Introduction Job analyses and job descriptions are used by the Human resource consultants and experts as an elementary unit for many functions of human resource department that includes recruiting and employing, evaluating performance and ranges of salary (Levine et al 1988). As according to Brannick et al (2007), job analyses is an important factor in business that ensures the correct hiring of desired individuals for various jobs. Job analyses protect ensures protection of companies against claims (Veres et al1987), and it help businesses to adequately reward their staffs (Smith et al 1990). According to Fleishman & Mumford (1991), accuracy of Job analyses affect many of the HR functions, So, it is essential to make sure that job analyses is performed properly and in detail. A job analysis implies collecting information on the approaches to evaluate performance, worker-oriented behaviors, job-oriented conducts, and workers behaviors during working with materials, machines, and equipment, job environment and worker’s requirements (Harvey, 1991).
They need challenges and interesting work. They need to develop their skills, and to feel supported in their efforts to do a good job. (Mind tools editorial team, n.d.) (Mind tools editorial team, 2017, “Providing Support and Stimulation” para.1) It means I need to check my task allocation, am I pick the right person for the jobs, and assign them the task that fit with their skills and proficiencies (Mind tools editorial team,
Employee Commitment and Motivation: A Conceptual Analysis and Integrative Model Commitment and motivation are related concepts applied towards organizational work. Motivation can be defined as forces originating within and beyond an individual to initiate behaviour and its form, direction, intensity, and duration. Whereas commitment can be defined as a binding force towards a goal. John P Meyer’s and Thomas E. Becker’s integrative model is based on the foundations of J. P. Meyer’s and L Herscovitch’s (2001) model of workplace commitment and E.A Locke’s (1997) work motivation process. Motivation and commitment are both forces which influence behaviour.
However with pros always come cons. One of the cons is that in light of the fact that initially, it requirements a large Sample of people: In using this sort of research, you have to discover great numbers of correspondents. The bigger the specimen of individuals, the all the more factually precise the yields will be. Consequently, you have to spend more time in finding these various correspondents. Furthermore it needs Great Amount of Money: When using this sort of research, you need to guarantee that you are fiscally ready.
Reflective teaching is a process of self- assessment and self- observation. Through reflective teaching, the teachers can explore and discover their own ideas and practices, which can make the teachers more proficient and skilled in teaching. Teaching is an intricate and highly accomplished process, and teachers must implement self evaluation (reflection) to make learning effective. The paper highlights the importance of reflective teaching and its impact on pedagogical process as well as language learners. It focuses on the teacher’s ideas; classroom practices to make teaching more refine and acquire a rich experience by amending the drawbacks.
It is a state of openness to humility, one of which is strategically planned for distinct growth. In the performance zone, one must take what they learn and apply. The key separation between two zones is that of risk. One is performing with something to lose, such as a business proposal or a speech. But, for success in such acts, much time must be spent in the learning zone.
Most of professional recognise that reflective practice is engaging, thoughtful and structured activity to improve their actions in an event or situation, but how should they choose which type of event and situation to reflect on? (Walters, 2013). As a practitioner, there are plenty of reasons when engaging in reflective activity. The most fundamental in reflective practice is the need of improving and developing the teaching and learning (Rushton and Suter, 2012). It is only when practitioners learn best, and identifies how they have learned what they know, that they start to think consciously about how they learn throughout life (Jasper,
These will allow me to apply the difference styles of leadership. In identifying my own leadership style (supportive), I discovered that there where instances that I would have to use a little of all styles. I think the best way for me to improve my choice of leadership style and to know when to apply the other styles will be to continuously expose myself and participate in formal and informal education classes. As I observe and learn from my own senior management and peers through questions, application and/or coaching; this will provide opportunities for me to constantly improve. As a leader and being positioned between the demands of management, team and the workers; leadership skills must include the ability to juggle the various priorities while keeping performance high and cost under control.
That is people achieve what they deserve according to their merit and hard work they do. Schools should be provided the attractive environments that help to students to socialize, they delivered not only as institutions that share certain knowledge and skills to students. Today, the focus of current debates among many educators and different institutional leaders alike has been that “socializing students” as the “aim” of education. At this point, I include three main arguments with regard to the aims of education for any given society. This debate can be understood as a battle among three points of view: 1) Education assistances to prepare students for employment opportunities that is an extension of market forces.
The work of John Franklin Bobbitt and Ralph Tyler very much advocate Product curricular designs, maintaining that these designs are centred on the creation of a disciplined and “structured learning environment for students” (O’Neill 2015, p). The Product Model can be regarded as the historically tested and more ‘traditional’ method of developing curriculum. Teacher planning and the presentation of learning intentions to students is core to the