High School and Competition Essay

Competition makes people try to be better than others and forces them to beat themselves. People will work on giving their best; therefore, they will always make their best effort. As a result, success will come. People will never stay the same when forced to compete; they will become better, improving themselves to be the best they can be. Cooperation is important, I can realize that, but isn’t the recipe to succeed. As you help other ones, they will help you; however no one can make you successful; success comes through individual determination. Cooperation makes you focus on the group, not in your objective that is to succeed. Cooperation could be helpful, but without competition it makes them forget where are you going to and where you want to get to while competition provides the opposite. An example of why competition grants more success than cooperation relates to children. In a world where competition is appearing more frequently, children must learn how to assert themselves. Although cooperation is taught in elementary school and used throughout their grade school lives, it doesn’t teach the child that in the real world, competition is used to determine whether they get a job or what college they go to. Obviously, cooperation helps a child develop social skills, but competition develops a drive to do better and succeed in everything that they do. The idea of competition will bring some benefits such as independence and self-confidence in their character and will develop as an important part in their future. Achieving success in competition is also prevalent in admission factors for colleges. As the rate of people that are going to college rises, so does the competition that helps you get into those colleges. For this, cooperation does not get you anywhere when going to college. Competition helps because it is based on many factors: GPA, SAT, extracurricular activities, and community service. These factors are not achieved by cooperation, but by individual determination. This makes applicants competitive to get into colleges. As a result, the more competitive you are, the greater the chance that a good college will accept you, and a greater chance that you will succeed in life. In conclusion, competition gives a person a greater chance at succeeding at life than cooperation. Without competition, everyone is the same and everyone lacks individuality. However, with competition, people are given the opportunity to rise above a person who is not achieving and eliminates equal academic standards. It lets people go above and beyond and gives the person more room to see more opportunities.

Enhance the learning process in malaysian schools

Education is one of the chief basicss in constructing up a state. In Malaysia, instruction has ever been the top precedence of the authorities. About a one-fourth of the authorities 5 old ages budget is allocated to the ministry of instruction to keep good instruction system in this state. The vision of the authorities is to do Malaysia a Centre of educational excellence. There are three degrees of instruction in Malaysia which are the primary instruction – a period of six old ages, that is, from Standard One to Standard Six ; secondary instruction – five old ages, that is, from Form One to Form Five ; and the third degree of instruction. Upon completion of secondary instruction, eligible pupils can choose to prosecute two old ages of post-secondary instruction, Form Six. This is the university entryway preparative class. The pre-tertiary instruction ( pre-school to post-secondary instruction ) is under the legal power of the Ministry of Education ( MOE ) while Tertiary or higher instruction is the duty of the Ministry of Higher Education ( MOHE ) .[ 1 ] Education is a precedence of the Federal Government of Malaysia and it is committed to supply quality instruction to all. Most of the Five-Year Malayan Plans have placed great importance on instruction, preparation and womb-to-tomb acquisition. In line with greater focal point on human development, an norm of about 21 per centum of the entire budget allotment has been allocated for the outgo of instruction and preparation development. The national doctrine of instruction provinces that â€Å" Education in Malaysia is an on-going attempt towards further developing the potency of persons in a holistic and incorporate mode so as to bring forth persons who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a steadfast belief in and devotedness to God. † It is designed to bring forth Malayan citizens who are knowing and competent, possess high moral criterions, and are responsible and capable of accomplishing a high degree of personal well being every bit good as to lend to the improvement of the household, society and state at big.[ 2 ] In order to back up â€Å" Vision 2020 † the instruction system is transforming which entail altering the civilization and patterns of Malaysia ‘s primary and secondary schools, traveling off from memory-based larning to an instruction that stimulates believing, creativeness, caters to single abilities and larning manners, and based on a more just entree. At the same clip, Malaysia is originating many attacks in order to maintain up with the altering universe and current demands which will bring forth a well-structured development of higher instruction. The authorities has besides clearly outlined the strategic pushs in the National Higher Education Strategic Plan to do Malaysia an international Centre of educational excellence by 2020.[ 3 ]MALAYSIAN EDUCATION SYSTEMEducation is the duty of the Federal Government. Malaysia ‘s national instruction system is divided into pre-tertiary and third instruction. There are two regulating governments for the instruction sect or. Pre-tertiary instruction, that is, from pre-school to secondary instruction, is under the legal power of the Ministry of Education ( MOE ) while third instruction or higher instruction is the duty of the Ministry of Higher Education ( MOHE ) . Under the national instruction system, a kid begins his/her instruction with pre-school instruction at the age of four and will be admitted into the first twelvemonth of the six old ages mandatory primary instruction when the kid reaches the age of six on the first twenty-four hours of January of the current school twelvemonth. The authorities provides 11 old ages of free primary and secondary instruction. Most schools in the state are authorities or government-aided schools and a figure of private schools. The school starts in January and ends in November. Students sit for common public scrutinies at the terminal of primary, lower secondary, supper secondary and 6th signifier degrees.[ 4 ] Pre-school Education. Pre-school instruction is portion of the National Education System under the Education Act, 1996. The purpose of pre-school instruction is to supply a house foundation for formal instruction. Pre-schools are run by authorities bureaus, non-governmental organisations ( NGOs ) every bit good as private establishments. The major authorities bureaus that are responsible for pre-school instruction are the Ministry of Education ( MOE ) , the Ministry of Rural Development, and the Ministry of National Unity and Community Development. Children enroll between the ages of four and six and all pre-schools have to stay the course of study guidelines set by the Ministry of Education. The course of study enables pre-school kids to get sufficient basin communicating, societal and other positive accomplishments in readying for primary schooling. The learning constituents include linguistic communication and communicating, physical development, cognitive development, moral and r eligious growing, socio-emotional development, aesthetic and creativeness. Primary Education. Primary instruction is divided into two stages – stage 1: Year 1-3 and phase 2: Year 4-6. Education at this degree aims to supply the kid with a house foundation in the basic accomplishments of reading, composing and arithmetic, every bit good as stressing believing accomplishments and values across the course of study. While instruction at this degree is non mandatory, more than 99 per centum of this age-group are enrolled in primary schools throughout the state. There are two types of schools at the primary degree – the National Schools and the National-Type Schools. In the National Schools the medium of direction is the Malay linguistic communication which is the national linguistic communication. The medium of direction in the National-Type Schools is either Chinese linguistic communication or Tamil linguistic communication. in both types of schools, the Malay linguistic communication is a compulsory topic. English is mandatory and is taught as a 2nd linguistic communication in all schools. Chinese, Tamil and autochthonal linguistic communications are besides offered as topics in national schools.[ 5 ] Secondary Education. Secondary instruction is fundamentally an extension of primary degree instruction. Education at this degree is general in nature and is divided into lower and upper secondary degree, and a particular twelvemonth passage plan known as â€Å" Remove Class ‘ for students from the National-Type Chinese and Tamil Primary Schools.[ 6 ] a. Remove Class. Remove Class is a passage twelvemonth for students from the Chinese and Tamil medium schools to get sufficient proficiency in the national linguistic communication to enable them to larn through this medium the undermentioned twelvemonth. However, students who have performed good in the Primary Assessment Test ( UPSR – Ujian Penilaian Sekolah Rendah ) at the terminal of Year 6, are allowed to continue straight to Form 1. B. Lower Secondary Level ( Form 1-Form 3 ) . This degree covers a period of three old ages. Education at this degree is general in nature. All topics are core topics and compulsory for all. Chinese, linguistic communication, Tamil linguistic communication and Arabic linguistic communication ( Communication ) are offered as extra topics. Upon completion, pupils sit for a common scrutiny, that is, the Lower Secondary Assessment ( PMR – Penilaian Menengah Rendah ) . c. Upper Secondary ( Form 4-5 ) . Education at this degree covers a period of two old ages. Besides following the general instruction plan, pupils begin to specialise in the scientific discipline, humanistic disciplines, proficient, vocational and spiritual subject. Specific schools are designated for each subject. These schools are academic schools, proficient schools, vocational schools and spiritual schools. Upon completion, pupils sit for the Malayan Certificate of Education ( SPM – Sijil Pelajaran Malaysia ) scrutiny. Secondary Technical Schools. Secondary proficient instruction is aimed at bring forthing an equal pool of qualified pupils who excel in mathematics and scientific discipline, every bit good as in basic technology topics. Students in secondary proficient schools follow the same nucleus topics of upper secondary school course of study and take scientific discipline and proficient topics as electives. Admission to these schools is through application based on the PMR consequences, and merely pupils with strong background in Mathematicss and Science are selected. Students from these schools are expected to go on their surveies in scientific discipline and technology-related classs at the higher degrees every bit good as in advanced accomplishments. Secondary Vocational Schools. These schools provide classs in pre-employment accomplishments every bit good as general instruction. Courses are offered in two watercourses – vocational instruction watercourse and accomplishments instruction watercourse. In the former, accent is given to general and proficient topics in order to supply pupils with a good foundation for admittance into engineering schools or other higher establishments. In the accomplishments stream accent is given to practical work to develop competence in trade accomplishments required by related industries. Students are prepared for the National Vocational Training Certificate. Upon completion of 11 old ages of free instruction, farther instruction is no longer automatic but is capable to the person ‘s academic public presentation and fiscal stableness. These upper secondary school alumnuss, that is, Form Five departers, can choose to go on their instruction in post-secondary schools to obtain a pre-university making such as the Sixth Form or Matriculation plan or GCE A'Level, or further their instruction at third or higher establishments. Higher instruction includes certification, sheepskin, undergraduates every bit good as graduate student surveies. Undergraduate surveies consist of Bachelor ‘s grade degrees and professional surveies while postgraduate surveies consist of Master ‘s grades and PhD degrees. By and large, higher instruction at the sheepskin degree is for secondary school certification holders, that is, Form Five ( Sijil Pelajaran Malaysia or SPM ) from the age of 17 onwards. The Bachelor ‘s grade is for pupils from th e age of 19 onwards with post-secondary makings such Form Six ( STPM – Sijil Tinggi Pelajaran Malaysia ) , which is tantamount to the GCE A'Level, or pre-university makings.[ 7 ]MALAYSIAN SCHOOL CURRICULUMThe function of the school course of study is to guarantee the holistic development of the person ‘s possible, mentally, spiritually, emotionally and physically. The course of study is to convey faster the Malayan citizen who is balanced and all-around person, trained, adept and cherishes the national aspiration for integrity. The Malayan school course of study has been reframed and realigned to show and future demands. Besides that, rapid developments in engineering, new theories of acquisition and developments within Malaysia itself necessitated the systematic course of study. The footing of the course of study took into considerations four chief facets – national development, single development, larning theories, and the national doctrine of instruction.[ 8 ] The basic theoretical rule in the planning and design of the Malayan course of study is the incorporate attack. Infusion of specific facets of instruction such as moral values, nationalism, scientific discipline and engineering, linguistic communication, environmental instruction, survey accomplishments, originative and critical thought, and route safety across the topic disciplines is a basic characteristic in the Malayan course of study. Such an extract is made with the intent of consolidating these facets which may already be in the school topics but needs farther accent. Patriotism, for illustration, is already discussed in History and Local Surveies but because of its importance, the national course of study requires that it be taught across other topics. Others such as environmental instruction are taught across the course of study because it can non be accorded the position of capable due to restraints of clip, installations and the similar. The proficient, vocational and accomplishments developing offered in secondary proficient and secondary vocational schools provide pupils with practical preparation and employability accomplishments. Besides that, the usage of engineering as an enabler to ease instruction and acquisition activities have made larning interesting, motivation, stimulating, meaningful and develop accomplishments that will fix pupils to confront greater challenges.[ 9 ] Pre-school Curriculum. The pre-school course of study focuses on the whole-child development. The course of study emphasizes on socialisation procedure, the development of personality and the readying of kids to come in primary school. The constituents in the course of study include linguistic communication and communicating, cognitive development, socio-emotional development, religious development, physical development and aesthetic and creativeness. Primary School Curriculum. The Integrated Curriculum for Primary School ( ICPS ) is divided into two stages – stage 1 for Year 1-3 and phase 2 for Year 4-6. The ICPS emphasizes the command, support and application of 3Rs, acquisition of complex accomplishments and cognition, pre-vocational accomplishment, and the development of personality, attitudes and values. The ICPS consists of three countries, chiefly communicating, adult male and his environment, and self development. These countries are farther divide into six constituents – basic accomplishments, humanistic disciplines, art and diversion, populating accomplishments, communicating, spiritually, values and attitudes. Secondary School Curriculum. The accent of Integrated Curriculum for Secondary School ( ICCS ) is on general instruction, the consolidation of accomplishments acquired in primary school, the development of attitudes, values, personality, and involvements every bit good as specialisation for higher instruction and calling options.CONTEMPORARY CHALLENGES IN EDUCATIONIn the 21st century, instruction in Malaysia will confront important challenge as it is in this century that the state is set to go industrialised. It is imperative hence to understand what it is that demands to be given attending for the instruction system to fix adequately for the century: a. Shift to K-economy. Knowledge has to be the basic signifier of capital in the 21st century to place Malaysia for industrialisation. The instruction system must give cognition workers to force Malaysia into the K-economy. Knowledge workers are indispensable for the state to do investings in engineering which will lend to sustainable growing. Malayan instruction must heighten cognition and engineering in every aspect of its instruction system.[ 10 ] B. Bettering Education Qualities. Given all the qualitative accomplishments at all degrees of instruction with uninterrupted growing of registration rates, Malayan instruction has to switch to the laterality of qualitative mark. Several factors have to be considered for finding educational quality. The countries of content and bringing that straight affect learning and larning must be given accent. There have to be inventions within the attack for both the content and bringing at all degrees of instruction. To guarantee effectual bringing, instructor professionalism has to be addressed to bring on greater professionalism among school instructors. Recruitments, preparation and school restructuring should be the primary mark countries for presenting professionalism among instructors.[ 11 ] c. Narrowing the Digital Divide. The equity issue in instruction should take for supplying equal entree to instruction. The focal point of democratisation of the instruction in the 21st century will be in footings of supplying equity in instruction with accent on cognition and engineering between rural and urban school population. Malayan instruction has to accomplish addition engagement and improved public presentation in scientific discipline and engineering particularly among the school population. Apart from supplying the necessary substructure, scientific discipline and engineering have to be sharply promoted to tackle involvement among pupils.[ 12 ] d. Redefining the Role of the Private Sector. The function of the private sector is critical peculiarly at the higher degree of instruction. It releases some of the heavy funding burden off the authorities, reduces the capacity restraints of the public establishments, and supply invention and competition. Nonetheless, net income and commercial motives have developed a figure of jobs. These jobs if non reference adequately will consequence the quality of higher instruction in the state. One wide inquiry that should be addressed is what should be the function of private higher instruction – should they be complementary, auxiliary or both.[ 13 ] e. Teaching Methodology. Two shortcoming are identified in the current pattern: ( I ) lecture-based direction – pupils tend to go inactive receivers of cognition and resort to rote acquisition ; ( two ) teacher-centered – pupils tend to trust on their instructors to make up one's mind what, when, and how to larn. This worked comparatively good but it is non clear that pupils are larning at higher, conceptual degree of thought.[ 14 ]PROPOSED ENHANCEMENTSSeveral factors ought to ease the sweetenings of the Malayan instruction system, particularly the national course of study such as the debut of new topics and plans in schools. The facilitating factors include findings of research and surveies, public sentiments, universe tendencies, societal and economic demands and political force per unit areas. In add-on, they are to be facilitated further with the being of the undermentioned supporting factors at changing grades: a. The authorities ‘s continued attempts to spread out and better instruction and preparation through addition in the budget for instruction. B. The experience over the old ages of the state ‘s instruction policy in heightening quality and entree to instruction to run into the demands of rapid development of the state. c. Availability of basic substructure and preparation, that is, in-service instructor preparation, seminars, forums and workshops to familiarise instructors with the course of study and to upgrade instructors ‘ efficiency. d. Continuous developing received by ministry officers both locally and overseas covering a broad scope of subjects which helps the officers to derive more cognition and experience in planning and implementing course of study reform enterprises. e. Public consciousness and support to transport out educational reforms to carry through the demands of cultural, societal and economic development. f. Attempts by both the authorities and private sectors to escalate the acquisition and application of information and communicating engineerings in all Fieldss of life as a consequence of globalisation and modernization. g. The strong committedness and consciousness among parents of the importance of instruction in bring forthing educated, knowing and adept Malaysians who are prudent, originative and advanced. h. In the acquisition procedure, to develop inter-personal and small-group accomplishments – instructors must supply chances for group members to cognize each other, support and accept each other, pass on accurately and confidently, and decide differences constructively. i. Promotive interactions – person can accomplish promotive interaction by assisting each other, exchanging resources, disputing each other ‘s decision, supply feedback, promoting and endeavoring for common benefits. J. Individual answerability – instructors should measure the sum of attempt that each member is lending. These can be done by giving an single trial to each pupil and indiscriminately naming pupils to show their group ‘s work. k. Group treating – instructors should supply chances for the category to measure group advancement. This would enable group to concentrate on good working relationship, facilitate cooperation in acquisition and guarantee members get feedback.[ 15 ] l. The course of study must be so designed and indiscriminately monitored to assist pupils accomplish overall and balance development and betterment. m. Appropriate mix of larning schemes to guarantee command of basic competences and publicity of holistic development. n. More accent should be given on pupils understanding of a peculiar construct, steering pupils in active acquisition, supplying chances for treatment and amplification, and promoting them to work with equals and instructors. O. Encourage and support collaborative attempt with pupils from other schools or even from other states. p. The course of study and learning methodological analysis must provide to pupils ‘ different capablenesss, for illustration, their acquisition manners and degrees of intelligence. Q. Allow pupils to pattern self-paced, self-accessed and autonomous acquisition which can be facilitated via the usage of engineering.[ 16 ]DecisionThe environment and socialization procedure to which pupils are exposed remain as of import factors lending to academic success and character edifice. The Malayan educational system, at pre-school, primary and third degrees have systematically emphasised on the importance of nurturing, among others, moral values and moralss among pupils. Therefore, the quality of instruction that instructors provide to pupils is extremely dependent upon what instructors do in the schoolroom. Teachers should hold the cognition on how pupils learn and how best to learn. In add-on, modern-day acquisition and learning methodological analysis should be in line with the engineerings of tomorrow where engineerings and communications substructure are paving the manner for a more sophisticated ICT-enabled instruction and acquisition environment. Indeed, with the coming of globalization and modernization, the instruction course of study in Malaysia for sustainable development in the new century, call for a entire committednesss from all Malaysians, with a sense of urgency in the face of increasing competition. The Malayan policy model recognises that instruction development plays an of all time of import function in constructing a sustainable, resilient and competitory society. Interestingly, the planetary instruction scenario has similar development schemes, viz. , by supplying wider handinesss, guaranting quality instruction, uninterrupted strategic instruction reforms so that the several states can vie as planetary instruction suppliers. In fact, instruction has already evolved into a large economic entity for some states. Malaysia ought to be ready to confront these challenges in the field of instruction, both internally and externally, with the coming of globalization, trade liberalization, and the development of ICT in this new century.

Ancient Greek and Ancient Chinese

The ancient Greek and Chinese civilizations were great periods of time in history, especially their golden ages. The two golden ages were very different, with some similarities, as seen in their foreign relations, governments, and cultural achievements. The even more influential golden age, in my opinion, was the ancient Chinese civilization. In foreign relations, golden age Greece and China traded in very different ways despite similar conflicts. Greece was successful with trade routes across the Mediterranean Sea, while China was successful in trade routes across distant lands, otherwise known as the Silk Road. The two civilizations’ foreign relations had common conflicts, which were the Trojans for Greece and the Mongols for China. The ancient Greek and Chinese governments themselves had dissimilar traits, but their creations were alike. In ancient Greece, the government was a direct democracy where every citizen voted in person. Ancient China’s bureaucracy included a leading class gentry, or most educated and classy people. Both governments, however, were unified after a period of unrest. The two governments were similar because they both were formed after a difficult time; Greece’s golden age democracy was created after the Persian Wars, and China’s bureaucracy came after the fall of the Tang Dynasty. Golden age Greece and China both had many cultural achievements, the difference being in categories. The similarity was the influence of each civilization’s innovation. Greece had many innovations in art and architecture in particular, whereas China invented several tools used until today, such as paper money and the mechanical compass; two very different fields of achievement. Also, their artworks were different from each other; Greek art was centered around human idealism, and Chinese art’s main subject was nature. The two civilizations however still influence the modern world similarly, and other civilizations such as the Romans copying Greek methods and achievements and Japan being heavily influenced by China.

The House Washing Machine for Disabled and Normal People Essay

The House Washing Machine for Disabled and Normal People - Essay Example Introduction The process of learning how to carry out some basic health care activities starts from childhood to the adolescent period. Such basic activities includes tasks like washing dishes and clothes, simple meal preparations such as making sandwiches and community activities such as catching a bus. During the late stages of adolescence and the early stages of adulthood, there is always some expectation that an individual should become more independent when handling the daily living activities either at the home level of at the community level. People who are mature and have never had the basic skills of homecare and household activities are able to do so with some appropriate support, thus making them achieve their own independence. Age and disability should not be an excuse to make one unable to handle basic household activities but with the availability of possible alternatives, everything becomes easier. Market Analysis It has now become a common objective for the adults that are living at home to develop the ability of handling things on their own whether disabled or in normal state. In as much as one might be receiving enough support from a family member or a caretaker, having a machine that will help this group of people will make every task much easier. Many people having a problem with washing of both clothes and house cleaning duties may be able to handle this if given an opportunity to make things easier. Developing the ability to handle household chores has the capacity of leading one to achieve independence and that an individual will not be a burden to other members in the house. It is of great importance to provide your child with the practice the daily leaving skills, even if such tasks take longer time and require even more effort. Before coming up with the right product for this population, there is need to look and study the market. An analysis on market shows that at the elderly and children with disabilities are the ones that require more help in handling household duties. In the status now, there is an approximate of around 19 million working-age people with disabilities. This market analysis intends to breach the gap on the housing status of working-age people with disabilities. The reason for focusing on this population is that it represents the large and overgrowing segment that relies heavily on the state and the federal government’s programs. For instance, the government spends nearly $360 billion or an average of $19000 per person on programs relating to elderly people and children with disabilities (Livermore et al., 2010). This gives the government a burden at settling these bills and with special machinery in the market to assist this population; it makes it an open opportunity for the government to relieve itself o extra costs and instead invest the cash on the machinery that will make the lives of this population easier. This will be an open business opportunity for the company that will be manufacturing these machines and at the same time offering a solution to the people with disabilities. The data presented by many other research firms indicates the relationship between housing characteristics and the people with disabilities. Periodic reports provides an estimate that there is worst-case housing needs, and the most recent report indicates that approximately 1 million nonelderly households that have disabled members have the worst-case needs, making a total of approximately 36-percent rate of the total population that deserves to better care facilities. This same research have provided data on the economic backgrounds of the population majorly affected with disability problems and has been able to determine that majority of this population are from poor backgrounds. This implies that there is need to make affordable equipments for the generation so that many can have the opportunity to access them. Any company that is aiming to produce the housing washing

Recommendations for Tesco (UK only) Essay Example | Topics and Well Written Essays - 1000 words - 1

Recommendations for Tesco (UK only) - Essay Example Therefore, human resource is concerned with getting better results through collaborating with people. It is an important and distinctive part of the management of an organisation, concerned with people at work and how they relate to the enterprise. Human resource management helps in achieving maximum individual development, better working relationships among employees and employers, among employees themselves and productive modeling of human resources as contrasted with physical resources. Reward refers to the incentive given to an employee of an organisation based on performance measure.A good majority of human resources professionals seem to believe that employees are likely to over emphasize the importance of pay in employee surveys. However, research suggests the opposite is actually true(Armstrong, Brown & Reilly, 2010, p. 187).Some researchers have suggested that some employees have the tendency of overrating the importance of pay. It has been found that employees are more likely to underestimate the importance of pay rather than overestimate, as suggested above. To put it in a different way, research seems to suggest that pay is actually important in influencing people’s choices and their behaviors than it is in their self-report of what motivates them, more or less like the cartoon viewers mentioned above. Considering that employees take pay to be less important than it actually is to them is an important point is an important point the evaluation of reward since if their view is taken at face value, then HR professionals are likely to seriously underestimate the importance of pay in motivating employees (Searle 2011, p. 201). It is exigent that in evaluating reward, the organisation and the HR team need to factor the views of the employees so as to implement a reward system that is to maximize productionthrough employee motivation.Also necessary is that the

Investment in Staff Development Essay Example | Topics and Well Written Essays - 1250 words

Investment in Staff Development - Essay Example It could consist of classroom training, on-the-job training, or lectures. Since every individual learns differently, different methods of training can also be combined together. Training is imperative for technological advances and for every employee to be on the same page when new programs or updates are added. Statement of the Purpose The purpose for this work plan is to determine the positive effects to investing in staff development, and the different approaches that meet the needs of many companies. Research will include the importance of the Human Resource Department, different programs and processes used by many organizations, and finally the expectations. Research Strategy and Methods of Data Collection Sources for this work plan will include sources from the Walsh Database. I will look for articles relating to the importance of the HR department, the different programs used by companies, and articles involving the advantages and disadvantages of investing in staff developmen t Tentative Outline The tentative outline for this work plan is as follows: I. Introduction A. Purpose B. Scope C. Sources II. Human Resource Department A. Goals B. Costs C. Time III. Methods A. Classroom B. On-the-job C. Lectures IV. Expectations A. Advantages B. Disadvantages V. Conclusion VI. Recommendations Timeline and Breakdown of Tasks to Be Completed TASK ASSIGNMENTS AND SCHEDULE Each phase of this report will be completed by the following dates: Conduct Research 8/14/2012 Interpret Information 8/15/2012 Write First Draft 8/17/2012 Practice 8/20/2012 Revise 8/24/2012 Submit paper 8/27/2012 Presentation 9/10/2012 Sincerely, Jwana Matloob Contents Contents 4 Introduction 5 On-the-Job Training 6 Off-the-Job Training 7 Advantages 7 References 11 Introduction The success of firm not only depends on the available resources, but rather depends greatly on the competencies as well as quality of its human resources (Browell, 2000). The level of development of the human resource determ ines the production process efficiency and the effectiveness of the different management areas. Consequently, the human resource function of an organization refers to the employees’ skills, knowledge, aptitude, creative abilities, talents and the values/beliefs. This research report demonstrates the importance of investing in staff development. It will also determine the positive effect in employee development and the difference approaches that companies can use in order to instill new and up-to-date skills within its work force (Keck & Alper, 2006). Such methods include education and training which are very essential in staff development. Human Resource Development (HRD) HRD is the process by which individuals in an organization grow professionally through the attainment of new knowledge and skills as they also increase their competence levels (Black & Armstrong, 2005). HR department is useful in any type of organization whether it be retail, medical, educational, or any typ e of business. This department handles all the hiring, firing, training development, employee retention and everything that deals with employees. Human Resource employees recruit the right people for the organization and for certain positions. It helps an organization communicate with its employees with any problems between co-workers,

The Duty of the Employer to the Employee is the sole focus of Health Essay

The Duty of the Employer to the Employee is the sole focus of Health and Safety Law in Ireland - Essay Example Regardless of the post or position in an organisation each and every employee is protected by the law governing provisions on safety conditions in an organization. However, many organizations breach these laws. For this reason, employees have the responsibility of ensuring they receive the proper safety precautions from their organization. Additionally, employees should demand compensation in case of an accident in their organization2. On many occasions, many employees choose to sue their organisation in case of an accident. However, there are laws that protect an organisation from unnecessary law suits. In Ireland, employees are protected by the Health and Safety Authority (HSA). The body is responsible for the provision of guidelines under which employees and employers relate to workplace safety. The organisation also provides evaluation and analysis reports on the state of workplace safety in Ireland. The body also governs the way in which workplace safety disputes are solved. Workplace safety in Ireland is the creation of HAS since it has been functioning as a workers union in the country in terms of protecting employees from hazardous working environments3. The author further argues that the establishment of the organisation was a big step towards the global campaign of ensuring employers is responsible for their employees’ safety. As a nation, Ireland has large industrial market under which millions of human resources are employed across the nation. This number is also comprised of the self employed persons. Additionally, employers are also including both public and private companies4. Under the HAS all these organizations are governed by the rules and regulation provided by the organization. The large industrial market in Ireland greatly depends on the effort by the human resources and for this reason they have to be protected from hazardous working conditions. In a workplace safety report according to the HSA there was 7658 non-fatal accident

Prevention of the dangers facing hospitals Research Paper

Prevention of the dangers facing hospitals - Research Paper Example To date, health care is primary domestic priority among Americans, and their top financial concern deals with the skyrocketing costs of health care (Newport, Jones, Saad, Gallup & Israel, 2009). In fact, 16 per cent of the US gross national product goes to health care. It should not, therefore, come as a surprise that health care is â€Å"a principal issue in the national consciousness of Americans† (Griffin, 2011, p. 3). Ironically, however, Sultz and Young (2011) observed that while the American health care system prioritized health promotion and disease prevention, health care expenses tend to be concentrated on treating what are otherwise preventable diseases. Moreover, it was revealed not too long ago that hospitals are not really the safest place in America, and perhaps around the world, with 48,000 deaths each year reported due to hospital acquired infections (DeNoon, 2010). There is even a big possibility that incidences of hospital acquired infections are not reported as intimated by some medical experts (Doyle, 2011). Infections are just one of the many dangers which put both patients and medical practitioners at risk. Other possible sources of danger in hospitals are direct physical hazards and malfunction of medical electrical devices, exposure to medical radiation, health hazards of mobile phones, human errors, medication errors, unsanitary practices, etc. (Leitgeb, 2010; Peart 2010; Mennen, 2005; Raheja, 2011; Pozgar 2007). Cognizant of such dangers which directly and / or indirectly threaten the safety of patients confined in a hospital or those simply availing of out-patient services, an attempt will be made to propose interventions and courses of action to avoid these two sources dangers in the hospital. Interventions will be framed on the premise of avoiding those which can be prevented, and mitigating the effects of those which are not preventable. 2.0. Available technology 2.1. Air-borne infection Cursue, Popa, Sirbu, and Popa (2009) supports the benefits of engineering control measures for the reduction of the concentration of airborne infections. Prevention of the spread of such particles in a structure lessens contact with infectious pathogens, as well as the threat of illness from this kind of pathogens. However, engineering controls comprise only one-third of the necessary control elements towards the mitigation risks from airborne infections in health care settings. As explained in Atkinson, Chartier, Pessoa-Silva, Jensen, Li, and Seto (2009), transmission of airborne infections happens by the spreading of droplet nuclei over a long distance from an infected patient. A number of necessary factors are met for the dissemination of droplet nuclei. These are: (1) presence of viable pathogen inside the droplet at the source of the infection; (2) survival of the pathogen inside the droplet after expulsion from its source, and preservation of its ability to cause infection even after being exposed to evaporation, light, temperature, relative humidity, and / or other physical challenges; (3) reaching a specific infective dose sufficient to infect a susceptible host, and (4) exposure or contact of the droplet to a susceptible host. The Word Health Organization (2007, as cited in Atkinson, et al, 2009) maintained that preventing the spread of airborne infections involves the implementation of the so-called airborne precautions. This is realized with the setting of the following forms

Report Research Paper Example | Topics and Well Written Essays - 250 words - 1

Report - Research Paper Example This makes it extremely hard for such businesses to structure their operations toward meeting fully the demands of their customers (Noel 67). It was found out that most companies and businesses ignore the importance of information relating to consumer behavior. More than half of the businesses have failed to put into consideration the significance of data regarding the consumers; responses and behavior patterns in the market. Just about two-thirds of firms use the information they have to make decisions (Linehan 100). From the above statistics, it is noticeable that companies ignore the role consumer behavior plays in their market performance. It is suggested that all firms should focus and invest in unearthing information about their consumers’ behaviors. The data collected should be interpreted and utilized in formulating strategic decisions that aim at improving sales performance (Hanley and Morgan

Levels of Life Worksheet Essay Example for Free

Levels of Life Worksheet Essay Complete all three parts of this worksheet. Part I: Atomic Structure – Fill in the missing information on atomic structure and organic compounds. Atomic Structure Subatomic Particle Charge Location in an Atom Proton Positive Nucleus Neutron Neutral Nucleus Electron Negative Spherical (outer-shell) Organic Compounds Large Biological Molecule Atoms it Contains Monomer(s) Function(s) in Living Organisms Carbohydrates C, H, and O Monosaccharides Source of energy Lipid C, H, and O Glycerol and fatty acids Cushion and insulate organs; builds cell membranes Protein C, H, O, N, and S Amino Acids Helps chemical reactions, provides support and structure, provides transport within bodies and provides movement of body Nucleic acids C, H, O, N, and P Necleotides Stores and transmits genetic information Part II: Characteristics of Living Organisms – Seven characteristics distinguish an object or thing from an actual living organism. All seven characteristics must be present simultaneously for something to be considered living. Fill in the remaining characteristics in the following table. Characteristics of a Living Organism 1. Order – exhibit complex but ordered organization. 2. Regulation- the environment outside of an organism can change but the organism is able to internally adjust to maintain or regulate appropriate levels for survival 3. Growth and development- the information provided by genetics which determines the growth and development patterns of an organism. 4. Energy utilization- the energy an organism takes in to use in preforming life activities. 5. Response to the environment- the response of a living organism to its environment. 6. Reproduction. Organisms reproduce their own kind. 7. Evolution. Reproduction underlies the capacity of populations to change (evolve) over time. Part III: Write a 200- to 300-word explanation of how atoms make up organic compounds, which make up all living organisms, addressing all three domains. According to Campbell Essential Biology with Physiology, (2010) how atoms make up organic compounds, which make up all living organisms, by  addressing all three domains, are that atoms unite with carbon elements. For an example the elements could be hydrogen, oxygen, and nitrogen. These three elements bond with atoms, and create carbon and hydrogen atoms. Then the three elements then become a linked chain, the chain produces three domains that the body and all living organisms need to function. They are considered as large biological molecules. Carbohydrates, proteins, and nucleic acids are the three domains of the atom chain. The small molecules are what link the large biological molecules together. Carbohydrates are created by carbon, oxygen, hydrogen linking together which form polysaccharides. The chain is called a polymer, which is a small molecule. Carbon, oxygen, hydrogen, and nitrogen unite and form amino acids. The Amino acids then produce proteins. Also when carbon, oxygen, hydrogen, and nitrogen unite combined with sugars it becomes nucleotide molecule. The nucleotide molecule then produces DNA and RNA. Carbon, oxygen, and hydrogen united together then form fatty acids. The fatty acids produce glycerol, and this is how lipids are formed. All three domains of that create an atom are living organisms that bond with each other to create organic compounds that produce the chains that release the carbohydrates, proteins, and nucleic acids. All three of these basic atoms are needed to grow food, and digest food that make up all living organisms including humans, animals, and natural gases. Reference Eric J. Simon, Jane B. Reece, and Jean L. Dickey. (2010). Campbell Essential Biology with Physiology,. Retrieved from Eric J. Simon, Jane B. Reece, and Jean L. Dickey, SCI/230 website.

Best Practice in Staff Training Processes

Best Practice in Staff Training Processes 1. INTRODUCTION People performance is a critical enabling factor that influences the potential of an organisation to achieve its objectives. Successful organisations ensure that they maintain an environment which enables the full potential of their people to be realised. They also ensure that they align their staff management objectives with the organisations objectives. Training is an important activity undertaken to ensure employees at all levels have the necessary skills to carry out their roles effectively and to ensure the achievement of the organisations objectives. Of fundamental importance is the identification of the value that training adds to the performance of the organisation. Specifically this relates to how the organisation decides what training is needed by its staff, how the training is carried out, how the organisation evaluates the effectiveness of its education and training activities and what processes are put in place to improve the delivery and effectiveness of education and training programs. The management of the organisation want to know: what training is required how training should be delivered. how the training improves the performance of the organisation Staff expect: targeted and job related training (for now and the future) to equip them to meet the expectations of the organisation defined outcomes as a result of training quality assurance of training materials and delivery techniques value for time spent in training At the time of the writing of this paper, few organisations in the parks industry: had a quantifiable means of measuring organisational performance outcomes had measured the current competence of employees had agreed arrangements in place to meet all their staff training needs. had a formal strategy for addressing staff training so that maximum cost benefits are attained from training had a quantifiable means of assessing the on-ground outcomes of staff training are innovative with regard to methods of making training delivery more efficient use training systems and expertise available in the wider training industry had accurate costings relating to training (salary, training delivery etc) Over the past 5 years there have been dramatic changes in the training arena. Many companies who once conducted their own training now recognise that training is not their core business and utilize the services of the fast developing training industry. This move is in keeping with the Federal Government Training Reform Agenda, aimed at increasing the competitiveness of Australian industry on the international market. The main outcomes from this agenda have been the development of National competency standards and associated training curriculum for a number of industry groups. Best practice in training staff for park management is required because both Federal and State Governments now require park management agencies to: focus on their core business identify key performance indicators and associated priority outcomes be accountable for the delivery of priority outcomes and direct expenditure accordingly apply sound business planning principles to program planning and budgeting evaluate alternative means of service delivery (such as outsourcing) enhance the sustainable management of the natural and cultural resources of parks provide a high standard of customer service and facilities continually improve performance (both financial performance and service delivery) have competent and effective staff. Park customers require parks agencies to: manage the natural and cultural resources of the park using the best possible techniques provide excellent customer service provide a range of recreational opportunities manage financial resources effectively and efficiently have competent and efficient staff This paper will discuss and explore: Best practice in staff training processes for park agencies The use of benchmarking as a tool in establishing best practice. Relevant terms are defined as: Staff training: the process of developing the skills of employees Competence:the ability to deliver a service to a prescribed minimum standard 2. DETERMINING BEST PRACTICE IN STAFF TRAINING PROCESSES 2.1 Methodology In 1995, ANZECC commenced the National Benchmarking and Best Practice Programs aimed at five key areas. The (then) Department of Conservation and Natural Resources, Victoria took the lead responsibility for determining the best practice framework for staff training. The objective of the project was to determine current best practice in training processes to assist agenices to develop training programs to meet their needs. The project scope covered: an examination of guidelines and procedures to guide workplace performance an examination of standards of performance (competency standards) training and development programs strategic framework for program development industrial context (relationship of training to pay/promotion etc) identification of learning outcomes, assessment criteria and delivery standards delivery arrangements (in-house or external) assessment practices relationship to formal training structures (State or National) monitoring of training outcomes (improved performance, cost-benefit analysis etc. The project was to result in a report which could be used by member agencies of ANZECC to introduce best practice training processes and to facilitate the development of quality standards (and common competencies) for training of staff involved in the management of National Parks and Protected areas. The report was also to contribute to the development of national training standards through NCRMIRG. The methodology used was to: Conduct initial research into training processes to produce an appropriate survey instrument. Communicate with, visit with or arrange joint meetings with member agencies of ANZECC to: apply the survey observe training initiatives and process Communicate with or visit external organisations with a record of innovation in delivering training programs Prepare a best practice report in consultation with participating agencies There were several project limitations. The project brief did not include a comparison of the content of training programs(as this has already been done by the Natural and Cultural Resources Management Industry Reference Group in its Curriculum Review) but rather required the examination of staff training processes from a strategic viewpoint. The project leaders time was limited to approximately one week and the report was limited to key points. Figure 1 Location of interviews Location Organisation Adelaide South Australian Department of Environment and Natural Resources Sydney New South Wales National Parks and Wildlife Service Melbourne Tasmanian Department of Environment and Land Management, Victorian Department of Conservation and Natural Resources (name at the time of interview), Australian Fire Authorities Council Phone survey Queensland Department of Environment and Heritage, ACT Department of Urban Services Parks and Conservation. 2.2 Best Practice in Staff Training Processes Initial research was conducted into findings of previous benchmarking projects on staff training and into current concepts of best practice in staff training. It revealed that most organisations measure and assess training inputs rather than training outputs (or how the training was conducted rather than the benefit gained through training). No park agencies and very few other organisations maintain thorough accounting records of staff training and are able to conduct a comprehensive cost benefit analysis of training effectiveness (although some agencies have conducted a cost-benefit analysis of individual courses. Cost benefit analysis is undertaken in the tertiary education sector but the process used is not valid for measuring staff training in organisations for whom training is not core business. 3.1.1 Organisations vision, mission and key performance indicators. The organisations vision, mission and key performance indicators are determined and programs to meet these objectives are planned. The period over which these apply varies with individual organisations. A common factor is that they are reviewed annually as a part of the business/budget planning process. As the performance of staff is a major influence on organisational performance, it is important that the training process is closely linked with the business planning process. 3.1.2 Identification of required competencies for program delivery The organisations key performance indicators (or critical success factors) set a standard against which the performance of the organisation is measured. Programs to meet these standards are developed. The organisation must have access to specific competencies to effectively deliver the required programs and these are determined. Routine competencies required by individual staff are included. Looking ahead to the long term achievement of the organisations vision and mission, competencies required to deliver anticipated work programs in the future are also identified 3.1.3 Identification of current competence of workforce Having determined the competencies required to meet its objectives, the organisation then determines the competencies that exist within its workforce. These are obtained through two means through an analysis of the current performance of staff (annual performance review) and through the identification of the current skill levels staff. Current performance of staff Most organisations now have a performance review process through which the current performance of staff is assessed. Individual staff and workgroups are now required to deliver defined outcomes. Achievement of satisfactory outcomes usually (but not always) indicates a satisfactory level of competence in the task. The non-achievement of outcomes may be attributed to a number of factors. Lack of competence is one factor (amongst others) which may have caused poor performance. A usual part of the performance review process is the identification (by the staff member or their supervisor) of competencies yet to be attained and a plan for their attainment. Assessment of current competence. For the organisation to effectively manage the deployment of their human resources, it is necessary to assess the current competencies held by staff. Stored on a data base, this information is then readily available for use when assigning tasks. The best means of maintaining this data base is to utilize the type of system recommended through the National Training Reform Agenda, where competencies are defined, staff assessed against these and the information is recorded on a data base Assessment of current competence is only effective if the defined competencies have a standard of performance against which the capabilities of the staff can be assessed. This type of assessment is criterion based where the subjectivity of the assessment process is reduced. The process must be well managed and the data base kept current. The maintenance and use of such a data base has two purposes. If the current competence of staff is ascertained prior to delivery of programs, the likelihood of poor performance in program delivery, as a result of lack of competence, is reduced. In addition, the assigning of staff to tasks for which they are not competent may have legal ramifications (for example, Occupational Health and Safety breaches) at a later stage. 3.1.4 Identification of competency gap. Once the competencies held by the workforce are determined, they are measured against those required by the organisation. A gap is identified between the required competencies of the organisation and the existing competencies of its workforce. Traditionally this was considered to be the organisations training needs. Nowadays a wider range of options for closing this gap are considered. 3.1.5 Plan for bridging competency gap The organisation identifies the means by which it intends to obtain the competencies identified by the gap between the required organisational competencies and those held in the existing workforce. This is usually called a workforce management plan. Options for obtaining the required competencies include outsourcing, job redesign or redistribution, recruitment or the training and development of existing staff. Factors influencing the selection of the appropriate option are the cost-benefit analysis, current management constraints and the current Government direction with regard to workforce management. The organisation also needs to look beyond the current budget/business planning cycle to the long term achievement of its vision and mission. It needs to plan to have the necessary competencies (either within or outside the current workforce) for the delivery of future programs (succession planning). This information is invaluable to staff when making personal development/career choices 3.1.6 Organisations training needs The organisations training needs are derived from the above process. They are the required competencies of the organisation, not held by the current staff, for which the training of current staff has been determined as the best means of obtaining them. Training needs are identified and priorities determined as a part of the organisations normal business planning process and as such are reviewed annually. 3.2 STRATEGY FOR RESOURCING THE TRAINING For the organisations training needs to be met efficiently and effectively, there needs to be a clear strategy which addresses the allocation of resources to provide the training. This strategy indicates the level of commitment of the organisation to meet its training needs. Without this statement and a commitment from senior management, the issue of resourcing often arises to become the major impediment to the organisation satisfactorily meeting its training needs. Training resources can be categorised into financial resources, physical resources and human resources. 3.2.1 Financing the training Determining who pays for the training development and delivery is important and clarification of this issue up-front will reduce the incidence of later issues arising. When preparing business plans/budgets, the responsibility for the delivery of the organisations programs is allocated to a particular part of the organisation. This part of the organisation should also ensure that the required training for the delivery of the organisations program is determined and funding for training allocated appropriately. The continuing debate within a number of the ANZECC agencies relating to corporate versus technical training can be resolved by the application of this model. Where the training need is one identified by an individual or their supervisor, and it relates to a routine part of the persons job, then the funding for training should be built into the budget for that job. Where the training need is identified by management and is one which is aimed to impart a change across the organisation, such as the need to train people following the introduction of new technology or a cultural change, then the funding for training should be built into the budget for introducing the change. Budget issues can arise when corporate change training programs are imposed without making the appropriate funding arrangements. 3.2.2 Physical resources Physical resources required for training include the training materials (curriculum, lesson plans, videos, self paced packages etc) and the physical environment for the delivery of formal training. It must be recognised that training is not the core business of most organisations and substantial investment in the development of training materials and training facilities is not considered a wise investment. Fortunately, in recent years, training has become an established growth industry of its own. In most situations it is now not necessary for the organisation to invest in the development of training material or training facilities as there is a wide range of resources available through organisations for whom training IS core business. These include other like organisations, TAFE colleges, universities, local schools, local community training organisations and the increasing number of registered and non-registered private training providers and consultants. The best way of obtaining the necessary physical resources (materials, facilities etc) for training is to obtain them on a needs basis. By integrating the organisations training requirements with those of the wider training community, training becomes more efficient and duplication of effort is reduced. 3.2.3 Human resources Best practice organisations have a culture of continuous learning and are clear about the level of staff involvement expected in the training process. Rather than being the responsibility of a designated training department, training is everybodys responsibility. A primary motivator for individuals to accept this responsibility is need. Through the competency assessment, the individual has identified a need for training in the routine aspects of their work and is more likely to accept the responsibility for organising or participating in training to meet that need. For corporate change training, the individuals need has not been identified and it should be remembered that that person is therefore less likely to be motivated to organise or participate in the required training. In this case it is unrealistic to expect staff to drive their own involvement. Best practice organisations establish a culture where the individual is responsible to a large extent for identifying their own training needs and organising/enrolling in the appropriate training. Such a culture requires the support of a relevant system. The embodiment of learning organisation culture does not negate the need for training roles and responsibilities to be clearly defined. For the organisations training needs to be accurately identified and the training resources available in the wider training industry to be effectively integrated, an appropriate training specialist or specialist team is required to manage training. The training specialist/team will be able to provide staff with adequate systems and information for them to be able to: integrate training with the organisations business planning/budget development process identify their own training needs and those of their staff access a range of relevant training options develop individual training plans based on identified training needs and career aspirations. 3.3 DEVELOPMENT AND DELIVERY OF THE TRAINING Best practice for the development and delivery of training has been well documented. The model below has widespread use throughout the training industry and is used by the National Training Reform Agenda. 3.3.1 Training needs The identification of training needs was identified in Section 3.1. Training needs are identified in terms that are behavioural (measurable or quantifiable). Cultural change objectives are also quantified so that their achievement can be measured. 3.3.2 Modular training framework For each identified competency there is a training module which will train staff in the necessary skills and knowledge to be able to meet the standard prescribed for that competency. A module specification (the written specification of training outcomes, assessment methods and delivery modes) exists for each module to ensure that it is delivered to a prescribed minimum standard. Module specifications are regularly reviewed to ensure that they match the training requirements of the relevant competency standard. The training is accredited, where possible, by a State or National training authority. Accreditation provides quality assurance for content, delivery and assessment. The employee gains formal recognition and other benefits for the training completed. Training delivery is through appropriate providers. If the training delivery is to be contracted out then the training specification is included as a contract specification. Providers are regularly evaluated for effectiveness and cost efficiency of delivery. 3.3.3 Flexible delivery arrangements The training is located as close to the workplace in order to reduce the amount of time spent in travel and off the job. It is delivered in conditions as close as possible to the normal work situation to ensure relevance of the training to the job. The more flexible modes of delivery, such as distance learning packages (self paced), open learning schemes and computer based training packages are used. The different learning styles and speeds of individuals are catered for. The relevance of the content and delivery standards are monitored against the module specification. Delivery is by instructors who are trained as trainers and are also experienced in the subject matter. 3.3.4 Assessment of learning outcomes Assessment of the individuals achievement of the learning outcomes (as prescribed in the specification) is conducted during and following the learning process. Assessment is criterion based and is applied only by those who are competent in its use and who are authorised by the organisation to conduct assessments. 3.4 APPLICATION AND EVALUATION OF TRAINING The trainee is given the opportunity to practice using the new skills on the job under supervision by the supervisor or an appropriate mentor. The complexity of the work situation where the new skills are to be applied is managed so that the application progresses from the simple to the complex. Problems in the application of the new competencies are addressed at an early stage. A final assessment of the application of the new competencies occurs during the performance review phase of program delivery where the delivery of the required job outcomes, to the required standard, is assessed. Where work does not meet the agreed standards, the reason for this shortfall is sought. If lack of competence is the reason, the extent of training required to become competent is determined and the person either referred to further practice under the guidance of a supervisor or mentor or the workforce management planning process revisited. 5. CHARACTERISTICS OF ORGANISATIONS WHO PRACTICE BEST PRACTICE IN TRAINING PROCESSES Organisations who are leaders in training have the following characteristics: Senior management understanding of and support for the role training plays in the overall business context. A vision, mission and key performance indicators. A formal link between training and the business planning process (priorities, funding and responsibility). A training specialist employed to integrate organisational training requirements with the services provided by the external training industry. Defined competency standards and assessment system. A workforce management strategy which addresses how to bridge the competency gap. Use a modular approach to meet specific training needs (eg National Training Framework). Use flexible delivery methods and measure learning outcomes at the end of the training. Appraise application of competencies on-the-job (performance appraisal system). Evaluate the benefit training provides to both the individual and to the organisation. CASE STUDIES The following are case studies of the application of best practice in training processes and have been selected from a range of suitable case studies. CASE STUDY 1 DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES, SOUTH AUSTRALIA PERFORMANCE MANAGEMENT PROGRAM The Department of Environment and Natural Resources, South Australia has introduced a Performance Management Program for all Departmental employees as a part of its overall framework for organisational change. The Performance Management Program aims for continuous corporate performance improvement through the following process: The individuals Performance Management Program is directly linked to the Departments broad strategic goals, the Groups (Division) objectives and the District/Branchs action plans. Performance is assessed at each level on delivery of outcomes. Within the Performance Management Plans, responsibility for delivery of outcomes and for determining and acquiring work skills is clearly defined and documented Line managers are required to: help staff to identify the skill and knowledge required to do their job effectively support staff to establish and meet their individual/team development plan Individuals are responsible for: identifying the skills, knowledge and support they need to do their job effectively work out an individual/team development plan that is linked to performance review the plan regularly. Assessment of training outcomes is based on delivery of required job outcomes. Funding for training is program based. CASE STUDY 2 NATIONAL PARKS SERVICE (DEPARTMENT OF NATURAL RESOURCES AND ENVIRONMENT), VICTORIA COMPETENCY SURVEY AND DETERMINATION OF TRAINING PRIORITIES FOR ROUTINE TRAINING The National Parks Service (Department of Natural Resources and Environment, Victoria) has developed a framework to deal with the routine training of all staff. In the absence of a set of relevant National competency standards, a comprehensive set of in-house competency standards have been developed covering all aspects of work within the Service. The standards were developed from existing Departmental procedural documents which prescribed the standard of most work within the service. They also related to existing relevant National competency standards such as those from the Tourism and Hospitality industry, the Public Administration sector and the Fire industry. The competency standards were aligned with the Departments Performance and Remuneration Management (PaRM) system and with the Australian Standards Framework. Where possible, the standard referred to an existing NPS or NR+E procedure or guideline. All staff were surveyed against the standards selecting those that applied to their job and career aspirations and then, in conjunction with colleagues and supervisor, compared their current performance with that required by the standards. The end result of the process was an individual training plan listing a range of developmental activities the person was required to take responsibility for plus a list of training needs requiring external facilitation (ie courses). The results of the survey were entered on a spreadsheet and, in consultation with management, priorities for training determined for each park, local areas and the State. CASE STUDY 3 AUSTRALIAN FIRE AUTHORITIES COUNCIL NATIONAL FIREFIGHTING COMPETENCY STANDARDS AND TRAINING COURSES The developments of the Australian Fire Authorities Council (AFAC) have, since 1992, been at the forefront of training developments resulting from the National Training Reform Agenda. AFAC has developed a comprehensive set of generic competency standards which apply to all work conducted within the fire agencies of Australia, including metropolitan, rural volunteer and land management agencies such as the member agencies of ANZECC. The competency standards are arranged in six levels ranging from recruit level to executive level and align with levels 2 to 7 of the Australian Standards Framework. Individual agencies determine the selection of competency standards which apply to their personnel, recognising that the needs of individuals within each organisation vary according to their geographic location and job requirements. Aligned with five levels of the competency standards are five Nationally accredited courses ranging from Certificate II to Advanced Diploma levels. The courses can be delivered in their entirety or by individual modules, of which there are over 200. Training can only be delivered by registered providers and each fire agency either gained registration, formed a partnership with a TAFE college or arranged to contract in an appropriate provider. Instructors must have completed an instructor module or equivalent and have met the requirements of the relevant module. Recognising that the outcomes of training, rather than the input, are most important, a comprehensive National assessor program was established to ensure that assessment practices both within and across agencies were comparable. The assessment process includes Recognition of Prior Learning or RPL where a person who can demonstrate current expertise in the content of a module may be granted credit for that module. One of the most significant parts of the program is the development of distance learning packages for a range of modules. These packages mean that the training can be delivered in the workplace without added costs for travel, accommodation and time lost from work. The courses were developed with a substantial consultation process and are regularly reviewed for relevance. The development of the competency standards, accredited courses and the distance packages bring significant benefits to the fire industry. Firefighters from a range of agencies are now closer to using similar language and techniques and their qualifications are portable across agencies. The material is flexible in design and is intended to be used on a needs basis by individual fire agencies. CASE STUDY 4 DEPARTMENT OF PARKS, WILDLIFE AND HERITAGE, TASMANIA PARK RANGER CBT PILOT PROJECT The Department of Parks, Wildlife and Heritage in Tasmania has been involved in the development of a competency-based course of training for park rangers. The project was conducted by the Department of Industrial Relations and Train Best Practice in Staff Training Processes Best Practice in Staff Training Processes 1. INTRODUCTION People performance is a critical enabling factor that influences the potential of an organisation to achieve its objectives. Successful organisations ensure that they maintain an environment which enables the full potential of their people to be realised. They also ensure that they align their staff management objectives with the organisations objectives. Training is an important activity undertaken to ensure employees at all levels have the necessary skills to carry out their roles effectively and to ensure the achievement of the organisations objectives. Of fundamental importance is the identification of the value that training adds to the performance of the organisation. Specifically this relates to how the organisation decides what training is needed by its staff, how the training is carried out, how the organisation evaluates the effectiveness of its education and training activities and what processes are put in place to improve the delivery and effectiveness of education and training programs. The management of the organisation want to know: what training is required how training should be delivered. how the training improves the performance of the organisation Staff expect: targeted and job related training (for now and the future) to equip them to meet the expectations of the organisation defined outcomes as a result of training quality assurance of training materials and delivery techniques value for time spent in training At the time of the writing of this paper, few organisations in the parks industry: had a quantifiable means of measuring organisational performance outcomes had measured the current competence of employees had agreed arrangements in place to meet all their staff training needs. had a formal strategy for addressing staff training so that maximum cost benefits are attained from training had a quantifiable means of assessing the on-ground outcomes of staff training are innovative with regard to methods of making training delivery more efficient use training systems and expertise available in the wider training industry had accurate costings relating to training (salary, training delivery etc) Over the past 5 years there have been dramatic changes in the training arena. Many companies who once conducted their own training now recognise that training is not their core business and utilize the services of the fast developing training industry. This move is in keeping with the Federal Government Training Reform Agenda, aimed at increasing the competitiveness of Australian industry on the international market. The main outcomes from this agenda have been the development of National competency standards and associated training curriculum for a number of industry groups. Best practice in training staff for park management is required because both Federal and State Governments now require park management agencies to: focus on their core business identify key performance indicators and associated priority outcomes be accountable for the delivery of priority outcomes and direct expenditure accordingly apply sound business planning principles to program planning and budgeting evaluate alternative means of service delivery (such as outsourcing) enhance the sustainable management of the natural and cultural resources of parks provide a high standard of customer service and facilities continually improve performance (both financial performance and service delivery) have competent and effective staff. Park customers require parks agencies to: manage the natural and cultural resources of the park using the best possible techniques provide excellent customer service provide a range of recreational opportunities manage financial resources effectively and efficiently have competent and efficient staff This paper will discuss and explore: Best practice in staff training processes for park agencies The use of benchmarking as a tool in establishing best practice. Relevant terms are defined as: Staff training: the process of developing the skills of employees Competence:the ability to deliver a service to a prescribed minimum standard 2. DETERMINING BEST PRACTICE IN STAFF TRAINING PROCESSES 2.1 Methodology In 1995, ANZECC commenced the National Benchmarking and Best Practice Programs aimed at five key areas. The (then) Department of Conservation and Natural Resources, Victoria took the lead responsibility for determining the best practice framework for staff training. The objective of the project was to determine current best practice in training processes to assist agenices to develop training programs to meet their needs. The project scope covered: an examination of guidelines and procedures to guide workplace performance an examination of standards of performance (competency standards) training and development programs strategic framework for program development industrial context (relationship of training to pay/promotion etc) identification of learning outcomes, assessment criteria and delivery standards delivery arrangements (in-house or external) assessment practices relationship to formal training structures (State or National) monitoring of training outcomes (improved performance, cost-benefit analysis etc. The project was to result in a report which could be used by member agencies of ANZECC to introduce best practice training processes and to facilitate the development of quality standards (and common competencies) for training of staff involved in the management of National Parks and Protected areas. The report was also to contribute to the development of national training standards through NCRMIRG. The methodology used was to: Conduct initial research into training processes to produce an appropriate survey instrument. Communicate with, visit with or arrange joint meetings with member agencies of ANZECC to: apply the survey observe training initiatives and process Communicate with or visit external organisations with a record of innovation in delivering training programs Prepare a best practice report in consultation with participating agencies There were several project limitations. The project brief did not include a comparison of the content of training programs(as this has already been done by the Natural and Cultural Resources Management Industry Reference Group in its Curriculum Review) but rather required the examination of staff training processes from a strategic viewpoint. The project leaders time was limited to approximately one week and the report was limited to key points. Figure 1 Location of interviews Location Organisation Adelaide South Australian Department of Environment and Natural Resources Sydney New South Wales National Parks and Wildlife Service Melbourne Tasmanian Department of Environment and Land Management, Victorian Department of Conservation and Natural Resources (name at the time of interview), Australian Fire Authorities Council Phone survey Queensland Department of Environment and Heritage, ACT Department of Urban Services Parks and Conservation. 2.2 Best Practice in Staff Training Processes Initial research was conducted into findings of previous benchmarking projects on staff training and into current concepts of best practice in staff training. It revealed that most organisations measure and assess training inputs rather than training outputs (or how the training was conducted rather than the benefit gained through training). No park agencies and very few other organisations maintain thorough accounting records of staff training and are able to conduct a comprehensive cost benefit analysis of training effectiveness (although some agencies have conducted a cost-benefit analysis of individual courses. Cost benefit analysis is undertaken in the tertiary education sector but the process used is not valid for measuring staff training in organisations for whom training is not core business. 3.1.1 Organisations vision, mission and key performance indicators. The organisations vision, mission and key performance indicators are determined and programs to meet these objectives are planned. The period over which these apply varies with individual organisations. A common factor is that they are reviewed annually as a part of the business/budget planning process. As the performance of staff is a major influence on organisational performance, it is important that the training process is closely linked with the business planning process. 3.1.2 Identification of required competencies for program delivery The organisations key performance indicators (or critical success factors) set a standard against which the performance of the organisation is measured. Programs to meet these standards are developed. The organisation must have access to specific competencies to effectively deliver the required programs and these are determined. Routine competencies required by individual staff are included. Looking ahead to the long term achievement of the organisations vision and mission, competencies required to deliver anticipated work programs in the future are also identified 3.1.3 Identification of current competence of workforce Having determined the competencies required to meet its objectives, the organisation then determines the competencies that exist within its workforce. These are obtained through two means through an analysis of the current performance of staff (annual performance review) and through the identification of the current skill levels staff. Current performance of staff Most organisations now have a performance review process through which the current performance of staff is assessed. Individual staff and workgroups are now required to deliver defined outcomes. Achievement of satisfactory outcomes usually (but not always) indicates a satisfactory level of competence in the task. The non-achievement of outcomes may be attributed to a number of factors. Lack of competence is one factor (amongst others) which may have caused poor performance. A usual part of the performance review process is the identification (by the staff member or their supervisor) of competencies yet to be attained and a plan for their attainment. Assessment of current competence. For the organisation to effectively manage the deployment of their human resources, it is necessary to assess the current competencies held by staff. Stored on a data base, this information is then readily available for use when assigning tasks. The best means of maintaining this data base is to utilize the type of system recommended through the National Training Reform Agenda, where competencies are defined, staff assessed against these and the information is recorded on a data base Assessment of current competence is only effective if the defined competencies have a standard of performance against which the capabilities of the staff can be assessed. This type of assessment is criterion based where the subjectivity of the assessment process is reduced. The process must be well managed and the data base kept current. The maintenance and use of such a data base has two purposes. If the current competence of staff is ascertained prior to delivery of programs, the likelihood of poor performance in program delivery, as a result of lack of competence, is reduced. In addition, the assigning of staff to tasks for which they are not competent may have legal ramifications (for example, Occupational Health and Safety breaches) at a later stage. 3.1.4 Identification of competency gap. Once the competencies held by the workforce are determined, they are measured against those required by the organisation. A gap is identified between the required competencies of the organisation and the existing competencies of its workforce. Traditionally this was considered to be the organisations training needs. Nowadays a wider range of options for closing this gap are considered. 3.1.5 Plan for bridging competency gap The organisation identifies the means by which it intends to obtain the competencies identified by the gap between the required organisational competencies and those held in the existing workforce. This is usually called a workforce management plan. Options for obtaining the required competencies include outsourcing, job redesign or redistribution, recruitment or the training and development of existing staff. Factors influencing the selection of the appropriate option are the cost-benefit analysis, current management constraints and the current Government direction with regard to workforce management. The organisation also needs to look beyond the current budget/business planning cycle to the long term achievement of its vision and mission. It needs to plan to have the necessary competencies (either within or outside the current workforce) for the delivery of future programs (succession planning). This information is invaluable to staff when making personal development/career choices 3.1.6 Organisations training needs The organisations training needs are derived from the above process. They are the required competencies of the organisation, not held by the current staff, for which the training of current staff has been determined as the best means of obtaining them. Training needs are identified and priorities determined as a part of the organisations normal business planning process and as such are reviewed annually. 3.2 STRATEGY FOR RESOURCING THE TRAINING For the organisations training needs to be met efficiently and effectively, there needs to be a clear strategy which addresses the allocation of resources to provide the training. This strategy indicates the level of commitment of the organisation to meet its training needs. Without this statement and a commitment from senior management, the issue of resourcing often arises to become the major impediment to the organisation satisfactorily meeting its training needs. Training resources can be categorised into financial resources, physical resources and human resources. 3.2.1 Financing the training Determining who pays for the training development and delivery is important and clarification of this issue up-front will reduce the incidence of later issues arising. When preparing business plans/budgets, the responsibility for the delivery of the organisations programs is allocated to a particular part of the organisation. This part of the organisation should also ensure that the required training for the delivery of the organisations program is determined and funding for training allocated appropriately. The continuing debate within a number of the ANZECC agencies relating to corporate versus technical training can be resolved by the application of this model. Where the training need is one identified by an individual or their supervisor, and it relates to a routine part of the persons job, then the funding for training should be built into the budget for that job. Where the training need is identified by management and is one which is aimed to impart a change across the organisation, such as the need to train people following the introduction of new technology or a cultural change, then the funding for training should be built into the budget for introducing the change. Budget issues can arise when corporate change training programs are imposed without making the appropriate funding arrangements. 3.2.2 Physical resources Physical resources required for training include the training materials (curriculum, lesson plans, videos, self paced packages etc) and the physical environment for the delivery of formal training. It must be recognised that training is not the core business of most organisations and substantial investment in the development of training materials and training facilities is not considered a wise investment. Fortunately, in recent years, training has become an established growth industry of its own. In most situations it is now not necessary for the organisation to invest in the development of training material or training facilities as there is a wide range of resources available through organisations for whom training IS core business. These include other like organisations, TAFE colleges, universities, local schools, local community training organisations and the increasing number of registered and non-registered private training providers and consultants. The best way of obtaining the necessary physical resources (materials, facilities etc) for training is to obtain them on a needs basis. By integrating the organisations training requirements with those of the wider training community, training becomes more efficient and duplication of effort is reduced. 3.2.3 Human resources Best practice organisations have a culture of continuous learning and are clear about the level of staff involvement expected in the training process. Rather than being the responsibility of a designated training department, training is everybodys responsibility. A primary motivator for individuals to accept this responsibility is need. Through the competency assessment, the individual has identified a need for training in the routine aspects of their work and is more likely to accept the responsibility for organising or participating in training to meet that need. For corporate change training, the individuals need has not been identified and it should be remembered that that person is therefore less likely to be motivated to organise or participate in the required training. In this case it is unrealistic to expect staff to drive their own involvement. Best practice organisations establish a culture where the individual is responsible to a large extent for identifying their own training needs and organising/enrolling in the appropriate training. Such a culture requires the support of a relevant system. The embodiment of learning organisation culture does not negate the need for training roles and responsibilities to be clearly defined. For the organisations training needs to be accurately identified and the training resources available in the wider training industry to be effectively integrated, an appropriate training specialist or specialist team is required to manage training. The training specialist/team will be able to provide staff with adequate systems and information for them to be able to: integrate training with the organisations business planning/budget development process identify their own training needs and those of their staff access a range of relevant training options develop individual training plans based on identified training needs and career aspirations. 3.3 DEVELOPMENT AND DELIVERY OF THE TRAINING Best practice for the development and delivery of training has been well documented. The model below has widespread use throughout the training industry and is used by the National Training Reform Agenda. 3.3.1 Training needs The identification of training needs was identified in Section 3.1. Training needs are identified in terms that are behavioural (measurable or quantifiable). Cultural change objectives are also quantified so that their achievement can be measured. 3.3.2 Modular training framework For each identified competency there is a training module which will train staff in the necessary skills and knowledge to be able to meet the standard prescribed for that competency. A module specification (the written specification of training outcomes, assessment methods and delivery modes) exists for each module to ensure that it is delivered to a prescribed minimum standard. Module specifications are regularly reviewed to ensure that they match the training requirements of the relevant competency standard. The training is accredited, where possible, by a State or National training authority. Accreditation provides quality assurance for content, delivery and assessment. The employee gains formal recognition and other benefits for the training completed. Training delivery is through appropriate providers. If the training delivery is to be contracted out then the training specification is included as a contract specification. Providers are regularly evaluated for effectiveness and cost efficiency of delivery. 3.3.3 Flexible delivery arrangements The training is located as close to the workplace in order to reduce the amount of time spent in travel and off the job. It is delivered in conditions as close as possible to the normal work situation to ensure relevance of the training to the job. The more flexible modes of delivery, such as distance learning packages (self paced), open learning schemes and computer based training packages are used. The different learning styles and speeds of individuals are catered for. The relevance of the content and delivery standards are monitored against the module specification. Delivery is by instructors who are trained as trainers and are also experienced in the subject matter. 3.3.4 Assessment of learning outcomes Assessment of the individuals achievement of the learning outcomes (as prescribed in the specification) is conducted during and following the learning process. Assessment is criterion based and is applied only by those who are competent in its use and who are authorised by the organisation to conduct assessments. 3.4 APPLICATION AND EVALUATION OF TRAINING The trainee is given the opportunity to practice using the new skills on the job under supervision by the supervisor or an appropriate mentor. The complexity of the work situation where the new skills are to be applied is managed so that the application progresses from the simple to the complex. Problems in the application of the new competencies are addressed at an early stage. A final assessment of the application of the new competencies occurs during the performance review phase of program delivery where the delivery of the required job outcomes, to the required standard, is assessed. Where work does not meet the agreed standards, the reason for this shortfall is sought. If lack of competence is the reason, the extent of training required to become competent is determined and the person either referred to further practice under the guidance of a supervisor or mentor or the workforce management planning process revisited. 5. CHARACTERISTICS OF ORGANISATIONS WHO PRACTICE BEST PRACTICE IN TRAINING PROCESSES Organisations who are leaders in training have the following characteristics: Senior management understanding of and support for the role training plays in the overall business context. A vision, mission and key performance indicators. A formal link between training and the business planning process (priorities, funding and responsibility). A training specialist employed to integrate organisational training requirements with the services provided by the external training industry. Defined competency standards and assessment system. A workforce management strategy which addresses how to bridge the competency gap. Use a modular approach to meet specific training needs (eg National Training Framework). Use flexible delivery methods and measure learning outcomes at the end of the training. Appraise application of competencies on-the-job (performance appraisal system). Evaluate the benefit training provides to both the individual and to the organisation. CASE STUDIES The following are case studies of the application of best practice in training processes and have been selected from a range of suitable case studies. CASE STUDY 1 DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES, SOUTH AUSTRALIA PERFORMANCE MANAGEMENT PROGRAM The Department of Environment and Natural Resources, South Australia has introduced a Performance Management Program for all Departmental employees as a part of its overall framework for organisational change. The Performance Management Program aims for continuous corporate performance improvement through the following process: The individuals Performance Management Program is directly linked to the Departments broad strategic goals, the Groups (Division) objectives and the District/Branchs action plans. Performance is assessed at each level on delivery of outcomes. Within the Performance Management Plans, responsibility for delivery of outcomes and for determining and acquiring work skills is clearly defined and documented Line managers are required to: help staff to identify the skill and knowledge required to do their job effectively support staff to establish and meet their individual/team development plan Individuals are responsible for: identifying the skills, knowledge and support they need to do their job effectively work out an individual/team development plan that is linked to performance review the plan regularly. Assessment of training outcomes is based on delivery of required job outcomes. Funding for training is program based. CASE STUDY 2 NATIONAL PARKS SERVICE (DEPARTMENT OF NATURAL RESOURCES AND ENVIRONMENT), VICTORIA COMPETENCY SURVEY AND DETERMINATION OF TRAINING PRIORITIES FOR ROUTINE TRAINING The National Parks Service (Department of Natural Resources and Environment, Victoria) has developed a framework to deal with the routine training of all staff. In the absence of a set of relevant National competency standards, a comprehensive set of in-house competency standards have been developed covering all aspects of work within the Service. The standards were developed from existing Departmental procedural documents which prescribed the standard of most work within the service. They also related to existing relevant National competency standards such as those from the Tourism and Hospitality industry, the Public Administration sector and the Fire industry. The competency standards were aligned with the Departments Performance and Remuneration Management (PaRM) system and with the Australian Standards Framework. Where possible, the standard referred to an existing NPS or NR+E procedure or guideline. All staff were surveyed against the standards selecting those that applied to their job and career aspirations and then, in conjunction with colleagues and supervisor, compared their current performance with that required by the standards. The end result of the process was an individual training plan listing a range of developmental activities the person was required to take responsibility for plus a list of training needs requiring external facilitation (ie courses). The results of the survey were entered on a spreadsheet and, in consultation with management, priorities for training determined for each park, local areas and the State. CASE STUDY 3 AUSTRALIAN FIRE AUTHORITIES COUNCIL NATIONAL FIREFIGHTING COMPETENCY STANDARDS AND TRAINING COURSES The developments of the Australian Fire Authorities Council (AFAC) have, since 1992, been at the forefront of training developments resulting from the National Training Reform Agenda. AFAC has developed a comprehensive set of generic competency standards which apply to all work conducted within the fire agencies of Australia, including metropolitan, rural volunteer and land management agencies such as the member agencies of ANZECC. The competency standards are arranged in six levels ranging from recruit level to executive level and align with levels 2 to 7 of the Australian Standards Framework. Individual agencies determine the selection of competency standards which apply to their personnel, recognising that the needs of individuals within each organisation vary according to their geographic location and job requirements. Aligned with five levels of the competency standards are five Nationally accredited courses ranging from Certificate II to Advanced Diploma levels. The courses can be delivered in their entirety or by individual modules, of which there are over 200. Training can only be delivered by registered providers and each fire agency either gained registration, formed a partnership with a TAFE college or arranged to contract in an appropriate provider. Instructors must have completed an instructor module or equivalent and have met the requirements of the relevant module. Recognising that the outcomes of training, rather than the input, are most important, a comprehensive National assessor program was established to ensure that assessment practices both within and across agencies were comparable. The assessment process includes Recognition of Prior Learning or RPL where a person who can demonstrate current expertise in the content of a module may be granted credit for that module. One of the most significant parts of the program is the development of distance learning packages for a range of modules. These packages mean that the training can be delivered in the workplace without added costs for travel, accommodation and time lost from work. The courses were developed with a substantial consultation process and are regularly reviewed for relevance. The development of the competency standards, accredited courses and the distance packages bring significant benefits to the fire industry. Firefighters from a range of agencies are now closer to using similar language and techniques and their qualifications are portable across agencies. The material is flexible in design and is intended to be used on a needs basis by individual fire agencies. CASE STUDY 4 DEPARTMENT OF PARKS, WILDLIFE AND HERITAGE, TASMANIA PARK RANGER CBT PILOT PROJECT The Department of Parks, Wildlife and Heritage in Tasmania has been involved in the development of a competency-based course of training for park rangers. The project was conducted by the Department of Industrial Relations and Train