What are the traits of an effective leader? Do I have these traits? How would I develop these traits? 3. How would I ensure that my work goals and plan reflect the organisation’s goals and plans?
Learning new skills and refreshing training enables me to progress, and achieve within my career and working practices. Continually improving knowledge and practice can be named as professional development which is an essential component of organisational success. Professional development enables an organisation to keep up to date and to change proactively so that their service is relevant and appropriate. Planned development is listened to achieve specific outcomes that may be either focused on the needs of an individual and may contribute to the learning needs of an organisation. This implies that it is an on-going activity and needs to be thought about as something that is incremental with different elements contributing to a large whole.
Continual professional development is a process of life-long learning that meets the needs of clients and enables care workers to expand and fulfil their potential. It is important to continually improve your knowledge and practice in order to remain aware and keep updated regards current guidelines, legislations and standards relative to your practice. As manager it is your role and responsibility to ensure staff are kept up to date with and legislation, standards and guideline changes. The GSCC Code of Practice state that ‘social care employers must provide training and development opportunities to enable social care workers to strengthen and develop their skills and knowledge.’ The White Paper – ‘Modernising Social Services Promoting Independence, Improving Protection, Raising Standards’ (written in 1998) identified that 80% of all care staff HSC DIPLOMA HELP | This document is protected by copyright and belongs to hsc diploma help. NOT for resale purposes 1 ©HSC DIPLOMA HELP ͟͠͞͠ had no formal training and that there were no national standards of practice.
Throughout history, the Early Years Curriculum has been transformed due to the impact of education reports and increased intervention of the government. Major reports such as The Plowden Report “Children and their Primary schools” (1967) and The Rumbold Report “Starting with Quality” (1990) have had a significant impact on the Early Years curriculum today. Both reports offer similar perspectives on teaching and learning and they have the same goal, improving society through education and ensuring that the child is at the centre. However The Plowden Report mainly focuses on primary education while The Rumbold Report focuses entirely on Early Years education. This essay proposes to critically analyse the impact of these two reports on teaching
If the company engages an operational product planning tactic interconnected with a vast quality progression that focuses on market needs and customer needs, the company will succeed with new products in the current market. A further quality procedure for BJB Manufacturing Company would be to make sure successful product proposals are generated through consultations through corporate management, and manufacturing groups. This is done because groups will have important product information that can help other group’s complete individual sections of the business plan. It is vital that each section of BJB Manufacturing Company comprehend the company intentions and product course so that the company can design product plans, merge quality procedures, and adhere to planned practices.
Analyse roles, responsibilities and boundaries of the teacher in the LLS and relate this to your current or future roles In September 2001, the national standards of teaching in the LLS changed to dictate that all teachers and tutors within further education settings (colleges and providers) in the Life Long Learning Centre, should have or being working towards achieving a nationally recognised qualification (National Foundation for Educational Research, 2011, online). SVUK (Standards and Verification UK) was responsible for endorsing national standards for teachers within the Life Long Learning Sector from January 2005 to March 2011 and they brought out a set of revised national standards called QTLS (Qualified Teacher Learning and Skills). This has been instrumental in defining the structure of the role of the teacher within the LLS. According to Roffey – Barentsen and Malthouse (reflective practice in the lifelong learning sector p1) it is also a requirement for all teachers in the LLS to register with the Institute for Learning (IFL) and record the number of hours they have spent each year working towards their continuing professional development (CPD). This would encourage teachers to seek available support and resources to improve teaching practice and base their teaching on best theoretical and practical knowledge.In addition to this, by being a member of the IFL, Gravells (Preparing to teach in the lifelong learning sector, 2009) advises that the IFL dictate a code of professional practice that was implemented in 2008 that all teachers should adhere to.
How would I develop these traits? How would I ensure that my work goals and plan reflect the organisation’s goals and plans? How would I ensure that I meet my job responsibilities? How would I measure and maintain my personal performance? How would I prioritise work?
2. Explain why it is important to establish a clear team purpose. Once plans have been properly developed and all involved personnel understand their roles and the application of the teams systems, the process (discussed previously) of choosing team members and developing teams around organizational goals can be implemented, so that dynamic, systems-based teams are able to contribute to quality-to the maximization of productivity and the minimization of waste. 3. What are the implications of role ambiguity within a team framework and with regard to: a.
Later stages involve prioritising the strengths and weakness of individual staff and developing an appropriate development plan. 16PF® and FIRO-B® sessions have been employed for the development of professional skills like leadership qualities of strategic managers. This helps the strategic managers and branch managers to have an impact on their staff in achieving the strategic goals of the organisation. A schematic representation of the MBTI tool framework is shown in the Figure 1. Figure 1.
In this article, we argue that the design of an SPM system (SPMS) and the definition of its roles are fundamental factors determining its success and impact on business performance. Indeed, only by carefully considering characteristics and roles will managers reap the full benefits, and SPMSs make a substantial contribution to the achievement of organisations’ strategic goals. Our conclusions are relevant for both the theory and the practice of SPM. First, the benefits and limits of SPM depend on the very definition of what SPM should be, and on whether the measurement of performance is linked to both formulation and implementation of strategy. Secondly, the types of behaviour promoted by the SPMS are determined primarily by the uses of the system, particularly whether it is adopted for control or learning purposes.