Reward strategy- case study Essay Example | Topics and Well Written Essays - 3000 words

Reward strategy- case study - Essay Example The key issues that will be discussed include the retention, recruitment, employee benefits and performance management. Moreover, the theoretical concepts will be used to discuss the issues from theoretical perspective. Finally the recommendations will be provided to Chalmers to resolve the identified problems. In short, this report will assist Chalmers in identifying the ways through which current challenges can be faced in a better manner. The current situation of the company reflects that business strategy of the company is customers-oriented, which is especially perfect in this kind of business. However, I believe that the major issues which the company is facing are as follows: The labour market issues in Slough are not only faced by Chalmers but most of the companies in Slough are facing tightening of labour market. The major reason of the tightening of labour market is the significant recruitment problems. â€Å"Slough businesses experiencing recruitment difficulties (25% of businesses with vacancies) when compared with the South East (18%) and England (17%). There are also higher levels of hard-to fill vacancies (13% compared with 8% and 7% respectively) (Askew & Ormiston, 2008).† This report also identifies the skill gap in Slough market because 32 percent companies in the city employ staff, which is not fully proficient as compared to 18% (SE) and 16% (England). Finding a qualified people in Slough is difficult as compared to other regions of Britain. Moreover, the identified problems in Slough labour market through survey in this report include the lack of skills in the residents of Slough according to the opportunities available and the prior ities of employers reflect the growth in value added services, English language skills acquisition issue and lack of motivation issues (Askew & Ormiston, 2008). The statistics of labour markets of

Whistle Blowing Essay Example for Free

Whistle Blowing Essay Write a report explaining the importance of ensuring children and young peoples safety and protection in the work setting. The report needs to cover the following sections:Section 1: InductionExplain why it is important to ensure children and young people are protected from harm in the work setting. As part of the Working Together to Safeguard children, organisations and individuals have a responsibility to work together to safeguard the well-being and welfare of all children and young people in their care. This of course, includes looking after the health, well-being and welfare while they are in the school environment. Everyone who works within a setting and cares for children and young people have clear responsibilities to; Protect children and young people from harm.  Help children to build tools to protect, understand and have the knowledge to some extent safeguard themselves and others. Promote the welfare of all children and young people they work with. The policies and procedures that are in place help train, guide and allow everyone who works with children and young people to help ensure that they are not put at risk from things such as neglect, abuse or bullying. Policies and procedures are also in place to protect the health and safety of everyone in a school setting, this can be for example staff carrying out risk assessments for activities in school. Every member of staff working in a setting can help children and young people to gain knowledge and achieve some level of understanding in how to protect themselves. This can be done through daily teaching, assemblies and play and break times. Section 2: Describe the policies and procedures that are in place to protect children and young people and the adults who work with them. There are many policies and procedures in place to protect children and young people and also the adults who work with them. Here are some examples; Safeguarding The Childrens Act 2004 is in place to make the UK a safer and better place for children and young people. Everyone who works within a setting  should know what to do if a child or young person makes a disclosure or they have a suspicion about the behaviour/general well being of someone in their care. Health and Safety at Work Act 1974 Health and Safety at Work Act 1974 was introduced to make sure that staff in working environments know and understand the requirements and responsibilities in making sure that the working environment is a safe place to be. This Act covers things such as; Teaching children how to use sports and play equipment correctly. Ensuring that the children know, for example, what the correct clothing is when using apparatus. Explaining and practising a Fire Drill. Teaching children and young people to move through the school in a safe manner, e.g. to run and not to run. This Act also covers areas such as COSSH, Manual Handling Regulations And Workplace Safety. Risk Assessments It would be impossible to make every area of the school completely safe and never expect anything to happen. Risk assessing activities and experiences in school is incredibly important and all school settings will carry out risk assessments on activities in school, equipment used in school, for example PE Equipment, Art and Craft tools and even on trips outside of the school environment. Anti-bullying Every school will have an anti-bullying policy in place. Children maybe involved in things such as school council or drawing and putting up anti-bullying posters around the school. Children can be rewarded for offering friendship to others and some settings have a friendship bench or area for children or young people to go to if they feel lonely or upset. Food and Hygiene Teaching and reminding children and young people to wash their hands after using the toilet. This will help to reduce chance of illnesses and  infections being passed on. Washing hands before being included in cookery lessons. Having a policy in place for how soon a child or adult can return to school after a bout of sickness and diarrhoea. Having a dental nurse or dentist visit the school to teach the children about cleaning teeth properly. The school, headteacher and governing board are legally responsible for making sure all of the policies and procedures are in place and followed by staff, visitors and volunteers. For example, all Risk Assessments are signed by the Headteacher and also by the Governors. Annual Reports and Audits are carried out by the Headteacher and passed to the governing board and the Local Authority. The Local Authority will also carry out their own reports, visits and audits annually. Section 3:Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting during both on-site and off-site visits.When working in a school setting it is an important part of any employee’s job to read and be familiar with the policies and procedures in place to protect themselves and the children and young people in their care. Adequate training should also be provided by the Headteacher, Governing Board and Local Authority to ensure the messages from these policies and procedures are clear and followed. When working at school, you can help to protect yourself by following theses steps; Read, understand and always follow your schools policies and procedures. If you do not understand any of them in place, ask your direct line manager or Headteacher for advice.   Always sign into school on arrival and again on departure. At Barnham Primary, sign in and sign out books are stored by reception and must be filled in every time staff or visitors enter or leave the building. All children and young people at school should have their registers arrival and departure times recorded in the class registers. Always wear a clear name badge and ensure all visitors, volunteers also do the same.   Always avoid, if you can being alone in a classroom with one child. Sometimes in school, you may find yourself working one to one with a child. It is important to consider how to work safely whilst carrying out this work. You should try and keep yourself in a visible position, for example in the corner of the classroom or in view of a witness. If you are working in an empty classroom, chose a space near an open door and in view of anyone walking past. Keep an eye on your body language, position and closeness to the child. If a child or young person is late at school and delayed in going home, two members of staff must remain at school and with them until their parent or carer collects them. If an incident or accident occurs at school they should be written up on the appropriate paperwork and stored in the correct folder. At Barnham Primary the paperwork for accidents is kept in the staff room and must be filled in by the person who witnessed the accident and then signed by the class teacher. A detachable part of the form is then sent home with the child and this is especially important for any head injuries. Any behaviour incidents that require writing up and recording need to be seen by the class teacher and the headteacher.   If you are ever involved in an off-site visit you need to protect yourself by; Always follow the policies and procedures for off site visits set up by your school. The class teacher will have completed a risk assessment for the trip so make sure that you are familiar with key points and anything that you may need to be extra vigilant about. An off site trip may include, using seatbelts on a coach, planning for toilet stops, dealing with a sick child and walking with large groups of children outside. All of these will be included on the risk assessment. Always ensure that the off site trip has been agreed with the Headteacher. Over night stays will need to have the approval of the governing board also.  Parental consent must also be given by parents and carers for all school trips. Any children who are not permitted on off site trips have to remain in school and adequate cover must be provided in school to ensure that they are looked after. It will be the job of the Headteacher to ensure that any off site trip is covered by adequate insurance. There is no legal requirement for staff to pupil ratio on off site trips. However it is important to stay within the guidance of Ofsted. They recommend a ratio of 1 adult to every 15 primary school age children. Often on off site trips, parent helpers and volunteers are encouraged and with this help this ratio is greatly reduced and therefore helps increase the safety of the trip. When the trip is taking place, ensure that a fully stocked first aid kit is taken. At Barnham Primary a First Aid bum-bag is provided and carried on all trips. A current and up to date list of all children and their emergency contacts and any medical issues is also taken on every trip. This must be taken in case of any injury, accident or illness so parents and carers can be contacted quickly. Section 4:Research, evaluate and explain ways in which concerns about poor practice can be reported, including protective measures for whistle blowers and those whose practice or behaviour is being questioned. At every school or setting there should be policies and procedures for everyone to follow on whistle-blowing. A whistle blower can be defined as a person who tells the public or someone in authority about an alleged incident or illegal activity. Whistle-blowing policies and procedures are in place to provide some level of protection for the person in the work place who raises the concern. They aim to protect the person from victimisation or any form of other punishment  when they have only raised their genuine concerns. Once a whistle-blower has raised their concerns and from that do suffer from Victimisation, then that person maybe able to take their case further and go to an Employment Tribunal. However this is only in more serious cases. At Barnham Primary school if there are any concerns about an alleged incident, misconduct or malpractice then it should in he first instance, it should be reported to the persons line manager or supervisor. It is important to remember that anything reported under these circumstances will be treated with confidentiality. To be protected as a whistle-blower they need to make a ‘qualifying disclosure’ about an alleged incident, misconduct or malpractice. For example this could be; Criminal offences Failure to comply with a legal obligation Miscarriages of justice Threats to an individual’s health and safety Damage to the environment A deliberate attempt to cover up any of the above. A qualifying whistle-blower will be protected only if they report their concern to the appropriate person and in the correct way. If an employee or whistle-blower wishes to raise a genuine concern, this is the procedure that must be followed; Staff need to act in good faith when they suspect any level of misconduct or malpractice. The whistle-blower needs to really think through what their concern and think through why the issue is worrying them and why. It is a serious procedure to follow so it should not be taken lightly. Their concerns will in the first instance, report their concerns to their line manager or supervisor. This could be a teacher, senior teacher, head of year or Headteacher. It is important to pick a time of day where time can be given to discuss the issue, so it is a good idea to chose a time carefully.   Before talking to a senior member of staff, the whistle-blower should take the time to write their concerns down. Ti could for example include a detailed report or diary of events. It should include as much detail as possible, for example; background details history names dates and times witnesses places and locations. If the concerns raised are deemed as genuine and there is cause for concern, then an investigation into the alleged incident will begin.   During an investigation period, both the whistle-blower and the accused will be continually supported and informed of the any progress that has been made. The investigation, depending on its level of severity may be carried out by a senior member of staff or someone from the local authority. A Barnham Primary, the SDP (Senior Designated Person) and the Headteacher will be the main contacts to go to if any allegations against a staff member are made.   A time-scale should always be put in place and shard with both the whistle-blower and the accused should have a full understanding of how long the process will be.   During the time of the investigation, both parties should be offered support and opportunity to discuss confidentiality any issues that may have arisen since the incident was disclosed and the investigation began. This would be time for either party to discuss if they have been treated any  differently or unfairly since it began. It is also important to make both parties aware that they have the right to be accompanied at any interview by a trade union representative or work colleague. As well as the whistle-blower being able to give their version of events, it is only fair that the accused can also defend any complaints and give a detailed version of their version of events. Under the Data Protection Act, all information given by both parties involved must be kept confidentially and the investigation must be reflect this and be carried out discreetly.   If a whistle-blower feels as if nothing happens about their concerns then they have the right to contact further services for help. This could be the local school authority of Ofsted.   If the accused is found guilty of the misconduct, incident or malpractice, plans would need to be put in place. In some more serious case the person maybe dismissed from their job, but in other cases support maybe put in place to improve areas of concern. For example, this could be retraining in the area of concern or providing more support in their job role. On the other hand if there is no substance to the allegation, support will also need to be given. This maybe dealing with the emotional stress of being accused of something they did not do, being socially excluded again for something they didn’t do. It may be necessary to offer counselling or mediation between the whistle-blower and the accused to try and re-build the working relationship after the investigation has finished. As serious as this process is, it is very important that whistle-blowers are protected. To be able to provide a safe, healthy environment for education, any malpractice, incidents or misconduct must be taken seriously and people must feel the need to speak out and raise their concerns.

Provider of Online Academic Tutorials :: Business Plan

Section 1 Executive Summary: As the title suggests, this business is about providing tutorials to pupils and/ or students on any subject given in a course curricula. The key to operating the business is a customized server where client pupils/ students key in their questions/ assignments and sent out; and the server in turn, provides the answers/ solutions in interactive mode. The server is a storage bin and at the same time an â€Å"information refinery† where all school books and teacher lesson plans are put to order. The money part of this business is in subscription fees. The fees will vary from one tutorial program to another and on the need and time service of an online tutor. Section 2 Business Description: Mission Statement: â€Å" To be the best providers of Online Academic Tutorials† As students, we have been through all the struggles of having to manage time. We students do not only devote ourselves into our academics. We have other certain things to do like e.g. Extracurricular Activities, Leisure Time and etc. In fact, most students nowadays get so stressed out that they are not able to perform to their utmost capacity so we have thought of creating an Online Academic Tutorial. This would not occupy much of the student’s time since it enables students to focus on their vital topics/ areas they are concerned about and it would actually result in to making them more efficient and productive rather than studying the entire scope of the topic, which are advocated in tutorial centers. Proposed Legal Form; Partnership of three people for a start and as subscriber base reaches a critical mass will convert into a corporation. Our entry strategy will be person-to-person solicitation of accounts/ subscribers/ advertisers tie up with schools for group discount rates and as for product research and development, we will develop a product niche in so- called exact Sciences; Physics, Mathematics, Algebra, Calculus and Geometry. Section 3 Marketing Analysis: The trade of education services; Philippine education has been the object of several studies over the past decades. Most of these studies were focused on issues concerning access and equity, quality and excellence, relevance and responsiveness, financing, and governance.

Persistence: Endurantist vs. Perdurantist :: essays research papers

The notion of Persistence gives way to several predominant theories; of which, attempt to account for many possible questions that arise from it. As in most cases of debate, when more than one account of such is held to be true, there will clearly be much disagreement. Two views that claim to account accurately for persistence that remain widely known are , that of an endurantist (Threeist) and that of a perdurantist (Twoist). The endurantist will hold that objects are wholly present at all times, a persistent object ‘endures’ over time. The conflicting view of a perdurantist claims that objects are actually composed of temporal parts, more precisely, proper temporal parts. Further, a Twoist (vs. Oneist), will say that a name most often refers to the sum of one’s temporal parts, whereas a Threeist believes a name to refer to one who is wholly present during all times of its existence. The two opposing theories stated very simply, as above, give insight as to the nature of their arguments against one another. It does seem, however, that the Twoist’s account of persistence gives an exceedingly useful notion in regards towards many more subjects of philosophy, as well as an explanation that accounts for much more in terms of the problems associated strictly with persistence itself.   Ã‚  Ã‚  Ã‚  Ã‚  The argument posed by VanIwagen, a Threeist, against the Twoist is known as the problem of Essential Duration; and the counterpart argument given by the Twoist is referred to as the problem of Temporary Intrinsics. VanInwagen’s (modal) argument goes as follows: One could have lived longer than did in the actually world; this must be accounted for by either, one having been composed of more temporal parts that actually was, or at least some of one’s temporal parts had a longer duration than did in the actual world. VanInwagen continues with; a twoist must clearly hold that temporal parts have their duration essentially; their duration can not be shorter or longer. It then follows that a person is also a temporal part, which is to say they are the sum of all his or her temporal parts, making this the largest part. If this is so, says VanInwagen, then the Twoist must hold this duration essentially and one could not have lived longer than did in the actu al world. A contradiction is reached, VanInwagen then very quickly disregards any additional consideration of such an avenue.

Education and School Uniform Essay

Pupils all around the world have worn school uniform for many years. Many schools in Japan, France, USA and Israel, oblige pupils to come to school with a uniform. Wearing school uniform has advantages and disadvantages which I will present in my composition. On the one hand, the school uniform is very important. It is imporatant because it shows that a student belongs to a certain school. When a student wears a shirt with the school’s symbol, everyone knows where the student studies, a thing which may help to create a feeling of belonging and school pride. Moreover, the school uniform saves money. Students sometimes judge other students by their outward look. Therefore, many students spend much money on clothes in order to be more popular. When everyone wears the same uniform, the students don’t need to spend much money to buy expensive brand names. In addition, school uniform saves time in the mornings because you don’t have to think much about what to wear. In addition, schools claim that school uniform is important for good education because pupils need to obey a certain dress code, a thing that helps the students be prepared for the army and any other framework. On the other hand, some pupils claim that wearing a school uniform hurts their individuality and self-expression. They claim it deprives them of the right to wear whatever they want. After all, they are still children and at this age there should be more room for self expression. As far as saving money, some pupils claim that the school uniform doesn’t save money because they need to buy additional clothes to what they already have. Therefore, they think it is not necessary and should be cancelled. To conclude, in the light of the above, school uniform has advantages and disadvantages. I strongly believe that the school uniform is necessary and has benefits. However, I think that each school should design its school uniform from time to time and let pupils and teachers decide on it.

The eNotes Blog eNotes Teachers Corner To Teach or Not to Teachâ€That is theQuestion

Teachers Corner To Teach or Not to Teach- That is theQuestion Teachers Corner is a monthly newsletter from just for teachers. In it, experienced educator and contributor Susan Hurn shares her tips, tricks, and insight into  the world of teaching. Check out this months Teachers Corner column below, or sign up to receive the complete newsletter in your inbox at . Recently over lunch, a dedicated career teacher told me that she could no longer advise anyone to go into teaching; the joy is gone, she said, with teachers now locked into regimented lesson plans and required to spend all their time chasing test scores. She also worried about what we’re doing to kids in the classroom- demanding more and more of them at younger and younger ages. There’s no time now to let them be kids, she said, or color outside the lines, if they get to color at all. It was a depressing lunch. I drove home with a lot to think about, especially since I had encouraged my own daughter when she decided several years ago to change careers, earn a second college degree, and go into the classroom. Had I steered her wrong? Remembering our animated conversations after she began teaching, however, I don’t think so. Teaching may be different today- the demands greater and the stressors more intense, but it still engages the heart and the mind in ways unlike those of any other profession. No two days are alike, and every day is a fresh opportunity to achieve something glorious, even for one unforgettable moment. Students aside- and that’s a big aside- it’s true that our profession is less respected in some quarters than it once was, for reasons that seem to be bound up in politics and publicity. If a teacher is arrested for some terrible offense in any part of the country, it becomes national news; a steady drumbeat of these stories erodes confidence, creating the impression that teachers somehow have degenerated into an immoral lot, not to be trusted. On the positive side, however, every time teachers risk their lives or lose them trying to protect their students, which seems to be happening more and more frequently, their actions make the news, too. Ask the parents of those students if teachers can be trusted. There’s also a lot of discussion these days about â€Å"bad teachers†; judging from what the public hears daily on the airwaves and reads online or in press releases, our schools are about to crumble under the cumulative weight of lazy incompetents in the classroom. Teacher tenure is under attack, with tenure laws represented to the public as guaranteeing lifetime employment for bad teachers; tenure, its foes allege, makes it impossible to fire all those bad teachers doing little while collecting large monthly checks. The term â€Å"due process† is rarely mentioned. Most recently, teachers have been stripped of tenure and the right to due process in California and in Kansas. Teachers in those states can now be fired not just for cause but for any reason at all, and stating a reason isn’t required. You can read about the California ruling at  cta.org  and about the Kansas legislation at  washingtonpost.com. Tenure aside- and that’s another big aside- teacher evaluations have become central in renewing or not renewing contracts, which brings us back to bad teachers. Supposedly, everybody can spot one a mile away. Defining what constitutes a bad teacher, however, is another matter.  This article at  teaching.about.com  boils it down to seven deficiencies, six of which would apply generally to people in any line of work. Being able to relate to students and to inspire them is not mentioned, suggesting that it is often overlooked as a characteristic of a good teacher, even though it is essential in educating kids. Another discussion of good vs. bad teachers, which touches as well on the California tenure case, can be found here at  sfgate.com. Currently, districts around the country, feeling political heat and racing for funds, are scrambling to rewrite evaluation instruments and practices to better sort out who’s doing what in the classroom, effectively or ineffective ly. According to Dr. B. R. Jones, author of  The Focus Model, the increasing emphasis on teacher evaluations, combined with new academic standards and â€Å"next-generation† assessments (think CCSS), is setting the stage for a â€Å"perfect storm† in education. He contends that an â€Å"evaluation fix† is needed in many of the instruments now being written to assess teacher performance. Jones identifies four â€Å"distinct ‘potholes’† that could result in â€Å"serious damage† in evaluating teachers effectively:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Using inappropriate evidence of a teacher’s quality   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Improperly weighting appropriate evidence of a teacher’s quality   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Failing to adjust evidence weights for a given teacher’s instructional setting   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Confounding the functions of formative and summative teacher evaluation Everyone agrees we don’t want bad teachers in the classroom, but how to evaluate teachers, it seems, is also an area of contention in education. You can read Jones’s article at  corwin-connect.com. Our vocation, more than ever, is rife with conflict and controversy and voices raised in promoting personal, professional, and political agendas. Why would anyone want to be a teacher? Why would I encourage my daughter in her desire to leave a successful career and join the ranks? Obviously, I wouldn’t- unless I knew in my heart she would be a great teacher and would find in teaching the kind of fulfillment that only other dedicated teachers can really understand. She has asked for lots of advice along the way, and giving my children advice has never been a problem! Ultimately, I told her this: Close your door, do your job, and focus on your students; give them your best because it will make a difference in their lives, and don’t forget to enjoy them every day. So, to teach or not to teach? Regardless of whatever winds are blowing outside the classroom door, I say yes! I’m not sure how it can be July already, but here it is. Have some fun in the sun! Susan

Mr Bennett Essay

Mr Bennett Essay Mr Bennett Essay University of Phoenix Willie C Bennett BUS/210 12/09/2012 Philip Shippers The business plan I chose is Computer Engineering, Todd, West, and associates who specialize in the modification to inventory management systems of all types. The mission of Todd, West, and associate is to work directly with customers to improve their warehouse management system. In reading this business plan that I would be concerned with is does the company have the experience and leaders to identify and meet the needs of the customers. Is the plan properly identifying the market; does the company have managers in place who understand the business plan; does the company have proper material to meet the demand of the service providing is the products capable of meeting the demands and needs of the customers; does the company have sufficient capital reserved enough to sustain a six month period; does the company have a training plan that would educate employees to the goals of the company. These are the concerns I have toward the strength of the company. One of the strength of th e staff of Todd, West, and associate is that they have performed within the industry major companies with successful results. Their unique perspective has already led to two of the industry leaders, symbol and CDS, outsourcing special modification orders to Todd, West, and Associate. With this said the company has already achieved huge recognition. In reading the business plan for the computer engineering business there are no known weaknesses. The objectives chart shows a manageable sale, gross margin and net profit chart which is very achievable in a three-year period. One of the weaknesses of the company would be reaching sources outside of the RAM which they have already developed. Although they show success, developing a outreach plan to outside sources will be challenging. It is estimated that wireless ADC products will dominate the market by 2005. Two of the industry leaders, symbols and CDS, exceeded 600 million in sales for FY 2000. Wireless product represents 28% of their total sales. The company (computer engineering) will have to provide a service which will be more advantageous than the competitive competition. Although Todd, West, and associates competitive edge is the five years Mary and John has spent installing symbol and CDS wireless ADC system, most companies internal are already set up with this business. In reading the business plan studying the sales monthly, sales by year projections the company shows great potential for opportunities. The company’s opportunity personally shows great potential for increase for employees and the business. With an average increase of $10,000 per employee each year the opportunities of success is achievable. The financial plan profit monthly, yearly and gross margin monthly also shows great profit which is reachable. Financially the opportunity for profit growth shows an increase of $100,000 in three years along with cash flow. Although it is not mentioned in the business plan the