Skills Gained In Social Care Social Work Essay

Skills Gained In Social Care Social Work Essay A significant learning experience is one in which the student has acquired knowledge and/or skills or where the experience has informed or shaped the students social care values and beliefs. Throughout the course of my placement there have been many cases upon which I have experienced significant learning. These include conversations with both staff and service users, as well as sitting in on various meetings and programs. The main learning experience I enjoyed was in relation to Personal Centred Planning folders or PCPs. Personal Centred Planning is a way of discovering how a person wants to live their life and what is required to make that possible (NDA, 2005). Personal Centred Planning primarily focuses on the person as opposed to a disability. It is about the whole person and their life, not just their disability. Personal Centred Planning is not an assessment of service users. PCPs are, an extremely effective method of helping service users meet their goals in life and also, for keeping track of their basic daily activities. It was a very interesting and useful method to learn how to use. Person centred planning is based on shared action, about finding creative solutions rather than categorising people and about problem solving and working hard over time to achieve goals. Its about changing a persons life (Sanderson 2000). PCPs seek to craft a vision for a persons life in which they can play an active role in their local community or any organisation of their choice. It also describes the action necessary to make this vision come through (McGinn Cassidy, 2006). This is accomplished through some basic stages. Firstly you must discover, understand and then address the core issues for the individual involved. Secondly you must explore choices available to the individual before you then alert and involve the individuals entire social network. A balance must then be reached between what is important for the individual and what is important for their social network. Ideally, the individuals goals for themselves are the ones most focused on and not the goals that the individuals friends and family have for them (McGinn Cassidy, 2006). There are six key principles that underpin person centred planning. These are that PCPs are an individuals perspective, creative approach to planning, uses all the resources available to the person, requires serious and genuine commitment, an art and not a science and that the development of the plan is not the objective. There are also several advantages to using Person Centred Planning. Some of these are that it sets out important goals for the future, provides a forum to make choices, it provides encouragement and support and may be viewed as a lifelong process and support (McGinn Cassidy, 2006). Person Centred Planning is based on completely different way of seeing and working with people which is fundamentally about sharing power and community inclusion (Sanderson, 2000). A good caring service mobilises all its resources to assist people with disabilities to increase control over their lives. They also set goals that are personally meaningful and express personal preferences. They offer guidance to the individual. It is only through organisations like this that the PCPs are a success (McGinn Cassidy, 2006). There are many issues to be considered when supporting people who have difficulty in making choices. Some of these issues are if you take a different perspective than that of the person, if you develop a different understanding of the person and risk assessments must be carried out. The service user also requires certain support and assistance from the PCP process. Some of these include interpreting the environment, understanding other peoples expectations and conditions for cooperation and to figure out satisfying ways to pursue what they want (McGinn Cassidy, 2006). Person Centred Planning has one plan per person. The service users key worker drives the process. The first step the key worker must take is to get to know the person. This includes getting to know their personal history, family, friends, health, hobbies and other personal details. You must talk to the person in order to gather this information. You must observe them in their natural environment too in order to get your own vision of the persons personality. A good way to add to this vision is to speak to the persons family and friends to get other opinions of the service users personality and goals in life. Finally reviewing previous documentation on the service user will give you other opinions on the service user, this time from a professional view (McGinn Cassidy, 2006). The second step is to discuss the persons own goals and dreams for the future with them. This involves sitting down with the service user in what they feel is a safe environment, so that they can reveal their dreams to you without feeling threatened or embarrassed about them. You then document the service users goals in their PCP file and move onto step three which is to plan a meeting. The meeting is entirely the service users choice. They get to decide who attends, where it is, when it is and what exactly will be discussed. It is simply our job to facilitate them by giving them any help or support they might need. The meeting itself is then step four. In the company of the service user and whoever they had wished to have at the meeting you work out what has to done is the coming weeks and months to achieve the service users targets. The fifth and final step is to implement everything that had gone before. It is now that the staff starts working on achieving the agreed goals. Any progress gained should be recorded in a progress plan form. A review sheet must also be completed at the end of each month and at the six month review meeting (McGinn Cassidy, 2006). The staff involved in the Person Centred Planning process, play a crucial role and have extremely important responsibilities in ensuring the process is a success. Person centred planning requires that staff adopt a flexible and responsive approach to meeting peoples changing needs and circumstances, guided by general principles of good practice rather than standard procedures (Sanderson, 2000). It is important that the staff do not underestimate the scale of the task and should allow sufficient time for it to be completed. Initially the process involves identifying people who are likely to support the idea and then, running some information and basic training sessions for everyone likely to be directly involved, impacted or called upon for support (McGinn, 2006). The unit manager also plays an important role in the Person Centred Planning process. Managers have a significant role to play in enabling staff teams to adopt a person centred approach (Sanderson, 2000). Sanderson advocates that managers extend the principles of person centred planning to their staff teams, in order to develop what she describes as person centred teams (McGinn, 2006). There are characteristics that a person centred team leader needs in order to be successful. Some of these include being able to bring the best out in people, having a clear vision and direction, encouraging personal involvement with the people being supported and investing in community connections (Sanderson, 2003). The leader of this process needs to develop a very clear understanding of the key principles and processes of Person Centred Planning (McGinn, 2006). The leader must ensure that staff work together as a team and not as individuals which will only drag the process in different directions, accomplishing nothing. They must ensure that there is good, ongoing communication at individual plan level. It is also their job to maintain and update plans over time or assign somebody the role of doing so. At a more general level, it is important to establish a routine process of monitoring, evaluating reviewing and developing the way person centred planning is being done, so as to ensure it is having a positive effect on lives and services. Every effort should be made to ensure that the role and responsibilities of every individual, group and organisation participating in the person centred planning process is clearly understood and agreed by them and adequately supported (McGinn, 2006). Success will be achieved will the Person Centred Plan if the staff team ensure that the needs of the service user are met to the greatest extent possible, consistent with their responsibility to assess risks involved and ensure that they are acceptable and considered. It is also necessary that they build a closer relationship with the service user in order to become more acutely aware of their needs and wishes. The staff team must ensure that all risks are identified and action is taken to minimise them. They must seek to maximise opportunities for the service users self development, self esteem and independence in order to realise their fullest potential (McGinn, 2006). Finally the role of the Key worker is crucial to the success of the Person Centred Plan. The Key workers objectives are to develop a close and positive relationship with the service user. They must also work co-operatively with other staff, family, external services/professionals etc, on the service users behalf to ensure that a quality service is provided. The Key workers team role is to enable the team to effectively support the service user. To do this the Key worker must listen to others, respect and support team members, maintain commitment and communicate effectively. The Key worker enables the service user to advocate for themselves, develop new skills and build enjoyable relationships with others (McGinn, 2006). There are of course challenges to implementing Person Centred Planning. The need for everyone to develop a new perspective on people with disabilities is defiantly one of the larger ones. For a goal like that to be reached it will take a global effort and one that is not easily achieved. Other challenges include the need for a new general perspective on services, resistance to change and risks and learning curves (McGinn, 2006). All of this was being carried out on a constant basis in RehabCare Cavan while I was there. Sitting in on meetings between the key workers and the service users was an eye opening experience. It also really stood out to me just how much Unconditional Positive Regard is used in services and why it is so crucially important in a programme such as Person Centred Planning. Without it the programme would be a complete failure. The entire PCP programme worked well while I was on my placement. It was being managed very sufficiently and all staff members had an excellent relationship with each other. I personally felt that I helped the staff to show unconditional positive regard towards the service users when they were finding it tough. Most importantly I have learned and witnessed just how positive an impact the PCP programme can have on the service users when managed properly. Seeing the delight on service users faces when they achieved goals which would have been impossible without Person Centred Plans made me realise how much they need the programme and educated social care workers to manage it for them. Critical Reflective Paper My twelve week placement in RehabCare Cavan provided me with sufficient opportunities for learning and to enhance my social care knowledge, skills and values. Throughout the duration of my placement I enjoyed the experience of working with a vast variety of service users most of whom had disabilities and problems that were completely unique to themselves within the centre. I also had the chance to compare my skills as a social care worker with a number of people from different occupations including social care workers, community nurses and psychologists. They all both worked together as a team and then as individuals. Overall my placement in RehabCare Cavan was an immensely enjoyable and positive experience. There were however, a number of difficulties to deal with along the way. These included challenging behaviours from the service users and limitations from the staff. Altogether though, I believe my placement would not have been as educational had it not been for the combination o f positive and negative factors. The part of my placement which I feel most facilitated my learning was working with the inter-disciplinary team. This team consists of a list of professionals from different occupations and also collaborates with the parents or friends or next of kin for each of the service users. The service user decides who they wish to have present at the meeting from their family or friends. There are strong positive relationships between the different members of the team. At the beginning of my placement I found it quite overwhelming and complicated to understand how a team consisting of so many people managed to perform sufficiently and how mistakes werent made. I also struggled to understand how there was need for so many individuals and how they each had their own unique role within the group. At first I just sat in the corner of the room and observed the team meetings. I felt I didnt know the clients well enough to make contributions and that the staff didnt know me well enough to be able to justify accepting my contributions. It was my job for the first few weeks to simply sit, observe and analyse what was being discussed and proposed within these meetings. Over the following days and weeks I started to become more familiar with the staff, the service users and the cases. I began to feel more confident interacting with the staff and service users and believed I had a place within the centre. I could see advantages of using the interdisciplinary team system, however I quickly realised too that mistakes were made. These mistakes were few though and no system or person is flawless so they were generally accepted as small human errors and rectified. Each team member had adequate knowledge of the other team members, their profession and their disciplines. This allowed each team member to answer questions and give guidance, even if was only to tell the person involved which team member was most likely to solve their problems. As my placement progressed I was able to become more involved with the staff as I became more aware and familiar with each case. By having the opportunity to observe and ultimately work with the different professionals i nvolved I was able to gain valuable knowledge and skills relevant to each discipline which will prove valuable throughout the rest of my course and beginning of my own professional career. One aspect of the service or the centre which limited my learning was unfortunately due to cutbacks. Due to lack of funds the service was severely understaffed which meant there was an extremely heavy workload on the remaining staff members. This in turn meant that there were long periods were they had work to do and I was unable to participate. During these periods I would socialise with the service users, talking to them, playing games with them and helping them in whatever way possible. Although from a professional perspective this reduced my learning experience, personally it greatly increased it. It was during this time that I got to know the service users, their likes and dislikes, their personal ambitions and most importantly, what it was like for them individually growing up in the community with their disabilities and how RehabCare has greatly improved their lives and self-esteem. I felt that it was this information that would help and inspire me to progress through my place ment and academic years ahead. While on my placement I took a leading role in facilitating a few programmes in particular for the service users. As I have a great interest in sport personally I became involved in all sport related programmes with the service users. Every Tuesday six service users went swimming and I accompanied them. I observed how much excitement and pleasure they got on a weekly basis out of this one simple activity. I also got involved with a soccer programme with the service users. As I have a good knowledge of the game I took some training sessions with them and helped them develop their skills. They are hoping to compete and win out a regional RehabCare Soccer tournament in the New Year. I also became heavily involved in programmes that were not sport related. I helped set up a woodwork programme which had not existed before I arrived. I trained the service users in the basic skills of carpentry and through this they learned how to work on a project as a team, but most importantly they could see that they were making a difference and that their project was evolving into beautiful furniture. I witnessed a sense of pride amongst the service users that was almost unprecedented. A pleasure as small as completing a piece of furniture was enough to have them busting with pride for days. Overall the programme was a remarkable success. I am particularly proud of this group as I feel this is an area in which I was able to apply a lot of knowledge and skills to that nobody else in the centre could have. One other Key programme which I participated in was the Writing skills programme. The activities or skills that were focused on during this programme were writing, pronunciation and basic maths skills. Under these heading we worked on different needs of each client which included spelling, counting and oral communication skills. As this was a continuous weekly programme I had the opportunity to observe these service users as week by week they worked in their weaknesses and I could observe a marked improvement from when I first arrived. I was able to monitor their progress and have evaluated that it was a very effective programme. I was able to contribute my knowledge towards the class which meant that more progress was gained in the same length of time. One aspect which I feel contributed positively towards my learning was working with and witnessing the staff handle particular cases which involved serious and cautious matters involving the service users. Examples of these cases are when violence is threatened by service users or a case where one service user was being unfairly manipulated into giving away the money they earned on social benefit. The staff team in RehabCare are quite a close-knit team and conduct their work very professionally. Working alongside them was an extremely positive experience and I had no problems in asking them questions when I had queries. The staff all worked together in serious cases and did not just leave it to the service users Key worker. I could see that this was an extremely effective and positive way for them to operate as each staff member brought their own ideas and together they were able to formulate a plan more effectively than if it were just one of them. Initially I was too nervous to mak e contributions myself but as the weeks passed I began to make a few suggestions some of which were used in solving certain cases. As a result of my experiences on placement I have significantly enhanced many of my social care skills and values and expanded my knowledge. One particular area in which I feel more confident in is my communication skills with a range of professionals and services, especially when communicating with people who suffer with intellectual disabilities. I gained experience and built my ability to show empathy and unconditional positive regard, particularly when being on the receiving end of insults. It is essential that social care workers have the ability to demonstrate empathy to allow them to be more responsive to the service users needs and build better relationships based on trust and honesty. Learning about the Person Centred Planning approach was probably the most valuable information I gained. I saw firsthand how well the plan works when managed sufficiently. It is a goal based system, focusing on what the service user wants to achieve in their lives. It is person focused which is the secret to is success and why it is so popular. The medication procedures in the supported accommodation branch of RehabCare were extremely interesting. The service user had to put their pills into an egg cup and then swallow them all. The support worker then had to check the service users mouth to make sure they were all swallowed. I realised then the extreme of the medication policy within RehabCare. I found it rather unsettling that the support worker had to look into the service users mouth to make sure the medication had been swallowed. Previous to distributing the medication each daily dose had to be counted to make sure that the pharmacy didnt make any mistakes while distributing it. It was surprisingly frequent how often the pharmacy had made mistakes. In conclusion my time spent on work placement has been an invaluable experience to me. I have learnt and developed many skills that will be a great attribute to me in my career as a social care practitioner. Some of these skills have included learning how to manage a Person Centred Plan, gaining practical experience in solving a wide variety of cases involving people with intellectual disabilities, improving my overall knowledge on disability awareness and most importantly learning that I can make a positive impact in any social care field that I wish to pursue. I am fully aware that becoming a successful, fully trained social care worker does not happen overnight but takes years of hard work and practice. However, seeing the positive impact that I can make of peoples lives with my career is the inspiration I need to go on and succeed. It is a long journey to get where I want to be, one that started years ago and is set to continue for a good time to come. This journey will change wh o I am, will change who I will become but only for the better. With the knowledge that I am gaining from my social care class, the lessons I am learning about myself I am sure that I will evolve into a fully competent and successful social care practitioner. Personal Learning Account Profile For the purpose of this placement, I have received a position in RehabCare Cavan, working with the Programme Facilitators at the facility. RehabCare is the health and social care division of the Rehab Group. Their aim is to enhance the lives of all of their clients through the provision of high quality, flexible, person centred services. They presently provide and are developing a number of services, including Resource Centres, Residential Services, Respite Care, Supported Accommodation and Home Based Services for people with disabilities. The role of the Programme Facilitator in the facility is to report to the Community Service Manager through the Programmes Supervisor. The Programme Facilitators facilitate service users in their choices, developing programmes within the context of a person centred model of service delivery. The programmes may include independent living, personal development and occupational and leisure activities within the context of a quality of life model. For this placement, there are a number of personal attributes and learned knowledge which will assist in getting maximum benefit from completing placement with the Programme Facilitators. Some personal attributes which play an important role in the social care role are patience, understanding, kindness and the ability to apply learned knowledge to a specific situation. Having talked to one of the Programme Facilitators I also became aware that being open-minded, compassionate flexible and a good listener play particularly important roles in this service. These are all equally important attributes as at different times they can individually and collectively be the difference between dealing well any given situation in comparison to dealing poorly with it. Due to the unfortunate discrimination that, many of the older service users received when they were younger, the Programme Facilitator must take an understanding therapeutic approach when working with these service users. For this to be successful the Programme Facilitator must apply Carl Rogers conditions for the outcome to be successful. Rogers created three conditions which a service user must believe are present b efore a therapeutic relationship can develop. These are empathetic understanding, congruence and unconditional positive regard (Sherry and Lalor, 2009). The skills and knowledge that I gained through Creative Studies (both art and drama), will play a great role in helping me assist the Programme Facilitators, in trying to ensure the service users get the best experience possible from the service. Arts and Crafts as well as drama are programmes which receive a lot of focus from the Programme Facilitators at the facility. A good understanding of people with disabilities which I gained from modules, such as Issues in Social Care and Theories in Social Care along with, reading Applied Social Care by Perry Share and Kevin Lalor will assist me throughout my placement. Also the knowledge that I gained doing woodwork in secondary school will be of great benefit, as the Programme Supervisor is planning on starting up a woodwork programme for the service users but no Programme Facilitator has any experience in the field. Communication plays a crucial role in working in RehabCare or any organisation which is designed to fit the needs of adults with intellectual disabilities. Listening is a function which we do every day without paying much notice to the information we are obtaining. However, in a facility such as RehabCare the ability to listen to clients and then digest what they are saying is of crucial importance. The ability to listen attentively to service users problems and concerns and to then support them in whatever form necessary is a skill that cannot be replaced. Considering the fragile state of mind of many of the service users you must always be compassionate when listening to them and your response must be swift. Needs Analysis Within the learning contract there are a number of objectives identified as part of key learning. Enclosed in the professional learning objectives, the task is outlined of using and critiquing social care theories. As a second year social care student I felt that it was important for me to identify theories and then critique them and recognise limitations within the theories structure and their application to real life situations. My personal learning objectives surrounded interactions with the service users. I was lacking confidence and very unsure of myself when I first started my placement. The staff were very supportive though and within a few days I found my confidence improved dramatically and with it so did my effectiveness in helping the staff and having a controlling but compassionate authority over the service users. I became firm and assertive when dealing with problematic service users and fights between them. I hope my abilities and confidence continue to grow in this ar ea which will leave me in a very strong position by the time my placement is completed. Showing Unconditional Positive Regard towards some of the service users is something I struggled with for the first few days. It was left difficult when service users were constantly rude, disruptive and fighting. I have felt myself improving though and believe over the next few weeks I will have perfected it. During my induction week I had numerous policies and procedures to familiarise myself with. There are policies and procedures regarding health and safety, fire evacuation, risk management, prevent and control, child and adult protection, swine flu, confidentiality, medication policy and staff supervision etc. A basic knowledge of these policies and procedures is paramount in order for me to play an effective and positive role during my placement. Action Planning and Activity Throughout the course of this placement, I shall partake in a number of activities with the service users, which will assist me in meeting my learning objectives. Areas of activity include practical work such as arts and crafts and woodwork while sports and drama both play key roles in the centre too. Communication skills and independent living skills have a high priority too, as RehabCare is an organisation, designed to bridge the gap from full support to independent living. Assisting the programme facilitators in training the service users through these programmes, I felt I would meet my learning objectives. The programmes are usually done on a 10(service users)-2(programme facilitator and myself) basis. I will have several opportunities to practice my communication skills as I will have to give my input and express my opinion in different cases involving different service users and different programme facilitators. Through the communications programme I will also get a chance to train some of the users in the basic forms of communication, i.e. teach them how to, write a letter to a friend, use the telephone and practice various verbal and non- verbal communication skills. During the placement it is highly important that I test a number of theories which I learned through academic means. Through applying theories to real life situations, and recognising when a theory is used, the applicability and usefulness of the theory should be examined. As a social care student, the ability to recognise the limitations within theories will assist in identifying the best practice for the service user. I can practice this in different programmes and in free time that I spend just talking to the service users. Throughout placement knowledge of policies and procedures surrounding disability awareness will be obtained through dealing with the different cases and service users. I will have to familiarise myself with all government and RehabCare policies and procedures. I shall also become aware of them through hands on work throughout the duration of my placement. Evaluation A consideration of the learning goals following the completion of the placement, there is a sense of achievement as I believe all learning goals were reached and an in dept knowledge of disability awareness and the role of a programme facilitator were gained. I believe I successfully completed identifying and applying theories. I was very happy with my supervision classes as I was able to discuss with my supervisor what I did well and what I did not so well. I was able to discuss troubling issues which I had witnessed and discover the background stories and mental reasons for such incidents arising. Treating the service users with empathy and unconditional positive regard proved crucial time and time again as I managed to keep the service users trust in compromising and threatening situations. It also allowed some of the service users to open up about their feelings and their lives. Due to their mental disabilities some service users wouldnt disclose such information while others would have without being treated with empathy or unconditional positive regard. They didnt know any different. An example of where these theories didnt work was when a service user threatened violence against both myself and the staff members in the centre. This situation arose on numerous occasions. There was a considerable improvement in my communication skills throughout my placement. I was slightly shy on my first day in the centre both with staff and the service users. It took me the length of the induction week to overcome this shyness and be able to give a genuine account of myself. By the time my placement was completed shyness was a problem of the past and communication was free flowing between me and the service users. An example of this communication is when I took programmes with up to ten service users and took a teacher like approach with them. I regularly took the writing skills programme which involved me stand

Case Study Discussion: Walgreen Co. Essay

Please discuss the following: Review the Balance sheet of the latest Walgreen Co. 10k Filing. Select two of the following questions to review/discuss: 1. Which current assets are the most significant? 2. Which non-current assets are the most significant? 3. Asset the level of debt and risk that Walgreen has by looking only at the balance sheet. 4. Evaluate the creditworthiness of Walgreen based on the balance sheet 5. Does Walgreen use off-balance sheet financing? Explain your answer. 6. Compute the current ratio and debt ratio for the past two years. 1. Which Walgreen current assets are the most significant? In 2011, Inventories were the most significant current asset ($8,044 million). The Inventories section of Note 1, Notes to Consolidated Financial Statements, advises Walgreen Co. valued 2011 inventories with the last-in, first-out (LIFO) cost method. Had Walgreen elected to use the first-in, first-out (FIFO) cost basis for the 2011 inventories would have been greater by $1,587 million. GAAP permits companies to select which inventory accounting method they will use to report inventories (LIFO or FIFO). Companies must state the method selected in the financial statement notes. Most companies calculate the value for both methods and select the method with the lower tax liability. For the past couple of decades, costs have risen (inflation). LIFO has been a popular choice as it produces the largest cost of goods sold expense, the greater the expense deduction the lower the taxable income. 6.Compute the current ratio and debt ratio for the past two years. Current Ratio = Current Assets Current Liabilities Debt Ratio = Total Liabilities Total Assets 2011 2010 Current Assets $12,322.00 $11,922.00 Current Liabilities $8,083.00 $7,433.00 Current Ratio 1.52 1.60 2011 2010 Total Liabilities $12,607.00 $11,875.00 Total Assets $27,454.00 $26,275.00 Debt Ratio 45.9% 45.2% Current Ratio measures a company’s ability to pay current liabilities as they come due. It is a measure of short-term liquidity, an indicator of how easily a company can pay amounts due for the next 12 months. A current ration greater than 1.0 is considered healthy as it indicates a company can meet all its upcoming expense for the next twelve months. With a debt ratio of 1.52, Walgreen appears very health. Of concern, is the decrease from a  2010 debt ratio of 1.60. Further investigation is warranted. If this trend continues it could indicate mismanagement of company assets. A look at the notes gives a clue into the reason for the decline. Note 4, Notes to Consolidated Financial Statements, state in 2011 Walgreen completed several acquisitions. Through the acquisitions, Walgreen assumed additional debt. The increase in liabilities explains the decrease in current ratio. With this in mind, current ratio is within acceptable limits. Debt Ratio indicates the percentage of the company financed by debt. It measures solvency, an indicator of a company’s ability to pay back long term debt when due. A low debt ratio indicates less financial risk and strong solvency. Debt ratios greater than 100% indicate a company has too much debt and will have trouble paying back principal with interest. Walgreen’s debt ratio for 2011 is 45.9%, up 0.7% from 2010. Considering the increase in assets and liabilities from the acquisitions Walgreen completed in 2011, a 0.7% increase in debt ratio is acceptable. A debt ratio of 45.9% indicates Walgreen is solvent and should have no issues paying back long term debt as payments come due. References Schoenebeck, K. P., & Holtzman, M. P. (2010). Chapter 1 – Balance Sheet. In Interpreting and analyzing financial statements: A project-based appro2ach (pp. 38-39). Boston [u.a.: Prentice Hall. Ormiston, A., & Fraser, L. M. (2013). The Balance Sheet. In Understanding financial statements (10th ed., pp. 56-59). New York, NY: Pearson Education.

The Professor And The Madman

The Professor and the Madman, written by Simon Winchester, is a biography about the making of the Oxford English Dictionary. Winchester, who is an author, journalist, broadcaster and foreign correspondent, has written for many magazines and newspapers distributed worldwide. In an interview between Winchester and a host of C-SPAN, Winchester was asked where the idea for the book came, he replies Well, it came to me in a rather bizarre way. I was reading a book on lexicography in the bath one morning, as one does, I suppose, just before breakfast, and it was a book–a wonderful book called â€Å"Chasing The Sun† by a man called Jonathan Green. And it had a reference–it said, `Readers will be familiar with the extraordinary story of Dr. W. C. Minor, an American lunatic murderer, who was a prodigiously energetic contributor to the OED. ’ And I remember sitting up in the bath, Archimedeslike, dripping and saying, `Well, I know nothing about this. ’ Winchesters main foundation for this book is to clarify the tale of the making of the Oxford English Dictionary The formation of the Oxford English Dictionary began in 1857 and took seventy years to finish. Tens of thousands of individuals organized the expansive language into 414,825 exact definitions. The story begins with the grisly murder of George Merrett, by William Chester Minor the former U. S. Army officer and qualified surgeon. On February 17th of 1872 in the early morning William Minor had been sleeping, when he awoke to some noises of someone in his flat. He sat up and saw someone standing at the foot of his bed. He proceeded to chase the individual into the street, and shot at the person as they attempted to flee. He ended up shooting the first person that came into view apparently, and this person was George Merrett. Merrett had never met W. C Minor and had been heading home after a long day at work. W. C Minor was arrested. While in prison, he appeared to act exceptionally strange. One of the guards told the jury that Minor accused him of paying people to enter his room and molest him while he slept. This evidence clearly showed that W. C Minor was insane and was sent to the Asylum for the Criminally Insane, Broadmoore. The judge stated that he would remain there until her Majestys Pleasure be known. Professor James Murray, an extraordinarily educated former schoolmaster and bank clerk, sent out an announcement about the making of the Oxford English Dictionary, asking for literary contributions. From his cell in Broadmoore, Minor came across this announcement and began contributing examples from his massive collection of new and scarce antique books. Minor had an enormous collection of books in his cell, which were not available to Murray and the staff, where the dictionary was being created. Thousand of neat and well-written quotes and examples came from Minor over several years to Oxford. Murray was only fifty miles away from where Minor was living, and had no idea that Minor was committed to an asylum. On several occasions Minor had been asked to visit Murray In Oxford, where they could meet and discuss the dictionary. Minor declined all invitations, without an explanation, and only an apology. After being rebuffed several times, Murray offered to visit Minor and Minor accepted the offer. Upon arrival Murray discovered that Minor was not a doctor of the asylum as he had assumed, but a resident. Murray was shocked, but that didnt dissuade him from visiting Minor. Although Minor constantly complained about people molesting him while he slept, people breaking into his room at night, and his personal possessions being vandalized Murray ignored the strange comments and went on with his visits. Minors stepbrother began writing appeals to the court, asking that his brother be allowed to transfer to a hospital in the United States. James Murray, who spent more than 40 years editing the dictionary, and up until 1910 wrote and visited Minor regularly, until Minor was released and allowed to go back to the U. S. On July 16th 1915 Murray died, surrounded by friends and relatives. In November 1915 Minor wrote to Lady Murray, offering all his books to the Scriptorium. On Friday March 26th 1920 Minor died from a cold that developed into bronchopneumonia. The English Oxford Dictionary took eight more years to be completed. On New Years Eve of 1927 its completion was announced. The Professor and the madman is a wonderfully written biography. Before each chapter was a word that defined the whole chapter. Most of the book was in chronological order, except for the parts where the author backtracked in order to elaborate. The postscript and authors note gave a bit of insight on where he got his idea to write the book, and some of his resources. Unlike The Bluest Eye written by Toni Morrison, the diction was easy to follow, and storyline was far from depressing. Winchester was very straightforward, and turned a little known tale into a well-written and very compelling book. I had my doubts about this particular book. I got this book, when the report was first assigned. I attempted to read, but found the first chapter dreadfully boring, and returned the book to the bookstore. I forgot about the report until I was reminded a week ago. I went to go and find a different book, but had no luck, so I bought the book again. I am glad that I did end up with this book. I enjoyed The Professor and the Madman immensely. I have no recollection of ever hearing about the authors of the Oxford English Dictionary.

The constant needs to provide improvements - Free Essay Example

Sample details Pages: 9 Words: 2550 Downloads: 5 Date added: 2017/06/26 Category Uncategorized Essay Type Argumentative essay Did you like this example? It is undeniable that nowadays companies should constantly provide considerable improvements within many domains in order to make sure that they are continuously keep up and adapt themselves to changing environment. Given the fact that the current market share are becoming increasingly competitive and in order to overcome the difficult challenges stemmed from changing environment, organizations put more emphasis on development of competencies and setting on competency management strategically. Strategic Competence is a very broad discipline that includes a combination of required knowledge, skills and abilities that an employee must have in order to expose an outstanding performance in his/her job [9]. Don’t waste time! Our writers will create an original "The constant needs to provide improvements" essay for you Create order It is essential to possess the required strategic competencies that are the key aspects for that specific position. Employee must possess these strategic competencies which will ensure their performance to be taken much further so as to perform an effective action that will keep companys growing. It is clear that for different positions in a work environment, employees need various competencies for different endeavors. In this manner, it is important for the companies to manage their employees competencies in order to ensure that they have the required strategic competencies that will enable them to perform their specific endeavors and maintain the development of these strategic competencies as well as making best use of them. Therefore, companies must give enough importance to strategic competence management (SCM) subject in order to meet organizations objective [1]. The proposed thesis has been conducted in GC (Global Company) that is one of the leading transportation compani es in the world with over 33000 employees in 35 countries. GC consists of some several divisions that have different occupational areas to be taken care of and these divisions are spread in the various countries where GC has been operating in. Currently, company carries out a large scale of Engineering Performance Improvement Initiative (EPII) that aims to provide robust workstream and increase engineering performance in regards to various domains. One of the domains of EPII is called as Strategic Competencies. The proposed thesis attempts to improve the strategic competencies of Engineering Department of one certain division of GC by means of applying a gap analysis. PRESENT SITUATION GC is a leader company in transportation area with tens of thousands of employees and vehicles in operation around more than 35 countries. Considering the continuous corporate development and growth of company, GC always aims to be the first choice for customers and best performer in the related industry. In order to fulfill the company missions, one strategy set among the others can be defined as Creating profitable growth by investing in company employees and products. With defined strategy GC pays enough attention for the employees growth. In that sense a big project has been initiated across the all divisions of GC that is called EPII and it aims to increase the performance of engineering department in various domains. As also mentioned before, one branch of this initiative is allocated for the competence management (CM) of engineering employees for one specific division of the company that works collaboratively with various countries. The Project of Strategic Competence Management (SCM) in GC The term Competence Management (CM) may be interpreted as a simple and easy to follow set of processes when it is thought at first. However, when the word Strategic introduced in the phrase, it brings more insights into the definition. It is undeniable that no one can possess all the skills, knowledge and capabilities. It is hard for an engineer to have the broad range of aptitudes; in the same sense, CM processes of a company should not aim to provide the employees possessing broad extensive of competencies. Moreover, competencies are not constant and their need may not be as crucial as it is at present. In this sense, it is essential to clarify various engineering roles that exist in the GCs specific division who are accountable for diverse set of functions, services, workstreams etc. Once different roles are identified, their various strategic competencies that will add value to their way of working thus to GC growth should be discussed. Therefore, the project of SCM of GC aims to emphasize on strategic competencies of various types of engineers. That is to say, discovering the existing set of competencies that various engineering roles currently possess as well as their evaluation; and defining their strategic need in the future and required improvements that need to be done ensuring that the engineers have the best strategic competencies adequately so as to perform their tasks smoothly that will retain GCs growing. The detailed explanation of the SCM project steps will be explored in processes of SCM. GOAL The main goal of the project of SCM is to propose the set of actions to be implemented in order to increase the current competencies of engineering department of one division of GC which will have a positive impact on engineering performance, thus implicitly will add value to organization growth by means of performed improvements. Even though this project was a need for GC to be performed, from the student point of view it was interesting to perform this project as a master thesis including a main goal that is to discover the implementation of techniques, tools and approaches learned straight from master program to the real business cases. SCOPE As a sub-part of EPII project, the focus of SCM is the improvement of competencies of engineering department of a certain division of GC. It includes the investigation of current competencies of various engineering roles as well as their assessment today. Next to define the required competencies level and comparison with current situation. All the previous steps aim to offer an insight into the final step which is the actions of improvement of competencies. The other domains of improvement initiative were excluded from the project scope so they can be labeled as out of scope as they require completely another time/effort/ cost dedication. It is thought that one way to frame the scope might be done by questioning. So the main question for this thesis project can be stated as follows: How can the competency state of Engineering Department of one certain division of GC be improved? Next the question is broken down into sub-question which are thought as helpful to clear wha t to focus on right things; What is the workload and volume of the project (in terms of number of employees to be considered, the scope of workload and competence state etc.)? Who are the responsible for this project? What are the intended inputs and expected outcomes of the project? Which methods and tools should be utilized to carry out the project (Interviews, mapping, gap analysis etc)? What should the steps of project be? The reader must be able to find answers to above questions at the end of the thesis report. LIMITATIONS From the beginning until the project finalization, pre-defined project of SCM policy has been tried to be followed in any sense as much as possible. Therefore it can be said that this was a sort of limitation as it restricted the study from re-inventing or creating something new. However, more tools and approaches have been implemented throughout the thesis study that can be viewed in further chapters. It is important to mention that rather than the content, the volume of the project was quite high. In engineering department for one certain division in GC for which the project has been carried out, there were 6 departments where the SCM project has been focused on with more than 250 engineers whose competencies were assessed. Mainly the project milestones and findings had to be reached by holding many interviews and meetings with department managers and line managers as well as the experts in engineering department. In that manner, it can be said that the project continuation wa s strongly depended on employees availability as they need to spare their time for project development. Sometimes it was hard to catch managers availability to schedule a meeting or interview as they mostly have a tight schedule, so it is also considered as a limitation. Finally, within given time for thesis work (10 weeks) was only sufficient to perform the steps of required gap analysis that helped to extract the concrete actions for improvement of competencies of engineering department. Therefore it is possible to say that the given time was not sufficient to transfer the findings into the implementation. MAIN STAKEHOLDERS The main stakeholders of project of SCM are as follows; In terms of GC ; The core project team in Sweden that is set before the project initiation. Project owners and sponsors who are situated in Germany. Site Manager, Director of Engineering, Line Managers, Experts whom were interviewed and held meetings with. Engineers of the dealt division of GC whose competencies will be developed by proposed thesis work. In terms of KTH; The examiner and supervisor of the thesis study who has supported with advices and helped on structuring the finalized report. The future students and researches of KTH for whom this thesis study will be useful for. METHODOLOGY FIRST LEVEL STUDY Aim of Study and Available Resources The study is aimed to propose the set of concrete actions to be implemented in order to increase the current competencies of engineering department of GC to reach the required/desired state of competencies in future. This will have a positive impact on engineering performance, thus implicitly will add value to organization growth by means of performed improvements. The aim is achieved by performing a gap analysis of competencies in which the current competencies are mapped, assessed and evaluated in terms of various engineering roles; and future competencies are investigated, defined and assessed with required level. Next, the current and future competencies are compared and specific gaps are found for specific competencies of relevant engineering roles. The final study is taken place by proposing some concrete actions with assigned due times and responsible people. The available resources for this study can be listed as follows: Project team, managers and all employees in volved in project of SCM processes The project of SCM relevant documentation Database system of GC that enabled the thesis student to reach any required data Target Group of Study to Be Carried Out For From the GC point of view; The target group of this study is particularly the responsible of project of SCM (The core project team, project owners and sponsors). The project plays an improvement process role intended for any level managers and engineers of that certain department of GC whose competencies are intended to be enhanced. The Proposed study outcome will be served as an input to be used for further step that is the implementation plan of project of SCM. From Academic Point of view; The proposed thesis study is intended to shed some lights on researches and students who would like to know more about SCM and what kind of studies can be performed to improve the current SCM processes. Limitations Please refer to 1.5.Limitations Mental Model to Be Used Participating Observation: The mental model of this study can be considered as participating observation model since the aim is to map a certain area that is strategic competencies in this study case [14]. It has started with a general data gathering and continued with analysis of current competency situation of company and then defining a desired position that has been done during the project development. The models, tools, and techniques used were of great importance to reach the verifiable and concrete results. In order to verify validate results it was crucial to establish the data gathering period very carefully, and with enough detail, because it is known that the important part of the result of this study will be yielded by the methods of finding useful information, its mapping and its usage for further steps. Existing Knowledge within the Area Currently there are available articles and researches that have been focused on competence and competence development method; however within the scope of this thesis, there are limited resources emphasize on the improvement of CM processes. Ever at that, some articles published were helpful during thesis report development. From company wise, similar project of SCM has been carried out in some different divisions in some other countries previously which were useful to keep an eye on them to avoid some possible mistakes or unwished circumstances being happened. SECOND LEVEL STUDY Scope of the Investigation Please refer to 1.4 Scope Questions to Be Answered Below are the precise questions to be answered comprehensively in order to reach the expected outcome of this thesis. Since answer of one question will be used as an input for the next questions, it is essential to pay enough importance to fulfill all the requirements for each question. What are the drivers and influences that has an impact on competencies of engineers implicitly and explicitly? Which are the key engineering roles that should be considered within project of SCM? How are the engineering roles current competencies assessed today? What should future competencies be? How to find out the gaps of competencies in present and future? How to close the existing gaps of competencies? Type of Study If the intended objectives of this thesis will be reached, this report will cover all types of studies that are proposed in the guideline [14]. In that manner, type of study first will be initiated by a deductive study based on assessing the validity of present competencies that the employees are holding. Then it can be followed with inductive study in the sense of covering the studies to explore new competencies that are strategic for company in order to have a higher performance of employees. Finally, a descriptive type of study way can be followed to investigate some possible ways to close the differences between the outcome of deductive and inductive studies. THIRD LEVEL STUDY Kind of Study to Be Performed Kind of study can be classified as case study, since this is an actual business case need to be solved. So, one can say that the kind of this study as a case study by a combination of participating observation. The existence competencies, their mapping, as well as future requirements will be analyzed, the gap that is need to be eliminated will be extracted and possible solutions will be proposed to close these gaps. FOURTH LEVEL STUDY Tools to Be Used Below are the tools that have been used throughout the project cycle; Interviews: Several interviews have been carried out face to face with a preparation of set of questions to be answered. In order to reach verifiable and useful data, questions of interviews were divided into sub categories and the time frame was distinguished into these sub categories. Each interview took approximately 1 hour and they are recorded to be documented thoroughly later on. Questions can be found in Appendix A. General Observation and Active Participation: During the thesis study general observation was the main tool used that provided the continuation of work. Gap Analysis: The main tool used for the project was the gap analysis. The actual competencies were defined for each key engineering role and their assessments were done, and the future competencies were identified (if there are some competencies does not exist currently, they are also introduced in the analysis) and their assessment a re done by the managers.