The Formula One Constructors free essay sample

The Formula One constructors Mark Jenkins 1. Introduction This case enables students to explore sources of competitive advantage using the context of Formula One (F1) motorsport. The case highlights the ways in which three particular F1 teams created four situations of competitive dominance for a sustained period. It allows the students to consider individual teams and the generic issues needed to succeed in this specialised context. The case is organised into five parts. The first is a brief overview designed to give those unfamiliar with F1 some understanding of its history and structure.This is followed by four detailed descriptions of particular periods of dominance by an F1 team. The introduction to the case describes the overall nature of Formula One motorsport and its origins in Europe after World War II. It identifies some of the central aspects of being an F1 constructor, such as the need to generate sponsor revenues through increasingly sophisticated marketing strategies, and also the need to design, develop, manufacture and race open-wheel single-seat racecars. We will write a custom essay sample on The Formula One Constructors or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Note: the term ‘constructor’ differentiates F1 from other racing series in which race teams compete with bought-in racecars.F1 constructors are effectively in the business of designing and constructing prototypes – each car being unique to each constructor but within a set of pre-defined rules that cover weight, dimensions and other basic parameters. The introduction also makes reference to the nature of the motorsport cluster in the UK, a phenomenon similar to that of Silicon Valley in California. In 2004, seven of the ten F1 teams were located within this specialised cluster, located roughly within a 50 mile (80 km) radius of Oxford.This provides an opportunity to connect to issues of location and national/regional competitive advantage. This is followed by four accounts of sustained competitive advantage (here we define sustained as three or four years of dominance) featuring Ferrari in the mid-1970s, McLaren in the late 1980s, Williams in the mid-1990s and Ferrari from 1999–2003. Each account explores the background to the constructor, from the formation of these entrepreneurial businesses through to their development into a world-class rganisation. The focus is on the build-up to their period of competitive advantage, but each case also then relates to the loss of the advantage for the constructor in this period, with the exception of the final case where the discussion may usefully be directed as to what may cause the loss of competitive advantage. 231 Â © Pearso n Education Limited 2005 Instructor’s Manual 2. Position of the case This case can be used to explore the issues raised by the resource-based view of strategy. It provides a basis for students to develop causal linkages between particular resources and their effect on achieving competitive advantage. The context particularly emphasises the relative nature of competitive advantage, i. e. that the resource-based view requires a constant reference to the resources and competence of competitors in order to define competitive advantage. These issues are examined in Exploring Corporate Strategy, chapters 3 and 5. The case was designed to be used on an MBA programme where students consider the application of the resource-based view in order to ‘unpack’ sources of advantage.The case has also been successfully used on final-year undergraduate programmes and also for executive development in helping managers explore the nature and location of sources of advantage. 3. Learning objectives The overall learning objectives can be summarised as follows: To understand that although strategy can be seen as generic at a high level, it will always be idiosyncratic at the organisational level, even where organisations are in the same industry and all have the same goal.Therefore strategic management has to focus on the idiosyncratic characteristics of every organisation in order to develop a strategy that will work in this context. Strategies that are based on highly mobile resources (e. g. individual drivers, designers or engine suppliers) need to focus either on finding ways of locking in these resources, or on building competence to allow them to continually find and acquire new ones. While highly complex and idiosyncratic resources are particularly difficult to imitate (e. g. Ferrari) they are also difficult to manage and vulnerable to changes in the environment or a loss in any of the elements.Sustained advantage is often achieved through the linkages between resources rather than the resources themselves (e. g. the way the drivers link in to the design engineers). A shift in the environment can suddenly change the value of particular resources; an external view is therefore fundamental to sustaining advantage. It can also raise the point that advantage can be created by luck: a fortuitous combination of resources or a lucky event in the environment. This can be used to develop the debate about whether managers influence strategy or just post-rationalise their luck in strategic terms. 32 Â © Pearson Education Limited 2005 1. 2. 3. What do you need in order to succeed in Formula One? Why do you think your team were successful during this period? Why were they unable to sustain this success? What could they have done to sustain their success further? Instructor’s Manual 4. Teaching process There are a number of different ways in which the case can be used. It works particularly well in situations where the participants spend some time in group work before discussing the cases, such as on an MBA programme. The usual way to apply the case would be to allocate separate syndicate groups to consider one of the four accounts of competitive advantage. A series of questions are used to guide the way in which the students approach the case. The recommended approach is to start with each syndicate presenting their responses to the case questions (see below). At the end of each syndicate the instructor would summarise the key points on the board, under four columns, one for each account of sustained competitive advantage. As each group presents, the instructor will finish up with a quite distinctive set of key words under each.This enables the session to move on to the learning points. The way this is handled will depend on learning maturity, but it is best to simply ask the plenary session what similarities and differences they see between the four accounts. Put these up on the board/OHP and then go on to ask what conclusions they would draw from these. This will take the discussion into the notion that while at a high level strategy might be generic, at a management level it is highly idiosyncratic and context specific. 5. Questions for discussion 6. Case analysisThis section offers a number of suggestions for discussing the above questions and exploring related issues. 6. 1 What do you need in order to succeed in Formula One? This question is intended to get the students to identify the generic model needed to succeed in this industry. At a very simplistic level this can be described as having unique resources such as the best driver, the best car (achieved by bringing together the chassis design and engine technology) and the best supporting team, which provides race tactics, pit stops, etc.All of this is supported by finance, which comes from the ability to attract and retain sponsors (this is less important for Ferrari, who are owned by Fiat). This discussion can be developed by discussion as to what ‘best’ means and how 233 Â © Pearson Education Limited 2005 Instructor’s Manual this is created. It raises issues about separating the causes for success from the effects of success: is Ron Dennis the cause of success for McLaren? Or is this a perception created by the fact that he happens to manage a successful team? 6. Why do you think your team were successful during this period? We now move from the generic level of success to consider the specifics of each team. The issues raised will be attributed to personalities, but will also be about the ways in which different teams approach the task of winning the championship. Ferrari and their renaissance in the mid 1970s Ferrari were successful because everything worked together. While they have always had a huge wealth of technical expertise and resources, the problem has been getting this to work together.In the past this had been exacerbated by the ‘divide and rule’ style of Enzo Ferrari. This working together was exemplified in the relationship between three key individuals: driver Niki Lauda, designer Mauro Forghieri and team manager Luca Montezemolo. The other reason for Ferrari’s success was that because they had their own unique approach (e. g. they built their own engines and gearboxes) it was very difficult for other competitors to imitate them, as they did not have access to the same technology as Ferrari. McLaren and Honda domination in the late 1980sMcLaren were successful because they were able to put together the best of everything. They secured exclusive use of the Honda engine at a time when it was the most powerful and reliable; they were also able to secure the services of the best drivers around (Senna and Prost). This was due to the high level of funds made available by sponsor Philip Morris. Another issue that often comes up is the commercial and leadership skills of Ron Dennis. An interesting area for discussion here is their decision to recruit the two best drivers.Was this a good idea or did it create more problems than benefits? It raises the question of locking in resources not just to maximise your performance, but also to deny your competitors access to them. Williams and the technological revolution: the mid 1990s Williams’ success was due to their engineering focus, which enabled them to take many of the innovations developed by other teams and turn these into a car that was both fast and very reliable. This engineering focus can be attributed to the long-standing partnership of Frank Wil liams and Patrick Head. Williams were notable in their disregard for drivers and their attention to building a wide-ranging relationship with their engine supplier Renault. 234 Â © Pearson Education Limited 2005 Instructor’s Manual This discussion raises issue around the different choices which firms have in terms of the kinds of resources on which they focus. From one aspect Williams’ strategy makes a great deal of sense in that they are more able to appropriate the benefit of engineering resources, whereas driver resources are highly mobile.Ferrari: the return to glory: 1999–2003 This account is in marked contrast to the Williams approach in that Ferrari based their resource strategy primarily around driver Michael Schumacher. The usual conclusion here is that it is all down to Schumacher, but closer examination reveals this not to be the case. Whilst Schumacher was undoubtedly a key element in the success, he probably would not have achieved it without the rebuilding of the technica l team and their close partnership with Bridgestone tyres.An interesting area for discussion is to compare how Ferrari’s success in this period is different from the previous period. This draws out the importance of being able to implement change as being a key part of competitive success. 6. 3 Why were they unable to sustain this success? What could they have done to sustain their success further? Here the students will focus on the reason why the advantage was removed. This also allows them to consider whether or not anything could have been done to prevent this loss of advantage.Ferrari and their renaissance in the mid 1970s The reason for Ferrari’s loss of advantage can be isolated into two factors: first, the discontinuity created by the promotion of Montezemolo to head up the whole of Fiat’s motorsport operation, and Lauda’s accident, which took him out of racing for around six months. Second, Ferrari’s unique approach constrained them in terms of responding to new innovations, most notably the introduction of ground-effect, which required a slim ‘V’ configuration engine rather than Ferrari’s traditional flat 12.This raises the point about whether an organisation that does all its activity in house can keep pace with the combined efforts of the many ‘generic’ suppliers used by the other teams. McLaren and Honda domination in the late 1980s The reasons for McLaren’s demise were very simple. Honda pulled out of Formula One. This in turn broke the virtuous circle that attracted the best drivers, and Ayrton Senna moved to Williams.This raised the question of what value McLaren themselves generated, as the key to success seemed clearly to reside in Honda engines and the skills of Ayrton Senna, both of which were relatively mobile resources. 235 Â © Pearson Education Limited 2005 Instructor’s Manual In terms of what they could have done, there is certainly evidence to suggest that McLaren chief Ron Dennis should have considered the possibility of a Honda withdrawal more seriously. It illustrates how phenomenal success can blind management to the possibility of change. Williams and the technological revolution: the mid 1990sIn the case of Williams, their advantage was eroded through a series of events: first the loss of exclusive access to the Renault engine when Renault decided to provide engines to the Benetton team; second, the leakage of some of their know-how through their junior designers moving to other teams – mainly because they would be unable to gain a senior position in Williams as long as Patrick Head was there; and third the recruitment of superior drivers (specifically Michael Schumacher to Benetton) leading to the Williams car’s advantage being eroded. However, it could also be argued that Williams were still in a position to dominate. When Michael Schumacher left Benetton to join Ferrari the Benetton team failed to sustain their advantage, and Williams once again became dominant. A discussion could be developed around some of these issues. Ferrari: the return to glory: 1999–2003 At the time of writing Ferrari are still enjoying a period of unparalleled dominance. The question therefore needs to be amended to consider the factors which might create a loss of dominance and also how they would deal with this in a strategic sense.The most obvious factor is the retirement of Michael Schumacher: it is possible that when he leaves many of the key people around him may also take the opportunity to move on whilst their employment value is very high – or alternatively take early retirement to enjoy the fruits of their labours. There are some potential parallels with Ferrari’s loss of success at the end of the 1970s with some of the key people being promoted to other roles. In 2004 Luca di Montezemolo became chairman of Fiat and Jean Todt became CEO for the entire Ferrari operation – including the 3500 people who work on road cars. It is an interesting discussion to explore the problem of succession in high performing organisations and whether it is in fact possible to sustain performance at all in the long run and that firms benefit from a period of regeneration and regrouping. 236 Â © Pearson Education Limited 2005

Extra Hamlet Scene Essays

Extra Hamlet Scene Essays Extra Hamlet Scene Essay Extra Hamlet Scene Essay Essay Topic: Hamlet Friend: Ophelia, I got your message. What’s the matter? Ophelia: I’ve ruined it. I can’t do it anymore. I want this all to be over. Friend: What? Ophelia you know you can tell me anything, it’s me. Ophelia: No, No I can’t even bring myself to say it. PAUSE OPHELIA IS ABOUT TO SAY. HAMLET ENTERS. OPHELIA BURSTS INTO TEARS. Ophelia: I don’t want him here. Get him out! Friend: Look she’s in a bad way. I think you should leave. Hamlet: What? Why? I want to know what’s going on. Ophelia: No Hamlet just go, please, you’ve done enough already. (Through tears) Hamlet: What’s that supposed to mean? Ophelia: I can’t do this right now. (Runs out) Friend: Ophelia! Wait! (Runs after Ophelia) HAMLET STANDS BEWILDERED/CONFUSED. PAUSE. GERTRUDE AND CLAUDIUS ENTERS. Gertrude: Hamlet, there you are we’ve been looking for you eHamlet? Son, what’s wrong? HAMLET DOESN’T ANSWER. Gertrude: Come on Hamlet I can tell when something is wrong. HAMLET STILL DOESN’T ANSWER. Claudius: Just leave him. He’s probably just still grieving. That boy and his issues.. Hamlet: What did you just say? Who do you think you are?! The only issues I have are with you. Gertrude: Hamlet that’s enough! Claudius: No Gertrude. Let the boy say what he has to say. (LONG PAUSE HAMLET SLOWLY WALKS CLOSE TO CLAUDIUS) Hamlet: I wouldn’t waste my breath. No words will ever come close to describing how I feel about you. (HAMLET GOES TO TURN AWAY BUT COME BACK FIST CLENCHED IN THE AIR ABOUT TO PUNCH CLAUDIUS – CLAUDIUS GRABS HIS WRIST AND HOLDS IT IN THE AIR) Claudius: I can understand you’ve had your problems Hamlet. We all have. But your attitude is going too far for my liking. (CLAUDIUS DROPS THE HELD ARMS IN THE AIR) Gertrude: (frantically panicking) Both of you please just stop this! Hamlet: No mother! This has been long overdue. Claudius: Was I not clear? I know my place in this family. It’s time you learnt yours. Hamlet: Family?! You call this a family? You are no family of mine. Claudius: He’s gone he’s dead I think once and for all you need to accept that! Hamlet: â€Å"He† See you can’t even bring yourself to say my father’s name, and I know why she is just too blind to see it. Gertrude: Hamlet! What on earth! That is no way to talk to your father or your mother! (HAMLET SHOUTS) Hamlet: He is not my father! Claudius: Yes I am! END

Analysis Paper Article Example | Topics and Well Written Essays - 1500 words

Analysis Paper - Article Example In addition, the author also touches on other issues such as neoliberalism and globalization, which will help her to build up her article effectively. In addition, in the introduction she briefs the reader on the entire alignment of the article and the issues that will be discussed thereafter. This is a way of giving the reader morale to read the whole article. In addition, it also is a way of making a person have an idea of the whole article even before reading it wholly. The author also brings to the reader’s attention the different ideas about the topic that will be compared and analyzed in the article. This way, she avoids unnecessary mix up of the reader. Argument The author mainly gives her own opinions about the whole topic by analyzing the whole issue from different readings. This can also be seen from the fact that she uses the first person since she is mainly giving her own view about the whole issue. For instance, she states that â€Å"In this paper, I argue that r acial inequalities †¦Ã¢â‚¬  The use of the first person in this case is majorly to show that the author is trying to give her own idea about the whole issue alongside other ideas that have been given previously. In addition, she challenges the views given by other different works written about closely related issues. For instance, when she says, â€Å"In contrast to epiphenomenal approaches, I suggest†¦Ã¢â‚¬  it is to show that in the article, she challenges other works while building up on hers (Merrill, 1543). The author has also clearly stated that to date, there has been no other author engaging with the same issue as her in the whole of Italy. Therefore, in her opinion the topic has not been studied enough to enlighten the Italian society. Structure of the Paper In giving her argument, the author begins by introducing the reader to the overall issue of immigration in Italy. This gives the reader an overview of the issue that she will be tackling. The next section i n the article is the conceptual approach of racial discrimination of immigrants from Africa. At this point, she brings in the issue neoliberalism globalization (Merrill, 1544). She then explains how this affected the subject of immigration and how it changed it. It is also in this section that she examines how individuals have not noticed that neoliberalism affects immigration. In the next section, the author discusses about the overall issue of demographic patterns in Italy. She then outlines the characteristics of migration in the country and gives the way in which the two issues (demographic patters and migration) affect each other. She then examines how Italian workers have been racially discriminated in their own country. Further, on the same subject, she studies the production and output of outsiders in relation to the migration controls that have been set up (Merrill, 1545). The structure of the author’s work has been arranged in such a way that she clearly addresses a ll the issues independently without confounding the reader. Therefore, slowly, by connecting the different sections of the document, she comes up with her final article. Finally, she analyzes the overall problem of race in conjunction with trade unions in Italy. She clearly examines the way in which trade unions have failed to realize that workers are getting intimidated by the issue of racial discrim

Response to the Book George Orwell's 1984 Essay Example | Topics and Well Written Essays - 500 words

Response to the Book George Orwell's 1984 - Essay Example It is discovered that the process injected and agitated with the poison of perpetual war, pervasive government surveillance, and incessant public mind control. Words such as "Freedom is Slavery, War is Peace, Ignorance is Strength" are a few of the tactics used to control the minds of its individuals and stomp out any free thinkers and open mindedness. The Citizens of Ocianian, conditioned at birth to be subordinates to a tyrant state stripping the essence of individualism and causing existing persons to pick their way through an ambiguous and meaningless existence. At the heart of this unforgiving novel, the reader discovers a protagonist character that emerges, Winston Smith. Working for the "Ministry of truth" Winston finds himself perpetuating a lie, pumping propaganda and controlling the flow of historical papers and at various times erasing the existence of people identified as" un persons," throwing them down the memory hole. Winston job is to revise the Parties history, water ing down ideals and truth so the dominate strain of the Party is not affected in any way, always on top and never wrong for the choices it makes. Inwardly, Winston struggles with the absurdity of these existential tasks and he find himself profoundly torn with a fundamental universalism; choice.

Science and technology Essay Example for Free

Science and technology Essay Science and technology is a vital part of our societys world and how we function. Unless you happen to live out in the middle of the Sahara Desert and have sworn off all aspects of technology and science, then you are most likely exposed constantly to science in your daily life. While it is a big part of our world, there is a constant uneasy relationship between human beings and science. It is a common axiom that people dont trust what they dont understand. That is exactly what drives and causes this unsteady relationship people have with science. People never want to put full faith and confidence into the untouchable, comprehendible, or viewable. Trust is what really brings people to wonder about science and subconsciously fear it. Because we cannot reconcile some things science and technology give us, our immediate reaction is to set ourselves away or fear it. It is human nature to want to question and have some form of apprehension toward the thing we cannot fully reconcile. We see this is all forms of science and technology in our society. From the physical features of science such as technology and medicine to even scientific theories and cerebral and abstract parts of science, all forms in some way can make people uneasy. It makes you wonder however, why someone would fear something that is always attempting to be beneficial. Research and discoveries are usually made solely to help the individual and or society as a whole. So what are we as people so unnerved about? From even the most mundane actions and events in our lives to our moral beliefs and views, we see in every aspect of science the questioning and doubt by people. I had possibly the worst eye sight as a child. I basically could embody the clichà © phrase, blind as a bat. To make the situation worse for myself, I hated wearing glasses. I was unable to wear contacts due to some technical mumbo jumbo, so my parents decided to sign me up for Laser Eye Surgery. I had the procedure and can see quite fine to this day. You are probably sitting their wondering what exactly this heartwarming story of my now ability to see has anything at all to do with my thesis. We always can find risks in any type of procedure like the one I had. While the benefits are great, there is always the small chance that something could go terribly wrong. The doctors did in fact explain all the High tech procedures and steps they were taking during the operation, but did I really have a clue?  Walking into that surgery I was scared out of my mind, but why should I be? This is a proven technology that fixes your eyes and keeps you from wearing glasses. It isnt however done by the majority because the risk that science is wrong is too great. Is it better to wear glasses than to take even the slightest risk with my sight? These were all factors that I was feeling, but in fact I wasnt alone because everyone thinks like this with situations like this. Science cant be 100% on most things but that is what we as people require. Any person would find themselves feeling unsure about a foreign subject or in my case a medical surgery. That is why we have this problem with science. The idea of trust is there in the subconscious. It is sitting there in the back of our minds poking our conscience with a long finger saying, is this ok? Should I go through and get involved with this? I dont know if I should be doing this. While things like medical surgeries and such are obviously going to be a frightening part of science to most people what about other abstract parts of science. Unease becomes a major issue to people when they are unable to reconcile science ideals with their own moral and or spiritual beliefs. The discussion of Creationism versus Evolution has been a heated and raging debate in American culture for years. Creationism derived from the Book of Genesis denies all forms of science that says we as humans evolved over time to what we are today. Creationists insist that the universe and the earth were created in six days. Another common discussion in which Creationists reject is the major theory like the Big Bang theory. This argument is a perfect example of a moral/ mental discomfort with science. We looked before at the ways in which science can make us uneasy with physical interactions like medicines and surgeries, but what about the mental aspect of it? When science tests and challenges the morals and beliefs of others it makes the relationship very awkward. In this case we see evolution is the science. It doesnt fit the religious beliefs we know most Christians for example are taught. Even if your rational mind says science is factual, your faith and emotions are strong determiners of your beliefs. There in lies the uncomfortable pull and push relationship morally with people. I think we personally are uncomfortable with science because you avoid having to make a choice between the two. We know intellectually that science is proven, yet  some peoples hearts need to believe and have faith in a superior being. We need a way to make both work together, but that is hard. We like cafeteria religion, where we pick the parts that fit our world, but we know that probably isnt right. Whatever we chose and whichever side we take it still is a known controversy in our culture that is constantly questioned. In our class reading of Never Let Me Go we see a similar moral dilemma with science and human relationships involving Stem Cell research. The science and moral aspects will always be at t ug of war in our minds. This uneasiness of science we all come to recognize. So while some of you may not have gotten lasic eye surgery like me. Or maybe some of you listening dont have any type of faith based religion and find no controversy in science and faith. I am not asking you to totally connect with my examples and be able to relate to them. But like I said, everyone is exposed to science and technology everyday. You all know what its like to question aspects of science whether a distinct example or not. Trust is what plays the role in this controversy. So do we still believe the axiom People dont trust what they dont understand? To me it relates more to People in fact dont trust what they cannot have full resolve for.

Online Store Essays -- Technology, Apple, Inc.

The product is more important to brand Apple Inc. is an American multinational corporation with a focus on designing and manufacturing consumer electronics and closely related software products. It is formerly Apple Computer Inc. that was established in Cupertino, California on April 1, 1976 by Steve Wozniak and Steve Jobs. Apple develops, sells, and supports a series of personal computers, portable media players, mobile phones, computer software, and computer hardware and hardware accessories. As of September 2007, the company operates about 200 retail stores in five countries and an online store where hardware and software products are sold. The iTunes Store provides music, audiobooks, iPod games, music videos, episodes of television programs, and movies which can be downloaded using iTunes on Mac or Windows, and also on the iPod touch and the iPhone. The company's best-known hardware products include the Macintosh line of personal computers, the iPod line of portable media players, and the iPhone. (Apple Inc. , 2011) In the late 1970s, Jobs, with Apple co-founder Steve Wozniak, Mike Markkula and others, designed, developed, and marketed one of the first commercially successful lines of personal computers, the Apple II series. .Jobs' history in business has contributed much to the symbolic image of the idiosyncratic, individualistic Silicon Valley entrepreneur, emphasizing the importance of design and understanding the crucial role aesthetics play in public appeal. His work driving forward the development of products that are both functional and elegant has earned him a devoted following (Apple minus Steve Jobs, 2010). However, Steve Jobs as CEO of Apple who is leading the consumer technology wor... ...th the development of high technology, some new products continuously appear, new product design and development is a crucial factor in the survival of a company. In an industry that is changing fast, firms must continually revise their design and range of products. As a purchaser in today’s marketplace, we can choose from an astounding array of brands. For many categories, there is little product differentiation yet a multitude of brands are available. Apple is consistently coming out with new innovations to keep their products interesting, while also keeping up with the demands of modern technology. The bottom line: Apple delivers outstanding products consistently that receive high consumer ratings, causing consumers to keep coming back for more. Brand, of course, can be a soul of a company as long-term loyalty can be established only with a sustained campaign.

Dttls Unit 5

Part 2 A critical Analysis of my own approach to reflective practice and exploration of potential continuing personal and professional development. Introduction This report provides a critical self analysis of my approach to reflective practice and exploration of continuing personal and professional practice. To research this report I have had to undertake a profound and honest dissection and evaluation of my own working practice.For research I partook in discussions with my peers, attended a master class in learning on reflection, and explored the internet and relevant books. This includes examining theories of reflective practice and how they relate to my own reflective practice and development. To clarify what I needed to examine I started by finding definitions of the key phrases. More in-depth analysis of the definitions and the meanings attached by others are developed throughout the report.Reflective Practice- ‘a set of abilities and skills, to indicate the taking of a c ritical stance, an orientation to problem solving or state of mind. ’ (Moon 1999 cited on www. ukle. ac. uk 2009) Continual Personal and Professional Development- ‘maintaining, improving and broadening relevant knowledge and skills in your subject specialism and your teaching and training, so that it has a positive impact on practice and the learner development. (www. ifl. ac. uk 2009) MethodologyWhilst preparing this assignment my Primary research was collated by using both personal observation and informal personal interviews with fellow peer groups, I conducted my Secondary research by colleting existing data gathered from both my Primary research as well as using the internet in order to access reviews, government statements and information as well as theories and principles used and developed by educational experts, I have also used the Doncaster College library to access reference material in the form of books and the e-library and as an additional reference metho d.I also adopted various ideas gained by conducting semi structured interviews and focus groups using other teachers as my target group. Once evaluating the collected data I then developed an Action Plan in order to achieve my desired goals. Theories of reflective practice. The Common Sense Theory Philosopher and educationalist John Dewey pioneered the concept of reflective practice in 1933 as the literal notion of ‘thinking about thinking’ (cited in www. educ. uats. org 2010) He was primarily interested in problem solving.When a bad incident occurs you feel upset or disconcerted and set out to identify and rectify the issue. This basic approach to reflective practice was further developed as the ‘common sense view’ by Moon (1999). She took the stance ’reflection is akin to thinking but with more added to this. ’ (cited in Roffey-Barentsen and Malthouse 2009, p8) This is reflection in its purest form. After a lesson that that went badly it is natural that you will think about what went wrong and why. The sheer basic nature of the theory leads to problems of lack of organization and documentation.The solitary nature of simply thinking cause limitations when there is no one to provide feedback. There is more consideration given to the past than the future and provides limited outlets for developing practice. Reflective Practice Donald Schon (1983) developed two concepts in relation to reflective practice: Reflection in action – A person reflects on behavior as it occurs. For example if you are using a classroom activity with learners that is clearly not working you would quickly reflect on this can find a suitable alternative immediately rather than waiting for the next session.Reflection on action -this type of reflection occurs after the event allowing time for scrutiny and analysis of the situation and time to plan further development. Kolb (1984) created his four stage model of leaning. This encompasses the cont inued cycle of learning. It outlines the basic concept of doing something. Reflecting on it. Researching ways of improving upon it and planning how to implement this. This brings you right back to the doing stage and so the cycle continues. This can be joined at any stage but needs to be followed in sequence to be effective.Graham Gibbs further developed this cycle in 1988. Like Kolb, his cycle of self reflection is simple to use and follows a continuous cycle. Gibbs Model for Reflection (www,qmu. ac. uk 2009) Stephen Brookfield (1995) believes critically reflective teaching happens when we identify and scrutinize assumptions that under grid how we work. For this the occur we must see our teaching from the view of the â€Å"four critical lenses†Ã¢â‚¬â„¢(cited in Roffey-Barentsen and Malthouse 2009,p10 ). The four lenses being: 1. The teacher 2. The learners 3. Our Colleagues . The view of literature and theories. Although time consuming this theory provides a thorough reflect ion on our practice through feedback and research rather than just our own thoughts. Professional Reflective Practice This theory combines the personal achievements generated via reflective practice with the benefits of CPD where teachers improve skills and knowledge enhances their professional performance. Tummons (2007, p89) describes this as ‘A constant critical appraisal of teaching and learning, and of the work of the tutor generally. Ideals from Schon, Kolb, Gibbs and other theorists can be encompassed in professional reflective practice this ideal would include seminars, workshops, conferences, meetings, training days, 1. 1 reviews, observations and general conversations. Having identified what you could do to benefit your practice you would create an action plan clearly defining SMART targets My approach to reflective practice I have in the past relied too heavily on Moon's ‘common sense’ theory. Thinking is a natural process we have little or no control o ver.I have often delivered a session with my head buzzing with thoughts and ideas; these would take on the form of what went well? What did’t goes well? Why? What can I do instead? This thought process of ideas has its benefits. I was analyzing my teaching practice rather than simply carrying on with no consideration to its merits. The main problems being that I rarely wrote my reflections down. There was no organization or structure to the reflective practice. This form of reflection is too insular and self reliant.When I first started teaching I think I probably lacked the confidence to actively seek the views of others and accept constructive criticism. Since undertaking the DTLLS course I have as a prerequisite of learning kept a reflective journal. This method of reflection links in with Schon’s ‘Reflection on Action. ’ Actually taking time to stop and write down reflection has been very beneficial This allows time for greater and more structured eval uation identifying what went well and want didn’t’ go so well. From here I am able to plan what I need to improve upon. Schon (1983) also outlines ‘action in practice. I found this concept of ‘thinking on your feet’ a necessity of teaching. A session plan may sometimes no longer be valid. I have in the past had to a change activities that require certain numbers due to poor attendance. Similarly if I unexpectedly have a small group I may not use planned resources such as flipchart which seem impersonal for only four learners. As my teaching experience has developed so has my capacity for reflection. Drawing on Brookfield’s critical lenses. I am now more confident and aware of the benefit of feedback to seek the views of learners, peers, mentors etc.This creates a greater spectrum of reflection rather than simply my own to learn from. Gibbs reflective cycle (1988) has become a natural part of my teaching and reflective practice. This is especia lly beneficial with one day courses I teach again and again. In this situation it is easy to become complacent and lazy and stick with same session plan. Actively reflecting with feedback from others enables me find methods of improving the session. I then can try out the new plan. Once tried I then reflect on the new plan and so the cycle continues.Of course I wouldn’t make change for change sake. The out come of the reflection could be that it all went well in that session. Continual Personal and Professional Development As a teacher when considering CPPD I have two consider what The IFL defines as the ‘Model of Dual Professionalism’ (www. ilf. co. uk) Your subject specialsim Your teaching In both instances I need to undertake an analysis to identify training and development needs. I am still a teacher in training so my professionalism is continually developing through my college studies which includes much research.In my work place I have attended training day s on relevant teaching areas such as coaching your team and Giving and Receiving Feedback and conferences such as E-Leaning and Final Lap Mentoring. Once my training is complete I will need to actively seek development opportunities in this area. I could do this through the ILF, College network, educational websites, publications and productions. The opportunities for personal and professional development in the Health and Social Care Profession are considerable. Keeping up to date with relevant legislation is paramount.Generally literature is provided on this by the Care Quality Commission or MHA Head office. For instance I recently went on a training day on delivering e-learning. However as an educationalist it is vital I don't just assume there are no changes if no one has informed me other wise. The QCC website is the best reference point on legislation. Specific area of my role such as manual handling, Fire Safety and First aid require me to update my trainer’s skills wi th a refresher course every two or three years.As I teach in a company that specializes in Dementia care it is vital I actively seek new knowledge in this area. Ideas and Theories on Dementia and Dementia care are constantly progressing and it is vital I progress inline with them. To aid this read the Dementia Care magazine, Alzheimer’s Society website, Bradford and Stirling University both research in dementia care. A positive example of this is an article I read on the benefits of Doll Therapy. Some of the residents in the home carry dolls around which some cares found inappropriate.Having a professional theory to discuss with staff/Learners was highly beneficial. All development I do for my work has an effect on my personal development. The increase in skills and knowledge gives me more confidence and expands my creativity. In my free time I enjoy reading and creative writing and have taken relevant courses for pleasure. I have in the past been to work obsessed and taking on to many courses at once. This resulted stress and affected all areas of my life. I now can prioritise my CPPD to allow me time to relax and spend time on other things that are important.When I started DTLLS I was also doing an Open University course. I found it too hard to juggle both and working. I made a decision to complete the OU module I was studying and put my university studies on hold until I have completed DTLLS. Conclusion I can link my reflective practice to most of the theorists. The common sense view' of quite literally thinking is something I do constantly but I have learnt the benefits of taking a more structured and creative approach to reflection. Working through a cycle of doing, reflecting, researching, planning and doing means my teaching practice can only improve.This has given me more confidence and benefits the learners. Linking in reflective practice with CPPD ensures my development as a teacher and a subject specialist. Through my work place I am able to identify training and development needs with my manager. As an autonomous learner is vital I constantly Seek new avenues to ensure my Health and Social Care knowledge is up-to-date and relevant. 1. Report Introduction For this report I have provided a critical analysis which summarises the following aspects of my ongoing personal and professional development in the following areas: Teaching roles and contexts within the lifelong learning sector * Impact of own beliefs, assumptions and behaviours on learners and others * Impact of own professional, personal and interpersonal skills, including Literacy, Numeracy and ICT skills on learners and others. To carry out this report I have used my personal reflective journal. I have also drawn on past assignments, observations, peer group discussions. I researched books, journals and the internet to gain a wider perspective. Analysing my own role as Trainer and comparing it with others such lecturers nd tutors highlights the similarities as w ell as exploring the unique aspects that define each role. As an individual and a teacher it is difficult to recognise and at times accept that your personal beliefs, assumptions and behaviours may impinge on learners. In this report I recognise my ‘teaching schemata’ and explore both positive and negative effects this may have on learners and others. This links in with the analysis I have made on how my personal, professional and interpersonal skills will have an impact on learners and others. Part 3 A Teaching roles and contexts within the lifelong learning sectorThe table below explores the different roles and contexts within the lifelong learning sector, analysing their similarities and differences. All definitions of roles are taken form: The Chambers Dictionary 10th Edition (2006) Job Role| Contexts| Duties| Same as| Difference| Trainer‘A person who teaches skills to people or animals and prepares them for a job, activity or sport’ | The workplaceComm unity Learning CentresTraining companies| * Identifying company training needs. * Designing, delivering and evaluating training. * Developing induction and appraisal schemes. Coaching and assessing individuals or small groups * * | Similarities to teacher, tutor, lecturer in terms of planning and delivering learning. Also assessments. | A trainer is generally work based as apposed to teachers or lecturers who are college or school based. | Teacher‘A person whose profession is to impart knowledge practical skill or understanding’| SchoolsSixth form colleges| * Panning sessions * Delivering learning * Evaluation of teaching and learning * Setting and marking working * Monitoring and dealing with behavioural issues. Tutor, trainer and lecturer in terms of planning and delivering learning. Dealing with behaviour is most akin to lecturers. | Different to most in that a teacher is generally associated with schools and children. Some sixth form colleges may have teachers. | Tu tor‘A person who teaches a single person or very small group’| Colleges Community Learning CentresDistance and online learning. | * Planning and delivering learning to individual or small groups. * Providing feedback on assessments * Tutor may be a mentor for learning development such as a form tutor or individual tutor. Similarities to teacher, trainer, lecturer in terms of planning and delivering learning. | More 1-1 work than lecturersDifferent from all if online or distance learning. | LecturerA person who teaches at college or university| CollegeUniversities| * Teaching, lectures, seminars and fieldwork. Preparing teaching sessions and developing teaching materials. Setting and marking work. | Similarities to teacher, trainer, lecturer in terms of planning and delivering learning. | Different to NVQ and Trainer in context.Lecturers would not be found in workplace| Assessor‘Person who assesses’| CollegeWorkplace| * Plan and deliver NVQ workshops * Obser ve and assess candidates * Examine candidates’ evidence| Similar to trainer in that learning is work based. | Different to teacher and lecturer as an assessor will not deliver learning to large groups. | Part 3 b My role and responsibilities as a Trainer in Health and Social Care work-based learning Through discussions in the DTTLS course I have identified two major differences between my role as a Trainer and my peers as Lecturers.The first being that of context . My teaching is carried out in individual’s own workplace. Learning is delivered in a training room and in the care environment. Lecturers deliver learning in a college in a traditional classroom setting. The two do at times overlap, workplace learners may work towards vocational qualifications through local colleges. In this case I may arrange for learners to undertake this learning and support them through their work. The other main variation is in purpose. I facilitate learners with skills and knowledge to enable them to function in the workplace.Learners gain company certification or in some cases nationally recognised awards, however they are not working for one or two years towards an educational or vocational qualification as they would in a college. In unit 15 I explored the difference between teaching and training. Gary Pollice, Professor of Practice Worchester University noted this main difference. In his article Teaching Versus Training (2003). He stated training ‘focuses on skill’ whereas teaching ‘implies deeper knowledge and a longer time frame. ’ This effectively sums up one of the major differences I identified.As a trainer in Health and Social Care it is my responsibilities to ensure my knowledge is kept up-to-date and in line with current legislation, polices, procedures and changing views and ideas within the care sector. Not doing so would have a detrimental effect on learning and the working practice of learners. I am constantly aware that my CPPD will have a direct impact on the quality of training I provide. In unit 5 I examined the aims and philosophical issues associated with my subject specialism. These were derived mainly from CQC and MHA care group.The ultimate aim being to provide the best possible person centred care for service users. I work closely as part of a team to ensure this is provided. I liaise with senior staff to discuss any new developments within care and the impact they will have on learning and working practice. I often attend the same training, seminars and conferences as senior staff. This ensures we all have the same knowledge and skills Transference of skills has a major influence on how I and others measure the quality of the training I provide.Howarth and Morrison (2005, p295) observed how effective transfers are ‘affected by a range of factors beyond the design and delivery of a training event. ’ I work with key people to make sure skills and knowledge are effectively passe d on to staff and reflected in the care provided. If this is not the case then I may need to reassess my own skills and knowledge. Part 3 C The Impact of my own beliefs, assumptions and behaviours on learners and others. As an individual it is difficult to recognize our own ingrained beliefs, assumptions let alone comprehend the impact these may have an others.As a teacher the impact can be magnified as others look to us to learn. In an article Focus on Teacher thinking it was stated Everything a teacher says and does springs from the teacher’s inner reality – the worldview, beliefs, values and other thinking processes that are so familiar they become invisible (www. teachersinmind. com) When I enter a classroom/training room I like to think I put my professional hat on and leave my personal influences behind. Williams and Burden ((1997, p57) however would disagree ‘Teachers beliefs about learning will affect everything they do in the classroom. To identify my ow n personal influences I have examined some elements of my unique ‘Teaching Schemata’ (wwww,prodait,org 2006) . This is the amalgam of beliefs , knowledge and assumptions held by the individual teacher. Elements of my personal ‘Teaching Schemata’ | * I believe it is important to have basic ICT, Literacy and numeracy skills * Reading is fun * Learning enriches your life * ICT is an inevitable part of day to day life * I think everyone should want to reach their full potential * Adults should naturally adhere to a certain code of conduct in a learning environment. Adults want to learn * Music has positive benefits on your mental well being * I love anything outdoors. * I’m a vegetarian and animals are an important part of my life * I was brought up C of E but no longer practice or believe. * Monogamy is important * I used to be shy at school but now I’m outgoing * I tend to adopt a ‘ce la vive’ attitude to life. If it makes you happy then do it! * I’m very easy going and rarely loose my temper. * People should always see the best in others and try to understand why they behave the way they do. The list above is by no means exhaustive but includes what I consider to be my main belief system. I would generally consider my positive and friendly personality to have a constructive benefit on learners. I’m proud of the fact that learners enjoy their learning and in all my observation it was commented that I had an excellent rapport with learners. In unit 15 I drew on an element of my reflective journal where this rapport had a negative effect. Four learners failed to turn up when I was being observed. I took his a personal insult, but it was pointed out to me by a colleague that it was because I was so easy going that they probably thought I wouldn’t be annoyed. The concept of achieving an equal balance between my natural friendly personality and adopting a more professional persona when necessar y is an area I have developed but need to continue to do so. I have attended courses in assertiveness and influencing and negotiating to aid my development in this area. Discussing ideas with other teachers has helped significantly. In my very initial stages of teaching I made a basic mistake due to my somewhat supercilious assumptions.When setting up a learner, a lady of around 50yrs, on E-Learning I simply gave her the laptop, password and username and told her to log on to the Aims Perform site. I went off to sort out some paperwork while she did this. When I returned I found an embarrassed learner who hadn’t even switched the laptop on. She sheepishly told me she’d never used a computer before. The impact for the learner was that of humiliation and a failure to learn. For myself it was an early learning curve in never making assumptions about learners existing abilities.Although I’m still surprised how many people don’t have their own computer and hav e little or no ICT skills I have learnt to adjust my perception and address the situation in a manner that does not embarrass or humiliate the learner. Gaining an awareness of the extent to which adult learners may lack basic skills has had an effect on my professional development. I have actively sought ways to integrate key skills into learning. Care for Skills agency provide extensive resources and information on enabling teachers to embed key skills into the care induction programme.The impact on learners is that I, as a teacher am more in tune to learning needs and an increased opportunity to improve their key skills through work based learning. Also I taught a fully integrated course with New College which improved my skills in key skills teaching. Part 3 D The impact of my own Professional, Personal and Interpersonal skills including Literacy, Numeracy and ICT Skills on Learners and others Trainer/Teacher My teaching qualifications PTTLS and year 2 DTTLS have given me signifi cant skills and knowledge in this area. This impacts on what I am able to offer my place of work and learners.This includes planning, delivering and evaluating individual sessions and schemes of work. Also carrying out diagnostic assessments, assessing learning, being aware learning styles and learning theories, designing and using resources. The more skills I have as a teaching professional the greater opportunity I will have to maximise the learning potential of the workplace learner at MHA. Management will have greater confidence in giving me greater responsibilities such as designing courses. I have also joined the Institute For Learning (IFL) as an affiliate member whilst working towards qualified teacher status.The IFL gives members support in continuing professional development. The IFL state: CPD gives the public, learners, the teaching community and the sector confidence that teachers, trainers, tutors and assessors are continuously improving skills and knowledge and expert ise (www. ilf. ac. uk, 2009) Health and Social Care Professional As I have a dual profession there is little point in me solely focussing on my teaching skills. It is equally as important that I monitor my knowledge of my subject specialism. My learners need to have confidence that I have a higher level of knowledge of the subject than they do.The care provider I work for need to know that I am facilitating training that is current and relevant. In unit 15 I stated that one of my best assets was having what Skills for Care (2009) describe as ‘experts by experience. ’ Having years of hands on experience in the care sector not only equips me we a high level of skills and knowledge but also gives learners confidence that I know what they experience in the workplace. To keep my care skills current and relevant I attend the same training, conferences and seminars I would as if I still worked in the field. Personal DevelopmentMy personal development can also have an affect on learners. Having a good level of work and life balance make me a calmer and more rounded person. Much of my personal development such as creative writing enhances my creative abilities as a teacher. I initially started my degree with the Open University for personal development rather than professional. I started with a course I knew I would enjoy – Level 2 Creative Writing. This required me to post my work on an online tutorial for others to give feedback on. Similarly I was required to give feedback on the work of others.This enhanced my ability to accept feedback from managers, teachers, college peers and learners. This in turn assisted me to provide constructive feedback to my peers and learners which is something I have difficulty with. Interpersonal Skills My interpersonal skills have developed as my confidence has grown. Looking back on my reflective journal from last year I can see there were times when I lost deportment in sessions when learners asked questions I wa s unsure of, didn’t participate in sessions or were deliberately awkward as they didn’t want to be in the session.This had a detrimental effect on learners and myself as I felt they would loose confidence in my ability to teach them. I over come this through feedback, talking to other teachers and simply by gaining experience. My most recent observation demonstrated how much my confidence has improved. This reflects on the quality of learning learners receive. On a general level I feel I have good interpersonal skills. Working in the care sector for years has given me strong emotional intelligence. I am easily able to empathize with other. I am able to actively listen, thus making me an effective communicator.I have been able to develop appropriate communication skills. Initially I was too much of a friend to learners and didn’t want to offend anyone. I found sugar coating feedback was non productive. I have managed to improve my balance my as a teacher, giving constructive feedback and delivering enjoyable sessions. Numeracy Numeracy is not my strongest point. I have GCSE grade C which I achieved 18 years ago. When I worked at Penhill Community learning centre working 1-1 with learners to gain entry level 3 and level 1;2 numeracy awards I was concerned about my own numeracy levels and ability to help others.I went on the Move On website to test and improve my abilities. When I started the PTTLS course I was required to take an assessment on the computer to check for skills fade. Thankfully I had a clear level 2 pass. Although numeracy is not a strong element in Health and Social care it is still important to maintain my skills in this area. I embed numeracy in areas where learners will uses it in their workplace such as weights, measurements, BMIs and statistics. This will impact on their ability to perform everyday tasks at work. ICT I have fairly good ICT skills.This has enabled me to facilitate e-learning confidently. This has helped l earners to access and undertake courses they may not have had access to otherwise. e-learning enhances learners own ICT skills which will benefit them in the workplace and wider society. One area I had to develop was using ICT in presentations. My workplace did not have facilities for this so I had little opportunity to practice. I felt this limited my resources and didn’t account for exclusivity with regards to learning styles. My first attempt at PowerPoint presentation was for my presentation was to my peers at college.I was pleased to have produced and presented a presentation even if I did forget to put it on slide show! Feedback from my peers and my own reflection identified this as an area of weakness. I have since convinced my workplace to buy more equipment. I am now confident in using the projector for presentations. This enhances learners experience including participating in e learning in groups. Literacy Literacy is an area I am quite proficient in and had passed university modules in with good grades. I enjoy reading and creative writing in my free time.I do however have to be aware of the language I use and the levels I expect of others. Many of my learners will be at entry level 3 or lower so I need to keep language in resources simple. Through initial assessments I can identify what level learners are at. I embed literacy into learning. The Skills for Care Base have excellent resources I have used to enable learners with literacy. The fact that I enjoy reading means I am always keen to research my subject this will enrich the knowledge I can impart on learners. ConclusionMy dual role as a teacher and a Health and Social Care Professional effectively means I I have two areas where I need to actively monitor, evaluate and accomplish continuing personal and professional development. Clearly identifying my role and responsibilities can enable me to pursue relevant avenues. Being aware of my own beliefs, assumptions and behaviours and the im pact they may have on learners and others is difficult but essential. Through course of action I realised my assumptions about adult learners existing skills was having a detrimental effect on their learning.As a teacher my own personal, professional and interpersonal skills have a major impact on learners, as they are looking to me to facilitate knowledge and skills. The organization I work for is trusting in my skills to carry out my role efficiently. Not doing so could have a damaging effect on the care service users receive and the reputation of the establishment. This highlights the importance of CPPD. Words 3116 Bibliography Books Gray, G. Cundell, S. Hay, D. O’Neill, J. (2004) Learning Through the Workplace. Nelsonthorne: Cheltenham Horwath, J. Morrisson T. 2004) Effective Staff Training in Social Care Routledge: Abingdon Roffey-Barentsen, J and R ,Malthouse. Reflective Practice in the Lifelong Learning Sector. Learning Matters: Exeter Tummons, J. (2007) Becoming a Tut or in the Lifelong Learning Sector. Learning Matters: Exeter Wallace, S. Teaching and Tutoring in The Lifelong Learning Sector. 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