorà ­a legal reputada y a un costo asequible. Para ello en  este artà ­culo se indican los telà ©fonos y las pginas web especà ­ficas en las que encontrar la respuesta a las dudas migratorias que puedan plantearse. Telà ©fonos clave para informacià ³n migratoria USCIS: 1-800-375-5283EOIR: para detenidos o asuntos en Corte: 1-800-898-7180Denunciar fraudes migratorios: 1-866-347-2423Buscar abogados: base de datos de AILAReferencias de abogados: Hispanic Federation: 1-866-432-9832 Dà ³nde rastrear informacià ³n con el USCIS El Servicio de Inmigracià ³n y Ciudadanà ­a de los Estados Unidos (USCIS, por sus siglas en inglà ©s) brinda varias posibilidades para obtener informacià ³n sobre asuntos que est tramitando o sobre cuestiones que son de su competencia. Entre ellos destacan: Telà ©fono gratuito para solicitar informacià ³n sobre un caso:  1-800-375-5283Servicio INFOPASS online para cerrar una cita para solicitar informacià ³n Adems, antes de acudir a una cita a una oficina de USCIS es posible utilizar su localizador de ubicaciones de oficinas o de sus Centros de Apoyo a Aplicaciones, donde se toman huellas digitales y otros datos biomà ©tricos a los solicitantes de beneficios migratorios. Adems, si ya se ha presentado la documentacià ³n para una peticià ³n o solicitud, es posible verificar online el estatus de un caso, aunque para ello es requisito indispensable conocer el nà ºmero de recibo del mismo. Asimismo, tambià ©n es posible informarse online de cunto se estn demorando en la tramitacià ³n casos similares. Por ejemplo, si se ha presentado una peticià ³n de familiar, es posible rastrear cunto tarda de media esa gestià ³n en todas las oficinas de USCIS. Informacià ³n sobre requisitos para presentar una solicitud ante USCIS En la pgina oficial de USCIS se puede encontrar informacià ³n sobre trmites como por ejemplo solicitar residencia permanente, naturalizacià ³n, permiso de trabajo, ajuste de estatus, perdones, tambià ©n conocidos como waivers o permisos, etc. Asimismo, esa pgina es el lugar en el que se puede acceder a todos los formularios oficiales para presentar solicitudes al USCIS y descargarlos gratuitamente.  Es conveniente utilizar la versià ³n ms reciente del documento que se necesite ya que USCIS los modifica y actualiza perià ³dicamente y no admite las versiones viejas. Centro Nacional de Visas (NVC, por sus siglas en inglà ©s) En el NVC se tramitan gestiones relacionadas con las peticiones de la tarjeta de residencia permanente cuando à ©stas siguen lo que se conoce como un procedimiento consular. En otras palabras, cuando la fase final se realiza fuera de Estados Unidos y es necesario acudir a una embajada o consulado para ser entrevistado y recibir la visa de inmigrante. Como regla general, el NVC es quien contacta. Pero si surge la necesidad de comunicarse con ellos, tambià ©n es posible. Si bien antes de hacerlo es recomendable verificar el boletà ­n de visas para fechas de procesamiento de green card con cupos mximos anuales, como son las peticiones de ciudadanos para hijos casados o mayores de 21 aà ±os de edad o para hermanos o las peticiones de residentes para cà ³nyuges e hijos solteros. Si se ha pedido una visa de inmigrante en casos en los que hay dichos cupos mximos anuales es imprescindible esperar a que la fecha de prioridad del caso sea ms antigua que la fecha de corte publicada en el boletà ­n de visas. Si no ha llegado la fecha de prioridad para la tramitacià ³n de la visa de inmigrante no se avanza absolutamente nada contactando con el NVC. Informacià ³n relacionada con aduanas Para los extranjeros autorizados a permanecer sà ³lo temporalmente en los Estados Unidos es importante para verificar el I-94, registro de entrada y salida, ya que ese documento muestra fecha mxima de estancia con visa de turista. Tambià ©n sirve esa pgina para obtener el rà ©cord de ingresos y salidas del paà ­s. En la actualidad, el I-94 est digitalizado y en la pgina de oficial de ICE para este registro es posible no solo verificar los datos sino tambià ©n imprimir el rà ©cord. Por otro lado, las personas que siempre tienen problemas cuando llegan a un punto migratorio de los Estados Unidos y son enviados a una segunda inspeccià ³n siempre o frecuentemente puede ser conveniente dirigirse al programa que se conoce en inglà ©s como Traveler Redress Inquire Program, para intentar encontrar una solucià ³n. Ciudadanà ­a de los Estados Unidos Para los ciudadanos de los Estados Unidos es importante conocer las opciones de cà ³mo y dà ³nde pueden solicitar el pasaporte. Para este trmite u otros puede necesitarse copia del certificado de nacimiento, cambio de nombre, matrimonio, pedir una nueva copia de la tarjeta del Nà ºmero del Seguro Social, etc. Para ello hay que dirigirse a la oficina de rà ©cords vitales del lugar donde se ha producido el hecho. Arrestos y detenciones Si se sospecha que un familiar o un amigo puede estar detenido, existe una base de datos para saber si est detenido por la Migra. Si no aparece en una centro de detencià ³n migratorio, hay varias formas de enterarse si se encuentra en una  en prisià ³n federal no migratoria o en una estatal. Informacià ³n sobre un caso en Corte migratoria Se puede marcar al EOIR, es decir, la Oficina de revisià ³n migratoria. Los telà ©fonos son  240-314-1500  o  1-800-898-7180, este à ºltimo es gratuito. Si se desea se puede elegir la opcià ³n de espaà ±ol. Por otro lado, para los migrantes es importante enterarse anà ³nimamente si existe una orden de deportacià ³n  y es posible hacerlo. Este punto conviene destacarlo ya que es totalmente posible que un juez haya declarado la deportacià ³n en ausencia y que el migrante no recibiera la notificacià ³n. En estos casos si por cualquier razà ³n se es detenido, la deportacià ³n proceder automticamente, sin pasar por corte. Dà ³nde reportar fraudes migratorios o felonà ­as Al igual que sucede en muchos otros paà ­ses, en Estados Unidos se puede marcar al 911 para reportar cualquier tipo de delitos o solicitar ayuda. Es el telà ©fono de situaciones de emergencia en todo el territorio nacional. En el caso de violencia domà ©stica se puede, adems, acudir directamente a la là ­nea gratuita que lucha contra esta lacra social. Para ello marcar al  1-800-799-7233. Otra opcià ³n es contactar con la Red Nacional contra el Asalto Sexual, Violacià ³n, Abuso e Incesto, que se conoce como RAINN por sus siglas en inglà ©s. En este caso marcar al  1-800-656-4673. Por otra parte, los migrantes son, lamentablemente, và ­ctimas de fraudes ya que siempre hay personas inescrupulosas que aseguran tener contactos o poder lograr resultados positivos en gestiones migratorias cuando no es verdad. Para estos casos es posible denunciar marcando al 1-877-382-4357. Adems, las actividades delictivas o fraudes relacionados con inmigracià ³n o con aduanas pueden reportarse anà ³nimamente al ICE marcando al 1-866-347-2423, incluidos los casos de matrimonios de conveniencia, es decir, los que se celebran para que uno de los cà ³nyuges obtengan los papeles. Dà ³nde solicitar ayuda o asesorà ­a migratoria No cabe duda de que Estados Unidos es un paà ­s que brinda buenas oportunidades. Pero no es menos cierto que se puede sufrir mucha soledad. Para los casos extremos donde se llega a tener pensamientos suicidas, por favor marcar gratuitamente al  1-888-628-9454, donde se habla en espaà ±ol. Otro de los grandes problemas que afectan a los migrantes es la necesidad de obtener buena informacià ³n sobre leyes migratorias y a un costo no elevado. La base de datos de AILA lista por localidad los abogados de su asociacià ³n especializados en migracià ³n. Adems, la Hispanic Federation puede ayudar con algunos trmites como por ejemplo peticiones de familia, DACA, permisos de trabajo, etc y tambià ©n puede brindar referencias a organizaciones con buena reputacià ³n. Marcar al 1-  866-432-9832. Finalmente, en el caso de mexicanos, siempre se puede marcar al telà ©fono de CIAM que es el y que brinda excelentes servicios gratuitamente. En el caso de los hondureà ±os en EE.UU. existen varios telà ©fonos a los que pueden marcar. Por su relevancia se seà ±alan tres en la zona fronteriza: McAllen, Texas: 214-347-4441Houston, Texas: 713-987-7406Los Angeles, California: 323-283-8623 Este es un artà ­culo informativo. No es asesorà ­a legal.

Business Strategy in a Global Environment Essay

Business Strategy in a Global Environment - Essay Example The purpose of developing these strategic options is to identify feasible options available to the organisation for future. Since all identified alternative cannot be implemented, this does not mean that only implemented alternative are best; instead it is matter of adopting alternative that is most feasible to implement. SO STRATEGIES WO STRATEGIES 1- (S2, S3, 02)- Expand in untapped areas and leveraging the human expertise and other expertise to perform developed from global existence. 2- (S1,O1, O2)- Strengthen and emphasis market position with improved customer services and marketing. 3- (S4, 03)- Increase delivery efficiency 1- (W2, O1)- Develop alliance with other service provider to reduce cost of physical transfer. 2- (W3, O3)- Install software that reduces communication gap. 3- (W1, O1, O2)- Reduce cost impact by expanding destinations gaining advantage of economies of scale. ST STRATEGIES WT STRATEGIES 1- (S1, T1) – Strengthen company position and develop barrier for new entrants. 2- (S2, S4 and T2)- Increase efficiency in operation to reduce cost 3- (S3, O3)- Increase sales in different countries to off-set the disadvantage of climatic change in certain destinations 1- (W1, T3)- Install services that ensure delivery in climatic hit regions. 2- (W3, T1) – Enhance the integration in services to increases efficiency; making it costly for new competitor to compete. 2. STRATEGIC OPTIONS TO DEVELOP COMPETITIVE ADVANTAGE Strategies developed in TWOS matrix especially ST, WT, WO are generally pursuit to get in situation to implement SO strategies; though not always the case (Barney & Hesterly, 2008). Although all strategies are developed in similar direction to enhance TNT Express position and efficiency; however, following five have been selected as five most feasible strategies: Strategy 1- As already expanded in large number of countries; TNT Express is well aware of the factors that must be adhered to before launching the services. Prior to launch homework capability of the TNT Express would enable it to predict the possible obstacles and hence, ensure the successful establishment. Moreover, it would also increase sales in hometown for the fact of diverse population landing in UK as immigrants. However, selection of newer destination is a crucial question to address apart from general market analysis perspective. It is important to several factors such as distance from already existent location; identifying economies of scale benefit etc. Strategy 2-Importance of strengthening company position among customers needs no advocacy. An important role this strategy would play is to increase awareness about the wide network of services of TNT Express among the existing and potential customers. It would also serve as muscle pulling to potential competitors planning to land in with delivery services. Strategy 3- Many international brands are available worldwide; hence; despite incurring physical transfer firm shall develop all iance with different organisations and brands in order to facilitate the worldwide delivery operations without physical transfer. Moreover, for the documentations’ transfer firm can develop alliance with embassies to endorse documents based on certain service numbers from TNT Service. This will increase efficiency contributing to objective of reducing carbon emission. Strategy 4- Mechanism developed in strategy 3 would also lend support for this strategy; hence, the transfer (of