Hrm Ulrichs Model Essay Example for Free

Hrm Ulrichs Model Essay ?Briefly describe the major features you would expect to find in an HR function which has adopted the Ulrich Model as the basis for its structure. The HR model as defined by Ulrich (1997) states that HR function should be: 1. Strategic Partners: Sit at the managerial table and contribute to the organisations strategy and alignment of HR strategy. Communicates efficiently with line management. Understands the business environment and drives key business processes and activities 2. Change Agents: Support, facilitate and initiate change, act as a stabilising force for employees in times of change 3. Employee Champions: Takes action to protect the interests and well being of the employees and ensuring they are the voice of the employee. 4. Administrative Experts: Ensures polices and procedures are up to date, they are legally compliant and have the ability to deliver innovative HR practices in HR recruitment, employee development and communication In the 1990’s Dave Ulrich moved to the three legged stool model for the organisation of the HR Function, this provided Centres of excellence This is a HR unit or an outsourced facility that provides HR services to a number of parties within the organisation. HR experts provide high level advice and solutions on key services and hr activities such as training and development, recruitment, reward and employee relations. Strategic Business Partners Senior HR Managers work closely with business leaders and line managers to contribute to the overall organisations strategy and align with HR strategy. They understand the business environment and drive key business processes and activities. HRM are expected to be creative Shared Services centres Large organisations provide a centralised HR function which deliver routine HR administration such as payroll, recruitment administration or absence monitoring.

Hitlers Weltanschauung (world View) :: essays research papers fc

In the early quarter of the twentieth century, a young man was beginning to fill his mind with ideas of a unification of all Germanic countries. That young man was Adolf Hitler, and what he learned in his youth would surface again as he struggled to become the leader of this movement. Hitler formed views of countries and even certain cities early in his life, those views often affecting his dictation of foreign policy as he grew older. What was Hitler's view of the world before the Nazi Party came to power? Based in large part on incidents occurring in his boyhood, Hitler's view included the belief that Jews should be eliminated, and that European countries were merely pawns for him to use in his game of world dominion.Adolf Hitler grew up the son of a respectable imperial customhouse official, who refused to let his son do what he was most interested in-art. Hitler never excelled in school, and took interest only in art, gymnastics and a casual interest in geography and history due to a liking he had taken to his teacher. It was his history teacher who would fill Adolf's mind with a simple thought: "The day will come, that all of us, of German descent, will once more belong to one mighty Teutonic nation that will stretch from the Mediterranean to the Baltic, just like the Empire of the Middle Ages, and that will stand supreme among the peoples of this earth." Already the young Adolf could envision himself in such a position.Much of the ideology that Adolf Hitler used was not original by any means. There were many thinkers and writers who laid the groundwork for what would become not just Hitler's, but the Nazi Party's Weltanschauung (world view). Three primary writers were Dietrich Eckart, editor of a harshly anti-Semitic periodical, Auf gut deutsch (Agd), Alfred Rosenberg, a Baltic German and contributor to Agd, and Gottfried Feder, an opponent of finance capitalism. These three men molded the political outlook of the German Worker's Party before Hitler encountered it in 1919, and would become quite influential in Adolf's ideology. Rosenberg contributed largely to Hitler's view of the Jews on an international perspective, suggesting the existence of a Jewish conspiracy to overthrow established nation-states on a worldwide scale. In 1924, Hitler proclaimed that he had departed from Vienna as an absolute anti-Semitic, a deadly enemy of the whole Marxist outlook, and as a Pan-German in his political persuasion.

Roles & Responsibilities in Lifelong Learning

The roles and responsibilities of a teacher within in the lifelong learning sector have been shaped and developed by a range of factors. From cultural changes, greater understanding of learning styles and the laws which govern the education community as a whole. In this essay I will cover some of roles and responsibilities of a teacher and the relationships between teachers and the the various stakeholders in the LLS. I hope to illustrate the complex network of relationships between the individual and the professional bodies in this sector.Teach tiË tÊÆ'/Verb 1. impart knowledge to or instruct (someone) as to how to do something. The definition above doesn’t take into account the context of the information transaction itself. Teachers today are governed by a series of legislation, regulatory requirements and codes of practice which together underpin the professional boundaries which educators should operate within. The broad range of a teacher’s responsibilities begi ns with basic tasks such as recording attendance or complying with disciplinary procedures to understanding the complex needs of their learners.Every teacher is responsible for the health, safety and welfare of the learners in the classroom. The Health and Safety at Work Act 1974 is the legislation which underpins a teacher's duty of care to their students. Beyond the physical safety of a learner a teacher must also ensure they meet professional standards and observe the rules and guidance of awarding bodies. Equality & diversity in teaching is provided for by the Equality Act 2010 which covers nine protected characteristics.It is the responsibility of the teacher to promote and uphold the principles of fairness and inclusivity in the classroom. Disability is one of these protected characteristics; a teacher is required to make reasonable adjustments for learners with disabilities based on the impairment. e. g a reader for a blind learner or written materials for a deaf learner. Fur thermore where this is not practical or unavailable a teacher should locate additional support.My experience within the lifelong learning sector is very limited however I have adopted the role of a teacher whilst working in the youth employment sector – I coordinate the local authorities’ apprenticeship programme – and part of the role has required me to run sessions for young people searching for employment. I would facilitate workshops at the Jobcentre Plus – It was my role to arrange for a suitable learning environment and select an appropriate venue, and ensure handouts and resources are available for all participants.In my experience working within recruitment for a local authority the principles of equality and inclusivity are built into our processes ensuring all stakeholders are free from discrimination and exclusion. I would adapt my approach in the workshops by broadening the case studies used to reflect the cultural profile of the workshop part icipants. It is hugely important to detect and cater for differing learner needs. Dunn and Dunn, 1993 say matching teaching technique with learning styles significantly improves learning outcomes.The process of identifying learning styles and modifying of teaching techniques is known as differentiation. ‘Differentiation is†¦.. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’. 1 (Weston 1992) The JCP sessions are stand-alone and in this context I am unable to understand prior to the session the individual learner needs. It was my responsibility to carefully plan the content of the workshop and the activities it contained to suit a variety of learner needs.To improve the sessions I could include powerpoint presentations, discuss the programme and set-up role play activities to cover the visual, audio & kinaesthetic learning styles. (VAK) To improve the JCP group’s engagement I would usually arrange for an existing apprentice to join the workshop to offer an insider perspective and act as a live case study which the young people can identify with. The apprentice can relate to the group with and this proves the most productive part of the session and is intended to elicit deep learning.‘Deep learning is fundamentally concerned with the creation of knowledge, which the learner is able to relate to their own experience and use to understand new experiences and contexts. ’ John West Bernhams,Understand Learning – Page 8 (Article) This inclusive approach is shown to improve motivation, and has always improved the value of the workshop and enhanced the session. There are many types of teaching role each with their own characteristics. From specialised teachers which tend to have particular knowledge and skill to trainers who use techniques to deliver information for a particular task.In the future I hope to adopt a different role; I plan to act as a mentor to an appre ntice. My role will be to provide guidance and support to an individual based on their needs. Mentoring is a 1-2-1 relationship which can mean I will either challenge or champion the mentee depending on the situation. In acting as a mentor I must observe my employers procedures and policies which may affect the frequency of the session or the protocols I should follow if difficulties arise. As I mentioned in the introduction a teacher is not just the conduit for learning – They are almost always part of a larger organisation.It was the responsibility of the teacher to adopt and implement their organisation's policies. A class teacher forms part of a chain and will report to year leaders a eadteacher, Governing body, local authority to the Department of Education. The Department of Education is the governing body responsible for the oversight of education in England. Teachers and the organisations they work within must meet professional standards. The Office for Standards in E ducation, Children's Services and Skills (Ofsted) is the non-ministerial government department which reports directly to parliament.Its remit is to inspect and regulate education and training for learners of all ages and for inspecting and regulating those services which care for children and young people. From performance to safeguarding, as a teacher it would be my responsibility to be scrutinised by Ofsted and ensure my activities meet the agreed standards. Like most professional fields there are boundaries which must be observed by teachers. These can range from the syllabus, timescales, resources, awarding bodies to government policies. Each of these factors may have layers of external contributing factors which influence them in turn.Ofqual, who regulate qualifications, examinations and assessments in England (http://ofqual. gov. uk), came to prominence last summer over GCSE re-grading decisions. Although it did not directly impact on teachers it illustrates the interaction be tween two stakeholders in the sector. An awarding body will have clear codes of practice which must be adhered to, in order tallow for accurate quality assurance and standardisation on results. It is important for teachers to understand where professional boundaries lie.For example in some cases where an individual learners needs requires the assistance of expert help it must be sought. Attempting to support the learner without seeking expert advice may have a negative effect on the individual as well as others. Often a teacher’s role is to signpost learners to the best resources. In a school context this may mean directing someone to a more specialised teacher in the organisation or an external support like a Local Authority service. Keeping abreast of the support available is an important part of navigating these boundaries.Joining a professional association such as the Institute for Learning or researching best practice using the Excellence Gateway are recommended ways to keep up good practice polished and fresh. The government publish Teacher Standards. These standards set the minimum requirements for teachers’ practice and conduct. They are devised by educators and are in part there to ensure positive learning environment is sustained. It is particularly important in the lifelong learning sector to foster a supportive and safe learning environment.For instance adult students may have had a negative experience of education so it is essential that from day one ground rules are agreed upon and the teacher plans activities that will allow students to build relationships. â€Å"without ground rules, disruption may occur and affect the learning of your group† Gravels. A, (PTLLS 2008 pg 7) An effective way of promoting consensus in ground rules and compliance is giving the learners the opportunity to devise the rulebook themselves. In this model a teacher’s role is to facilitate the decision-making process and respect the outcome.By c ontributing as a group they each take ownership of their individual responsibility to follow the rules. In handing over this decision-making process the teacher will begin to build a trusting relationship with the learners are more likely to follow the rules they have devised over rules they are forced to adopt The techniques and activities used by a teacher can help to build respect and promote appropriate behaviour in class. The use of pair work, and small group activities can help to forge relationships and engender respect amongst the learners.A great ice breaker activity which includes the entire group can be an effective way to begin this process. A teacher would set the task and ensure everyone is included. I’ve talked about some examples of the roles and responsibilities of teachers with the lifelong learning sector, but in reality these are limited to what I’ve described. Beyond the walls of the classroom there are a multitude of organisations, professional bo dies and resources which exist to develop and support Teachers. Each of them play a role in providing the appropriate checks and balances needed to ensure a healthy, evolving sector. Roles & Responsibilities in Lifelong Learning The roles and responsibilities of a teacher within in the lifelong learning sector have been shaped and developed by a range of factors. From cultural changes, greater understanding of learning styles and the laws which govern the education community as a whole. In this essay I will cover some of roles and responsibilities of a teacher and the relationships between teachers and the the various stakeholders in the LLS. I hope to illustrate the complex network of relationships between the individual and the professional bodies in this sector.Teach tiË tÊÆ'/ Verb 1. impart knowledge to or instruct (someone) as to how to do something.The definition above doesn’t take into account the context of the information transaction itself. Teachers today are governed by a series of legislation, regulatory requirements and codes of practice which together underpin the professional boundaries which educators should operate within.The broad range of a teacher’s responsibilities begin s with basic tasks such as recording attendance or complying with disciplinary procedures to understanding the complex needs of their learners. Every teacher is responsible for the health, safety and welfare of the learners in the classroom. The Health and Safety at Work Act 1974 is the legislation which underpins a teacher's duty of care to their students. Beyond the physical safety of a learner a teacher must also ensure they meet professional standards and observe the rules and guidance of awarding bodies.Equality & diversity in teaching is provided for by the Equality Act 2010 which covers nine protected characteristics. It is the responsibility of the teacher to promote and uphold the principles of fairness and inclusivity in the classroom. Disability is one of these protected characteristics; a teacher is required to make reasonable adjustments for learners with disabilities based on the impairment. e.g a reader for a blind learner or written materials for a deaf learner. Furt hermore where this is not practical or unavailable a teacher should locate additional support.My experience within the lifelong learning sector is very limited however I have adopted the role of a teacher whilst working in the youth employment sector – I coordinate the local authorities’ apprenticeship programme – and part of the role has required me to run sessions for young people searching for employment. I would facilitate workshops at the Jobcentre Plus – It was my role to arrange for a suitable learning environment and select an appropriate venue, and ensure handouts and resources are available for all participants.In my experience working within recruitment for a local authority the principles of equality and inclusivity are built into our processes ensuring all stakeholders are free from discrimination and exclusion. I would adapt my approach in the workshops by broadening the case studies used to reflect the cultural profile of the workshop parti cipants.It is hugely important to detect and cater for differing learner needs. Dunn and Dunn, 1993 say matching teaching technique with learning styles significantly improves learning outcomes. The process of identifying learning styles and modifying of teaching techniques is known as differentiation.‘Differentiation is†¦.. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’.1 (Weston 1992)The JCP sessions are stand-alone and in this context I am unable to understand prior to the session the individual learner needs. It was my responsibility to carefully plan the content of the workshop and the activities it contained to suit a variety of learner needs. To improve the sessions I could include powerpoint presentations, discuss the programme and set-up role play activities to cover the visual, audio & kinaesthetic learning styles. (VAK)To improve the JCP group’s engagement I would usually arrange for an e xisting apprentice to join the workshop to offer an insider perspective and act as a live case study which the young people can identify with. The apprentice can relate to the group with and this proves the most productive part of the session and is intended to elicit deep learning.‘Deep learning is fundamentally concerned with the creation of knowledge, which the learner is able to relate to their own experience and use to understand new experiences and contexts.’John West Bernhams,Understand Learning – Page 8 (Article)This inclusive approach is shown to improve motivation, and has always improved the value of the workshop and enhanced the session.There are many types of teaching role each with their own characteristics. From specialised teachers which tend to have particular knowledge and skill to trainers who use techniques to deliver information for a particular task. In the future I hope to adopt a different role; I plan to act as a mentor to an apprentice. My role will be to provide guidance and support to an individual based on their needs. Mentoring is a 1-2-1 relationship which can mean I will either challenge or champion the mentee depending on the situation. In acting as a mentor I must observe my employers procedures and policies which may affect the frequency of the session or the protocols I should follow if difficulties arise.As I mentioned in the introduction a teacher is not just the conduit for learning – They are almost always part of a larger organisation. It was the responsibility of the teacher to adopt and implement their organisation's policies. A class teacher forms part of a chain and will report to year leaders a eadteacher, Governing body, local authority to the Department of Education. The Department of Education is the governing body responsible for the oversight of education in England.Teachers and the organisations they work within must meet professional standards. The Office for Standards in Education , Children's Services and Skills (Ofsted) is the non-ministerial government department which reports directly to parliament. Its remit is to inspect and regulate education and training for learners of all ages and for inspecting and regulating those services which care for children and young people. From performance to safeguarding, as a teacher it would be my responsibility to be scrutinised by Ofsted and ensure my activities meet the agreed standards.Like most professional fields there are boundaries which must be observed by teachers. These can range from the syllabus, timescales, resources, awarding bodies to government policies. Each of these factors may have layers of external contributing factors which influence them in turn. Ofqual, who regulate qualifications, examinations and assessments in England (http://ofqual.gov.uk), came to prominence last summer over GCSE re-grading decisions. Although it did not directly impact on teachers it illustrates the interaction between two stakeholders in the sector. An awarding body will have clear codes of practice which must be adhered to, in order tallow for accurate quality assurance and standardisation on results.It is important for teachers to understand where professional boundaries lie. For example in some cases where an individual learners needs requires the assistance of expert help it must be sought. Attempting to support the learner without seeking expert advice may have a negative effect on the individual as well as others. Often a teacher’s role is to signpost learners to the best resources. In a school context this may mean directing someone to a more specialised teacher in the organisation or an external support like a Local Authority service.Keeping abreast of the support available is an important part of navigating these boundaries. Joining a professional association such as the Institute for Learning or researching best practice using the Excellence Gateway are recommended ways to keep up g ood practice polished and fresh. The government publish Teacher Standards. These standards set the minimum requirements for teachers’ practice and conduct. They are devised by educators and are in part there to ensure positive learning environment is sustained.It is particularly important in the lifelong learning sector to foster a supportive and safe learning environment. For instance adult students may have had a negative experience of education so it is essential that from day one ground rules are agreed upon and the teacher plans activities that will allow students to build relationships. â€Å"without ground rules, disruption may occur and affect the learning of your group† Gravels. A, (PTLLS 2008 pg 7)An effective way of promoting consensus in ground rules and compliance is giving the learners the opportunity to devise the rulebook themselves. In this model a teacher’s role is to facilitate the decision-making process and respect the outcome. By contributi ng as a group they each take ownership of their individual responsibility to follow the rules. In handing over this decision-making process the teacher will begin to build a trusting relationship with the learners are more likely to follow the rules they have devised over rules they are forced to adoptThe techniques and activities used by a teacher can help to build respect and promote appropriate behaviour in class. The use of pair work, and small group activities can help to forge relationships and engender respect amongst the learners. A great ice breaker activity which includes the entire group can be an effective way to begin this process. A teacher would set the task and ensure everyone is included.I’ve talked about some examples of the roles and responsibilities of teachers with the lifelong learning sector, but in reality these are limited to what I’ve described. Beyond the walls of the classroom there are a multitude of organisations, professional bodies and r esources which exist to develop and support Teachers. Each of them play a role in providing the appropriate checks and balances needed to ensure a healthy, evolving sector.

The European Union ( Eu ) - 1393 Words

Introduction The European Union (EU) is not a typical international organization. With a mixture of supranational and intergovernmental institutions, its unique structure has become a distinctive political system with some resembles a federation. With no path to trace, the EU must determine which direction it should follow suit. However, these difficult discussions foster constant dispute over how much further integration of member states should proceed. Support for the EU moving towards a federation faces opposition by euro-sceptics who believe further integration should be taken with caution. After the initial project of the European Coal and Steel Community (ECSC) was launched by French Foreign Minister Robert Schuman. Six European†¦show more content†¦Background Driven by the desire to prevent another World War, many of the founding fathers of the European union envisioned a federalist Europe. Monnet was adamant on the idea that the center of the community should exist a supranational body. Originally established after World War Two, what is now the European Union was formally the European Coal and Steel Community (ECSC). The ECSC was established on the basis that trade and pooling of both commodities would prevent rearmament and another war. Established on the 18th April 1951, by the Treaty of Paris, the founding six member states ( France, Germany, Italy, Luxembourg and the Netherlands) have expanded until it tripling in size. Today, after rapid phases and slower periods of integration, the EU is composed of 28 member-states after. Over 60 years of enlargement, the European union has yet to has still not reached its territorial limits, with numerous application still being processed. Undefined frontiers exist in the Balkans and Turkey, as well as in eastern Europeans regions. With economic interdependence, European countries have united economically and politically with the goal of maintaining peace. The question yet to be answered is, how far and deep should political integration go? Federalism Defined The functions of the European Union are often compared