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string(53) " work within which educational processes take place\." DETAILED PROJECT REPORT FOR HUMAN RESOURCE DEVELOPMENT 1. 0 CONTEXT :- 1. HISTORICAL BACKGROUND – 1. We will write a custom essay sample on Hrd Report or any similar topic only for you Order Now DEVELOPMENT IN TECHNICAL EDUCATION- National policy on education 1986 which includes 10 year Technician education investment program for upgrading newly introduced Diploma Programs, with emphasis on rural population as well as continuing education programs aimed at upgrading already employed Technicians. This policy also emphasized on improving the quality of these Diploma Programs by strengthening teacher’s training program, curriculum development, examination student assessment system and modernizing the Workshops, laboratories and classrooms of the polytechnics. Finally NPE – 86 aimed to improve the efficiency of the TES by strengthening the A. I. C. T. E. , the Four T. T. T. I’s, the D. T. E. , M. S. B. T. E. , granting academic autonomy to selected polytechnics and further strengthening the NTMIS and NATIONAL BOARD of ACCREDITATION . (Ref. A comparative study of Technical Education in Germany India with spl-reference to Maharashtra – Ph. d. dissertation – by Dr. A. R. Thete ) The World Bank assisted Project for strengthening Technician education system in Maharashtra State was implemented by the State Government during 1992 to 1999. (Ref- Policy Direction report – DIIC (M. S. ) Mumbai) The World Bank assisted Project has been conceived as the means of implementing most of the decisions included in the NPE –1986. The goal of WBAP was to support NPE – 1986 and emphasis was given on capacity expansion, quality improvement and efficiency improvement. As an impact of this project, infrastructure facilities have been provided to all the institutions and there has been some achievements towards improving quality of polytechnic education system. On the similar lines of the World Bank Assisted Project the Canada-India Institute Industry linkage project has been launched in Maharashtra State . It will enhance the efficiency and effectiveness of the TES by means of INDO-AUSTRIA Project is under planning stage and this will provide CNC Machining Technology in the Technical Institutes of Maharashtra State for Training and Educational purposes. (Ref- Policy Direction report – DIIC (M. S. ) Mumbai) 1. 1. 2 Thrust toward qualitative improvement :- Prior to the emergence of World Bank assisted Project the training was imparted by ISTE, TTTI etc. The experiences gained during training were not fully utilized. Due to World Bank assisted project the State has made effort to improve management and educational process, but these efforts were fragmentary. In the last five decades there has been manifold expansion in polytechnic education systems. The unprecedented expansion notwithstanding, the system design has remained more or less static. Changes in the system if any have been superficial in nature. As a result, the system continues to produce more of the routine kind of output, not adequately responding to the changing needs. (Ref. – Draft policy guidelines for training teachers of polytechnics engineering colleges – Ministry of H. R. D. , Department of Secondary Higher Education, May-2000) Technical education is now considered as one of the most crucial inputs for socio – economic development with enormous potential for improving the quality of life of the people. Improvement in Education Management processes is essentially slow, primarily because educational enterprise as whole is labour intensive and not capital intensive. Improvement of capabilities of system as whole involves acquisition of new knowledge, skills and attitudes. not only by individuals but also at the collective level by teams, departments, institutions and State level organizations. (Ref- Policy Direction report – DIIC (M. S. ) Mumbai) This requires HRD strategy on the long term basis. It requires capability of Key personnel at each level of operation for project management. Human Resource Development is a continuos process. Also in order to sustain the gains of World Bank assisted Project and to make deliberate efforts in improving quality and efficiency of the system. Directorate of Industry Institute Co-ordination has taken initiative to formulate HRD strategy on long term basis and a systematic, scientific Staff Development Planning for Technical Education System for 2000-2005 with co-operation of M. S. B. T. E. and T. T. T. I. , Bhopal. 1. 1. 3 Resource group formation for H. R. D. :- Directorate of Industry – Institute co-ordination has taken initiative to formulate H. R. D. strategy on long term basis and a systematic scientific staff development planning with the co-operation of M. S. B. T. E. T. T. T. I. , Bhopal. For preparing a detailed project report n Human Resource Development for T. E. S. of Maharashtra, a State Resource Group (S. R. G. ) was formed in May 2000. 1. 1. 4 Master plan for the whole Technical Education system :- A master plan indicating post project status of total T. E. S. , system’s diagram linked to the customer is prepared by S. R. G. as shown in fig. 1. The linkages of various educational processes en abling processes are shown in fig. 1. HRD is the one of enabling process which is linked to all other educational enabling processes. See parent document by State Resource Group lead by Shri Makone. 1. 1. 5 Context of H. R. D. ith respect to Technical Education System :- A master plan indicating post-project status of total Technical education System diagram linked to customer (i. e. industry) is drawn to understand the Role of Human Resource development in Technical Education System. (Ref. – fig. 1) It is an system’s diagram which shows – 1) Customer of the system 2) Mission of Technical Education System. 3) Goal of the T. E. S. 4) Output 5) Signal Input 6) Process Educational Enabling 7) Management 8) Resource Input 9) Supra system 9. 1) Suppliers of Input 9. 2) Suppliers of Resources 9. 3) Regulatory Agencies 0) Competitors. The ultimate output of T. E. S. required is manpower having right type of knowledge , skills attitudes . In order to accomplish this o utput, Process of transformation of HRD has to be planned. These processes are classified into two categories – i) Educational Processes – which ensure that the students are educated trained through scientific action by levels of key personnel. ii) Enabling processes – which ensure that this main educational process are supported by ‘ enabling processes ’ which provide frame work within which educational processes take place. You read "Hrd Report" in category "Papers" The Educational Processes are – 1) State Planning – At State level 2) Institutional Planning – At institute level 3) Curriculum design development – Department level 4) L. R. D. C. – L. R. U. C. – 5) Instructional design – At Class room 6) Student’s learning – level All these processes interact with each other. The enabling processes which enables the Educational processes to perform in the right direction are – 1) State Project Planning – Ensuring that innovative projects are systematically managed at all levels of project institute. ) Industry Institute Interaction – Ensures that project institutes are linked to industry. 3) Human Resource development – Ensures that all project institutes are equipped with right type of Human resource in right numbers at right time. 4) Management Information System – Ensures that all projects institutes have access to all types of information ( gener ic specific) for decision-making. 5) Organisational development. – Ensures that all project institutes are simultensasly helped to 1) establish the project cells 2) restructure the parent institute so that project-cell working in close co-operation with the main stream staff. These enabling processes are each designed developed implemented simultensasly at all levels of the system. Process of Human Resource development is linked with all the educational processes and also the Enabling processes quoted above. Trained manpower which is the output of H. R. D. , is required to sustain the Educational Enabling processes to make the T. E. S. effective efficient. System diagram for the H. R. D. system indicating Post-Project status is as shown in figure No. 2. The output of H. R. D. is trained manpower required for all the educational enabling processes. The process of Transformation consists of three stages. ( Article faculty development by Dr. P. J. George, Programme Director, I. S. New Delhi) 1) Initial Training 2) Induction Training 3) In service Training. In Initial Training, theoretical Input in new disciplines in Education information management is to be given. In Induction Training microskills are to be developed in Inservice Training consolidation of microskills into a macro-skills their utilization in the actual institutional context takes place. 6. Developmental model of Human Resource Planning Development in Industry to serve as model of HRD in TES (Model from E. H. Schein) :- CONTEXT :- Human growth takes place through successive encounters with one’s environment. As the person encounters a new situation, he or she is forced to try new responses to deal with that situation. Learning takes place as a function of those responses work out and the results they achieve. If they are successful in coping with the situation, the person enlarges his repertory of responses, if they are not successful the person must try alternate responses until the situation has been dealt with. If none of the active coping responses work, the person sometimes retreats from the new situation or denies there is a problem to be solved. These responses are defensive and growth limiting. For growth to occur, people need two things : New challenges that are within the range of their coping responses and knowledge of results – information on how their responses to the challenge have worked out. If the tasks challenges are too easy or too hard, the person will be demotivated and cease to grow. If the information is not available on how well the persons responses are working, the person cannot grow in systematic, valid direction but is forced into guessing or trying to infer information from ambiguous signals. The organizational growth similarly takes place through organizations successful coping with the internal external environment. But since the organisation is a complex system of human, material, machines, financial informational resources, we must consider how each of these areas can be properly managed toward organizational effectiveness. In order for the organisation to have the capacity to perform effectively over a period of time it must be able to plan to recruit, manages develop, measure, dispose of and replace human resources as warranted by the tasks be done. A key assumption underlying organizational growth is that the nature of jobs will change overtime, which means that such changes must be continuously monitored in order to ensure that the right kinds of human resources can be recruited and developed to do these jobs. In an ideal Human resource planning development system we should seek to match organisation’s needs for human resources with the individuals needs for personal career growth and development. A developmental model of Human resource planning development is depicted in figure 3. It involves both individuals organizational planning a series of matching activities designed to satisfy mutual needs. The components of an effective H. R. P. D. System can be derived from this diagram – 1) In the organisation the overall planning component shown at left hand side in fig. . 2) Components that ensure an adequate process of staffing the organisation. 3) Component that plan for monitor growth and development. 4) Component that facilitate the actual process of growth and development of the people who are brought into the organisation. This growth development must be organized to meet both the needs of the organisation the needs of the individuals within it. 1. 1. 7 Brief descrip tion of components of developmental model :- As said earlier the function of the components mentioned in article No. 1. 1. is to ensure that the organisation has an adequate basis for selecting its human resources developing them toward the fulfillment of organizational goals. 1. 1. 7. 1 ORGANISATIONAL NEEDS 1) PLANNING FOR STAFFING Strategic Planning – These activities are designed to determine the organisation’s goals, Priorities future directions, products, market growth rate, geographical location organisation structure design. 2) Job / role planning :- This activity can be thought of as a dynamic kind of job analysis, where a continual review is made of the skills, knowledge, values etc. urrently needed in the organisation that will be needed in the future . From a planning point of view it is probably most important for the highest level jobs – how the nature of general functional management will change as the organisation faces new technologies, new social values new environmental conditions. From these knowledge, skills , attitudes, values job descriptions are to be generated. 3) Manpower Planning Human resource inventorying – These activities draw on the job/role descriptions generated and assess the capabilities of the present human resources against those plans or recruitments. These activities may be focussed on the number of people in given categories are often designed to ensures adequate supply of people in those categories. Or the process may focus more on how to ensure that certain scarce skills that will be needed will in fact be available, leading to more sophisticated programmes of recruitment or human resource development. 1. 1. 7. 2 INDIVIDUAL NEEDS :- The three activities mentioned above are all geared to identifying the organizations needs in the human resource area. These three activities should be linked to each other organizationally. If these activities are not linked together, the situation reflects on erroneous assumption about growth development. 1) Career job – choice 2) Earlier career issue locating 3) Mid – career issue locating. If there are no major change in job requirements as the organisation grows develops, the system normally work, But if job themselves change, it is no longer safe to assume that today’s human resources, with development plans based on today’s job requirements, will produce the people needed in some future situation. Therefore more job/role planning must be done, independent of the present in the organisation. . 1. 7. 3 MATCHING PROCESS :- (Linking of organizational need to individual needs) 1) Job Analysis :- If the organizational planning has been done adequately, the next component is to specify what jobs need to be filled what skills etc. are needed to those jobs. It will help to specify what kind of recruitment to undertake and how to select peopl e from among the recruits. 2) Recruitment Selection :- This activity involves the actual process of going out to find people to fulfill jobs developing systems for deciding which of these people to recruit / hire. These components may be very formal including testing, assessment and other aids to the selection process. 3) Induction, Socialization Initial Training :- Once the employee is recruited / hired, these ensures period during which he or she learns the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particulars of the job and so on. The goal should be to facilitate the employee’s becoming a productive useful member of the organisation both in short run and in terms of long range potential. ) Job design Job Assignment :- One of the most crucial components of staffing is the actual design of the job given to the new employee the manner in which assignment is made. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy for the new employee and neither too meaningless nor too risky from the point of view of the organisation If the job is too easy or too meaningless, the employee may becom e demotivated, if the job is too hard and involves too much responsibility risk, the employee may become too anxious, frustrated or angry to perform at an optimal level. The four components 1) Job analysis,2) Recruitment selection, 3) Induction, Socialization Initial Training, 4) Job design and Job assignment are the matching processing geared to ensuring that the work of the organisation will be performed. These processes are to be performed by line managers, personnel staff specialists together. Line managers have the basic information about jobs skills requirements. Personnel specialists have the interviewing, recruiting assessment skills to aid in the selection process. In optimal System these functions shall be closely co-ordinated. Recruiters shall provide to the employee, accurate information bout the nature of the organisation actual work he / she will be doing in it. Recruiters also need good information on the long range human resource plans so that these can be taken into account in selection of new employee. Development Planning: – Same planning activities are essential so as to make the employee remain motivated, productive maintain a reasonable level of job satisfaction. i) Inventorying of development plans: – The planning component will consist of pulling together the information into a centralized inventory that will permit co-ordination evaluation of the development activities. i) Follow up evaluation of development activities: – Development plan for individual employees will be written down, implemented evaluated either in relation to the individuals own needs for growth or in relation to the organizations needs for new skills. Career Development Processes: – These processes must match the organisation’s needs for work with the individual needs for a productive satisfying work career. It must provide some kind of forms and movements for the employee through some succession of jobs, whether these involve promotion, lateral movement to new functions or simply new assignments within a given area. Training (Initial, Induction, Inservice) :- Training will be in three phases – i) Initial – To provide opportunities to acquire generic/ abstract knowledge in new field of studies ii) Induction – To develop microskills. The chaining of which leads to acquisition of macro skills. iii) Inservice – Using macro-skills chains in the actual job context. Performance Evaluation Judgement of Potential: – The process of performance appraisal will be standardized formalized. Such standardized formalized performance appraisal will help to justify promotions to give recognition. Organisation Rewards: – Line managers must actively work with compensation expert to develop a joint philosophy and set of goals based on an understanding of what the organisation is trying to reward what employee needs actually are ( people at different career stages many different things. ) Promotion other job changes: – If the promotions opportunities are limited because the pyramid narrows at the top, an effective H. R. P. D. System shall concentrate on developing career paths, system of job rotation, changing assignments, temporary assignments, lateral job moves that ensure continuing growth of all human resources. One of the key characteristics of an optimally challenging job is that it both draws on the persons abilities skills. Source – E. H. SCHEIN – The Art of Human Resource Management. Training and Development opportunities :- Formal training and other development programmes and education activities are necessary in the total process of human growth and development. These should be carefully linked both to the needs of the individuals and to the needs of organisation. The individual should want to go to the programme because he or she can see how the educational activities fits in to the total career. As much as possible training and educational activities should be tied to job/role planning. Career Counseling : – Growth and development only come from within the individual himself or herself, its important that the organisation provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue, counseling and career planning. this process should ideally be linked to performance appraisal. Because it is that context that the boss can review with the sub-ordinate the future potential development needs, strength weakness, career options etc. Joint Career Planning :- The boss is often not trained in counseling but he possess some of the key information. The employee needs to initiate career planning. Also the sharing of information is properly done is not the same as making commitments or setting up of false expectations. Whatever is decided about training, next steps, special assignment, rotation should be jointly decided by the individual and appropriate organizational resource. Each step must fit in to the employees life plan and must be tied in to organizational needs. Follow – up and Evaluation :- Whatever decided should not merely be written down but executed. If there are implementation problems, the development plans should be re-negotiated . Whatever developmental actions were taken it is essential that they be followed up and evaluated both by the persons and by the organisation to determine what, if anything, was achieved. The organisation should make plans to talk to the individual before or after the programmes that what will be the appropriate next assignment for him or her following the programme. Planning for and Managing disengagements :- The planning and managing process reviewed below are counter parts of ones that have already discussed but are focused on different problems like late career loss of motivation, obsolescence and ultimately retirement. Organizations must recognize that there are various options available to deal with this range of problems. Beyond the obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement. Continuing Education Re-training :- These activities have their greatest potential, if the employee is motivated and if there is some clear connection between what is to be learned and what the employees current or future job assignment required in the way of skills. More and more organizations are finding out that it is better to provide challenging work first and only then the training to perform that work ones the employee sees the need for it obviously for this linkage to work well continuous dialogue is needed between employees and their managers. Job Redesign :- Job changes or job re-design is required in general applied to the particular problems of levelled – off employees. Job Enrichment :- Job enrichment and other efforts are required to re-design work to increase motivation and performance. Job Rotation :- When the employee becomes unresponsive to the job characteristics themselves and pays more attention to surrounding factors such as the nature of supervision, relationships with co-workers, pay and other extrinsic characteristic in otherwords before organisation attempt to cure levelled of employees by Re-motivating them through job re-design or job relation. They should examine whether those employees are still in responsive mode or not. 2. 0 POST PROJECT STATUS OF H. R. D. SYSTEMS FOR T. E. FOR QUALITY IMPROVEMENT :- The developmental model of Human Resource Planning Development in Industry is to be adopted for HRPD system of TES for quality improvement. 1. System’s Diagram for post project status of H. R. D. system :- It is depicted in fig. 2. 2. 2 GENERAL :- The old concept of staff development was confirmed to imparting knowledge skill to teachers that are needed for class room teacher. This consist of developing the requisite subject competence pedagogical skills. This focuses on improving the teaching related abilities is job embedded which means that it undertakes the development of the staff for performing job activities. The new concept of professional development on the other hand focuses also on improvement on job performance is mostly job related. Fig. 2 and Fig. 4 depicts post project status of HRD for TES. In fig. 2 processes are shown while in fig. 4 developmental model indicating processes with activities is shown. The process activities in fig. 4 are as follows . 2. 3 Organisational Needs :- Customer and their training needs – Needs of TES primarily can be categorized in two ways – it needs two types of manpower to manage quality improvement of the T. E. S. 1) Line Functionary – Staff at regional and institutional level, Principal, teachers, students. 2) Staff Functionary – To manage functions in CDC, instructional design, students learning as well as III, HRD, IS OD. 2. 4 INDIVIDUAL NEEDS :- Above three activities can be interconnected for identifying the system needs in Human Resource area. Individual staff development is not a one time process will be distributed throughout working period of on individuals. It consist of three stages – 1) Initial training 2) Induction training 3) Inservice training. 2. 5 MATCHING PROCESS :- Job analysis :- It is necessary to specify job needs to be fulfilled about required skills needed to their jobs. It is necessary to do the job analysis for each post involved in the system at state level, Inst. evel, dept. level individual level. This will helps in understanding to a individual about job profile also to know his function in the system. It helps in deriving the roles responsibility of posts. HRD will work in this area will do job analysis as said above. Recruitment Selection :- While recruiting a person for the system through MPSC or at Directorate level certain types of norms (e. g. recruitment rules) will be developed by HRD. These norms will be helpful to get the suitable person for the system. Induction Socialization :- When the employee will be recruited he will learn the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particular job, how to see viable future in the career. The goal will be to facilitate the employee’s becoming productive useful member of the organisation both in short term long term. Job design / Assignment The job assignment to the new employee will be made to be carefully. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy neither too meaningless nor too risky from the point of view of the organisation. Job design job assignment are the matching processes geared to ensure that the work of organisation will be performed. Line managers will have the basic information about jobs skills requirement. Training (Initial, Induction, Inservice ):- Initial Training – This training will be organized to impart the knowledge basic operational skills to newly recruited staffs for better T. L. process. It includes modern Tl processes, technologies hands on practice etc. This also includes awareness about roles responsibilities of employee information regarding organisation. Induction Training – This training programme will be arrange for locating one’s early career issues. He can locate his area of contribution in learning how to fit himself in organisation becoming productivity seeing a noble future for oneself in the career. This phase insist on development, microskills in his area of interest. There liking areas includes LRD’s , instructional design, curriculum development, TL processes, instructional processes institutional process as well as he can develop himself in III, IS, OD, etc. This will help him in vertical horizontal mobility in the system. HRD system will identify system need in above areas as well as individual need in the same area and will develop arrange requisite training programme in these areas. Inservice Training – These training will facilitate to individual in his career development process. This training must provide some kinds of norms regulations for employee through some successions of job by promotion or by lateral movement or by giving simply new assignment. this training will focus on new emerging technologies in the related area enhancing profession tech. ompetence among employees. This inservice training programme will provide persons for higher level working like state planning, state management, Instt. Planning, etc. Performance evaluation :- HRD will develop reliable evaluation system to get the necessary feed back to accomplish the goals successfully. Under HRD the process of performance appraisal will be standardized which will help in providing opportunities to individual for vertical horizontal mobility. Organisational Rewards :- HRD will conceive result oriented reward system. This will motivate employees working in TES help to achieve the goal of TES effectively effeciently. Similarly promotion facilities lateral movements will also be made available. HRD will give guidelines in this matter. Promotion ;- The promotion opportunity are limited because the pyramid narrows at the top. The promotions will be done timely also HRPD system will concentrate on developing career paths, systems of job rotation, changing assignments, temporary assignments to ensure continuous growth of Human resources. Optimally challenging jobs draws persons abilities skills. Career Counseling :- For growth development of the individual the organisation will provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue counseling and career planning. This process will ideally be linked to performance appraisal. Because the boss can review with the sub-ordinates the future potential development needs, strength weaknesses, career options etc. Planning for levelled – off employee :- The planning managing process are counter parts of individuals that have already discussed but are focussed on different problems like late career, lack of motivation obsolescence and ultimately retirement. Organisation will recognize that there are various options available to deal with this range of problems, beyond obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement. Job design / Job Rotation :- Job changes or job re-design is suggested which will be applied to the particular problems of levelled – off employees. When the employees become un-responsive to the job characteristic themselves and pays more attention to surrounding factors such as the nature of supervision, relationship with co-workers, pay other extrinsic characteristic, they should examine whether those employees are still in responsive mode or not. 2. 6 Management of the post project status :- All institutions signing the project will be simultaneously engaged in conducting routine activities at the same time managing project activities. HRD Cells will be installed at D. T. E. , D. I. I. C. , M. S. B. T. E. , R. O. s, R. B. T. E. polytechnics devoted for managing the project. Their functions will be liasion, R D, design, policy making, development, implementation, evaluation, 2. 7 Resources at the post project status :- The content of this section is based on the system’s diagram in fig. 2 in which item No. 5 i. e. resource inputs are shown. They are the resources needed to install management management processes. R esource planning is intended to ensure that the existing additional resources are strengthened, developed kept ready for project implementation. 1) Physical Resources :- Every institute of TES will have adequate physical resources. ) Human Resources :- System will have trained Human resources capable of managing change in educational processes enabling processes. 3) Information Resources :- HRD components will have a stock of generic information specific information required it will flow from one institute to another. 4) Time Resources :- HRD will have long term policy and a time bound action-plan geared to vision, mission , goals, objectives activities. 5) Financial Resources :- HRD component will have financial management to carry out The change process over a long term project period. Provision will be made for internal revenue generation. ******************************************************************************************* 3. 0 PRE-PROJECT STATUS :- 3. 1 Context of W. B. A. P. under which staff development cells were instituted and Role Function of S. D. C. 3. 1. 1 CONTEXT :- PreWBAP status of HRD – In 1965 TTTC was established at Karad. It was shifted to Pune in 1970. TTTC conducted long term programmes of diploma degree in Technical Teachers Training. In 1980 TTTC was handed over to TTTI Bhopal and extension centre of TTTI was established in Pune in 1980. Prior to WBAP, TTTI other organisation like CII, IIT ISTE were announcing the training programmes through their calendar the state (DTE) deputed the staff for the programmes but it was not in the planned way. WBAP was implemented in the state of Maharashtra for improving quality efficiency of Technician Education in the state. Developmental activities like Staff development, Curriculum development, Learning resource development, Industry Institute Interaction were started in various polytechnics under various subcomponents of this WBAP. Primarily Government Polytechnics situated at six Regional Headquarters were considered to initiate all these activities. These centres being Autonomous institutes were expected to develop these activities for their own needs further percolate concepts benefits related to these activities in the region. In order to implement sustained S. D. activity for faculty supporting staff Government, Government Aided Unaided polytechnics of state S. D. cells had been established under WBAP at the six lead centres i. e. Government Polytechnic, Mumbai, Pune, Nashik, Aurangabad, Amaravati Nagpur. Ref. :- Staff development activity under S. D. Cell at lead centre polytechnics Programme calendar Jan. 99 – June99 ) By DIIC, Mumbai. 3. 1. 2 ROLE OF S. D. C. :- Training programme calendars were sent to principals of all polytechnics by SPIU/DIIC, Mumbai. They had to prepare staff development plan of their institutes by identifying the teachers / ministerial / supporting staff for the progra mmes listed in the calender taking into consideration academic planning of their institute. Such staff development plans prepared were submitted to SDC’s. All SDC’s were to compile the information received from different polytechnics and pass on the same to DIIC for further execution. This was the practice adopted during WBAP. 3. 2 STATUS OF THE PROGRAMMES :- The programmes planned were categorized as follows :- 1. State level programmes – These were the programmes for which staff member from any polytechnic of state was a participant. 2. Regional Programmes – Some programmes were planned for the specific region. 3. 3 TYPES OF PROGRAMMES IN THE PREVIOUS CALENDERS. :- 3. 3. 1 Long Term Programmes – †¢ Induction Phase I, †¢ Induction Phase II, Industrial Training of Teachers †¢ Induction programme for office staff (ministerial staff ), †¢ Industrial training of workshop staff. Short Term Programmes – 1) Management development programmes for Principals HODs, Librarians storekeeper. 2) Content updating programmes for teachers. 3) Skill updating programmes for supporting staff. 3. Sys tem’s diagram for Pre-project status :- System’s diagram for Pre-project status is as shown in figure 5. 3. 5 Present status of Clients:- There is no client focussed HRD. 3. 6 Present status of output :- (Trained manpower) Currently the staff development programmes are not designed as per the needs of the organizations. Also the individual training need is not assessed. In short, there exist no systematic scientific staff development planning. In certain area like Learning Resource Development , Curriculum Development, some manpower is trained but strategy for HRD does not exist as explained in post project status also manpower required for State planning, Institutional planning, LRUC, Instructional design, Student’s learning, III, MIS, Organisational development, Staff development, the manpower is not trained to the satisfactory level. . 7Current status of input:- (Current status of knowledge / skills / attitudes of line and staff functionaries) The teachers should have the knowledge skills of instructional design, LRDC, LRUC . The HODs should have the knowledge skills of Curriculum design, development, implementation evaluation. The principals should have the knowledge skills of instituti onal planning. State level / regional level officials should have knowledge skills of planning management. The line workers required for enabling processes are staff development officers, training placement officers, project officers. They should have knowledge skills of understanding enabling processes, planning implementation of these processes. But existing faculty is lacking in professionalism required to undertake / perform such processes. (i. e. knowledge in ID, CD, IP, CDC etc. ) 3. 8 Current status of process of transformation :- (Strategies activities to convert current level of competence of line and staff functions into those described in post project status) The process of transformation includes a process chain depicted in fig. 5. i) Job analysis for the all the post is not in existence. The roles responsibilities of SDO, TPO, Project officers, Deputy secretary, Assistant secretary, System Analyst are not clearly mentioned. ii) It is observed that modification in recruitment rules are necessary. Recruitment rules for certain post like Deputy Secretary, Assistant Secretary etc. are not prepared yet. Most important is the gap which still focusses todays job function not future design of job function. iii) Induction Socialization – Presently there is no effort for a newly recruited employee to convert him in productive useful member of the organization both in short run long run. Induction phase I phase II program are currently in operation. iv) Job design assignment – It is observed that currently there is no job description done in professional way also the work allotment in the institution are not as per the ability skills of the employee. Presently allocation of the work to the subordinates is done by priority of the work. Staff shortage is one of the main reasons for improper allocation of work. v) Training need assessment – Assessment of individual training needs, organizational needs their matching to accomplish a certain goal is not done systematically scientifically. i) Training – Presently training is imparted on the basis of felt needs not on the basis of needs assessed scientifically systematically. Also needs of the individuals for his / her vertical horizontal mobility have not been considered. Except for few innovative project like LRDC there is no concept of induction inservice training as such. vii) Performance E valuation – Presently there is no professional way of obtaining feedback mechanism for performance evaluation. It is observed that there is vast gap in performance measurement reality. Performance appraisal reports are not fact oriented towards the activities of the individual. The current stress is on the confidential reports which makes performance appraisal difficult. viii) Organisational reward – There is no reward system to motivate employees at institutional level to engaging attempt to enhance quality of his work. Only state level Best Teacher awards are awarded by the State Government, but these are not in sufficient numbers. ix) Promotion – There are no timely promotions. Many of the key posts are vacant. The work of key posts is allotted to another faculty member in the system for longer time. ) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism for utilizing levelled-off employees which reduces the efficiency of the system. xii) Job Rotation – There is no alternative job rotation system by design in existence. 3. 9 Current status of man agement :- At state level there is no full-fledged management structure for HRD. At institute level there are staff development cell at lead centres only. At department level class room level, the roles of HOD roles of Sr. teachers in HRD are not clearly defined. ****************************************************************************************** 4. 0 PROJECT JUSTIFICATION :- Firstly though the design of the world bank assisted project was based on system thinking ( implicitly of course ), the actual implementation was carried out in a fragmented way, treating each sub-component independent of another sub-components without relating their output to the major goals of â€Å" Strengthening Technician Education system † There are gaps found by comparing post project status pre-project status. The gaps are mentioned below – . 1 Gaps in customer identification :- Line and Staff functionaries are not identified except for LRDC, specifically for HRD, because there is no such HRD strategy in existence. 4. 2 Gaps in output specification :- The line workers and staff functionaries must have their desirable inventory of knowledge, skills attitude required to do their functions for quality improvement. 4. 3 Gaps in input :- It is the need of system to have better record of competencies possessed by the functionaries to enable HRD system to design HRD program. 4. 4 Gaps in process :- ) Job Analysis – Job analysis is not done for the posts – SDO,TPO,PO,Dy. Secretary, Assistant Secretary, System Analyst etc ii) Recruitment – Revision / modification of recruitment rules is required by focusing on future design of job function. iii) Induction Socialization – Absence of mechanism of induction socialization for a newly recruited employee. iv) Job design Assignment – There is a staff shortage and hence cannot assign the work as per the ability skills of the employee. v) Training need assessment – No systematic scientific assessment of training needs. i) Training – Training is not divided in three parts –1) Initial, 2) Induction 3)Inservice . There is no need assessment for the individuals for his vertical horizontal mobility . vii) Performance Evaluation – There is no mechanism for feedback from performance evaluation . There are no seprate performance appraisal reports for the different post like Joint Director, Deputy Secretary, Assistant Secretary, SDO, TPO, PO, etc, on the basis of their job functions. viii) Organization reward – To motivate employees at different levels there are no financial rewards in sufficient numbers. x) Promotions – Many of the key posts are vacant. There are no timely promotions. x) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism to utilizing levelled-off employees. xii) Job rotation – There is no alternative job ro tation system. 4. 5 Gaps in management of HRD :- At state level there is no full-fledged management structure for HRD for qualitative improvement needs to be designed. At institute level there are staff development cell at lead centres only for qualitative improvement needs to be designed. At department level class room level, the roles of HOD roles of Sr. teachers in HRD are not clearly defined. 4. 6 Gaps in resources :- i) Human Resources – There is no trained Human Resource capable of managing change in educational Processes Enabling Processes. ii) Information Resources – There is no stock of generic information specific information required for HRD in the form of MIS. iii) Time Resources – Presently there is no time bound action plan of HRD geared towards vision of TES. iv) Financial Resources – Presently there is no finance available for HRD. 4. Integrated view of Gaps project justification :- The gaps in post project status and pre-project status are found and these are with respect to customer identification, output, input, process, management, resources. There are gaps in each component of the system and hence mission of TES cannot be accomplished successfully to the full extent. For integration purposes there is a need to consi der HRD at systemic level as described in systems diagram in fig. 2. In the last five decades there has been manifold expansion in engineering college and polytechnic education systems. The unprecedented expansion not withstanding , the system design has remained more or less static. Changes in the system if any have been superficial in nature. Meanwhile there have been major changes in the economic and industrial policies of the country where by the protection from international competition here –to –for enjoyed by the indigenous industry is no longer available. Indian industry is today facing fierce but healthy competition from multi-national corporations and has to improve significantly the quality of his products and services, if it is to survive in the highly competitive environment. A high level of upgradation in skills is called for if the Indian industry is to be competitive in the world market. The type of technical manpower required by the industry in the present scenario is quite different from the kind of output presently available from the technical institutions. The knowledge competencies skill profile of future technical manpower will have to be correspondingly enhance by changes in the technical education systems at all levels. The existing technical manpower will also need extensive re-orientation to meet these requirements. (Ref. Draft policy guidelines for training teachers of polytechnics engineering colleges – Ministry of H. R. D. , Department of Secondary Higher Education, May-2000) Also the massive investment of the World Bank Assisted Project during 1992-99 has given momentum to both the quantitative expansion qualitative improvement of the technical education system. It also provided basic infra-structural facilities and hence to su stain the gains of WBAP to accomplish the mission successfully, the gaps in the system must be removed for enhancing the qualitative improvement. Hence , all efforts are to be made to develop systematic and scientific Human Resource Development schemes at various levels. ****************************************************************************************** 5. 0 DEVELOPMENTAL STRATEGY OF HRD :- HRD project will ensure Human Resources required by the TES properly educated trained to enable to transform pre-project status of TES to post project status of TES i. e. making available right type of manpower at professional para professional level. Both educational processes enabling processes to be upgraded to better level of functioning. ***************************************************************************************** 6. 0 PROJECT IMPLEMENTATION STRATEGY :- 1) HRD Project Strategy :- †¢ Educational processes are – a) Students learning, b) Instructional design, c) Learning resource development, d) Learning resource utilization centres, e) Curriculum design development, f) Institutional Planning, g) State P lanning. These processes will be governed by MSBTE. M. S. B. T. E. will be project office. †¢ Enabling processes are – a) HRD, b) III, c) O. D. , d) M. I. S, e) Project Management. These processes will be governed by DIIC. DIIC will be the project office. Project structure is indicated in fig. No. 6 Liaison, R/D, design, Policy, development Implementation evaluation are the activities in the process. 2) Implementation Strategy :- |At State level |State Management Group – DTE (M. S. ) Mumbai will be the Chairman of State Management Group. | | | | | |DIIC will be the overall incharge of enabling projects. III, HRD, IS OD. There will be a project| | |manager (PM) at DIIC project office. HRD Cell will be under the control of PM. | | | | | |MSBTE will be the overall incharge of educational projects. There will be a project manager at | | |MSBTE project office. The Secretary will be the Project Manager. Members from design centers will | | |be assisting the PM for educational projects. | | | | |Identified design centers will assist to develop general models for educational enabling projects| | | apply the same for particular discipline through experimentation then disseminating the tested| | |knowledge to other polytechnics. | |At Regional Level |Regional Management Group will co-ordinate the activities at regional polytechnics. | |Six regional polytechnics will responsible for regional co-ordination of implementation, | | |monitoring, evaluation of tested educational and enabling projects. | |At Institution Level |Project Cell at identified polytechnic other polytechnics will access all developed mod els from | | |design centers integrate those into their existing programs. | 6. 1 General system diagram for project implementation :- System diagram for project implementation is as shown fig. 7. 6. 2 Goal structure :- . 2. 1 MISSION OF THE HRD PROJECT IS :- To provide Trained manpower for Line process, Educational processes and Enabling processes. Personnel required for SP, IP, CP, SL also HRD, III, MIS, OD, PM. 6. 2. 2 GOALS OF THE HRD PROJECT ARE :- Mission is broken down into three major goals. 6. 2. 2. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s Polytechnics (Principals, HOD’s Teachers) 6. 2. 2. 2 To develop right type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. . 2. 2. 3 To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD Project management. 6. 2. 3 Objectives of the HR D project :- These are component objectives aimed to achieving each goal mentioned above. Goal No. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s Polytechnics (Principals, HOD’s Teachers) Objectives for Goal No. 1 01. Job analyzed for line workers, (students, teachers, HOD etc). 02. Recruitment rules/norms revised / modified /prepared. 03. Selection procedures for line workers prescribed. 4. Mechanism developed. for assignment of job based on knowledge skills possessed by the line workers . 05. The training needs of line workers assessed by considering individual needs organizational needs. 06. Need based training provided for line workers 07. Reliable valid evaluation system developed for line workers to get the necessary feedback to accomplish the goal successfully. 08. Standardized the performance appraisal formats for line workers. 09. Devised result oriented reward system for line workers. 0. Provided guide lines for p romotion and lateral movements of the line workers. 11. Developed a mechanism linked to performance a appraisal for joint dialogue counseling career planning of the line worker. Goal No. 2 To develop right type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. Objectives for Goal No. 2 1. Devised a mechanism for identification of curriculum designers, learning resource developers, instructional designers i. . staff functionaries from TES. 2. Identified the staff functionaries. 3. Assessed the training needs of staff functionaries. 4. Provided initial, induction, inservice training by arranging need based training programme for staff functionaries. 5. Developed a valid reliable evaluation sys5tem to get necessary feedback to accomplish the goal successfully. 6. Devised result oriented reward system for staff functionaries. 7. Developed a mechanism for joint dialogue counseling career plan ning of staff functionaries. Goal No. 3 To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD Project management. Objectives for Goal No. 3 1. Identified the staff required for project management in each area MIS,HRD, III, OD, Project planning. 2. Assessed the training needs of staff required for project management. 3. Provided need based training to the staff required for project management. 4. Developed a valid reliable evaluation system to get the necessary feedback to accomplish the goal successfully. 5. Devised result oriented reward system for executives of the project. 6. Project management structure :- 6. 3. 1 Roles functions of each component of management structure (OD,III,MIS,PM,HRD) :- Roles Functions of Line Functionaries :- 1) Students Learning :- Role is an self directed learner. Functions – Management of the self. Management of others Management of information Management of task. 2) Role of Instructional Designers :- Functions – To organize T/L experiences so that the students not only gets generic skills but also acquired vocations specific competencies. 3) Role of L. R. D. C. :- Role of L. R. D. C. is learning resource development utilisation. Functions are to design appropriate message suitable to the student teachers requirement make it available both in print non print media. 4) C. Design Develop :- The role is curriculum designers developers. Functions – To design curriculum to enable teachers students to co-ordinate their T/L experiences by co-ordinating the teachers in activities in Basic sciences, Engg. Sciences Tech. Subjects for each branch of Engineering. 5) Institutional planning :- The role is planning. Institutional activities, curriculum development in various branches of engg. As well as short term programmes for continuing. education are carried out with optimum use of physical, information, human financial resources. 6) State planning :- The role is planning at the state level to facilitate co-ordinated actions of institutional planning both administration units academic institutions bring team within the state level policy framework. All these are interconnected so that the framework at the state level provides framework for institutional planning which in turn provides framework for curriculum planning etc. Enabling Processes :- ) The III is to link education system at the state, institution, department, teachers student level with the industrial systems so that both work together for providing both economic social development of the country. 2) The O. D. provides supporting conceptual framework within which the administration academic institutions can plan organise systematic transformation of the organisations to be able to adapt themselves to the ever changing environmental conditions. 3) I. S. – Provides conceptual framework to (1) generating, acquisition, torage, retrieval dissemination of information just in time for the front line workers supporting staff can organise their liasoning work , R D, design, develop, implementation evaluation tasks both for plan non plan activities. 4) PM – The role is to provide conception framework for all those who work to design, develop, implementation evaluation the projects aimed at innovations in the education system. 6. 3. 2 Roles functions of project structure of specific HRD project :- Roles functions expected to be performed by different units shown in the project structure are given below. )SMG (State Management Group) The chairman is DTE (M. S. ) Mumbai. Functions – 1) To co-ordinate the work of project cells in DIIC MSBTE for the purpose of integrating their project management so that the educational projects are properly complemented by enab ling projects. 2) Make recommendations for policy making by DIIC MSBTE to assist their respective project cells to carry out their work. 2) DIIC Role – Major roles of DIIC is to frame a policy for implementation of the project to administer allocate resources in the recommendation of state management group.. Functions – ) To identify policies for project structure required for planning / implementing HRD project. ii) To issue state level policy guidelines for RD, design, development, implement evaluation of state level project. iii) To issue policy guidelines to resources allocation iv) To send policy guidelines to concerned officers . v) To appoint officers by name in various cells vi) To obtain the regular feedback from SMG for HRD to review the progress solve the problems of the project cells. vii) To take administrative remedial actions on receiving feedback. 3) MSBTE The major role is to co-ordinate the activities of educational projects, OD collaborate with PM of MSBTE. Function : I) To communicate the policies regarding educational projects for the institutes. II) To identify the staff functionaries at design centers. III) To assist in developing the general models for HRD for different levels of hierarchy ( staff functionaries) for educational projects. IV) To obtain regular feedback from SMG for HRD project(Educational Projects) to review the progress solve the problems of the design centers. 4) PM at DIIC Co-ordination cells of HRD project will work under the project manager at DIIC. The Joint Director will be the project manager. PM will be responsible for designing, implementing evaluating the projects. 5) HRD Co-ordination Cell CHAIRMAN – 1) HRD Co-ordinator – Deputy Director in DIIC SECRETARY – 2) Project Assistant – Assistant Director in DIIC 3) Member – Programmer 4) Member – Educational Consultant The selected members from design centers will constitute task groups at DIIC. These task group will work with HRD Co-ordination cell to develop general models for all enabling projects for different levels of hierarchy. The supra – system will consist of – 1) DIIC MSBTE i. e. Top Management. 2) Project cells of other enabling projects MSBTE project cells. Major role of HRD co-ordination cell is to co-ordinate the activities of HRD project in reference with enabling educational projects Liaison, RD, Design, Policy Development, Implementation Evaluation of project at state level. Functions – 1) To preside meetings of the cell. 2) To manage all the following activities of HRD with the assistance of Task Group – a) Designing the general models / mechanisms for HRD for different levels of hierarchy. b) Pilot testing of the instruments developed through Task Groups. c) Validation of the instruments. ) Application of the instruments at Design Centres e) Sending the input formats to the Information service co-ordination cell. f) Sending the output formats to the Information service co-ordination cell. g) Receive the output from Information service cell for different purpose. h) Disseminate the output to the concerned (higher ups, Task Groups, des ign centres. ) i) To assess the training needs of line-functionaries / staff functionaries. j) To prepare action plans for HRD. k) To prepare staff development plans. l) To implement the plans through Task Groups. m) To ensure the output from training programs. ) To ensure supply of resources. o) To take remedial actions whenever necessary. p) To collect communicate the feedback to state management group. q) To generate ideas for effective / cost effective HRD r) To keep / maintain the update record of all relevant activities. s) To guide the cells / design centres with the help of educational consultants. t) To keep the continuous liaison with educational other enabling projects co-ordination. u) To identify the training needs of line functionaries / staff functionaries pertaining to the education for implementation / evaluation of the HRD project. ) Design Centres The members selected from design centres to work as task groups in co-ordination with HRD cell at DIIC will also be working directly with PM at MSBTE. The design centres will apply the models developed by PM for particular discipline through experimentation and will then disseminate the tested knowledge to other polytechnics through six regional polytechnics. 7) Regional management Group Joint Director of the region will be the chairman of this group will the responsible for observing the effective implementation monitoring and evaluation of tested educational and enabling projects. ) Six Regional Polytechnics These will be responsible for regional co-ordination of implementation , monitoring, evaluation of tested educational enabling projects received from design centres. 9) Project Cell at Institution Level (identified polytechnic/other poly. ) Project cell will access all developed and tested models from designing centres through regional polytechnics and will integrate those into their existing programmes. 7. BUDGET 1. Budget Heads The budget is normally prepared under two heads i. e. non-r ecurring and recurring expenses for any kind of project. . Non recurring expenses Non recurring expenses are usually considered as one time expenses at the initial stage of the project. These are incurred mostly pertaining to the infrastructural development required for the project including expenses for building, equipment, furniture, vehicle, books, consultancy, fellowship etc. 7. 3 Recurring expenses Recurring expenses are the regular expenses frequently required for the project period. The recurring expenses includes salary of project staff, consumables, O. M. charges etc. 4. How to cite Hrd Report, Papers

Global Citizenship free essay sample

As far as we know, many people throughout the world face different issues such as global warmth, pollution of environment, gap between wealth and poverty, discrimination, suffering of HIV/AIDS and so on. Therefore, more and more people are attracted to join in one community and solve global problems together. Nowadays, many people can be considered as citizens of our planet, or as Global Citizens. The main goal of Global Citizens is to create such conditions and solutions to problems in order to make the world around them a better place. All of them tend to have some specific qualities. I know enough people, who possess them and inspire me more to be a Global Citizen. Initially, I consider myself as a part of Global Community and as a Global Citizen because I try to help people that need it. For me, being a Global Citizen means not only enjoying our rights, but also bearing responsibilities and taking care for surrounding people and environment beyond one’s nation or territory, in order to create a virtuous society in the world. We will write a custom essay sample on Global Citizenship or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Open-mindedness and willingness to commit good deals are the main qualities, which Global Citizen should have. Every person has different types of personality, some of them can make good teachers, some good creators, other good workers, and so on. Although they have different qualities and abilities, they are part of one community and take some responsibilities for surrounding people for making the world little bit better. Therefore, they can be considered as Global Citizens. They are joined by qualities such as kindness, love to every single person on the world, motivation to hard work, and responsibility for humankind. In addition, Global Citizens should have perseverance because the mission of being responsible for human beings faces many obstacles. Accordingly, Global Citizens should wish to improve lives of others and possess kindness, responsibility, and persistence. Global Citizens are not isolated from the world and think not only about themselves. People start to be such Citizens when they start to commit good deal toward strangers, who need help. No matter if they act alone or in teams, they are still Global Citizens. I have met many people that act as Global citizens. For instance, I know people, who deal with children that have oncologic diseases, or people, who take some activities to decrease the level of HIV/AIDS sufferers, or people that engaged in charity, or other that engaged in special communities, which deal with different issues in society. I, firstly, admire with my grandmother, who have small business, but always take time and money to engage in charity for orphanage. In spite of facts that she is retired and care about her children and grandchildren, she still work hard, has patience, and has desire to help other people, to make their lives better. This example proves that anyone can take even little action toward better humanity’s life and unintentionally become a Global Citizen. I believe, I will follow my grandmother’s example because from my childhood I am kind, responsible and strive to help people. I always wished, nobody should be upset. Therefore, when I saw sad person, I approached to him/her, tried to understand situation and attempted to help. Later on, I become part of different communities such as School Parliament, International Organization â€Å"Dance4Life†, Students’ Community â€Å"Enactus†, and some others. Most of my time I spent in School Parliament, so I will tell more about its activities. This little school organization took responsibilities for almost all events in school and some activities outside it. We regularly took part in charity for orphanage, support disabled people of our school, entertained people that had oncologic diseases, and conducted some events. We helped one family to collect some amount of money to child’s operation by selling some ribbons and conducting few times charity events. It was one of the biggest deals that we did in school time ourselves. After pupil’s operation, his parents thanked us and appreciated our activities. Thus, as studying in high school we started to participate in solving some problems outside of our lives, to help others, to improve surrounding people’s lives and performed as Global Citizens. Thereby, everybody can become a Global Citizen despite age, gender, and region. To be a Global Citizen means to take actions and fulfil some duties in order to improve someone’s life. Global Citizenship should not be focused on scale of an action because helping people starts from little steps, from helping even one unknown person. Therefore, most of people, who are helping others that need a support, can be considered as Global Citizens. The majority of these human beings understand that they somehow may effect on people, who live on the other side of the Earth. Thus, they think broadly and care about surrounding people and nature.

Market Research and Project Management

Question: Discuss about the Market Research and Project Management. Answer: Introduction: Customer satisfaction is an essential element for organizations to achieve competitive advantage in the market (Steven, Dong and Dresner 2012). Specifically, aviation industry has experienced continues changes for past few decades, as more number of people are looking to avail airline services. For that reason, maintaining the satisfaction level of the customers with provided quality of services has emerged as one of the major challenges for the airline organizations. Moreover, introduction of private global companies in the Malaysian market has enhanced the significance of maintaining proper onboard experiences in order to achieve sustainable expansion in the market. In this study, the focus would be on the provided quality of onboard services by Malaysian Airlines for keeping the satisfaction level of the customers at the desired level. Malaysian Airlines was established on October 1972 with the objective of providing domestic and international airline services to the customers (malaysiaairlines.com 2017). Presently, Malaysian Airlines is facing challenges to compete with the other prime organizations regarding the provided quality of services. In this study, the focus would be on the kind of impact that proper onboard experiences can have on the satisfaction level of the customers. The study would also focuses on providing suggestions to Malaysian Airlines regarding the kind of onboard services they will have to provide in maintaining the satisfaction level of the customers at the desired level. Research aim: The study aims to analyze the impact of onboard experiences provided by Malaysian Airlines on the customer satisfaction. Research objectives: The study would consider following objectives, To highlight the significance of maintaining superior quality onboard services for achieving sustainable expansion in the market To identify the factors that affects quality of the onboard services provided by the Malaysian Airlines To critically evaluate the impact of provided quality of onboard services by Malaysian Airlines on customer satisfaction To provide effective recommendations regarding the best possible way to enhance the quality onboard services for Malaysian Airlines Literature review: The significance of maintaining customer satisfaction: As opined by Baker (2013) customer satisfaction is a great indicator for moving the business forward. Thus, it actually helps organizations to assess the kind of demand it would have to face in near future. For that reason, organizations have always focused on developing effective strategies so that the satisfaction level of the customers remains at the optimum level. Specifically, in the present extremely competitive industry like aviation sector, organizations will have to be extremely careful in maintaining the customer satisfaction level. As per the article by Namukasa (2013) customer satisfaction can be use as a indicator to understand the loyalty and purchasing decision of the people. It has been assessed that satisfied customers are more likely to come back to that particular organization in future. Therefore, it would help organizations to retail its customers for long period of time. Moreover, satisfied customers also help organizations to use the word of mouth publicity in an effective manner. As a result, it helps organizations to establish strong brand image on the market (Wu and Cheng 2013). Furthermore, satisfied customers also help organizations to differentiate itself from all other business entities in the market, which eventually create positive impact on the overall business perspective. Importance of maintaining superior quality in onboard services: As highlighted by Suki (2014) with the increasing level of competition in the airline sector, every aviation companies have focused on providing superior quality of onboard services to maintain the satisfaction level of the customers at the optimum level. For that reason, airline organizations have focused on segregating the customers in different class including first class, business class and economy class. Different organizations have focused on providing different luxurious facilities to its entire customers so that they remain loyal to the organization. For instance, first class services include luxurious cabin with excellent personalized services to fulfil all the requirements of the customers. On the other hand, business class customers are provided with spaciousness, comfort and advance technologies so that they do not feel bore at the time of travelling (Osman and Sentosa 2013). Moreover, economy class customers are also provided with excellent services to maintain the satis faction at the desired level. Moreover, airline organizations have focused on providing onboard connectivity services to the customers so that they remain updated about the flight details. In fact, airline organizations are currently trying to provide onboard Wi-Fi services to the customers for achieving competitive lead in the market. Impact of quality onboard service on maintaining customer satisfaction rate: As suggested by Hussain, Al Nasser and Hussain (2015) it is necessary for the organizations to focus maintaining the quality of onboard services for achieving optimum satisfaction level of the customers. In fact, organizations need to evaluate the effectiveness of the implemented strategies for maintaining the satisfaction level of the customers in an effective way. For that reason, airline companies focuses six service metrics or standards including overall service, personnel service, information given, n-board comfort, on-board cleanliness and on-board food services, which can directly impact on the satisfaction level of customers. For instance, on-board food services and cleanliness can have direct impact on the satisfaction rate, which eventually create adverse impact on the businesses. For that reason, majority of the airline companies focuses on utilizing Customer Satisfaction Index (CSI) for understanding the satisfaction level of customers continuously (Liat, Mansori and Huei 2014). Literature review: From the above discussion, it is obvious that maintenance of standards in the provided quality of on-board services is essential for maintaining the satisfaction level of the customers at the desired level. However, due to continues changes in the customer preferences, airline sector has to change the provided onboard services for maintaining the satisfaction of the customers at the desired level. Moreover, increasing demand of airline industry has also increases the level of challenges associated with the business process. Therefore, the study will focus on understanding the exact amount of impact that provided onboard services can have on the customer satisfaction level. Methodology: Research philosophy: Research philosophy represents a significant part of research methodology that tries to cover all possible aspect of the topic. Effective use of research philosophy allows study to create different assumptions and beliefs regarding the consumer satisfaction perspective. Positivism, realism and interpretivism are the three parts of research philosophy that studies use for fulfilling objectives (Mackey and Gass 2015). Now, in order to understand the impact of onboard services on customer satisfaction, the focus would be on positivism philosophy. The study would consider positivism, as it would allow predict and explain different factors associated with the topic. Moreover, it would allow the study to establish hypothesis regarding onboard services and customer satisfaction concept. Positivism philosophy would also allow the study to include logic regarding different concept, which eventually add value to the study. On the other hand, due to limitation of time, the study would not consi der other philosophies. Research approach: According to Silverman (2016), research approach is another crucial factor that can have major impact on the successful completion of the study. Inductive, abductive and deductive are the three parts of the research approach that studies try to use for successful completion of the topic. For highlighting the significance of onboard services on the satisfaction level of the customers, the study would consider deductive approach. It has been assessed that deductive approach would allow the study test the formulated hypothesis in an effective way. Moreover, it would also allow the study to include different previous theoretical concept about the onboard services and customer satisfaction within the airline industry. Therefore, it would also help to add value to the research study. In addition, deductive approach would also help the study to minimize the risk level as much as possible. Conversely, the study would not consider other approach, as it does not require introduction of any new theories or concepts. Research design: Research design represents a general plan that a particular study will consider for fulfilling all the research objectives in an appropriate manner. Conclusive and exploratory are the types of research design that studies consider for completing all the requirements within given timeframe (Flick 2015). In order to analyze the significance of the onboard services on customer satisfaction concept, the study would select exploratory research design. The study would consider exploratory design, as it would help to analyze different research questions in an effective way. Moreover, selection of exploratory design would allow the study to become flexible. Therefore, it would help to make necessary changes in the research process. Exploratory design would also help the study to understand the future challenges associated with research topic. Therefore, it would help to provide proper and effective recommendation about the research topic. Data collection and analysis method: Data collection represents a significant part of the methodology, as entire outcome of the study heavily depends on the collected information. Now, studies can consider primary or secondary data collection process for capturing appropriate information (Panneerselvam 2014). In order to understand the impact of onboard services on customer satisfaction level, the study would consider primary data collection technique. The study would consider primary technique, as it would help to portray the present picture of the market effectively. Moreover, it would also help the study to highlight all possible factors that can have impact on the research topic. For understanding the impact of onboard services on customer satisfaction, the study would consider both qualitative and quantitative approach. Selection of both the approach would help the study to identify the trend and also differences in perspective in an effective way. The study would utilize sampling technique for the fulfilment of the research objectives. According to Neuman and Robson (2012), probability and non-probability represents two part of sampling technique that studies consider for completing all the requirements within the given timeframe. However, non-probability sampling technique would be considered for this study to collect proper information about the research topic. The study would consider 100 regular customers of Malaysian Airlines for the collection of quantitative data. On the other hand, the study would select 5 senior managers of Malaysian Airlines for capturing qualitative data about the research topic. The study would select online survey technique for imprisoning quantitative data. On the other hand, telephonic interview will be conducted for the collection of qualitative information. The study would consciously try to include different statistical tools like mean, median and mode for ensuring the collected information can provide desired outcome. Formal plan: Research process: According to Miller et al. (2012), planning or proper selection of research process is vital for completing all the activities with the given timeframe. For that reason, the study would select systematic approach to ensure successful accomplishment of all the objectives. Firstly, the study would evaluate among the different topics related to aviation industry for selecting an interesting topic. Therefore, it would allow the research to select topic with different alternatives. Secondly, the study would focus on the formulation of clear aim and objectives for ensuring proper future path. Thirdly, the study would focus on developing literature review section based on onboard services on customer satisfaction. In this step, the study would select and analyze different previous models and theories related to onboard services and customer satisfaction concept. Here, focus will be on including different perspective of different articles so that it can add value to the research study. Fourt hly, the research process will focus on developing effective research methodology for ensuring it can accomplish all the requirements in an appropriate manner. This step would also include selection of data collection technique so that the collected data can fulfil the research objectives. It would also focus on identifying best possible data analysis technique for achieving desired outcome effectively. Timeline: Activities WK 1-2 WK 3-4 WK 5-6 WK 7-8 WK 9-10 WK 11-12 WK 13-14 Selection of research topic Identification of previous journals and articles Formulating layout Literature review Configuration of the research plan Methodology selection Selection of primary data collection process Identification of statistical tools for data analysis Expected outcomes Development of Rough Draft Final Submission Table 1: Gantt chart (Source: Created by the author) References: Baker, D.M.A., 2013. Service quality and customer satisfaction in the airline industry: a comparison between legacy airlines and low-cost airlines.American Journal of Tourism Research,2(1), pp.67-77. Flick, U., 2015.Introducing research methodology: A beginner's guide to doing a research project. Sage. Hussain, R., Al Nasser, A. and Hussain, Y.K., 2015. Service quality and customer satisfaction of a UAE-based airline: An empirical investigation.Journal of Air Transport Management,42, pp.167-175. Liat, C.B., Mansori, S. and Huei, C.T., 2014. The associations between service quality, corporate image, customer satisfaction, and loyalty: Evidence from the Malaysian hotel industry.Journal of hospitality marketing management,23(3), pp.314-326. Mackey, A. and Gass, S.M., 2015.Second language research: Methodology and design. Routledge. malaysiaairlines.com, 2017.Home | Malaysia Airlines. [online] Malaysiaairlines.com. Available at: https://www.malaysiaairlines.com [Accessed 4 Feb. 2017]. Miller, T., Birch, M., Mauthner, M. and Jessop, J. eds., 2012.Ethics in qualitative research. Sage. Namukasa, J., 2013. The influence of airline service quality on passenger satisfaction and loyalty: The case of Uganda airline industry.The TQM Journal,25(5), pp.520-532. Neuman, W.L. and Robson, K., 2012. Basics of social research: Qualitative and quantitative approaches. Osman, Z. and Sentosa, I., 2013. Mediating effect of customer satisfaction on service quality and customer loyalty relationship in Malaysian rural tourism. Panneerselvam, R., 2014.Research methodology. PHI Learning Pvt. Ltd.. Silverman, D. ed., 2016.Qualitative research. Sage. Solomon, M.R., 2014.Consumer behavior: Buying, having, and being(Vol. 10). Engelwood Cliffs, NJ: Prentice Hall. Steven, A.B., Dong, Y. and Dresner, M., 2012. Linkages between customer service, customer satisfaction and performance in the airline industry: Investigation of non-linearities and moderating effects.Transportation Research Part E: Logistics and Transportation Review,48(4), pp.743-754. Suki, N.M., 2014. Passenger satisfaction with airline service quality in Malaysia: A structural equation modeling approach.Research in transportation business management,10, pp.26-32. Wu, H.C. and Cheng, C.C., 2013. A hierarchical model of service quality in the airline industry.Journal of Hospitality and Tourism Management,20, pp.13-22.

Tips For Writing Baby Literary Essay Samples

Tips For Writing Baby Literary Essay SamplesWriting a baby literary essay requires the writer to craft an impressive piece of work. It is essential that the writer creates a thorough, intelligent and well-written essay. A good book review can speak volumes about a person's writing style. The right book review can be put to good use in writing a baby literary essay sample.There are several ways through which baby literary essay samples can be written. It can be published as an article, as a letter, as a blog, a journal or a book, etc. Once you choose the method, the next step is to search for some good book reviews for the articles that will help you with the essay.When searching online resources, you will find many well-known authors and scholars who have authored some brilliant books. You will be able to read their book reviews and pick out some common themes and qualities that they share with their books. You can then go on to make some vital changes in your essay.When you want to check for the keywords in the book reviews, you can do a keyword search. You can either type in the keywords or use Google and the Yahoo. In case you are looking for book reviews on the World Wide Web, you will be able to find the keyword using any search engine.You will also be able to get hold of the key phrases used in the reviews by searching the same with the related search engine. You will also be able to find the authors and the contents of the books by making a thorough research. This is where you need to be very careful.The main point is that you must not stray from the topic of the essay. By going over to the related search engines, you will be able to find related books or articles to complement the topic that you have planned for your essay.As an alternative, you can always go to your local library and ask them for assistance in selecting some books that will benefit you in your writing career. You can also have a look on the bookstore shelves to find some good books.

Saving and Investing free essay sample

Saving and Investing (32. 0 points) 1. Describe a real or made up but realistic situation that could cause you or someone you know to have to use money from a financial reserve. (3-6 sentences. 2. 0 points): having to get a car. Another situation could be house repairs. 2. How many months worth of expenses do you think your financial reserve should include? Describe at least two reasons for this decision. (3-6 sentences. 2. 0 points): 6 months because I could lose my job. It will make me go into my financial reserve. I may also have to pay medical bills because someone got sick or injured. 3. Would you rather have a savings account that offered simple interest, or an account that offered compound interest? Why? (3-6 sentences. We will write a custom essay sample on Saving and Investing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 2. 0 points): compound interest. Over time the compound interest will build up more interest in the account. In time, the interest generates its own interest. 4. If you were opening a savings account with compound interest, would you prefer an account that offers annual compounding, quarterly compounding, or daily compounding? Why? (3-6 sentences. 2. points): Daily compounding would give the best annual return, as the amount would grow faster than annual or quarterly compounding. Each day the savings grow a little bit, building upon the growth from the previous days. 5. Which strategy for saving do you think would work best for you? Why? (3-6 sentences. 2. 0 points): Make a monthly budget and save a percentage of what is left over after bills and groc eries. I set up an automatic monthly transfer from checking to savings. That way I wont forget and spend that money on something. 6. Describe two financial goals that you would want to meet before you begin investing. Explain why you would want to reach those goals first. (2-4 sentences. 2. 0 points) I would first want to create an emergency fund with enough money to live on for months, if I were to be fired from my job or have a family emergency. 7. Describe at least two factors of an investment that you would want to consider before putting money into that specific investment. (2-4 sentences. 2. 0 points) Interest yield and current value. 8. Calculate the return on investment in dollars and as a percentage for an investment that you purchase for $500 and sell for $600. 2. 0 points) 20 % ($100 profit) 9. Describe two examples of debt investments. (1-2 sentences. 1. 0 points): US Treasuries  (Government debt   what the government sells to pay for its) and corporate bonds (debt issues by companies to pay for usually new things the company wants to) 10. Describe two examples of equity investments. (1-2 sentences. 1. 0 points) A stock or any other security representing an ownership interest. On a companys balance sheet, the amount of the funds contributed by the owners. Also referred to as shareholders equity. 11. If you were a new investor who wanted to invest in stock, would you prefer to invest in registered public stock, or unregistered private stock? Why? (2-4 sentences. 1. 0 points) Registered public stock. Most people do, and I can be more confident if I invest in that. 12. Describe an alternative investment that you might invest in someday, and explain why this investment is appealing to you. (2-4 sentences. 2. 0 points) Peer-to-peer lending. Its a high return investment but also high risk. There are ways to invest in Peer-to-peer to minimize risk. Its a great alternative investment option. 3. Describe at least three other investments you want to make with your income either now or someday in the future. Explain why you think these particular investments would be good choices. (3-6 sentences. 3. 0 points)   FOREX trading, single-share companies, HYIP. These investments are more likely to stay afloat. Even if they are smaller than investments such as Google, small companies can also b e a good investment. 14. Describe two types of investment accounts that you might use in the future. For each type of account, list at least one reason why the type of account might be useful to you. 2-4 sentences. 2. 0 points) IRA and mutual funds. 15. Search online to find information about a stocks performance, and then provide the information below. You could choose a stock such as Amazon. com or Google, or you could choose another stock that interests you. TIP: Morningstar. com or Yahoo! Finance (finance. yahoo. com) are good sources of stock information. a. The date you collected this information. (0. 5 points)   April 30, 2013 b. The website where you collected this information. (0. 5 points)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  https://www. google. com/finance c. The name of the company you chose (0. points)   Google d. The stocks ticker symbol (0. 5 points)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Public. ASX:QAN e. The 52 week high (0. 5 points) 827. 64 f. Th e 52 week low (0. 5 points) 817. 68 g. The Yield percentage (0. 5 points) 1. 4% h. The Volume of stock sold (0. 5 points) 2,306,636 i. The stocks value at the close of business (0. 5 points)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  $824. 57 j. The net change in the stock over the course of the day (0. 5 points)   . 67% 16. Describe an example of an equity investment that can also produce income. (1-3 sentences. 1. 0 points) fixed annuities from insurance cos

The UltimateSAT Chemistry Subject TestStudy Guide

The UltimateSAT Chemistry Subject TestStudy Guide SAT / ACT Prep Online Guides and Tips This article presents a complete SAT Chemistry study guide. I'll give you an overview of what's on the test, help you decide when to take it (or whether to take it at all), list sample questions and answers, and provide tips and resources that you can use in your studying. If you make use of the practice tools at your disposal and follow the general advice in this article, you'll be on your way to a great score! What’s the Format of the Test, and When Is It Offered? Here's a basic rundown of the structure and scoring of the Chemistry SAT Subject Test (alsoknown as the Chemistry SAT II): 60 minutes long 85 multiple-choice questions Scores range from 200 to 800 Note that subject tests still have quarter-point deductions for incorrect answers even though this policy has been abolished on the regular SAT. For every question you answer correctly you'll receive one point, no points will be awarded or deducted for questions left blank, and you'll lose 1/4 of a point for every incorrect answer.Calculator use is not permitted, but you'll have a periodic table to use for reference. The Chemistry SAT Subject Test is offered in August, October, November, December, May, and June. In other words, you can take it on every regular SAT test date except the one in March. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Should You Take the SAT Chemistry Subject Test? If you’re reading this article, you're probably planning to apply to schools that require or recommend the submission of Subject Test scores.In most of these cases, it’s best to take one Subject Test in the sciences and one in the humanities to show a range of skills. Think about your goals, interests, and academic strengths before making a final decision on which science Subject Test you'll take.Chemistry is a great option for some students, but it might be less ideal for others. Here are tworeasons to choose Chemistry as one of your SAT Subject Tests: Reason 1: You Just Took a Chemistry Class (and You Still Need a Science Subject Test) The following are the College Board’s recommendations for prerequisites before taking the Chemistry Subject Test: One-year introductory college-preparatory course in chemistry One-year course in algebra Experience in the laboratory If you just took a chemistry class (especially if it was AP), you probably won’t need to do much studying for the Subject Test.The best time to take anySubject Test is in the spring when you’re just finishing up a related class. Reason 2: You’re Super Interested in Chemistry Do you think you might be a chemistry major in college? Do you have a knack for the subject?Taking the Subject Test is a good way to demonstrate your passion.If you have other achievements in high school that are related to chemistry, taking the Subject Test will help you present an even clearer picture of your goals and interests to colleges. A glimpse into your future. Or is it...your past? *cue Twilight Zone theme* What’s on the Chemistry SAT II? Here’s a brief content overview of the Chemistry SAT Subject Test. I’ve listed the topics in descending order according to their prevalence on the test: Topic Percentage of Test Structure of matter (atomic structure, molecular structure, bonding) 25% States of matter (gases, liquids and solids, solutions) 16% Reaction types (acids and bases, oxidation-reduction, precipitation) 14% Stoichiometry (mole concept, chemical equations) 14% Descriptive chemistry (periodic trends, nomenclature, predicting products of reactions) 12% Lab practices (equipment and measurements, scientific method, data interpretation) 8% Thermochemistry (calorimetry, enthalpy and phase changes, entropy) 6% Equilibrium and reaction rates (equilibrium systems, rates of reactions) 5% The College Board also breaks down questions by skill on this Subject Test: Skill Percentage of Test Application of knowledge 45% Synthesis of knowledge 35% Fundamental concepts and knowledge 20% The most common questions, at 45 percent of the test, are application of knowledge questions. These questions ask you to apply your knowledge of chemistry to scenarios presented on the test. Synthesis of knowledge questions, at 35 percent of the test, will ask you to draw conclusions based on data provided by the test as well as your background knowledge of chemistry. Only twenty percent of questions test fundamental concepts and knowledge. These questions are focused on basicfactual recall. To break down these skills even further, questions will test your: Understanding of the major concepts of chemistry and ability to apply principles to solve specific problems Ability to organize and interpret results from observation and experimentation, and to draw conclusions or make inferences from experimental data, including data presented in graphs and/or tables Laboratory experience and familiarity with the metric system Ability to handle simple algebraic relationships and apply these to solving word problems Familiarity with the concepts of ratio, direct and inverse proportions, exponents, and scientific notations Most of the test involves analysis and data interpretation.As I mentioned earlier, eighty percent of questions require either application or synthesis of knowledge, and only twenty percent are straightforward â€Å"what is this† type questions.In the next section, I’ll provide examples of the various question formats you'll see on the test. Question Formats on the Chemistry Subject Test The College Board groups questions on the Chemistry SAT Subject Test into three different formats: Format 1: Five-Choice Completion These are what I would consider â€Å"normal† multiple choice questions. They're stand-alone questions that simply ask you to choose the correct answer out of five choices. In some cases, you'll geta list of threestatements labeled with roman numerals and will be asked to decide which ones are true (if any).Here’s an example of a question in that format: Before looking at the answer choices, we need to go through each of the statements and decide which ones are true based on the diagram: Statement I appears to be true because the exposed mercury surface is open to the air. There wouldn't be any pressure besides atmospheric pressure pushing down on that side. Statement II also appears to be true because the mercury level on the right side of the manometer is higher than the level on the left side. Statement III is not true because the pressure of the gas wouldn’t be equal to h, it would be equal to the atmospheric pressure PLUS h.H is just the difference between the two pressures. Now that we’ve decided only I and II are true, we can bubble in answer choice C! Format 2: Classification For these types of questions, you'll see one list of choices that applies to a group of several questions. Each choice can be used more than once or not at all.In other words, your answer to any individual question could also be the answer to other questions in a given group.Here’s an example: As you can see, questions that are formatted this way tend to be more straightforward. They're just identification questions.For this one, you need to understand how compounds are named and what their atomic symbols are. Answers: A C A In this case, one of the choices was used twice. This happens frequently, so don’t freak out if you think a choice applies to more than one question in the group. Format 3: Relationship Analysis This is the weirdest type of question you’ll see on the test.Each question is comprised of two statements that are connected to each other by the word â€Å"BECAUSE.†The format is â€Å"This process or property occurs because of this fundamental chemical fact.†Here’s an example: The first step is deciding whether each part of the statement is true or false.If both or either of the statements are false, you can ignore the Correct Explanation (CE) circle. If they're both true, you may have to fill in the special CE circle.However, that will not always be the case, so consider the logic of the full statement carefully even if both parts are true! There will be a special section labeled â€Å"Chemistry† in the lower left-handcorner of your answer sheet where you can fill in your responses to these questions.It looks like this: Your responses will look something like this: As you can see, for sample question 103, both statements are true, but the CE circle is left un-bubbled.Potassium has a lower first ionization energy than lithium, meaning it’s easier for the one electron in its outer shell to get pulled away.Lithium’s unpaired electron is closer to the nucleus, so it’s held more tightly by the nucleus' gravitational pull.The first statement is definitely true. Now let’s look at the second statement in isolation: â€Å"potassium has more protons in its nucleus than lithium has.†This is also true.Potassium has 19 protons, and lithium only has three. Both statements are true on their own, but now we have to decide whether the second statement is a correct explanation of the first.In this case, it isn't! The ionization energy doesn’t increase based on the number of protons in the nucleus of the atom.It’s a factor of how loosely held and how far away from the nucleus the outermost electrons of the atom are.Atoms that hold unpaired electrons that are farther away from the nucleus will have lower first ionization energies. For lithium and potassium, both have unpaired electrons in their outermost orbitals, but potassium has a lower ionization energy because its electrons are farther away from the nucleus (4s orbital vs. 2s orbital).It’s about proximity to the nucleus, not number of protons.The CE oval should stay blank! Here are some electrons zooming around the nucleus of a particularly groovy atom. Where to Find Chemistry Subject Test Practice Materials Here I'll list a few different resources, both in print and online, that you can use to practice your skills for the SAT Subject Test in Chemistry. You should always return to official College Board questions (which you can find on the College Board website as the first listing under Online Resources) in your studying to verify that you're up to speed with the format of the test, but unofficial practice is still helpful for learning the content. Review Books If you want to add structure to your studying, you might consider buying a review book or a book of practice questions. Areview book containing content that's specifically tailored to the Chemistry SAT II can improve the efficiency of your studying. Here are someof the most popular ones: Barron's SAT Subject Test Chemistry 14th Edition Cracking the SAT Chemistry Subject Test (Princeton Review) Sterling Test Prep SAT Chemistry Practice Questions Official SAT Subject Test in Chemistry Study Guide Online Resources College Board Website You can practice questions in all the formats you’ll see on the test here.There are only 13 questions, but they can help you get a feel for the test.You should also check out this document that has all the information you need for the test (and other subject tests if you’re interested) along with more sample questions. CrackSAT There are tons of different quizzes here on various topics in chemistry.You won’t find any of the Relationship Analysis true-false questions, but this is still overall a pretty good resource for regular multiple choice questions. Albert.IO This site haspractice questions for all topicsyou might come across on the exam.Questions are also divided by difficulty level. Once you get all the hard questions right, you’ll know that you’ve truly mastered the material. SparkNotes SparkNotes has practice quizzes on every topic with detailed answer explanations.These quizzes aren’t automatically scored like some others on this list, but the way it goes over the reasoning for each choice in detail makes it a worthwhile resource. ReasonPrep YouTube Videos These videos walk you through the answers to sample questions found on official practice tests and in the official review book. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. 5 SAT Chemistry Study Tips This section lists five study strategies that are critical for this test. You should have these tips in the back of your mind at all times as you review the material! Tip 1: Identify Your Weaknesses The Chemistry SAT II may test some information that your teacher didn’t cover in class.Review all the content areas listed above to make sure you have a handle on everything.It’s a smart idea to take a diagnostic test before you start studying to form a clearer picture of where your knowledge is lacking. I'd recommend using one that comes directly from the College Board so that the content and format of the test is represented accurately. Tip 2: Replicate Test Conditions When you answer practice questions and take practice tests, adhere to the same standards as the real test environment.Don't use a calculator, and have a periodic table on hand for reference.If you’re taking a full practice test, you should also time yourself.Sticking to appropriate test conditions is the only way to reliably estimate your score level! Tip 3: Plan Your Time Wisely Your studying timeline should be informed by how recently you learned the material in class and how well you perform on an initial diagnostic test. If you find that you need to improve by 150 points or more, plan to spend some extra time reviewing the material. I'd estimate about 20 hours of study time to get yourself up to speed - if you start two months in advance, that's just two hours a week. Not so bad! If you're already within 50 points or so of where you want to be, a quicker review should suffice. You could probably spend less than ten hours going over the material. Make sure you get to a point where you feel very confident with the question formats in case nervousness interferes with your performance (which brings me to the next tip). Tip 4: Practice Relationship Analysis Questions Make sure you understand how these questions work prior to the test.They take a little bit of getting used to if you’ve never encountered them before.Try to use some practice resources that include these types of questions in addition to five-choice completion and classification questions. It's especially important to practice interpreting the statements together and on their own and keeping the two processes separate. That CE circle is a little bit tricky! Tip 5: Don't Go Overboard You should only study concepts that you know will be tested. There's no need to memorize a year's worth of material for an hour-long multiple-choice test. I'd recommend dividing your time equally between reviewing topics in your notes and doing practice questions that replicate the format of the subject test. The biggest challenge for you may be time rather than background knowledge, especially if you're fresh out of a chemistry class.You shouldn't focus too much on memorizing all your chemistry notes and doing involved practice problems. Remember, you can't even use a calculator on this test, so you won't have to solve any elaborate math problems. "What's that weird squiggly?" and "Why are there little numbers next to the letters?" are both questions you should be able to answer before taking this Subject Test. 4 Test-Taking Tips for SAT Chemistry This section lists four additional tips that you can implement as you take practice tests (and, ultimately, when you sit down for the real thing). Tip 1: Stay Calm Since you can’t use a calculator on the test, many of these questions involve combining common sense with basic chemistry knowledge.If you come across a question about a diagram or experimental scenario that you’ve never seen before, don’t freak out. Just read the question carefully.In almost all of these cases, you’ll find that your existing knowledge is enough to guide you to the correct answer. Even if you don't fully understand what’s going on in the experiment, if you have a solid understanding of chemistry, you can make deductions to arrive at the solution. Tip 2: Do the Easiest Classification Questions First When you get to a group of classification questions,answer the ones that seem obvious first so you're using your time efficiently.Don’t feel like you have to complete them in order. If you get the easy ones out of the way in ten seconds, you’ll have more time to think about the questions in the group that are more challenging for you. Tip 3: Read Relationship Analysis Questions Methodically Relationship Analysis questions are different from most questions on SAT Subject Tests, so they can be confusing.Read carefully, and decide whether each stand-alone statement is true before thinking about whether the second statement is a correct explanation of the first. You'll save yourself some time if you find that one of the statements is false (and makes the CE bubble irrelevant)! Tip 4: Don’t Guess Randomly As I mentioned in the first section of this article, the guessing penalty still exists on SAT Subject Tests.This means that you need to avoid guessing if you have no clue which answer choice is correct.Guessing is only advisable if you can narrow down your choices to four or fewer possibilities.Otherwise, you’re better off leaving the question blank. Come back here, metaphor for the correct answer choice! Conclusion TheSAT Chemistry Subject Test is an hour-long multiple-choice examthat contains 85 questions and is scored out of 800. It's offered on all the regular SAT test dates except March. Topics on the test include: Structure of matter States of matter Reaction types Stoichiometry Descriptive chemistry Lab practices Thermochemistry Equilibrium and reaction rates Most questions will test your ability to analyze different experimental scenarios and draw conclusions. The questions come in three formats: Five-choice completion Classification Relationship analysis When you study for the test, five tips to keep in mind are: Identify your weaknesses Replicate real testing conditions Plan out your studying wisely Practice lots of relationship analysis questions Don't over-study When you take the test (or a full practice test), you should be sure to: Stay calm Do easier classification questions first Read carefully on relationship analysis questions Avoid guessing unless you're down to just two choices Use the online resources and review books listed in this article to brush up on your skills. You should have no problem acing this test if you know what to expect! What's Next? Get started on your chemistry reviewing with our guide to balancing chemical equations. Alternatively, apply chemistry to your life by learning how to make three different types of slime or how to use muriatic acid for household cleaning. Are you thinking you might take the Biology Subject Test instead of Chemistry? Do you plan on taking both? If so, check out my ultimate study guide for SAT Biology E/M! You might be wondering whether AP tests or SAT Subject Tests carry more weight in the admissions process. Learn more about the differences between AP tests and SAT Subject Tests, and find out how much each type matters for you. If you're still on the fence about whether or not to take the Chemistry Subject Test, read our expert guide to help you decide which Subject Tests are your best bets based on your college goals. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below: