Romeo And Juliet-Comparison Essay Essays - , Term Papers

Romeo And Juliet-Comparison Essay Romeo and Juliet by William Shakespeare and Romeo and Juliet interpreted by Zeffirelli are two versions of a classic tale of two young lovers. In reading Shakespeare's Romeo and Juliet and viewing Zeffirelli's Romeo and Juliet one becomes aware of many differences between them. Although the basic storyline remains the same, the differences are obvious. These differences can be found in the setting, characters and their speeches, and the culmination of the story. These differences between the versions produce two entirely different interpretations of the story. Zeffirelli changed the story by changing important scene by use of omitting characters or switching the order of the events. For example in Act V, when the Prince gave his final speech, Friar Laurence was supposed to be present to give his own confession, but was left out by Zeffirelli's version. This left the explanation of why the lover's were truly dead for the watchers to question. Shakespeare had Montague raise a statue in Juliet's honor, signifying the end of their feud. Zeffirelli, on the other hand, chose only to show the two lords together making for a weaker end. The omission of characters from important scene was not the only change noted between the two. Zeffirelli also took poetic license in the creation of Romeo and Juliet. He gave his lines to characters when in Shakespeare they were spoken by another. This was shown during the party scene, Act I, scene V when Lord Capulet was to rebuke Tybalt and call him?.......saucy boy.........? The line was instead given to Lady Capulet. This exchange of lines between the characters does not always help in the understanding of the story. The use of adding lines to characters created different personalities and gave the characters greater insight than in Shakespeare's version. It added in helping understand the character's motives more. Zeffirelli also had some positive differences than that of Shakespeare. Since the setting was in the same time period as Shakespeare's rendition the reader could visualize the environment and dress of the era. This made the characters and story more life-like than trying to picture it from a written page. Zeffirelli also ?fleshed-out? the characters, giving them more depth and emotion than in Romeo and Juliet. This is shown when the nurse goes to Juliet and finds her ?dead.? She runs out of Juliet's chamber screaming and flailing her arms in a frenzy. The audience was able to interact with the characters and their emotions by seeing Romeo and Juliet visually, also making the language more understandable. An example of this is when Romeo kills himself and Juliet sees him, hears guards, and you are able to see Juliet frantic. As a result of this, the scene is made more complete, causing the audience to experience greater tension than reading the play. Even though Zeffirelli gave more definition to some characters, Shakespeare's Romeo and Juliet was more enjoyable. Although he did not give as much information as to what was happening, he allowed the reader more freedom to interpret the situations on their own. Without the reader having readShakespeare's Romeo and Juliet most of the symbolism in Zeffirelli's version would not have been understood. The two different authors used a variety of techniques to change the story or to have the audience understand the siuations. Though they may seem different at times, the storyline never changes, it always remains about two young lovers who tragically die as a result of snap-decisions.

Why the Modern Project Manager Needs to Comprehend Business Models

Why the Modern Project Manager Needs to Comprehend Business Models Introduction Strategic management literatures have shown the increasing need for corporations to realize the prolonged competitive advantage in the current unpredictable and turbulent business environment.Advertising We will write a custom coursework sample on Why the Modern Project Manager Needs to Comprehend Business Models specifically for you for only $16.05 $11/page Learn More In fact, most discussions and analyses show how modern economies and technology have altered the nature of traditional business models in most companies that range from product to technical corporations. However, modern project managers hardly understand how business models are sustained, appraised, shaped and what they actually denote (Doumeingts Ducq 2001, p.147). Therefore, modern project managers must comprehend business models in order to develop guidelines and frameworks that can help an organization to utilize the resources efficiently for survival and competition. The pot ential and use of business model Research on business models is still an immature field though it has proved its relevance. The key segments where business-models have enhanced are in the formation of apparatus and conceptions that venture supervisors might exploit to transform, evaluate, plan, converse, comprehend, and seize the corporation trade rationales (Jones, 1960). The subsequent sections clearly highlight the generalized reasons why modern project managers must understand the concept of business models.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Sharing and Understanding Modern project managers need to comprehend business models as they assist in sharing and communicating, understanding, visualizing and capturing business logics (Kaplan Norton 1992, p.1). Allocating and conversing Nearly all corporations have trade logics that are supposed to be captured, visua lized, and comprehended. This can only be realized through business models. The knack to distribute and converse such business ideas with shareholders is just a preceding rational outcome. According to Galper (2001, p76) claims, to formalize and express business models in a concrete manner may assist modern project managers in sharing and communicating their business understanding to other shareholders. Such ability is significant to any dialogue among individuals with diverse backgrounds including engineers, system architect and modern project managers (Aguilar-Savà ©n 2004, p.133). Comprehending The current business models have become very complicated especially those that have well-built e-business and ICT elements. The associations between the decisive success factors and different business model elements are not often directly observed (Chesbrough Rosenbloom, 2002). Thus, the social systems modeling process can help modern project managers to understand and identify the relat ionships and appropriate constituents within the specific project domain (Magretta 2002, p.87). Furthermore, within the business models there are visual symbols that can enhance modern project managers understanding of any task that lies ahead.Advertising We will write a custom coursework sample on Why the Modern Project Manager Needs to Comprehend Business Models specifically for you for only $16.05 $11/page Learn More Visualizing Modern project managers are human beings and they are rather incomplete in their capacity to process any multifaceted information (Kaplan Norton 2000, p.171). This can be revealed practically and tentatively. In case business venture data is processed through diagrammatic coordination of trade models it can boost the scale at which the involvedness could be effectively managed. By comprehending business models, modern project managers can use the conceptualization process in capturing the business concepts with minimal effort an d they will be able to present the outcomes graphically (Weill Vitale 2002, p.21). Capturing Even though business models for corporations are simplified symbols of their business concepts, they are hardly described clearly in an abstract manner. Studies show that modern project managers are usually unable to communicate their business models clearly (Weill Vitale, 2001). Besides, since modern project managers draw on diverse intellectual models, they find it difficult to comprehend business models in a similar way. Therefore, a mutual and generic concept that can be used to describe and understand business models is essential. The frameworks offered by business models can serve as a shared language among the shareholders while project managers can use them to carry out what each party comprehends easily (Reich Benbasat 1996, p.55). Analyzing The concept of business models may help project managers to analyze corporate business logics. In fact, through comprehending business model s, modern project managers can be well positioned to understand that the concept is a novel analyzing unit (Mahadevan, 2000).Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, comprehending business models may assist modern project managers in improving the measurement, comparison, and observance of corporate business logics. Measuring Comprehending and capturing business models can help modern project managers to classify appropriate measures that must be followed to improve project management. Such capability may aid in the selection of executive information system indicators that can be used to monitor project strategy execution. This can be via the use of a balanced-scorecard plan that has innovative, internal business and clients as well as business perspectives (Bernus, 2001, p.114). Tracking and observing Corporate business logics are continuously changing due to external and internal pressures. Hence, modern project managers must comprehend business models in a structured way to be able to handle specific issues that eventually change (McKay Radnor, 1998). Comparing Just like an eventual observance of corporate business models, a structured plan might allow modern project managers to evaluate their business models against the ones being held by rival corporations. This is founded on the fact that business models are comparable when they are comprehended in similar ways. When project managers understand and compare their business models to those that other companies have they are better placed to generate some insights that can foster the innovation of business models (Timmers 1998, p.4). Managing According to Rappa (2004, p.33), business models play an important role of improving the firm business management logics. Comprehending business concepts can therefore support current project directors in restructuring the execution, altering, scheduling, and scheming of corporate trade models. With better comprehension of business models, modern project managers can quickly react to any adjustments within business surroundings. Designing It is often difficult to design a business model in which all its elements are coherent and reinforce each other. That is, it is not easy to design a business model where individual elements are optimized in the project. Due to these complexities modern project managers must base the success of their projects on the interactions between each element in the model. This understanding is even compounded by the fact that modern technology that is being adopted in business today adds to the variety of business models that one can imagine (Lechner Hummel, 2002). Conceptualization of a business model that identifies the vital building blocks together with their relationships enables managers to draw a protracted business model. Planning, changing and implementing In situations where business projects require novel model or need to change the present one, conceptualization and visualization of the model would be essential in improving planning, transformation and implementation. In situations where there is evidence that elements can change models can easily be transformed. I ncidentally, Linder and Cantrell (2000) anticipated a change model where transformations taking place in the firm as well as its future profitability are based. Responding Appreciating, planning and putting into practice business models generate the source in which modern managers can suitably respond to the outside demands. Proper understanding of the concept of business model supports modifications that lead to a new form of model (Petrovic Kittl, 2001). This is very important in tentative and fast shifting competitive business environment. Aligning The business model forms the conceptual bridge that aligns the organization of the whole business, strategy, and technologies used. Chesbrough and Rosenbloom (2000) assert that business model act as a connecting construct amid expertise and the cost-effective significance of the company. Modern project managers can use the concept of the business model as a significant tool to promote development, advance current business processes an d align information systems (Osterwalder Pigneur, 2003). Improving decision-making The concept of business model enhances communication and understanding of the business logic. Therefore, managers or decision makers can use the business model concept to be more informed and enhance their decision-making process (Hayes Finnegan, 2005). Moreover, the business model has become an innovative component of examination (Sthler, 2002) that is observable and comparable. Business model concept supports classification of new procedures that are essential in decision-making. Prospect Through simulations and portfolios, modern project managers can use the business model to define probable prospect for the firm. The concept of business model is an important tool that supports innovation and prepares the business for the future. It is essential for business managers to apply the concept to drive forward their projects and ensure complete implementation of the undertaken projects. Innovation Modu lar and formal business model is capable of creating and improving changes as well as the increase in response abilities within the company. The business model concepts can promote innovation within organization. Specific sets of elements of a business model together with their interrelationships can become a building block for a very new concept (Burgi Victor, 2004). The designers can experiment and test with these elements to create innovation or very different models. This capability is restricted only by sets of pieces supplied (Beresford, 2001). Amit and Zott (2001) unequivocally understand the concept of business model as a focal point for innovation. Consistent with Mitchell and Coles (2003) assertions, improvements resulting from the concepts of business model add more value to the firm. Portfolios for business models According to the evolutionary theory law of excess diversity by Allen (2001), the firm should maintain a selection of business models to prepare for the futur e. The assertions by this theoretical perspective are that evolutionary strategies of firms require good quantity of diversified internal quality. Allen further suggests that businesses require varied potential strategies to be implemented in volatile and changing environments (Andriani, 2001). Many business models that companies have will enable them to cope with changes in the environment. Simulating and testing Modern project managers always expect the testing and simulating of business models. However, simulations normally do not envisage any prospect. Managers perform simulations and testing as a way of undertaking low-risk investigations without incurring additional organization costs (Sterman, 2000). Testing and simulating business models makes managers to formulate future prospects (Richards Morrison, 2001). Conclusion Business models concept becomes a very important tool for business managers especially at this time when the business environment is volatile and highly comp etitive. The reality is that appropriate application of the business model concept not only enhances the organization capabilities, but also increases its competitiveness. Thus, modern project managers should build business concepts that enhance the realization of future prospects and add more value to the business. Through comprehending business models, modern project managers might have suitable management strategies. References Aguilar-Savà ©n, R 2004, Business process modeling: Review and framework, International Journal of Production Economics, no.90, pp. 129-149. Allen, PM 2001, A complex systems approach to learning in adaptive networks, International Journal of Innovation Management, vol.5 no.2, pp.149-180. Amit, R Zott, C 2001, Value creation in e-business, Strategic Management Journal, vol.22 no.6, pp.493-520. Andriani, P 2001, Diversity, knowledge and complexity theory: some introductory issues, International Journal of Innovation Management, vol.5 no.2, pp.257-274. Ber esford, K 2001, European patents for software, E-commerce and business model inventions, World Patent Information, vol.23 no.3, pp.253-263. Bernus, P 2001, Some thoughts on enterprise modeling, Production Planning Control, vol. 12, pp. 110-118. Burgi, P Victor, B 2004, Case study: modeling how their business really works prepares managers for sudden change, Strategy Leadership, vol.32 no.2, pp.28-34. Chesbrough, H Rosenbloom, RS 2000, The role of the business model in capturing value from innovation: evidence from XEROX Corporation’s technology spinoff companies, Boston, Massachusetts, Harvard Business School. Chesbrough, H Rosenbloom, RS 2002, The role of the business model in capturing value from innovation: evidence from Xerox Corporations technology spin-off companies, Industrial and Corporate Change, vol.11 no.3, pp. 529-555. Doumeingts, G Ducq, Y 2001, Enterprise modeling techniques to improve efficiency of enterprises, Production Planning Control, vol.12, pp.146 -163. Galper, J 2001, Three business models for the stock exchange industry, Journal of Investing, vol. 10 no.1, pp.70-78. Hayes, J Finnegan, P 2005, Assessing the potential of e-business models: towards a framework for assisting decision-makers, European Journal of Operational Research, vol.160 no.2, pp.365-379. Jones, G M 1960, Educators, electrons, and business models: A problem in synthesis, Accounting Review, vo.35 no.4, pp. 619-626. Kaplan, RS Norton, DO 2000, Having trouble with your strategy? Then map it, Harvard Business Review, vol.78 no.5, pp.167-276. Kaplan, RS Norton, DP 1992, The balanced scorecardmeasures that drive performance, Harvard Business Review, vol.70 no.1. Lechner, U Hummel, J 2002, Business models and system architectures of virtual communities: from a sociological phenomenon to peer-to-peer architectures, International Journal of Electronic Commerce, vol.6 no.3, pp.41-53. Linder, J Cantrell, S 2000, Changing business models: surveying the landscape, A ccenture Institute for Strategic Change, vol.4 no.1, pp.22-29. Magretta, J 2002, Why business models matter, Harvard Business Review, vol.80 no.5, pp. 86-92. Mahadevan, B 2000, Business models for Internet-based e-Commerce: An anatomy, California Management Review, vol.42 no.4, pp. 55-69. McKay, A Radnor, Z 1998, A characterization of a business process, International Journal of Operations Production Management, vol.18, p. 924. Mitchell, D Coles, C 2003, The ultimate competitive advantage of continuing business model innovation.† Journal of Business Strategy, vol.24 no.4, pp.15-21. Osterwalder, A Pigneur, Y 2003, Towards strategy and information systems alignment through business model ontology†, Proceedings of the Annual Conference of the Strategic Management Society, vol.34 no.7, pp.6-11. Petrovic, O Kittl, C 2001, Developing business models for e-business, Proceedings of the International Conference on Electronic Commerce, vol.16 no.9, pp.44-54. Rappa, M 2004, Th e utility business model and the future of computing services, IBM Systems Journal, vol. 43 no.1, pp.32-43. Reich, BH Benbasat, I 1996, Measuring the linkage between business and information technology objectives, MIS Quarterly, MIS Quarterly The Society for Information Mgt, vol. 20, p.55. Richards, I Morrison, J 2001, Using flight simulators to build robust dotcom strategies, Working Paper Accenture, vol.4 no.1, pp.14-19. Sthler, P 2002, Business models as a unit of analysis for strategizing, Proceedings of the International Workshop on Business Models, vol.21 no.3, pp.43-61. Sterman, JD 2000, Business dynamics: systems thinking and modeling for a complex world, Boston, McGraw-Hill. Timmers, P 1998, Business models for electronic markets, Journal on Electronic Markets, vol.8 no.2, pp.3-8. Weill, P Vitale, M 2002, What IT infrastructure capabilities are needed to implement e-business models? MIS Quarterly, vol.1 no.1, pp. 17-34. Weill, P Vitale, MR 2001, Place to space: Migrati ng to e-business models, Harvard Business School Press, Boston.

Business Transformation Management Methodology

Transformational plans are implemented in an organization thereby providing them better facilities and strategies for improving the future growth of the firm. It helps in diagnosing the opportunities that the firm could enhance, thereby providing them with the scope to achieve its vision and objectives. Transformational planning is coordinated with the organizational change, which helps in imposing new and altered business processes or procedures (Gollenia, 2016). It helps in accepting the sponsors of the related systems. The main objective of the transformational changes being implemented in an organization is to transfer knowledge and skills thereby enabling the users to adopt the new vision, mission, and systems and to identify the minimum sources of resistance to the changes. Semco is an industrial machine manufacturing company with its headquarters in brazil. This company manufactures machine pumps for shipbuilding industry. During the recession era of 1980, the company had faced some tough situations where the company had typical hierarchical management structures with a patriarchal figure as a leader (Mintzberg, 1994). The organization had set some rules and regulations that had the control; over every aspect of the activities undertaken in the firm. The founder’s son Richard Semler had undertook the responsibility of managing the organization and returning back its prosperity as before. In order to do so, he had strategically framed some transformational plans for the firm. He aimed at radically transforming the organization thereby dealing with consistent poor performance (Maresco & York, 2005). According to the transformational plan that had been undertaken by Semler, he had dismissed all the top management heads and had dismantled the layer of managers in the firm. It reduced the hierarchy of the firm from seven to three. He eliminated the job titles that were used by the employees in the organization, and had rotated the position of chief operating officer among the workers in a span of 6 months. The organization had aimed at maintaining transparency in the salaried that were paid and the workers were given the opportunity to set their own working hours according to their convenience. The organization had accepted diversification rather than the maintenance of heavy reliance on the industry. The transformational plan that has been implemented by the organization is universally applicable. It is quite motivating and attention seeking dor the workers. These kinds of plans show its total dependency and the importance of the workers that the firm holds. It helps in maintaining the sustainability of the firm and raiding the loyalty of the workers towards the firm. There are three forms of motivations achieved by the workers of an organization, which helps them in sustaining their trust towards the firm. These categories of motivational theories could be named as content theories, process theories and reinforcement theories of motivation.   The content theories of motivation help us to understand human needs and the response of people with different needs. The process theories of motivation offer additional insights into how people give meaning to rewards and then respond with various work-related behaviours. The reinforcement theory of motivation focuses attention on the environment as a major source of rewards and influence on human behaviour. According to the case study of Semco, it could be stated that the company had quite efficiently implemented the transformational changes, which had helped the firm in regaining their old profit aspects. Richard Semler had implemented various strategies that would positively affect the workers of the organizations. These facilities were considered as an important tool for the firm to regain the organization from its deceased state and thereby sustaining growth in the market. According to the three categories of motivational theories, the company had implemented the content theories where, Semco had followed Herzberg’s Motivational Theory, Mcclelland’s Human Motivation Theory, Maslows Hierarchy Of Needs Theory and ERG. Under Herzberg’s Theory Of Motivation, it could be stated that the theory deals with the factors which maintains the cause for job satisfaction. Under this context, it has stated that there are two factors, which sustain the satisfaction to be attain ed from jobs in an organization. These two factors are motivators and hygiene factors  (Park, 2013) . Motivators deals with the positive access of work that are acknowledged by the works , whereas, hygiene deals with the status, job security, salary , benefits and other facilities to be enjoyed by the workers. Semco had undertaken this theory by removing the middle managers of the organization. The work was settled among the workers, where it was under their responsibility to produce better products using innovative and cost effective techniques. Secondly, it provided the workers with the choice of settling their own salary. This shows that the firm had followed the theory, fulfilling both the two factors for the workers. Mcclelland’s human motivation theory deals with three dominant motivating factors, affiliation, achievement and power. This theory suggests that in a diversified organization, it is very important to motivate the employees based upon their expectations (Mi ner, 2015). Semco had been able to implement these criteria where it provides the availability of reward systems, empowerment plan system and the independence of the workers to set their own salary. These two theories have been quite vital in supporting the strategic plans undertaken by the organization. According to Maslows Hierarchy Of Needs Theory, a particular pattern of psychological, safety, belongingness, esteem, self actualization and self transcendence have been taken into consideration (Lester, 2013). It states that according to the complexity of the human brain, this theory had been developed which helped in acknowledging the likelihood of the people thereby identifying the basic forms of motivation the company need to implement. Semco had evaluated Maslow’s Hierarchy Of Needs Theory, thereby analysing the most important factors for the workers of the firm. These factors are transformed into extra benefits, services, reliability, and job satisfaction. Among the listed factors, the major factors selected by the firm are psychological needs, love and belonging towards the family and self-transcendence. The ERG Theory under motivational needs have been implemented by altered further. It aims at providing the basic requirement and necessities. It has three dominant char acteristics of existence, relatedness and growth (L?z?roiu, 2015). Semco had been quite crucial in maintaining the factors to affect the reliability of the workers towards the firm. Semco has granted the opportunity to its workers to discuss the main matters of the organization, thereby disposing the manuals of the previous regime. It provided its workers with the opportunity to include their own ideas and innovative measures of production. He empowered his workers with a negotiated salary along with a percentage of the company’s profit. The existing structure of Semco was a part of the bureaucratic design where a bureaucracy can be described as a form of organisation based on logic, order and the legitimate use of formal authority. Its distinguishing features include a clear-cut division of labour, a strict hierarchy of authority, formal rules and procedures, and promotion based on competency. Semco had been facing various kinds of tensions that could have been solved and handled in a better way. Hence, a transformational change for such existing scenario of the firm was necessary. One of the most important sources of tension in the existing structure was the organizational structure. Semco was considered as a typically hierarchical management structure with a patriarchal figure as leader. The organization had a core management layer of seven steps, where the managers had been experiencing a fixed position. By following this method in the company, the lower level workers and members of the firm had been facing sever e issues with the management team. While taking a particular decision regarding the well-being of the firm, the workers were not included. Various levels of managers were given the authority of making plans for the firm. By implementing the transformational change over the structure of the organization, Semler had provided the incentive for the firm to implement variations in the organization with lesser complications (Birkinshaw, 2015). The second source of tension with the existing structure of the firm was related to the various job titles and maintenance of non-transparency in salaries.   Bureaucracies become unwieldy and rigid in nature, which needs to be implemented from the high authorities of the organization (Gollenia, 2016). Various job titles in the organization, makes the organizational structure complicated and distributive. There is a los of unity among the members of the firm. Along with the job titles, there had been narrow span of control of the firm, where only the management team was responsible to take decisions. By implementing the transformational change, Richard Semler had been able to overcome the issue of job titles by eliminating them. It had even maintained the transparency over the salaries provided by the firm (Neubert, 2016). The salaries were written on the blackboard thereby not providing any scope for the workers to feel de-motivated. It provided the workers with the title of associ ates in the organization, where it had given them the opportunity to frame their own groups depending upon their needs, choose their own package of salaries, and shift time for work. Transformational changes undertaken by an organization is considered to be adhered to certain changes that would be totally opposite to the past structure of the firm. These changes prove to improve the current situation of the firm, along with some risks to be inferred. The risks that are associated with the transformational changes for the organization must be adhered to, so that it does not alter the motive for such changes in the company. The changes that were undertaken by Richard Semlar in Semco were quite different from the normal business practices that had some associated risks with it. One of the most important risk associated was the change in the management structure of the firm. Tough it had reflected positively in the well being of the organization, yet, dismissing all the top management of the organization might pose severe risk. The senior management team were solely responsible for the past decisions that had been taken. These past decisions and their experience migh t have been helpful in implementing the plans. The second risk associated to the change plan transparency in income. With the transparency in income of all the partners, counsellors and associates in the firm, there was a possibility of de-motivating the workers in spite of motivating them. Transparency without a clear salary policy generated by the firm poses certain threats to the well being of the firm (Wang, 2016. ). The third risk-associated with the transformational plan had been the implementation of empowerment plan in the company. According the plan, the workers of the firm had the authority to enjoy certain percentage of the company’s profit along with their salaries. This plan had given them the incentive of working better for their organization. Semler himself was not sure regarding the success of the empowerment plan. Though the plan had affected the company in a sustainable and positive manner, yet, with a slight change in the views of the workers, the plan would have been quite abrupt in nature (Hayes, 2014). The workers might have been over confident regarding the importance provided to them, thereby posing a threat for the firm to function negatively. Semco has been one of the ideal companies that had been positively affected by transformational changes. It had quite beneficially implemented the changes, which existed in the firm. In order to manage the firm better, there must be a provision for motivating the people with respect to the diversified nature. Birkinshaw, J.., 2015. What Lessons Should We Learn From Valve’s Innovative Management Model?. Journal of Organization Design, pp.4(2), pp.8-9. Gollenia, L.A.., 2016. Business Transformation Management Methodology.. Routledge. Hayes, J.., 2014. The theory and practice of change management.. Palgrave Macmillan.. L?z?roiu, G.., 2015. Employee Motivation and Job Performance.. Linguistic and Philosophical Investigations, pp.(14), pp.97-102. Lester, D.., 2013. Measuring Maslow's hierarchy of needs.. Psychological Reports, pp.113(1), pp.15-17. Maresco, P.A. & York, C.C.., 2005. Ricardo Semler: Creating Organizational Change Through Employee Empowered Leadership. Resource document, Academic Leadership Online Journal, available at: https://www. newunionism. net/library/case, 20.. Miner, J.B.., 2015. Organizational behavior 1: Essential theories of motivation and leadership. Routledge. Mintzberg, H.., 1994. The fall and rise of strategic planning. Harvard business review., pp.72(1), pp.107-114. Neubert, M.J.a.D.B.., 2016. Developing sustainable management theory: goal-setting theory based in virtue.. Management Decision, pp. 54(2), pp.304-320. Park, S.C.a.R.S.Y.., 2013. An empirical investigation of end-users’ switching toward cloud computing: A two factor theory perspective.. Computers in Human Behavior, pp.29(1), pp.160-170. Van der Voet, J.., 2014. The effectiveness and specificity of change management in a public organization: Transformational leadership and a bureaucratic organizational structure.. European Management Journal, pp.32(3), pp.373-382. Wang, Q.., 2016.. The Choice of Salary Transparency.

Rhetorical Situation Essay Example | Topics and Well Written Essays - 500 words

Rhetorical Situation - Essay Example So, different writers write best in different environments. However, there are some similarities among these writers. They are acquire new ideas for writing. Moreover, they are also good readers of their own work especially when revising. Through these, they shape their writing styles and gain more experience as well. I different writers work best in different environment and time They say all writers write with a thought in mind that somebody will read their work. Experienced writers normally consider audience as one of the most crucial factors when compiling their works. They do this by keeping the audience in their minds and using language and tone accordingly. Inexperienced writers, on the other hand, write as if they do not expect other people to go through their work. When talking of audience, there are two types; an individual whom the writer may or may not know and a group that may include several people whom the writer does not know. The two audiences are particular audience and universal audiences. I say audience is a crucial factor for any writer. This is the motive or aim that a writer always hopes to accomplish through writing. Some of these aims are: amusing people, discovering oneself, conveying information, exploring ideas and evaluating something. However, the primary aim of all writers is to persuade readers. Writers normally begin with one topic and narrow it down. For instance a writer writing about abortion may narrow it down to effects of abortion. This is meant to give the readers more detailed information concerning some parts of the topic. Entering into a conversation is whereby a writer reads about a certain topic, understands the concepts and controversies that relates to that particular topic. The writer then becomes aware of a large communication going on. Therefore, he or she begins to see his or her own place in the conversation. He discovers his own ideas and stance on

World Paper Company - Finance Case 18 Study Example | Topics and Well Written Essays - 750 words

World Paper Company - Finance 18 - Case Study Example The initial outlay cash flow is the total cost of the investment which is set at $18 million. The initial outlay consists of investment capital, net working costs, set up and transport cost, and training costs. After-tax salvage value of the old assets is subtracted from the initial outlay when making replacement decision (Tham & Pareja, 2004). The annual after-tax cash flows (ATCF) refer to the incremental after-tax cash flows that are expected from the investment. The company’s ATCF cash flows can either fall into these four categories: Tax savings resulting from depreciation (set at 40 percent), incremental income (positive cash flow) (set at 10 percent), incremental expenses (negative cash flow) or savings (positive cash flow), and lost cash flows (negative cash flow) resulting from the existing project activities (set at 15 percent) (Tham & Pareja, 2004). In investment scenario, lost cash flow is an opportunity cost. Terminal cash flow is the cash flows that are extra ordinary at the end of the project’s life. In the case study, it components will include shut-down costs, estimated salvage value (is set at zero), and recovery of the improved net working capital (is set at 10 percent of the recoverable capital). Reasons: (1) Worldwide Plant Company has not changed its WACC in 10 years. (2) The company has a policy to utilize its corporate Cost of Capital to analyze investment opportunities (Tham & Pareja, 2004). The Company should invest in the new longwood Woodyard. This is because the outlay capital ($18 million) and the incremental investment in working capital over the next 6 years will be of significant benefit to the

Training and Development Paper Essay Example for Free

Training and Development Paper Essay Training and development have become an essential component in the health care industry. â€Å"Well-trained support workers are more likely to provide safe care and increase the confidence of registered staff to delegate tasks.† (â€Å"Better care through better training-evaluation of an HCA development programme,† 2012, p. 35). The overall quality and quantity of training and development received by employees determines the success of an organization. It an important for organizations to assess why training and education are important. It is also vital that organizations measure the competencies within the organization. Once training and education programs have been put in place, the organization should create a system for tracking and evaluating the effectiveness of the training. According to Gomez-Mejia, Balkin, and Cardy (2010), â€Å"Training typically focuses on providing employees with specific skills or helping them correct deficiencies in their performance.† Training is used by organizations as a means to immediately enhance an individual employee’s skill deficiency for their present job. Typically, training occurs in three stages. These stages are needs assessment, development and conduct, and evaluation. (Gomez-Mejia, Balkin, Cardy, p. 246, 2010). In the needs assessment phase, organizations determine if training is needed. If training is needed, the organization will develop training program that addresses the organization, tasks and personal needs of the company and the workers directly involved in training. Once it has been determined that training is needed, the development and conducting phase will be used to determine what approach will be used. These approaches include the location, presentation and types of training to be used. The locations of training vary depending on the job, but may include on the job training, apprenticeships and internships. The presentation of the training may be conducted using technology based examples, such as computers or human to human interaction through stimulation and role play. The types of training also vary and may include team training or cross functional training. The evaluation phase is the final phase in the training process. During this phase, organizations determine if the training was necessary and effective. The organizations often look at the financial impact of the training and the overall productivity of the workers trained. There are several ways that organizations can evaluate and track the  effectiveness of training. One of these ways is by testing employees about job specific tasks. This can include direct and indirect forms of testing that might include written test or general questions being asked while employees are performing tasks. In the healthcare industry, it is essential that an organization measure each employee’s level of competency. By doing so, the organization is made aware of what type of work the employee is capable of producing. This allows employers the opportunity to assess if certain individuals are able to effectively do their jobs. This is important for organizations to do because many organizations and employees are given a realistic expectation of what can and cannot be accomplished based on the resources of the employee. New technological advancements in healthcare are often evolving. For this reason, constant training and education is needed for healthcare employees. Healthcare organizations must develop ways to measure the competency of all their workers. It is also important the training programs be developed that effectively and efficiently train any employee who is lacking proper job skills. By putting these efforts in place, organizations increase the overall productivity of their workers. References Better care through better training-evaluation of an HCA development programme. (2012, January). British Journal of Healthcare Assistants, 6(1), 35-38. CINAHL Plus with Full Text. Gomez-Mejia, L., Balkin, D., Cardy, R. (2010). Managing human resources (6th ed.). Retrieved from The University of Phoenix eBook Colllection database.

Essay: Analysis of Sonnet 33 -- Sonnet essays

Analysis of Sonnet 33 Full many a glorious morning I have seen Flatter the mountaintops with sovereign eye, Kissing with golden face the meadows green, Gilding pale streams with heavenly alchemy, Anon permit the basest clouds to ride With ugly rock on his celestial face And from the forlorn world his visage hide, Stealing unseen to west with this disgrace. Even so my sun one early morn did shine With all-triumphant splendor on my brow. But out, alack! he was but one hour mine, The region cloud hath masked him from me now Yet him for this my love no whit disdaineth, Suns of the world may stain when heaven's sun staineth. This sonnet houses nature imagery, personifying certain elements of nature. 1-2: 'Ý have seen a large amount of glorious mornings' "flatter the mountaintops with (a) soverign eye." The sun here is the eye of the morning, making the latter in semblance of a person. Using "sovreign" to describe the "eye" gives the reader the impression of the sun as, perhaps, the ruler of natur...

Compassion International Speech Outline

Bridgette Woodcock Prof. Roche THE 113 Speech 21 February 2013 Compassion International: Child Sponsorship Introduction (Play video) 1 (Provide two statistics) Did you ever think you could change the life story of the weak and vulnerable? Well, you can! Today, I want to share with you the importance of what you can do to change a child’s story. 2 Today, many children are living in poverty and exploitation. Many of those places are within the 26 poorest countries that Compassion International serves. Compassion is well known and used by celebrities and other national foundations. 4 Compassion uses a holistic method of child development 5 An average person can minimize and eliminate the exploitation and poverty through the organization Compassion International. Child sponsorship lifts children out of poverty/exploitation. 1 Fox News. com reported, â€Å"In Brazil’s poorest regions, mothers, many of whom are stuck in the sex trade, often push their own daughter’s i nto the business at age 12 or younger to increase the family’s meager income† (para. ). 2 Compassion Serves in 26 Developing Countries, â€Å"19 were placed in the â€Å"Tier 2 category† (â€Å"governments who don’t fully comply with the Trafficking Victims Protection Act (TVPA)† (para. 3-4). 3 â€Å"Compassion International takes a long-term strategy by tackling the underlying issues that make child enslavement possible. Prevention through education, care and nurture is how we (Compassion) work to protect all of the 1. 2 million children we (Compassion) serve around the world† (para. ). Is child sponsorship with Compassion real/legitimate? 1 Yes! Compassion is independently audited by several agencies including Charity Navigator 4 star ranking for 11 consecutive years, Chronicle of Philanthropy’s â€Å"Top Rated Charity-#23 on Top 400 list†, Better Business Bureau Wise Giving Alliance, Forbes ranks it as #15 on its Largest Cha rities List, and Non-Profit Times ranks Compassion as #30 on its Top 100 List. 2 Been in Business since 1952. Sponsors may visit their children, write letters, send cards and give extra above the sponsorship, which 100% of donation goes directly to that child and his/her family. Over 87% of $38. 00 sponsorship donation goes to the child & child’s center to provide school fees, books, educational materials, clothing, food, health care, counseling, and activities. Holistic method of child development 1 Child Survival Program (Birth to age 2 and mothers) Begins when a mother is still pregnant, provides nutrition, medical assistance, parental education, and social support for both mothers and caregivers to help them succeed the first few years of the child’s life. 2 Child Sponsorship Program (Age 2-10-new registrations- existing children to age 18) 1 Sponsorship is a unique way for one person to have a life-changing effort on poverty around the world by sponsoring a child in poverty. 3 Complementary Interventions (All ages- operations, flooding, mosquito nets, water) Divided into two areas: Supplemental development activites (medical, nutritional, and educational assistance, AIDS prevention, Malaria prevention) and Program Enhancement Activities (disaster response, water projects, income-generating activities, and infrastructure development). 4 Leadership Development Program (college students) 1 Gives students the opportunity to develop their gifts and become skilled professionals and leaders of influence in their churches, communities, and nations. Conclusion- Partnering with Compassion is Affordable and Makes a Difference! $38. 00 per month per child 2 Extra Donations Optional (Birthdays, Christmas, Family Gift) (no more than $1,000 per year, $2,000 in graduation year). 3 Forms a personal relationship with child 4 Limits child exposure to human slavery and poverty. Works Cited Compassion International. (2012). compassion. com. http://www. compassio n. com/child-development-model. htm Hanlon, Mark. (2011). The new slavery—human trafficking. FoxNews. com. Retrieved February 20, 2013. www. foxnews. com/opinion/2011/09/15/new-slavery-human-trafficking.

Nursing Education

The Essentials of Baccalaureate Education for Professional Nursing Practice provides the educational framework for the preparation of professional nurses. This document describes the outcomes expected of graduates of baccalaureate nursing programs.The Essentials apply to all pre ­licensure and RN completion programs, whether the degree is baccalaureate or graduate entry. Program curricula are designed to prepare students to meet the end  ­of  ­program outcomes delineated under each Essential.BackgroundThe healthcare delivery system has changed dramatically since The Essentials of Baccalaureate Education for Professional Nursing Practice was endorsed by the American Associate ion of Colleges of Nursing (AACN, 1998). Building a safer healthcare system has become t he focus of all health professions following numerous reports from the Institute of Medicine (IOM, 2000, 2001, 2004), American Hospital Association (2002), Robert Wood Johnson Foundation (Kimball & O’Neill, 2002) , the Joint Commission (2002) and other authorities.Nursing has been identified as having the potential for making the biggest impact on a transformation of healthcare delivery to a safer, higher quality, and more cost  ­effective system. Wit h the increasing awareness of the need for change in the healthcare system, the clinical micro systems (small, functional units where care is provided within the larger system) have become an important focus for improving healthcare outcomes (Nelson, Batalden, & Godfrey, 2007).In addition to the concern over healthcare outcomes, the United States and the global market are experiencing a nursing shortage that is expected to intensify as the demand for more and different nursing services grows. Buerhaus, Staiger, and Auerbach (2008) reported that the U.S. may experience a shortage of more than 500,000 registered nurses by the year 2025. Despite annual increases in enrollments in entry  ­level baccalaureate nursing programs since 2001 (Fang, H tut, & Bednash, 2008), these increases are not sufficient to meet the projected demand for nurses.According to Buerhaus et al. (2008), enrollment in nursing programs would have to increase at least 40% annually to replace the nurses expected to leave t he workforce through retirement alone. Addressing the need for an increased number of baccalaureate prepared nurses is critical but not sufficient. Nursing must educate future professionals to deliver patient ­-centered care as members of an inter professional team, emphasizing evidence  ­based practice, quality improvement approaches, and informatics (IOM, 2003b). Nursing education and practice must work together to better align education with practice environments (Joint Commission, 2002, Kimball & O’Neill, 2002;).The environments in which professional nurses practice have become more diverse and more global in nature. Scientific advances, particularly in the areas of genetics and genomics, have had and will continue t o have a growing and significant impact on prevent ion, diagnosis, and treatment of diseases, illnesses, and conditions. The increased prevalence of chronic illness is a result of an increasingly older adult population, environmental threats, lifestyles that increase risk of disease, and enhanced technological and therapeutic interventions that prolong life.Increases in longevity of life have made the older adult the fastest growing segment of the population. In 2003, 12 % of the population was older than 65   years of age. By 2030, this population will increase to 20%, with a large majority older than 80 years of age (He, Sengupta, Velkoff, & DeBarros, 2005). Those older than 65 years of age had almost four times the number of hospitalization days than those younger than 65 years of age (Centers for Disease Control, 2007).Education for the baccalaureate generalist must include content and experiences across the lifespan, including the very young who are especially vulnerable. The p ercentage of the population under 18 years of age is 24.6% (U.S. Census Bureau, 2008). U.S. infant mortality in 2006 ranked 38-th in the world (World Health Organization, 2008). Prevent ion is critical in addressing both acute and chronic conditions across the lifespan. The role of the nurse in prevent ion continues to be of utmost importance. Increasing globalization of healthcare and the diversity of this nation’s population mandates an attention to diversity in order to provide safe, high quality care.The professional nurse practices in a multicultural environment and must possess the skills to provide culturally appropriate care. According to the U.S. Census Bureau (2008), the nation's minority population totaled 102 million or 34% of the U.S. population in 2006. Wit h project ions pointing to even greater levels of diversity in the coming years, professional nurses need to demonstrate a sensitivity to and understanding of a variety of cultures to provide high quality car e across settings. Liberal education, including the study of a second language, facilitates the development of an appreciation for diversity. Strong forces influencing the role of nurses include: scientific advances, particularly in the area of genetics and genomics, changing demographics of patient populations,  new care technologies, and patient access to healthcare information.These forces call for new ways of thinking and providing health care. Nursing is uniquely positioned to respond to these major   forces, requiring an increased emphasis on designing and implementing patient- ­centered care, developing partnerships wit h the patient, and a focus on customer service.Nursing EducationIn response to calls for transforming the healthcare system and how healthcare professionals are educated, AACN has maintained an ongoing dialogue wit h a broad representation of stakeholders internal and external to nursing. The dialogue has focused on the knowledge, skills, and attitudes n eeded by nurses to practice effectively within this complex and changing environment. New innovative models of nursing education have emerged, and AACN has taken a leadership role in crafting a preferred vision for nursing education.In 2004, the AACN Board of Directors reaffirmed its posit ion that baccalaureate education is the minimum level required for entry into professional nursing practice in today’s complex healthcare environment. Baccalaureate generalist education, as defined in this document, is the foundation upon which all graduate nursing education builds. The preferred vision for nursing education includes generalist, advanced generalist, and advanced specialty nursing education.Generalist nurse education occurs at a minimum in baccalaureate degree nursing programs. Advanced generalist education occurs in master’s degree nursing programs, including the Clinical Nurse Leader (CNL ®), which is an advanced generalist nursing role. Advanced specialty educati on occurs at the doctoral level in Doctor of Nursing Practice (DNP) or research  ­focused degree programs (PhD, DNS, or DNSc). End ­ of ­ program outcomes for the baccalaureate, master’s, and doctoral nursing programs build on each other.The Discipline of NursingRoles for the baccalaureate generalist nurse are derived from the discipline of nursing. The roles of the baccalaureate generalist include: provider of care,   designer/manager/coordinator of care, and   member of a profession.Nursing generalist practice includes both direct and indirect care for patients, which includes individuals, families, groups, communities, and populations. Nursing practice is built on nursing knowledge, theory, and research. In addition, nursing practice derives knowledge from a wide array of other fields and professions, adapting and applying this knowledge as appropriate to professional practice.In the senior college and university setting, every academic discipline is grounded in discrete inquiry ­-based applications that are distinctive to that discipline. Scientific advances, (particularly in the area of genetics and genomics), changing demographics of patient populations, new care technologies, and patient access to health care information call for new ways of thinking and doing in the provision of health care. The academic setting provides a forum for contemplating physical, psychological, social, cultural, behavioral, ethical, and spiritual problems within and across disciplines.Faculty have a responsibility to facilitate the translation of knowledge from a liberal education base into the practice of nursing. Nursing faculty introduce nursing science and theories, and guide the student in developing an understanding of the discipline of nursing’s dist inctive perspective.

Explore reflective accounts of the mentor’s developing role using a recognised framework The WritePass Journal

Explore reflective accounts of the mentor’s developing role using a recognised framework Introduction Explore reflective accounts of the mentor’s developing role using a recognised framework IntroductionDefinition of mentorshipDescription FeelingsEvaluation/ AnalysisConclusion/ Action planEvaluation/ AnalysisReferencesRelated Introduction The purpose of this assignment is to review and explore reflective accounts of the mentor’s developing role, using a recognised framework.   Ely and Lear (2003) suggest that following a mentorship preparation course, a mentor should have sufficient information to increase their knowledge base in relation to a student’s learning needs; the effectiveness of role-modelling and effective learning environments.   The ability to examine and reflect upon issues relating to; course development and facilitation and assessment of learning should also be developed.   In order to achieve such; a portfolio of learning in collaboration with a reflective critical analysis and evaluation of five learning outcomes will be completed: supported by available literature, this will demonstrate the integration of theory and practice.   Burns and Grove (1999) believe that a literature review should contain only current research from the last five years.   However, as both mentorship and the reflective process are evolving phenomenon, it was felt significant to include reference to material, both recent and classic.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although research into the effectiveness of reflection is extremely limited, anecdotally it does appear evident that there are multiple advantages to reflective thinking (Burton 2000). These will be discussed in more detail in outcome 2, but briefly reflection can be regarded as innovative (Pierson 1998), dynamic (Burns and Bulman 2000) and as Burnard (1989) proposes, promotes feelings, thoughts and beliefs to be challenged.   Although reflection is believed by some to be an essential part of professional education and development (Atkins and Murphy 1993), it does however have its critics.   The lack of research into the value of reflection has been noted by Newell (1994) and Macintosh (1998).   Burnard (2005) criticises the point that reflection requires an accurate recollection of an incident.   However, this would not appear to apply during reflection-in-action. To direct the reflective process throughout this assignment, an adapted version of Gibbs reflective cycle (1988) has been implemented.   As the reflective process entails a recognition of an experience and a subsequent description of such (Powell 1989), it is justifiable to incorporate the use of the first person when discussing related feelings.   Hamill (1999) considers the use of first person to be suitable when writing an assignment that requires an element of personal reflection.   He also believes it to be appropriate when developing personal and professional qualities of self-awareness, reflection, analysis and critique. In accordance with the Nursing and Midwifery Council’s (2004) guidelines relating to confidentiality, the mentored student will be named Amy.   Throughout the assignment, the author will be referred to as a mentor (although in reality the role was more of an associate mentor since the official requirements for mentorship had not yet been met).   All paperwork and formalities were agreed and countersigned with a recognised ‘mentor’ who had previously undertaken the former 998 course.   This nurse also acted as the authors mentor throughout the preparation course. Definition of mentorship Phillips et al (1996) note a lack of clarity in the term mentorship.   A variety of definitions have been offered for the term ‘mentor’, and so for the purpose of this assignment, a considered clear-cut definition provided by a well-regarded source will be applied. ‘Mentorship is a role undertaken by a nurse midwife or health visitor who facilitates learning and supervises and assesses students in the practice setting’ (Department of Health/ English National Board 2001a). In a longitudinal qualitative study undertaken by Gray and Smith (2000), it was again revealed that students identified a good mentor as a good role model, encompassing skills such as being organised, caring, confident, enthusiastic and professional.   A bad mentor, however, was thought to have a lack of knowledge, expertise and structure in their teaching, who was unfriendly, unapproachable and intimidating.   Although this study provides an insight into the effects of mentorship on student nurses, it can only really be applied to the small sample size employed, as to generalise to a wider population, the sample must be well-defined (Cormack 2000) Outcome 1 Description I was not on duty on Amy’s first shift; however, the ward manager introduced her to the nursing team, orientated her around the ward and explained the emergency procedures.   During the first week of Amy’s placement, I ensured that time was allocated to discuss all her learning objectives.   These had been set by the school of nursing, by Amy herself, and included objectives that I felt she would be able to achieve during her 9 weeks on the unit.   Although Amy’s allocated placement was specifically the surgical assessment unit, it was agreed that as the qualified nurses rotated between this unit and the main ward, it would be beneficial for her to do the same, thus ensuring consistency of mentorship and also a broader range of experience. The course documents were attained from the link educator, and these were discussed with Amy to ensure all outcomes were appropriate to the course module.   It was agreed that although allocated time would be available to discuss her progress, both Amy and I would state any concerns or difficulties that were identified, as and when they arose. Feelings During this initial interview Amy appeared extremely enthusiastic to learn, and despite having just entering the second year of her training, she seemed knowledgeable in many significant areas of nursing.   Amy’s enthusiasm had a direct impact on my desires to become a good mentor.   Despite feeling extremely nervous that I may let her down by not encompassing the necessary knowledge and experience to assist her through her placement, I felt eager to prove my capability and to learn more about the mentorship process. Evaluation/ Analysis Ely and Lear (2003) state that an initial discussion between the mentor and student should take place at the earliest opportunity, ideally during the first shift of the placement (Gray and Smith 2000).   Phillips et al (2000) believe that the discussions regarding a students assessment, should pre pre-arranged and prioritised, to avoid the student feeling like an added burden.   Time should be spent to ensure a thorough assessment is made, as hurried meetings have been suggested to be of less value (Bedford et al 1993). Price (2005a) states that during this initial interview, the mentor should make it clear that any developing problems or concerns should be addressed as they arise.   He also suggests that this initial interview act as a reference point for future discussions regarding progression.   Neary (2000a) recommends clearly identifying outcomes at this point to aid the relationship between theory and practice.   These objectives should express the needs required by the individual student (Gray and Smith 2000), the learning opportunities that the placement can provide (Stuart 2003) and as Price (2005b) advocates, meet the module outlines set by the school of nursing.   Rogers (1961) maintains that students are more likely to succeed once they have identified, individual needs and feel confident in their ability to achieve them.   He also states the importance of the student feeling comfortable to ask for advice and express their limitations.   Oliver and Endersby (1994) agree, sug gesting that the identification of the student’s individual needs during the initial orientation facilitates their perception of security. A number of authors have suggested the use of a learning contract as part of the continual assessment process and as a guide to learning (Stuart 2003, Quinn 1998, Priest and Roberts 1998).   Ely and Lear (2003) believe the implementation of a learning contract specifying individual evaluative criteria and outcomes, can promote the individual to take control of their own learning.   This contract is thought to provide a structured plan for ongoing formative assessment, therefore assisting the learning process and providing continuity (Wallace 2003). Although this form of self-directed learning does appear to be advantageous (Hewitt-Taylor 2002), Darbyshire (1993) suggests that mentors may find it difficult to gain control over a learning situation. Hutchings Sanders (2001) highlight a study commenced in the Northern Devon Healthcare Trust in 1999, in which a regional project bid was placed to develop formalized, multi-professional learning pathways. The overall aim was to prepare and provide a learning environment that was dynamic and enjoyable and promoted high quality care. A learning pathway was developed in order to ensure equity and consistency in the quality of student practice place. It comprised of three steps: preparation for each placement, induction before each placement and the learning experience.   The study was piloted in 6 clinical areas over 3 months, attempting to evaluate the effectiveness of the model.   A baseline qualitative analysis of the perceptions of service staff and students was completed prior to the study. The results of this were to be compared to a similar evaluation on completion of clinical placements in the pilot areas.   Although suggested that the model will have a positive effect on the quality of the students experience, it was noted that the pilot had not yet been completed, and subsequent results have not yet been published. Conclusion/ Action plan Following the above reflection and analysis, it would appear that most of the issues highlighted in the literature were actually met in the initial meeting with the student.   It is however noted that my area of practice does not typically implement learning contracts unless a student is repeating a placement.   With this in mind, I devised a form of agreement in conjunction with Amy, which would aim to meet her individual learning needs.   This has been included in appendix1. The main presenting challenge was that of a time constraint.   Working on an unpredictable assessment unit, it is very difficult to prearrange a discussion. To overcome this problem, Amy and I agreed to stay behind at the end of assigned shifts and to utilise any ‘quiet’ time that arose during the placement. Outcome 2 Description In order to be an effective role model, I first needed to ascertain how I was perceived by others.   In order to gain an honest insight, I asked my family, friends, and chosen colleagues that I felt would not be afraid to be truthful.   The outcome was that although I was considered caring and enthusiastic to teach others, I sometimes appeared impatient when under stress.   I identified similar attributes when compiling my own list.   With the assistance of my mentor, I compiled a list of self improvements and asked her to observe my behaviour to notice if they were being achieved. Feelings I felt very aware and anxious, that my actions and attitudes would be observed by Amy and possibly imitated in her work.   I was therefore conscious of how I acted in front of her, and realised I needed to remain professional, not only when dealing with patients but also away from the clinical area. Evaluation/ Analysis It has been suggested that nurses should use self assessment and reflection as part of their professional work and learning (Thorpe 2004).   The Department of Health/ English National Board (2001b) profess that qualified staff should provide good role-models for best practice, valuing learning and encouraging reflection.   Boud et al (1998) emphasise the importance of reflection as both a learning and teaching tool, believing it to facilitate the integration of theory and practice and develop a nurses’ capacity to contextualize knowledge to meet patients’ needs.   Burrows (1995) highlights the effectiveness of reflective thinking for both enhancing clinical practice and affirming the value of practice and knowledge-in-action to the profession. Burrows (1995) does however point out that research suggests students under the age of 25 may not encompass the cognitive readiness or experience required for critical reflection.   Although the student discussed in this a ssignment is 34 years old, the majority of pre-registration student nurses are in fact included in this category. The term role modelling has been defined by Bandura (1977) as a process that teaches students to learn new skills from others, that does not involve their personal trial and error.   Donaldson and Carter (2005), consider it to be of such importance, that they advise the value of role modelling to be discussed in the preparation for mentorship module.   Effective role modelling involves competence, enjoying the profession and providing excellent nursing care, and using these qualities when interacting with students and structuring their learning environment (Wiseman 1994).   Murray (2005) lists the behaviours of a positive role model as; listening and responding appropriately, displaying warmth and sincerity, maintaining eye contact and asking questions.   The problems with role modelling, however, can be if the student observes bad practice and consequently mimics such (Charters 2000), or as according to Lockwood and Kunda (1999), if the student feels dampened and de-motivate d when unable to achieve high standards set by a high-achieving, outstanding mentor. Watson (1999) undertook a qualitative ethnographic study to investigate the mentoring experience and perceptions of pre-registration student nurses.   Interviews were conducted within the clinical setting, with 35 students on a common foundation programme, and 15 allocated mentors.   The semi structured interviews, lasting between 20 and 30 minutes, were conducted privately and recorded by the researcher.   The results from the students and mentors were very similar; all saw the mentor’s role as assessor, facilitator, role model and clinical support, although the students identified an additional key role as planning.   This study highlighted some important issues; however, it is not without its drawbacks.   Although a small sample size is often acceptable within qualitative research (Thompson 1999), in order for the results to be generalized Dempsey and Dempsey (2000) explain that the selection of subjects must be thought to be a representation of the target populat ion.   The researcher stated using purposeful sampling, but it was not felt that 35 students at the beginning of their training from 7 ward areas met such requirements.   As the researcher only used one form of data collection (Appleton 1995) and did not ask the subjects to verify the results (Nolan and Behi 1995), the results can not be deemed to hold credibility.   The fact that the researcher undertook the interviews herself, the results could also have encompassed interviewer bias (Carr 1994). Brereton (1995) believes that a mentor’s insight and understanding of the mentoring role is the most effective bridge over the theory-practice gap.   A number of mentorship roles have been discussed by Thompson (2004) including; sharing personal thoughts, feelings and intuitive practice, being aware of own strengths and weaknesses and their effects on others, and being sensitive to a students needs. Conclusion/ Action plan Having read and internalised the literature, I would hope that I am a ‘good’ role model.   To confirm the opinions held by the students, I have encompassed an anonymous questionnaire within the student booklet discussing the strengths and weaknesses of the placement area and feedback regarding their mentor.   I have also learnt to reflect more in and on-action to improve on my own self-awareness and gain further insight into my actions and feelings. Outcome 3/6/7 Description My ward area currently has access to the trust intranet and internet, hospital policies and protocols, a small selection of books and journal articles and a welcome pack, notice board and information file designed and intended for student nurses.   Students also have access to lockers, kitchen facilities and the staffroom.   Whenever possible, a student’s off duty is planned around that of their allocated mentor and associate mentor. Feelings Although I feel that A6 generally meets the needs of student nurses, some of the resources are very out of date, and many of the books have ‘disappeared’ from the unit.   The absence of an allocated teaching room makes it difficult to discuss a student’s outcomes and/ or progress. Evaluation/ Analysis Price (2005a) emphasizes that the learning environment must be fit for practice and conducive to learning.   The ENB DOH (2001a) state that a clinical setting must be planned, structured, managed and coordinated, in order to provide unique learning experiences and opportunities, to enable the development of competencies for professional practice. In a quantitative study undertaken by Hart and Rotem (1995), it was significantly verified that the clinical learning environment has a considerable impact on nurses’ perceptions of their professional development.   The 516 questionnaires returned from across five metropolitan teaching hospitals suggested that; autonomy and recognition, job satisfaction, role clarity, quality of supervision, peer support and opportunities for learning all had an effect on professional development.   The statistical significance of p0.001 would suggest that the results are significant (Couchman and Dawson 1990).   However over a quarter of the questionnaires were not completed in full and for a quantitative study, the sample was still relatively small, and therefore questionable for generalisability to a wider population (Fetter et al 1989). Price (2004) believes a learning environment should address four issues; practical experience, practice resources, an approach to education and learning support.   These have been individually discussed by a number of authors.   The practical experience should provide sufficient supervision, ensure a range of patient/ clients and procedures, implement the nursing process and practices consistent with local protocols, policies and philosophies (Price 2004).  Ã‚   Myrick and Yonge (2002) advise students to work alongside various members of the multidisciplinary team (MDT) and to seek relevant opportunities from other practice areas to ensure exposure to a variety of clinical experience and expertise. The availability of a variety of resources, including journals, books and relevant articles has been suggested by Stengelhofen (1993).   Oliver and Endersby (1994) recommend access to policies, procedures and protocols, product and department information, health education literature and a list of contact names.   Ely and Lear (2003) advise the implementation of a dedicated teaching area, believing the use of patient day room, staff rooms and nursing stations to be unsuitable for structured teaching.   Mentors should be knowledgeable of learning centres and resources and take the time to inform students of their availability (Myrick and Yonge 2002). Characteristics of a good clinical learning environment are said to include a humanistic approach to students in which they are treated with kindness and understanding and encouraged to feel part of the team (Quinn 2000).   Quinn (2000) also emphasises the importance of an efficient management style, encompassing nursing practice that is consistent with that taught in university.   The National Audit Office (2001) strongly encourages partnerships between the school of nursing and the clinicians applying learning in practice to improve the quality of practice placements. To ensure students are adequately supported, Eaton (1999) insists staff must be dedicated and adequately prepared to undertake the role of the mentor.   The off duty must be carefully planned to coincide a student’s shifts with those of their mentor, and arrangements should be made to ensure other members of staff will ‘look after’ them in their mentor’s absence (Gray and Smith 2000).   Although Landers (2000) suggests that the supernumerary status of students can accentuate their insecurities if they are lacking direction and guidance, Ferguson and Jinks (1994) insist that student allocation should be for the purpose of learning rather than service needs.   Spouse (2001) believes that the ideal situation for learning is an environment encompassing good staffing levels of active learners engaged in problem solving, where there is a knowledge transmission, together with trust and companionship. Conclusion/ Action plan On examining my ward area as a conducive learning environment, the literature appears to support the conclusion that it holds many positive aspects, with staff members attempting to make the student experience enjoyable and informative. During recent weeks, the area was audited by the university as a positive learning environment, with no recommendations given for improvements.  Ã‚   Although this is extremely encouraging, it is felt that there are areas that could be improved.   Following discussion with the ward manager, I have devised a teaching system within the ward, which entails a monthly update of a teaching board and a short presentation for the junior staff members, including students.   This is maintained by the link nurse for each speciality and has received excellent feedback for the two months it has been implemented.   I have also updated the student booklet and have suggested providing the students with these prior to the placement with an invitation for them to visit the unit in advance, should they wish to do so.   The ward manager and I have also ordered a selection of books suitable to the ward area and are now continuously updating the policies and protocols on the ward. Outcome 4 Description As discussed in the previous outcome, my ward area does currently discuss relevant issues and ideas to ensure practice is evidence based.   On gaining a password from the IT department, all staff has access to the trust intranet, and at the discretion of the ward manger, internet access is also granted.   All staff members, including students, have access to the library. This ensures access to a variety of sources of research. Feelings Although relevant and up to date literature is accessible, it is felt it would be beneficial for my ward to hold more recent books and articles on surgical nursing.   Although I do feel that students are relatively well supported in my area of practice, I think they could be more involved in decision making and the planning of patient care. Evaluation/ Analysis Sams et al (2004) identify three largely unresolved problems within the healthcare setting: an existing gap between evidence and practice; unnecessary variations in practice and an increasing cost of healthcare.   They explain that these factors are changing nursing practice from routines and opinions to critical appraisal and practices substantiated by evidence.   In doing so; quality and safety of patient care is ensured through the nurse performing the right thing, the right way, the first time (Caramanica et al 2003).   Sackett et al (1996) describe evidence-based health care as the conscientious utilisation of clinical experience and current best evidence in decision making and patient care.   Evidence-based guidelines have been said to include three sources: clinical expertise, patient preferences and most importantly scientific findings (Hinds et al 2003) Webster (1990) advises clinical staff to keep up to date with current practice to ensure that what is carried out relates to what is taught in university.   Krichbaum (1994) believes student learning in the clinical setting is related to their mentors’ behaviours, including using objectives, providing practice opportunities and asking effective questions.   It has also been argued that teaching methods reflect what the student perceives as most effective (Burnard and Morrison 1991).   Thomson (2004) advises a mentor to transmit their view of nursing into the student’s mind in order for them to understand and evaluate practice from their perspective.   To maximise the benefits of a clinical placement, mentors should teach from the experience the student is having through a combination of a teacher driven approach and the reflective process (Thomson 2004).   The use of reflection has been discussed further in the facilitation of learning, to demonstrate an under standing of concepts, knowledge, skills and attitudes (Dix and Hughes 2004).   Neary (2000a) explains that to reflect in a way that enables them to understand and learn through their experiences, students will need advice and guidance from their mentors. Craddock (1993) suggests teaching students to process information in a way that becomes more meaningful to them, enabling the integration of theory and practice.   Self directed learning has been proposed as an effective method of achieving such, providing a foundation for practice based on evidence (Burnard and Chapman 1990). Students should be encouraged to participate in clinical knowledge by sharing ideas on practical issues, facilitated with time to visit the library (DOH/ENB 2001). Andrews and Roberts (2003) suggested that a mentors’ role was that of support, and to ensure students received adequate teaching within the clinical area, a clinical guide should be employed.   They undertook a study consisting of self-report questionnaires administered to 239 first year students and 450 clinical guides across eight NHS trusts.   They indicated that the students valued the clinical guides’ impartiality, gained further insight into the practice experience and became more proficient in problem solving.   The level of confidence that can be placed in the results is however extremely limited.   Only 65% of students and 21% of clinical guides responded to the questionnaires, the subject’s demographic characteristics were not described (Ryan-Wenger 1992), and no reference was made to the sampling method, (Parahoo 1997) the validity and reliability of the data collection (Mathers and Huang 1998) or the study’s credibility (Carter and Port er 2000). Conclusion/ Action plan Following the above literature review, I now understand the importance of involving a student in the assessment, planning and evaluation of a patients’ care as well as the implementation.   I try to involve students in all aspects of the nursing process, explaining our rationale for all decisions.   I have also implemented a self-directed learning approach, asking Amy to briefly research and feedback issues that have arisen.   She seemed to enjoy, and benefit from this style of learning, and in the process I also gained further insight into current evidence. Outcome 5 Description I used the outcomes set in the initial discussion as a benchmark for Amy’s learning and assessed her competency on how well I thought she achieved these outcomes.   Amy would observe a task, we would research it where appropriate and I encouraged Amy to ask questions.   When we mutually decided Amy was ready, and on gaining the patient’s consent; I allowed Amy to perform a task, such as completing an admission, administering an injection or redressing a wound. Feelings I was extremely nervous of misjudging Amy’s level of competence and consequently allowing her to administer care she was not capable of or restricting her learning. Evaluation/ Analysis Myrick and Yonge (2002) emphasize the importance of assessment and evaluation of a student’s learning in facilitating their experience.   Effective assessment is vital in judging a student’s competence to practice (ENB/DOH 2001a).   Watson et al (2002) noted a lack of clarity surrounding the term competence.   However, the NMC’s (2004) definition describes ‘possessing the skills and abilities required for lawful, safe and effective professional practice without direct supervision’. Rowntree (1987) identifies reasons for assessment as; motivating students, establishing progress and providing feedback, identifying strengths and weaknesses and establishing the level of achievement.   To uphold the reputation of nursing, Price (2005c) considers it vital to assess a learners’ ability to practice in a professional, sensitive and safe manner.   Watson et al (2003) believe that having the competency to practice involves having the competence to learn.   This involves having a positive attitude to learning, taking initiative, recognising learning needs, seizing learning opportunities and understanding how to reflect on; analyse and critique practice.   Benner (1984) advises skilful teaching in the practice setting to ensure students pass through five levels of proficiency from novice to expert. Calman et al (2002) undertook a study in Scotland to determine the methods, preparation of assessors and student views relating to the assessment of students’ practice. A combination of postal questionnaires, review of programme documentation and interviews with key stakeholders were completed.   They concluded that students had little confidence in competence assessment methods, there is a lack of consistency in the training of student assessors in the clinical areas and a limited number of approaches to clinical assessment are used.   Credibility was ensured through presenting the results to the subjects to verify (Nolan and Behi 1995) and by the implementation of a triangulative data collection method (Appleton 1995). Wilkinson (1999) states that to ensure an assessment is reliable; student’s abilities should be consistent and the assessment should be made over a period of time and agreed by others.   Validity can only be assured when a students’ performance involves an integration of cognitive, affective and psychomotor skills (Wilkinson 1999).   A vital part of clinical assessment is direct observation, which must involve sufficient time to observe, an awareness of observer bias and the observer effect, and the incorporation of a checklist (Hull 1994).   Greenwood and Winifreyda (1995) devised a model to aid teaching and assign which the use of direct observation with diagnostic questioning of students.   This elicits a students understanding and performance and should be followed up with constructive feedback including; instructions, revisions, encouragement and guidance.   A study by Watson (2002) supports the use of reflective learning contracts as an assessment tool a lthough this has been criticised on ethical grounds. 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