MANAGEMENT AND PERSONAL DEVELOPMENT Essay Example | Topics and Well Written Essays - 3500 words

MANAGEMENT AND PERSONAL DEVELOPMENT - Essay Example Throughout my working experience, and also as a student, I found it easy and fun to work as a team. I efficiently manage to convince people and persuade them to do a certain task or job. While working at Mutira Malaysian Restaurant as a manager, I used to train and coach new staff. I taught them the required skills and their effective application which also included proper group coordination and aiding each other in the tasks. One has to be open to criticism to develop oneself personally and also professionally. Though, the word  criticism invokes a negative image in our minds but if taken positively it can be supportive and one of the sources of taking a person towards his/her success. Most people tend to take it as offensive, discouraging or insult and are unable to handle it without difficulty. And yes, criticism can make a person defensive, mad and nervous. (Naren, 2008) I used to have the same reaction to criticism but as the time passed, I learnt that a person cannot be perfe ct and somebody has to point out the flaws in him. Different people have different knowledge and perspectives about the way the world works. Each person can help to bring a unique and distinctive perspective to the table. Listening to this perspective and acting upon it may help to make the work better. Interacting with people and developing sociable contacts has always been a dominant character of mine. I always feel very comfortable while learning about people and in carrying out conversations. It gives me a sense of affiliation. While working at Sheraton Hotels as a service waiter, I managed to serve people while providing them with an effectual and interactive experience. For teams to work effectively, the right people have to be selected to ensure effective performance of the team. The members are usually chosen on the basis of individuals’ willingness and group expectations. But at times, it may happen that the members are not working with enough enthusiasm and they nee d some motivation or inspiration to make them work to their full potential. I can facilitate people to bring out the best in them as I am capable of relating to them and making them comfortable. Only when each and every member of the team is working effectively and efficiently can an organization expect to reap the benefits of faster production, increased revenue, lower costs and improved qualities. There are six basic requirements of team members in order to be effectively working together. 1. Each member of the must be keen to support the team mission and work towards achieving team goals. 2. All members of the team should understand their role within the team, and should also be well aware of what skills, abilities, and knowledge they have to contribute to ensure team's success. 3. The members must be willing to decide unanimously about team principles, ground rules and their code of conduct. 4. All members must commit to working within the team's priorities and plans, including training deemed essential for the team and presence at meetings. 5. Members must be willing to work collaboratively and enthusiastically on problem-solving and should not be resistant change as part of process improvement. 6. Team members should be respectful of each other, establish both accountability and trust within the team and welcome diversity. (Lee, 2011) When working in a team, the members have different roles, some are self oriented, while others take the role team maintenance or task facilitators. Self

Policy Evaluation Analysis Research Paper Example | Topics and Well Written Essays - 1750 words

Policy Evaluation Analysis - Research Paper Example Currently, public education in the US is offered by district public schools and Charter schools according to Stuart (2002). Charter schools are not government-run, instead, they are opened and attended by choice. The policy of funding Charter schools using federal funds was authorized by President Bush in the NCLB Act in order to stimulate their development. However, this is done indirectly done by transferring the money allocated for each child enrolled in a Charter school, from their former district schools. This means that the relationship between a Charter school and the district sponsoring it could facilitate or hinder its access to federal funding (US Government Accountancy Office 1998). Some Charter schools are considered as LEAs and receive direct deferral funding. Finnigan et al (2004) and Ascher et al. (2004) state that in terms of funding, charter schools receive funding according to enrollment. In many cases, Charter schools receive lesser funds as compared to other publi c schools due to imperfections in money transfers (Reville, 2007). Stuart (2002) adds that Charter schools do not receive funding for securing facilities. This causes them to seek operation costs outside the federal funds for example through donation. However there is a recent federal legislation which allows that allocation of start-up costs to Charter schools. This paper gives an evaluation and analysis of this policy. Policy evaluation time The policy of using federal money to fund Charter schools has to be evaluated before the end of the next financial year. This is because the results from the evaluation will be useful in determining any changes that are required in terms of funding. For example, it will help in determining the effect of this funding policy on Charter schools since it started in 2002 as noted by Finnigan et al. (200). These include the performance of Charter schools, costs, quality, program, and goal attainment levels. A knowledge of the extent of the achieveme nt of its goals will therefore determine amount of funding or additional funding required. These changes will then be included in the next federal budget and will be reflected in the amount of money set aside for public education. Policy evaluation process According to Theodoulou and Koffins (2004), policy evaluation is a critical way of determining whether a policy works or not, whether it is achieving its intended functions and whether its impacts are intentional or not. In order to determine the successful implementation and outcomes of a certain policy, an all round evaluation has to be conducted. This means that an application of the four policy evaluation typologies should be done. These include process evaluation, impact evaluation, outcome evaluation and cost-benefit evaluation. Process evaluation analyses how well a certain program or policy is being implemented. It is normally done with an aim of determining necessary actions that are required to improve its implementation . In order to achieve this, the government has to determine why the policy is performing at current levels and identify any problems. This requires the use of sampling in order to determine the extent to which Charter schools have been receiving federal funds, the amounts and effectiveness in delivery of funds (Theodoulou and Koffins, 2004). The government has