Employee Relations and Employee Law Essay Example | Topics and Well Written Essays - 2000 words

Employee Relations and Employee Law - Essay Example The latter was largely unpopular with employers and some employees but provided a lot of billing time to the legal fraternity due to its intricate and indefinite procedures that were wrought with problematic clauses. An Associate at Mogers Associates, Tim Gofton observed that, ‘The complexity of the SDRP and the wide interpretations given by Tribunals to important areas of the SDRP (such as supposedly straightforward issues such as what constitutes a ‘grievance’) pushed employees towards seeking legal advice. This in itself pushed parties further away from resolution’ (Gofton, 2009 p.2). For the second time in five years, dispute resolution between employers and employees will be radically overhauled through an introduction of a process that has less stringent measures to the defaulting persons or entities when compared to the earlier process. While a majority of the players have welcomed the new forum for resolution of grievances, others have questioned the ambiguities encompassed in the new code which might lead to further escalation of grievance claims like in the earlier process (an increase by 40 - 65 percent within the last two years). Tynan (2009), however asserts that ‘the code is certainly less prescriptive than the old statutory dispute resolution procedures (SDRPs) that promoted fixation on procedural compliance rather than working actively to resolve the dispute.’(Tynan, 2009, p. 1). The formation of the Advisory, Conciliation and Arbitration Service (ACAS) in 1975 was preceded by a period of great turmoil in the relationships between employers and their staff. Large-scale industrial unrest in the late 1970s and 1980s was widespread due to lack of an agreeable dispute or grievance resolutions mechanism between the employers and employees. The government as a result formed ACAS through the Employment Protection Act to act as the arbitrator in the many highly volatile national strikes that were paralysing the nation hence sabotaging

Bigger, Faster, Stronger Essay Example for Free

Bigger, Faster, Stronger Essay Chris Bell who came from an overweight family narrated this film. Chris did not want to be like his father when he was younger; instead he wanted to be like Arnold Schwarzenegger. Chris’ older brother would beat up kids who made fun of him so he was nicknamed Mad Dog. His younger brother hated school and had a learning disability. His younger brother was nicknamed Smelly. Chris and his brothers would wrestle in their basement. Mad Dog had become football captain at his school, while Smelly and Chris began participating in body building competitions. Chris was the strongest kid in his high school and held the New York record. Chris had started to get accused of using steroids. By his senior year he was one of the strongest kids in the country. He moved to California and trained at the gym that Arnold Schwarzenegger trained at. All he accomplished with moving was landing a job at Gold’s Gym selling memberships. It was said that some move to California and live out of their cars to lift at Gold’s Gym. Chris was always against steroids, so when he found out that all his heroes had used them he was very bothered. Chris’ older brother, Mad Dog, stated using steroids while playing football at University of Cincinnati. Shortly after he quit college to pursue another dream of his which was professional wrestling. Mad Dog was the guy who got paid to make other wrestlers look good by getting beat up. Mad Dog was told he would get a contract, but never did. Mad Dog started doing drugs in addition to steroids. He said he would rather be dead than average and later attempted to commit suicide. Smelly also followed Mad Dog and took steroids. He also pursued his wrestling dream, but unlike Mad Dog he had a wife to consider. After having a son, Smelly realized that wrestling was not the life he wanted. Smelly and his wife settled down in the suburbs and opened a gym. But even after quitting wrestling the steroid usage did not stop. Chris could not understand why he was so against steroid usage, but his brothers were not. It is said that many of the baseball players were using steroids and baseball players because of this went from being scrawny to looking like wrestlers. In 2005 Congress spent 151 days in session and 8 of those they spent debating the use of steroids. According to the Centers for Disease Control and Prevention anabolic steroids kills 3 people a year and is #142 in top killers. Steroids are synthetic versions of hormones that your body produces naturally. Some side effects of steroids are acne, hair growth, and reduced sperm count. Some side effects in women are deepened voice, menstrual problem, and enlarged clitoris. Some of these side effects are not reversible. Testosterone tells the body to increase muscle size and strength and helps you recover from workouts faster. For kids some experts think steroids can stunt their growth, but it is not proven. No one has ever done studies on long-term effects of steroids. Congress wanted to pass a law that would control steroids like cocaine and heroin. In 1990 Congress passed the Anabolic Steroid Control Act. This video has not changed my opinion on steroids. My thought on steroids before watching this video was that it should only be used for medical reasons. I consider those who use steroids to gain an advantage over others in professional sports as cheaters. This video, however, did introduce me to many other types of people who use steroids such as pilots, porn stars, and musicians.

Decision Making with a Neonatal Ethical Dilemma

Decision Making with a Neonatal Ethical Dilemma Natalia Perdomo Introduction Ethical dilemmas have been at the forefront in the healthcare industry. Nurses are constantly faced with situations in which difficult decisions must be made. It is crucial to determine at what point autonomy outweighs patient wellbeing. Gather Data The ethical situation presents a woman delivering a baby in a country hospital after suffering complications. These complications cause inadequate oxygen delivery to the baby. The baby is supported by nutrition and hydration and currently in an unresponsive state to verbal and tactile stimulus. The NICU staff and nurse have never experienced this situation in the past and are unaware of how to proceed. The parents are in a state of extreme grief while the staff feels overwhelmed and uncertain in regards to a solution. Information not presented in this case includes reassessment of Apgar score, gestational age, weight of infant or type of delivery as well as mother’s medical history. Key Participants The key participants in this dilemma include the parents, the NICU staff and the nurse who is primarily responsible for the mother’s care. When considering the mother’s perspective, it is crucial to understand the many factors that play into her thought process. She has been through a difficult labor and is stated to be weak and grieving. When asked to make a decision, she feels competent enough to make a valid decision. The father, who is also grieving, agrees with his wife, who is in a distressed state. Both parents are saddened by the condition of the infant and feel there is no choice other than to discontinue life support measures because they value quality of life and do not want their infant to endure suffering any longer. The NICU staff, who pride themselves in valuing patient autonomy, want to be as supportive as possible and perform in the best interest of the patient. The nurse and staff agree that the mother does not have decision-making capacity at the time of the decision. The nurse demonstrates an ethical struggle, as she needs to fulfill her supportive role towards her patient. She feels that by not offering enough information, she cannot assist the parents in making the best decision or intervene due to her lack of knowledge. Statement of Ethical Problem of Conflict The ethical conflict rests on the nurse in this case. The conflict is whether she should support the decision of her patient to discontinue nutrition and hydration or whether she should seek out alternative options to convince her patient to reassess her decision. Review of Literature When dissecting a situation such as this one, it is critical to understand the key points in their entirety to determine the most effective approach. According to Conde-Agudelo and Romero (2012), an amniotic fluid embolism (AFE) is known as a rare and fatal obstetric condition associated with severe symptoms such as sudden cardiovascular collapse, respiratory distress, altered mental status and fetal distress. It is currently the second leading cause of maternal death in the U.S. and must receive prompt and aggressive treatment by a multidisciplinary team. The fetal distress caused by AFE results in hypoxia of the neonate, which in consequence may cause life threatening injuries and lifelong disability. Anju, Naijil, Paulose, Roshni and Shilpa (2012) state that hypoxia may cause multi organ failure and functional damage especially to the cardiovascular and central nervous systems. The authors also note that because hypoxia has the potential to induce neuronal death in vulnerable brai n regions, impairment of cognitive function can be detected later in life. In addition to the effects of the AFE, it is crucial to understand the hormonal process contributing to the emotional state in the postpartum period. After a woman gives birth, the levels of estrogen and progesterone decline rapidly. Harvard Medical School (2011) explains that due to the plummet of hormones immediately after birth, emotional instability may result as these reproductive hormones interact with neurotransmitter systems that affect mood and mental health. Expected post partum emotions, according to Turner (2012) include feelings of tiredness, anxiety, tearfulness, lack of energy and insomnia. There are many laws that serve to protect the rights of the infant and child. The United Nations Declaration of the Rights of the Child (1959) states that the child â€Å"shall be entitled to grow and develop in health; to this end, special care and protection shall be provided both to him and to his mother, including adequate pre-natal and post-natal care.† Although care and protection of the infant is essential, there are always exceptions. In the court case Miller v. HCA (1990), a premature infant was born with multiple complications and a poor prognosis. The parents made it clear they wanted no measures taken to save the infant. However, the physicians intervened regardless and initiated life sustaining measures. These parents valued quality of life and disagreed with life sustaining measures due to likelihood of severe and permanent physical and mental impairments in the future. When their autonomy was not respected and the infant was kept alive, the parents became respon sible for the life of a child with severe disabilities. Aladangady and Rooy (2012) clarify that babies with poor prognosis should have treatment decisions made jointly by the health care team and infant’s family while considering the best interests of the baby and current clinical condition. Ethics committees in hospitals serve as resources to the providers as well as the patients and should be considered as they provide ethics education. However, Gaudine, Lamb, LeFort and Thorne (2011) assess barriers to requesting an ethics consult, which include consult worsening the situation, unhelpful consultations, solutions conflicting with good practice and working with unqualified ethics consultants. Supporting Principles or Theories Burkhardt Nathaniel (2014) define autonomy as the â€Å"freedom to make choices about issues that affect one’s life, free from lies, restraint, or coercion† (p. 60). This principle respects each individual and highlights his or her uniqueness and value within a society. There are four basic elements that determine autonomy. The autonomous person must be respected, have the ability to determine explicit personal goals, have the capacity to decide on a plan and have freedom to autonomously act upon choices made. Children, fetuses and individuals with mental impairments are not considered autonomous; therefore, they are unable to make informed choices. The principle of beneficence according to Burkhardt Nathaniel (2014) requires that nurses act in ways that will benefit their patients by doing good. There are three major components within this principle, which include doing or promoting good, preventing harm and removing evil or harm. By striving to act in ways that are morally and legally correct, it allows the nurse to gain trust from her patients as well as from society. Within the context of the situation, the two ethical principles presented oppose each other in regards to the ethical dilemma of the nurse. By supporting the decision to discontinue hydration and nutrition, the nurse is respecting the patient’s autonomy. The baby does not possess autonomy and therefore, cannot make decisions. The parents possess the right to make decisions as they see fit and the nurse must respect their freedom. The nurse abides by the principle of beneficence by choosing to seek out options to provide the best possible alternatives within her scope of practice. By doing this, she can educate the parents and give them an opportunity to make an educated decision, which may facilitate reassessment of the decision to prevent any further harm to the neonate. Desired Outcome for All Participants The desired outcome for the situation presented is for the country hospital’s NICU staff to work together and form a plan of care that is in the best interest of the neonate. The plan of care should be discussed with the parents and they should feel confident with their informed decision. Once the plan is discussed with the parents and they are in agreement, the NICU team will work together to implement the plan. Options The nurse may support her patient’s wishes to have life sustaining measures withdrawn in the infant. Within the mother’s current emotional state, this action may seem as the most reasonable but down the line, she may feel extreme guilt and regret. This decision may trigger moral distress amongst the nurse and NICU staff due to their lack of knowledge and guidance in the situation. However, by supporting the decision the nurse demonstrates respect for patient autonomy. If the infant is disconnected, the staff may speak to the parents about providing palliative care and donation of the infant’s viable organs. The nurse may also choose to reassess both mother and baby for a week due to the mother’s initial lack of decision-making capacity. This option violates patient autonomy as the parents wish to disconnect hydration and nutrition. By keeping the baby in its current state, it may cause difficulties for the parents as they value quality of life and disagree with life sustaining measures. However, this option provides the nurse with an opportunity to intervene, consult specialists, research and learn about the mother’s condition and most effective implementation. By reassessing both patients for a week, it buys the infant some time to recuperate from birth trauma and allows the mother to reach optimum health in order to make a rational decision. Another option that may be considered in this situation is to consult the hospital’s ethics committee. Since the nurse is unsure of whether to support parents or encourage them to reassess their decision, she may call in a third party to intervene. This option also goes against the patient’s wishes and may cause them to lose trust in the nurse, which may result in stress on the patient-nurse relationship. The patient and her husband may also refuse to speak to the ethics committee altogether. However, if the patient and her husband consider the option of speaking to an ethicist, it allows them to discuss their decision-making process and values with an unbiased party. By incorporating another person who was not initially involved in the situation, it will assist in relieving some distress the staff feels in regards to the dilemma. Decision and Justification The best decision in this case is for the nurse to reassess both the patient and infant for a week due to the mother’s initial lack of decision-making capacity. Although this choice goes against the autonomy of the mother, it is a decision that is made in the best interest of both the mother and the infant. Extra time allows the nurse to obtain research about AFEs and clinical manifestations to better aid her patient. As stated earlier, one of the main symptoms of an AFE is altered mental status, which may explain why such a rash decision was initially made. The nurse is aware of the altered mental status and must intervene due to the principle of beneficence. During this time, the nurse may consult with a neurologist to observe the mother’s neurologic status and monitor for any impairment. Furthermore, the nurse may consider consulting a neonatologist to determine possible treatment options and prognosis of the infant. This option serves as the most effective over the others because it involves the most thought out process. The option to support her patient’s wishes and autonomy is not in the best interest of the mother or baby, as the nurse is aware of the mother’s lack of decisional making capacity. It is the nurse’s responsibility to do good within her scope of practice and seek out the best option for her patient; this option does not allow her to do so. Requesting an ethics consult would involve more staff in this very delicate situation and most likely negatively affect the nurse-patient relationship by further upsetting the patient and her husband. Effectiveness of Decision The decision that is chosen by the nurse is effective because it involves the implementation of a plan that is carried out by the staff, as well as other collaborative means such as neurology and neonatology. This decision provides the nurse with an opportunity to research options with the patient’s best interest in mind while providing the patient with the prospect of healing. Meanwhile, the infant may receive an appropriate evaluation to determine likelihood of survival. If after further assessment possession of decisional capacity is confirmed, along with confirmation of infant’s unchanged state, the parents may then restate their wishes to disconnect nutrition and hydration as they strongly value quality of life. At this point, the nurse may feel confident in her decision to support the patient’s autonomy as the appropriate measures were taken. Conclusion This scenario is one of many in which a nurse may be faced with a difficult decision. Assessment is the key component in determining whether or not autonomy outweighs patient wellbeing. Once a conclusion can be deferred, the nurse can then implement the most effective plan of care. References Aladangady, N., Rooy, L. (2012). Withholding or withdrawal of life sustaining treatment for newborn infants. Early Human Development, 88, 65-69. Anju, T.R., Naijil, G., Paulose, C.S., Roshni, T. Shilpa, J. (2013). Neonatal hypoxic insult- mediated cholinergic disturbances in the brain stem: effect of glucose, oxygen and epinephrine resuscitation. Neurological Sciences, 34(3), 287-296. Burkhardt, M.A., Nathaniel, A.K. (2014). Ethics and issues in contemporary nursing (4th ed.). Clifton Park, NY: Delmar Publishers. Conde-Adudelo, A. Romero, R. (2009). Amniotic fluid embolism: an evidence- based review. American Journal of Obstetrics Gynecology, 201(5), 445e1-445e13. Declaration of the rights of the child. (2014). In United Nations Cyber School Bus. Retrieved, from https://www.un.org/cyberschoolbus/huma nright s/resources/child.asp Gaudine, A., Lamb, M., LeFort, S.M. Thorne, L. (2011). Barriers and facilitators to consulting hospital clinical ethics committees. Nursing Ethics, 18(6), 767-780. Harvard Medical School. (2011). Beyond the â€Å"baby blues.† Harvard Mental Health Letter, 28(3), 1-3. Michigan State University. Case Study: Miller v. HCA. Retrieved from https://www.msu.edu/course/hm/546/miller_v_hca.htm Turner, S. (2012). Postpartum emotions. Midwifery Today, 12(5), 33-36.

Appearance versus Reality in Shakespeares Othello Essay -- essays res

The play 'Othello' is an epiphany of the ultimate battle between appearance versus reality in the respect that Iago is the complete opposite from what he appears to be. Everyone involved with him separately thinks that he is doing them favors, when actually he is a backstabbing, conniving person who is the essence of evil and is often referred to as half-man, half-devil. Contrary to Iago, Othello is often referred to as a God-like figure, innocent in every way: trusting and naà ¯ve. Unfortunately for Othello, this serves as his eventual downfall helping Iago play Othello like a harp, which results in Desdemona's death. Iago's two-sided face and the other characters' readiness to believe him before thinking twice is the driving force of the play and its plot. Everyone involved with Iago separately thinks that he is doing them favors, when actually he is a backstabbing, conniving person who is the essence of evil and is often referred to as half-man, half-devil. 'I am not what I am.' This is a quote that should not be taken for granted. In this quote, Iago describes himself as a demonic Satan-like person contradicting God's quote 'I am that I am.' Indeed, Iago represents the very essence of the play's theme: appearance versus reality. In reality he is the cunning, untrustworthy, selfish, and plotting evil that the audience gets to know through his soliloquies, but in his appearance he is that same old, trustworthy, run of the mill Iago that they think they know so well. In fact, Othello, after he murders his own wife, accredits Iago as, 'An honest man he is, and hates the slime/ That sticks on filthy deeds.' Inopportunely for Othello, who seems to trust Iago so, Iago is the exact opposite of what Othello takes him to be. Iag... ...by Othello, and yet denied it every bit, preserving her honor as, in her eyes, a sacred and tangible reality. The play ?Othello? is an epiphany of the ultimate battle between appearance versus reality in the respect that Iago is the complete opposite from what he appears to be. Everyone involved with him separately thinks that he is doing them favors, when actually he is a backstabbing, conniving person who is the essence of evil and is often referred to as half-man, half-devil. Contrary to Iago, Othello is often referred to as a God-like figure, innocent in every way: trusting and naà ¯ve. Unfortunately for Othello, this serves as his eventual downfall helping Iago play Othello like a harp, which results in Desdemona?s death. Iago?s two-sided face and the other characters? readiness to believe him before thinking twice is the driving force of the play and its plot. Appearance versus Reality in Shakespeare's Othello Essay -- essays res The play 'Othello' is an epiphany of the ultimate battle between appearance versus reality in the respect that Iago is the complete opposite from what he appears to be. Everyone involved with him separately thinks that he is doing them favors, when actually he is a backstabbing, conniving person who is the essence of evil and is often referred to as half-man, half-devil. Contrary to Iago, Othello is often referred to as a God-like figure, innocent in every way: trusting and naà ¯ve. Unfortunately for Othello, this serves as his eventual downfall helping Iago play Othello like a harp, which results in Desdemona's death. Iago's two-sided face and the other characters' readiness to believe him before thinking twice is the driving force of the play and its plot. Everyone involved with Iago separately thinks that he is doing them favors, when actually he is a backstabbing, conniving person who is the essence of evil and is often referred to as half-man, half-devil. 'I am not what I am.' This is a quote that should not be taken for granted. In this quote, Iago describes himself as a demonic Satan-like person contradicting God's quote 'I am that I am.' Indeed, Iago represents the very essence of the play's theme: appearance versus reality. In reality he is the cunning, untrustworthy, selfish, and plotting evil that the audience gets to know through his soliloquies, but in his appearance he is that same old, trustworthy, run of the mill Iago that they think they know so well. In fact, Othello, after he murders his own wife, accredits Iago as, 'An honest man he is, and hates the slime/ That sticks on filthy deeds.' Inopportunely for Othello, who seems to trust Iago so, Iago is the exact opposite of what Othello takes him to be. Iag... ...by Othello, and yet denied it every bit, preserving her honor as, in her eyes, a sacred and tangible reality. The play ?Othello? is an epiphany of the ultimate battle between appearance versus reality in the respect that Iago is the complete opposite from what he appears to be. Everyone involved with him separately thinks that he is doing them favors, when actually he is a backstabbing, conniving person who is the essence of evil and is often referred to as half-man, half-devil. Contrary to Iago, Othello is often referred to as a God-like figure, innocent in every way: trusting and naà ¯ve. Unfortunately for Othello, this serves as his eventual downfall helping Iago play Othello like a harp, which results in Desdemona?s death. Iago?s two-sided face and the other characters? readiness to believe him before thinking twice is the driving force of the play and its plot.

The process of preparing and delivering our team’s presentation

Abstract In any organizational or institutional setting, teamwork is usually instrumental in meeting departmental or organizational objectives. Even with the benefits that are associated with groups or teamwork, there are several challenges that may hinder attainment of the set objectives. This paper presents the process that was involved in the preparation and delivery of our group presentation. It discusses the stages of development that the group went through, highlighting the exercises that were undertaken at each stage. With reference to group motivation theory, it addresses the approaches that were used during the group exercise to motivate members to contribute towards the exercise. It has also presented the competencies that group members developed in the course of the group exercise. Introduction This paper provides an overview of the processes involved in the preparation and delivery of our team presentation. It relates the group work process to theories and literature on organizational behavioural theory that can be used to explain dynamics in group and teamwork. The main concepts to be covered in this paper include group and team development, motivation and learning at work. Group development is defined as the stages that groups undergo, from creation of the group to accomplishment of the assigned task (Bonebright, 2010). Motivation, which is a vital determinant of productivity, refers to the approaches used to trigger a desire in an individual to be more dedicated to the accomplishment of their tasks (Sachau, 2007). Learning at work, or team learning, is the attainment of skills by individuals in the course of the group task (Zellmer-Bruhn & Gibson, 2006).Group and Team DevelopmentThis are the stages through which undergo from assembling team members to attainment of the set objective. There are different models that can be used to describe the process or group development. One of the widely used models is Bruce Tuckman’s four-stage model formulated in 1965, which divides the development process into four stages. These are forming, storming, norming and performing (Egolf & Chester, 2013). Whereas some teams undergo all these stages in group development, some end at the norming stage, which was also the case with our team. This section relates the development of our group with reference to Tuckman’s four-stage model. According to Bonebright (2010), the forming stage involves creating an understanding of one’s team members. It is also characterized by the desire of individual team members to be accepted as part of the larger group (Hill & Parsons, 2014). In our team, this stage of group development involved activities that could enable us to work together and be more productive. Team members spent time interacting and knowing abou t each other so as to eliminate the tension that could prevent them from effectively working together. This stage also involved the appointment of the group leader, setting of ground rules and agreeing upon the meeting schedules. Conflicts were minimal at this stage, which can be attributed to the fact that challenges associated with teamwork had not yet arisen. The second stage in group development is storming. This is the stage where different ideas or opinions are presented by group members for consideration (Garfield & Dennis, 2012). It is highly likely for group members to present conflicting opinions, which also triggers rivalry and tension within the group. Whereas conflicts might be considered as being adverse towards attainment of the team’s objectives, constructive conflicts provide a chance for group members to select the appropriate options to pursue in addressing the task at hand (Fleishman et al., 2008; De Wit et al., 2012). This is the most critical stage in gr oup development, and issues have to be resolved before moving to the next stage (Egolf & Chester, 2013). Referring to the process of delivering our team’s presentation, some of the conflicts that arose included the theories to incorporate in the presentation or the sources to be used. For instance, I questioned why the group leader insisted on using books as our main sources, yet peer reviewed journals that were readily available in the college library database could also be used to compliment books. Other group members also questioned why they could not use any source they come across on the internet. However, these conflicts were minor and short lived. The third stage is of group developing is referred to as norming (Egolf & Chester, 2013). After the conflicts have been resolved in the storming stage, the effectiveness of the team begins to increase, trust among team members grows and the individual differences are appreciated (Garfield & Dennis, 2012). This was the final s tage of development for our group. For the functionality of the team, some group members stopped persisting with their ideas for the sake of avoiding conflict. There was also an increased cohesion among members, and as opposed to conflicting opinions that characterized the storming stage, team members showed support for each other, and provided constructive feedback for each others’ contribution to the team. The fourth stage of group development is referred to as productivity. According to Egolf and Chester (2013), not all groups progress to this stage. Our group did not get to this stage based on the fact that the task that was to be accomplished was short-term. In summary, the developments that took place in our group, as well as the issues that characterized them, closely relate to Tuckman’s four stage model (forming, storming norming and performance). The fact that the group exercise was short-term meant that the group development did not progress to the performanc e stage, but the objective of the team was met. Group Motivation Motivation in teamwork incorporates all the efforts that are made by team members to increase the cohesion and levels of productivity of the entire team (Wright et al., 2012). With reference to Hertzberg’s dual factor theory of motivation, there is a set of factors that increases the productivity of individuals in accomplishing their tasks. There is also another separate set of factors that cause dissatisfaction and thus, limit individual productivity (Sachau, 2007). This section addresses the approaches that were used to motivate group members. In group work, one of the motivation approaches is through ensuring effective communication among all people within the group (Dunin-Keplicz & Verbrugge, 2011). In group work, responsibilities are divided into smaller tasks and assigned to members depending on their competence. Given that all these sub-tasks contribute towards the attainment of the overall team objective, it is necessary for all team members to communicate about the pr ogress of their respective tasks. This will avoid situations where some members unknowingly derail, or fail to complete their tasks within the agreed upon time limits (Lencioni, 2012). During the preparation and delivery of our group presentation, we ensured that communication between us was effective. This was done by requesting all group members to provide their phone numbers and email addresses. We also followed each other on social media platforms. This ensured that if there was a breakdown in one communication channel, there was always another viable objective. When handling group tasks, it is vital to schedule regular meetings in consideration of the responsibilities of all group members. This ensures that every group member is available during the meeting (Dunin-Keplicz & Verbrugge, 2011). Regular meetings also allow for close consultations between group members in case some group members hit a snag in completing the tasks that they have been assigned (Lencioni, 2012). Most o f the members in our team were dedicated and never skipped meetings. Whereas there were team members who easily handled the tasks that they had been allocated, there are some who found it quite challenging to accomplish their tasks. We understood the fact that there are some people who are quicker than others in accomplishing their assigned tasks than others is common. Thus, instead of reprimanding them, we took to the initiative to ensure that group members who had a challenge in completing their tasks were assisted to complete them. Motivation in teamwork also entails making everybody feel like they valuable members (Hill & Parsons, 2014). For instance, if a decision is to be made about a project, the opinions of all group members have to be considered. This encourages constructive debates, which are vital for rational decision making. The group members’ motivation to deliver may be adversely affected if major decisions are only made by a section of the team, which may also lead to groupthink. Groupthink is a common phenomenon in teamwork where the fear of conflicts, or desire for group conformity and harmony, causes other group members to agree with decisions made by others. This is regardless of whether they are suitable or not (De Wit et al., 2012). During our group work, all members were allowed to actively engage in discussions and every opinion presented was listened to. Even though it was not possible to implement incorporate all members’ opinions in decision making, reasons why some opinions were considered over others was also clearly explained to all group members. Our team was culturally diverse, and included people from both genders. Therefore, tasks were distributed in consideration of this diversity. Different approaches were used to motivate group members. However, even with the efforts that were made to optimize the productivity of every group member, there were some individuals who failed to attend group meetings without good r easons. Regardless of these drawbacks, the rest of the team worked diligently to the completion of the project. Learning at Work Learning at work refers to the skills and competencies that members of a team learn as they collectively accomplish a task (Zellmer-Bruhn & Gibson, 2006). Typically, the abilities of each individual in the team will vary, with each being more competent in some areas, less competent in others In this regard team members learn from each other through sharing knowledge so as to compliment one another’s skills (Dunin-Keplicz & Verbrugge, 2011). This section discusses the process of team learning within the group during the exercise. Team members have to ensure that they have created strong relationships and trust amongst themselves to facilitate team learning. Failure to create a team environment that allows members to learn from one another may undermine the attainment of the overall team objective (Lencioni, 2012). Learning at work or team leaning can be made possible through observations, dialogue and reflection (Hill & Parsons, 2014). Team members should be willing to enable t hose who are not as competent as they are in certain aspects that are vital to the accomplishment of the team’s objective to improve. Likewise, team members who lack some competencies ought to take the initiative to learn through observation or asking for assistance (Zellmer-Bruhn & Gibson, 2006). One of the models that can be used to understand team leaning is the action-learning cycle (Coghlan & Rigg, 2012). Action learning is a continuous learning process, where individuals from their own experiences and actions, as well as those of other members of their team. Through their own experience, people learn to avoid repeating mistakes they did and continue to improve their competencies in certain disciplines. The action-learning cycle was designed to enable individuals to draw lessons from their experiences by making analytical reflections of their actions (Pedler & ?Abbott, 2013). This means that lessons from past experiences can guide present actions, while lessons learnt fr om the current experience can be used to guide future actions. In the course of the preparation and delivery of our group presentation, team members learnt from each other in different ways. Based on the relationship that had been developed between team members, dialogue was one of the most used approaches for team learning. Group members were willing to share information with others to improve each other’s levels of competence. For instance, one two of our team members were competent in using different data analysis approaches so as to come up with relevant conclusions on the research topic. In addition to this, while most of us were comfortable with the basic function of Microsoft Word, Excel and PowerPoint, one of the team members and I, were more competent with the more advanced options. Therefore, we spent some time during meetings learning from and teaching each other. Learning took different approaches, which included reflections and observations. Even though some of t he competencies that were learnt were not improved to the extent that perfection was attained, most of the group members had improved their skills in one aspect or other. I improved my confidence and public speaking skills through the mock presentations that were held by the group in preparation for the final presentation to a larger audience.. All team members also learnt several concepts that could enable them to be more productive members of teams in future. In summary, the group exercise was instrumental in developing some competencies that every group member lacked. As mentioned, different approaches were used in learning or teaching each other about different concepts that were challenging for different group members. Conclusion The capability of an individual to be a productive member of a team is one of the vital competencies that are required for success in any aspect of life. In the preparation and delivery of our group presentation, several characteristics of groups, which relate to organizational behavioural theory, were identified. This paper has presented an overview of the factors that characterized the team working process. One of these is the process through which the ram developed through the formation, storming and norming stages. Based on the fact that the group assignment was short-term, we did not get into the performance stage. The motivation factors that contributed towards the achievement of the overall team goal have also been presented in this paper. Ways in which different group members leant from each other to improve their competencies in several areas have also been addressed in this paper. Whereas the group task was successfully accomplished, some of the few drawbacks that affected the research have also been presented. References Bonebright, D.A., 2010. 40 years of storming: a historical review of Tuckman’s model of small group development. Human Resource Development International, 13(1), pp.111-20. Coghlan, D. & Rigg, C., 2012. Action learning as praxis in learning and changing. Research in Organizational Change and Development, 20, pp.59-89. De Wit, F.R.C., Greer, L.L. & Jehn, K.A., 2012. The Paradox of Intragroup Conflict. Journal of Applied Psychology, 97, pp.360-90. Dunin-Keplicz, B. & Verbrugge, R?., 2011. Teamwork in Multi-Agent Systems: A Formal Approach. New Jersey: John Wiley & Sons. Egolf, D. & Chester, S., 2013. Forming Storming Norming Performing. Bloomington: IUniverse. Fleishman, R., O’Leary, R?. & Gerard, ?C., 2008. Recent Developments in Conflict Resolution and Collaboration. London: Emerald Group Publishing. Garfield, M.J. & Dennis, A.R., 2012. Toward an Integrated Model of Group Development: Disruption of Routines by Technology-Induced Change. Journal of Management Information Systems, 29(3), pp.43-86. Hill, F. & Parsons, L?., 2014. Teamwork in the Management of Emotional and Behavioural Difficulties. New Jersey: Routledge. Lencioni, P., 2012. The Five Dysfunctions of a Team: Intact Teams Participant Workbook. San Francisco: Pfeiffer. Miner, J.B., 2005. Organizational Behavior: Essential theories of motivation and leadership. New York: M.E. Sharpe. Pedler, M. & ?Abbott, C., 2013. Facilitating Action Learning: A Practitioner’S Guide. Berkshire: McGraw-Hill International. Sachau, D.A., 2007. Resurrecting the motivation-hygiene theory: Herzberg and the positive psychology movement. Human Resource Development Review, 6(4), pp.377-93. Wright, B.E., Moynihan, D.P. & Pandey, S.K., 2012. Pulling the Levers: Transformational Leadership, Public Service, Motivation, and Mission Valence. Public Administration Review, 72(2), p.206–215. Zellmer-Bruhn, M. & Gibson, C., 2006. Multinational organization context: Implications for team learning and performance. Academy of Management Journal, 49(3), pp.501-18.

Pros and Cons of Job Sharing for Teachers

Pros and Cons of Job Sharing for Teachers Job sharing refers to the practice of two teachers sharing an employment contract. The contract split can vary (60/40, 50/50, etc.), but the arrangement allows two teachers to share the contracts benefits, vacation days, hours, and responsibilities. Some school districts do not allow job sharing, but even in ones that do, the interested teachers often must partner and come up with an agreement on their own to present to administrators for approval and formalization. Who Job Shares? Teachers returning from maternity leave may pursue job sharing to ease back into a full schedule. Others, such as teachers who want to simultaneously pursue a masters degree, teachers with disabilities or recovering from illness, and teachers nearing retirement or caring for elderly parents, may also find the option of a part-time position appealing. Some school districts promote job sharing in an effort to attract qualified teachers who would otherwise choose not to work. Why Job Share? Teachers may pursue job sharing as a means to teach on a part-time basis when no part-time contracts exist. Students can benefit from the exposure to different teaching styles and the enthusiasm of two fresh energized educators. Most teaching partners split the week by days although some work all five days, with one teacher in the morning and the other in the afternoon. Job-sharing teachers may both attend field trips, holiday programs, parent-teacher conferences, and other special events. Job-sharing teachers must maintain clear and constant communication and exercise extreme cooperation, sometimes with a partner who operates with a different teaching style and possesses different educational philosophies. However, when a job-sharing situation works well, it can be quite beneficial for the teachers, the school administration, and even the students and their parents. Consider the pros and cons of job sharing before you pursue an agreement with another teacher. Pros to Job Sharing The flexibility to work part-timeThe advantage of a schedule conducive to child care and family lifeThe accrual of years-of-service credits (toward retirement benefits) that would otherwise be lost (for example, upon resignation)The opportunity to work cooperatively with a chosen colleagueThe option to split curriculum by expertiseThe benefits of a two heads are better than one problem-solving approachThe convenience of a built-in substitute teacher Cons to Job Sharing Decreased benefits (medical, retirement, and other)Dependence on someone else for job securityExtra time (without extra pay) required to coordinate with a partnerLess control over classroom setup and environmentPotential for personality conflicts with teaching partnerPotential student discipline problems without consistent classroom expectationsEffort required to present a unified front to students and parentsLikelihood for important details to fall through the cracks if communication faltersPossible parental confusion about which teacher to contact with concerns Job sharing wont work for everyone. Its important to discuss the details, agree on every aspect of the arrangement, and weigh the pros and cons before signing a job-sharing contract.