Impact of Technology on Employee Training Research Paper

Impact of Technology on Employee Training - Research Paper Example Technology may include software programs or hardware which get incorporated into organizations. For maximum production, employees need to get trained on the new technology. As organizations invest in new technology, so does employee training become necessary (Daft, 2009). Training and IT departments in organizations get involved with provisioning the employees with the necessary techniques required for handling the technology. Management and stakeholders want to see technology acquired implemented in the organization, and it is therefore, necessary for employees to get trained. This paper will discuss the impact of technology in employee training. Importance of employee training When a firm acquires new technology, it is vital for the company to train its employees to ensure the overall success of the technology getting incorporated. Below are reasons as to why employee training is beneficial to an organization incorporating new technology: Employee training assists in maximizing the potential of the technology. If the employees become aware of using the new technology, they will get to use it to its maximum potential. This will only serve to benefit the organization as there will be increased efficiency (Daft, 2009). Proper training ensures that employees become willing to change and adopt newer ways of the firm’s operation (Kleynhans, 2006). ... If employees get to understand the benefits of the new technology through training, it gets easier to revolutionize the organizations technological needs. Employee training Employees within an organization get trained using various approaches to enlighten them on new technology. Training may get conducted internally or externally. Internal training gets carried out by the IT or training departments within the organization (Cornelius, 2001). External training gets conducted by an external consultant or the supplier of technology. The traditional method of training has always been classroom based. This approach towards training proves to fall short in addressing the challenges raised by the technology introduced in the organization. Class room based training falls short in addressing the personal needs of the training participants. Class room based training takes a holistic approach towards training (Daft, 2009). This traditional method of training does not identify and address individ ual gaps needed by the trainees. It does not explain the perceived benefits to the trainees nor does it take into account the prior knowledge of trainees about the technology. This traditional method of training does not also support maximum knowledge retention among employees as the class room instructions quickly decrease prior to their application in the work environment (Cornelius, 2001). Another training methodology instigated by organizations in incorporating new technology is self learning (Cornelius, 2001). This method involves the employees to learn on the technology by their accord through using it. This method is an ineffective way of training employees. This method is not beneficial to the firm if the technology is to become impacted through the entire organization. This

PRODUCING SELF-COMPACTING USING WASTE MATERIALS Literature review

PRODUCING SELF-COMPACTING USING WASTE MATERIALS - Literature review Example Self-compacting concrete are considered as â€Å"the most revolutionary development in concrete construction for several decades† (EFNARC). The idea of SCC originated in Japan and has been adapted to other nations such as Europe. The development of SCC is an economic approach to offset the increasing lack of skill labour. It contributes to the economy such that it offers faster construction, easier placing, reduction of manpower on site, offers flexibility in design, improved durability, better surface finishes, thinner concrete sections and safer working environment. SCC is a practical application for the construction site work and the precast concrete works. The test for the self-compactability of the SCC measures its quality. The contributory factors include, the influence of coarse aggregate depending on spacing size, the role of mortar as the fluid in flowability of the fresh concrete, the role of mortar as the solid particles, and the influence of the coarse aggregate regarding the shape, grading and content. The employment of SCC is beneficial to construction because it eliminates the vibration noise as well it is cost-efficient for the cost of vibration compaction. The wide use of the SCC is an innovation in the concrete construction technology such that the SCC are reliable, durable concrete structures with minimum maintenance requirement (Okamura, and Ouchi, 2003). The development of SCC as a solution to the labour scarcity offered benefits to the structural concrete industry as it develops higher quality concrete with optimum workability and overcomes problems related to dust and noise. The workability property of the SCC is achieved primarily due to the high content of fine aggregates and the chemical mixtures. Various relevant studies are now introduced into the construction industry promoting the use of recycled materials for applications of SCC. This innovation is practically new, where standards of SCC with made up of recycled materials

Reaction paper Essay Example | Topics and Well Written Essays - 500 words - 5

Reaction paper - Essay Example As there is no means of eliminating the human ability to make errors, it is necessary to first do what can be done to negate or contain the symptoms of the problem by placing safeguards and checks in place that will protect both the patient and the caregiver in ensuring that errors made are caught in time to fix the problem. According to the author of the article, this is exactly what the IOM report was attempting to suggest, but this idea was completely overlooked by those who read it. By putting the medical community on the defensive instead of working with it to try to address problems that arose, the emphasis on blame created a scenario in which medical professionals became fearful of reporting issues and attempted to deal with things on their own. This is comparable to a doctor yelling at a chronic patient for not getting better. It is human nature in that case for the patient to refrain from reporting new symptoms in order to avoid being yelled at, but the problem can only get worse. While it is clearly necessary to report those individuals who are deliberately or negligently endangering patients, as it would be necessary to report a new symptom that restricted breathing, it is pointless to simply assign blame without first addressing the original problem. In introducing the nature of the problem, the report does an excellent job of bringing these issues to the front as a means of redirecting the reader’s attention to the true importance of the report, which are the IOM’s recommendations for safe practices. The article gives a very informative and understandable summary of the IOM report, emphasizing the importance of preventing error through system-wide effort. The causes for error are laid out systematically as are the nine recommendations for reducing the effects of this error. This step-by-step progression of ideas is very logical and the examples provided through each

Analysis of Child Observation Research

Analysis of Child Observation Research Introduction and Background Information of the Children Our school encourages children to learn through play and experiences that are holistically, creative, and technologically. Teachers are believed to have the potential to help children to stimulate their development to the fullest with appropriate resources and environment. Children will co-construct their knowledge, bringing in their own identities and strengths can be nurtured to be self-directed and capable learners. These are some information about the children: Observation 1 Ann is three years old. She is staying with her parents. Her mother is from America while her father is from United Kingdom. The family enjoys going to the park. Observation 2 Kate is two years old. She is Singaporean and has been attending school since she was an infant. She is the only child in the family. Observation 3 John is two years old. He stays with his mother who is a Chinese and his father who is an Indian. John is a cheerful boy and likes to take the bus. Rogoff three lenses of approach (Fleer, Jane Hardy, 2007) were used on the analysis on each of the observations and will be expanding further with various theories and pedagogies. Analysis of Observation 1 Community-Institutional Lens Ann had just come back from her holidays in Mexico. She had been sharing with me about the garden at the grandparent’s house at Mexico. Thus, Ann may have involved in watering the plants with her grandparents. In a study by Robbins Jane (2006), it is mentioned that interactions with grandchildren is not just enjoying their moments together, but it is also seen as a key to gain knowledge about their natural, physical and technological world that exist or created within themselves. Families who support children’s learning and studies have acknowledged that the learning happens between home and school benefitted the child and their families (Robbins, 2012). From the observations, it has shown that learning has occurred between school and home. Appetizing From the observations, Ann had brought her knowledge back to school. She wanted to water the plants when she saw the watering can at the sink. Time was given to her to be engaged in filling up water and watering the plants along the classroom. The school environment has brought in incidental science. In my context, we have field and plants around the school to further enhance the school atmosphere. The rich green space has contributed to the incidental science which brought in nature more explicitly (Fleer, Gomes March, 2014). Interpersonal Lens In this observation, the nature of the interactions and interpersonal relationships is between child and adult. Because of what Ann saw what Miss Jess is doing, Miss Jess provided her the opportunity in science and technology. While learning has occurred when there are interactions, it has also shown that the thinking level is moving from intermental to intramental as the children progressively internalise, reflect on and transform their understanding (Robbins Jane, 2006). To improve the global environment in school and for us, taking action is needed (Mackey, 2012). Through observing what Miss Jess was doing, Ann felt that she should play a part in contributing to the environment. It is also reminded that when children’s rights are honoured, they take on the responsibility to improve conditions to shape their lives and as well as others (Mackey, 2012). Personal Lens Ann was able to relate to her previous experiences she had in watering plants at her grandparents’ place at Mexico. Vygotsky argued that children’s experiences set the foundation for higher cognitive thinking when children develop every day or basic concepts (Fleer et al., 2007). Watering the plants may have occurred at her grandparents’ place have led to Ann’s understanding that plants need water because they are thirsty. Ann was actively involved in the experiences. She took the responsibility of the need to water plants. Mawson (as cited in Robbins, 2012) reasoned that children do bring in prior knowledge of technological knowledge and understand and this does not have to be recognised or facilitated by teachers. Mawson also advised that while educators have to identify children’s real interest, educators also must have enough knowledge to support children’s interest effectively (Robbins, 2012). From the observation, Ann has shown strong interest in gardening and she has brought in her prior knowledge about watering the plants in school. Analysis of Observation 2 Community-Institutional Lens In this context, the children were given sufficient time to engage in sustained shared activity. Kate was given time to use spoon to scoop the ice to using pouring ice using the bucket. This relates to the school’s culture where children construct their knowledge, and they are competent and capable learner. The school also encourages children to have the resources for children to explore. According to Bronfenbrenner’s ecological perspective, he stressed that the environment is made up of immediate settings, as well as the social and culture context such as home, school and workplace (Rogoff, 2003). The school where Kate’s parents have enrolled her in have given her a direct impact on her in her learning. This has provided her the opportunity to have the experience in exploring ice in the school setting. Kate may not have exposed to ice prior to her previous experiences, thus, this is something new to her. Her interactions with peers have added to her curiosity of exploring with ice. Kate was privileged to be given the opportunity to be in this setting as she entered the school. Interpersonal Lens Apart from her personal experiences in learning science and technology, Kate also gained knowledge from her peers. Kate observed her friend picking up the ice and mentioned, â€Å"Cold.† She experienced it herself and said the same thing too. Communication, cultural tools and other symbol systems bring in cultural and historical heritage and children learn to use these tools to interact and draw on the experiences of others (Robbins, 2007). In this observation, Kate acted to be the follower as she uses her friend as her model and modelled after her friend’s actions and words. Vygotsky’s theory believed that learning occurs first on interpersonal level, followed by socio-cultural engagement (Robbins, 2007). After the interaction with May, Kate has internalised and gained knowledge about ice and did her pouring of ice using different tools. Cultural-historical theory arising from Vygotsky theory also identifies that the activities which individual and peers are engaged are repetitively changing and developing in mutually incorporated ways (Robbins, Bartlett Jane, 2009). Children will be able to carry out such independent thinking and then transform these thinking to their own purpose ((Rogoff, 2003). Thus, after Kate’s interaction with May, Kate was able to internalise her own thinking and further work on her exploration. Personal Lens Through the personal lens of Kate, she has understood the use of using various tool provided to scoop the ice. She may have gained these experiences from her daily life. For example, she may have used the spoon to scoop rice from a bowl during lunch time, thus, in this case, she has used it to scoop rice. Another item which she may have experienced using prior to this scenario would be the cup. She might engage in water play previously and used the cup in pouring. Kate has developed a foundation of her cognitive skills. It is evident as she has moved from using a spoon to scoop, then to using a cup and lastly the bucket. She went through the processes of being innovative and new technical skills to transfer the ice into different containers. She has investigated how the tools worked and which worked best for her. Analysis of Observation 3 Community-Institutional Lens John is privileged to have large outdoor environment and outdoor materials for him to explore. Thus, the environment has provided John the opportunity to explore pushing a ball using a tricycle. He has learned a new way to travel the ball instead of using hands or legs. There was also sufficient time for John to explore. Instead of directing him of what he should do, opportunity was given for him to find out how he can use the tricycle to move the ball forward. As learning occurs within the context of play and on-going activities, and appropriate needs and wants, it is noted that children do need extended time for them to revisit and construct knowledge (Robbins et al., 2009). In this case, John was asked to participate in construction activities requested by the teacher like moving the ball with his tricycle. Some technology activities have an objective to meet and their attention is usually drawn to technology sensation and the physical artefacts within the school environment itself (Robbins et al., 2009). Interpersonal Lens The nature of this interactions relationship is between a children and adult. The shared understandings which appear to exist is that John agreed to bring the ball back by using his gestures and verbal communication. John’s interest in figuring to bring the ball using his tricycle is supported by me. From the support, he has built up his confidence by working on the ball travelled by the tricycle despite several failures. Children thinking skills can be rich and purposeful. It was evident that children are able to hold conflicting views at the same time (Robbins, 2009). John Based on Vygotsky’s ideas, he commented that learning happens initially before an individual engaged with another in an activity (Robbins, 2009). Vygotsky (as cited in Robbins, 2009 p.80) mentioned, â€Å"Through others we become ourselves.† Apart from interaction, we should also look into other languages and tools which make learning more meaningful. Personal Lens Through his personal lens of John, John has understood the ability to use his feet to propel and therefore he is able to understand the use of the tricycle and added on his thinking skills to move the ball. This has transformed his thinking skills to a higher order during his participation. John has also shows enthusiasm in moving the ball with the tricycle after a few attempts. The perseverance becomes obvious for the children when technology is incorporated of what children can do and is situated in a meaningful context (Fleer Jane, 2011). John’s curiosity in moving the tricycle has captured the relationship between the child and their environment which is reinforced in preschool by teachers (Fleer et al., 2014). Teaching Approaches The teaching approaches that have been observed in the three observations are reciprocal and discovery (Fleer et al., 2007). In observation one, reciprocal teaching approaches were observed. Cultural historical context has taken into considerations. A research done by Robbins (as cited in Fleer, Jane Hardy, 2007) displays that it is important to understand the context which the children develop their ideas; then gaining deeper and authentic view of the social nature of scientific learning rather agreeing to the statements made by children. In observation two and three, discovery approach was observed as I placed the ice, buckets, cups and spoon in the classroom environment to Kate to explore whereas John found a new way to transport the ball with the tricycle. In this learning context provided by the teacher, the children will decide which they would like to find out; through playing with these materials, they develop an experimental foundation (Fleer et al., 2007). I was view as a classroom resource from this discovery approach; the children are empowered to gain knowledge and skills from a range of resources (Fleer et al., 2007). Conclusion Through these observations, it is shown that children are surrounded in rich scientific and technological context, both at home and in school. They discover new things and ideas and it is important for teachers to bring in the opportunity to connect these scientific concepts together, making it relevant in their everyday lives, through the appropriate pedagogical approaches. Using Rogoff’s three lenses as an analytical tool, has shown that the lenses are interrelated; how the child has participated and changed, collaborated and interacted on contextual and cultural settings (Robbins, 2009). In addition, teachers who attempted to increase their knowledge in science would have more confidence in supporting children’s learning through stimulating interactions that nurture high-level thinking skills (Robbins, 2012). References Fleer, M., Jane, B. Hardy, T. (2007). Science for children: Developing a personal approach to teaching. (3rd ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Fleer, M., Jane, B. (2011). Design and technology for children. (3rd ed). Frenchs Forest NSW: Pearson Australia. Fleer, M., Gomes, J., March, S. (2014). Science learning affordances in preschool environments. Australasian Journal of Early Childhood, Vol. 39, No. 1, Mar 2014: 38-48 Mackey, G. (2012). To know, to decide, to act: The young child’s right to participate in action for the environment. Environmental Education Research, 18(4), 473-484. Robbins, J. Jane, B. (July, 2006). Intergenerational learning: Grandparents supporting young children’s learning in science. Paper presented at the 37th Annual Conference of the Australasian Science. Education Research Association, Canberra, ACT. Robbins, J. (2007). Young children thinking and talking: Using sociocultural theory for multi-layered analysis. Research Online, 1(1), 45-65. Retrieved from ro.uow.edu.au/cgi/viewcontent.cgi?article=1002context=llrg Robbins, J. (2009). Analysing young children’s thinking about natural phenomena: A sociocultural/cultural historical perspective. Review of Science, Mathematics and ICT Education, 3(1), pp. 75-97. Robbins, J. (2012). Learning science in informal contexts: The home and community. In Campbell, C Jobling, W. (Eds) Science in Early Childhood (pp.94-112). Port Melbourne: Cambridge University Press. Robbins, J. Bartlett, J. Jane, B. (July, 2006). Children’s technological and scientific thinking in block play: A cultural-historical perspective. Paper presented at 40th Annual Conference of the Australasian Science Education Research Association, Deakin University, Geelong Australia. Rogoff, B. (2003). Development as transformation of participation in cultural activities. In the Cultural Nature of Human Development. In B. Rogoff, The cultural nature human development (pp. 37-62). Oxford: Oxford University Press. Appendices Observation 1 Date: 12 August 2014 Child’s Name: Ann Plants need water! Washing hands is very important as part of our health and hygiene. After outdoor play, I brought Ann to wash her hands at the sink. When she was about to wash her hands, she saw a watering can in the sink. It was actually Miss Jess who brought the watering cans out as she wanted to fill up with water for the toddlers to water the plants. Ann stood by the side observing Miss Jess’s actions. Miss Jess asked, â€Å"Would you like to water the plants too?† Ann nodded her head shyly as she took the watering can from Miss Jess. She turned on the tap and began filling it up with water. I stood aside and asked, â€Å"Why are you filling up with water?† She replied, â€Å"I water the plants.† Ann turned off the tap and walked towards the planters nearby. She began watering the plants. She then walked towards the plants near the school gate and began watering the leaves. I asked, â€Å"Why are you watering the leaves?† â€Å"They need water.† She replied, â€Å"They are thirsty.† She continued watering the plants. Observation 2 Date: 13 August 2014 Child’s Name: Kate Ice Cold Ice After snack, I brought in some ice for the two year old children to explore. With some buckets filled with ice, small plastic cups and spoons, the children began using the spoon to scoop the ice from the bucket and transferred to the plastic cups. While the children were focused scooping the ice, one of Kate’s friend accidentally dropped an ice. She then used her hands to pick up the ice and put it back into the cup. I asked her, â€Å"How do your hands feel?† â€Å"Cold!† she replied with closed to her body and pretended to shiver. Kate was observing her friend’s conversation when the incident happened. Kate then used a spoon to scoop ice from a bucket to a plastic cup. Once the plastic cup is full, she poured all the ice into another bucket. She also felt the ice with her hands and said, â€Å"Cold.† And put the ice back into the bucket. She also pretended to shiver after saying it. Instead of using a spoon, she then held the cup and scooped the ice from the bucket. I was amazed by the way she used the cup to scoop for more ice. I commented, â€Å"Wow Kate, you used the cup to scoop the ice!† Kate pointed to the cup, smiled and said, â€Å"Cup.† Few minutes passed, when I turn and looked at Kate, she was pouring the ice from one bucket to another bucket. This time round, I was astonished! She managed to find the fastest way to transfer the ice. Observation 3 Date: 4 August 2014 Child’s Name: John I moved the ball with my tricycle! Our school believed that the environment is the children’s third teacher. Thus, we have a large outdoor space for children to experience outdoor activities. The toddlers were having outdoor play in the morning. They were engaged in blowing bubbles, ball play and tricycle. While I was kicking balls with a group of children, one of the balls rolled under John tricycle. It seemed stuck. John was using his both feet to move the tricycle realized the ball went under his seat. He looked at me, waiting for me to say something. I asked him, â€Å"John, can you help to bring the ball back us?† So, he stood up and wanted to remove the ball from his tricycle but it seemed stuck. He went back on to his tricycle, bend down to attempt to get the ball but he still could not. With a few attempts, he realized that the ball moves along when the tricycle move! He used his both feet to propel and the ball moves forward. He was laughing, enjoying the moment as he moved along with his tricycle and ball. John transported the ball back to us with his tricycle. I was surprised by his actions. â€Å"Thank you John, you brought the ball back with your tricycle!† I said. â€Å"I like the way you used the tricycle to fetch it back, it was interesting!† I added â€Å"You are welcome!† John replied. Thereafter, John went to get a ball and began transporting the ball using the tricycle that he rode on. Loo Si Hui

leagalize the green :: essays research papers

Seth Ingram   Ã‚  Ã‚  Ã‚  Ã‚  The wide ranging and imposing site of Dover Castle in Kent, England has been used in various forms as a defensive stronghold for over two thousand years (Microart ). Many years before the Normans ever arrived in 1066 to make the Dover castle we see today, this high land above the English Channel was the location of an Iron Age hill fort, which set the mold for the fortifications still visible today (Microart ). The Dover Castle at Kent has undergone many additions and reconstructions over its years, such as the great grandson of William the Conqueror, Henry II’s expansion in 1170 (Castles of Wales Web Site, www.castlewales.com). It is the best castle ever built, and its use extended into the 1940’s when it played still big roll in WWII. Dover has evolved much over it years, and its strategically positioned to be right in all of the action.   Ã‚  Ã‚  Ã‚  Ã‚  Most all buildings are created to serve a single purpose, a bank, a hotel, a factory, a school, ect. A castle however does not meet this mold, it can be many things a military base, a seat of government, a court and a stronghold for the surrounding region, in certain cases it filled all of these roles at once. However, a castle was generally the private residence of its owner. Castle were a product of the period, they were built in a time period that was not safe, but a castle offered some safety. It is important to note that very few of the many castles ever built assume the forms of castles that we see today. It should also be made to realize that generally castle life was quiet and peaceful. Most castles were owned by the nobility and the lives lived in them were not as portrayed in movies. As the close of the medieval period comes to pass, and stability seems to become a more constant factor, many castles lay more stress on the comforts of life, rather than th e defense of it.   Ã‚  Ã‚  Ã‚  Ã‚  Today’s castles first came to England in 1066 with William the Conqueror. Castles were the means by which he was able to conqueror England so successfully. By putting up these castles he was able to suppress any type of uprising that might occur. These first Norman castles were hurriedly put up to secure their foot hold in England, so as you can imagine they are not quite as glamorous as the giant heaping stone structures we see today.

Communication’s Effect on Effective Conflict Management

The process of effective conflict management is very complex. There are many elements that one must master in order to become effective at conflict resolution. In life, we will be faced with a myriad of people, all with different views and opinions; so naturally, we will be faced with conflict at some point in our lives. Once conflict is initiated (intentionally or not), it is important to keep a cool head and remember a few steps. According to our textbook, there are 5 stages for successful conflict resolution which are prelude to conflict, the triggering event, the initiation phase, the differentiation phase, and the resolution phase (Cahn & Abigail, 2007). It is very important to identify and learn these stages so they can be present in our minds during times of conflict. The first stage is the prelude to conflict stage. This stage deals with the tension that arises right before a conflict becomes external. Communication plays a large role in this stage. If communication fails, conflict will ensue. Communication can fail if one or more involved parties communicate with a negative connotation, tone, or word choice. Other things such as sharing too much information or not enough can also have a detrimental effect on communication at this point. All of these factors, although generally considered small components of communication, can lay the foundation for conflict. During this stage, the correct thing to do is to stop talking for a brief moment and examine one’s own emotions in an attempt to control them. Oftentimes, our inability to control our emotions will cloud our judgment and will only help to escalate the issue. It is also important to deal with the preconceived notions that we may have as these too can have an impact on our judgment. According to the attribution theory, â€Å"people act as they do in conflict situation because of the conclusions they draw about each other† (Cahn & Abigail, 2007). In most cases, our body language will also betray us and will project the negative feelings we may be experiencing. Many times, we can misread a person and this may lead to what is known as false conflict. â€Å"Perception of conflict is a cognitive factor that encompasses an individual’s position toward conflict in general,†(Ben-Ari & Hirshberg, 2009). It is for this reason that it is very important to make a serious effort to eliminate prejudgments and any negative body language that goes with it. Taking these steps during phase 1 will prevent setting a tone of hostility and will eliminate any unnecessary conflict. Phase 2 of the conflict refers to the actual event or events that trigger the conflict. This is a very important factor because by determining the trigger, we can focus on what the real conflict is and identify it. By focusing on the trigger, we can focus on the events and facts, rather than on the emotions behind the conflict. When addressing a conflict it is important to stay professional at all times,† (â€Å"Diffusing conflict,† 2010). This will help keep the focus on the conflict itself and should help keep communication from becoming hostile. It is also important to isolate and identify the true conflict as oftentimes, resulting emotions will cloud our better judgment. Once we have a better assessment of what the true conflict is, we can move to the next phase of the process. The next phase is known as the initiation phase. During the initiation phase, it is important to state the problem. Ideally, this process should foster communication. In order to move forward towards a successful resolution, it is important that all sides get to state their side of the conflict. Communication at this point becomes critical to solving the problem. It is also important to keep an open mind and listen to everything that is said. In many cases, others may have been offended by something we do or say without us knowing it. In order to successfully resolve the conflict, it is not enough to simply state the conflict and listen to all sides of the issue, but rather it is important to present possible solutions to the problem. The most effective way to ensure resolution is to formulate an adequate conflict strategy. Conflict strategies are â€Å"overall plans consisting of a cluster of behaviors that people use in a specific conflict situation† (Abigail & Cahn, 2007). This should occur during the following phase which is known as the differentiation phase. During this phase, it is advised that you analyze the information exchanged in the previous stages and work to formulate an adequate conflict strategy suitable for this particular conflict. Ideally, this process should foster an open, honest communication amongst the affected parties. It is important that everyone involved keep an open mind so that all possibilities are heard and so that we may keep our conflict strategy flexible. Again, communication plays a pivotal role in determining the success of the conflict strategy. The use of active listening and clear communication will be useful in getting all resolution ideas out on the table. It is important to be clear about what you expect from this conflict but it is of equal importance to listen to what the other party is seeking from this conflict. The final phase is the resolution phase. During this step, the affected parties should work together to achieve a realistic resolution that will benefit both parties. Part of good communication is having good listening skills. Once you reach this step, the conflict should be de-escalated and should be much easier to find middle ground. Since all sides have stated their positions and desires in the previous steps of this conflict, it is important to remember that emotions may still be raw. Communication and respect should take precedent in this phase in order to avoid falling into the pitfalls of conflict once again. A good resolution should fulfill certain requirements in order to be considered a success. First and foremost, the resolution should be considered fair and reasonable. Although, realistically, not everyone will get their way, everyone should be able to feel like they understand why they are not getting what they feel like they deserve. Feeling that the resolution was fair and unbiased will help prevent future conflict. The agreement should also be realistic and specific enough so that everyone may know what needs to be done and when. In order to proceed, everyone needs to understand what their role is for this resolution. It is also important to clarify the details of the resolution such as defining whether it is self-governed or whether it counts on others to enforce it (Ohrd, 2010). Once these precedents have been set and everyone understands the terms of the agreement, resolution is complete. One additional step is to follow up. Following up is not a traditional step in the conflict management process, but it has become a very important way of â€Å"going above and beyond. It serves as a gesture of goodwill and also helps to ensure that the terms of resolution are being met. It is also just as important to ensure that one keeps their own end of the resolution during the follow up phase as failure to do so will only cause yet another conflict to arise. As a customer service representative, I am faced with conflict on a daily basis. My communication skills have to be sharp as I am an over-the-phone representative for a national cell phone company. I deal with people from all walks of life and from all parts of the country. Usually, when a person phones in to the cell phone company, it is because they are experiencing an issue or are upset about something. Finally understanding the affect communication has on the conflict process has helped me improve in my conflict resolution skills at work. While at work, my main tool is communication since I am over the phone and I must get my point across verbally. One of my main functions is to de-escalate a customer that is calling in upset. Often, a customer will call in screaming and yelling because of their anger and frustration. At first, it was very hard not to get upset and respond in a similar manner. I have learned that I am the face of the company and in the customers’ minds, I am the company itself so the conflict is not with me personally, but rather the company. With this in mind, I realize how important it is for me to keep my tone and word choice professional. Phase 1 is extremely important in my job because it lays the foundation for how the call will go. Once a call gets off to a bad start, it is very hard to turn it around, so I have to get it right. Phase 2 usually occurs very early on in the call since the customer calling already knows what their conflict is. It is my job to actively listen to what issues the customer is experiencing and then move on to phase 3 so that I may analyze what the customer said and identify the problem. Although most customers are very straightforward with stating the problem, sometimes even they are not sure about what the real conflict is. They only know the issues they are experiencing. One common example of this is when a customer calls in to cancel their line because their bill is consistently high. After listening to what they feel is the problem, my phase 3 procedure is to analyze their account and identify the cause of the high bills. On my most recent example, the cause of the high bills was minute overages. I proceeded to check their account’s history and they had consistently been going over in their minutes for months. Phase 4 of my conflict resolution in this case would involve explaining the true cause of the high bills and suggesting a plan that better fits the customer’s needs. This solution is often met with some resistance, initially, because the customer does not see the benefit for them. They see a plan with more minutes that will cost them more money, so it is my job to help the customer see the benefit of what I am proposing. Someone who usually pays $30 in overages on average per month would benefit greatly by changing to a plan that is $10 more per month but would include enough minutes to suit their use. In order to achieve this, effective communication must take place. By phase 4, I should have already calmed the customer down, listened to their issues, and identified the problem. When presenting the solution, I must also be very careful in my tone and word choice as these are my tools to resolve the conflict. Both my tone and word choice have to project confidence and professionalism. Customers need to feel that they are dealing with a professional who is a specialist to help them so that they can keep an open mind to what I will suggest to them. The 5th phase is the resolution phase. In this particular situation, the customer has the last word in choosing the resolution, but it is my job to steer them towards a resolution that is positive for both the customer and the company. This final process requires that we recap all of the information discussed and reinforce that the decision being made is the correct one. This provides additional closure to help the customer feel confident that they are making an informed decision with a professional company. The last step of the conflict resolution process in this scenario is the follow-up. We have several methods of performing follow-ups with our customers. One way of following up with the customer is through our post-call surveys. Customers receive follow-up calls from our customer service department and answer a series of questions as to how their customer service representative treated them and if their conflict was solved adequately. This is a very important step because aside from re-affirming the importance of communication with our customer, it also helps the company know what types of conflict are not being resolved efficiently. Another way that the company seeks to follow-up with our customers is by having customer service representatives perform follow-up reviews on customers’ accounts. Generally, we are given time at the beginning of our shift to review the accounts we have handled previously. We document whether or not the customer has called back within 48 hours of their last contact with us. The theory behind this is that if we are doing an effective job of resolving conflict with the customer as a company, the customer’s issue should be resolved in one call. If the customer has called back within 48 hours of their call with you, then you did not adequately solve their issues and the conflict continued. By performing follow-up reviews, the company can keep track of your one call resolution accuracy and can coach each representative on specific types of calls that they need help on based on their one call resolution review. This follow up review is effective in that it shows the company’s commitment to getting the conflict resolved for the customer and it also shows the company’s commitment to helping the employee succeed and improve. The process of conflict management, although complex, relies heavily on the use of effective communication. Conflict management is a part of daily life and recognizing the importance of communication will increase the rate of success in dealing with conflict. Learning to communicate clearly and openly will make mastering the art of conflict management a much more pleasant experience.References http://www.ohrd.wisc.edu/onlinetraining/resolution/step8.htm

The Ideal Vacation Getaway Essay

When thinking of vacations, thousands of destinations storm the brain. Many do not rank their top vacation destinations, but the ideal vacation destination is one almost all are familiar with, the Bahamas. The ideal vacation would be a trip to the Bahamas, alone. One may think to themselves, why the Bahamas? The Bahamas is the perfect vacation getaway with many exclusive attractions, to name just one, the amazing beaches. The Bahamas have world renowned beaches. The beaches have the clearest waters on Earth, not to mention the cleanest. While at the beaches one can enjoy jet skiing on the crystal clear waters in the blazing hot weather. After a long day at the beach, visitors can enjoy the toothsome and mouth watering traditional food during their stay in the Bahamas. It is said that food in Bahamas is never bland, especially entrees like Rock Lobster, is a favourite among visitors. One can enjoy the special soup Sousse as a great appetizer, containing oxtail and chicken. Read more: Dream vacations essay The Bahamas specialize in coconut based desserts such as coconut tarts, cakes, puddings, pies. custards and even special ice cream. These desserts are very popular amongst visitors and natives of the land. Lastly, one should voyage on this trip to the Bahamas alone. Having family along is no problem, but when one is alone they will meet new people, create new memories and make new friends. Going alone to the Bahamas would mean leaving ones stressful life behind and forget about the worries back home. The visitor would truly enjoy the experience of not having to worry about anyone but themselves on their trip. In conclusion, the world renown beaches, traditional food and opportunity to travel alone are just a few of the reasons why a trip to the Bahamas would be ideal. One would have to experience firsthand to uncover what else the Bahamas has in store for them.