Leadership Framework

Leadership Academy Leadership Framework A Summary  © 2011 NHS Leadership Academy. All rights reserved. The Leadership Framework is published on behalf of the NHS Leadership Academy by NHS Institute for Innovation and Improvement, Coventry House, University of Warwick Campus, Coventry, CV4 7AL. Publisher: NHS Institute for Innovation and Improvement, Coventry House, University of Warwick Campus, Coventry, CV4 7AL.This publication may be reproduced and circulated free of charge for non-commercial purposes only by and between NHS-funded organisations in England, Scotland, Wales and Northern Ireland staff, and their related networks and officially contracted third parties. This includes the right to reproduce, distribute and transmit this publication in any form and by any means, including e-mail, photocopying, microfilming, and recording. 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Similar essay: Describe How Own Behaviour Could Impact NegativelyThe Clinical Leadership Competency Framework was created with the agreement of the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges from the Medical Leadership Competency Framework which was created, developed and is owned jointly by the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges. NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges (2010) Medical Leadership Competency Framework, 3rd edition, Coventry: NHS Institute for Innovation and Improvement. NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges 2010 The Leadership Framework The Leadership Framework provides a consistent approach to leadership development for staff in health and care irrespective of discipline, role or function, and represents the foundation of leadership behaviour that all staff should aspire to. Fundamental to its development was a desire to build on existing leadership frameworks used by different staff groups and create a single overarching leadership framework for all staff in health and care.In developing the Leadership Framework detailed research and consultation with a wide cross section of staff and stakeholders has been undertaken, including those with a patient perspective and those involved in healthcare outside the NHS such as professional bodies, academics, regulators and policy makers. Those consulted embraced the concept of the Leadership Framework because it affords a common and consistent approach to professional and leadership development, based on shared values and beliefs which are consistent with the principles and values of the NHS Constitution1.The Leadership Framework is based on the concept that leadership is not restricted to people who hold designated leadership roles and where there is a shared responsibility for the success of the organisation, services or c are being delivered. Acts of leadership can come from anyone in the organisation and as a model it emphasises the responsibility of all staff in demonstrating appropriate behaviours, in seeking to contribute to the leadership process and to develop and empower the leadership capacity of colleagues2.This document provides a summary of the seven domains of the Leadership Framework. A full and web based version can be found at www. leadershipacademy. nhs. uk/If Design and structure of the Leadership Framework Delivering services to patients, service users, carers and the public is at the heart of the Leadership Framework. The needs of the people who use services have always been central to healthcare and all staff work hard to improve services for them. However, if we are going to transform services, acting on what really matters to patients and the public is essential and nvolves the active participation of patients, carers, community representatives, community groups and the public i n how services are planned, delivered and evaluated3. The Leadership Framework is comprised of seven domains. Within each domain there are four categories called elements and each of these elements is further divided into four descriptors. These statements describe the leadership behaviours, which are underpinned by the relevant knowledge, skills and attributes all staff should be able to demonstrate.To improve the quality and safety of health and care services, it is essential that staff are competent in each of the five core leadership domains shown at right: demonstrating personal qualities, working with others, managing services, improving services, and setting direction. The two other domains of the Leadership Framework, creating the vision and delivering the strategy, focus more on the role and contribution of individual leaders and particularly those in senior positional roles. 1 Department of Health (2010) The NHS Constitution: the NHS belongs to us all.The NHS Constitution can be accessed via http://www. nhs. uk/choiceintheNHS/Rightsandpledges/NHSConstitution/Pages/Overview. aspx NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges (2009) Shared Leadership: Underpinning of the MLCF Patient and Public Engagement, Department of Health (2009) Putting Patients at the Heart of Care: The Vision for Patient and Public Engagement in Health and Social Care. www. dh. gov. uk/ppe 2 3 Leadership Framework: A Summary 3 The word ‘patient’ is used throughout the Leadership Framework to enerically cover patients, service users, and all those who receive healthcare. Similarly, the word ‘other’ is used to describe all colleagues from any discipline and organisation, as well as patients, service users, carers and the public. The leadership context The application and opportunity to demonstrate leadership will differ and the context in which competence can be achieved will become more complex and demanding with care er progression. We have therefore used four stages to describe this and to help staff understand their progression and development as a leader.They are: Stage 1 Own practice/immediate team – is about building personal relationships with patients and colleagues, often working as part of a multi-disciplinary team. Staff need to recognise problems and work with others to solve them. The impact of the decisions staff take at this level will be limited in terms of risk. Stage 2 Whole service/across teams – is about building relationships within and across teams, recognising problems and solving them. At this level, staff will need to be more conscious of the risks that their decisions may pose for self and others for a successful outcome.Stage 3 Across services/wider organisation – is about working across teams and departments within the wider organisation. Staff will challenge the appropriateness of solutions to complex problems. The potential risk associated with t heir decisions will have a wider impact on the service. Stage 4 Whole organisation/healthcare system – is about building broader partnerships across and outside traditional organisational boundaries that are sustainable and replicable. At this level leaders will be dealing with multi-faceted problems and coming up with innovative solutions to those problems.They may lead at a national/international level and would be required to participate in whole systems thinking, finding new ways of working and leading transformational change. Their decisions may have significant impact on the reputation of the NHS and outcomes and would be critical to the future of the NHS. 4 Leadership Framework: A Summary Application of the Leadership Framework and supporting tools The Leadership Framework is designed to enable staff to understand their progression as a leader and to support fostering and developing talent.There are many ways it can be applied, for example: †¢ To raise awareness t hat effective leadership is needed across the whole organisation †¢ To underpin a talent management strategy †¢ As part of an existing leadership development programme †¢ To inform the design and commissioning of training and development programmes †¢ To develop individual leadership skills †¢ As part of team development †¢ To enhance existing appraisal systems †¢ To inform an organisation’s recruitment and retention processes.To assist users the full and web based version have a suite of indicators across a variety of work place situations which illustrate the type of activity staff could be demonstrating relevant to each element and stage as well as examples of behaviours if they are not. Supporting tools A self assessment and 360 ° feedback tool support the Leadership Framework; in addition an online development module signposts development opportunities for each of the seven domains.The 360 ° is a powerful tool to help individuals id entify where their leadership strengths and development needs lie. The process includes getting confidential feedback from line managers, peers and direct reports. As a result, it gives an individual an insight into other people’s perceptions of their leadership abilities and behaviour. To assist with integrating the competences into postgraduate curricula and learning experiences, there is the LeAD e-learning resource which is available on the National Learning Management System and through e-Learning for Healthcare (www. -lfh. org. uk/LeAD). The Clinical Leadership Competency Framework and the Medical Leadership Competency Framework are also available to specifically provide staff with clinically based examples in practice and learning and development scenarios across the five core domains shared with the Leadership Framework. A summary version of the Leadership Framework follows, which includes the domains, elements and descriptors. Work-place indicators that demonstrate h e practical application of the framework at the four stages are included as tables in the back of the document. The examples in practice are not included, however these are available in the full document as well as on the website (www. leadershipacademy. nhs. uk/If). Leadership Framework: A Summary 5 1. Demonstrating Personal Qualities Effective leadership requires individuals to draw upon their values, strengths and abilities to deliver high standards of service.To do so, they must demonstrate effectiveness in: †¢ Developing self awareness by being aware of their own values, principles, and assumptions, and by being able to learn from experiences †¢ Managing yourself by organising and managing themselves while taking account of the needs and priorities of others †¢ Continuing personal development by learning through participating in continuing professional development and from experience and feedback †¢ Acting with integrity by behaving in an open, honest and et hical manner. 1. 1 Developing self awareness 1.Recognise and articulate their own value and principles, understanding how these may differ from those of other individuals and groups 2. Identify their own strengths and limitations, the impact of their behaviour on others, and the effect of stress on their own behaviour 3. Identify their own emotions and prejudices and understand how these can affect their judgement and behaviour 4. Obtain, analyse and act on feedback from a variety of sources 1. 2 Managing yourself 1. Manage the impact of their emotions on their behaviour with consideration of the impact on others 2.Are reliable in meeting their responsibilities and commitments to consistently high standards 3. Ensure that their plans and actions are flexible, and take account of the needs and work patterns of others 4. Plan their workload and activities to fulfil work requirements and commitments, without compromising their own health 1. 3 Continuing personal development 1. Actively seek opportunities and challenge for personal learning and development 2. Acknowledge mistakes and treat them as learning opportunities 3. Participate in continuing professional development activities 4.Change their behaviour in the light of feedback and reflection 1. 4 Acting with integrity 1. Uphold personal and professional ethics and values, taking into account the values of the organisation and respecting the culture, beliefs and abilities of individuals 2. Communicate effectively with individuals, appreciating their social, cultural, religious and ethnic backgrounds and their age, gender and abilities 3. Value, respect and promote equality and diversity 4. Take appropriate action if ethics and values are compromised 6 Leadership Framework: A Summary 2. Working with OthersEffective leadership requires individuals to work with others in teams and networks to deliver and improve services. To do so, they must demonstrate effectiveness in: †¢ Developing networks by working in partnership with patients, carers, service users and their representatives, and colleagues within and across systems to deliver and improve services †¢ Building and maintaining relationships by listening, supporting others, gaining trust and showing understanding †¢ Encouraging contribution by creating an environment where others have the opportunity to contribute †¢ Working within teams to deliver and improve services. . 1 Developing networks 1. Identify opportunities where working with patients and colleagues in the clinical setting can bring added benefits 2. Create opportunities to bring individuals and groups together to achieve goals 3. Promote the sharing of information and resources 4. Actively seek the views of others 2. 2 Building and maintaining relationships 1. Listen to others and recognise different perspectives 2. Empathise and take into account the needs and feelings of others 3.Communicate effectively with individuals and groups, and act as a positiv e role model 4. Gain and maintain the trust and support of colleagues 2. 3 Encouraging contribution 1. Provide encouragement, and the opportunity for people to engage in decision-making and to challenge constructively 2. Respect, value and acknowledge the roles, contributions and expertise of others 3. Employ strategies to manage conflict of interests and differences of opinion 4. Keep the focus of contribution on delivering and improving services to patients 2. Working within teams 1. Have a clear sense of their role, responsibilities and purpose within the team 2. Adopt a team approach, acknowledging and appreciating efforts, contributions and compromises 3. Recognise the common purpose of the team and respect team decisions 4. Are willing to lead a team, involving the right people at the right time Leadership Framework: A Summary 7 3. Managing Services Effective leadership requires individuals to focus on the success of the organisation(s) in which they work.To do so, they must b e effective in: †¢ Planning by actively contributing to plans to achieve service goals †¢ Managing resources by knowing what resources are available and using their influence to ensure that resources are used efficiently and safely, and reflect the diversity of needs †¢ Managing people by providing direction, reviewing performance, motivating others, and promoting equality and diversity †¢ Managing performance by holding themselves and others accountable for service outcomes. . 1 Planning 1. Support plans for clinical services that are part of the strategy for the wider healthcare system 2. Gather feedback from patients, service users and colleagues to help develop plans 3. Contribute their expertise to planning processes 4. Appraise options in terms of benefits and risks 3. 2 Managing resources 1. Accurately identify the appropriate type and level of resources required to deliver safe and effective services 2.Ensure services are delivered within allocated resour ces 3. Minimise waste 4. Take action when resources are not being used efficiently and effectively 3. 3 Managing people 1. Provide guidance and direction for others using the skills of team members effectively 2. Review the performance of the team members to ensure that planned services outcomes are met 3. Support team members to develop their roles and responsibilities 4. Support others to provide good patient care and better services 3. Managing performance 1. Analyse information from a range of sources about performance 2. Take action to improve performance 3. Take responsibility for tackling difficult issues 4. Build learning from experience into future plans 8 Leadership Framework: A Summary 4. Improving Services Effective leadership requires individuals to make a real difference to people’s health by delivering high quality services and by developing improvements to services.To do so, they must demonstrate effective in: †¢ Ensuring patient safety by assessing and m anaging risk to patients associated with service developments, balancing economic consideration with the need for patient safety †¢ Critically evaluating by being able to think analytically, conceptually and to identify where services can be improved, working individually or as part of a team †¢ Encouraging improvement and innovation by creating a climate of continuous service improvement †¢ Facilitating transformation by actively contributing to change processes that lead to improving healthcare. 4. 1 Ensuring patient safety 1.Identify and quantify the risk to patients using information from a range of sources 2. Use evidence, both positive and negative, to identify options 3. Use systematic ways of assessing and minimising risk 4. Monitor the effects and outcomes of change 4. 2 Critically evaluating 1. Obtain and act on patient, carer and user feedback and experiences 2. Assess and analyse processes using up-to-date improvement methodologies 3. Identify healthcare i mprovements and create solutions through collaborative working 4. Appraise options, and plan and take action to implement and evaluate improvements 4. 3 Encouraging improvement and innovation 1.Question the status quo 2. Act as a positive role model for innovation 3. Encourage dialogue and debate with a wide range of people 4. Develop creative solutions to transform services and care 4. 4 Facilitating transformation 1. Model the change expected 2. Articulate the need for change and its impact on people and services 3. Promote changes leading to systems redesign 6. Motivate and focus a group to accomplish change Leadership Framework: A Summary 9 5. Setting Direction Effective leadership requires individuals to contribute to the strategy and aspirations of the organisation and act in a manner consistent with its values.To do so, they must demonstrate effective in: †¢ Identifying the contexts for change by being aware of the range of factors to be taken into account †¢ Applyi ng knowledge and evidence by gathering information to produce an evidence-based challenge to systems and processes in order to identify opportunities for service improvements †¢ Making decisions using their values, and the evidence, to make good decisions †¢ Evaluating impact by measuring and evaluating outcomes, taking corrective action where necessary and by being held to account for their decisions. . 1 Identifying the contexts for change 1. Demonstrate awareness of the political, social, technical, economic, organisational and professional environment 2. Understand and interpret relevant legislation and accountability frameworks 3. Anticipate and prepare for the future by scanning for ideas, best practice and emerging trends that will have an impact on health outcomes 4. Develop and communicate aspirations 5. 2 Applying knowledge and evidence 1. Use appropriate methods to gather data and information 2.Carry out analysis against an evidence-based criteria set 3. Use inf ormation to challenge existing practices and processes 4. Influence others to use knowledge and evidence to achieve best practice 5. 3 Making decisions 1. Participate in and contribute to organisational decision-making processes 2. Act in a manner consistent with the values and priorities of their organisation and profession 3. Educate and inform key people who influence and make decisions 4.Contribute a clinical perspective to team, department, system and organisational decisions 5. 4 Evaluating impact 1. Test and evaluate new service options 2. Standardise and promote new approaches 3. Overcome barriers to implementation 4. Formally and informally disseminate good practice 10 Leadership Framework: A Summary 6. Creating the Vision Effective leadership involves creating a compelling vision for the future, and communicating this within and across organisations.This requires individuals to demonstrate effectiveness in: †¢ Developing the vision of the organisation, looking to the future to determine the direction for the organisation †¢ Influencing the vision of the wider healthcare system by working with partners across organisations †¢ Communicating the vision and motivating others to work towards achieving it †¢ Embodying the vision by behaving in ways which are consistent with the vision and values of the organisation. 6. 1 Developing the vision for the organisation 1.Actively engage with colleagues and key influencers, including patients and public, about the future of the organisation 2. Broadly scan and analyse the full range of factors that will impact upon the organisation, to create likely scenarios for its future 3. Create a vision which is bold, innovative and reflects the core values of the NHS 4. Continuously ensures that the organisation’s vision is compatible with future developments within the wider healthcare system. 6. 2 Influencing the vision of the wider healthcare system 1.Seek opportunities to engage in debate abo ut the future of health and care related services 2. Work in partnership with others in the healthcare system to develop a shared vision 3. Negotiate compromises in the interests of better patient services 4. Influence key decision-makers who determine future government policy that impacts on the NHS and its services. 6. 3 Communicating the vision 1. Communicate their ideas and enthusiasm about the future of the organisation and its services confidently and in a way which engages and inspires others 2.Express the vision clearly, unambiguously and vigorously 3. Ensure that stakeholders within and beyond the immediate organisation are aware of the vision and any likely impact it may have on them 4. Take time to build critical support for the vision and ensure it is shared and owned by those who will be communicating it. 6. 4 Embodying the vision 1. Act as a role model, behaving in a manner which reflects the values and principles inherent in the vision 2. Demonstrate confidence, self belief, tenacity and integrity in pursuing the vision 3.Challenge behaviours which are not consistent with the vision 4. Identify symbols, rituals and routines within the organisation which are not consistent with the vision, and replace them with ones that are. Leadership Framework: A Summary 11 7. Delivering the Strategy Effective leadership involves delivering the strategy by developing and agreeing strategic plans that place patient care at the heart of the service, and ensuring that these are translated into achievable operational plans.This requires individuals to demonstrate effectiveness in: †¢ Framing the strategy by identifying strategic options for the organisation and drawing upon a wide range of information, knowledge and experience †¢ Developing the strategy by engaging with colleagues and key stakeholders †¢ Implementing the strategy by organising, managing and assuming the risks of the organisation †¢ Embedding the strategy by ensuring that strate gic plans are achieved and sustained. 7. 1 Framing the strategy 1. Take account of the culture, history and long term underlying issues for the organisation 2.Use sound organisational theory to inform the development of strategy 3. Identify best practice which can be applied to the organisation 4. Identify strategic options which will deliver the organisation’s vision 7. 2 Developing the strategy 1. Engage with key individuals and groups to formulate strategic plans to meet the vision 2. Strive to understand others’ agendas, motivations and drivers in order to develop strategy which is sustainable 3. Create strategic plans which are challenging yet realistic and achievable 4. Identify and mitigate uncertainties and risks associated with strategic choices 7. Implementing the strategy 1. Ensure that strategic plans are translated into workable operational plans, identifying risks, critical success factors and evaluation measures 2. Identify and strengthen organisational capabilities required to deliver the strategy 3. Establish clear accountability for the delivery of all elements of the strategy, hold people to account and expect to be held to account themselves 4. Respond quickly and decisively to developments which require a change in strategy 7. 4 Embedding the strategy 1.Support and inspire others responsible for delivering strategic and operational plans, helping them to overcome obstacles and challenges, and to remain focused 2. Create a consultative organisational culture to support delivery of the strategy and to drive strategic change within the wider healthcare system 3. Establish a climate of transparency and trust where results are discussed openly 4. Monitor and evaluate strategic outcomes, making adjustments to ensure sustainability of the strategy 12 Leadership Framework: A Summary The following tables combine the indicators of behaviours at different leadership stages from each domain section.Please refer to the full domain pages f or the element descriptors. 1. DEMONSTRATING PERSONAL QUALITIES Effective leadership requires individuals to draw upon their values, strengths and abilities to deliver high standards of service. To do so, they must demonstrate effectiveness in demonstrating self awareness, managing themselves, continuing their personal development and acting with integrity. 2 Whole Service/Across Teams 3 Across Services/Wider Organisation Element Appreciates the impact they have on others and the impact others have on them. Routinely seeks feedback and adapts their behaviour appropriately.Reflects on their interactions with a wide and diverse range of individuals and groups from within and beyond their immediate service/organisation. Challenges and refreshes own values, beliefs, leadership styles and approaches. Overtly role models the giving and receiving of feedback. Successfully manages a range of personal and organisational demands and pressures. Demonstrates tenacity and resilience. Overcomes s etbacks where goals cannot be achieved and quickly refocuses. Is visible and accessible to others. Acts as an exemplar for others in managing their continuous personal development.Facilitates the development of a learning culture. 1 Own Practice/Immediate Team 4 Whole Organisation/Wider Healthcare System Uses sophisticated tools and sources to continuously learn about their leadership impact in the wider health and care community and improve their effectiveness as a senior leader. Understands how pressures associated with carrying out a high profile role impact on them and their performance. Remains focused on strategic goals when faced with competing and, at times, conflicting demands arising from differing priorities.Identifies where they need to personally get involved to achieve the most benefit for the organisation and wider healthcare system. Develops through systematically scanning the external environment and exploring leading edge thinking and best practice. Applies learnin g to build and refresh the service. Treats challenge as a positive force for improvement. 1. 1 Developing Self Awareness Reflects on how factors such as own values, prejudices and emotions influence their judgement, behaviour and self belief. Uses feedback from appraisals and other sources to consider personal impact and change behaviour.Understands personal sources of stress. 1. 2 Managing Yourself Plans and manages own time effectively and fulfils work requirements and commitments to a high standard, without compromising own health and wellbeing. Remains calm and focused under pressure. Ensures that own work plans and priorities fit with the needs of others involved in delivering services. Demonstrates flexibility and sensitivity to service requirements and remains assertive in pursuing service goals. Leadership Framework: A Summary Puts self forward for challenging assignments and projects which will develop strengths and address development areas.Acts as a role model for others in demonstrating integrity and inclusiveness in all aspects of their work. Challenges where organisational values are compromised. 1. 3 Continuing Personal Development Takes responsibility for own personal development and seeks opportunities for learning. Strives to put learning into practice. 1. 4 Acting with Integrity Behaves in an open, honest and inclusive manner, upholding personal and organisational ethics and values. Shows respect for the needs of others and promotes equality and diversity.Creates an open, honest and inclusive culture in accordance with clear principles and values. Ensures equity of access to services and creates an environment where people from all backgrounds can excel. Assures standards of integrity are maintained across the service and communicates the importance of always adopting an ethical and inclusive approach. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Demonstrates behaviours that are counter to core valu es of openness, inclusiveness, honesty and equality †¢ Lacks confidence in own abilities to deliver results Does not understand own emotions or recognise the impact of own behaviour on others †¢ Approaches tasks in a disorganised way and plans are not realistic †¢ Unable to discuss own strengths and development needs and spends little time on development 13 14 2 Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Works across boundaries creating networks which facilitate high levels of collaboration within and across organisations and sectors.Builds and maintains sustainable strategic alliances across the system and other sectors. Has high impact when interacting with others at all levels. Uses networks to bring individuals and groups together to share information and resources and to achieve goals. Identifies and builds effective networks with a range of influential stakeholders internal and external to the org anisation. Builds and maintains relationships with a range of individuals involved in delivering the service. Manages sensitivities between individuals and groups.Creates a supportive environment which encourages others to express diverse opinions and engage in decisionmaking. Constructively challenges suggestions and reconciles conflicting views. Helps lead others towards common goals, providing clear objectives and offering appropriate support. Shows awareness of team dynamics and acts to promote effective team working. Appreciates the efforts of others. Integrates the contributions of a diverse range of stakeholders, being open and honest about the extent to which contributions can be acted upon.Builds and nurtures trusting relationships at all levels within and across services and organisational boundaries. Creates systems which encourage contribution throughout the organisation. Invites contribution from different sectors to bring about improvements. Takes on recognised positio nal leadership roles within the organisation. Builds high performing inclusive teams that contribute to productive and efficient health and care services. Promotes autonomy and empowerment and maintains a sense of optimism and confidence. Contributes to and leads senior teams.Enables others to take on leadership responsibilities, building high level leadership capability and capacity from a diverse range of backgrounds. †¢ Does not encourage others to contribute ideas †¢ Does not adopt a collaborative approach 2. WORKING WITH OTHERS Effective leadership requires individuals to work with others in teams and networks to deliver and improve services. This requires them to demonstrate effectiveness in developing networks, building and maintaining relationships, encouraging contribution, and working within teams. Element 1 Own Practice/Immediate Team . 1 Developing Networks Identifies where working and cooperating with others can result in better services. Endeavours to work co llaboratively. 2. 2 Building and Maintaining Relationships Communicates with and listens to others, recognising different perspectives. Empathises and takes into account the needs and feelings of others. Gains and maintains trust and support. 2. 3 Encouraging Contribution Seeks and acknowledges the views and input of others. Shows respect for the contributions and challenges of others. Leadership Framework: A Summary 2. 4 Working within TeamsUnderstands roles, responsibilities and purpose within the team. Adopts a collaborative approach and respects team decisions. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Fails to network with others and/or allows relationships to deteriorate †¢ Fails to win the support and respect of others 3. MANAGING SERVICES Effective leadership requires individuals to focus on the success of the organisation(s) in which they work. This requires them to be effective in planning, managing resources, managing peo ple and managing performance. Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Anticipates the impact of health trends and develops strategic plans that will have a significant impact on the organisation and wider healthcare system. Ensures strategic objectives are translated into operational plans. Strategically manages resources across the organisation and wider healthcare system. Element Works collaboratively to develop business cases and service plans that support organisational objectives, appraising them in terms of benefits and risks.Leads service design and planning processes. Communicates and keeps others informed of strategic and operational plans, progress and outcomes. 1 Own Practice/Immediate Team 3. 1 Planning Contributes ideas to service plans, incorporating feedback from others including a diverse range of patients, service users and colleagues. 3. 2 Managing Resources Understands what resources are availabl e and organises the appropriate type and level of resources required to deliver safe and efficient services. Identifies resource requirements associated with delivering services.Manages resources and takes action to ensure their effective and efficient use. Forecasts resource requirements associated with delivering complex services efficiently and effectively. Manages resources taking into account the impact of national and local policies and constraints. Motivates and coaches individuals and teams to strengthen their performance and assist them with developing their own capabilities and skills. Aligns individual development needs with service goals. Leadership Framework: A Summary Provides others with clear purpose and direction.Helps others in developing their roles and responsibilities. Works with others to set and monitor performance standards, addressing areas where performance objectives are not achieved. †¢ Does not effectively manage and develop people †¢ Fails to identify and address performance issues 3. 3 Managing People Supports others in delivering high quality services and excellence in health and care. Inspires and supports leaders to mobilise diverse teams that are committed to and aligned with organisational values and goals. Engages with and influences senior leaders and key stakeholders to deliver joined up services. . 4 Managing Performance Uses information and data about performance to identify improvements which will strengthen services. Establishes rigorous performance measures. Holds self, individuals and teams to account for achieving performance standards. Challenges when service expectations are not being met and takes corrective action. Promotes an inclusive culture that enables people to perform to their best, ensuring that appropriate performance management systems are in place and that performance data is systematically evaluated and fed into future plans.Generic behaviours observed if individual is not yet demonstratin g this domain: †¢ Disorganised or unstructured approach to planning †¢ Wastes resources or fails to monitor them effectively 15 16 2 Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Creates a culture that prioritises the health, safety and security of patients and service users. Delivers assurance that patient safety underpins policies, processes and systems. Reviews practice to improve standards of patient safety and minimise risk.Monitors the impact of service change on patient safety. Develops and maintains audit and risk management systems which will drive service improvement and patient safety. Engages with others to critically evaluate services and create ideas for improvements. Synthesises complex information to identify potential improvements to services. Identifies potential barriers to service improvement. Benchmarks the wider organisation against examples of best practice in healthcare and other sectors . Evaluates options for improving services in line with future advances.Acts as a positive role model for innovation. Encourages dialogue and debate in the development of new ideas with a wide range of people. Challenges colleagues’ thinking to find better and more effective ways of delivering services and quality. Accesses creativity and innovation from relevant individuals and groups. Drives a culture of innovation and improvement. Integrates radical and innovative approaches into strategic plans to make the NHS world class in the provision of healthcare services. Focuses self and others on achieving changes to systems and processes which will lead to improved services.Energises others to drive change that will improve health and care services. Actively manages the change process, drawing on models of effective change management. Recognises and addresses the impact of change on people and services. Inspires others to take bold action and make important advances in how servi ces are delivered. Removes organisational obstacles to change and creates new structures and processes to facilitate transformation. †¢ Maintains the status quo and sticks with traditional outdated ways of doing things †¢ Fails to implement change or implements change for change’s sake 4.IMPROVING SERVICES Effective leadership requires individuals to make a real difference to people’s health by delivering high quality services and by developing improvements to services. This requires them to demonstrate effectiveness in ensuring patient safety, critically evaluating, encouraging improvement and innovation and facilitating transformation. Element 1 Own Practice/Immediate Team 4. 1 Ensuring Patient Safety Puts the safety of patients and service users at the heart of their thinking in delivering and improving services. Takes action to report or rectify shortfalls in patient safety. . 2 Critically Evaluating Uses feedback from patients, carers and service users t o contribute to healthcare improvements. Leadership Framework: A Summary 4. 3 Encouraging Improvement and Innovation Questions established practices which do not add value. Puts forward creative suggestions to improve the quality of service provided. 4. 4 Facilitating Transformation Articulates the need for changes to processes and systems, acknowledging the impact on people and services. Generic behaviours observed if individual is not yet demonstrating this domain: Overlooks the need to put patients at the forefront of their thinking †¢ Does not question/evaluate current processes and practices 5. SETTING DIRECTION Effective leadership requires individuals to contribute to the strategy and aspirations of the organisation and act in a manner consistent with its values. This requires them to demonstrate effectiveness in identifying the contexts for change, applying knowledge and evidence, making decisions, and evaluating impact. 2 Whole Service/Across Teams 3 Across Services/Wi der Organisation 4 Whole Organisation/Wider Healthcare System Synthesises knowledge from a broad range of sources.Identifies future challenges and imperatives that will create the need for change and move the organisation and the wider healthcare system in new directions. Influences the context for change in the best interests of services and service users. Uses knowledge, evidence and experience of national and international developments in health and social care to influence the future development of health and care services. Ensures that corporate decision-making is rigorous and takes account of the full range of factors impinging on the future direction of the organisation and the wider healthcare system.Can operate without all the facts. Takes unpopular decisions when in the best interests of health and care in the long term. Identifies gains which can be applied elsewhere in the organisation and incorporates these into operational/ business plans. Disseminates learning from ch anges which have been introduced. Synthesises learning arising from changes which have been introduced and incorporates these into strategic plans. Shares learning with the wider health and care community. Element Identifies the external and internal drivers of change and communicates the rationale for change to others.Actively seeks to learn about external factors which will impact on services. Interprets the meaning of these for services and incorporates them into service plans and actions. 1 Own Practice/Immediate Team 5. 1 Identifying the Contexts for Change Understands the range of factors which determine why changes are made. 5. 2 Applying Knowledge and Evidence Gathers data and information about aspects of the service, analyses evidence and uses this knowledge to suggest changes that will improve services in the future. Involves key people and groups in making decisions.Actively engages in formal and informal decision-making processes about the future of services. Obtains and analyses information about services and pathways to inform future direction. Supports and encourages others to use knowledge and evidence to inform decisions about the future of services. Understands the complex interdependencies across a range of services. Applies knowledge to set future direction. Leadership Framework: A Summary Evaluates and embeds approaches and working methods which have proved to be effective into the working practices of teams and individuals. 5. 3 Making DecisionsConsults with others and contributes to decisions about the future direction/vision of their service. Remains accountable for making timely decisions in complex situations. Modifies decisions and flexes direction when faced with new information or changing circumstances. 5. 4 Evaluating Impact Assesses the effects of change on service delivery and patient outcomes. Makes recommendations for future improvements. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Makes poor decisions about the future †¢ Fails to evaluate the impact of previous decisions and actions Unaware of political, social, technical, economic, organisational factors that impact on the future of the service/organisation †¢ Does not use an evidence-base for decision-making 17 18 ELEMENT DESCRIPTORS (see also page 11) 4 Whole Organisation/Wider Healthcare System Actively engages key stakeholders in creating a bold, innovative, shared vision which reflects the future needs and aspirations of the population and the future direction of healthcare. Thinks broadly and aligns the vision to the NHS core values and the values of the wider healthcare system.Actively participates in and leads on debates about the future of health, wellbeing and related services. Manages political interests, balancing tensions between organisational aspirations and the wider environment. Shapes and influences local, regional and national health priorities and agendas. Clearly communicates t he vision in a way that engages and empowers others. Uses enthusiasm and energy to inspire others and encourage joint ownership of the vision. Anticipates and constructively addresses challenge. Consistently displays passion for the vision and demonstrates personal commitment to it through their day-to-day actions.Uses personal credibility to act as a convincing advocate for the vision. †¢ Misses opportunities to communicate and share understanding of the vision with others †¢ Lacks enthusiasm and commitment for driving the vision 6. CREATING THE VISION Those in senior positional leadership roles create a compelling vision for the future, and communicate this within and across organisations. This requires them to demonstrate effectiveness in developing the vision for the organisation, influencing the vision of the wider healthcare system, communicating the vision and embodying the vision.Element 6. 1 Developing the Vision for the Organisation †¢ Actively engage with c olleagues and key influencers, including patients and public, about the future of the organisation †¢ Broadly scan and analyse the full range of factors that will impact upon the organisation, to create likely scenarios for its future †¢ Create a vision which is bold, innovative and reflects the core values of the NHS †¢ Continuously ensures that the organisation’s vision is compatible with future developments within the wider healthcare system . 2 Influencing Vision in the Wider Healthcare System †¢ Seek opportunities to engage in debate about the future of health and care related services †¢ Work in partnership with others in the healthcare system to develop a shared vision †¢ Negotiate compromises in the interests of better patient services †¢ Influence key decision-makers who determine future government policy that impacts on the NHS and its services Leadership Framework: A Summary 6. 3 Communicating the Vision Communicate their ideas an d enthusiasm about the future of the organisation and its services confidently and in a way which engages and inspires others †¢ Express the vision clearly, unambiguously and vigorously †¢ Ensure that stakeholders within and beyond the immediate organisation are aware of the vision and any likely impact it may have on them †¢ Take time to build critical support for the vision and ensure it is shared and owned by those who will be communicating it 6. 4 Embodying the Vision Act as a role model, behaving in a manner which reflects the values and principles inherent in the vision †¢ Demonstrate confidence, self belief, tenacity and integrity in pursuing the vision †¢ Challenge behaviours which are not consistent with the vision †¢ Identify symbols, rituals and routines within the organisation which are not consistent with the vision, and replace them with ones that are Generic behaviours observed if individual is not yet demonstrating this domain: Does not involve others in creating and defining the vision †¢ Does not align their vision with the wider health and care agenda 7. DELIVERING THE STRATEGY Those in senior positional leadership roles deliver the strategic vision by developing and agreeing strategic plans that place patient care at the heart of the service, and ensuring that these are translated into achievable operational plans. This requires them to demonstrate effectiveness in framing the strategy, developing the strategy, implementing the strategy, and embedding the strategy. ElementELEMENT DESCRIPTORS (see also page 12) 4 Whole Organisation/Wider Healthcare System Critically reviews relevant thinking, ideas and best practice and applies whole systems thinking in order to conceptualise a strategy in line with the vision. 7. 1 Framing the Strategy †¢ Take account of the culture, history and long term underlying issues for the organisation †¢ Use sound organisational theory to inform the development of strate gy †¢ Identify best practice which can be applied to the organisation †¢ Identify strategic options which will deliver the organisation’s vision . 2 Developing the Strategy †¢ Engage with key individuals and groups to formulate strategic plans to meet the vision †¢ Strive to understand others’ agendas, motivations and drivers in order to develop strategy which is sustainable †¢ Create strategic plans which are challenging yet realistic and achievable †¢ Identify and mitigate uncertainties and risks associated with strategic choices Integrates the views of a broad range of stakeholders to develop a coherent, joined up and sustainable strategy.Assesses organisational readiness for change. Manages the risks, political sensitivities and environmental uncertainties involved. Leadership Framework: A Summary 7. 3 Implementing the Strategy †¢ Ensure that strategic plans are translated into workable operational plans, identifying risks, critic al success factors and evaluation measures †¢ Identify and strengthen organisational capabilities required to deliver the strategy †¢ Establish clear accountability for the delivery of all elements f the strategy, hold people to account and expect to be held to account themselves †¢ Respond quickly and decisively to developments which require a change in strategy Responds constructively to challenge. Puts systems, structures, processes, resources and plans in place to deliver the strategy. Establishes accountabilities and holds people in local, regional, and national structures to account for jointly delivering strategic and operational plans. Demonstrates flexibility when changes required. 7. 4 Embedding the Strategy Support and inspire others responsible for delivering strategic and operational plans, helping them to overcome obstacles and challenges, and to remain focused †¢ Create a consultative organisational culture to support delivery of the strategy and t o drive strategic change within the wider healthcare system †¢ Establish a climate of transparency and trust where results are discussed openly †¢ Monitor and evaluate strategic outcomes, making adjustments to ensure sustainability of the strategy Enables and supports the conditions and culture needed to sustain changes integral to the successful delivery of the strategy.Keeps momentum alive by reinforcing key messages, monitoring progress and recognising where the strategy has been embraced by others. Evaluates outcomes and uses learnings to adapt strategic and operational plans. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Absolves oneself of responsibility for holding others to account †¢ Fails to enable an organisational culture that embraces the strategy †¢ Does not align the strategy with local, national and/or wider health care system requirements †¢ Works to develop the strategy in isolation without input or feedback from others 19

Not My Best Side Essay

Fanthrope’s poem is divided into to three separate parts as the points of view of the three different characters. The first part is told fromà ¯Ã‚ ¿Ã‚ ½9 the dragon (or â€Å"the monster†)’s point of view, here the author used personification, providing the dragon with feelings and an opinion of his own, therefore giving him human-like features; he’s feeling a bit cantankerous towards the artist who painted him given that he didn’t give him a chance to pose properly thus only portraying his ‘bad’ side. Furthermore, he’s saddened by the thought that the other characters aren’t taking him seriously, he generates the idea that the fact that his â€Å"victim† (the girl) only holds him by a flimsy string is a way of emasculating him or taking away his pride in a way. The second part in the perspective of the girl being rescued and in this case, the author gives it a bit of a twist because the reader would normally expect the girl to want to be saved from the horrible monster, but she doesn’t! In fact, she’s actually mad at the knight for trying to save her because she was enjoying the dragon’s company; instead of being terrified of the monster she finds him â€Å"nicely physical and sexy† Finally, she doubts the credibility and attractiveness of the knight and says she prefers the dragon. The last part of the poem is from the standpoint of the knight who’s stabbing the dragon and trying and save the princess in danger. He feels offended that the princess doesn’t want to be saved by him even though he has diplomas in â€Å"Dragon Management and Virgin Reclamation†, his horse is the latest model and he has all the newest, safest and coolest artillery and armour. Windows of wonderment (My own version of Not My Best Side) Part 1- I still wait for him everyday. Mother holds me up against the cold hard window pane while I stare infinitely into the open space in front of me. I gaze upon our driveway hoping to see his car drive in, to hear the soft clacking of his shoes, the gentle wheezing of his breath or the breezy tone of his words. Mother sighs and looks away while a single tear trickles down her left cheek; I pretend not to notice whilst she hastily wipes it away and lets out a tiny sniffle. Everyday I purposely put together excuses, explanations, to reason his agonizing absence; I foolishly blame myself, my poor mother and yet every time I regrettably come to the same conclusion, it’s not our fault. By now, I know I should know better but I still have hope, that someday he’ll come back to us, someday I’ll see have face again, his deep blue eyes and his smooth silk-like skin, but until he does I’ll just repeat the same excruciating ritual of waiting, waiting and forever wondering. Part 2- I still hold him up against the window. I know I shouldn’t, and it will only make everything worst but I still do. Every time, his little face lights up and that constant frown that lingers upon his face seams to disappear. Just for a few seconds, his hope is restored, as he stares out to the unknown. I can see his mind drifting off, the wheels in his head turning, trying to come up with any and every possible explanation for his father’s absence, but it’s when he’s smacked across the face by the bitter truth of reality that his expression abruptly changes back to what it was, and the only words circling his mind are â€Å"he’s not coming†. I know I should protect him from such pain and suffering, but what’s a pitiable mother to do when her permanently scarred son keeps reaching out for the affection of that devil-like brute he calls his father? It’s not fair on him, or me. The dream of a normal life is lost alongside with hope, trust and belief. This is the pain of abandonment that leaves an innocent child hopelessly enduring pain and suffering, waiting, waiting and forever wondering.

Personal responsibility Essay

If one cannot rely on himself, then others cannot rely on him. At some time in one’s life there will be someone who depends on them for something. If this person doesn’t have their self-figured out then how will they figure out how to take care of that person’s needs? You are the only one that can take control of your life and to rely on someone else to do it for you is hurting yourself and those around you. Personal responsibility is a necessity in life and also helps the community as a whole become more efficient. I was honorably discharged from the Marine Corps in 2012 and transitioning from the Military to the civilian life style with a pregnant wife was one of the most challenging periods of my life. Instead of taking a break from working and living at home with my mom and collecting unemployment benefits, I had personal responsibility to get up and find a job after getting out to do what it takes to take care of my family. After working full time for a year we were barely making it, living pay check to paycheck. During this time I was consistently looking for new job opportunities. I didn’t blame anyone for my poor situation but myself and realized if I didn’t do anything I would be stuck here for the rest of my life. I just recently moved to San Diego County, receiving better pay and benefits to support my family’s needs. While my current job is paying the bills and we are living comfortably, I start to look into the future. My son will grow up, and he will have more complex and expensive needs like School field trips, sports uniforms, and college Tuition. So I decided to go to school to advance my career in the IT industry. By the time I graduate with my bachelor’s degree, I will have 10 years of IT experience with certifications in specific fields. This goal will allow me to reach my financial goal before reaching the age of 30 and way before my son is ready for college. Getting a degree isn’t just a matter of going to school and graduating, there is work that is required to get the grades to pass and keeping a High GPA. That will take dedication to project groups, taking the time to do the reading, and write the essay. If you take the initiative to do more than just pass your class, it will reflect on your professional career. In conclusion, there are many things that come into play when it comes to personal responsibility. For me it was the fear of failure, the positive stress I instilled in myself to be motivated to excel my professional career for the sake of my family. In order to take care of others, first you must take care of yourself.

Marketing Management and Strategies Assignment Example | Topics and Well Written Essays - 3000 words

Marketing Management and Strategies - Assignment Example The main focus of the hospitality sector is to adopt the differentiation strategy and technology focus to achieve competitive advantage. A lot of innovative practices are introduced and customer service and value added service play a major role in the hospitality industry. This paper will discuss the differentiation and technology focus strategies adopted in the hospitality enterprises. Some of the strategies used by hospitality enterprises to achieve competitive advantage include Strategic Planning, Market Research. Business Planning, Retail Growth Strategy, Meal Plan Strategy, Sourcing and Procurement Strategy, Concept Development, Health and Well-Being Strategy, Information Systems Strategy, Food Facilities Planning and Design. Accommodation and food services makes up about 8.1 percent of all employment. (U.S. Bureau of Labor Statistics). Employment in the accommodation and food services industries is predicted to grow 18% between 2002 and 2012, adding more than 1.6 million new jobs. (U.S. Bureau of Labor Statistics). Of the 8,740,000 total workers employed in the accommodation and food services industry in 2003, 5,343,000 works full-time (61%), while 3,397,000 work part-time (39%). (Annual average for 2003, according to the Current Population Survey, a joint project of the U.S. Bureau of Labor Statistics and Census Bureau). ... - U.S. Bureau of Labor Statistics, 2004-05 Career Guide to Industries and Occupational Outlook Profit and average room rate at the UK's chain hotels continued to increase in November, according to the latest HotStats survey from TRI Hospitality Consulting. Across the total UK sample of 462 hotels, income before fixed charges (IBFC) - also known as gross operating profit - rose by 5.6 per cent to 52.81 per available room. Average room rate increased by 7.4 per cent to 95.03 in November, a similar rate of growth to the 7.2 per cent achieved during the year so far. In London, profit grew by 7.9 per cent to 82.19 per available room. London's hoteliers continued to achieve rate growth at near annual levels with an 8.9 per cent increase taking average room rate to a new high of 125.85. - Jonathan Langston, UK Chain Hotels Market Review November 2007 | TRI Hospitality, www.trihc.com Michael Porters Five Force Analysis Threat of New entrants: The Entry barriers include Capital The capital outlay needed for starting up the operation in this industry is huge ($60 - $70 million), since the leasing expenses and the taxes are high. The capital includes land and building, infrastructure etc. Labor: In this industry the retention rate is high when compared to the others because of the demand for the experienced chefs in the industry. Finding and Retaining skilled labor is a major issue for a new entrant. Tax Structure: Hoteliers have to bear huge taxes levied on them by the government for property, water, electricity etc. Beside the high entry barriers, new entrants in this industry are high in recent days. Threat of substitutes: The growth of Home business restricts travel to a certain extent. So

IKEAs Corporate Social Responsibility and Supply Management Coursework

IKEAs Corporate Social Responsibility and Supply Management - Coursework Example It is noted that since the year 2000, IKEA has worked actively towards meeting its set corporate social responsibility towards its business sustainability. The first area of CRS that IKEA started channeling its efforts was to meet the social requirement of its stakeholders by complying in its supply chain. In other words, IKEA created effective business relationship with investors and supplies towards sustainable business. Additionally, IKEA has made RCS its organizational culture that aims at enduring effective partnership with all stakeholders as it support social issues, protect the environment, and giving back to the society. Notably, IKEA is highly involved in the community development a responsibility that makes it in active interaction with its various stakeholders. IKEA has also set code of conduct within its operation to ensure that its employees interact among themselves and with other stakeholders in socially acceptable manners. IKEA started implementing its code of conduc t in the year 2000.

A written analysis of an ethical dilemma in health care ethics Essay - 1

A written analysis of an ethical dilemma in health care ethics - Essay Example Other organisations have chosen to implement a set of guidelines—used to help individual employees make a choice when faced with an ethical dilemma. The health care industry is one such organisation that tries to balance individual thought and critical thinking decision-making skills with ethical guidelines set forth via laws, regulations, and company policies. Every person, regardless of his or her chosen career or lifestyle, will eventually be forced to make a decision in an ethical dilemma. This dilemma may be as simple as whether or not to tell a friend that he or she may be getting laid off from work or as difficult as deciding whether or not a person has the sense and capability of making a decision on his or her own regarding healthcare and treatment. Doctors often face scenarios such as these often. Generally, doctors can turn to laws and legal documentation regarding how to proceed with a course of action. For example, if a woman were to go to a hospital with an extreme case of preeclampsia: do the doctors work to save her life and the life of her child, or do they respect the patient’s wishes to be left alone. In this particular scenario, several people are involved in the decision-making process; and several others hold stakes in the results of the decision once made. First, the mother has already been informed that without a caesarean, she will die. Additionally, without allowing the doctors to perform the caesarean, the mother has been informed that her baby will also die. The third group of stakeholders in this scenario is the doctors treating Mrs. M. The Doctors face the difficult decision of forcing Mrs. M to endure a terrifying and difficult procedure, or allowing Mrs. M to make a choice that may kill both herself and her baby. Preeclampsia, sometimes called toxaemia, affects nearly five percent of all pregnancies throughout the world (Cleveland Clinic 2007); this disorder is â€Å"one of the leading causes of premature

Boardman Management RFP Assesment Article Example | Topics and Well Written Essays - 1000 words

Boardman Management RFP Assesment - Article Example At the primary stage of analysis, Boardman Management will need to investigate the possibility of using lower-priced materials. If this is not possible, the organizational structure will be redesigned to take advantage of lower-priced materials. Such an approach will enable the company to remain competitive and, in some cases, beat the prices of its competitors. Additionally, the assessment will be made regarding the possibility of storing the cost data for in-process items on-line within the computerized information system so that cost data would always be up to date. With the implementation of such an approach, the problem of out-of-date standard cost figures should never recur (Burkun, 2006). The analysis of the budget will be an important step for Boardman Management to evaluate and calculate investment decisions. Budgets are both planning and control mechanisms that, although essential to control (particularly cost control), serve as a balance between planning and control. They refer to future periods of time, and translate company plans into financial resources. They furnish a guide for future expenditures, and by helping to guide actual performance toward budgeted performance, assist in the achievement of objectives. Budgets establish expected relationships among a number of factors in need of control, such as expenses for advertising, product planning, personal selling, and product development. They may be thought of as short-run aspects of planning (Burkun, 2006). The next step is to analyze the proposed structure of changes and their impact on the organization. The evaluation will uncover an important problem that is not included initially in the investigation. The assistant analysis will take several directions. The company will analyze costs required for implementation and change management, and time schedule. The cost control difficulties caused by restructuring are not hard for the experienced outside auditors to detect. However, developing appropriate recommendations in the form of cost control procedures take a little more time. Such analysis requires the development of different cost information, with cost classifications normally supplied by accounting statements. But generating relevant cost information from accounting statements, though conceptually simple, is actually quite complicated. First, the problem of discerning the costs of different activities is not easy (Burkun, 2006). Second, the allocation of costs among functions and other control units involves subjective judgments. Accountants classify expenditures on a natural basis. Hence, costs may be assigned to advertising, personal selling, transportation, warehousing, and sales promotion. The real purpose of these expenditures, however, is to achieve other objectives, such as sales, market position, image, and reputation. The next step of responses evaluation is to analyze pros and cons of the proposed software and its benefits for the company. The effectiveness of management and its staff in fulfilling their assigned tasks is evaluated. Within the next subsection, the ability of R&D management to exert the necessary leadership to accomplish stated objectives and oversee R&D projects effectively is examined. In a somewhat similar manner, the upward and downward flows of information between different departments and its staff

Community Policing case study Essay Example | Topics and Well Written Essays - 500 words

Community Policing case study - Essay Example The adjacent park may serve as a place for the gangs and drug related activity and cause additional disturbance of the residents. The problems concern all the residents of both multi-family dwellings and private owners of the one-family dwellings. Their cooperation with the police can provide effective and quick results, while it would be difficult to cope with the situation without the residents’ assistance. 1. It is preferable to appoint two line officers to the community. They are to be engaged in turn in foot and motor patrols around the district. Implementing each other, they will provide short response time in extreme situations. The typical duties of the police officers should be foot or motor patrols, visiting homes, making contacts, handling complaints, attendance of community meetings, organizing neighboring groups, checking and tagging the abandoned cars, visiting school area and working with teenagers and juveniles. 2. The officers of the local police department should be trained in community policing and be able to react quickly and in appropriate manner. It is possible to organize the hot line dealing with the community issues and providing quick response. 3. The police officers are to organize a number of community meetings and have a talk with all the residents of the area, to introduce themselves, acquaint the residents with the philosophy of community policing and offer the plan of actions. 4. It is necessary to organize the block clubs and the watch association, to appoint committees dealing with various issues. The functions of these community organizations will be to assist the police in solving day to day issues, as well as to set the drug and gang problems, to decide on funding and gather money from the residents, organize volunteer patrols about the area and in the park. The officers are to be catalysts in the formation of the neighborhood associations,

Taoism Research Paper Example | Topics and Well Written Essays - 1250 words

Taoism - Research Paper Example This paper will introduce the main ideas of Taoism in contrast to Confucianism, and will show how they might be a source of wisdom and inspiration to modern Western life. Taoism: Yang Chu, Lao Zi, Zhuang Zi Three central figures may be identified in the birth and proliferation of Taoist thought. These are Yang Chu, Lao Zi, and Zhuang Zi. Yang Chu proposes a very basic form of naturalism. His main goal is basic to the Taoist view: to preserve life and to avoid injury. But Yang Chu’s way is through what might be called escapism. It is said that Yang Chu retired in the forest to dwell close to the animals who knew nature. A famous anecdote (Fung 62) says that he refused a calling to be an official precisely because he wanted to preserve his life. A horse does not need more than a few licks of water from a lake to satisfy its thirst. Why would one want more than the humblest abode and a few morsels of food to live? This simplicity advocated by Yang Chu has often been interpreted a s selfishness, for he is supposed to have told people to not give up a single strand of their hair even if it meant they would have a whole kingdom in their hands. But on deeper examination, we find that Yang Chu’s refusal to join the world is really his way of preserving life. Once we give a piece, people will want more and more until we have no more to give; until we have no more. Thus, Yang Chu advises against giving up even a single strand of hair (Fung 63). It is through this view that Yang Chu has earned the description, one who despises things and values life. Lao Zi is the sage identified with Taoism primarily because of the Tao te ching, the book he is supposed to have composed at the request of a guard asking hum for his legacy before he left society altogether. Unlike Yang Chu, Lao Zi is still concerned with practical life. He does not espouse the escapism of Yang Chu but rather makes sure that in our day to day living, we still followed the way of Nature by preser ving the simplicity of life. To do this, one is encouraged to keep in mind two concepts: wei-wu-wei and the principle of yin-yang. The former can be interpreted as doing without doing, while the latter can be emphasized as the harmonious opposition of things. For Lao Zi, to follow the Dao is to let things be, to leave things the way they are. Suffering is caused by our desire to change things or to control events in our lives. As this will never happen, we fall into frustration. To be happy, one must be content and not meddle in the ways of Nature. To go with the flow, so to speak, is the secret to a satisfying life. Thus, wei-wu-wei allows us to be active without disturbing the natural flow of things. It is not mere passivity, but rather an activity that facilitates the working out of the course of Nature. We do not do more than what is necessary. â€Å"Do you work, then step back. The only path to serenity† (Lao-Zi, chap. 9). â€Å"Practice not doing and everything will fa ll into place† (Lao Zi, chap. 3). The water symbol of the Dao is central to their philosophy. It literally goes with the flow and does not rise above itself, yet it is a very powerful element. Water is soft, yet it overcomes the hard as the river polishes the stones where it

Historical and Scientific Perspectives on Homosexuality Essay Example for Free

Historical and Scientific Perspectives on Homosexuality Essay Historical and scientific perspectives have molded homosexuality, and the way homosexuals are viewed by themselves and others. In past western society ancient Greece, homosexual teachings were performed by the Greek society, and were thought of as a societal norm Younger males were normally seen in a homosexual relationship with an older male, these types of relations were common in ancient Greece. The way Greek perceived life back in ancient times it is starting to ease up in our modern time, and homosexuality is beginning to be viewed as if we were in ancient times especially among western countries. In modern time homosexuals are learning to cope with their homosexuality, as it is beginning to be seen as something normal that has been here since ancient times for thousands of years. Homosexuality in the ancient Greek society shows that even back then people were aware of the different sexual behaviors and feelings certain people might have, and even back then they accepted people’s individual sexual choices. In modern day when a homosexual is first coming out and announcing his way of life he/she should be proud of what they are doing because it is something that has been going on for thousands of years, and is not something to be ashamed and secretive about. Homosexuals should not let judgmental people get to them by saying you were born that way or the environment influenced you to behave like that. The truth is the truth and you are who you are nothing can or will change that is if we stay true to our self. This means as long as we know where we came from and who we ar e why should we let peoples words bother us because we know the truth about our self. As we move along, back to ancient Greece and now also including the people of ancient Rome’s homosexuality. In both of the cities ancient Greece/Rome men would travel the streets of the city looking for someone to rock their world. On top of roaming the streets for some good quality male bonding they would dress and act as if they were not men, but female. This was look at in disapproval and unacceptable that is why when the religion of Christianity increased and started to grow the downfall of ancient Rome followed, and homosexual relations were banned. The new found law prohibited sexual behavior that was not found normal. Normal sexual behavior being male-female  and marriage any other acts of sex, and the people would be punished for their actions. This law continued for many years to follow, and people were committed and punished if they broke the law. Unfortunately this did not stop homosexuals from expressing their homosexuality they just became more discrete about it, so they would not see punishment from their actions. Today, most modern religions still do not approve of homosexuality seeing it as a sin. Some countries are very religious, and prohibit homosexual activity; those that are found guilty will be severely punished. The view that is seen on homosexuality in the modern day has been seen for thousands of years. That is why some homosexuals are afraid to accept their sexuality because of religious reasons (punishment from god) and society (disapproval). The hatred that is forced upon gay individuals has made it very difficult for them to be accepted among society. In our society it is normal when found to be gay to be criticized for it, and deal with harsh treatment that a straight person accepted in society would not have to deal with. When found to be a gay individual they even may have to change their church to one that accepts the view of a homosexuality. When growing up we learn that homosexuality is unnatural and not the right way of life that is not the case it is completely natural. Unfortunately many times in the beginning a homosexual might not know what they are experiencing wondering why they are different, and if it is alright they could grow to hate them self for it thinking that they are not normal. In modern time many countries still punish homosexuals, while others are more accepting they just deny homosexuals the right to marry due to religious reasons. That is all slowly changing and I think in the future will be seen differently. The scientific views on homosexuality are homosexuals inborn or is it caused due to environmental influences. That is a question that have been asked and wondered for many years, but in modern days there is evidence directing us towards homosexuality developing as an inborn characteristic. Research done on both identical and fraternal twins, show that there are higher concordance rates of gay monozygotic twins. Rathus, Nevid, and Fichner-Rathus, (2005) report that about â€Å"52% of identical (MZ) twin pairs were found to be â€Å"concordant† (in agreement) for a gay male sexual  orientation, compared with 22% of fraternal (DZ) twins and only 11% of adoptive brothers† (p. 312). Also, evidence has suggested that hormonal influences could be responsible for differences in sexual orientation. Rathus, Nevid, and Fichner-Rathus (2005) explain that prenatal sex hormones be responsible for tissues in the brain to think sexually one way, but for genital development to be the other way. Also, structural examinations on the brains of heterosexual and homosexual males have provided speculative evidence that a part of the hypothalamus in gay males is smaller than that region of the hypothalamus in heterosexual males. Developing an understanding from the scientific view point on homosexuality has helped homosexuals understand why they are the way they are. Before scientific studies provided the information that homosexuality could be due to inborn, many individuals believed that people decided to be homosexuals. After the scientific studies though that thought is seen as false, and the reason why people become homosexuals is because they are born that way. Homosexuals do not choose their sexual path they are born having sexual arousals from the same sex. Homosexual people do not hate them self as much knowing the facts from the scientific studies that they were born that way, rather than choose to be that way now they feel it is how god wanted they to be and they can accept them self’s. Out The Closet and Accepting Who they are The biggest goal to overcome when being a homosexual is when the perfect time to come out the closet, and admit to our family and friends (hey I’m a homosexual). Not only is finding the perfect time hard to find, but also finding the right words to use when telling them you are not just going to say hey I’s a homosexual. Another difficult obstacle to overcome is accepting the different view we will see from society when coming out. Many homosexuals are afraid to tell friends and family because they have not completely grasped the concept of what they are. This is especially seen in someone who is transformed from heterosexual to homosexual. Another thing  that bobbles around their thoughts when coming out is that they will lose important people in their life or lose their job. Coming out or letting people into your homosexuality is a very challenging experience that is one of the most difficult task a homosexual will face. One of the most common deaths an early homosexual faces is suicide normally for one of two reasons understanding their new sexuality or the fear of coming out to other people about it. Once a homosexual takes control of their power and accepts the fact they are living a life of homosexuality they can adjust to what society expects from them. After they can accept what society thinks of them they can form a relationship with an intimate partner, and develop a perfect homosexual lifestyle. Historical and Scientific Views Reflected on Personal Sexuality One’s personal sexuality has been molded and determined by history and scientific views that are seen in one’s life culture or society. Historical and scientific views reflected the way people see their own personal sexuality for the better. It has helped homosexuals better understand why they are the way they are, and they are not different that throughout time there has been people of the same sexuality facing the same problems. In modern time the punishment might not be as harsh as back in ancient time, but it is still there and seen. Homosexuality is still frowned upon by many, and many also criticize and harass homosexuals because of their difference in behavior. In the future with homosexuality become more open and known about to the public I think that schools should teach about it at an earlier age to help the younger society better understand it. Homosexuality in most cases is misjudged and treated in the wrong way if people learned about it at an earlier age t hey could learn to have a kinder understanding, and be more accepted of homosexuals. Another benefit of teaching it at an earlier age is that it would give people the benefit of know why they are the way they are, and if they feel they are different.Homosexuality has been around for thousands of year before Christianity it was accepted freely, but after the religion started growing rules banned homosexuality from being free. Homosexuals had to live in the shadows hiding who they were afraid of society, and how they would be treated and the punishment they would receive  if found to be homosexuals. Throughout time the harsh treatment homosexuals faced has not ended it is becoming more in the open, and they are beginning to be accepted for who they are. Homosexuality is not always chosen it is sometimes something we are born being we cannot help they way we feel, but that does not make us different. Our sexuality might not be the same as everyone else’s, but neither are their sexuality to ours. Reference Rathus, S.A., Nevid, J.S., and Fichner-Rathus, L. (2005). Human sexuality in a world of diversity. (6th ed.) Boston, MA: Allyn and Bacon.

Thermodynamics Field Can Contribute Our Daily Life Philosophy Essay

Thermodynamics Field Can Contribute Our Daily Life Philosophy Essay The research report will describe that what is thermodynamics. What are the advantage of thermodynamics. How thermodynamics will make our life easy. The research report will show different branches of thermodynamics and how it works. The report will also highlight some histories of thermodynamics .On the other hand, there are some analysis and facts relating with our daily life easier and more efficient. Justification The main reason for choosing this report is because Im interested in the thermodynamics, which is our daily exposure. I also want to specify my study in thermodynamics, which is major branch of my study which in mechanical engineering. Nowadays, thermodynamics technology are using everywhere and they make our life more convenient. So, I want to do research how thermodynamics works and how they contribute to our daily life. 1.0 Introduction Boiling water is hot. Ice is cold. The diversity between hot and cold is detected naturally ability to sense heat and its opposite. We measure heat with a thermometer and we assign it a temperature. Dictionary definition of hot and cold relate those sensation to our normal body temperature. Warm things have temperatures above our body temperature, and cold things have temperatures below our body temperature. In this way, humans are able to compare the temperatures of things and get a subjective sense of hotness or coldness. In one sense heat is a sensation in the mind. But we know that some physical process is causing our nerves to be stimulated in this way. What is happening in nature that causes us to feel these sensation of hot and cold? It isnt only human beings who respond to heat flow and changes in temperature. Heat affects all material objects and the environment as well. Temperature determines whether most substances exist in a solid. Liquid. Or gaseous state, Heating and cooling, if it changes the temperature of a substance enough, can change the state of matter. SO basic is the phenomenon of temperature that physicist consider it a fundamental property of matter. Along with volume mass, electric charge, and time. The word thermodynamics consist of thermo, meaning heat, and dynamics, which refers to movement or change. In this broadest sense, thermodynamics is about heat and how heat moves and changes. The fact that heat move at all was itself a discovery of considerable importance. Its not at all obvious. You light a campfire and it warms you. It has heat. The fire goes out, and heat seems to disappear. Common experience will not tell you that none of that heat has really disappeared. Heat is a form of energy and energy can b neither created nor destroyed. That, as you will learn, is one of the most important of the laws of thermodynamics. Thermodynamics is really all about the study of thermal energy and how it behaves. Over time, Scientists and engineers learned that heat energy is related to work. The classic example is the steam engine, in which heat energy is used to boil water, creating steam to push a piston attached to a rotary shaft. The shaft can then be used to turn a train wheels or a ships propeller of the machines in a factory. In this process heat energy is converted into a mechanical energy, Understanding what heat and temperature are and how energy is transformed into different forms in essential to understanding the modern industrial world and how we get thing done. As we shall see, much of our theoretical understanding of thermodynamics did not come about until people could examine the functioning of real machines like the steam engine. 2.0 History of thermodynamics The ancient Greeks believe that the world is built up of four basic elements: water, air, earth, and fire. However they did not understand the true nature of heat, the ancient Greeks learned to use it to operate simple mechanical devices. Little is known of the life of Hero of Alexandria. He wrote treatises on working with the simple machines, like the lever, the pulley, the wedge, the wheel, the gear, and the screw. He described a primitive steam engine called an aeolipile. It consisted of a reservoir of boiling water connected by a tube to a large, hollow sphere with open, bent tubes coming out of it. The sphere was attached to a gimbal so that it could rotate. Heated steam entering the hollow sphere caused it to spin as it blew the steam out of the bent tubes. The aeolipile was the first device known to transform heat into ratery motion in effect, Heros device was the first steam turbine The history of thermodynamics started with G.Galilel(1597) who introduced the theory of temperature and he also invented one of the first thermometers. It was G. Black (1770) who was the first to use the term Thermodynamics. In 1772 G. Wilke introduced the unit of measuring the a mount of heat a Calorie. It was W. Tompson (1859) who introduced term thermodynamics into conventional use. In the 20th century, thermodynamics became a basic independent division of Theoretical Physics dealing with the study of general properties of physical systems under equilibrium, as well as common regularities taking place with attaining equilibrium. Thermodynamics is divided into phenomenological and statistical thermodynamics 3.0What is thermodynamics? Thermodynamics is a division of natural science related with heat, energy and work it defines macroscopic variables that show material and radiation and explains how they are related and by what law. Thermodynamics shows the average behavior of , large numbers of small divisions. 3.1Braches of thermodynamics 3.1.1 Classical Thermodynamics Classical thermodynamics shows the changes of thermodynamic in terms, either of their time-balanced equilibrium states, or else of their continually repeated like clockwork processes, but, formally, not both in the same account. It uses only time-balanced, or equilibrium, small quantities that can measure in the laboratory, counting as time-consistence a long-term time-average of a quantity, such as a flow, achieved by a continuously repetitive process. Classical thermodynamics does not accept change over time as a central circumstance in its account of processes. An equilibrium state stands constantly without change over time, while a continuously repeated cyclic process runs repeatedly without change over time. In the classical field closely and purely in terms of cyclic action, the best internal of the working body of a cyclic process is not considered; the working body thus does not have a characterized interior thermodynamic state of its own because no expectation is made that it should be in thermodynamic stability; only its inputs and outputs of energy as heat and work are considered. It is of course possible, and absolutely common, for the result in terms of equilibrium states of a system to show cycles composed of indefinitely many equilibrium states. 3.1.2 Statistical Thermodynamics Statistical Thermodynamics, also called statistical mechanics, appeared with the development of atomic and molecular approaches in the second half of the 19th century and early 20th century. It shows an explanation of classical thermodynamics. It considers the microscopic cooperation between individual particles and their combined motions, in terms of classical or of quantum mechanics. Its explanation is in terms of data that rest on the fact the system is built of several species of particles or collective motions, the branches of each species individually being in some sense all alike. 3.1.3Laws of Thermodynamics The laws of thermodynamics are different from others. Therere altogether four of them. Theyre arranged from zero to four. Not because they are arranged by discovery in order but because they are numbered some especially. The second law is different from others and therere no effect on others. It has different formulas. The first law describe the quantity of internal energy of a system, which was found from kinetic energy and from its potential energy which relates to its surroundings. The first law describe the transferring of heat between closed system as work. The second law include two theories which is known as temperature and entropy. Entropy shows the limit which is known as irreversibility from the beginning, on the work that can reach to an external system by thermodynamics process. The effects of temperature, which halfway showed by the zeroth law, which has quantities in the direction of energy flow as heat between two system in thermal connection and which is known as comm on sense of hot and cold 3.2.1.Zeroth Law If the object A is thermally equal with object B, and B is thermally equal with C. So, the object A is thermally equal with object C. This is more a matter of relationship than of physics. If they have the same temperature, the two objects are thermally equal. If object A and object B has the same temperature, and the object B and C have the same temperature, then both A object and B object have the same temperature. The most important thing in Zeroth Law is that, when a hot and cold object are place in contact together, the thermal energy will flow from hotter to the colder object until their thermal energy will remain equilibrium. 3.2.2.First Law Lets consider the first law as an isolated system. That means heat and energy can neither leave or enter the circle. Such system does not done any work. But we can imagine it with a certain energy inside it, namely U, which depends on the kinetic of the molecular system and also the systems temperature. The internal energy is the same with potential energy because it has a property that does not work. But it still has the potential to do work. The first law describes that the internal energy of the system increases if heat is added to a system. The first law can just show another way of the laws of conservation of energy. As heat and work are another form of energy, if they go outside of the system, it will affect the internal energy of the system 3.2.3.Second Law The Second law is popular for its formulation of entropy. Entropy is a technical term for talking about confusion which is found in the 19th century. The same theory let us know that heat energy automatically flow cold from hot and theyre not flowing in the opposite direction. This also remind us that if the ordered system can turn easily into disordered system, But disordered system cannot turn easily into the ordered system themselves easily.3.2.4.Third Law The third law of thermodynamics states that if an object reaches the absolute zero absolute zero of temperature (-273C), its atoms will stop moving. 4.0How Thermodynamics Works? 4.0.1.Refrigerator In refrigerator, the cycle is continuous. In the following example, we will show that the refrigerator use pure ammonia to keep it cool, which boils at -27 degrees F. This is what happens to keep the refrigerator cool: The  compressor  compresses the ammonia gas and the compressed gas heats up as it is pressurized . The  coils  on the back of the refrigerator let the hot ammonia gas take its heat. When it reaches high pressure, the ammonia gas condenses into ammonia liquid at high pressure. The high pressured ammonia liquid flows through the  expansion valve. Theres an expansion valve with a small hole. On one side of the hole is high pressured ammonia liquid and the other side of the hole is a low-pressure area it is because the compressor is sucking gas out of that side. The liquid ammonia boils immediately and vaporizes. Its temperature dropping to -27 F. This makes the inside of the refrigerator cold. The cold ammonia gas is sucked up by the  compressor, and the repeats the circle. 4.0.2 Air Conditioner Still, the major parts of an air conditioner manage to freeze and move air in two directions: indoors and outside: Evaporator receives the liquid refrigerant Condenser which act as facilitates heat transfer Expansion valve which regulates refrigerant flow into the evaporator Compressor which is a pump that pressurizes refrigerant The cold side of an air conditioner contains and a fan that blows air over the freezed coils and into the room and the evaporator. The hot side contains the compressor, condenser and another fan to release hot air coming off the compressed cool to the outdoors. In between the two sets of coils, theres a expansion valve. It regulates the amount of compressed liquid moving into the evaporator. Once in the evaporator, the refrigerant experiences a pressure drop, expands and changes back into a gas. The compressor is a large electric pump that gives pressure the refrigerant gas as part of the process of turning it back into a liquid. 4.0.3 Microwave Oven Microwave oven uses microwaves to heat food. Microwaves are a type of wave that are between radio waves and infrared radiation on the electromagnetic circle. For the process of microwave ovens, the commonly used wave frequency is about 2,450 megahertz (2.45 gigahertz).Waves in this frequency range have an interesting effects. Theyre absorbed by water, fats and sugars. Once absorbed, theyre converted directly into atomic motion, heat. These waves have another interesting property too: Theyre not absorbed by most plastics, glass or ceramics. 5.0Advantages of using Thermodynamics The devices as shown above each of them have Advantages. By using refrigerator we can keep perishable food, such as, vegetables and milk for much longer periods. Refrigerators also have a freezing part that will keep frozen foods and make ice to use in beverages By using Air Conditioner, its more comfortable and we can adjust the indoor temperature. In extreme heat, air- conditioning can be a life saver, improves the air quality and most air conditioner also reduce the humidity level, which helps both comfort. For Microwave oven, it can cook many food about 1/4th of the time necessary on a gas burner. It saves time in heating frozen foods. Food gets cooked uniformly. 6.0 Disadvantages of using Thermodynamics Thermodynamics not only have advantages but also have disadvantages. By using refrigerator it costs a lot of electricity to run. They are also environmentally unfriendly the refrigerator also contain refrigerant that can be damaging to the environment because of chlorofluorocarbon (CFC) content. This material is suspected to be the cause of reduction of earths ozone layer. When we frequently use the air conditioner, the air conditioning disease will occur. It is characterized by fatigue weakness, cough or fever and so on. Air conditioners energy consumption is considerable. It will consume a lot of energy. It also release CFC, which is environmentally unfriendly. Microwaves can cook food in very short period. Due to short period of cooking, food does not become brown unless the microwave has a browning unit. Sometimes unwanted chemicals migrate to food from plastic cook ware or food packages. The short cooking time may not give a chance of blending of flavours as in conventional methods. 7.0Recommendation As a result of the research carried out, it appears to be necessary to understand all the field of thermodynamics. Future technologies are requiring new materials with unusual effects that will either be prepared by high-temperature techniques. One of the important thing that can affect the pollution to the environment easily are the new devices. Equipment using volatile fluids that can harm to the stratosphere and destroy the ozone will have to be replaced. Devices that emit sulfur oxides will have to be modified to reduce sulfur emission to very low values. The ability of solar energy used devices will have to be improved and nuclear power plants will have to be designed to make less serious accidents. So that energy production by combustion to carbon dioxide is greatly reduced. 8.0 Conclusion The research report has taken information from various sources to understand what is thermodynamics; what are laws of thermodynamics; how they works; and how they make our life easier? It shows that thermodynamics used devices are very convenient to use. If there were no thermodynamics devices in this world it would be many difficulties to pass a day. By improving the uses and devices of thermodynamics, they can make our life more convenient and can reduce the environmental reduce the environmental side effects.