Hrd Report

DETAILED PROJECT REPORT FOR HUMAN RESOURCE DEVELOPMENT 1. 0 CONTEXT :- 1. HISTORICAL BACKGROUND – 1. DEVELOPMENT IN TECHNICAL EDUCATION- National policy on education 1986 which includes 10 year Technician education investment program for upgrading newly introduced Diploma Programs, with emphasis on rural population as well as continuing education programs aimed at upgrading already employed Technicians.This policy also emphasized on improving the quality of these Diploma Programs by strengthening teacher’s training program, curriculum development, examination & student assessment system and modernizing the Workshops, laboratories and classrooms of the polytechnics. Finally NPE – 86 aimed to improve the efficiency of the TES by strengthening the A. I. C. T. E. , the Four T. T. T. I’s, the D. T. E. , M. S. B. T. E. , granting academic autonomy to selected polytechnics and further strengthening the NTMIS and NATIONAL BOARD of ACCREDITATION . (Ref. A comparati ve study of Technical Education in Germany &India with spl-reference to Maharashtra – Ph. d. dissertation – by Dr. A. R. Thete ) The World Bank assisted Project for strengthening Technician education system in Maharashtra State was implemented by the State Government during 1992 to 1999. (Ref- Policy & Direction report – DIIC (M. S. ) Mumbai) The World Bank assisted Project has been conceived as the means of implementing most of the decisions included in the NPE –1986. The goal of WBAP was to support NPE – 1986 and emphasis was given on capacity expansion, quality improvement and efficiency improvement.As an impact of this project, infrastructure facilities have been provided to all the institutions and there has been some achievements towards improving quality of polytechnic education system. On the similar lines of the World Bank Assisted Project the Canada-India Institute Industry linkage project has been launched in Maharashtra State . It will enhance the efficiency and effectiveness of the TES by means of INDO-AUSTRIA Project is under planning stage and this will provide CNC Machining Technology in the Technical Institutes of Maharashtra State for Training and Educational purposes. (Ref- Policy & Direction report – DIIC (M.S. ) Mumbai) 1. 1. 2 Thrust toward qualitative improvement :- Prior to the emergence of World Bank assisted Project the training was imparted by ISTE, TTTI etc. The experiences gained during training were not fully utilized. Due to World Bank assisted project the State has made effort to improve management and educational process, but these efforts were fragmentary. In the last five decades there has been manifold expansion in polytechnic education systems. The unprecedented expansion notwithstanding, the system design has remained more or less static. Changes in the system if any have been superficial in nature.As a result, the system continues to produce more of the routine kind of output, not adequately responding to the changing needs. (Ref. – Draft policy guidelines for training teachers of polytechnics & engineering colleges – Ministry of H. R. D. , Department of Secondary & Higher Education, May-2000) Technical education is now considered as one of the most crucial inputs for socio – economic development with enormous potential for improving the quality of life of the people. Improvement in Education & Management processes is essentially slow, primarily because educational enterprise as whole is labour intensive and not capital intensive.Improvement of capabilities of system as whole involves acquisition of new knowledge, skills and attitudes. not only by individuals but also at the collective level by teams, departments, institutions and State level organizations. (Ref- Policy & Direction report – DIIC (M. S. ) Mumbai) This requires HRD strategy on the long term basis. It requires capability of Key personnel at each level of operation fo r project management. Human Resource Development is a continuos process. Also in order to sustain the gains of World Bank assisted Project and to make deliberate efforts in improving quality and efficiency of the system.Directorate of Industry Institute Co-ordination has taken initiative to formulate HRD strategy on long term basis and a systematic, scientific Staff Development Planning for Technical Education System for 2000-2005 with co-operation of M. S. B. T. E. and T. T. T. I. , Bhopal. 1. 1. 3 Resource group formation for H. R. D. :- Directorate of Industry – Institute co-ordination has taken initiative to formulate H. R. D. strategy on long term basis and a systematic scientific staff development planning with the co-operation of M. S. B. T. E. & T. T. T. I. , Bhopal. For preparing a detailed project report n Human Resource Development for T. E. S. of Maharashtra, a State Resource Group (S. R. G. ) was formed in May 2000. 1. 1. 4 Master plan for the whole Technical Edu cation system :- A master plan indicating post project status of total T. E. S. , system’s diagram linked to the customer is prepared by S. R. G. as shown in fig. 1. The linkages of various educational processes & enabling processes are shown in fig. 1. HRD is the one of enabling process which is linked to all other educational & enabling processes. See parent document by State Resource Group lead by Shri Makone. 1. 1. 5 Context of H. R. D. ith respect to Technical Education System :- A master plan indicating post-project status of total Technical education System diagram linked to customer (i. e. industry) is drawn to understand the Role of Human Resource development in Technical Education System. (Ref. – fig. 1) It is an system’s diagram which shows – 1) Customer of the system 2) Mission of Technical Education System. 3) Goal of the T. E. S. 4) Output 5) Signal Input 6) Process Educational Enabling 7) Management 8) Resource Input 9) Supra system 9. 1) S uppliers of Input 9. 2) Suppliers of Resources 9. 3) Regulatory Agencies 0) Competitors. The ultimate output of T. E. S. required is manpower having right type of knowledge , skills & attitudes . In order to accomplish this output, Process of transformation of HRD has to be planned. These processes are classified into two categories – i) Educational Processes – which ensure that the students are educated & trained through scientific action by levels of key personnel. ii) Enabling processes – which ensure that this main educational process are supported by ‘ enabling processes ’ which provide frame work within which educational processes take place.The Educational Processes are – 1) State Planning – At State level 2) Institutional Planning – At institute level 3) Curriculum design & development – Department level 4) L. R. D. C. – L. R. U. C. – 5) Instructional design – At Class room 6) Student’s learning – level All these processes interact with each other. The enabling processes which enables the Educational processes to perform in the right direction are – 1) State Project Planning – Ensuring that innovative projects are systematically managed at all levels of project institute. ) Industry Institute Interaction – Ensures that project institutes are linked to industry. 3) Human Resource development – Ensures that all project institutes are equipped with right type of Human resource in right numbers & at right time. 4) Management Information System – Ensures that all projects institutes have access to all types of information ( generic & specific) for decision-making. 5) Organisational development. – Ensures that all project institutes are simultensasly helped to 1) establish the project cells & 2) restructure the parent institute so that project-cell working in close co-operation with the main stream staff.These enabling pr ocesses are each designed & developed & implemented simultensasly at all levels of the system. Process of Human Resource development is linked with all the educational processes and also the Enabling processes quoted above. Trained manpower which is the output of H. R. D. , is required to sustain the Educational & Enabling processes to make the T. E. S. effective & efficient. System diagram for the H. R. D. system indicating Post-Project status is as shown in figure No. 2. The output of H. R. D. is trained manpower required for all the educational & enabling processes.The process of Transformation consists of three stages. ( Article faculty development by Dr. P. J. George, Programme Director, I. S. New Delhi) 1) Initial Training 2) Induction Training 3) In service Training. In Initial Training, theoretical Input in new disciplines in Education & information management is to be given. In Induction Training microskills are to be developed & in Inservice Training consolidation of micro skills into a macro-skills their utilization in the actual institutional context takes place. 6.Developmental model of Human Resource Planning & Development in Industry to serve as model of HRD in TES (Model from E. H. Schein) :- CONTEXT :- Human growth takes place through successive encounters with one’s environment. As the person encounters a new situation, he or she is forced to try new responses to deal with that situation. Learning takes place as a function of those responses work out and the results they achieve. If they are successful in coping with the situation, the person enlarges his repertory of responses, if they are not successful the person must try alternate responses until the situation has been dealt with.If none of the active coping responses work, the person sometimes retreats from the new situation or denies there is a problem to be solved. These responses are defensive and growth limiting. For growth to occur, people need two things : New challenges that are within the range of their coping responses and knowledge of results – information on how their responses to the challenge have worked out. If the tasks & challenges are too easy or too hard, the person will be demotivated and cease to grow.If the information is not available on how well the persons responses are working, the person cannot grow in systematic, valid direction but is forced into guessing or trying to infer information from ambiguous signals. The organizational growth similarly takes place through organizations successful coping with the internal & external environment. But since the organisation is a complex system of human, material, machines, financial & informational resources, we must consider how each of these areas can be properly managed toward organizational effectiveness.In order for the organisation to have the capacity to perform effectively over a period of time it must be able to plan to recruit, manages develop, measure, dispose of and replace human resources as warranted by the tasks be done. A key assumption underlying organizational growth is that the nature of jobs will change overtime, which means that such changes must be continuously monitored in order to ensure that the right kinds of human resources can be recruited and developed to do these jobs.In an ideal Human resource planning & development system we should seek to match organisation’s needs for human resources with the individuals needs for personal career growth and development. A developmental model of Human resource planning & development is depicted in figure 3. It involves both individuals & organizational planning & a series of matching activities designed to satisfy mutual needs. The components of an effective H. R. P. D. System can be derived from this diagram – 1) In the organisation the overall planning component shown at left hand side in fig. . 2) Components that ensure an adequate process of staffing the organisation. 3) Componen t that plan for & monitor growth and development. 4) Component that facilitate the actual process of growth and development of the people who are brought into the organisation. This growth & development must be organized to meet both the needs of the organisation & the needs of the individuals within it. 1. 1. 7 Brief description of components of developmental model :- As said earlier the function of the components mentioned in article No. 1. 1. is to ensure that the organisation has an adequate basis for selecting its human resources & developing them toward the fulfillment of organizational goals. 1. 1. 7. 1 ORGANISATIONAL NEEDS 1) PLANNING FOR STAFFING Strategic Planning – These activities are designed to determine the organisation’s goals, Priorities future directions, products, market growth rate, geographical location & organisation structure & design. 2) Job / role planning :- This activity can be thought of as a dynamic kind of job analysis, where a continual r eview is made of the skills, knowledge, values etc. urrently needed in the organisation & that will be needed in the future . From a planning point of view it is probably most important for the highest level jobs – how the nature of general & functional management will change as the organisation faces new technologies, new social values & new environmental conditions. From these knowledge, skills , attitudes, values job descriptions are to be generated. 3) Manpower Planning & Human resource inventorying – These activities draw on the job/role descriptions generated and assess the capabilities of the present human resources against those plans or recruitments.These activities may be focussed on the number of people in given categories & are often designed to ensures adequate supply of people in those categories. Or the process may focus more on how to ensure that certain scarce skills that will be needed will in fact be available, leading to more sophisticated programme s of recruitment or human resource development. 1. 1. 7. 2 INDIVIDUAL NEEDS :- The three activities mentioned above are all geared to identifying the organizations needs in the human resource area. These three activities should be linked to each other organizationally.If these activities are not linked together, the situation reflects on erroneous assumption about growth & development. 1) Career & job – choice 2) Earlier career issue locating 3) Mid – career issue locating. If there are no major change in job requirements as the organisation grows & develops, the system normally work, But if job themselves change, it is no longer safe to assume that today’s human resources, with development plans based on today’s job requirements, will produce the people needed in some future situation. Therefore more job/role planning must be done, independent of the present in the organisation. . 1. 7. 3 MATCHING PROCESS :- (Linking of organizational need to individual needs) 1) Job Analysis :- If the organizational planning has been done adequately, the next component is to specify what jobs need to be filled & what skills etc. are needed to those jobs. It will help to specify what kind of recruitment to undertake and how to select people from among the recruits. 2) Recruitment & Selection :- This activity involves the actual process of going out to find people to fulfill jobs & developing systems for deciding which of these people to recruit / hire.These components may be very formal including testing, assessment and other aids to the selection process. 3) Induction, Socialization & Initial Training :- Once the employee is recruited / hired, these ensures & period during which he or she learns the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particulars of the job and so on. The goal should be to facilitate the employee’s becoming a productive & useful member of the organisation both in short run and in terms of long range potential. ) Job design & Job Assignment :- One of the most crucial components of staffing is the actual design of the job given to the new employee & the manner in which assignment is made. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy for the new employee and neither too meaningless nor too risky from the point of view of the organisation If the job is too easy or too meaningless, the employee may become demotivated, if the job is too hard and involves too much responsibility & risk, the employee may become too anxious, frustrated or angry to perform at an optimal level.The four components 1) Job analysis,2) Recruitment & selection, 3) Induction, Socialization & Initial Training, 4) Job design and Job assignment are the matching processing geared to ensuring that the work of the organisation will be performed. These processes are to be performed by line managers, personnel staff specialists to gether. Line managers have the basic information about jobs & skills requirements. Personnel specialists have the interviewing, recruiting & assessment skills to aid in the selection process. In optimal System these functions shall be closely co-ordinated. Recruiters shall provide to the employee, accurate information bout the nature of the organisation & actual work he / she will be doing in it. Recruiters also need good information on the long range human resource plans so that these can be taken into account in selection of new employee. Development Planning: – Same planning activities are essential so as to make the employee remain motivated, productive & maintain a reasonable level of job satisfaction. i) Inventorying of development plans: – The planning component will consist of pulling together the information into a centralized inventory that will permit co-ordination & evaluation of the development activities. i) Follow up & evaluation of development activitie s: – Development plan for individual employees will be written down, implemented & evaluated either in relation to the individuals own needs for growth or in relation to the organizations needs for new skills. Career Development Processes: – These processes must match the organisation’s needs for work with the individual needs for a productive & satisfying work career. It must provide some kind of forms and movements for the employee through some succession of jobs, whether these involve promotion, lateral movement to new functions or simply new assignments within a given area.Training (Initial, Induction, Inservice) :- Training will be in three phases – i) Initial – To provide opportunities to acquire generic/ abstract knowledge in new field of studies ii) Induction – To develop microskills. The chaining of which leads to acquisition of macro skills. iii) Inservice – Using macro-skills chains in the actual job context. Performance Ev aluation & Judgement of Potential: – The process of performance appraisal will be standardized & formalized. Such standardized & formalized performance appraisal will help to justify promotions to give recognition.Organisation Rewards: – Line managers must actively work with compensation expert to develop a joint philosophy and set of goals based on an understanding of what the organisation is trying to reward & what employee needs actually are ( people at different career stages many different things. ) Promotion & other job changes: – If the promotions opportunities are limited because the pyramid narrows at the top, an effective H. R. P. D. System shall concentrate on developing career paths, system of job rotation, changing assignments, temporary assignments,& lateral job moves that ensure continuing growth of all human resources.One of the key characteristics of an optimally challenging job is that it both draws on the persons abilities & skills. Source â⠂¬â€œ E. H. SCHEIN – The Art of Human Resource Management. Training and Development opportunities :- Formal training and other development programmes and education activities are necessary in the total process of human growth and development. These should be carefully linked both to the needs of the individuals and to the needs of organisation. The individual should want to go to the programme because he or she can see how the educational activities fits in to the total career.As much as possible training and educational activities should be tied to job/role planning. Career Counseling : – Growth and development only come from within the individual himself or herself, its important that the organisation provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue, counseling and career planning. this process should ideally be linked to performance appraisal. Because it is that context tha t the boss can review with the sub-ordinate the future potential development needs, strength weakness, career options etc.Joint Career Planning :- The boss is often not trained in counseling but he possess some of the key information. The employee needs to initiate career planning. Also the sharing of information is properly done is not the same as making commitments or setting up of false expectations. Whatever is decided about training, next steps, special assignment, rotation should be jointly decided by the individual and appropriate organizational resource. Each step must fit in to the employees life plan and must be tied in to organizational needs.Follow – up and Evaluation :- Whatever decided should not merely be written down but executed. If there are implementation problems, the development plans should be re-negotiated . Whatever developmental actions were taken it is essential that they be followed up and evaluated both by the persons and by the organisation to det ermine what, if anything, was achieved. The organisation should make plans to talk to the individual before or after the programmes that what will be the appropriate next assignment for him or her following the programme.Planning for and Managing disengagements :- The planning and managing process reviewed below are counter parts of ones that have already discussed but are focused on different problems like late career loss of motivation, obsolescence and ultimately retirement. Organizations must recognize that there are various options available to deal with this range of problems. Beyond the obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement.Continuing Education & Re-training :- These activities have their greatest potential, if the employee is motivated and if there is some clear connection between what is to be learned and what the employees current or future job assignment required in the wa y of skills. More and more organizations are finding out that it is better to provide challenging work first and only then the training to perform that work ones the employee sees the need for it obviously for this linkage to work well continuous dialogue is needed between employees and their managers.Job Redesign :- Job changes or job re-design is required in general applied to the particular problems of levelled – off employees. Job Enrichment :- Job enrichment and other efforts are required to re-design work to increase motivation and performance. Job Rotation :- When the employee becomes unresponsive to the job characteristics themselves and pays more attention to surrounding factors such as the nature of supervision, relationships with co-workers, pay and other extrinsic characteristic in otherwords before organisation attempt to cure levelled of employees by Re-motivating them through job re-design or job relation.They should examine whether those employees are still in responsive mode or not. 2. 0 POST PROJECT STATUS OF H. R. D. SYSTEMS FOR T. E. FOR QUALITY IMPROVEMENT :- The developmental model of Human Resource Planning & Development in Industry is to be adopted for HRPD system of TES for quality improvement. 1. System’s Diagram for post project status of H. R. D. system :- It is depicted in fig. 2. 2. 2 GENERAL :- The old concept of staff development was confirmed to imparting knowledge & skill to teachers that are needed for class room teacher.This consist of developing the requisite subject competence & pedagogical skills. This focuses on improving the teaching & related abilities & is job embedded which means that it undertakes the development of the staff for performing job activities. The new concept of professional development on the other hand focuses also on improvement on job performance & is mostly job related. Fig. 2 and Fig. 4 depicts post project status of HRD for TES. In fig. 2 processes are shown while in fig. 4 developm ental model indicating processes with activities is shown.The process activities in fig. 4 are as follows . 2. 3 Organisational Needs :- Customer and their training needs – Needs of TES primarily can be categorized in two ways – it needs two types of manpower to manage quality improvement of the T. E. S. 1) Line Functionary – Staff at regional and institutional level, Principal, teachers, students. 2) Staff Functionary – To manage functions in CDC, instructional design, students learning as well as III, HRD, IS & OD. 2. 4 INDIVIDUAL NEEDS :-Above three activities can be interconnected for identifying the system needs in Human Resource area. Individual staff development is not a one time process & will be distributed throughout working period of on individuals. It consist of three stages – 1) Initial training 2) Induction training 3) Inservice training. 2. 5 MATCHING PROCESS :- Job analysis :- It is necessary to specify job needs to be fulfilled & a bout required skills needed to their jobs. It is necessary to do the job analysis for each post involved in the system at state level, Inst. evel, dept. level & individual level. This will helps in understanding to a individual about job profile also to know his function in the system. It helps in deriving the roles & responsibility of posts. HRD will work in this area & will do job analysis & as said above. Recruitment & Selection :- While recruiting a person for the system through MPSC or at Directorate level certain types of norms (e. g. recruitment rules) will be developed by HRD. These norms will be helpful to get the suitable person for the system. Induction & Socialization :-When the employee will be recruited he will learn the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particular job, how to see viable future in the career. The goal will be to facilitate the employee’s becoming productive & useful member of the or ganisation both in short term & long term. Job design / Assignment The job assignment to the new employee will be made to be carefully. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy & neither too meaningless nor too risky from the point of view of the organisation.Job design & job assignment are the matching processes geared to ensure that the work of organisation will be performed. Line managers will have the basic information about jobs & skills requirement. Training (Initial, Induction, Inservice ):- Initial Training – This training will be organized to impart the knowledge & basic operational skills to newly recruited staffs for better T. L. process. It includes modern Tl processes, technologies & hands on practice etc. This also includes awareness about roles & responsibilities of employee & information regarding organisation.Induction Training – This training programme will be arrange for locating one’s ea rly career issues. He can locate his area of contribution in learning how to fit himself in organisation & becoming productivity seeing a noble future for oneself in the career. This phase insist on development, microskills in his area of interest. There liking areas includes LRD’s , instructional design, curriculum development, TL processes, instructional processes & institutional process as well as he can develop himself in III, IS, OD, etc. This will help him in vertical & horizontal mobility in the system.HRD system will identify system need in above areas as well as individual need in the same area and will develop & arrange requisite training programme in these areas. Inservice Training – These training will facilitate to individual in his career development process. This training must provide some kinds of norms & regulations for employee through some successions of job by promotion or by lateral movement or by giving simply new assignment. this training will fo cus on new emerging technologies in the related area enhancing profession & tech. ompetence among employees. This inservice training programme will provide persons for higher level working like state planning, state management, Instt. Planning, etc. Performance evaluation :- HRD will develop reliable evaluation system to get the necessary feed back to accomplish the goals successfully. Under HRD the process of performance appraisal will be standardized which will help in providing opportunities to individual for vertical & horizontal mobility. Organisational Rewards :- HRD will conceive result oriented reward system.This will motivate employees working in TES & help to achieve the goal of TES effectively & effeciently. Similarly promotion facilities & lateral movements will also be made available. HRD will give guidelines in this matter. Promotion ;- The promotion opportunity are limited because the pyramid narrows at the top. The promotions will be done timely also HRPD system will concentrate on developing career paths, systems of job rotation, changing assignments, temporary assignments to ensure continuous growth of Human resources.Optimally challenging jobs draws persons abilities & skills. Career Counseling :- For growth & development of the individual the organisation will provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue counseling and career planning. This process will ideally be linked to performance appraisal. Because the boss can review with the sub-ordinates the future potential development needs, strength weaknesses, career options etc. Planning for levelled – off employee :-The planning & managing process are counter parts of individuals that have already discussed but are focussed on different problems like late career, lack of motivation obsolescence and ultimately retirement. Organisation will recognize that there are various options available to deal with this range of problems, beyond obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement. Job design / Job Rotation :- Job changes or job re-design is suggested which will be applied to the particular problems of levelled – off employees.When the employees become un-responsive to the job characteristic themselves and pays more attention to surrounding factors such as the nature of supervision, relationship with co-workers, pay & other extrinsic characteristic, they should examine whether those employees are still in responsive mode or not. 2. 6 Management of the post project status :- All institutions signing the project will be simultaneously engaged in conducting routine activities & at the same time managing project activities. HRD Cells will be installed at D. T. E. , D. I. I. C. , M. S. B. T. E. , R. O. s, R. B. T. E. & polytechnics devoted for managing the project. Their functi ons will be liasion, R & D, design, policy making, development, implementation, evaluation, 2. 7 Resources at the post project status :- The content of this section is based on the system’s diagram in fig. 2 in which item No. 5 i. e. resource inputs are shown. They are the resources needed to install management & management processes. Resource planning is intended to ensure that the existing & additional resources are strengthened, developed & kept ready for project implementation. 1) Physical Resources :- Every institute of TES will have adequate physical resources. ) Human Resources :- System will have trained Human resources capable of managing change in educational processes & enabling processes. 3) Information Resources :- HRD components will have a stock of generic information & specific information required & it will flow from one institute to another. 4) Time Resources :- HRD will have long term policy and a time bound action-plan geared to vision, mission , goals, ob jectives & activities. 5) Financial Resources :- HRD component will have financial management to carry out The change process over a long term project period.Provision will be made for internal revenue generation. ******************************************************************************************* 3. 0 PRE-PROJECT STATUS :- 3. 1 Context of W. B. A. P. under which staff development cells were instituted and Role & Function of S. D. C. 3. 1. 1 CONTEXT :- PreWBAP status of HRD – In 1965 TTTC was established at Karad. It was shifted to Pune in 1970. TTTC conducted long term programmes of diploma & degree in Technical Teachers Training. In 1980 TTTC was handed over to TTTI Bhopal and extension centre of TTTI was established in Pune in 1980.Prior to WBAP, TTTI & other organisation like CII, IIT & ISTE were announcing the training programmes through their calendar & the state (DTE) deputed the staff for the programmes but it was not in the planned way. WBAP was implemented in the state of Maharashtra for improving quality & efficiency of Technician Education in the state. Developmental activities like Staff development, Curriculum development, Learning resource development, Industry Institute Interaction were started in various polytechnics under various subcomponents of this WBAP.Primarily Government Polytechnics situated at six Regional Headquarters were considered to initiate all these activities. These centres being Autonomous institutes were expected to develop these activities for their own needs & further percolate concepts & benefits related to these activities in the region. In order to implement sustained S. D. activity for faculty & supporting staff Government, Government Aided & Unaided polytechnics of state S. D. cells had been established under WBAP at the six lead centres i. e. Government Polytechnic, Mumbai, Pune, Nashik, Aurangabad, Amaravati & Nagpur. Ref. :- Staff development activity under S. D. Cell at lead centre polytechnics Progr amme calendar Jan. 99 – June99 ) By DIIC, Mumbai. 3. 1. 2 ROLE OF S. D. C. :- Training programme calendars were sent to principals of all polytechnics by SPIU/DIIC, Mumbai. They had to prepare staff development plan of their institutes by identifying the teachers / ministerial / supporting staff for the programmes listed in the calender taking into consideration academic planning of their institute. Such staff development plans prepared were submitted to SDC’s.All SDC’s were to compile the information received from different polytechnics and pass on the same to DIIC for further execution. This was the practice adopted during WBAP. 3. 2 STATUS OF THE PROGRAMMES :- The programmes planned were categorized as follows :- 1. State level programmes – These were the programmes for which staff member from any polytechnic of state was a participant. 2. Regional Programmes – Some programmes were planned for the specific region. 3. 3 TYPES OF PROGRAMMES IN THE PREVIOUS CALENDERS. :- 3. 3. 1 Long Term Programmes – †¢ Induction Phase I, †¢ Induction Phase II, Industrial Training of Teachers †¢ Induction programme for office staff (ministerial staff ), †¢ Industrial training of workshop staff. Short Term Programmes – 1) Management development programmes for Principals & HODs, Librarians & storekeeper. 2) Content updating programmes for teachers. 3) Skill updating programmes for supporting staff. 3. System’s diagram for Pre-project status :- System’s diagram for Pre-project status is as shown in figure 5. 3. 5 Present status of Clients:- There is no client focussed HRD. 3. 6 Present status of output :- (Trained manpower)Currently the staff development programmes are not designed as per the needs of the organizations. Also the individual training need is not assessed. In short, there exist no systematic & scientific staff development planning. In certain area like Learning Resource Development , Curriculum Development, some manpower is trained but strategy for HRD does not exist as explained in post project status also manpower required for State planning, Institutional planning, LRUC, Instructional design, Student’s learning, III, MIS, Organisational development, Staff development, the manpower is not trained to the satisfactory level. . 7Current status of input:- (Current status of knowledge / skills / attitudes of line and staff functionaries) The teachers should have the knowledge & skills of instructional design, LRDC, LRUC . The HODs should have the knowledge & skills of Curriculum design, development, implementation & evaluation. The principals should have the knowledge & skills of institutional planning. State level / regional level officials should have knowledge & skills of planning & management. The line workers required for enabling processes are staff development officers, training & placement officers, project officers.They should have knowledge & skil ls of understanding enabling processes, planning & implementation of these processes. But existing faculty is lacking in professionalism required to undertake / perform such processes. (i. e. knowledge in ID, CD, IP, CDC etc. ) 3. 8 Current status of process of transformation :- (Strategies & activities to convert current level of competence of line and staff functions into those described in post project status) The process of transformation includes a process chain depicted in fig. 5. i) Job analysis for the all the post is not in existence.The roles & responsibilities of SDO, TPO, Project officers, Deputy secretary, Assistant secretary, System Analyst are not clearly mentioned. ii) It is observed that modification in recruitment rules are necessary. Recruitment rules for certain post like Deputy Secretary, Assistant Secretary etc. are not prepared yet. Most important is the gap which still focusses todays job function & not future design of job function. iii) Induction & Socializ ation – Presently there is no effort for a newly recruited employee to convert him in productive & useful member of the organization both in short run & long run.Induction phase I & phase II program are currently in operation. iv) Job design & assignment – It is observed that currently there is no job description done in professional way also the work allotment in the institution are not as per the ability & skills of the employee. Presently allocation of the work to the subordinates is done by priority of the work. Staff shortage is one of the main reasons for improper allocation of work. v) Training need assessment – Assessment of individual training needs, organizational needs & their matching to accomplish a certain goal is not done systematically & scientifically. i) Training – Presently training is imparted on the basis of felt needs & not on the basis of needs assessed scientifically & systematically. Also needs of the individuals for his / her ver tical & horizontal mobility have not been considered. Except for few innovative project like LRDC there is no concept of induction & inservice training as such. vii) Performance Evaluation – Presently there is no professional way of obtaining feedback mechanism for performance evaluation. It is observed that there is vast gap in performance measurement & reality.Performance appraisal reports are not fact oriented towards the activities of the individual. The current stress is on the confidential reports which makes performance appraisal difficult. viii) Organisational reward – There is no reward system to motivate employees at institutional level to engaging attempt to enhance quality of his work. Only state level Best Teacher awards are awarded by the State Government, but these are not in sufficient numbers. ix) Promotion – There are no timely promotions. Many of the key posts are vacant. The work of key posts is allotted to another faculty member in the syste m for longer time. ) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism for utilizing levelled-off employees which reduces the efficiency of the system. xii) Job Rotation – There is no alternative job rotation system by design in existence. 3. 9 Current status of management :- At state level there is no full-fledged management structure for HRD. At institute level there are staff development cell at lead centres only. At department level & class room level, the roles of HOD & roles of Sr. teachers in HRD are not clearly defined. ****************************************************************************************** 4. 0 PROJECT JUSTIFICATION :- Firstly though the design of the world bank assisted project was based on system thinking ( implicitly of course ), the actual implementation was carried out in a fragmented way, treating each sub-component independent of another sub-c omponents without relating their output to the major goals of â€Å" Strengthening Technician Education system † There are gaps found by comparing post project status & pre-project status. The gaps are mentioned below – . 1 Gaps in customer identification :- Line and Staff functionaries are not identified except for LRDC, specifically for HRD, because there is no such HRD strategy in existence. 4. 2 Gaps in output specification :- The line workers and staff functionaries must have their desirable inventory of knowledge, skills & attitude required to do their functions for quality improvement. 4. 3 Gaps in input :- It is the need of system to have better record of competencies possessed by the functionaries to enable HRD system to design HRD program. 4. 4 Gaps in process :- ) Job Analysis – Job analysis is not done for the posts – SDO,TPO,PO,Dy. Secretary, Assistant Secretary, System Analyst etc ii) Recruitment – Revision / modification of recruitme nt rules is required by focusing on future design of job function. iii) Induction & Socialization – Absence of mechanism of induction & socialization for a newly recruited employee. iv) Job design & Assignment – There is a staff shortage and hence cannot assign the work as per the ability & skills of the employee. v) Training need assessment – No systematic & scientific assessment of training needs. i) Training – Training is not divided in three parts –1) Initial, 2) Induction & 3)Inservice . There is no need assessment for the individuals for his vertical & horizontal mobility . vii) Performance Evaluation – There is no mechanism for feedback from performance evaluation . There are no seprate performance appraisal reports for the different post like Joint Director, Deputy Secretary, Assistant Secretary, SDO, TPO, PO, etc, on the basis of their job functions. viii) Organization reward – To motivate employees at different levels there are no financial rewards in sufficient numbers. x) Promotions – Many of the key posts are vacant. There are no timely promotions. x) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism to utilizing levelled-off employees. xii) Job rotation – There is no alternative job rotation system. 4. 5 Gaps in management of HRD :- At state level there is no full-fledged management structure for HRD for qualitative improvement needs to be designed. At institute level there are staff development cell at lead centres only for qualitative improvement needs to be designed.At department level & class room level, the roles of HOD & roles of Sr. teachers in HRD are not clearly defined. 4. 6 Gaps in resources :- i) Human Resources – There is no trained Human Resource capable of managing change in educational Processes & Enabling Processes. ii) Information Resources – There is no stock of generic information & specific information required for HRD in the form of MIS. iii) Time Resources – Presently there is no time bound action plan of HRD geared towards vision of TES. iv) Financial Resources – Presently there is no finance available for HRD. 4. Integrated view of Gaps & project justification :- The gaps in post project status and pre-project status are found and these are with respect to customer identification, output, input, process, management, resources. There are gaps in each component of the system and hence mission of TES cannot be accomplished successfully to the full extent. For integration purposes there is a need to consider HRD at systemic level as described in systems diagram in fig. 2. In the last five decades there has been manifold expansion in engineering college and polytechnic education systems.The unprecedented expansion not withstanding , the system design has remained more or less static. Changes in the system if any have been superficial in nature. Meanwhile there have been major changes in the economic and industrial policies of the country where by the protection from international competition here –to –for enjoyed by the indigenous industry is no longer available. Indian industry is today facing fierce but healthy competition from multi-national corporations and has to improve significantly the quality of his products and services, if it is to survive in the highly competitive environment.A high level of upgradation in skills is called for if the Indian industry is to be competitive in the world market. The type of technical manpower required by the industry in the present scenario is quite different from the kind of output presently available from the technical institutions. The knowledge competencies & skill profile of future technical manpower will have to be correspondingly enhance by changes in the technical education systems at all levels. The existing technical manpower will also need extensive re-orientation to meet these requirements. (Ref. Draft policy guidelines for training teachers of polytechnics & engineering colleges – Ministry of H. R. D. , Department of Secondary & Higher Education, May-2000) Also the massive investment of the World Bank Assisted Project during 1992-99 has given momentum to both the quantitative expansion & qualitative improvement of the technical education system. It also provided basic infra-structural facilities and hence to sustain the gains of WBAP & to accomplish the mission successfully, the gaps in the system must be removed for enhancing the qualitative improvement.Hence , all efforts are to be made to develop systematic and scientific Human Resource Development schemes at various levels. ****************************************************************************************** 5. 0 DEVELOPMENTAL STRATEGY OF HRD :- HRD project will ensure Human Resources required by the TES properly educated & trained to enab le to transform pre-project status of TES to post project status of TES i. e. making available right type of manpower at professional & para professional level. Both educational processes & enabling processes to be upgraded to better level of functioning. ***************************************************************************************** 6. 0 PROJECT IMPLEMENTATION STRATEGY :- 1) HRD Project Strategy :- †¢ Educational processes are – a) Students learning, b) Instructional design, c) Learning resource development, d) Learning resource utilization centres, e) Curriculum design & development, f) Institutional Planning, g) State Planning. These processes will be governed by MSBTE. M. S. B. T. E. will be project office. †¢ Enabling processes are – a) HRD, b) III, c) O. D. , d) M. I. S, e) Project Management. These processes will be governed by DIIC.DIIC will be the project office. Project structure is indicated in fig. No. 6 Liaison, R/D, design, Policy, dev elopment Implementation evaluation are the activities in the process. 2) Implementation Strategy :- |At State level |State Management Group – DTE (M. S. ) Mumbai will be the Chairman of State Management Group. | | | | | |DIIC will be the overall incharge of enabling projects. III, HRD, IS & OD.There will be a project| | |manager (PM) at DIIC project office. HRD Cell will be under the control of PM. | | | | | |MSBTE will be the overall incharge of educational projects. There will be a project manager at | | |MSBTE project office. The Secretary will be the Project Manager. Members from design centers will | | |be assisting the PM for educational projects. | | | | |Identified design centers will assist to develop general models for educational & enabling projects| | |& apply the same for particular discipline through experimentation & then disseminating the tested| | |knowledge to other polytechnics. | |At Regional Level |Regional Management Group will co-ordinate the activiti es at regional polytechnics. | |Six regional polytechnics will responsible for regional co-ordination of implementation, | | |monitoring, evaluation of tested educational and enabling projects. | |At Institution Level |Project Cell at identified polytechnic & other polytechnics will access all developed models from | | |design centers & integrate those into their existing programs. | 6. 1 General system diagram for project implementation :- System diagram for project implementation is as shown fig. 7. 6. 2 Goal structure :- . 2. 1 MISSION OF THE HRD PROJECT IS :- To provide Trained manpower for Line process, Educational processes and Enabling processes. Personnel required for SP, IP, CP, SL also HRD, III, MIS, OD, PM. 6. 2. 2 GOALS OF THE HRD PROJECT ARE :- Mission is broken down into three major goals. 6. 2. 2. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s & Polytechnics (Principals, HOD’s & Teachers) 6. 2. 2. 2 To develop rig ht type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. . 2. 2. 3 To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD & Project management. 6. 2. 3 Objectives of the HRD project :- These are component objectives aimed to achieving each goal mentioned above. Goal No. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s & Polytechnics (Principals, HOD’s & Teachers) Objectives for Goal No. 1 01. Job analyzed for line workers, (students, teachers, HOD etc). 02. Recruitment rules/norms revised / modified /prepared. 03. Selection procedures for line workers prescribed. 4. Mechanism developed. for assignment of job based on knowledge & skills possessed by the line workers . 05. The training needs of line workers assessed by considering individual needs & organizational needs. 06. Need based training provided for line workers 07. Reliable & valid evaluation system developed for line workers to get the necessary feedback to accomplish the goal successfully. 08. Standardized the performance appraisal formats for line workers. 09. Devised result oriented reward system for line workers. 0. Provided guide lines for promotion and lateral movements of the line workers. 11. Developed a mechanism linked to performance a appraisal for joint dialogue counseling & career planning of the line worker. Goal No. 2 To develop right type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. Objectives for Goal No. 2 1. Devised a mechanism for identification of curriculum designers, learning resource developers, instructional designers i. . staff functionaries from TES. 2. Identified the staff functionaries. 3. Assessed the training needs of staff functionaries. 4. Provided initial, induction, inservice train ing by arranging need based training programme for staff functionaries. 5. Developed a valid & reliable evaluation sys5tem to get necessary feedback to accomplish the goal successfully. 6. Devised result oriented reward system for staff functionaries. 7. Developed a mechanism for joint dialogue counseling & career planning of staff functionaries. Goal No. 3To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD & Project management. Objectives for Goal No. 3 1. Identified the staff required for project management in each area MIS,HRD, III, OD, Project planning. 2. Assessed the training needs of staff required for project management. 3. Provided need based training to the staff required for project management. 4. Developed a valid & reliable evaluation system to get the necessary feedback to accomplish the goal successfully. 5. Devised result oriented reward system for executives of the project. 6. Project management structure :- 6. 3. 1 Ro les & functions of each component of management structure (OD,III,MIS,PM,HRD) :- Roles & Functions of Line Functionaries :- 1) Students Learning :- Role is an self directed learner. Functions – Management of the self. Management of others Management of information Management of task. 2) Role of Instructional Designers :- Functions – To organize T/L experiences so that the students not only gets generic skills but also acquired vocations specific competencies. 3) Role of L. R. D. C. :- Role of L. R. D. C. is learning resource development & utilisation.Functions are to design appropriate message suitable to the student & teachers requirement & make it available both in print & non print media. 4) C. Design & Develop :- The role is curriculum designers & developers. Functions – To design curriculum to enable teachers & students to co-ordinate their T/L experiences by co-ordinating the teachers in activities in Basic sciences, Engg. Sciences & Tech. Subjects for eac h branch of Engineering. 5) Institutional planning :- The role is planning. Institutional activities, curriculum development in various branches of engg.As well as short term programmes for continuing. education are carried out with optimum use of physical, information, human & financial resources. 6) State planning :- The role is planning at the state level to facilitate co-ordinated actions of institutional planning both administration units & academic institutions & bring team within the state level policy framework. All these are interconnected so that the framework at the state level provides framework for institutional planning which in turn provides framework for curriculum planning etc. Enabling Processes :- ) The III is to link education system at the state, institution, department, teachers & student level with the industrial systems so that both work together for providing both economic & social development of the country. 2) The O. D. provides supporting conceptual frame work within which the administration & academic institutions can plan & organise systematic transformation of the organisations to be able to adapt themselves to the ever changing environmental conditions. 3) I. S. – Provides conceptual framework to (1) generating, acquisition, torage, retrieval & dissemination of information just in time for the front line workers & supporting staff can organise their liasoning work , R & D, design, develop, implementation & evaluation tasks both for plan & non plan activities. 4) PM – The role is to provide & conception framework for all those who work to design, develop, implementation & evaluation the projects aimed at innovations in the education system. 6. 3. 2 Roles & functions of project structure of specific HRD project :- Roles & functions expected to be performed by different units shown in the project structure are given below. )SMG (State Management Group) The chairman is DTE (M. S. ) Mumbai. Functions – 1) To co-or dinate the work of project cells in DIIC & MSBTE for the purpose of integrating their project management so that the educational projects are properly complemented by enabling projects. 2) Make recommendations for policy making by DIIC & MSBTE to assist their respective project cells to carry out their work. 2) DIIC Role – Major roles of DIIC is to frame a policy for implementation of the project & to administer & allocate resources in the recommendation of state management group.. Functions – ) To identify policies for project structure required for planning / implementing HRD project. ii) To issue state level policy guidelines for R&D, design, development, implement & evaluation of state level project. iii) To issue policy guidelines to resources allocation iv) To send policy guidelines to concerned officers . v) To appoint officers by name in various cells vi) To obtain the regular feedback from SMG for HRD to review the progress & solve the problems of the project cells. vii) To take administrative & remedial actions on receiving feedback. 3) MSBTEThe major role is to co-ordinate the activities of educational projects, OD & collaborate with PM of MSBTE. Function : I) To communicate the policies regarding educational projects for the institutes. II) To identify the staff functionaries at design centers. III) To assist in developing the general models for HRD for different levels of hierarchy ( staff functionaries) for educational projects. IV) To obtain regular feedback from SMG for HRD project(Educational Projects) to review the progress & solve the problems of the design centers. 4) PM at DIIC Co-ordination cells of HRD project will work under the project manager at DIIC.The Joint Director will be the project manager. PM will be responsible for designing, implementing & evaluating the projects. 5) HRD Co-ordination Cell CHAIRMAN – 1) HRD Co-ordinator – Deputy Director in DIIC SECRETARY – 2) Project Assistant – Ass istant Director in DIIC 3) Member – Programmer 4) Member – Educational Consultant The selected members from design centers will constitute task groups at DIIC. These task group will work with HRD Co-ordination cell to develop general models for all enabling projects for different levels of hierarchy. The supra – system will consist of – 1) DIIC & MSBTE i. e.Top Management. 2) Project cells of other enabling projects & MSBTE project cells. Major role of HRD co-ordination cell is to co-ordinate the activities of HRD project in reference with enabling & educational projects Liaison, R&D, Design, Policy Development, Implementation & Evaluation of project at state level. Functions – 1) To preside meetings of the cell. 2) To manage all the following activities of HRD with the assistance of Task Group – a) Designing the general models / mechanisms for HRD for different levels of hierarchy. b) Pilot testing of the instruments developed through Task Groups. c) Validation of the instruments. ) Application of the instruments at Design Centres e) Sending the input formats to the Information service co-ordination cell. f) Sending the output formats to the Information service co-ordination cell. g) Receive the output from Information service cell for different purpose. h) Disseminate the output to the concerned (higher ups, Task Groups, design centres. ) i) To assess the training needs of line-functionaries / staff functionaries. j) To prepare action plans for HRD. k) To prepare staff development plans. l) To implement the plans through Task Groups. m) To ensure the output from training programs. ) To ensure supply of resources. o) To take remedial actions whenever necessary. p) To collect & communicate the feedback to state management group. q) To generate ideas for effective / cost effective HRD r) To keep / maintain the update record of all relevant activities. s) To guide the cells / design centres with the help of educational c onsultants. t) To keep the continuous liaison with educational & other enabling projects co-ordination. u) To identify the training needs of line functionaries / staff functionaries pertaining to the education for implementation / evaluation of the HRD project. ) Design Centres The members selected from design centres to work as task groups in co-ordination with HRD cell at DIIC will also be working directly with PM at MSBTE. The design centres will apply the models developed by PM for particular discipline through experimentation and will then disseminate the tested knowledge to other polytechnics through six regional polytechnics. 7) Regional management Group Joint Director of the region will be the chairman of this group & will the responsible for observing the effective implementation monitoring and evaluation of tested educational and enabling projects. ) Six Regional Polytechnics These will be responsible for regional co-ordination of implementation , monitoring, evaluation of tested educational & enabling projects received from design centres. 9) Project Cell at Institution Level (identified polytechnic/other poly. ) Project cell will access all developed and tested models from designing centres through regional polytechnics and will integrate those into their existing programmes. 7. BUDGET 1. Budget Heads The budget is normally prepared under two heads i. e. non-recurring and recurring expenses for any kind of project. . Non recurring expenses Non recurring expenses are usually considered as one time expenses at the initial stage of the project. These are incurred mostly pertaining to the infrastructural development required for the project including expenses for building, equipment, furniture, vehicle, books, consultancy, fellowship etc. 7. 3 Recurring expenses Recurring expenses are the regular expenses frequently required for the project period. The recurring expenses includes salary of project staff, consumables, O. & M. charges etc. 4.

Diary Of Internship Essay

My first day at work, on practice, to be more accurate, was mainly about getting familiar with the staff I will be working with. When I first got contacted from the UniCredit bank, I was told to go to business office of this bank that was located in street Zelenih beretki 24, and to talk with the person that was in charge of this business office, Mrs. Suzana Krajina Jusupović. I spoke with her, and she immediately introduced me to the staff, first with the people that have been working in section Payment operations, and then with other staff. People from the Payment operations section were my co-workers for that week. I taught were highly of these people, because I could see how much business are they doing. Monday was usually a day when a lot of business was done, since people accumulated their bills and obligations on weekends. I used this day to see how are the things done, since they gave me no responsibilities. Tuesday was the day in which I was introduced to the business of Payment operations and I have immediately begun to clarify the credit transfers, bills and to make stamps, because they couldn’t give me more authorities and power. I was in some way disappointed with this, because I wanted to prove that I can do more and help them in more ways than this. The thing I liked is that I had a contact with the people that were coming in the bank, and I could see how does it look to be on the other side. Day after that, I continued doing the same thing, and I was getting pretty good at communicating with people that were coming. My co-workers also explained me the division between the bills that we were getting. We were dividing them into the inner ones- the ones that had the sender account and the receiver account from UniCredit, the ones that were going from UniCredit bank to other banks, and the ones that had a connection with income. My job was to divide the accounts into these three categories, and then to give them to the next office, where these accounts were sent to further arrangement. Thursday was the day that I changed my workplace. They have sent me to the next office where I could see the next part of the process of the Payment operations. This was the part in which we were to scan all the accounts and then send them, in groups that are called batches, to Mostar, because the main UniCredit bank is located there. Then the people from Mostar would send us via mail the announcement if any of these batches had a mistake in it or were bad in any way. Batches were sent through very complex but yet easy to use application, that has been made by the IT support in Split. Batches were also divided in the same manner as accounts. In Friday, they have allowed me to work with scanner and I have pretty much enjoyed in this area, because all business was done with the computer, and I like this, because the possibility of error is minimal, and doing business is easier and faster. This was a very interesting job, although I had a feeling that I would be annoyed doing the same thing all over again. That is the thing I didn’t like in this job. I spend only a week in this section, and I could immediately know almost everything there is to know, and the job was the same from day to day, with a little possibility that something different will happen. Second week 19.-23. March When I came to a job on 19th March, I was immediately informed that I will be working on cashier that week. This branch of UniCredit bank was consisted of four cashiers, and one of them was in some way special, since it was a cashier for legal persons. Other three were regular cashiers. This special cashier had a special office, and the person working here, Sanjin, was separated from other cashiers and he was in contact with legal persons only. He was in contact with other cashiers though, since they were all connected in a case of, for example, lack of money. I was sent in this office, and since it was separate, I could do some things and make mistakes without of risk of being seen by other staff or by the clients. All the employees were working with the same software, and they called it Core. Basically, the persons with the bigger knowledge and skills had access to more applications in this program. Sanjin gave me a big responsibility from day one. My first assignment for that day was to input and register the transactions of one big client that was operating with the bank on daily basis. I couldn’t make a mistake, since I had a supervisor, and I wasn’t in a direct contact with the client, everything was done electronically. At the end of the day, we had to check if our balance of payments was zero, and to check if we have as much money in our cashier, as we have in our computer database. Tuesday was also very exciting day. I had a lot of job, and I was getting to know more about the cashier and the business related to it. Then, one big client came, and we had to give him a lot of money that we didn’t have in the cashier. I wasn’t aware of the fact that the money was sent to the vault that was in the building. I was given that privilege to go there, and I was very pleased with this, since they have told me that I was a first student that has been given this chance. I was impressed by the amount of money there- I thought that I have to go to a movie theatre to see that. The vault had about eight men employed there, and they were counting the money. The whole sight was impressive. After all this, I came back to office and continued with regular activities. The next day, nothing excited happened really, I was just given some more responsibilities since I was allowed to do transactions with clients that came in (this also had to be done electronically). I could also count the money on those awesome machines, and I was pretty satisfied because I always had a desire to do that . Thursday was the day I found out that Sanjin was in charge of cash dispenser machines, and he was ought to keep them full of money. He would send an e-mail to persons that could check the status of these machines with the computer, and they would say if there is a need for a refill. I was very pleased when I found out that we have to go and place the money in those machines, because I was interested to see how it works. We first put the money in boxes that were made to be placed in the machines. We went to those machines, locked the door so nobody could come in, and replaced those boxes full of money with the empty ones. It wasn’t complex machine at all, inside of it there was a keyboard similar to the one that you can see on the computer, and with the keyboard we could insert the amount of money that we have put there in the computer memory. Friday was the day when I continued doing business with regular clients, and I felt so natural in doing this, I could almost see myself doing this for the rest of my life. This job was very unpredictable and full of action, and that is what attracted me. Third week 26.-30. March Since there was obviously my goal to find out more about this job, because I can really see myself doing some of this work, Suzana wanted me to go to the retailing sector for two remaining weeks. As I knew from before, banks have a problem of tangibility of their business, since all the services have that problem. Banks decided to represent some of their services as products, so the people could see these tangible parts, such are credit cards or cash machines. They also represent their credit loans as products, and I was sent to the retailing sector to see how are credit loans actually sold. These credits can be divided into mortgage credit, cash/money credit, bilateral credit etc. During my work in UniCredit I have only been introduced to cash credits. This branch, its retailing sector to be more precise, was segmented into two parts: in one part family bankers were employed, and in other part these bankers were called personal bankers. The difference was not actually in the number of the people who were operating with bankers, but in the income of the people. If someone had an income of 2000 KM or more, he would be assigned to the personal banker. If not, they would be assigned to family banker. There are four family bankers, and two personal bankers employed in that branch currently. I was given the freedom of choice to go where ever I want, and to watch who ever I want while doing business. Monday was the day when I was introduced with the meaning of the credits and with the way in which these bankers were communicating with people. I immediately saw that this part of work is a lot harder that all the others I have seen so far, since these people had enormous amount of work. They had to prepare the credits, to form a map and a plan of credit, to validate it, to send it to approval, and in the same time, they had to communicate and encourage other people to „buyâ€Å" credits. I didn’t have much to do, since I was asked just to watch and listen them doing work. Next day was a little bit more interesting. I had an opportunity to see software designed for credits. This application was pretty complex, but just like everything based on computer, it had a possibility of correcting any possible mistakes. The thing is that this application had numerous steps and fields you need to fill in order to make a credit map. This map is a foundation of credit, and the map is sent to the Board of Credit Risks, when finished, and this Board then makes the decision whether to approve this credit or not, based on information from the map. In Wednesday I was getting some more information about credit. For the first time, I’ve watched credit development from the start. When client came, he wanted to know if he can get a cash credit in 10,000 KM amount. First thing that had to be done was that the banker had to check if he had any other credits and debits in other banks. Banker could automatically see whether or not the client has some credits and debits in UniCredit bank from the database. Only way in which the banker could find out about the full list of obligations of the client was to send an e-mail to Central bank register, and to get this information from the people employed in Central bank. Then, when given this information, the employee could see if the client is in a possibility to get a loan. After this step, the banker needs some additional information, such as if the person needs a guarantor or not, his ID number, his credit card status etc. After this, the banker is making credit map. I also learned how to scan all the files necessary for the credit, how to separate them, and how to index those files. I was asked the same day when I have learned this to track this new scanning program, and to inform the IT support if I had any problems. Thursday was very interesting because I could speak to the clients now, since I already had some knowledge about credits. I was, of course, constantly mentored by other bankers, and I have tried to prove myself as much as possible. I have soon realized that it is not easy communicating with people on a daily basis, since they sometimes don’t have patience and understanding of delays and possible mistakes. I have continued scanning all the credits, and then sending them to further editing. These credits were then sent to a segment that is called Credit administration, and then to Board of Credit Risks. Next day I have been granted with more opportunities of proving myself since they let me input client information and data in the computer. I was a little bit scared, since I knew how big responsibility this was and how one wrong click can slow things down, but I did just fine. It was the end of the month, and all of the credits were ought to be send in order to be approved, so everybody was pretty nervous. I had a lot of obligations and tasks, since they all needed help to catch up and to finish their business. I continued with scanning the files, and with sending them to Credit administration. Deadline and its influence could be seen on these employees, and I felt a need to help them as much as I could. Fourth week 2.-6. April My final week of the practice started at the same place as the third one. First day of this week was regular one, since I continued doing my job with the credits. I was spending more time with personal bankers, who were doing the business with the clients who had income of 2000 KM or more. They, of course, had a smaller number of clients, but these clients were very rich and they were bringing more money to the bank, so the bankers that are in contact with these clients need to have a good communication skills. Tuesday was the day when I was assigned with the most boring job I’ve done there. I had to go to the archive and find some old credits and database. This wasn’t the thing I was hoping to do, but I realized that this is also the way in which I can contribute. I’ve looked through these old files, and I had opportunity to compare old and new way of making credit maps. Next day, when I came, I was told that I have already done on every job they have planned me to work on, so I had a full freedom of doing whatever I want. I have decided to stay in the retail sector that day, since it was the place in which I had the best connection and communication with the people, and it was the most dynamic place. I have also been asked to help with the cash dispenser machines, and I did that again. I have given my report to the IT sector regarding the scanning software, and they were pretty satisfied with my results. In Thursday I have decided to go back to the cashier, since I have enjoyed there very much. I counted the money again, and got the opportunity to see all the foreign currencies, like Canadian dollar, Australian dollars, and others, which was great. I’ve met a lot of interesting people that day, and since we finished with all legal persons, we could invite and do transactions for other people as well. My last day at work was 6th April. I was disappointed by this, since I had really liked spending time here and learning new things. I spend the whole day in retail sector, and I was once again looking at credits and loans. At the end of the day, I’ve gave my evaluation sheets to Suzana and asked her to fill it. I finished with all the best marks, and she told me I left a strong impression on her. She also wished me to be her co-worker one day. I was very happy about this, since I had a desire to satisfy all the expectations and to do my practice in a fine manner. Before leaving, I’ve said goodbyes to everyone and thanked them for their faith in me.

IRB Proposal Assignment Example | Topics and Well Written Essays - 1250 words

IRB Proposal - Assignment Example The five survey tools include online surveys, mobile data collection surveys, face-to-face surveys, mail and telephone survey tools. A Description of The Subjects of This Study Will Include: 1.0 Sampling procedures Set rules and procedures will be established in order to have a diverse sample so that extensive and comprehensive results are achieved. The sampling procedures will include patients who have had a long history of various neurologic complications and it will also include those patients who have recently being diagnosed. Thus, this will enable the study to have a variety of subjects for a thorough understanding. The patients will be sampled from two metropolitan hospitals in order to have a diverse sample that is all inclusive of all races (Biller, 2008). 2.0 Sampling population The sample population will include all patients from all ages including the young and the old. This will enable the study to be wide and have various patients so that the sample is complete with peo ple from different age groups. It is paramount for the study to research and comprehend how induced therapeutic hypothermia impacts neurologic function and improve patients of different age groups since there has to be similarities and differences on the impact depending on the age groups (Biller, 2008). Since the sample population will be taken from two metropolitan hospitals, the sample population will be wide and diverse with patients from different backgrounds. This will be beneficial for the study in researching the impacts on different races and also the rate of response in accordance to the age, race and location of the patient. Recent research has elaborately shown that these three factors of age, race and locality of the patient greatly impact on the responses to various medical conditions (Tisherman & Sterz, 2005). 3.0 Number of subjects expected to participate The number of subjects expected to take part in the study is 200. This number was agreed on since it is quite a l arge number of subjects and it will be able to incorporate all the subjects in line with the sampling population. The 200 subjects will be from each metropolitan hospital and therefore the study will comprise of a total of 400 subjects which is humongous for a successful research. A successful study requires such a number of subjects in order to achieve reasonable and accurate results (Tisherman & Sterz, 2005). 4.0 Duration In Which Subjects Will Be Involved The subjects will be involved in the study for a period of 6 months from each metropolitan hospital. This will enable the research term to extensively conduct thorough studies on the subjects since the duration is long enough. Each metropolitan hospital will be allocated 6 months and therefore the whole study period for the subjects will be one year. This duration is adequate to fully understand and study even the minute details from a subject in regard to this research. Therefore, it is evident that the final results will be co rrect and the rate of errors will be minimal. The duration will enable the research team to have ample time to compare and contrast any similarities and differences between the subjects from the two metropolitan hospitals (Biller, 2008). 5.0 Follow-up procedures after the study After the study is over, there will be a 3 months period for following-up the subjects to see if there are any notable changes. These changes can either be positive or negative depending on the situation. Since the body is very complex, it is paramount to

Media and US Politics Essay Example | Topics and Well Written Essays - 1250 words

Media and US Politics - Essay Example Just like all around the world, the readership of the print medium has been steadily declining due to the rise of the online medium. And although there are many famous broadsheets, most of these have adopted a political stance, almost making them a means of propaganda. National news wires like Reuters and the Associated Press, on the other hand, have been known (all over the world) for their wide coverage in the U.S. and around the world. This is the same for the news magazines like Newsweek and TIME. As for U.S. cinema, it has become one of the most famous media industries in the world, having had international success in merchandising and advertising. Since the media can be seen, heard, felt and known throughout many parts of a country, one can realize how much impact it has on the people. Almost everything that an average American knows comes from a major newspaper, television network or radio station and whatever is translated into such media outfits come from the reporter or journalist’s point of view. This point of view proves vital in the instances that the journalist â€Å"chooses† what qualifies as news by choosing what to write about. â€Å"Framing† also affects what the audience understands the issue at hand. Some things may not even exist for some people just because they are not aware of it. Together with profit, these media corporations also reap criticisms. Issues of media ownership, bias, extortion, professionalism, and even ethics come to mind when one talks about the media. ... Today, the difference between most newspapers is not actually the content but their vested interests and its history goes a long way. For example, Benjamin Franklin, under a pseudonym, wrote an article in a publication recommending that the government print more paper money in 1728. However, Franklin did not mention that his printing company intended to bid for the said project. Fifty years after, the U.S. Congress gave birth to media censorship with the passing of an order which basically prohibited the people from having dissenting opinion from the government. A few years later, former U.S. President Abraham Lincoln closed many newspapers on the claim that they were biased. During the time of President Richard Nixon, the media played a central role in divulging the administration's secrets. The Watergate scandal proved that the pen really is mightier than the sword. When the 1900s came, bias screamed from many newspapers, with them openly campaigning or supporting a certain politician, political view or party. Moreover, many newspapers went against each other or were used by opposing governments for propaganda. False reports also came to be as the times progressed. In 1994, the Freedom Forum conducted a survey of reporters and editors in Washington to determine their political leaning. The press people were asked outright of their political affiliation, the percentages indicate their answers: 50% Democrats, 4% Republican. Regarding ideological persuasions, 61% were liberal while a measly 2% were conservative. As for their vote in 1992, a whopping 89% voted Clinton and Bush got 7%. According to an article last year in the Washington Times, most Americans think the media is guilty of making

Genres Essay Example | Topics and Well Written Essays - 250 words

Genres - Essay Example The other type is the narrative genre in which the type of plan or scheme is defined. The types of the narrative genre are comedy, tragedy, satire and romance. Here are the few examples of genres that are used in literature. Informational genre is aimed for teaching and other informational purposes rather than entertainment. Examples include The Reasons for Seasons, Lightening etc. Realistic genre is based on reality or gives illustration about things in literature or art as they really are. Examples include Drawing Lessons, Plain and Tall etc. Fantasy is an imaginative genre and is used especially when one dealing with unnatural or mystical characters or proceedings. Examples include The Book of Three, The Dark Is Rising etc. (Routman,2005) The study of genre has following advantages as it helps to categorize literature in a means that make it easy to understand the distinctive characteristics. This can help in relating different works of literature and offer a basis in evaluating

Caregiver stress Research Paper Example | Topics and Well Written Essays - 2000 words

Caregiver stress - Research Paper Example The median age is 63 years and the mode is 76 years. The figure below shows the distribution of caregiver age in the sample. Patient Gender: Out of the valid sample of 348, 130 patients are male and 218 female. That is 37.4% of the sample is males and 62.6% females Caregiver Gender: Out of the valid sample of 348, 88 patients are male and 260 female. That is 25.3% of the sample is males and 74.7% females Ethnicity: White non-Hispanics are the largest group by ethnicity constituting 42.3% of the sample. Hispanic ethnicity is the second largest group constituting 32.5% of the sample and the rest are African Americans constituting the remaining 25.3% of the sample. Caregiver Education The average caregiver education is 13.1 years. The range is 20 years from a minimum 3 years to a maximum of 20 years of education. Household Income For the household income, the dataset was not complete and data labels were not set for all ordinal values. Of all the data points, only 170 had disappoints fo r which the ordinal values were described in the data set. For the available dataset details, the maximum frequency was observed for the 2000-2300 income group and greater than 2400 income group with a frequency of 31 data points each. Hypothesis test 1: Religious patients complain less about somatic illnesses In order to test this hypothesis, we can compare the means for total somatic illness complaints observed for the religious patients (any level of being religious – from somewhat religious to very religious) and for non-religious patents. The corresponding data in the sample would be the data for â€Å"Somatic Complaints Total† (SCT). Out of the sample of 349, 5 cases are excluded in the analysis. Two of these are excluded because there is no data available and the remaining three because the data for their religiousness is not rightly captured in the database. It is captured as 2.56, which is not related to any ordinal assignment of data. The following table summ arizes the mean SCT for different groups of patients based on their religiousness. We can see whether there is any difference in means of complaints by the different patients to ascertain whether religious people complain less or not. This can be done using 2 statistical tests: the two-sample t-test and the one way Anova test. Two-sample t-test where we group all the religious people as one and â€Å"not at all religious† people as the second group to see whether not at all religious people complain more. Also, we can now consider two groups of samples, one including people who are not at all religious and second of people who are religious, somewhat religious, or very religious. The table for means for these groups is as below. =2) is people who are religious. These notations are due to nature of data in the dataset. Now, we need to test whether the group of religious people complain less about somatic illness. Hypothesis testing by Two-sample t-test for independent variable s Let  µr denote the observed mean for religious group and  µn denote the mean for not at all religious group. So, our Null hypothesis:  µr =  µnr The sig. value, which is the p-value for the test is 0.578. This is too high compared to a 0.05 or 0.10 p-value which would have been for 95% confidence or 90% confidence level. So, we must reject the null hypothesis and accept the alternative hypothesis that religious people do NOT complain less abo

Research Paper on the Psychology of Women Essay

Research Paper on the Psychology of Women - Essay Example en from an early age many times determines the type of vocation and thus pay scale women may believe they must conform to and be satisfied with instead of being determined by their own inherent talents and aptitude for learning. Though females comprise almost half of the workforce, they are bunched together in professions that are traditionally viewed as ‘women’s jobs’ which usually means they receive less compensation for their efforts (U.S. Department of Labor, 2003). The labor force is a system that is segregated on the basis of gender. In 2003, of those employed as administrative assistants and secretaries, more than 96 percent were women who also comprise more than 80 percent of elementary and middle school teachers while 90 percent of those employed in the nursing profession are women according to the Women’s Bureau of the U.S. Department of Labor. These figures support previous studies that confirm the propensity for women to select educational paths and subsequently careers which historically have been deemed by society as the proper role for women (Hopkins & McManus, 1998). Conversely, few women can be found employed in typical ‘blue collar’ vocations that re quire higher levels of physical exertion. For instance, only about 12 percent of all law enforcement officials, eight percent of civil, three percent of construction workers and two percent of electricians are women (U.S. Department of Labor, 2003). The same gender bias prevails in certain areas of intellectual endeavors as well. For example, according to the October 1990 issue of Notices, â€Å"of the 991 doctorates awarded in mathematics by institutions in the U.S. and Canada in 1989-1990, 18 percent of which were awarded to women† (Schafer, 1991). While the lack of women employed in more physical jobs can be explained at least to some degree, the reasons that women are not usually considered as equals to their male counterparts in the sciences and mathematics fields is more of a