Back for Christmas Essay

Interpretation The story â€Å"Back for Christmas† was written by a highly skilled modern English writer John Collier (3 May 1901 – 6 April 1980). His stories may be broadly classified as fantasies, but are really sui generis. They feature an acerbic wit and are usually ironic or dark in tone. His distinction is a grotesque with a twist in the end. This author can stands a picture vivid before the eyes of the reader. The title of the story under analysis is short but it excites many associations. On the one hand the text can be connected with a beautiful family holiday, but on the other hand the title sounds mysterious – why BACK for Christmas; in this case anyhow the word â€Å"Christmas† itself already presupposes the idea of cold winter or something bad. The text under the analysis belongs to the psychological type as it is concerned mainly with the mental and emotional lives of the characters. It makes me think of the described problem not once. The subject-matter of the story is a cold-blooded murder committed by a provincial doctor who ironically fails to get rid of his bossy wife. The author tries to show the reader different approaches of men and women to the idea of life. The story describes a difficult period in the relations between husband and wife. The problem, which is touched upon in the text, is the dominance of one of the spouses in the family. The author creates a well-plotted story which is true to life and a realistic representation of spouses’ relations. Compositionally the text falls into the following parts: exposition, narration, denouement, climax, ending. Exposition is revealed that Doctor Carpenter is invited to deliver a course of lectures in the US. At their farewell party Mrs.Carpenter promises the guests to bring her husband back for Christmas ignoring his slight doubt about that. The author makes it quite clear that Hermione Carpenter has always been exceedingly responsible for all arrangements in her husband’s life and career as well as the trip. Narration describes the murder carefully executed by the Doctor, who preten ds to have found a gold chain in the drain, which he uses as a decoy. After hitting his wife with a lead pipe and making sure she is dead, he goes on to dispose of the body. Denouement takes place when the first obstacle to the Doctor’s plan arises when he finds out that the water has already been turned off by  Mrs. Carpenter, which causes him to go to the cellar. Then there is a knock on the door, which scares him and brings about despair in the success of the affair. But receiving no response, the neighbours decide to come by later and leave. Climax is when Mr. Carpenter’s endeavours to hide the body in the hole dug beforehand in the cellar, which his wife believed to be a preparation for a new wine bin. The story ends with the Doctor arriving in America to find a letter waiting for him, which turns out to be a receipt for repairs of the wine bin and will inevitably lead to the discovery of his wife’s body. The idea of the text can be formulated like this to show the dominance of one of the spouses and what it can lead. In my opinion this theme is actual, but a little exaggerated. The story is presented from the point of view of a first-person observer. The author presents the characters directly and indirectly. The main character is Doctor Carpenter. According to direct method of characterization we learn that he was a clever, but very strange; it seems to me he is very secretive, and as we see further he is very cruel. The flat character of the story is doctor’s wife – Mrs. Carpenter. She plas dominating role in the family, she is very good housewife, carrying and coherent. She keeps always everything in perfect way. I feel most sympathy for her. The text â€Å"Back for Christmas† is written in a style of fiction. In the beginning of the text we can see the Carpenters; living room that was filled with the close friends who had come to say  «last-minute farewell » – the author used this epithet to show us that their friends would be missing him very much. On the contrary with his wife doctor Carpenter wasn’t sure he would come in time, he thought something could spoil his plans. But his wife à ‚ «beaming at them » said he would be back in England for Christmas. The metaphor is used to reassure everybody to make them believe in this. So, the farewells began. Mrs. Carpenter tried her best to make all the arrangements on the high level and to prove it the author used such epithet as:  «fluting of compliments » and  «marvelous arrangements ». Carpenters were going to drive to Southampton that evening and would embark the following day. They have chosen this kind of transport for more comfortable travelling without any bustle; and to emphasize it the author the used the repetition â€Å"No trains, no bustle, no last minute worries†. So doctor Carpenter has contracted for lecture only three months and certainly he would be a great success in America. His wife Hermione has just tagged a  long him to have some entertainments to see the big cities skyscrapers. Then the author uses repetitions  «No extensions. No wonderful post » that show us that his infirmary needs him. After the farewell dinner the maids washed up all the plat es, come in to say goodbye and were in time to catch the afternoon bus to Devizes. The given story produced a great impression on me. It is full of ironical and sad moments.

Greater Autonomy Over The Content Of The Curriculum

The being of some signifier of relationship between course of study policy and instructor professionalism would look to be an established premise. This is apparent in claims that course of study reform is frequently regarded as a menace to teacher professionalism ( Al-Hinei 2003 ; Apple 2009 ; Locke et Al. 2005 ) . Most notably, it is frequently claimed that the degree of prescription in the English National Curriculum, along with the associated demand to run into the prescribed results, reflects a decrease of instructor liberty in favor of answerability ( Walsh 2006 ) . It would look, at this degree so, possible to reason that a decrease in cardinal prescription equates to an addition in teacher liberty which in bend equates to an sweetening of instructor professionalism. To an extent this would look to be an purpose of recent course of study reform in Scotland in the signifier of the Curriculum for Excellence ( CfE ) . The first page of the first ‘Building the Curriculum â₠¬Ëœ papers claims that ‘teachers will hold greater range and infinite for professional determinations about what and how they should learn ‘ ( Scots Executive 2006:1 ) . However, such a straightforward relationship between course of study policy and instructor professionalism would, pulling on Evans ( 2008 ) , be an over-simplification. Evans suggests that professionalism can non be understood entirely, through analyzing instructors ‘ ‘remit and duties ‘ ( p.23 ) , and instead we must see the ways in which teachers themselves understand their professional duties. To an extent this would look to be recognised in Scotland ‘s course of study reform, in for illustration claims that the reform requires a ‘culture alteration ‘ ( Scots Government 2009a:5 ) and the accent on the demand for professional development ( Scots Executive 2006:2 ) . This suggests acknowledgment that a alteration of instructors ‘ remit and duties entirely may non hold a important impact upon professionalism. In this sense, the CfE may possibly be regarded as stand foring, but besides necessitating, a alteration in our apprehension of teacher professionalism. In visible radiation of this, it becomes pertinent to see exactly the nature of this implied alteration in apprehension of teacher professionalism. This essay will research peculiarly the deductions of greater instructor liberty in choosing the content of the course of study. This entails sing: what is meant by teacher professionalism, issues that arise in relation to choosing course of study content, and the impact of these issues on our construct of instructor professionalism. Professionalism In order to research the impact of the CfE upon teacher professionalism it is necessary to hold an apprehension as to what precisely ‘professionalism ‘ agencies. This poses some trouble as the term would look to miss a clear definition, and seems to be understood rather otherwise by different people ( Al-Hinei 2003:41 ; Evans 2008 ) . In a general sense nevertheless, it can possibly be regarded as a description of the nature of the function and demands of a member of a profession ( Goodson 2003:126 ; Evans 2008:25 ) . This of class begs the inquiry as to what a ‘profession ‘ is. Harmonizing to Carr ( 2000:22 ) the term ‘profession ‘ may be regarded as bespeaking a distinguishable ‘class or class of business ‘ consisting of occupations such as ‘doctor ‘ or ‘lawyer ‘ , and sometimes ‘teacher ‘ . It is in sing those characteristics that distinguish a ‘profession ‘ from other businesss that the cardinal issues associated with ‘professionalism ‘ come to the bow. Some regard the construct of ‘profession ‘ to be a socially constructed agencies of continuing power with a certain group of people by confering a particular position upon certain businesss ( described in Locke et Al. 2005:558 ) . Carr ( 2006:173 ) suggests it refers to those businesss that are indispensable in continuing civil society ( wellness, justness and instruction ) . Others suggest that there are certain specifying features which mark out an business as carry throughing the standard for ‘profession ‘ ( Locke et al 2005:558 ; Christie 2003:845 ) . However, despite this diverseness it would look possible to place certain recurrent subjects in relation to those businesss classed as professions: they have some distinguishable cognition base or expertness ; they provide some signifier of service to society ; and, as alluded to in the debut, members of a profession have autonomy to do professional opinions ( Carr 2000 ; Christie 2003 ; Goodson 2003 ; Locke et Al. 2005 ) . Professionalism, so, may possibly be regarded as describing: the demands of a member of a profession in footings of their cognition and expertness ; their range for independent determination devising ; and a definition of their function in its service to wider society. If we consider teacher professionalism straight, Menter et Al. ( 2010:17 ) , place ‘four theoretical accounts ‘ of professionalism ( ‘effective ‘ , ‘reflective ‘ , ‘enquiring ‘ and ‘transformative ‘ ) , each of which conceives of the professional cognition base and range for teacher determination doing otherwise. The ‘transformative ‘ theoretical account besides defines the societal function of learning otherwise – as ‘contributing to societal alteration ‘ , instead than conveying societal norms ( Menter et al. 2010:24 ) . Therefore, the relationship between course of study policy and professionalism would look to lie in the manner in which the course of study defines a instructors ‘ function in footings of the cognition that is required and the degree of liberty for professional determination devising afforded by the course of study. Whilst Evans ( 2008:27 ) argues that we can non understand the true nature of instructor professionalism by mention to the policy that defines it, pulling on Locke et Al ( 2005 ) , it would surely look just to propose that the manner in which a instructors ‘ function is perceived officially does hold affect instructors ‘ positions as to the nature of their functions and duties. As has been mentioned antecedently in relation to the English National Curriculum, the issue of instructors ‘ liberty and range for doing professional opinions would look to be a peculiarly combative issue. Menter et Al ( 2010:22 ) suggest that a normative course of study, in which there is less range for professional opinion, would look to associate readily to a theoretical account of professionalism which emphasises ‘technical achievement ‘ . It would look that cut downing instructors ‘ liberty narrows the cognition and expertness that is expected of a instructor. Goodson ( 2003 ) suggests that a focal point on the proficient facets of learning can take to a position that instructors ‘ expertness lies strictly in the accomplishments of twenty-four hours to twenty-four hours planning and behaviour direction. Carr ( 2000:15 ) refers to this as ‘restricted professionalism ‘ . Through analyzing the grounds for the being of a course of study which possibly restricts teacher professionalism in this manner we come to see the ‘tension ‘ that Locke et Al ( 2005:564 ) point to as bing between instructor liberty and answerability. Further, through understanding the possibly alone answerability faced by the instruction profession ( Carr 2003 ) , we can get down to understand the issues involved in course of study content choice. Education, or instead schooling, is basically concerned with ‘the sort of society we want to be ‘ ( White 2004a:2 ) and as such in concerned non merely with single development but besides the development of society. This is apparent in the claim that the ‘Curriculum for Excellence can play a important function ‘ in accomplishing the Scots Governments purpose ‘to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier ‘ ( Scots Government 2008:3 ) . It is from this impression of schooling as helping, and potentially formative, society as a whole that it is suggested that schools and instructors are accountable in ways that other professions are non ( Carr 2000:44 ) . Further, instructors are besides more accountable to parents and must accept the legitimacy of the positions of ‘non-professionals ‘ in a manner that attorneies or physicians do non ( Carr 2003:64 ) . As such, it is argued that there are some d eterminations in instruction that should non be made by the instructor as they are ‘essentially political ‘ ( White 2004b:20 ) . In trying to guarantee therefore that instructors are run intoing the wants of both the province in footings of its desire for society – such as economic growing – instructors ‘ infinite for professional opinion can go squeezed. This leads us to see more closely the nature of course of study policy itself, and the function it plays in interceding between the desires of the province and instructor professional liberty. Course of study This requires an understanding as to what is meant by â€Å" course of study † itself. As with ‘professionalism ‘ , it would look to be a term which is notoriously difficult to specify, with a battalion of potentially conflicting definitions ( Dillon 2009 ) . By and large it can be suggested that ‘curriculum ‘ does non mention to a list, or patterned advance, of points to be taught. The course of study addresses non merely what is taught, but why and how instruction and larning takes topographic point. As such, curricula reflect and advance beliefs about the purposes and nature of instruction ( Flinders & A ; Thornton 2009:8 ) . Different course of study reflect different epistemic and pedagogical beliefs – beliefs about the nature of cognition and nature of acquisition and learning – in, for illustration, their administration of ‘knowledge ‘ ( Carr 1988 ) . For illustration those that emphasise the separation of cognition into topics, and those that favour integrating of capable countries. However it should possibly be noted that Carr ( 1988 ) argues that the epistemic and pedagogical bases of much course of study policy is non wholly coherent. It should besides be noted that the current treatment is centred on the construct of ‘explicit ‘ course of study ( Moore 2004:61 ) – an expressed statement of intended acquisition such as the CfE. However in sing a broader definition, course of study is besides used to mention to those experiences which lead to larning approximately, for illustration, societal norms which are non explicitly planned for. This is termed the ‘implicit ‘ ( Moore 2004:61 ) or ‘hidden ‘ ( Anyon 2006 ) course of study. However, notwithstanding the scope of attacks to understanding and making course of study, course of study design needfully entails a choice of what is to be taught. Different course of study theoretical accounts may differ in both when and by whom this procedure of choice takes topographic point. As mentioned earlier, within a normative, centralised, curriculum much of the choice is being made at a national degree by policy shapers. If we consider the CfF itself in footings of those who are doing the determinations, it is rather clear that the pick as to what to learn is non being topographic point entirely in the custodies of the instructors. Priestley ( 2010:23 ) suggests that it reflects a tendency in course of study development in general, in which there is an effort to pull on both ‘top-down and bottom-up attacks to curriculum be aftering ‘ . A procedure of choice has already occurred at the national degree. The purposes of the course of study have been set out in the signifier of the ‘four capacities ‘ – statements as to the type of individual the course of study seeks to develop ( Learning and Teaching Scotland 2010 ) . As mentioned earlier, the course of study besides aims to run into the Scots Governments desire to make a ‘wealthier ‘ and ‘healthier ‘ Scotland ( Scots Government 2008:3 ) . Therefore instructors are doing their determinations within a ‘framework of national outlooks ‘ ( Scots Executive 2006:1 ) . Decisions, possibly ideological, have been made as to the ‘skills ‘ that are deemed of import have been defined ( ‘skills for acquisition, accomplishments for life and accomplishments for work ‘ ( Scots Government 2009b ) ) . The chief countries of acquisition, possibly reflecting epistemic beliefs, have besides been decided in the signifier of the course of study countries ( such as Mathematicss ) . At a more elaborate degree, the ‘experiences and results†¦ describe the outlooks for larning and patterned advance for each of the eight course of study countries ‘ ( Learning and Teaching Scotland 2010 ) . Even within this ‘clear instructors do non hold exclusive duty for course of study content choice. In the pledge, ‘all kids and immature people should see personalisation and pick†¦ ‘ ( Scots Government 2008:17 ) , there is an outlook that students will, to a certain extent, besides be doing determinations about course of study content. Further, there is a strong accent upon collegiality, with instructors working together on course of study development ( Scots Government 2009a ) . This essay does non hold the range to see the reviews of the curricular determinations made at a national degree ( e.g. Royal Society of Edinburgh 2008 ) . Whilst recognizing that these unfavorable judgments may good hold of import deductions for the function of the instructor, this essay will see more by and large the deductions for teacher professionalism of liberty to choose content within a wide model. Through sing course of study content choice, two cardinal issues related to teacher professionalism will be raised. The first considers the consequence of sing content choice as a pedagogical accomplishment or competency as Hansen ( 1998 ) appears to make. The 2nd explores the deductions of sing a course of study as a ‘selection of civilization ‘ ( Giroux 1980:228 ) . Contented choice as pedagogical accomplishment As it would look that the major ‘political ‘ determinations have been made in the course of study in footings of its purposes and general administration of cognition, it is possible to see the instructors function as that of ‘deciding what specific purposes and what student experiences best suit the peculiar kids ‘ ( White 2004b:20 ) . In this sense the instructor is pulling on expertness as to how best move the kid onto the following phase of development, in this instance as defined by the CfE ‘s experiences and results. This demand to make up one's mind upon the particular aims, and choosing the content to enable the student to accomplish those purposes would surely look to indicate to a construct of a more enhanced professionalism than a more normative course of study. The nature of expected teacher professional cognition and expertness would surely look to be regarded as more than organizational and twenty-four hours to twenty-four hours routine. Official certification seems to propose that instructors must, for illustration ‘reflect on their pattern ‘ ( Scots Government 2009a:2 ) and have a scope of expert cognition in the signifier of ‘content cognition†¦ general pedagogical cognition†¦ .knowledge about how scholars learn ‘ ( Scots Government 2009a:4 ) . This would look to indicate to theoretical accounts such as the ‘reflective instructor ‘ ( Moore 2004:4 ) . Such a theoretical account respects learning to affect more than practical cognition and pr oficient accomplishment, instead it requires instructors to reflect on their pattern possibly pulling on their theoretical apprehension with a position to bettering and developing their instruction ( Moore 2004 ) . Menter et Al ( 2010:23 ) suggest that the demand for instructors to be involved in course of study development makes the construct of ‘the asking instructor ‘ a really relevant theoretical account. This theoretical account regards instructors ‘ professional expertness in lying non merely in the application of theoretical cognition, but besides in its coevals through action research, once more with the purpose to better their pattern ( Menter et al 2010:23 ) . These theoretical accounts would surely look to widen the construct of instructor professionalism beyond that of the sensed technicism of the ‘competent ‘ instructor. As such they may supply suited theoretical accounts for instructors who are involved in the choice of course of study content, puting an accent on instructors ‘ pedagogical expertness. However, if we turn to the 2nd construct, an apprehension of course of study content as a ‘selection of civilization ‘ ( Giroux 1980:228 ) , understanding teacher professionalism strictly in footings of pedagogical expertness may get down to look inadequate. Curriculum content as a choice of civilization In order to see the deductions of sing course of study as a choice of civilization it is necessary to find precisely what this means. Culture, in its broadest sense, may be regarded ‘as a whole manner of life ‘ , embracing all facets of society including the cognition, accomplishments and activities, such as athletics and ‘recreation ‘ , of that society ( Entwistle 1977:111 ) . As such, whatever is included in the course of study is a choice from the huge array of cognition, accomplishments, attitudes and activities which make up ‘culture ‘ . We must see so on what footing we choose what to include. If we regard instruction as being, in some manner, involved with ‘betterment ‘ , the facets of civilization we choose to include in a course of study must be those which we regard as being contributing to the ‘improvement of the person or group ‘ ( Entwistle 1977:111 ) . As such, cultural choice clearly implies a procedure of rating, separating between those things which we regard as ‘desirable or unwanted ‘ facets of civilization ( Entwistle 1977:110 ) . As White ( 2004a:3 ) argues that choice of content can merely sanely be carried out in relation to the purposes of the course of study, it would look just to propose that concerns about the choice of civilization could originate in relation to the overall purposes of the course of study and in relation to the standards by which facets of civilization are deemed worthy of inclusion. Concerns that rise in relation to the purposes of the course of study are possibly best exemplified by the unfavorable judgments of a course of study whose purpose is, for illustration to increase employability accomplishments. Those who regard cognition acquisition as holding value in its ain right would see such an instrumental attack to content choice as an poverty of instruction, restricting entree to many signifiers of civilization which may non hold direct instrumental value ( pulling on Carr et Al. 2006:17 ) . In this manner so, we can see that the choice of content is in some manner impacted upon by our beliefs about the intent of instruction. However, as has been discussed it the purposes of the CfE have been decided at a national degree, and as such possibly in world instructors have small function to play in choosing ‘desirable ‘ civilization. To a certain extent this may be true, and points once more to the ‘tension ‘ between answerability to the province, and instructors ‘ beliefs and professional opinions as to what is best ( Locke et al 2005 ) . Further, it would surely look just to propose that within the model, instructors do hold to do determinations as to what to learn in order to accomplish the ‘experiences and results ‘ . In this manner they must do opinions as to what is worthwhile, what they regard as of import or valuable cognition or accomplishments, or suited literature. It is possibly in relation to the rating as to the comparative worth of facets of civilization that the most complex issues originate. It is in sing the relationship between cognition and power that cultural choice becomes debatable. This becomes apparent when we draw on Bourdieu ‘s ( 1986:106 ) construct of ‘cultural capital ‘ . Bourdieu ( 1986:106 ) suggests that different signifiers of ‘culture ‘ are invested with value which can be drawn on for pecuniary addition, or an addition in societal position. If we consider this in footings of ‘knowledge ‘ as a signifier of civilization, so acquisition of certain signifiers of cognition by an person can be utilised in bring forthing income and increasing societal position. For illustration, geting specific biological and medical cognition can enable one to derive both the income and position conferred upon a physician. However, it is non merely the acquisition of the cognition per Se. which is valuable, but instead gaining institutional acknowledgment – in the signifier of an academic making – of possessing a peculi ar signifier of civilization ( Bourdieu 1986:110 ) . In this sense, certain signifiers of cognition, certain signifiers of civilization, have greater value by virtuousness of being ‘institutionalised ‘ in the signifier of a making ( Bourdieu 1986:109 ) . This would propose hence, that schools are involved in both the transportation of signifiers of civilization which enable an person to derive economic capital or societal position, but besides in some manner specify what signifiers of civilization are of value. Such an averment is supported by Giroux ‘s ( 1980:228 ) statement that the civilization that is selected to organize the course of study becomes ‘legitimised ‘ by the really fact of its inclusion in the course of study. Further as Moore ( 2004:61 ) points out, in choosing what to include, there is besides a determination as to what to except from the course of study. Moore ( 2004 ) suggests that through such a procedure the comparative value of different signifiers of civilization are communicated to students, with those things that are excluded regarded as unwanted. Some suggest that the footing on which such choice is carried out is based on ‘middle category ‘ values as to what should be regarde d as worthwhile ( Reay 2006 ) . An interesting illustration of such a claim is provided in Moore ‘s review of portraitures in movie of instructors who are regarded as ‘saviours and non-conformists ‘ ( Moore 2004:58 ) , such as ‘Ms Johnson ‘ in the movie Dangerous Minds. He argues that whilst the attack they take to instruction may be extraordinary, the content of that instruction is non. Moore ( 2004:58 ) contends that the cultural choice made by these instructors represents in-between category values and as such ‘may be read as lending to and corroborating societal and cultural prejudices ‘ ( p.58 ) It is in this sense that Young ( 2006:734 ) argues that ‘social involvements are ever involved in course of study design ‘ : those with the power to choose what is included in the course of study have, to an extent, the power to legalize certain signifiers of cognition and certain patterns. It is suggested that through this procedure of advancing and legalizing in-between category values schools are implicated in intrenching inequalities of societal category ( Reay 2006 ) . Such a claim requires closer consideration if we are to understand the possible connexion between cultural choice and societal justness. One manner in which it is suggested that this is the instance is that persons from a in-between category background have greater entree and exposure to the signifiers of cognition that are regarded as valuable by schools ( Reay 2006 ) . In this manner, Reay ( 2006 ) suggests, kids from in-between category backgrounds are at an advantage, able to pull on the cultural capital they already possess in order to execute good at schools, deriving institutionalized acknowledgment through academic makings, and therefore addition position in society. This would look to foreground a tenseness for those involved in choosing the content of a course of study. On the one manus, it is suggested that if schools do non supply the ‘high position cultural capital that academic and economic success requires ‘ so kids from working category backgrounds are potentially deprived of the ability to raise their societal position ( Anyon 2006:44 ) . However in making so, they are possibly complicit in reproducing prejudice as to what is regarded as legitimate and valuable cognition. Further, Young ( 2006 ) suggests that it is non sensible to see cultural choice as strictly a affair of enforcing the values of an elitist group, and that there is a legitimacy in sing some accomplishments, facets of cognition, and activities as more valuable than others. However, precisely how a instructor should make up one's mind what is worthwhile and what is non is non wholly clear. Possibly it can be based upon the ‘normative ‘ ( Entwistle 1977:111 ) , societal position as to what is worthwhile. However, this is debatable even if there is a clear consensus as to what is ‘worthwhile ‘ . As Carr ( 2003:72 ) argues, the most widespread beliefs are non needfully the ‘right ‘ beliefs. Aside from raising the complex philosophical inquiry as to what ‘right ‘ agencies, this raises the inquiry as to the societal function of teacher professionalism. Are they at that place to go through on the values that exit or should they be ‘transformative ‘ , ‘contributing to societal alteration ‘ ( Menter et al 2010:24 ) . It is from these observations upon the relationship between cultural choice and values, and the possible nexus to issues of societal justness, that it possibly seems unequal to understand instructors ‘ professionalism strictly in footings of practical accomplishments or even in footings of professional opinions based upon pedagogical cognition. Rather it would look to propose, as many ( e.g. Goodson 2003 ; Campbell 2003 ; Carr 2006 ) do, that as instruction is implicated in organizing scholars ‘ universe positions and values, it is inherently concerned with ethical considerations. These writers suggest that it is these ethical concerns and opinions that instructors have to do, that Markss learning out as a profession. Carr ( 2006:172 ) argues that whilst all businesss are in some manner concerned with ethical issues, these by and large play a ‘regulative ‘ function – they indicate criterions for good pattern. However he suggests that ethical considerations are ‘constitutive ‘ of learning. This is possibly more clear in Campbell ‘s ( 2008:604 ) averment that it is: ‘ †¦ disputing to extricate the moralss of learning from the really procedure, pattern and content of teachingaˆÂ ¦ ‘ This would look to propose that the determinations and actions made by instructors involve opinions as to what is right and incorrect non simply in a proficient sense, but instead in a moral sense. As it is suggested that ethical issues are inbuilt into the very nature of instruction, Campbell ( 2008:605 ) argues that ‘ethical codifications ‘ are deficient to turn to the issues faced by instructors. Rather she suggests that instructors requires an understanding by instructors of the complex moral issues they must turn to ( Campbell 2008:605 ) . Carr ( 2006:178 ) suggests that it is about instructors ‘taking moral issues and inquiries earnestly ‘ . It should be noted that this does non propose that instructors do non presently take moral and ethical considerations earnestly ; Campbell ( 2003:2 ) argues that many instructors are cognizant of the moral deductions of their opinions. However, Locke et Al. ( 2005:570 ) do suggest that when instructors are capable to high degrees of answerability it can take instructors ‘doing things right ‘ instead than ‘doing the right thing ‘ . Potentially, hence, the CfE ‘s focal point on greater liberty could supply greater flexibleness for instructors to do the determinations they regard to be ethically sound. At the same clip, by increasing instructors ‘ range for taking what to learn the ethical nature of instructor opinion possibly becomes even more outstanding. However, pulling upon the suggestion that the framing of instructor professionalism in policy is important to pattern, it would look of import that the ethical nature of professionalism is present in official discourse if instructors are to be afforded the clip and infinite to earnestly prosecute with these issues. The CfE may good be regarded as affording instructors greater liberty to do professional determinations as to what they teach. There besides appears to be acknowledgment ( e.g. Scots Government 2009a ) of the importance of instructors ‘ professional cognition and expertness. However, in sing the issues involved in choosing course of study content it seems just to reason that the professional function of instructors can non be framed strictly in footings of pedagogical cognition and expertness. Rather it would look that any consideration of teacher professionalism must earnestly see the ethical dimension of instruction.

Verification of Heat Treatments Effect on the Microstructure of Aluminum Alloy (Al-Zn)

VERIFICATION OF HEAT TREATMENTS EFFECT ON THE MICROSTRUCTURE OF ALUMINUM ALLOY (Al-Zn) *1 I. A. LATEEF, and 2 M. O. DUROWOJU 1Department of Mechanical Engineering, Osun State College of Technology, P. M. B. 1011, Esa – Oke, Nigeria. [email  protected] com 2Department of Mechanical Engineering, Ladoke Akintola University of Technology, Ogbomoso, Oyo,State, Nigeria *(Address of correspondence) ABSTRACT: This study focused on the effect of heat treatment on the microstructure of Aluminum – Zinc Alloy. The composition of the Aluminum alloy used is eighty percent (80%) of Aluminum and twenty percent (20%) of Zinc. The method of casting employed is Sand casting, while annealing and quenching were heat treatment processes it’s subjected to. The microstructure is taken. It is concluded that heat treatment have effect on the microstructure of Aluminum – Zinc alloy and responded well to Oil quench. [Keywords: Aluminum-Zinc Alloy, Heat treatment, Microstructure, Tensile test, Hardness test, Annealing and Water quenching. INTRODUCTION The extensive application of metals in the field of Engineering has necessitated the need for metal heat treatments in order to meet the taste of firm, industries and individual as a result of their wide engineering application. One of the major engineering fields where the application of various metals was used is Automobile engineering. In order to reduce motor vehicle weight, many automotive components have been redesigned to take advantage o f material such as lightweight and polymers. To this end aluminum casting alloys are being widely used for many automotive components (CAD, 2006), the alloys have good casting characteristics, reasonable mechanical properties, and are heat treatable (Melo, Rizzo and Santos, 2005). Material science and engineering today has developed to a stage where correlations between microstructure, properties and application can be established for many commonly used alloys. The structure of a material is related to its composition, properties, processing history and performance (Argo and Gruziesk,(1988) and Rooy,(1993)). And therefore, studying the microstructure of aluminum alloys provides information linking its composition and processing to its properties and performance interpretation of microstructure requires the understanding of the process by which various structures are formed. There are many processes by which aluminum alloys can be formed. The major process that is common and the focus of this study is the Sand casting process (Albert, (1957)). One of the common defects in aluminum castings is porosity (Monroe, (2005) and Tyler, 1981)). It is a clear fact that the quantity and the appearance of the porosity are very crucial to the mechanical properties of the aluminum alloy casting, most especially the fatigue properties because the pore in micro scale are primary source of initial cracks for the final failure of the aluminum parts. Due to this the aluminum alloys structure need to be improved by metal treatment to have the required properties. Olanrewaju (2000), stated that metal treatments are classified into two groups namely-: Heat treatment and surface treatment. Surface treatment as corrosion resistance operations includes phosphating chroming nickeling, anodization and so on, While heat treatment as structural adjuster includes hardening, tempering toughening and so on (Ojediran and Alamu, (2004) and Vincet,(1968)). In this study, the effects of such heat treatment are determined to know the extent of their impact on the aluminum – Zinc alloys (Al- Zn). MATERIAL AND EXPERIMENTAL TECHNIQUES Materials used The targeted materials composition, uses and forms are as follows: TABLE 1 THE COMPOSITION, USES AND FORMS OF ALUMINUM ALLOYS |Composition | Uses | Forms | |Al – Zn 20% |Armored vehicle, Military | Rod (10mm x 150 mm) | | bridge, Motorcycle and | | | |Bicycle frames, | | | |Air frames etc | | Equipments used The following equipments were used for the study: Pit furnace, Sand mould, Electrical furnace, and Crucible Pots at FIIRO, Nigeria. And Mosanto Tensometer, Wild metallurgical Microscope, Polishing Machine,and Manual Grinding Machine at Obafemi Awolowo University, Ile-Ife, Nigeria. Others are-Digital Cameral, Patterns, Grit papers, Emery Cloth/Paper, Silicon carbide solution of different grade and NaOH Solution Methods Casting Process A Crucible pots is used, 1 kg of commercial purity Aluminum (99. 7 % pure by weight) and 250g of Zinc is used. The alloying element Zn is put first in the Pot because of its high melting point (1108oc) which is higher than that of the base metal aluminium (660oc). So, the Zinc (Zn) in the pot is lowered first into the furnace while the aluminium is added after Zn has commenced melting. The mass of each of the alloying elements used for each sample can be obtained as follows: Total mass of mixture for the samples= frames Mass of Al + Mass of alloying element = 1kg + 0. 250kg = 1. 250kg Percentage of Aluminum (Al) in the mixture = mass of Al/Total mass x 100 =1/1. 250 x 100 = 80% Percentage of alloying element (Zn) = Mass of alloying element/Total mass x 100 =0. 25 / 1. 50 x 100 = 20% The dimension of one sample is as following: Height of the sample =150mm (15cm) Diameter of the sample = 12 mm (1. 2 cm) Radius of the sample =60mm (0. 6cm) Shape of the sample= Cylindrical Volume of the sample (V) =? r2h = 3. 142 x (0. 6) 2 x 13 = 16. 96 cm3 Density of Aluminum = 2. 69g/cm2 (Olagoke, 1999). Mass of sample used = ? x V = 2. 69 x 16. 96 = 45. 64 g Therefore, 80 % of Aluminum = 36. 51 g for each sample Also, 20% of Alloying element (Zn)= 9. 13 g For each sample (rod form) 36. 51 g Al + 9. 13 g of alloying element (Zn) were used. The samples for heat treatment are: Sample 1 =as received from Casting process. Sample 2 = for quenching in Water. Sample 3 = for Oil quench Sample 4 = for annealing (Furnace cool). The method adopted in casting the samples is sand molding (Sand casting). The casting process is performed at FIIRO Nigeria Limited, Lagos. The pattern is made from wood with the following dimensions Height – 15 cm Diameter – 1. 2 cm The sand used is the traditional-green sand’ which is a mixture of sand grains and clay particles, clean sand with oil and binders). The mould used is a conventional vertical sand mould. The drag is placed upside down on a firm flat surface and the pattern is placed face down and pattern is placed face down and then, dusted with a parting powder. Handfuls of sifted sand are then thrown at the pattern, covering every detail (Sand slinging). The sand is rammed. The drag is turned upside down with a swift movement. The cope is fitted onto the drag. The cope is rammed with sand and strictly making the top smooth and firm. And the cope is removed. The crucible is held about half way down with tongs and withdrawal from he furnace. Dross is raked away from pouring lip with heated skimmer and the metal poured in one continuous stream until it appears at the head of the riser. When the casting has solidified and cooled, the sand is knocked out and the casting fettled. Heat treatments process Heat treatment is also carried out at FIIRO Nigeria limited, Lagos. The types of heat treatment carried out are: Annealing and Quenching. Three each of Al-Zn casting samples were put in the electrical furnace (up to 3300oc). The soaking time for the sample in the furnace is one hour, after which two of the Al-Zn casting samples is removed and quench in both water and oil while the last one of Al-Zn is allowed to cool in the furnace atmosphere (annealing). Microstructure Analysis Process. The microstructure was done at Obafemi Awolowo University, Ile-Ife, Osun State. The samples were machined and grounded to gauge 240, 320, 400, 600 each using Grinding Machine and Grit paper. Each sample is initially polished, using Polishing machine, emery cloth and Silicon Carbide. The final polishing is done with the aid of Polishing machine, Emery cloth and Silicon carbide of different grades while etching took effect using 5% NaOH Solution. Each sample is examined using the Optical Microscope to check that etch reveal clearly the Microstructure of the sample. The photograph of the resulting microstructure of the aluminum-Zinc (Al- Zn) alloy samples were taken using Optical microscope with x100 magnification and Digital Cameral. RESULTS AND DISCUSSION Discussion on the Microstructure Results of Al- Zn Alloys. The figure 2 below shows the microstructure of Al-Zn alloy, As received sample i. without heat treatment. It can be observed that the grains were not homogeneous and pores are numerous towards the peripheral zone Figure 2 Microstructure of As Received; Al – Zn alloy Sample 1. The figure 3 below shows the microstructure of Al –Zn alloy, Oil quenched sample. It can be observed that the grains are more homogeneous and well distributed towards the core. The pores are not numerous compare to Al- Cu alloy, As received sample. Figure 3 Microstructure of Oil Quench; Al – Zn Alloy Sample 3.. Figure 4 below shows the microstructure of Al- Cu alloy, Furnace cooled sample. It can be observed that the grains were deformed at peripheral more than at the core of the structure and there are more pores than that of As received sample and Oil quenched sample. this indicates that there is no significant improvement in the microstructure arrangement of grains when Al-Cu alloy is oil quenched Figure 4 Microstructure of Furnace Cooled; Al – Zn Alloy Sample 4. Figure 5 below shows the microstructure of Al- Zn alloy, Water quenched sample. It can be observed that the grains were deformed throughout the structure and there are more pores than that of As received sample and Oil quenched sample. This indicates that there is no significant improvement in the microstructure arrangement of grains when Al-Zn alloy is Water quenched. Figure 5 Microstructure of Water Quench; Al – Zn Alloy Sample 2. . CONCLUSION From the result of the experiments, it can be deduced that: (i) The arrangement of the microstructure grains and pores are more even with the Oil quench method than any other heat treatment methods in Al – Zn alloy. (ii) There is relationship between the heat treatments method (Oil quench) and microstructure of Al- Zn alloy. iii) Oil quench Aluminium Zinc alloy (Al – Zn ) is more appropriate for the production of Armored vehicle, Military bridge, Motorcycle frames and Bicycle frames and Air frames ACKNOWLEDGEMENT The workers of FIIRO Nigeria limited,Lagos and Mr Alo of Metallurgy and Material Department, Obafemi Awolowo University Ile- Ife, Osun State, Nigeria are acknowledge for providing the facilities for this research work. REFERENCES Ojediran, J. O . and Alamu, O. J. (2005) Fundamental concepts in Materials Science and Engineering; Kunle (Nig) Printers; Ijebu-Ode, Nigeria. Vol. 1, 1st ed, pp. 46. Vincet, A. (1968) Workshop Theory for G. C. E. Metalwork and Engineering; Macmillan, 2ed, pp. 11- 14. Olagoke, S. A. (1999) Properties of Materials; Rosad and Company, Ibadan, 1st ed, pp. 210 – 211. Tyler, H. A. (1981) Science and Materials (Level iii); Van Nostrand Reinhold Limited, Australia,1st ed, pp. 170 Copper Development Association (CAD 2006) Standards and Properties – Microstructure of copper alloys Albert P. G. (1957) The fundamentals of Iron and Steel castings; The international Nickel Company, Inc. U. S. A. , pp. 11 Melo, M. L. N. , Rizzo, E. M. S. and Santos, R. G. 2005) Numeral Simulation Application in Microporosity Prevision in Aluminum alloy castings; Revisa Brasileira Applicacoes de Vacuo, vol. 24, pp. 36-40. Monroe, R. (2005) Porosity in casting; Schaumburg, USA, Siver Anniversary Paper, Division 4,American Foundry Society. pp. 1 – 28. ASM Metals Handbook,(1988); 9ed, Vol. 15, Casting, ASM Rooy, E. E. (1993) Hydrogen: Th e one- third Solution AFS Transactions, Vol. 101, and PP. 961 – 964. Argo, D. and Gruzleski J. E. (1988) Porosity in Modified Aluminum alloy Castings, AFST Transactions, Vol. 96, and pp. 65 – 73. ———————– [pic] [pic] [pic] [pic]

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Hr Manuel-Hbm Pharmaceuticals Lahore Essay Example for Free

Hr Manuel-Hbm Pharmaceuticals Lahore Essay There are certain easons behind adapting the employee recommendations intensively. Firstly, current employees know the best about the jobs need to be filled so, they can better recommend person who can better perform the particular jobs. Secondly, current employees will never suggest an applicant unless they make sure that he or she can perform confidently in front of managers. Because sending incapable applicant distort the image of employee who is promoting new applicant. 3. 1. 2. External searches: Other sources of recruitment are newspaper advertisements. This is the most popular method the company uses when it wants to publicly announce about its vacancies. Besides, HBM also use notifications pasting on different locations like walls and polls. The notification carries information of ‘Argent need of medical representative†. This help company to generate wide pool of applicant for the recruitment purpose Recommendations: Our company HBM uses advertisements for recruitment but company should also use the cyberspace method for recruitment. This method will ultimately help company to reduce its recruitment cost. Universities and collages notifications: HBM should use university and collages as sources of recruitment. Company should place information on the universities and collages notice boards and the websites. There company can capture fresh candidates. This method is also a cost effective method and beneficial for the recruitment. 3. 2. Selection phase: Company selection criteria include number of step the candidate has to pass through. 3. 2. 1. Initial screening: At this stage of selection, criterion company see that if candidate is fulfilling the minimum qualification, the candidate who meets the minimum qualification standard is then passed and eligible for the next coming stage. Rests of the candidates are rejected. 3. 2. 2. Completed application: HBM use a simple application form which contains simple questions like Name, Address, Telephone and Other personal information. It may include candidate’s experience, education and other experience certificates. Upon verification, if company finds any information faked, the candidate can be rejected. 3. 2. 3. Employment test: Because HBM’s major workforce is SPO (Sales Promotion Officer), merely SPO’s are required to qualify in the test. This simple test is based on memory the candidate is required to memorize medicine literature then his pronunciation, speaking fluency is checked. The pass candidates proceed for the next stage. In contrast, HBM does not take any test for candidates who are striving for other professions like accountant, storekeeper and security guard. Comprehensive interview: Here directors and zonal sales managers take the comprehensive interview. Applicant’s confidence and its emotional stability are checked here. Almost all candidates, belong to different knowledge background are required to pass through the comprehensive interview in order to check their confidence level. 3. 2. 5. Unconditional Job offers: After the comprehensive interview if applicants perform intelligently, HBM will offer conditional or unconditional job. Recommendations: HBM should use employment test for accountants, storekeepers and other applicants in order to measure applicant’s abilities, communication skills and analytical skills. Depending, which applicant fall in which category that’s how company can fill vacancy with who is better fit for the particular job. SPO’s should also be given test to gauge their selling techniques as they spend most of their time in selling medicine. SPO’s personal grooming should be give significant importance during hiring process. For Accountant position, HBM must take test to make sure their analytical skills 4. Socialization and Orientation Plan: Loneliness and a feeling of isolation are not unusual for new employees-they need special attention to put them at ease. So, the organization must follow the socialization process to update each new employee about the values and norms of working at HBM Pharmaceuticals. 4. 1. Socialization Process: †¢ Pre-arrival stage: The organization will use selection process to inform prospective employees about the organization as a whole. †¢ Encounter stage: If the new employees found the differences between their expectations about job and reality then these employees should be socialized to detach them from their previous assumptions and replace these with the organizations’ pivotal standards. †¢ Metamorphosis stage: Higher management will provide help to recently hired employees in case of any problem they faced during working in the organization. Each individual should be informed about the evaluation process. That is, they’ve gained an understanding of what criteria will be used to measure and appraise their work. A trusted environment should be developed and maintained by the higher management so that each employee should feel comfortable to work with the organization. Socialization of new employees can also be possible through the new-employee orientation process. 4. 2. New-employee Orientation Process: Activities that introduce new employees to the organization and their work units are the part of orientation. 4. 2. 1. The CEO’s Role in Orientation: The CEO as the head of the company’s executive management should participate in the orientation process to encourage new employees to work for this organization and also let the new employees to talk about their concerns. The CEO should visit each regional office at the announced date for at least once in a month to meet collectively with all new employees. 4. 2. 2 HRM’s Role in Orientation: The role of Human Resource Department is very important in the orientation because generally this department is responsible for recruiting and selection process. Currently, as there is no functional HR Department in the HBM Pharmaceuticals, so it is the duty of Director Sales and Zonal Sales Managers (ZSM’s) to play their role by conducting the official gatherings where the new employees will meet with the old employees and their interactions will develop. If the new employee is hire as Regional Sales Manager (RGM) or Zonal Sales Manager (ZSM) then The CEO will be present at the orientation ceremony. If the new employee is hired at other position, except that mentioned above, than the ZSM’s are responsible for orientation. ZSM should offer these new employees what else he/she can do for them in the future. 5. Training and Development Plan: 5. 1. Employee Training: There are two types of training available in HBM Pharmaceuticals: one for the new hiring and the other is for the existing employees. 5. 1. 1. New employees: Training is only available for new hiring as Sales Promotion Officer (SPO). It is mandatory that new employees for all other positions available should be experienced and they should have the skill set required for the specific job. 5. 1. 2. Existing employees: Major portion of job positions in HBM Pharmaceuticals is sales oriented. If the employee at certain level is not fulfilling his/her responsibilities according to the job description then he/she will be offered a training session by his/her immediate officer. In that meeting, problem should be discussed with the targeted employee and try to identify the potential solution for that problem. If the officer recommends then the employee should be sent on training. Training can also be offered in such a case if the existing employee is promoted from one position to other position and the management perceives that training is needed to enhance the skill set and abilities of the employee. 5. 2. Determining training needs: 5. 2. 1. SPO: The job of Sales Promotion Officer is very critical for the organization. Newly hired SPO should be offered 1 month training: to enhance his/her subjective knowledge about the products; to increase communication skills; and to develop the interpersonal skills to work as a team. Existing SPO’s have to fulfill their targets. If any SPO is unable to fulfill his/her target then RSM/ZSM will discuss the matter with him/her at weekly meeting. RSM/ZSM will try to identify and solve the problem. If the SPO can not improve his/her performance after the counseling session then RSM/ZSM can recommend a training session for the particular employee. 5. 2. 2. Office staff: Training will be offered to office staff if working pattern has changed in the organization. For example: by implementing new technology equipment, or the addition of new process in the job description of office staff. 5. 2. 3. RSM/ZSM: These are experienced staff. Their responsibilities are also high because it is their duty to manage a group of subordinates. Managerial level skills are required for that job. If the employee at this position has some problem regarding his/her attitude or leading a team then Director Sales can recommend a training session to enhance their interpersonal skills as well as their leadership skills. 5. 2. 4. The CEO and Director Sales: HBM Pharmaceuticals is a partnership concern and it is owned by two persons: one is CEO and other is Director Sales. So, training is the personal discretion of these two individuals. If they think that through training, they can manage their business more effectively then they can go for a training session. 5. 3. Training Methods: There are several methods which can be used by the management to train their employees according to their needs and the job position. 5. 3. 1. SPO: For new joining SPO’s, it is most appropriate to use â€Å"classroom lectures† to train them because this is the method used to increase their subjective skills. It will also helpful for them to enhance their communication skills. For existing SPO’s to increase their productivity, RSM/ZSM should meet them personally and give them personal support. Due to this meeting, the problem will be solved and along with benefit, SPO’s morale will be increased. 5. 3. 2. RSM/ZSM: Classroom lectures as well as On-the-Job Training Methods are used to train RSM/ZSM. Director Sales will recommend the most appropriate method according to the situation and problem. 5. 4. Employee Development: Employee development focuses more on the employee’s personal growth. Successful employees prepared for positions of greater responsibility have analytical, human, conceptual and specialized skills. 5. 4. 1. Employee Development Methods: There are several methods which are used to develop managerial and non-managerial staff. Appropriate method selection will depends on situation. 5. 4. 2. Developing Office Staff: Job Rotation is the appropriate and recommended method to develop office staff. The concerned authority can choose horizontal or vertical Job Rotation to develop office staff according to the skill set of the staff. 5. 4. 3. Developing SPO to Senior SPO: Job Rotation is a good method to develop the abilities of SPO so that he/she can become Senior SPO. Vertical Job Rotation can be selected for this situation. 5. 4. 4. Developing Senior SPO to RSM: RSM is quite big position for senior SPO. So it is recommended that â€Å"Assistant-to-Position method† should be used to develop senior SPO to RSM. Senior SPO will work as an assistant to RSM to get in depth knowledge of the responsibilities of RSM and he/she can develop himself/herself in a better way according to the new responsibilities. 5. 4. 5. Developing RSM to ZSM: RSM and ZSM both are managerial positions and the position holders are experienced professionals. The only difference is the level of responsibility. ZSM is responsible for the sales of whole zone which is a quite big responsibility. Therefore, it is recommended that â€Å"Assistant-to-Position Method† and â€Å"Lecture courses and Seminars† are used to enhance the decision making skills of RSM and to improve more team management skills. 5. 4. 6. Developing ZSM to Director Sales: In the current organization settings, ZSM can only become Director if he/she became the partner of HBM Pharmaceuticals. It is recommended that the position of Director Sales should not be fixed for Partners and ZSM should be developed to this position on the base of his/her performance. 6. Performance Appraisals: Performance appraisals must convey to employees how well they have performed on established goals. It’s also desirable to have these goals and performance measures mutually set between the employee and the supervisor. 6. 1. Appraisal Methods: There are several methods which are used by management to evaluate employee performance. According to the nature of business of HBM Pharmaceuticals, we are recommending a method called â€Å"Using Achieved Outcomes to Evaluate Employees† or â€Å"Management by Objectives (MBO)†. 6. 1. 1. Management by Objectives (MBO): Four ingredients are common to MBO program: 6. 1. 1. 1. Goal specificity: The objectives in MBO should be concise statements of expected accomplishments. Tangible objectives should be expressed in the statements. 6. 1. 1. 2. Participative Decision Making: Participative decision making should be used by manager and employees, in setting objectives and agrees on how they will be achieved. As the interests of managers and employees are directly linked with stretched objectives and achievement of these objectives then they will definitely put their maximum effort to achieve those objectives. 6. 1. 1. 3. An explicit time period: Each objective has a concise time, too, in which it is to be completed. In our situation, it is 1 month. 6. 1. 1. 4. Performance Feedback: Continuous feedback on performance and goals are recommended. Twice a week meeting should be conducted by ZSM to get performance feedback and to discuss the routine matters with the field staff and to countercheck the performance whether the sales are meting the monthly goal plan. 6. 2. Performance Evaluation Standards and Appraisals: There are different performance evaluation standards for different positions: 6. 2. 1. Office Staff: If the office staff performs their responsibilities according to their Job Description then their salary will be increased by Rs. 500 quarterly. If the employee performance is excellent from consecutive 3 months then a special pay raise can be offered by the Director Sales. 6. 2. 2. SPO: Each SPO has some sales targets given by RSM/ZSM. It is his/her responsibility to fulfill those targets. Performance Appraisal meetings should be conducted at the end of each quarter. Upon the achievement of 80% targets for consecutive 4 months: 30% basic pay rise. Upon the achievement of 80% targets for consecutive 3 months: 20% basic pay rise. 6. 2. 3. RSM/ZSM: Upon the achievement of 80% targets for consecutive 4 months: 30% basic pay rise.

Personal Development: Plans and Theories

Personal Development: Plans and Theories A person when chooses some specific job or field of work or engage him in particular activities such engagements are known as his profession. Every profession has its own requirements which the professional has to fulfill being to known as skilled professional of the same. Economic environment as well as business environment is changing dynamically therefore, it requires improvement in performing activities or skills of the professional to run with the age. New discoveries and inventions are being removing problems of business and economic environment and also are improving the standard of working and making the performance of work easy and more efficient but a professional can only take the advantage of those discoveries and inventions when he will improve or develop his skills according to the pace of changings. I started my career from the job of an accountant but I now found myself more improve than before, because when I started the job I had not adept in computer operating and relevant operating software prevailing at that time but then I observed that if I shall not effort to learn the prevailing computer software then my skill shall be remained undeveloped and I shall not be able to grow/develop with the pace of dynamic changes then I started for developing my professional skills through learning and getting help and assistance from my managers and now I have become the assistant accountant of the organization. Personal development means to improve the innate abilities or learned skills which a person possesses as God gifted or learned from some institution or his seniors or managers. Professional development is indeed personal development such as when I started my job I had lack of confidence that may be I could not be performed my job properly but when I learned the skills and effort to improve my professional skills then, on the other hand I found myself confident about my working because my hesitation has been abolished and my morale has been grown up. Therefore, in my view personal development entirely basis on professional development because hesitation and confusion are personal factors which become hindrance in the way of ones professional success and it only remove when ones professional skills develop and in this way the requirements of the profession are satisfied and it also improve the efficiency and performance of him. Organizational and Personal Goals Objectives Organizational goals and objectives belongs to goals and objectives of one group who are working for their mutual benefits because organizations progress is their progress, in other words every member of organization represent the goals and objectives of the organization because his progress and organization progress is interconnected. Organization itself is nothing but it is known with the group who is running and representing it. Personal goals and objectives are the ambitions and aims of one individual which he plans and achieves through his personal and professional skills. Just as every individual desires to be the best in every aspect as in his personal life and professional life but he can be if he plans for to achieve them. An organization expects good and efficient performance from each of its worker/member and every individual of the organization expects good remuneration as consideration of his professional skills which should be sufficient to satisfy his demands and desires and indeed the demands of an individual are the goals and objectives because he supposes that at a particular post or rank he shall be able to satisfy them therefore, goals and objectives of an organization and an individual are reciprocal because an individual meets with the expectations of an organization only when the organization satisfy his goals and objectives and in the same way an organization do the same when the individual returns the same as the organization expects from him, therefore, an individual can only achieve his, as well as of organizational goals and objectives if he improves his personal and professional skills. A better performer achieves more in short span and lazy one waste a lot and achieves less. Methods for Developing Personal and Professional Skills Different people possess different intellectual ability of understanding and performing and also have different innate and God gifted abilities therefore, when one teacher teaches one class together then it is impossible to say that all the students have understood the concepts which have been conveyed to them by the teacher although all the students have different problems in same lesson. It is therefore, important for every student or individual to realize the method through which he can learn easily and whether the method is compatible to his intellectual abilities. Therefore, different methods attract different person at one time due to the compatibility of their abilities with the method so adopted or supposed to be adopted because the efficiency/personal skills and professional skills of every individual are not equal to other. Following are the methods for developing personal and professional skills:- Development through Learning Learning is such a method which keeps one in touch with the inventions, changes and challenges which directly affect the performance and efficiency of organizations and of individuals and it also keeps in touch the learners with required solutions and techniques through which they can get them out from the problems. Learning basically reflects the ideas and practical works of the authors who share their experiences with other through books, notes and reports and also provide their conclusions of particular professions on the basis of material works which help the learners in solving their prevailing problems. In my view learning is such a method through which only theories and ideology of one or more authors could be observed or consulted but practical work is missing from such concepts. Business strategies and methods of doing business are different in different countries because different countries different factors affect the environment and there are no hard and fast rules of doing and running businesses and all the businesses have different problems in same economic environment because nature and size of all the businesses are different and the person doing the business and the strategies of executive management who is controlling the organizations activities are different, political atmosphere and government policies regarding the concern business are also different then how they could be considered and controlled according to one or more theories based methods which are also of different persons. In my view development through learning is not a comprehensive method but partially it is useful for learner to the extent of knowledge about dynamic changes and future challenges. Development through Apprenticeship Development is process in which a person struggles to maintain the quality what he knows and also struggles in the same time to improve or develop his skills more efficiently so that he could be able to achieve his personal goals and objectives by playing his effective role also in achieving the organizational goals and objectives. Apprenticeship a very useful method of development of personal and professional skills because in this method one can apply his knowledge what he learnt during his education under the supervision and support of managers and mentors and also can practically remove his hesitation about concerned working and can build confidence reliance on the feedback from the seniors. When I started my apprenticeship right after studies, I was thinking, how I shall do my duties, what would be behavior of the seniors towards juniors, shall I be able to be a good accountant and many more questions were in my mind and I was hesitating because I was joining a new environment in which I was totally unknown from every work and every person but during my apprenticeship my seniors played very positive role in removing my hesitations, building my confidence, facilitation me in my working, supporting me in all the way they can and aware me with the techniques to removing hindrances. They always answered my every question about my field. Now up to today I feels that many developments have been occurred in me because my confidence level has been grown more than my expectations because now I know almost all the techniques to work effectively even in pressure and I can plan and settle goals. This is all because of apprenticeship method of development. Self Managed Development It is such a method of development in which the individual arrange for learning and developing personally through any means which he considered useful for him. Individual takes all the initiative to learn, training and knowledge with the help of the organization because it is the organization that has to provide him time to its employee to improve his skills and sometimes the organization pays the fee to the courses and training of its employee. A skilled employee is asset of organization but dynamic changes required him to improve his skills to work with the pace of changes and this is possible only when the process of development of individual is in accordance to inventions and dynamic changes in the culture of economy and business. An organization plays very important role in the development of its skilled individual because to improve the skills of its best employees, it has to arrange training program, seminars, meetings for discussion and all the other possible ways through which it can help its employees for development because efficient employee perform good and also plays its effective role in the achievement of organizational goals and objectives. When an organization provide opportunities to its employees for development of his professional skills then it is indeed providing opportunity to develop his personal skills in the main time because when an individual knows all the ways to perform or face challenges connected to same task then he can work more confidently and his hesitation has been finished and i.e. is the basic factor through which the assessment of development could be measured. Development through Coaching Coaching is such a development method in which all the focus is kept only on specific work and all the skills required to perform that very work. Normally coaching method is used for short span of time in such a scenario when the senior employee is getting retired from the organization and such senior employee is held with the responsibility to coach his succession with the all skills and techniques required for effective performance and market culture and all the other connected ways. Senior has to coach the successor with all the prevailing techniques and inventions up to date and culture of the organization to face and work in external environment and he also has to convey the ways with which he can work under pressure and work load and also to defeat he rival acts of the competitors. Under the method of development through coaching the individual is getting advantage from the practical experience of his coach and the coach as culture of all the organizations is not same even if t hese are connected one industry or field therefore, for effective performance it is compulsory for every employee of the organization to know the culture of the organization. Coaching is the best way through which one can focus only on the techniques and modes for effective and considerable performance in one field and can save his time even to waste by spending in other activities which are general and irrelevant to the profession. It is such a method in which the individual can improve and develop his personal and professional skills under the supervision of practical experienced coach to the relevant profession who even teaches the individual all the aspects with which he can develop his skills more effectively and get the positive results by applying those skills in his personal and professional life. In my organization the senior manager account was on leave due to training course in abroad for six months and for such period I was recommended for additional charge and my senior was held with the responsibility to coach me as an alternative of senior manager accounts. During the coaching and practical working under the supervision of my seniors I foun d myself on such a stage where I could not be able to arrive after many years and my skills have been developed at such a stage that I have been promoted for such development. According to me coaching is the best way of development and now all the factors which hesitates me in performance of my duties have been removed from me and my personal skills have also been grown up. Development through Mentoring When one skilled individual offers guidance, support, help and facilitate other in performing their work is known as mentor and the method under which he offers help to others in developing their skills is mentoring. Mentoring is such a method in which an individual is allowed to make mistakes under the supervision of supervisor and to satisfy their questions by getting answers from him. Mentoring and coaching are similar to the extent that in both the methods the mentor and coach help the individuals in developing their skills but in coaching the focus is limited to the extent of job and in mentoring the focus is upon all the field and works being done in organization. Mentoring is a comprehensive method of development which gives knowledge about all the departments and fields of an organization and in this way it waste the time of the individual in such works to which he does not intend to perform or adopt in his future, on the other hand coaching is the best way through which the coach focus only to the extent of particular work and field and conveys all the best possible techniques and tips regarding the solution of problems so relevant and for effective performance which develop the personal and professional skills of the individual. Personal Development Plan Personal and professional skills are reciprocals of each other because without developing anyone other skills could never be developed. Development of professional skills are mainly under focus of mine because I concluded in my professional career that when I was just a raw handed person who had just knowledge about account but no practical experience I was hesitant and had lack of self confidence because I was of the opinion that accounts work is very much difficult but now after starting my professional career and practical working, now I think that accounts work is not a difficult one and I perform my work with confidence and this is all because I struggled to improve my professional skills because improvement of these skills is very much important for me to meet my own goals and objectives and I could not be able to meet my goals until and unless I shall not play my effective role in achieving the organizational goals and objectives and the management of the organization assesses my performance more effective than before. I planned for the achievement of my settled my goals and objectives that I shall mainly focused on my professional skills development and for this I planned that I shall keep myself prominent and dominant through coaching and leadership and shall not miss a single chance of training from organization and in this way I can develop my professional skills as well as my personal skills and also can keep myself prominent in organization. My short term settled goals and objectives are to be the best one in the organizations account department. My long term goals and objectives are to be the best in the company so that the executive management of the organization promotes me head of the account section/department. My future goals are to be the best one in accounts field in all over the world. Action Plan Now to achieve my own goals and objective through the achievement of organizational goals and objectives I arose a suggestion before the executive management of the organization that we should start a learning program in round the department of the organization through which we could develop the skills of the employees by encouraging and facilitating them with the new and latest thoughts and methods in their relevant fields and I account section I offered my services as a coach. If I shall be afforded this opportunity then I shall be able to develop my skills in all the ways and I shall be recommended for all trainings on behalf of the organization and this shall be the success of my plans first stage. Through coaching I shall coach number of employees and satisfy their queries with my practical experience which will improve my position in the organization and also strengthen my confidence and also keep me integer me with the organizations management and employees too. When I started my work on my plan then I had weaknesses such as I was over confident and emotional and my patience was shaky but now I am so calm and believe in practical work not in assumption and my main strength is, I do not afraid from the load of work because my work has become my habit and I feel more relaxed in working than to free time. Thats why my executive likes me a lot and they always want to know my suggestions about the problems solutions and about any new project which the intend to lay down. On the success of my this plan I think that in the short time I shall be able to achieve my own and organizational goals together because both are combined and without the achievement of organizational goals and objectives I could never achieve my owns therefore, my all efforts are for the achievement of organizational goals and objectives. Preferred Learning Styles Learning styles are different of different peoples and it is the mentality of every person relying on which he assesses him that what are his weaknesses and strengths and what are his innate abilities and many other aspects of his professions. As different theorist have difference in their way of thinking and doing same job they present different styles of learning in different ways but indeed they all are presenting same styles there is just difference which is due to their knowledge and mode of explaining. Kolb and Honey and Mumford present different styles but in my view the styles of Honey and Mumford are compressive and therefore, are preferred. Honey and Mumfords Learning Styles According to Honey and Mumford there are four learning styles which are nearly around the Kolbs sequence. They classified they learner into four categories such as activists, reflectors, theorists and pragmatists relying on the preferences of each group that what are there preferences. Activists Activist learners preferences are towards practical working because such learners do not completely rely on theories and in other words theories are not sufficient to satisfy their thirst of queries and such learners do not possess patience. These learners are active and they want to sort result quickly on the basis of practical experience not only on the basis of theories. Generally a great number of such learner is around of us because such learners do not have patience and therefore, they are not consistently perform one work and different confused queries remained in them. Reflectors Reflectors are such learners who just take a concept from the phenomena and think about them and start working on the task. These learners are over confident learner who is anxious in nature and lack of patience. Such learners are not very much successful because they do not possess requisitive knowledge about the task and even dont know about the nature and diversification of work. Their works reflect their competence and skills and the concepts of such learners are not based on practical work but based on assumptions and hear say knowledge. Theorists Theorist are analytical learners who always seek to understand the underlying concepts and they only considers those approaches which are based on logical reasons and reflect logical solutions of problems because such learners remain in touch with the theories and studies and they have practical working experiences. They analyze the situations and scrutinize the factors affecting their work and then do work on the basis of logical and reasonable arguments. Such learners possess serious personality and so efforts for the sake of development of their skills relying on practical and acceptable reasons. Pragmatists These learners are called common sense learners because these learners do not study to improve their skills but the carry on research when the face a practical problem in their works and find the solution of the problems from theories. Pragmatists are best practical experienced employees or learners who are almost expert of their works which they are doing and are consistent worker but when the find any problem in their work or require any invention to improve the working conditions then the carry on study. As they have practical experience of working their basic concepts are very much clear and they learn quickly. According to me I am a pragmatist learner because I am working as accountant and as a coach in my organization therefore, I always doing practical work during my working hours and almost very well aware of the routine problems and therefore, I do not have need of so much learning but when any employee or trainee asked a unique or different question which I never observed then I effort to satisfy my concepts and to rightly answer the question so put to me. On the other hand I dont think that I have need of daily study just to repeat my work because account work is routine practice which is making me more conversant to my profession and also developing my both personal and professional skills. Affect of Learning Styles on Development and Personality It is very much important for everyone to know his weaknesses, strengths and special competitive abilities which make him special because if someone knows this then he not even can choose right profession for him but also can choose the right style of learning because both profession and learning styles last lasting affect on the personality and development of skills. A practical instance from my own life is that during my professional education I had a close friend who was interested to become a doctor but his father wanted him to be an accountant because he was an accountant in a well known organization and he got him admitted in my class but my friend neither be able to become a good accountant because his interests were in medical studies and he had abilities that he could become a doctor. Right from that time I got it considered that if a person chooses wrong profession and wrong learning style which is not compatible to his innate abilities then he could never be develop his skills ever his personal life adequately. Important Management Skills Management is a very difficult job because a manager is responsible for his work and as well as the work done by any employee under him therefore, a manager should possess the following personal and professional skills to perform his duties adequately and according to the requirement of work:- Personal Skills Manager is a person whom has been authorizes to supervise the employees under him and get positive results from them in shape of effective and considerable performance. In my view a manager should possess the abilities and skills of motivation, goals setting, leadership, hard working, loving, patience and many more. A manager is authorize by the authorities to direct the employee of his team for smooth and effective results from them to complete a task assigned to him within in the particular time and budget. Professional Skills Good professionals are selected as managers because they are supposed to lead and direct one team and also have to support, help out and facilitate the members of their teams. Therefore, in my view the managers should posses the skills of team management, task oriented, work in pressure, calm minded, controlling, briefing, debating and patience etc. Conclusion From the research, consultation, discussion and study on the above explained task it is concluded that organizational goals and personal goals and objectives are names of one thing because when one person is doing job in an organization then his goals and objectives are the success of the organization in which he is working because he knows that his effective working can make him able to meet with the expectations of the organization from him and which shall be return to him by the organization in shape of rewards and promotions which is actually his a positive part of his goals and objectives. It is further concluded that personal skills can be developed when ones professional skills are developed because if a person doesnt know any thing about the work he is suppose going to do then he will definitely hesitate and avoid from such work but when he shall know every aspect of the work then he shall perform his work more efficiently and effectively without hesitating because his possess the professional skills about such work. Therefore, development of professional skills is more compulsory for personal development.