Devising a training program for an organisation

Devising a training program for an organisation Organizations are not exempt from changes that society continually faces, therefore training is a fundamental part of organisational life. Many situations require unique solutions based on the unique needs of the organization. Thus this makes training a universal need but one that differs across individuals. Training is the acquisition of knowledge and skills in order for a person to carry out a specific task or job. Training benefits employees in several ways: It increases their sense of ownership in the business. They become more organised, productive and flexible and are better able to meet the needs of internal and external customers new skills and abilities in areas such as decision-making can empower staff, which makes them more effective. As a training manager, I know that the first step in conducting a training programme is to conduct a training needs analysis. This involves fours stages, Planning, job analysis, training gap analysis and training options analysis. In which I ask myself why is this training needed? What is the perceived problem? What are the aims and objectives? (Grey 1994) It is where I outline how the organizational objectives can be realised through the training programme. To do this I should conduct a gap analysis in which I identify the gap between the existing and needed skills of the employees, and in turn I can specify when, what, who, where and how to conduct the training. I can classify the exact areas were training is needed, that the training is closely aligned by the goals of the organization, that its causing the least possible disruptions to normal work routine, thats its cost effective and that I constantly keep in mind the preferred learning styles and opportunities to the individual and the organisation. This needs analysis proceeds in 3 stages, with the outcomes of the one stage influencing and helping to shape the next: (!) Organisation analysis (2) job analysis (3) person analysis. In the organisational analysis, I link the training initiatives with the organisations strategic plans. This is a very important step because before training solutions are sought one must ensure that funds are allocated properly, because this can cause costly mistakes to the organisation. In job analysis I identify the tasks, skills and attitudes that one needs to compete the job. This can be achieved through an HTA (Hierarchical task analysis) which was developed by Annett and Duncan 1967, in which tasks are broken down in a deductive manner, hence showing a hierarchical connection between the tasks, and afterwards instruction is sequenced bottom up. However one must keep in mind that the HTA does not necessarily capture the psychological processes that one goes through when doing the task. In the last stage of person analysis, I ask myself question like who needs the training? What skills need to be taught? Once I have gathered all the information from the training needs analysis, I can move on to the actual content of the programme in the training design, which is the second stage in the training cycle. The training design helps me determine the criterion behaviour, so I determine the contents, design of the training, and what the person should be able to do after the training. Throughout this stage one must keep in mind how people learn. This is because people learn in different ways, and so one must pay close to attention to teach the trainees in the most effective manner suitable to them. As example depending on the organization and the type of tasks that Im trying to teach the employees I may choose Fitts Skills Development theory (1962) which states that skill development progresses through three distinctive phases, Banduras Social Learning theory (1977) who says that learning is seen to result from strengthening stimulus response links through reinforcing appropriate behaviour or Andersons ACT theory (1983, 1987), whos theory is aimed at developing expertise. Regardless of what method of instruction I choose, I should keep in mind Goldsteins and Fords 2002 techniques for choosing good trainers. They argue that good trainers are those who encourage trainees to use their talents to achieve, set difficult but attainable goals, give exams that show both strengths and weaknesses, show enthusiasm for the subject, allows trainees to express problems related to the course content covered and to share any relevant knowledge and experiences and trainers who stimulate interest in the subject. I also should pay attention at how easily the trainees can put what they have learned in the training programme (the skills, attitudes and knowledge) into practise in the work place. And this all depends on the trainee characteristics, meaning the trainees personality, self efficacy, cognitive ability, age (Colquitt at al, 2000). With this information I can evaluate who is to be trained and how train them since for example older employers tend to take longer to learn or unlearn. One must also pay close attention to the work environment, including the organisational climate and the social support system (Tracey et al, 1995). The training evaluation is the final stage of the training cycle. Here I ask myself if the trainees reached their objective, and if the training programme has been a valid one. Throughout this stage I asses the performance of the workers before and after the training programme this is done by measuring performance, to establish is any changes took place if these changes are as a result of the training. Kirkpatrick explains that there are four stages for evaluation of training programme. (1) Reaction, in which the trainers get to know the trainees opinion about the training programme, which can be both positive and negative. (2) Learning, which actually looks for confirmation that learning took place. (3) Behaviour is the stage in which one sees the trainee performing what has been learnt (4) In the last stage one sees how the training effected behaviour, performance and the organisation. One should also take note that depending on the organisation one may choose to conduct these stages in either an on the job or off the job training programmes. As an example Tesco which is the largest British retailer and is also the worlds third largest grocery retailer with outlets across Europe, USA and Asia, offers employees both on-the-job training and off-the-job training. On-the-job training methods at Tesco include: shadowing a person already in the job shows the employee how to do it, coaching a manager or designated colleague will help trainees work through problems and inspire them to find solutions, mentoring a more experienced member of staff acts as an adviser job rotation or secondment the trainee has the opportunity of covering their target role, taking full responsibility on a temporary or limited basis. Off-the-job training is often more appropriate for training in specific new skills or for developing the individual, in areas such as team-building, communications (for example, making presentations), or organisation and planning. It usually involves attending external courses run by professional training organisations or qualified Tesco training staff (www.thetimes100.co.uk ) A well constructed training programme, is beneficial on both and organizational level and an individual level. This is because on an individual level, one gains greater intrinsic and extrinsic job satisfaction, and the employee can enhance their portfolio for better employability. On an organisation level it can lead to enhanced work performance and productivity, less absenteeism accidents, decrease in wastage, greater customer satisfaction and lower labour turnover. (Arnold et al, 2007) In conclusion one must keep in mind all the points and stages that I have mentioned, because unless the training is planned and systematic, its simply a waste of time and money. Organisations that fail to do so, end up making costly mistakes and as a result end up using ineffective training methods, wrong amounts of training (too little or too much) or they fail to follow up on the training used. (Arnold et al, 2007) (Word count: 1,311)

High performance work system :: essays research papers

High performance work system entails greater level of involvement, skill development, commitment, and competencies of all employees regardless of their function or level in the organization. In other words, they are simply work practice that can be deliberately introduced in order to improved organizational performance. A high performance work system would consist 1.  Ã‚  Ã‚  Ã‚  Ã‚  Training. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Performance management. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Compensation and benefits. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Career development. Employee training is important in any organizations. Employee skills have to be updated and altered regularly. There are seven types of major training that organizations provide. They are interpersonal skills, technical, business, mandatory, personal management, problem solving or decision making and personal. In Kassim Baba scenario, they should provide training in terms of performance management and problem solving or decision making whereas it will help employee improve work performance and making decision regarding any particular problems. Performance management is a process establishing performance standards and appraising employee. Performance appraisal is a critical part of performance management. Some of the method are written essay, critical incidents, graphic rating scales behaviourally anchored rating scales, multiperson comparisons, objectives, and 360-degree appraisals. Graphic rating scales are suitable for Kassim Baba’s operation. This method rates each employee in quantity and quality of work, job knowledge, cooperation, loyalty, attendance, honesty, and initiative. Effective and appropriate compensation system can help attract and retain competent and talented individuals who help the organization accomplish its mission and goals. There are many kind or rewards and benefits such as base wages and salaries, wage and salary add-ons, and incentive payments. A good way to reward employees for the job skills and competencies they can demonstrate is skill-based pay system in which skills define his or her pay category. However, there are several factors that influence compensation and benefits; they are employee’s tenure and performance, kind of job performed, kind of business, unionization, labour or capital intensive, management philosophy, geographical location, company profitability and size of company. Career development is more focus on the employee as an individual where it has been described as a boundary less career in which individuals rather than organizations define career progression, organizational loyalty, important skills, and marketplace value. High performance work system :: essays research papers High performance work system entails greater level of involvement, skill development, commitment, and competencies of all employees regardless of their function or level in the organization. In other words, they are simply work practice that can be deliberately introduced in order to improved organizational performance. A high performance work system would consist 1.  Ã‚  Ã‚  Ã‚  Ã‚  Training. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Performance management. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Compensation and benefits. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Career development. Employee training is important in any organizations. Employee skills have to be updated and altered regularly. There are seven types of major training that organizations provide. They are interpersonal skills, technical, business, mandatory, personal management, problem solving or decision making and personal. In Kassim Baba scenario, they should provide training in terms of performance management and problem solving or decision making whereas it will help employee improve work performance and making decision regarding any particular problems. Performance management is a process establishing performance standards and appraising employee. Performance appraisal is a critical part of performance management. Some of the method are written essay, critical incidents, graphic rating scales behaviourally anchored rating scales, multiperson comparisons, objectives, and 360-degree appraisals. Graphic rating scales are suitable for Kassim Baba’s operation. This method rates each employee in quantity and quality of work, job knowledge, cooperation, loyalty, attendance, honesty, and initiative. Effective and appropriate compensation system can help attract and retain competent and talented individuals who help the organization accomplish its mission and goals. There are many kind or rewards and benefits such as base wages and salaries, wage and salary add-ons, and incentive payments. A good way to reward employees for the job skills and competencies they can demonstrate is skill-based pay system in which skills define his or her pay category. However, there are several factors that influence compensation and benefits; they are employee’s tenure and performance, kind of job performed, kind of business, unionization, labour or capital intensive, management philosophy, geographical location, company profitability and size of company. Career development is more focus on the employee as an individual where it has been described as a boundary less career in which individuals rather than organizations define career progression, organizational loyalty, important skills, and marketplace value.

Communication: Analysing and Presenting Complex Communication Essay

Introduction This report is for the second exam of the Communications unit of producing complex written business documents. The aim of this report is to know the customer services in the Renmin University and know whether it could meet the need of the students. The objectives of the report are to introduce different kinds of customer services in the Renmin University and how to offer these services for the students. It includes the facilities of teaching, condition of the education, facilities of living and organization and activities of students. And each of them has its own different parts to define the services. 2.0 Procedure To source this report: a) Information on the customer services was taken from internet websites. b) A number of books on customer services were consulted. c) Information was gathered from the official websites of the Renmin University. 3. Facilities of Teaching 3.1 General Information of the Facilities The Renmin University consists of 23 schools in addition to the Graduate School (the School of Science is in the process of being set up, and a Chemistry Department has been established.), thirteen university-level institutions, fourteen post-doctoral stations, plus one Adult Higher Education College, School of Education Training, and Shenzhen Research Institute. Each of the schools has its own teaching building to meet the daily needs of teaching. And they also have the special facilities for their special subjects, for example, the chemical laboratoriesï ¼Å'the multimedia classrooms and the computer rooms. So the facilities of the teaching of the Renmin University could meet the needs of the customer services of the students. 3.2 Library The library of the Renmin University was founded in 1937. And now, the library has 15 reading rooms in which there are more than 1,800 seats. The responsible for services of the reading rooms are including borrowing, consultation, inter-library loans, help with information requests, searches, binding, audio-visual services, and so on. The university established a new local network that adopts the UNICORN software system of the US SIRSI Company and SUN mainframe equipment at the end of 1999. And this network environment provides all the necessary functions for a convenient and prompt library service. The library has a book collection of 2,500,000 copies, covering all central fields of inquiry such as the humanities, the social sciences, economics, and administration. The holdings are especially strong in economics, law, philosophy, and history. The library also has a rich collection of electronic resources; this includes access to more than 200 data bases and disk-based materials from networks both at home and abroad. To facilitate the use of the collection, the library has established a set of ordered resource bases and data bases. Thus, the library offers convenient access so that readers can effectively use the digital resources of the library. 3.3 Gymnasium The gymnasium of the Renmin University is a multipurpose gymnasium. It is located at the west of the university. It covers over 1,400 square meters and the building area of it is 20,000 square meters. The total cost of it is more than 9,000 million. It includes the basketball courts, tennis courts indoor trackï ¼Å'gymï ¼Å'equipment roomï ¼Å'music room and so on. It is one of the most multipurpose gymnasiums of all the universities. The gymnasium is made of aluminum and Glass curtain wall which is very beautiful and unique. The gymnasium is becoming a landmark of the Renmin University because of its beautiful shape and complex structure. And it also becomes the place which the students could spend the part time to do sports. 4. Condition of the education 4.1 Teachers Now the Renmin University has 1,671 full time teachers, including 499 professors and 636 associate professors. The school has 13 teachers to be the members of the fifth State Council Academic Degrees Committee and has 13 professors to be selected as the members of the Social Science Council of the Ministry of Education. The numbers of these are in the front of the universities. The number of the excellent teachers is also in the front of the universities. In recent years, a large number of young scholars which have consummate education and courageous thinking of innovation become the famous scholars and the academic leaders having the great influence all over the world. All of these make the Renmin University nurture a lot of excellent graduates. 4.2 Quality Education The endeavor of quality education is to improve students’ understanding and awareness of culture and their ability to think by themselves through different kinds of courses. Some of the courses are very popular among students, such as the History of Western Civilization, Selected Readings in Literature and the History of Chinese Civilization. Some science courses are available as well in order to supplement students of humanities with more comprehensive abilities such as biology, physics and chemistry. The lectures on dance, music and art could help to better students’ aesthetic taste and ability to appreciate the accomplishments of those fields. The quality education and campus culture supplement each other at the Renmin University of China. It meets the needs of the students about developing their artistic ability and aesthetic taste. 4.3 Schools & Departments The Renmin University has put the undergraduate education on the base and the graduate education on the important place. And it also uses the continuing education to assist the daily teaching. All of these make the Renmin University form a comprehensive and multi-storey teaching structure. And the university is one of the universities which established the Graduate School. The Renmin University consists of 23 schools in addition to the Graduate School (the School of Science is in the process of being set up, and a Chemistry Department has been established.), thirteen university-level institutions, fourteen post-doctoral stations, plus one Adult Higher Education College, School of Education Training, and Shenzhen Research Institute. The school has 61 departments of professional degree, 8 departments of the second professional degree, ten departments of undergraduate education and so on. These departments could meet the needs of all the students. 5.0 Organization and Activities of Students 5.1 Students’ Organizations The Renmin University has a lot of Student Organizations. It is more than 124. Every year it will hold an assembly to enlist new members of the organizations. This is the most important magnificent ceremony of all the organizations. The organizations which are approbatory have six parts including education, theory, amusement, sports, public welfare and practice. It is beautiful scenery of the cultural life on campus. The Renmin University is famous for the students’ organizations which having lots kinds, large coverage, and great influence. The students of the Renmin University get the fun of youth and the growth of experience with taking part in the varied students’ activities. 5.2 Sports Teams The Renmin University has a lot of sports teams, such as basketball and volleyball teams, table tennis teams, men’s soccer, track and field and martial arts. They do well in women’s basketball, men’s volleyball, martial arts, and track and field at the National University Games and these teams are invariably among the top three in the universities of Beijing. The basketball teams and the men’s soccer are high-level sports teams of it, certified by the Ministry of Education. These two teams have represented Beijing in the National University Games on many occasions. And they have won the championship in Beijing University Sports Games on many years. The titles they have obtained include: the third place at the 2nd CUBA, the fifth place in men’s basketball at the 5th National University Games, the fourth place in men’s soccer in the preliminary rounds of the 6th National University Games, silver medalist at the 7th National University Games and seventh place in the final. 5.3 Social Practice The Renmin University has organized many forms of social activities in order to prepare its students for their future jobs. The Renmin University helps its students find institutions or organizations involved in social activities, and provide the students with the necessary financial support they need for participation. The professors and experts of the Renmin University have been arranged to give their students training and lectures on doing research, including how they can adapt themselves to their future jobs, how they can write their research reports and academic theses and how they should identify a problem and conduct research into it. The Youth Federation could bring students together and they are asked to talk about their experiences from their social activities. Then, other students can learn from them. Excellent reports and theses will be published, outstanding students or groups will be rewarded. And the Renmin University has set up a database to help the students get information and help from the university at any time and any stage necessary as programs for social activities are applied for and managed on the intranet. 6. Conclusion The Renmin University has many kinds of organizations and activities to meet the needs of its students. It takes the customer service of the school as an important part of the construction of the daily work. As a result, the students of it feel that the customer services of the school are good and their needs could be meet. The Renmin University offers the customer services not only on the hand of the material services but also on the other hand of the spiritual services. These make its students be satisfied of the services which offering by the university. The students living at the Renmin University could have good time in the part time. Because of the customer service of it included all kinds of daily lives. 7.0 Bibliography Print Sources: Books: Scottish Qualifications Authority, 2010, Communication: Analysing and Presenting Complex Communication, 3rd ed. Beijing, China Modern Economic Publishing House Scottish Qualifications Authority, 2010, Creating a Culture of Customer Care, 2nd ed. Beijing, China Modern Economic Publishing House Non-Print Sources: Internet Web Sites: The Renmin University of China, â€Å"Living at the RUC.† (Online) 2004, http://english.ruc.edu.cn/en/100374/ The Renmin University of China, â€Å"Schools & Departments.† (Online) 2004, http://english.ruc.edu.cn/en/100378/ The Renmin University of China, â€Å"Sources.† (Online) 2004, http://english.ruc.edu.cn/en/100375/

Character Analysis Their Eyes Were Watching God Essays

Character Analysis Their Eyes Were Watching God Essays Character Analysis Their Eyes Were Watching God Essay Character Analysis Their Eyes Were Watching God Essay Essay Topic: Their Eyes Were Watching God When reading Their Eyes Were Watching God while Tea Cake was married to Janie he always helped her reach her goals. After Janie’s ex-husband (Joe Starks) died she basically felt liberated because while she was married to him, she did not have a voice at all. After he died she was on the verge of being independent before Tea Cake came and swept her off her feet. Tea Cake made Janie better as a person, and she had some self-esteem issues on how she viewed her life. Janie was older than Tea Cake, so the people of Eatonville thought that she was dumb to marry a younger man. While Janie was married to Logan, she was treated like a work horse. She did most of the field work while Logan did what he did. Mah husband is gone tuh buy a mule fuhme tuhplow. He left me cuttin’up seed p’taters.’’(Hurston 29). Based on the movie she was never really physically attracted to him because of the waylied in bed together. â€Å"Janie recognizes that, along with being sexually desired, a woman should be treated with respect and dignity.†(Dilbeck 102)â€Å"He look like some ole skullheadde grave yard† (Hurston 13).Logan did not treat Janie with the respect she deserved. â€Å"He does come into Janie’s life after two failed marriages-the first to Logan, who wanted to use Janie as if she were just another mule on his farm, and the next to Jody, who put her on so high a pedestal that she could not interact with her own community’’(Ashmawi 204).So consequently, she left him and married Joe Starks who was a man t hat took care of himself. â€Å"If you don’t want him, you sho oughta† (Hurston 23). On the other hand, when she got married to Joe Starks, she did not have a voice at all. She somewhat was a trophy wife who was to be seen but not to be heard. â€Å"He could have save his breath and Janie could have kept right on with what she was doing† (Hurston 40). For example, in the movie there was a piano in the store, and Janie had started playi

Cities and the Quest to Host the Olympics Games

Cities and the Quest to Host the Olympics Games The first modern Olympics was held in Athens, Greece, in 1896. Since then, the Olympic Games have been held more than 50 times in cities in Europe, Asia, and North America. Although the first Olympic events were modest affairs, today they are multibillion-dollar events that require years of planning and politicking.   How an Olympic City Is Chosen The Winter and Summer Olympics are governed by the International Olympic Committee (IOC). This multinational organization chooses the host cities. The process begins nine years before the games are to be held when cities can begin lobbying the IOC. Over the next three years, each delegation must meet a series of goals to demonstrate that they have (or will have) the infrastructure and funding in place to host a successful Olympics. At the end of the three-year period, the IOCs member states vote on the finalist.  Not all cities that want to host the games make it to this point in the bidding process, however. For example, Doha,  Qatar, and Baku,  Azerbaijan,  two  of the five cities seeking the 2020 Summer Olympics, were eliminated by the IOC midway through the selection process. Only Istanbul, Madrid, and Paris were finalists; Paris won. Even if a city is awarded the games, that doesnt mean thats where the Olympics will take place. Denver made a successful bid to host the 1976 Winter Olympics in 1970, but it wasnt long before local political leaders began rallying against the event, citing the cost and potential environmental impact. In 1972, the Denver Olympic bid had been sidelined, and the games were awarded to Innsbruck, Austria, instead. Fun Facts About Host Cities The Olympics have been held in more than 40 cities since the first modern games were held. Here is some more trivia about the Olympics and their hosts.   The first modern Summer Olympics in Athens in 1896 took place just four years after Frenchman  Pierre de Coubertin  proposed them. The event featured only about 250 athletes from 13 nations competing in nine sports.The first Winter Olympics was held in Chamonix, France, in 1924. Sixteen nations competed that year, with just five sports total.The Summer and Winter Games were held every four years in the same year. In 1992, the IOC altered the schedule so that they would alternate every two years.  Seven cities have hosted the Olympic Games more than once: Athens; Paris; London; St. Moritz, Switzerland; Lake Placid, New York; Los Angeles; and Innsbruck, Austria.London is the only city to have hosted the Olympics three times. Paris will become the next city to do so when it hosts the 2024 Summer Games.Beijing, which hosted the Summer Olympics in 2008, will host the Winter Olympics in 2020, making it the first city to do so.The U.S. has hosted eight Olympic Games, more than any oth er nation. It will next host the Summer Olympics in Los Angeles in 2028. Brazil is the only nation in South America to have hosted the Olympics. Africa is the only continent not to have hosted the Games.World War I prevented the 1916 Olympics from being held in Berlin. World War II  forced the cancellation of Olympics scheduled for Tokyo; London; Sapporo, Japan; and  Cortina dAmpezzo, Italy.The 2014 Winter Olympics in Sochi, Russia, which cost an estimated $51 billion, was the most expensive Games of all time.   Summer Olympic Games Sites 1896: Athens, Greece1900: Paris, France1904: St. Louis, United States1908: London, United Kingdom1912: Stockholm, Sweden1916: Scheduled for Berlin, Germany1920: Antwerp, Belgium1924: Paris, France1928: Amsterdam, Netherlands1932: Los Angeles, United States1936: Berlin, Germany1940: Scheduled for Tokyo, Japan1944: Scheduled for London, United Kingdom1948: London, United Kingdom1952: Helsinki, Finland1956: Melbourne, Australia1960: Rome, Italy1964: Tokyo, Japan1968: Mexico City, Mexico1972: Munich, West Germany (now Germany)1976: Montreal, Canada1980: Moscow, U.S.S.R. (now Russia)1984: Los Angeles, United States1988: Seoul, South Korea1992: Barcelona, Spain1996: Atlanta, United States2000: Sydney, Australia2004: Athens, Greece2008: Beijing, China2012: London, United Kingdom2016: Rio de Janeiro, Brazil2020: Tokyo, Japan Winter Olympic Games Sites 1924: Chamonix, France1928: St. Moritz, Switzerland1932: Lake Placid, New York, United States1936: Garmisch-Partenkirchen, Germany1940: Scheduled for Sapporo, Japan1944: Scheduled for Cortina dAmpezzo, Italy1948: St. Moritz, Switzerland1952: Oslo, Norway1956: Cortina dAmpezzo, Italy1960: Squaw Valley, California, United States1964: Innsbruck, Austria1968: Grenoble, France1972:  Sapporo, Japan1976:  Innsbruck, Austria1980: Lake Placid, New York, United States1984: Sarajevo, Yugoslavia (now Bosnia and Herzegovina)1988: Calgary, Alberta, Canada1992: Albertville, France1994: Lillehammer, Norway1998: Nagano, Japan2002: Salt Lake City, Utah, United States2006: Torino (Turin), Italy2010: Vancouver, Canada2014: Sochi, Russia2018: Pyeongchang, South Korea2022: Beijing, China

Educational Enquiry Assignment Example | Topics and Well Written Essays - 1750 words

Educational Enquiry - Assignment Example These practices are related to different situations under which learning takes place. They have two common practices: one is the cultural and historical activity systems, which is consisted with the work of Engestrom (2001), and the other is the communities of practices, which is consisted with the works of Lave and Wenger (1991) and Wenger (1998). Their study has supported the rational property of learning. But it has also noted that this rationality is variable in nature. The authors have not seen learning as a separate process; rather, it is interconnected with other concepts and processes. And learning is just the integrating part of the entire social processes of the world. This was the same view pointed out by Lave and Wenger. The basic reason for this finding was pointed out by the authors as the fact that people’s participating practices or activities are the main focus of such accounts. In this context they have argued that learning is embodied. It is viewed that bein g engaged in practices and learning people always get more benefits, compared to any cognitive activity. Their study is about people physically doing things and emotionally reacting to things. In this context, the major focus has been on the concept, called informal learning. This concept is also related to the observation of the property of most participatory studies to be placed outside educational institutions (Hodkinson and Macleod, 2007). Their study has found that it is foremost important to implement participatory learning approaches in colleges, although it cannot be claimed as the second best, compared to the style and pattern of everyday learning. The authors have argued that it is possible to implement both the approaches of learning at the same time and at the same place. In this way they have suggested to overcome the problems of integrating people into theories of learning, that focus on the situations under which learning is taking place (Hodkinson and Macleod, 2007, pp.173-174) But their main focus was on the methodological problems. In this regard, their study has shown that the benefits acquired from the participatory learning generally marginalise the individual learning. The paper also pointed out the similarity between the two types of conceptualisation of learning: one is the research approach based, non-case studies, also called the ethnographic approach, and the other is the participatory approach. Some of the implications of this similarity have also been discussed in the paper (Hodkinson and Macleod, 2007, p.174). They have argued that the individual researches have the advantage of revealing the facts related to both formal and informal learning, whereas it is very difficult to understand both the approaches in case of the participatory learning procedure. This is the most important strength of the research based approaches. Another important fact regarding this approach relates to the observation that ethnographies give less reliabl e conclusions compared to the learning processes, as ethnographies concentrate only on short time frames, whereas learning approaches focused on long time spans covering the entire life’s experiences (Hodkinson and Macleod, 2007, pp.174-175). According to authors, constructivist literature explains learning as a cognitive structure. In this

Incident at Oglala Movie Review Example | Topics and Well Written Essays - 750 words - 1

Incident at Oglala - Movie Review Example This film does an excellent job at unpacking exactly what happened on that fateful day in the 1970s, and presenting many sides of the issue, it fails to address the wider concerns of colonization and dehumanization that really plagued the reservation system, and the systemic violence that allows this type of incident to occur, or even worse, encourages them. This film has many excellent attributes. Probably the best thing about it is that it features heavy use of first person recounts of what happened that day, from everyone involved, including Leonard Peltier, the man eventually (and probably wrongfully) convicted of the murders. This allows the viewer to understand the complexity of the situation, and the emotions that were so prevalent for everyone involved. This also forms an excellent story telling technique, allowing the audience to see first-hand the he said/she said dynamic that occurred in the aftermath of the shooting, including at trial. This technique demonstrates the impossibility of ever fully knowing what occurred when a violent event happened, and the fact that a balance of contradictory evidence must be sought to render a decision. This also removes the idea, so prevalent in many documentaries, that there is an absolute truth that the documentary is trying to expose. It gives the impression that this documentary is trying to truly unpack what happened, and present all sides of the evidence to the viewer, rather than simply trying to sway their mind. This makes it seem more well rounded than other documentaries like Fahrenheit 911 or Bowling for Columbine, which establish a villain and then try to undermine them. Another excellent aspect of this documentary is that it does not get tied up in the minutia of what actually happened during the shooting, but moves on to proximate causes of it. Instead of, for instance, spending a great deal of time on the unanswerable question of who shot first, or how the shootout occurred, it