Recent orders
Innovative teams to own the project and provision of incentives.
EMPOWERMENT
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Innovative teams to own the project and provision of incentives.
Creating innovative teams ensures all departments are given the task of coming up with ideas. The task to come up with ideas builds up cohesive workforce. The creative team should be given to work with the idea and foster its growth. This ensures they are the sole owners of the idea and when they succeed they are a team. Motivation is important to get the work force to process ideas. Rewarding the best ideas with a prize will ensure everyone is involved (Huq, 2010). The reward can be in form of monetary value, or recognize the winner by announcing the winner to the rest. In some organizations a portrait of the winner is usually displayed and this motivates others to work harder.
Support creativity by having a positive working environment
It is important for an organization to understand that a too serious work environment is not good for the mind. Activities such as team building sessions can help employees relax and have an open mind about ideas. Activities such as this give speech to the voiceless, less confident individuals. This is done inform of brainstorming session where everybody can share ideas.
Empowerment does not happen without ownership because an employee has to prove he can do the job. Imagine an employee who does not display proper job initiative. He does not own the job and this is a sign that the management has not empowered them. Ownership cannot also happen without empowerment because releasing control of ownership ensures people feel empowered to truly work.
According to (Mimi, 2000) in business a flexible and productive work force always focuses on the success of organization. Skilled employees should constantly be trained on new skills as technology advances. Understanding technology helps in reducing labor cost thorough skilled employees. This is done by scheduling and arranging workers to best suit organization. The ability to be globally competitive organization has had skilled workers to grow and assist in innovation of the organization technology. Technology advancement means that a good worker has to have organizational skills, this enables each trainee to gain a new skill.
Reference
Huq, R. (2010). Employee Empowerment: The Rhetoric and the Reality. Triarchy Press Limited.
Mimi, M., & Murrell, K. (2000). Empowering Employees. McGraw Hill Professional.
Introduction (7)
Employee Training Plans and Identifying Future Training Needs
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Introduction
The current skill levels of existing employees are an important component in the success of any business. HR managers must also be able to identify current skill levels of existing employees as well as effectively train new employees. This data is extremely valuable in determining future training plans, budgeting and scheduling. In this article you will learn how to identify current skill levels of existing employees, a necessary first step in building your training plan. Skill levels are a classification tool that is used to indicate how well an employee is performing at their job and their level of performance. The mean is the average skill level of an employee. The standard deviation is used to quantify the spread in skill levels within an organization. In most cases the standard deviation will be larger than the mean and this fact must be taken into consideration when developing a plan for training employees (Aravindakumar, 2020). This paper will discuss this variance in skill levels, the learning theories that are applicable to the current organization scenario, the employee training design and methods and lastly, measurement of desired outcomes.
Current Skills
In order to determine current skill levels, employees need to take a test or fill out some sort of survey which allows them to self-assess their skillsets. A survey should include questions regarding work experience, skillsets, current job responsibilities and a description of performance on such duties. The only limitation on survey questions is that the survey taker should not be asked to rate their own skillsets. The purpose of this test is to get an idea of the current skill level of employees, not to give them a ranking (Dhondt et al 2019). A skilled worker will be able to manipulate the scores in order to suit their needs. It is important to keep in mind that skill levels are determined by the individual employee, not by any outside measure or criteria. It is generally concluded that skill levels can also reflect a change in job responsibilities, which would make them less useful for determining future training needs of existing employees.
However, skill level can still play a role in determining training needs for current employees. The mean skill level is the most useful number to rank current employees. This number should be the average skill level of all employees in an organization. The standard deviation should be used as a secondary metric in determining employee training plans and identifying future training needs (Dhondt et al 2019).
Learning Theories
The learning theories that are applicable to the current scenario include: an experiment-based approach “learning by doing” as opposed to “learning by hearing and/or seeing”. Problem solving through inquiry and research. Active, experiential learning involving reflection. A skill based perspective of learning vs. a content based perspective of learning. A problem-solving approach in which one starts from the situation and moves outwards to the context, considering various possible causes for the given trouble and finally deciding on a course of action to take. Strong emphasis on critical thinking and decision-making (Qi, & Chau, 2018). The skill based approach of learning – in which the learner is aware of the need to develop a varied set of skills and knowledge.
Learners are encouraged to explore ideas and concepts for themselves, and are provided with the means for exploring them. Learning strategies and techniques can be taught that allow learners to access new information through different ways of perceiving, organizing, and framing the materials. Learners are encouraged to look for insights and new understandings in their own experiences from which they can derive new understandings about what they know as well as in Socratic dialogue with different teachers on different subjects. Group work, sharing of learning experiences, and active reflection on the basis of knowledge from outside academic sources are emphasized.
In an experiment-based approach (also called experiential learning) the emphasis is placed on the acquiring of knowledge and skills via experiments (or real life experiences). The experiment-based approach to learning is a combination of observation of the natural environment, empirical investigation, and experimentation with control over variables. This approach to learning was in existence before John Dewey which supports an alternate perspective that learning can take place without teachers or schools (Qi, & Chau, 2018). It also refutes the concept that learning only takes place in schools. Dewey believed that everyday living was a part of a student’s educational experience.
This perspective is not as commonly used or accepted today due to the fact that technology has increased accessibility to such a degree that it has created information overload. However, this approach to learning is proven to be more effective for scholars and professionals. A good example of an experiment-based approach is seen in the creation of Wikipedia as opposed to a more traditional textbook based education system (Qi, & Chau, 2018).
The training design and methods
The training design and methods of instruction I would propose to implement includes the following: Implementation of an assessment center to determine current skill levels. Identify possible future skill needs based on the assessment of current skills. Conduct a training needs analysis and design an individual training plan for each employee based on their future skill needs.
Conduct one-on-one training with current employees to build the necessary skills for their new roles. This method is particularly useful for trainees who are new to the company and have not been trained in the company’s specific needs. It is important to note that this method can only be followed if all employees are willing to undergo training, a very rare situation in today’s work environment (Numonjonov, 2020).
Departmental competency model; In order to identify future skill needs based on organizational needs and responsibilities, a departmental competency model should be implemented. This model will allow managers and HR specialists to more clearly define the job of their departments and employees within the context of skills needed by the company as a whole. It is important to identify the gaps between the current skill level and the potential skill level that a department needs in order to function efficiently as a whole. After this has been done, an organizational assessment should be conducted in order to review policies, practices, procedures and any other aspect of the organization that can be improved or effected by improved training methods.
The development of an individual training plan is necessary if there is a need for increased skills amongst employees. This should be conducted after the competency model is completed and employee training needs are determined. The individual training plans will specifically outline what each employee will learn during their tenure with the company in regards to skillsets needed for their job. Finer levels of training should be conducted with employees who are more likely to be promoted or transferred into other departments. In essence, this training is a part of the employee’s preparation for their new position. This individual training approach also allows for correction and adjustment if the employee does not learn in a manner that was anticipated by senior management (Numonjonov, 2020). The implementation of a learning environment which emphasizes on group work, Socratic dialogue, experiential learning and active reflection provides an environment conducive to the development of team work skills and the ability to problem solve.
Measurement of Desired Outcomes
The desired outcome is to train the personnel within ninety days to increase company performance. The plan would be to measure the desired outcomes often and when appropriate as these can change based on many factors. A plan for measurement of outcomes should be developed with specific measurements, frequency, and time frames for each measurement. The desired outcome could also be measured by taking progress reports from all members of the management team within thirty days and then again at sixty days so that a comparison can be made in order to determine how effective the training was in achieving its goals. Calculations for any increases in performance would also be made as a way of determining the effectiveness of the training (Kooij, Kanfer, Betts, & Rudolph, 2018).
The specific training delivered to each department can be measured by conducting surveys at the end of the training conducted at each department. The results will show if any changes were made in employee morale, how future actions are being viewed, and how the employees perceive their supervisors. If a survey is conducted after 90 days of training and there is no change in these issues, then it will be simple to tell that the course selected may not have been effective in achieving its desired outcomes. If an employee is changing the way he or she will be doing things, then it is evident that the training was effective. Activities should be implemented in order to measure your desired outcome. The activities must involve all members of management or another business partner e.g., consultant, peer, or supervisor (Kooij, Kanfer, Betts, & Rudolph, 2018).
. Conducting a survey should be done in order to collect data and not as a concrete measurement of the desired outcome. In order to assess the effectiveness of the training, a qualitative and quantitative analysis should be conducted.
It is essential to define the specific measurements that need to be made throughout the training process. This will ensure that an evaluation of your program will be possible if it is not being met. The training process is a complex situation because it involves two different aspects: trainee progress and management progress. The objectives for training can change based on many factors including: employee experience, employee skills, and results from previous assessments. It is important to review your objectives constantly throughout the process in order to make sure that they are still relevant and still an effective way of achieving your desired outcomes.
Training has become a very important component of employee development as more and more companies are implementing training into their HR practices. One way to assess the effectiveness of your training program is to conduct surveys after the training is completed, ninety days later (Kooij, Kanfer, Betts, & Rudolph, 2018). If no change in any important aspects related to the desired outcomes is observed after this time, then the effectiveness of your program was substandard.
Having an effective system for measuring your desired outcome is essential when developing a training program because it will allow you to make changes if they are not effective or need to be changed. In order to measure the effectiveness of your training program and identify effective practices, one must conduct and implement activities that relate directly with your desired outcome.
Conclusion
In conclusion, the effectiveness of employee training is dependent on many factors including the design, delivery and evaluation of training. Evaluation measures should be developed within ninety days in order to establish a baseline for your training program and identify desired outcomes. These are more likely to be achieved if trainers follow a competency model, conduct an organizational assessment and develop an individual training plan for each employee (Zhou et al 2021). In order to achieve your desired outcome, it is important to measure your progress often and when appropriate as these measurements can change based on many factors. It is important that the measurements made are specific so that evaluation of your program will be possible when it is not being met.
What I have learnt
What have I learned by writing this paper is that the organizational culture of a company is greatly affected by the skills and knowledge of its employees. With this information it can be said that employees play a vital role in the success of a business. Training is an important tool within any business to effectively employ staff, increase their job satisfaction, and meet organizational objectives. To do this type of training right is an intricate process that can be completed by following three key methods; structural development, delivery, and evaluation of training.
Having reliable measurement tools to determine the effectiveness of your program will aid in achieving your desired outcome as well as future desired outcomes that you may have for your organization. In addition, an evaluation of the program is essential to the success of your training and should be conducted ninety days after implementation. By following these steps and creating an effective measurement system a company can achieve its desired outcome in a successful manner.
With this knowledge I have learned that employee training is an important process to achieve desired outcomes within your organization and should be given priority as it will greatly contribute to an organizations success. The effectiveness of the training program is measured by looking at job-related attitude, behaviors and performance. Learning can be measured when there are changes in job related attitudes, behaviors and performance.
References
Aravindakumar, A. (2020). Managing and utilizing human resources in an organization with reference to higher education. Editorial Board, 9(8).
Dhondt, S., Van der Zee, F., Preenen, P., Kraan, K., & Oeij, P. R. (2019). Dominant technology and organization: Impacts of digital technology on skills. International perspectives and research on the” future of work “, 186-205.
Kooij, D. T., Kanfer, R., Betts, M., & Rudolph, C. W. (2018). Future time perspective: A systematic review and meta-analysis. Journal of Applied Psychology, 103(8), 867.
Numonjonov, S. D. (2020). Innovative methods of professional training. ISJ Theoretical & Applied Science, 1(81), 747-750.
Qi, C., & Chau, P. Y. K. (2018). Will enterprise social networking systems promote knowledge management and organizational learning? An empirical study. Journal of Organizational Computing and Electronic Commerce, 28(1), 31-57.
Zhou, Y., Liu, G., Chang, X., & Wang, L. (2021). The impact of HRM digitalization on firm performance: investigating three‐way interactions. Asia Pacific Journal of Human Resources, 59(1), 20-43.
Stages of Embryonic Development
Embryonic Development
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Part 1
Stages of Embryonic Development
Embryonic development refers to the process of growth and development of embryo. On the other hand, stage of embryonic development is a phase within the period of embryonic development that is marked by distinct growth changes in the embryo. Also known embryogenesis, the process of embryonic development starts after fertilization of an ovum by a single spermatozoon. The spermatozoon produces enzymes which allow it to penetrate through a layer of follicle cells covering the ovum (corona radiata) and fuses with the egg’s plasma membrane to form a diploid, called zygote (Campbell & Reece, 2005). In human beings, the process of fertilization takes place in the ampulla of the uterine tube. There are four main stages of embryonic development: cleavage, patterning, differentiation, and growth.
The cleavage or cell division stage starts approximately 18-36 hours after fertilization. The zygote formed after fertilization divides into multiple cells through a process known as binary fission (Campbell & Reece, 2005). The resultant cells after fission carry equal number of chromosomes and genes. After the 8-cell stage, the cells bind to form a compact sphere. Further divisions within the sphere lead to the formation of a 32-cell mass known as morula. Each of the cells within the molula is known as blastomere. This is followed by a process known as cavitation in which the outer cells secret fluid containing proteins into the sphere, facilitating rapid division of the cells (Forgacs & Newman, 2005). Despite the increase in the number of cells in this phase, the volume of the zygote remains the same. The zygote lands into the uterus during the 6th or the 7th day, after which developmental changes lead to the formation of three membranes: placenta, chorion and amnion (Forgacs & Newman, 2005). Further development of the morula leads to formation of a ball containing about 2000 cells known as blastcyst. Also a fluid-filled cavity called blastocoele is also formed within the embryo. The developmental changes end with the formation of a structure known as blastula. The blastula is surrounded by a layer of single sells called trophoblast. However, it contains a thick inner layer of cells at one end of the inner cavity, from which the embryo will develop (Campbell & Reece, 2005)
Patterning or morphogenesis is the second stage in embryonic development, during which the outer membrane (zona pellucida) of the molula starts disintegrating and the zygote starts to increase in volume. Approximately eleven days after implantation of zygote on the uterus, some cells from inner mass migrate into the fluid-filled cavity (blastocoele) and organize to form masses and layers. The process of migration is called gastrulation. The space from which the cells migrate forms omniotic cavity (Campbell & Reece, 2005). Three major germ layers are also formed in the process: endoderm, mesoderm and ectoderm. The ectoderm forms the neural tube and the epidermis. The mesoderm forms vascular elements, muscles and tissues. The endoderm develops to form lining of the gut and associated organs. This stage is also characterized by the formation of belly and back sides, right and left sides and front and the rear. By the end of the patterning stage, the genes of the embryo are fully formed and expressed (Campbell & Reece, 2005).
Differentiation is the third phase in which specialized structures that perform more functions start to form. About 21 days after the implantation of the embryo onto the uterus, the endoderm, mesoderm and ectoderm grow further and differentiate to form neutral tube and notocord, among other vital organs of the body. The process of formation of body organs from the germ layers is called neurulation (Campbell & Reece, 2005). Notocord develops from mesoderm and undergoes through a series of developments to form the vertebral column. However, notochord in human beings disappears before birth. The development of neural groove in this stage leads to the formation of brain, and spinal cord (Campbell & Reece, 2005). The mesoderm also undergoes through a series of developments leading to the formation of vertebrae, muscles, and connective tissues. In addition, the mesoderm grows to form gonads, adrenal glands, and kidneys. Furthermore, coelom is formed by the end of differentiation phase.
Growth is the last phase in embryo development. During this phase, the body goes through a period of growth characterized by formation of new cells, extra cellular matrix, and new organs (Campbell & Reece, 2005). The growth phase starts between the eighth and ninth months after conception and continues until birth. Foetal developments in the growth phase are described in the next section.
How an embryo transitions to foetus
In human beings, the development of foetus from conception to birth can be divided into three stages: first trimester, second trimester and third trimester. Each of the stages consists of three months. The process of transformation of embryo to foetus is a gradual process that takes place within the first trimester. Transition starts during the cleavage phase, characterized by rapid division of cells within the embryo. This is followed by the formation of germ layers (endoderm, mesoderm and ectoderm), chorion and amnion within three to six weeks after conception. Organogenesis follows in the next six to eight weeks (differentiation phase) characterized by the formation of vital organs such as brain and spinal cord, coelom, muscle tissues, notochord and neural tube (Ibim, 2010).
However, the transition from embryo to foetus continues after the differentiation phase. Other changes occur from the ninth week, which make the embryo to look more like a human being (Ibim, 2010). The changes include the formation of head, ears, nose, heart, hands and legs. Also, the placenta is fully formed by the end of the ninth week. By the end of the first trimester, the embryo is fully transitioned into foetus. The chorion is fully established, the embryo is in the amniotic sac and the sex of the foetus can be determined (Ibim, 2010).
The second trimester is characterized by more growth and refinement activities and less developmental activities. The placenta plays the biggest role in maintaining homeostasis through secretion of progesterone and transfer of nutrients and wastes. The foetus is approximately 6cm by the beginning of the first trimester. At 20 weeks, the foetus has grown to approximately half a kilogram. At this time, heartbeat can be heard and the legs, head, face, and hands are prominent (Ibim, 2010).
Further growth and development continues during the third trimester. A series of changes and developments take place in the circulatory and respiratory systems which facilitate air-breathing after birth. Additional changes and developments occur, which enable the foetus to maintain constant body temperature. Changes also occur such as increase in size and weight, reduction in the size of head, thickening of the muscle and hardening of bones and skin ((Ibim, 2010).
Maturation processes within developmental stages in the foetus
After birth, the foetus is required to adapt to the environmental changes by establishing and maintaining physiological homeostasis, without the assistance of the placenta. Therefore, the survival of the foetus after birth is dependent upon maturation of structures and organs that interface with the new environment. Examples of essential organs and structures are lungs, immune system, gut, liver, pancreases and kidney (Strauss & Barbieri, 2013). Various studies have shown that maturation processes during foetal development are induced by glucocorticoids (Strauss & Barbieri, 2013). Critical maturation processes that occur during foetal development include deposition of glycogen in the liver; activity of enzyme systems in the foetal brain, thyroid gland, pancreases, retina, and gut; and production of surfactant by foetal lungs. Maturation of the foetal lungs is particularly important since inability to breathe due pulmonary immaturity has been found to be a leading cause of mortality among preterm infants as well as neonatal morbidity (Norris & Lopez, 2010). However, the key functions of glucocorticoids in the process of maturation are not yet clear. As Norris and Lopez (2010) highlight, some studies have shown that glucocorticoids do not initiate maturation of cells; they simply accelerate the process of maturation.
Structures linking mother and foetus
The placenta is the main structure that connects the foetus to the mother. During the first four weeks of foetal development, prior to development of the placenta, the embryo relies on simple diffusion of oxygen and nutrients. Once the placenta and associated organs develop, it starts releasing hormones (progesterone, estrogen, placental lactogens, relaxin, and chorionic gonadotrophins) into the circulation system of the mother, which mobilizes nutrients and modifies maternal appetite (British Nutrition Foundation, 2013). It plays a key role in transferring nutrients (such as amino acids, glucose, lipids, minerals, water, and oxygen) from the mother to the foetus and wastes (such as uric acid, carbon dioxide and bilirubin) from the foetus to the mother. Harmful substances (such as nicotine, cocaine and alcohol) and infectious (such as cytomegalovirus and rubella) are also transferred from the mother to the foetus (British Nutrition Foundation, 2013). It also prevents the transfer of some noxious agents from maternal system to the foetus. The hormones released by the placenta also help to maintain homeostasis. The placenta maintains homeostasis through regulation of nutrients and processes within the body of the foetus, in response to changes in maternal system (British Nutrition Foundation, 2013). However, there are some challenges that are associated with process of maintaining homeostasis. For instance, higher concentration of glucose in the body of the mother is reflected by a rise in concentration of glucose in the body of the foetus. The placenta is unable to regulate the movement of glucose molecules, which may be detrimental to the foetus in cases where concentration of glucose in the body of the mother is too high or too low (Sinha, Miall & Jardine, 2012).
The placenta consists of a maternal and a foetal component. The maternal component is known as decidua and develops from a layer of endometrium. Endometrium is a layer that forms on the uterine wall after implantation. The foetal component is known as chorion and is connected to the foetus by the umbilical cord (British Nutrition Foundation, 2013). The chorion has villi which aid the process of transfer of essential nutrients between the mother and the foetus. The umbilical cord contains two arteries and one vein. The arteries transport de-oxygenated blood from the foetus to the mother while the vein carries oxygenated blood from the mother to the foetus (British Nutrition Foundation, 2013).
Part 2
Relationship between foetal development and exposure to toxins
The first three months of foetal development involve numerous changes in division of cells and development of structures and cells in the embryo. Exposure of the embryo to toxins during this period may interfere with growth and development processes and may lead to deformities, irreparable damage or miscarriage (Ibim, 2010). Examples of harmful compounds are nicotine (cigarette smoking), some recreational drugs, cocaine, heroin, mercury, lead, some pesticides, air pollutants, alcohol, high levels of radiation, and viral infection (Ibim, 2010). The compounds may not harm the mother but they may pass through the placenta and cause harm to the foetus. The compounds are most injurious during the first six to eight weeks after fertilization (a period during which organogenesis takes place).
Maternal influence on foetal development
The growth and development of the foetus depends on the conditions to which the mother is exposed to during pregnancy. As mentioned, consumption or exposure of the mother to toxic substances may cause harm to the foetus. Maternal system responds by trying to get rid of the toxic substances from the body. However, some toxic substances are quick to cause harm on the foetus before they are removed. The body of the mother may also be unable to protect the foetus where the concentration of the toxic substances is too high (DeWit & O’Neill, 2013). Severe deficiencies of nutrients such as glucose and vitamins in the maternal body system have also been shown to affect mental and physical development of the foetus (Semrud-Clikeman & Ellison, 2009). The body of the mother responds to nutrients deficiency through oxidation of fats stored in the body. In extreme cases, the little available nutrients are used in maintaining vital processes between the mother and the foetus, such as placenta development. At the same time, over-nutrition during pregnancy may be detrimental to the foetus. However, over-nutrition is usually solved through homeostasis processes in the mother’s body. Extreme maternal stress has been found to increase level of stress in foetus and to affect mental and physiological development of the foetus. Maternal corticotrophin responds by releasing hormones that help to reduce stress (DeWit & O’Neill, 2013). The health condition of the mother is also vital to the development of foetus. Chronic diseases such as diabetes and rheumatic heart disease may cause harm to the foetus. Studies have shown that the immune system of the mother may not be effective in protecting the foetus from danger caused by such diseases. It has been proposed that pregnant women diagnosed with such chronic diseases should rely on medical therapy (DeWit & O’Neill, 2013).
Examples of foetal abnormalities related to homeostatic challenges, exposure to toxins and maternal influence
Homeostatic challenges and maternal conditions leading to deficiency in nutrients may cause abnormalities such as retarded prenatal and postnatal growth, postnatal leptin surge, and hypertension. Over-nutrition may cause abnormalities such as obesity, lipid peroxidation, and postnatal hipppocampal neurogenesis (Johnson, 2003). Examples of abnormalities associated with exposure of the foetus to toxins are foetal alcohol syndrome (FAS) ,and lightweight babies. FAS occurs as a result of consumption of alcohol during the critical periods of foetal development (Ibim, 2010). On the other hand, smoking of alcohol, marijuana and consumption of high concentrations of caffeine before and during pregnancy have been shown to lead to birth of lightweight babies. Homeostatic challenges and factors such as maternal under-nutrition and stress and age (below 16 and above 40 years) have also been associated with birth of lightweight infants.
References
British Nutrition Foundation (2013). Nutrition and Development: Short and Long Term
Consequences for Health. London: John Wiley & Sons
Campbell, N. A. & Reece, J. B. (2005). Biology. London: Pearson, Benjamin Cummings
DeWit, S. C. & O’Neill P. A. (2013). Fundamental Concepts and Skills for Nursing. London:
Elsevier Health Sciences
Forgacs, G. & Newman, S. A. (2005). Biological Physics of the Developing Embryo. Cambridge
University Press,
Ibim, S. (2010). Biology: Threads of Life. New York (NY): Xlibris Corporation
Johnson, L. R. (2003). Essential Medical Physiology. New York (NY): Academic Press
Norris, D. O. & Lopez, K. H. (2010). Hormones and Reproduction of Vertebrates, Volume 1.
New York (NY): Academic Press
Semrud-Clikeman, M. & Ellison, A. T. (2009). Child Neuropsychology: Assessment and
Interventions for Neurodevelopmental Disorders, 2nd Edition. New York (NY): Springer
Sinha, S., Miall, L. & Jardine, L. (2012). Essential Neonatal Medicine. London: John Wiley &
Sons
Strauss, J. F. & Barbieri, R. L. (2013). Yen and Jaffe’s Reproductive Endocrinology: Physiology,
Pathophysiology, and Clinical Management. London: Elsevier Health Sciences