Dna Replication Essays - DNA Replication, Okazaki Fragments

Dna Replication DNA replication is a complex cellular function that is necessary in order to sustain life and achieve growth. Many enzymes, proteins, and other molecules work together to ensure that genetic information is replicated efficiently, quickly, and accurately. Without any one of these components, replication would be very limited in its efficacy. DNA is comprised of two strands of complementary nitrogenous bases (adenine & thymine, guanine & cytosine), five-carbon sugars (either ribose or deoxyribose), and phosphate groups. The strands of DNA are arranged in a double-helix array and are held together with hydrogen bonds. The semiconservative replication model is used to depict replication. In this model, each new double helix has one old strand and one new strand. This is yet another way in which accuracy is ensured. Because the shape of the DNA molecule is extremely important to its functionality, care must be taken to ensure that all parts of the molecule remain in their appropriate space during replication, and that no part of the strand is broken. To replicate DNA, the two strands must first be separated from one another. The first enzyme used in this process is called helicase. Helicases use the energy from ATP molecules to unwind the three-dimensional double helix. While the strand is unwinding, topoisomerase enzymes (such as gyrase) prevent the strands from being winded into a supercoil due to the torque produced by the separating action. Since each strand is comprised of complementary base pairs that have a high affinity to hydrogen-bond with one another, single-stranded binding proteins (SSBs) are attached to the strands to keep them from reattaching to one another. Once the strands are separated, work can begin to construct two new complementary strands that will ultimately attach to the existing DNA strands to form new complete DNA sequences. DNA polymerase III is the active enzyme that builds the new complementary strands. DNA polymerase III is a DNA-dependent enzyme. As such, a template (the existing separated strand) must be present to generate the new strand. DNA polymerase III requires a primer to begin its action. The primer used is a short RNA sequence with a 3' hydroxyl group that is formed by an enzyme known as primase. This primer is usually about ten nucleotides in length and is complementary to the existing DNA strand. DNA polymerase always works in the same direction: from the 5' end to the 3' end. Since DNA polymerase III always works in the 5' to 3' direction, and DNA strands are complementary, this gives rise to a few minor issues that must be dealt with. The strand in which DNA polymerase can move in the same direction as gyrase (with the replication fork) is known as the leading strand. As the strand is unwound, DNA polymerase III can easily begin to replicate the strand, as the replication fork is already moving in the 5' to 3' direction. The complementary strand is known as the lagging strand. The replication fork is necessarily moving in the 3' to 5' direction on this strand. On this strand, numerous primer sequences are inserted so that the DNA polymerase III can backtrack to build the new sequence as the strand is unwound. The DNA sequences between these primers, which are 1000 to 2000 nucleotides long, are known as Okazaki fragments. Once DNA polymerase III has replicated the fragments, the need arises to remove the RNA primer sequences and fuse the portions of the new strand together. The first critical enzyme used to do this is known as DNA polymerase I. This enzyme removes the primer sequence with the crucial 3' hydroxyl group and synthesizes complementary DNA to fill in the gaps left by the primers. After this is completed, yet another enzyme known as ligase is used to join the fragments. This enzyme works by forming a phosphodiester bond between the 3' hydroxyl of the new strand and the 5' phosphate group found on the Okazaki fragment. Using each enzyme to perform a specific function, DNA is successfully replicated. Science Essays

Bioterrorism essays

Bioterrorism essays Disease has long been the deadliest enemy of mankind, says George Bush, ...we have fought the causes and consequences of disease throughout history and must continue to do so with every available means (qtd. in Defending against bioterrorism n. pg.). In light of the recent anthrax attacks, bioterrorism is a clear and present danger to the national security of the United States. While vaccine stockpiles, radiation treatment, and research seem to be the more appealing solutions to this atrocity, the public education and awareness to report possible biological outbreaks is a basic and less expensive area in which could be one of the most effective and long term solutions which is very much overlooked. While each solution has its advantages, the cooperation of the Bush Administration, and the Center for Disease Control and Prevention (CDC) with other organizations, would ensure that each solution would not be overlooked and that each would be carried out effectively. One of the most known solutions, vaccine stockpiling, is actually not as good as it seems because it is expensive and the only time it would actually see use is if an attack occurred. If a widespread outbreak were to occur, the neccesary amount of vaccines would not be available. Vaccines are definently necessary, but wasting money stockpiling them is not. The money invested could be put to better use as there are clearly other effective solutions. While proven to be extremely effective, the radiation treatment in post offices is limited to the mail system only. It would be unlikely that another biological attack would occur via mail after the recent anthrax scare following Septmeber 11th. The devices used in post offices shoot high energy beams of radiation through the letters. (Irradiation n. pag.). Irradiation kills anthrax by shattering it's DNA and other cellular components (n.pag.). The process for ...

Case Study Essay Example | Topics and Well Written Essays - 2500 words - 1

Case Study - Essay Example The operations manager is therefore supposed to work towards these objectives. For a company in the business of customs gear business, it is very important to; i. Provide a cost effective solution to the customer, as the gears are required for a pre-defined task for fulfilling the customer’s needs. A custom made product of course costs more than a product available off the shelf. But it certainly doesn’t mean that Eastern Gears Inc starts charging rates high enough for customer to be dissuaded for their second and subsequent dealings with the company. ii. Flexibility in operations according to the market demand or customer preferences is a prerequisite for any business to survive. It is the market force which ultimately decides the demand of the company and its product. Flexibility in a Gear business is of particular importance as it calls for a range of adjustments in the molding, casting and finalizing the product. A T Kearney (2004), a company that formulates strategic plans, states that Flexibility in general calls for extra capacity and inventory, which appears to be unlikely at present in case of Eastern Gear. As the company has already experienced in the past, customers often come out with request for changes many times after placing the order, Eastern Gear Inc will therefore have to be ready for such an eventuality, with as high flexibility as possible, provided it doesn’t become pain in the neck for the company. This becomes all the more crucial for large order business, as they are the one’s who provide mo re business to the company. iii. Delivery schedules are meant for being adhered to. Customers prefer to have realistic deadlines from the company. Eastern Gear Inc. has been experiencing some difficulties in meeting the delivery schedules owing to some complex procedures. But the company has also been able to meet

Petroleum Economic and Oil field management Essay

Petroleum Economic and Oil field management - Essay Example dvantageous to tax rent rather than profits because they yield more because they can be taxed to slightly less than 100 percent and cannot distort behavior providing an ideal non-distorting tax (Passant, 2011:3). The concessionary system was used as the very first system in the oil industry especially in mining operations in Greece in 480 B.C. In modern times, the use of this method allows oil companies to explore, develop, sell and export oil from a country for a specific time. Examples of countries using this method include Kuwait, Angola and Sudan. The contract-based system of taxation is those where there are two types of systems namely the production sharing contracts and risk service contracts. The contractor has no claim or title over the oil produced but undertakes exploration. The contractor is expected to pay the government in form of tax and non-tax revenues. An example of a country using this system is the UK (Agreement, 2004:4). For the Oceania government, it should adopt the contract-based system of taxation. This system allows the state to own the reserves. The government and oil companies negotiate on how long the company will have a right to extract on the oil reserves. Despite the fact that it could be many years, exploration cannot be beneficial until it is completed. This could go into losses especially for the company doing the exploration and could save the country from such losses. The most beneficial part for the government is that it has the right to draft and negotiate a contract system that can help it maximize on the revenue and limit a company’s access to oil while at the same time create a legal regime that will allow the state to modify the terms of the contract. Back-end loading system refers to a taxation system where fiscal measures are low in terms of compensating project and sovereign risk, recoups capital outlay in a short time, maximizes the long run post tax returns and has no windfall profit taxes when prices of goods

The Reald World of Management Assignment Example | Topics and Well Written Essays - 3250 words

The Reald World of Management - Assignment Example The theory ‘X’ has been commented on greatly in the scholarly field in that it assumes that human beings are inherently lazy by default and as such does not like working (Stewart, 2010, p.1-2). The resultant of this in the real world is the devising of control mechanisms and supervisory tools to be used within organizations by the management. The reasoning of the theory is that people work because of coercion or by enticement through material gains without which the persons are determined to avoid working; therefore, the ambition of workers to engage in productive activities is boosted or controlled by enticements. This implies that management within this theory’s framework have to use coercion and threat in order to get work done or have general compliance by the workers. It is therefore concluded that all employees go out for their personal gains and, force or some sort of coercion must be sought in order to realize cooperation by the workers. However, a critica l evaluation of the theorem as is applied within the real life context proves differently in that people vary in the matters of personal drive and motivation; the generalization of this theory is erroneous because not always does workers require being extrinsically motivated. Personal drive and intrusive values go a long way in determining the productivity of individual persons as unlike the proposition by the theory. Moreover, a critical weakness in the explanation of this theory is noted in that it fails to explain the motivators of management personnel, as they are equally persons who would equally illustrate the same traits as other employees. The theory is thus seen as a tool effective in explaining the relationships within... This essay approves that nevertheless of critical concern between the current scholars are the applications of these theories in the real life situation s as they are seen to be highly probable through academics by rather inapplicable when in real life scenarios. This paper has concentrated in the analysis of the management theories as they have been in use through real life application as well as through the academics. This paper makes a conclusion that the theory ‘X’ has been commented on greatly in the scholarly field in that it assumes that human beings are inherently lazy by default and as such does not like working. The resultant of this in the real world is the devising of control mechanisms and supervisory tools to be used within organizations by the management. The theory is taken to imply that employees take pleasure in engaging their physical as well as mental capacities as they carry out duties assigned and as such take work to be as a natural duty. The challenges of bureaucracy in management are studied in theory ‘Z’. The power distance theorem on the other hand was developed to explain the value of cultural relations in management and the employees. The contingency theorem revolves around understanding the spectacular traits of individual leaders that use to motivate and inspire the employees. The effectiveness in applying the theory is thus only evident withi n the academic spheres as against within the corporate working scenarios.

Change Management In Healthcare Environment Policies

Change Management In Healthcare Environment Policies Question 2: Develop policies and systems for involving others in the process of change Describe how you would involve stakeholders in the introduction of this change into the healthcare organisation viz. Mercer Medical Centers. Analyze and evaluate the effectiveness of systems in promoting change in Mercer Medical Centers. (Word Count :1500 words) Question 3: Implement models for ensuring change in which risks are managed 3.1 Develop models for change that take account of risks in the context of case study 3.2 Plan the implementation of the model of change developed for Mercer Medical Centers 3.3 Evaluate the outcome of change in Mercer Medical Centers (Word Count :1500 words) Question 1: Explore the background to change affecting the healthcare organisation in the case study viz. Mercer Medical Centers Assess the background to change that faces Mercer Medical Centers. . At first change is awkward but it is something that presses us out of our comfort zone. Changing from one state to the next upsets our control over outcomes and is uncomfortable. Change changes the speed of time. Time is so slow for the reluctant, and yet it is a whirlwind for those who embrace it. Change doesnt look for a resting-place; just the next launching point. For those who dont learn from it they perceived it only as a waste, Institute of Industrial Engineers (IIE, 2010). Change management is all about people and processes that work for people. It is about how you take an organisation from Position A to Position B, in the fulfilment or implementation of a vision and a strategy and the whole art is to how to carry your people with you, so that the envisaged benefits of the vision and strategy are actually realised (Warrilow, 2010). Organisational Change Management seeks to understand the sentiments of the target population and work with them to promote efficient delivery of the change and enthusiastic support for its results (Wallace, 2007). Pressures that triggered for the need of change in Mercer Medical Centre can be seen. Competition in the market is the primary motive. The pressure has been relentless to constantly update expensive systems and equipment in order to be on the top of the business. Managed care penetration is increasing, and Mercer has bought up small private clinics as well as having its own managed care insurance plan. In order to stay competitive in the market, contracts from high technology firms such as Syntel, the company which manufactures computer chips whose function is to apply the Physician Order Entry (POE) system was sought after by Mercer Medical Centre. Plans from other competitors to implement same physician order entry (POE) system pushed Mercer to implement its system earlier than what has been planned (Ash et al, 2000). Second reason is the public relations. The latest lawsuit has a negative impact to the corporation and could damage its reputation in the market and its managed care contracts. As stated by Anderson, having a state of the art POE system will be a good promotional tool in negotiation of contracts (Ash et al, 2000). Resistance to change is normal. Lack of communication, minimal top management involvement and forced change processes are among barriers to change. Initially, the target population sees the change as a bad or threatening thing. The Project Manager should expect to encounter it and deal with it. The worst time to encounter resistance is during the cutover to the new solution. Transition is usually a busy, critical, high-risk period when the last thing you need is a lack of co-operation from the target population. A significant project will require a cascade of sponsorship, such that all affected parts of the organisation hear strong support from their leadership. If the message is delivered from the top and reinforced by the immediate management, staffs are far more likely to believe in the case for change and to act in support of the changes (Wallace, 2007). 1.2 Evaluate the strengths and weaknesses of bureaucratic health organizations Bureaucracy is a form of structure in many large scale organisations. It is based on specialisation of tasks, hierarchy of authority and decision making, systems of rules and regulations and an impersonal orientation from officials (Mullins, 2007). Bureaucracy is the division of labour applied to administration. Bureau, is a French word meaning desk, or by extension, an office; thus, Bureaucracy is rule through a desk or office, that is, a form of organization built on the preparation and dispatch of written documents. In contrast to the commonly held view of bureaucracies, they do not rule in their own right but are the means by which a monarchy, aristocracy, democracy, or other form of authority, rules (VectorStudy, 2008). Moreover, bureaucracies provide a safe haven where managers can hide from responsibility and avoid being held accountable for errors of judgement or problems they crated or failed to solve. In return, managers are able to use bureaucratic rules to stifle self-management and compel employees to follow their direction (Mullins, 2007). According to Weber, bureaucracy is a particular type of administrative structure developed through rational-legal authority. Bureaucratic structures evolved from traditional structures with the following changes In addition, the ideal bureaucracy was characterized by impersonality, efficiency and rationality. The key feature of the organization was that the authority of officials was subject to published rules and codes of practice; all rules, decisions and actions were recorded in writing. The structure of the organization is a continuous hierarchy where each level is subject to control by the level above it. Each position in the hierarchy exists in its own right and job holders have no rights to a particular position. Responsibilities within each level are clearly delineated and each level has its own sphere of competence. An appointment to an office, and the levels of authority that go with it, are based solely on the grounds of technical competence (VectorStudy, 2008). The term red tape is often used by customer to call an organisation when it has rigid policies and procedures. In addition, an organisation is described as bureaucratic when it seems to be inflexible and unresponsive to a customers individual situation. Top managers are dangerously ill-informed and insulated from what is happening on the front lines or in the field. Decisions are made based on the perceived desires of superiors, rather than concern for mission achievement. Bureaucratic management promises control and consistency, an up-focused mission promised that governmental agencies would serve the stockholders, represented by the board of directors, rather than the people within the organisation. Moreover, Bureaucracy as defined by customers and employees is an array of negative forces, attitudes or actions that are damaging to customer and employee satisfaction. It is damaging to organizational effectiveness. It weakens employee morale and commitment. It divides people within the organization against each other, and misdirects their energy into conflict or competition with each other instead of mission achievement (Visionary Publications, 2010). Compare and contrast different forms of organisational development. Organisational development (OD) can play a vital part in harnessing the collective talent of an organisation, bringing about change and improving performance. It involves taking planned steps to create an environment that will enable staff to understand and deliver organisations objectives, People Development Team (PDT), 2010. These steps include developing appropriate skills, behaviours and attitudes, culture and a style of leadership that will enable the organisation to achieve optimum performance. A clear sense of direction, strong leadership and a focus on people management issues including the management of performance and the promotion of learning, development, creativity and innovation are essential (PDT, 2010). A team building could be a group of people who improve their individual and collective performances through a process designed to bring this about. The definition needs to further state that the group of people need to have shared or common goals, which are usually the goals of the company they work for and it starts with good leadership, Team Building Online (TBO), 2010. Four stages of team building had been identified. First is the forming stage wherein people tend to be polite, cautious, trying to get organized and sense of belongingness in a group is being asked. Second is the storming stage wherein issues, irritations, and problems surface, infighting develops. Third is the norming stage wherein issues and problems are discussed openly to set new ground rules, processes and procedures to resolve them. Last is the performing stage wherein members of the organization are working together to meet the high standards of performance Some of the team building tips are valuing each member of your team, be the kind of company that a team member wants to be part of, give team members a reason to feel motivated to achieving the company goals, a strong leader committed to his or her work and make certain that there is always good communication between members and their management. While coaching is typically applied to one-on-one situations or to teams, most effective leaders are in truth coaches for their entire organisations. Coaching at its core about enabling others to succeed; toward that end coaches converse, cajole, confront and sometimes challenge individuals to do their best and then support them in that effort. Just as when you coach one on one, communications is all the more critical when coaching across an entire organisation. It can only be successful if it is based upon trust. One way you build trust is to listen to your people (Baldoni, 2005). Organisational coaching spreads the leaders message throughout the rank and file and in return it gives them ownership in the enterprise. It communicates that you care about individuals and you want them to succeed. It also gives them a voice in the process because listening to their ideas is essential. From the listening comes the learning so together leader and followers enrich a culture of sharing that builds a sense of pride as well as a more determined effort to succeed (Baldoni, 2005). A strategy is an overall approach and plan. So, strategic planning is the overall planning that facilitates the good management of a process. Strategic planning takes you outside the day-to-day activities of your organisation or project. It provides you with the big picture of what you are doing and where you are going. Strategic planning gives you clarity about what you actually want to achieve and how to go about achieving it, rather than a plan of action for day-to-day operations (Shapiro, n.d.). Word count = 1584 words Question 2: Develop policies and systems for involving others in the process of change 2.1 Describe how you would involve stakeholders in the introduction of this change into the healthcare organisation viz. Mercer Medical Centers Stakeholder is any individual, group or business with interest (a stake) in the success of an organisation. They typically concerned with an organization delivering intended results and meeting its financial objectives. A stakeholder may contribute directly or indirectly to an organizations business activities. Other than traditional business, a stakeholder may also be concerned with the outcome of a specific project, effort or activity, such as a community development project or the delivery of local health services. A stakeholder usually stands to gain or lose depending on the decisions taken or policies implemented (Investor Glossary, 2010). There are two important reasons in involving stakeholders in all phases of a project. Firstly, their involvement in a project significantly increases your chances of success by building in a self-correcting feedback loop; secondly, their involvement in a project builds confidence in a product and will greatly ease its acceptance in your target audience. Different types of stakeholders should be handled differently (Alexandrou, 2010) In approaching any businesses that require change clarity in all areas should be specified. A constant two-way communication that explains clearly the reason what and why there is a need for change. Active communications is important and demonstrate to people that you have thought the impacts of change on them, and that you are prepared to work with them to achieve their support and commitment to the change by making it work for them. Be consistent in leading the change. Constantly pay attention to the management of the tasks, activities, projects and initiatives that are delivering the capabilities into organisations that will deliver the benefits that you are seeking. Ensuring that your people have the full resources and capabilities they need to support them thro the change (Warrilow, 2010). The reason is so important is because people are stressed, tired and generally fed up with change initiatives. They need careful and detailed explanation of what are change management why the proposed change is necessary, and the direct effects on them and the benefits to them. They need help and practical support (Warrilow, 2010). There are two types of stakeholders in a company. First is the internal stakeholder that includes employees, managers and owners. Second is the external stakeholder that includes the suppliers, society, government, creditors, shareholders and customers. Mapping of stakeholders in change can be a useful tool to understand the support and opposition you will get for a planned change. Construct the map by first analyzing your stakeholders and then plotting them in the map below, writing their names in the relevant box. In doing this in a team one should write the names down of the stakeholders on Post-It Notes and stick them up on a chart on the wall. Opposition Support Stakeholder Power High Active opponents Passive opponents Fence-sitters Passive supporters Active supporters Medium Low Stakeholders all have authority, whether it is the formal power invested or it is social power of being able to persuade others to support or oppose the change. Those with higher power are likely to be your most useful supporters or most dangerous opponents thus power analysis helps you prioritize your focus on stakeholders. Some people will actively support the change, putting their necks on the line and working long hours to help it be successful. Others will work the other way, determinedly seeking to ruin your efforts (Straker, 2010). These active people are where much focus often happens. However, there is often a silent majority who are more difficult to classify. These may be in gatekeeper positions, where rather than taking positive action, they can subtly support or oppose the change by allowing things to happen or quietly blocking and hindering progress (Straker, 2010). A Stakeholder Analysis and Map is a useful and necessary process for identifying and planning the necessary communications process for a programme. It lists each of the stakeholders against their particular interest area in the programme. It also lists known or anticipated issues associated with any person or group (Warrilow, 2010). Each of these people and groups will have a specific interest area, such as financial, technical, regulatory etc so when you are identifying them it is important to recognise their specific interest areas in order to ensure that their expectations can be managed effectively. There clearly will be individuals or groups who will be worse off as a result of the programme and who are therefore potential blockers to the progress of the programme. Both the positive and negative viewpoints should be considered as part of stakeholder management (Warrilow, 2010). Moreover, the Pre Programme Review and Planning will have identified issues associated with these individuals or groups and determined potential solutions and strategies for resolving the issues. Information dissemination and two-way communications are critical for managing expectations effectively (Warrilow, 2010). 2.2 Analyze and evaluate the effectiveness of systems in promoting change in Mercer Medical Centers. A system is an organized collection of parts that are highly integrated in order to accomplish an overall goal. The system has various inputs which are processed to produce certain outputs, which together, accomplish the overall goal desired by the organization. To explain, inputs to the system include resources such as raw materials, money, technologies and people. These inputs go through a process where theyre aligned, moved along and carefully coordinated, ultimately to achieve the goals set for the system. Outputs are tangible results produced by processes in the system, such as products or services for consumers. Another kind of result is outcomes, or benefits for consumers, e.g., jobs for workers, enhanced quality of life for customers, etc. Systems can be the entire organization, or its departments, groups, processes, etc (McNamara, 2010). Decision Conferencing is a proven method of achieving more effective decisions. The process involves groups of people in a transparent decision-making process and is ideally suited to resolving complex issues fast (Catalyze Ltd, 2008). All parties involved in the decision making process are gathered together in a series of workshops where options and issues are identified and discussed. These discussions are typically aided by modelling the problem, a process that documents the discussions and allows the best value options to be identified and different scenarios to be analysed. It is a remarkably powerful communication tool, allowing the group to openly discuss their organisation, values, issues and beliefs. The results are also ideal for educating and informing people not present at the workshops (Catalyze Ltd, 2008). Systems engineering integrates all the disciplines and specialty groups into a team effort forming a structured development process that proceeds from concept to production to operation. Systems engineering considers both the business and the technical needs of all customers with the goal of providing a quality product that meets the user needs (Incose.org, n.d.). Evaluation, in the context of management activities, is carefully collecting information about something in order to make necessary decisions about it. There are a large number and wide variety of evaluations that can occur in businesses, whether for-profit or non-profit. Evaluation is closely related to performance management (whether about organizations, groups, processes or individuals), which includes identifying measures to indicate results. Evaluation often includes collecting information around these measures to conclude the extent of performance, Free Management Library (FMP), 2010. Several systems has been tried to implement in Mercer Medical Centre in order to improve its services to its user. A system called Physician has been attempted to implement two years ago and it failed in great proportions. Opposition from the medical staff was identified from the time they previewed the system. The implementation was carried out without consideration to physicians opinions. It was abandoned after two days of implementation due to technical problems. This was not a successful system because it resulted to great loss of money, the CIO nearly lost his job and the image of the information services department was severely tarnished (Ash, et al., 2000) Another system, CareReviewer was tried to be implemented but end up being unsuccessful because of its unwelcomed technology as perceived by the challenged medical staff. They thought that the system add to their workload rather than making their jobs easier. Being pushed to see more patients in less time and with less compensation, physicians see this as a cause for them to receive less salary and working for the top executives to make more money and they lost their autonomy (Ash, et al., 2000) Recently, the hospital is trying to implement a new system, the Physician Order Entry (POE). Instead of implementing the system for a longer period of time, the top management wants to implement it within nine months time. The change in the time frame was caused by competition by Mercer Medical Centre with the other health care provider around the area and public relations (Ash, et al., 2000) Reed was aware of the existing resistance to the organisation and she is willing to win back the trust of the medical staff by being available to them 24-hour and giving support by visiting them to their home personally in order to build rapport. Involving influential people and making sure that the system provides immediate benefit to the users increases the use of the POE. Fast, easy to use, being accessible anytime, consistent, accurate and reliable and a system that positively affect the patient care is the system that physicians wants. (Ash, et al., 2000). Word count = 1525 words Question 3: Implement models for ensuring change in which risks are managed 3.1 Develop models for change that take account of risks in the context of case study. There are many causes of organisational change such as economic downturns, changes in strategy, government legislation, labour market pressure, technological changes and natural evolvement. It is crucial that organisations manage this change from within and understand and plan for the effects it may have on their employees (Snaith, 2010). Introducing change to an organisation can be difficult and managers need to gain the support and commitment of their colleagues and employees to ensure that change is managed effectively and business continues as usual with as little disruption as possible. Failure to do this can result in a loss of talented employees, a loss of credibility and a loss of the organisation market position (Snaith, 2010). It is usual for organisations to encounter resistance to change. Employees may be concerned for their job, be sensitive to change, dislike the change that is taking place, or dislike the process in which it is taking place. To combat this employer need to ensure that they communicate with their employees on a continuous basis, provide any training that may be required for new roles or changes to current roles, and ensure that the reasons for the change are communicated from the offset (Snaith, 2010). When change is imposed to people they feel little ownership with their decision and it leads them to feel out of control. Some people will go through the process quickly and others slowly (RapidBi, 2008). Kotter listed reasons why change fails, these includes allowing too much complexity, failure to build substantial coalition, understanding the need for a clear vision, failure to communicate and permitting the roadblocks against the vision, not planning and getting short term wins, declaring victory too soon and not anchoring changes in corporate culture (RapidBi, 2008). There are many change management models; the most common is the Kubler Ross transition (Grief) cycle which is well grounded in academic research within clinical environments. Another model is the ADKAR model for individual management which was developed by Prosci. It describes the five required building blocks for change to be realized successfully on an individual level. The building blocks include awareness, desire, knowledge, ability and reinforcement. (RapidBi, 2008). Business process Reengineering aims to increase performance by radically re-designing the organizations structures and processes, including by starting over from the ground up (McNamara, 2010). Kaizen is a model that has incremental self-improvement that has been applied to business and management. Use only for improvement to existing processes. It is not a methodology for introducing new processes or large scale change. It works well where there is a long-term requirement. It focuses on the people aspects of improvement, requiring some discipline and acceptance of change for improvement but can be easier to implement than other business process re-engineering methodologies where more radical changes are required in the short term which can give rise to more resistance and require more robust change management skills (JISC Advance, 2009). People have different perception on change therefore it should not and cannot force on people; instead as a change manager we should encourage people to make a choice or decision. 3.2 Plan the implementation of the model of change developed for Mercer Medical Centers Business Process reengineering is a technology-oriented approach that enables radical change however requires considerable management skills. According to Davenport (1992), business process reengineering has 5 steps approach. First is to develop the business vision and process objectives. Second is to identify the business process to be redesigned. Third is to understand the existing processes. Fourth is to identify the IT levers and last is to design and build a prototype of the new process, The Executive Fast Track, (TEFT), 2010. Change is a fundamental component of continuous quality improvement. Any improvement methodology involves introducing change and measuring its impact. In health care there has been recognition of the need for system change to support the delivery of safe, quality care, Victorian Quality Council (VQC), 2006. It is not enough to provide the tools and strategies with which to improve safety and quality of health care and expect success. There is a need to be aware of what to expect when introducing change, how to engage staff and to make change sustainable. Knowledge or awareness of change processes may assist in ensuring success of a project (VQC, 2006). Successful implementation of system change is essential in the provision of safe, quality care to consumers. Implementation of improvement projects and sustaining the resulting change can be a difficult process. It has been stated all too often that quality improvement projects fail on a regular basis. The individual or the teams introducing change have a challenging task. Change management is one component of a successful project; the need for project planning and the use of quality improvement tools are also critical (VQC, 2006). People are generally the most critical resource, supporter, barrier and risk when managing change. The uncertainty of change can provoke strong emotions, with most people experiencing some sense of grief and loss as they let go of the old and move towards the new (VQC, 2006). Awareness of the range of reactions to change will help the leader of the change process respond appropriately to concerns that are expressed. Understanding why these emotions occur may assist the leader to introduce change in a manner that anticipates, acknowledges and responds to concerns (VQC, 2006). Since improvement depends on the actions of people, ultimately it comes down to winning hearts and minds. Staff will not respond well to just being told to change, nor can the project leader stand over staff to ensure compliance. To be successful, a change management process must include an effective communication strategy. All stakeholders must have opportunities to express their views and attitudes as part of the planning process. A lot of improvement is about changing mindsets. It is about having the tools, techniques and confidence to work with colleagues to try something that is different. It is about understanding the possibilities of thinking differently and aiming to make practical improvements for patients and staff (VQC, 2006). Evaluation is an important component of any change process. As part of the project planning a decision needs to be made about measures that will be used to determine if the planned change leads to an improvement (VQC, 2006). Dissemination of the evaluation is important and consideration of the audience, the method and format of communicating the feedback should be undertaken. Present the final package containing all the planning, data, outcomes and learning to staff and stakeholders. If this evaluation is shared, and the emphasis is on learning in a non-punitive environment, then it can become a benchmark (or standard) for implementing change (VQC, 2006). The key to implementing change and continuous improvement is the effective exchange of information between people and process, a combination of business and human dimensions towards a shared objective (VQC, 2006). 3.3 Evaluate the outcome of change in Mercer Medical Centres Competition and public relations are the wrong driving forces for change mentioned in the case of Mercer Medical Centre. These forces for change lead to resistance by its medical staff. In any successful change initiative 3 broad areas should be included: leadership that directly addresses the transitions and emotional dimension of those impacted by the change, and provides inspirational motivation, a change model and methodology that cover the multiple factors that must be addressed and action management that shows and assists people with the specifics of exactly what is required of them (Warrilow, 2010). Fast implementation of the POE system was pressed to Dr. Reed and she knows that the corporation is not ready for this change. They need time to implement such change and that what she does not have (Ash, et al., 2000). Mercer Medical Centre experiences almost the same environmental influences that put pressures to organisations. Two-way communication is very important thing that has been recommended by different stakeholder groups. They must come together, engage in constructive problem solving, create a common strategy, and actively take charge of the change. There can never be any general formulas for organizational success. Each organization has its own constraints and pressures however there is a large number of theories which can be used as a guide for success. Each theory has its own drawbacks and tends to be situation-specific. Managers and organizations need to treat theories with degree of skepticism. If managers can identify the theories for planning and changing organizations and they can understand it then they are in a position to identify choices and make changes (Brunes, 2004). Sometimes mangers may choose or be required by circumstances to change their organizations radically and quickly; sometimes they may choose to influence the context to promote or reduce the need for such changes. In some instances, change may take place more slowly and over a long period, as both organization and context are shaped and changed. The key factor for this is to make conscious decisions rather than rely on untested assumptions. This will require those who manage and lead organizations to question and challenge their own and other peoples assumptions. This will also require them to gather and be open to a wide variety of information. Learning should be an organization-wide and continuous process, rather than one limited to a few like-minded individuals at one point

Microscope Lab Report Essay -- Microscopes

Lab Work Not Included The purpose for completing this lab was to observe how microscopes function. The invention & evolution of the microscope has been an ongoing process since the Middle Ages, when the first convex magnifying lenses were introduced. In 1590, the Jansen Brothers invented the first compound microscope (two or more lenses).However, Antony van Leevenwenhoek created the first â€Å"true† microscope, in 1665, with 300x magnification & unbelievable resolution. During the late 1700’s, the microscope was reinvented with 1500x magnification. The most recent advancement in microscopes is the electron microscope, which was invented in 1930. This particular model uses an electron beam, instead of light & 4,000,000x magnifications with incredible resolution. There are many different parts of a microscope and each one has its own unique purpose. The compound microscope has 13 main parts. The base & arm are used to carry the microscope. The lamp or mirror is the source of light, the body tube lets light through, & the diaphragm controls the amount of light. There are also three dif... Microscope Lab Report Essay -- Microscopes Lab Work Not Included The purpose for completing this lab was to observe how microscopes function. The invention & evolution of the microscope has been an ongoing process since the Middle Ages, when the first convex magnifying lenses were introduced. In 1590, the Jansen Brothers invented the first compound microscope (two or more lenses).However, Antony van Leevenwenhoek created the first â€Å"true† microscope, in 1665, with 300x magnification & unbelievable resolution. During the late 1700’s, the microscope was reinvented with 1500x magnification. The most recent advancement in microscopes is the electron microscope, which was invented in 1930. This particular model uses an electron beam, instead of light & 4,000,000x magnifications with incredible resolution. There are many different parts of a microscope and each one has its own unique purpose. The compound microscope has 13 main parts. The base & arm are used to carry the microscope. The lamp or mirror is the source of light, the body tube lets light through, & the diaphragm controls the amount of light. There are also three dif...

Hospitality Management

Level 1 Foundation Diploma in Hospitality Unit 2 Why the hospitality industry is important Guided Learning Hours: 30 (25 for teaching and learning activities, 5 for assessment activities) Unit aims The wider hospitality industry and the seven industries within it, provide a stimulating and challenging world for you to study and work in. Through this unit, you will learn how the everyday lives of people are affected by the important contribution the hospitality industry makes to the UK economy and the local community you live in.You will discover how the world of tourism can affect the hospitality industry, as well as the impact that factors such as major events or natural disasters can have. This unit will include plenty of opportunities for you to visit real hospitality establishments and businesses to build your knowledge and understanding of the industry. During these visits and other learning opportunities, you will also have an opportunity to talk to industry specialists about t he hospitality industry and the jobs they do within it. Assessment Method This unit is internally assessed.The assessment for this unit involves planning and reviewing activities to demonstrate the learner’s knowledge and skills. Learners will be expected to take responsibility for their own role and adapt behaviour accordingly. For further information about the requirements for this unit, including controls teachers must refer to the ‘Internal Assessment Specification’. EDI have produced sample assessment material to further specify the requirements for centres. 1 Learning Outcome Learners will: 1 Understand the importance of the hospitality industry Assessment CriteriaTaught Content Learners can: 1. 1 Describe the levels of hospitality revenue and employment locally and nationally. 1. 2 Compare the importance of different hospitality establishments to the local community. 1. 3 Describe job roles in the local area which are based in the hospitality industry Lear ners need to develop understanding of the levels of revenue and employment generated by the hospitality industry on a local and national basis. This will include recognition that the level of employment opportunities reflects the growth of the hospitality industry.Furthermore, they develop their knowledge of how income from these jobs contributes to the economy by feeding back into businesses, for example: by providing jobs (front of house, such as; waiters, bar staff, event managers, receptionists and cruise line pursers and back of house, such as; chefs, maintenance, finance, marketing, human resources) by bringing visitors to the area (eg a local hotel targeting the business and conference market or a major sporting event bringing supporters from other areas) This should build on learners’ knowledge of the wider hospitality industry developed in unit 1, including the range of hospitality industries and the businesses within them. As well as contributing to the local econom y, the hospitality industry is important to communities in various ways.Learners need to be able to compare the importance of different hospitality establishments to the local community considering, for example, the importance of: providing venues for local people and visitors in the area to meet sourcing food and beverages through local providers supporting issues of local importance, such as developing tourism packages to support a local wildlife or hiking centre, sponsoring local clubs and societies supporting local schools by giving talks about hospitality and how it contributes to the local economy and community Learners need to explore and develop their understanding of real job roles that are undertaken in the local community across the range of hospitality industries. Additionally they should develop understanding of the earnings and rewards that the industry can offer including career progression and the chance to travel, both nationally and internationally. 2 Learning outc ome Learners will: 2 Know about the factors which impact on the hospitality industry. Assessment Criteria Taught Content Learners can: 2. 1 Describe the effect of tourism on hospitality in the local area. 2. 2 Identify the factors impacting on the local and UK hospitality industry.Learners need to develop understanding of how the local hospitality industry can be affected by the tourism industry and its component parts including: visitor attractions – eg cultural and heritage sites, museums and galleries, theme parks, national parks, sporting venues, gardens, wildlife parks and zoos entertainment – eg sporting events, concerts, theatres, outdoor festivals facilities – eg transport (air/coach/train/taxi operators and associated terminals), Tourist Information Centres, travel agents and tour operators Learners should develop knowledge of how other factors affect both the local and national hospitality industry, for example: natural disasters – foreign touri sts are reluctant to visit those areas affected transport links interrupted – flights delayed by poor weather causes guests to arrive late increase in demand for hotel rooms when major events are held locally the threat of terrorism in different countries and locations A range of examples are included in this unit, however, this is not an exhaustive list and centres can use additional examples where appropriate. 3 Learning Outcome Learners will: 3 Be able to find out about hospitality in the local area Assessment Criteria Taught Content Learners can: 3. 1 Use sources of information to answer questions. Learners need to develop their skills in finding out about hospitality in the local area.Much of this can be investigative, including surveys of the area, visits to establishments and using the internet to explore websites. Other sources of information can include newspapers and magazines, local tourist information, libraries, trade and national press and publications, or profe ssional associations such as People 1st – the Sector Skills Council for Hospitality. The information collected should build a picture of the local hospitality industry, including the range of industries that make it up, the services and products it offers and the range of job opportunities it can offer. 4 Foundation Diploma in Hospitality Unit 2 Why the hospitality industry is importantAt each level, the three bands indicate the differences in learner achievement. Assessors should use the information in the table to decide which mark band best describes a learner’s work, then, refer to the guidance to determine whether to place the mark at the top or bottom of the mark band. A compensatory system operates, where an item missing from one band can be compensated by work fulfilling the criteria for a higher band. Band 3 The learner Band 2 The learner Band 1 The learner Total Learning Outcome 1 Understand the importance of the hospitality industry. Describes points to show some levels of revenue and employment locally and nationally.Compares some points showing the importance of some hospitality establishments to the local community. Describes points about some general job roles in the local area which are based in the hospitality industry. Describes accurately the levels of revenue and employment locally and nationally. Compares the importance of some hospitality establishments to some specific members of the local community. Describes some specific job roles in the local area which are based in the hospitality industry. Describes in accurate detail the levels of revenue and employment locally and nationally. Compares the importance of a range of hospitality establishments to a range of specific members of the local community.Describes in detail a range of specific job roles in the local area which are based in the hospitality industry. 10 0-4 marks 5-7 marks 8-10 marks 5 Learning Outcome 2 Know about the factors which impact on the hospitality indu stry. Describes points to show how tourism affects hospitality in the local area. Describes some significant ways that tourism affects the hospitality industry in the local area. Describes a range of significant ways that tourism affects the hospitality industry in the local area. Identifies a range of significant factors that impact on the local and UK hospitality industry. 8-10 marks Uses a range of sources of information appropriately to answer some questions independently. 10 10Identifies some general factors which impact on the local and UK hospitality industry. 0-4 marks Identifies some significant factors that impact on the local and UK hospitality industry. 5-7 marks Uses some sources of information appropriately to answer some questions with limited support. Learning Outcome 3 Be able to find out about hospitality in the local area Uses some sources of information to answer some questions with support. 0-4 marks Totals 12 9 5-7 marks 9 8-10 marks 30 6 Guidance for Centres D evelopment Opportunities Personal, Learning and Thinking Skills EDI has embedded Personal, Learning and Thinking Skills (PLTS) in specific assessment criteria within this unit.This is to ensure learners have the opportunity to develop these generic skills and competences within the context of learning experiences specifically related to the importance of the wider hospitality industry and the seven hospitality industries (hotels; restaurants; pubs, bars and nightclubs; contract food service providers; hospitality services; membership clubs and events) that it comprises. The identification and application of specific PLTS within individual learning outcomes and assessment criteria also allow learners to plan and review their personal achievement and development. There are further opportunities for a range of PLTS to be developed through the teaching and delivery of this unit. The following sections highlight some of these additional opportunities for PLTS development and provide guid ance for how these development opportunities can be implemented.Further information about PLTS and their application within the principal learning for the Diploma in Hospitality can be found in the guidance document. Assessed PLTS The following PLTS are assessed as part of the requirements of individual learning outcomes and assessment criteria and it is therefore necessary that they are delivered as part of the taught content. Independent enquirers (IE2) The outcome statement for this particular PLTS, as identified within AC3. 1, requires young people to â€Å"plan and carry out research, appreciating the consequences of decisions†. In learning outcome 3, this is in relation to learners’ ability to use sources of information about hospitality.This particular assessment criterion assesses learners’ ability to research hospitality in the local area. Centres need to provide opportunities for learners to use an appropriate range of research methods and sources, for example to investigate the range of industries represented in the wider hospitality industry, or the range of job roles, including those that the learners themselves might wish to pursue. Developed PLTS There are a range of PLTS which can be developed through the teaching and delivery of this unit. Learners will have opportunities to develop their understanding of the importance of the wider hospitality industry during visits to local establishments and opportunities to talk to people who work in the industry.Therefore there are likely to be a wide range of opportunities to develop Personal, Learning and Thinking Skills. Some opportunities for PLTS development are highlighted below, although the examples listed do not form an exhaustive list. 7 Independent enquirers (IE1, 4, 6) This unit builds on Unit 1 and will frequently use a similar method of delivery (eg visits to industry). Centres can use these to help learners to develop their ability to identify questions to answer and pr oblems to solve (IE1), for example asking questions of industry professionals as they research the levels of hospitality revenue and employment locally and nationally (LO1, AC1. 1).Centres can use this same assessment criterion to provide learners with opportunities to analyse and evaluate the information on revenue and employment they have found, judging its relevance and value (IE4). Learners will need to present their evidence and centres can help them to understand the importance of and build their ability to support their conclusions, using reasoned arguments and evidence (IE6). Creative thinkers (CT1, 4, 6) Centres need to provide learners with opportunities to generate ideas and develop creative layouts (CT1) for presentations about their work, for example by preparing a display of their findings about job roles in the local area which are based in the hospitality industry (LO1 AC1. ), or how tourism affects the wider hospitality industry in the local area (LO2 AC2. 1). Centr es can also encourage learners to ask questions to develop their thinking, particularly during visits to local establishments and presentations by local employers, for example on the importance of different establishments to the local community (LO1 AC1. 2). Discussion groups following such visits or presentations are ideal vehicles for learners to develop the skills of questioning their own and others’ assumptions (CT4), particularly when working in new areas of knowledge and understanding such as comparing the importance of different hospitality establishments to the local community (LO1, AC1. 2).Learners will benefit from teachers’ feedback and may need to adapt their ideas about the industry (CT6) as their broader knowledge develops. Reflective learners (RL2, 3, 5, 6) Centres need to provide learners with opportunities to set goals (RL2) with success criteria for their development and work. This can be achieved, for example, by setting a goal in relation to develop ment of their knowledge of the effect of local tourism (LO2 AC2. 1), such as a time frame for finding information or a format for presenting their findings. Using this same assessment criterion as an example, learners can benefit from reviewing their progress (RL3) through interim feedback from the teacher and acting on this to improve their knowledge and understanding of specific issues.This same approach (interim feedback) can also be used to develop the ability to evaluate their experiences and learning about the effect of local tourism in a way that informs their ongoing work (RL5). Presenting their findings to a group would use similar communications skills to those used during the feedback sessions, but learners can develop the ability to recognise their peers as a different audience and communicate their learning in a relevant way (RL6). Team workers (TW1) As with other units and areas of work, working in small groups can develop useful teamworking skills. Dividing learners i nto small groups each with a focus on a different 8 rea of work – for example identifying the factors impacting on the local and UK hospitality industry, where different groups can focus on the range of hospitality industries – will help learners develop skills to collaborate with others and work towards common group goals (TW1). Self managers (SM2, 3, 6) Centres need to provide learners with opportunities to work towards goals, showing initiative, commitment and perseverance (SM2), for example when comparing the importance of different hospitality establishments to the local community (LO1, AC1. 1), which for some learners could be a challenging task. Learners can take this forward, focusing on their ability to plan and manage their own activities (SM3), for example developing a plan that organises their time to help them research the importance of different hospitality establishments to the local community and presenting their findings to a group of other learners.Op portunities to develop their skills on responding positively to change, seeking advice and support when needed (SM6) can be geared to change in the industry itself, for example when considering factors that impact on the local and UK hospitality industry (LO2, AC2. 2). Effective participators (EP1, 5) Centres can use this unit as an opportunity for learners to discuss issues of concern, seeking resolution where needed (EP1). This can be applied, for example, when identifying the factors impacting on the local and UK hospitality industry (LO2, AC2. 2), where learners may need clarification and support on their findings. Centres can use the same opportunity to develop learners’ ability to influence others, negotiating and balancing diverse views to reach workable solutions (EP5).For example, they can consider the implications of a particular factor and how this may affect different stakeholders, as well as the hospitality industry. 9 Functional Skills Learners at this level mus t achieve ‘mastery’ in the functional skills of English, ICT and Maths at Level 1. ‘Mastery’ means that the learners are able to apply their skills in English, ICT and Maths at that level, in any situation related to living and working. Each functional skill has a separate, externally set and marked summative assessment. However, if learners are to acquire ‘mastery’ of the functional skills, it is preferable for them to be provided with integrated learning opportunities in which to emonstrate application of all 3 functional skills. In providing such opportunities, teachers will find it relatively easy to integrate English and some sections of ICT into projects, but integrating the functional skill of Maths will require more thought. However, prior to embarking on full projects, learners will need to practise demonstrating competence in applying functional skills during simple classroom exercises. Teachers should focus on the right hand column o f the standards for the functional skills of Maths and English to ensure that learners achieve full coverage of the standards, ie ‘mastery’, and to ensure that they are prepared for the external summative assessment.With regard to ICT, however, the middle and right hand columns need to be covered. Suggested activity The activity below is an example of an activity which shows how functional skills can be developed through the delivery of this unit. There is no requirement for learners to complete the activity highlighted below and teachers may prefer to deliver the learning outcomes within this unit through other delivery strategies. However, teachers should refer to the following example as a specification for how functional skills can be addressed through delivery activities. Further information about how the unit may be delivered can be found in the delivery strategies section of this unit specification.Using the idea of mock interviews, learners should be invited to apply for a job in one of the seven hospitality industries (hotels; restaurants; pubs, bars and nightclubs; contract food service providers; hospitality services; membership clubs; events), which they should agree with their teacher as part of the preparation for this activity. (The job role should be one that interests them and reflects their skills and attributes. ) Activity Learners are required to: Look at their personal outgoings and identify the level of salary they require. They should then research the type of organisation in which they would like a job. Functional skills addressed ICTU1. 1, 1. 2, 1. 3, 1. 4, 1. 5; 2. 1, 3. 1, 3. 2, 4. 2, ICTFS1. , 2. 1, 2. 2, 2. 3 ER1. 1, 1. 2, 1. 3 M1. 1, 1. 2, 1. 4, 1. 8, 1. 9, 1. 12, 1. 13, 1. 15. 1. 16 10 Complete an application form for the job Prepare a CV A personal profile giving their reasons for wanting to join that organisation and listing their strengths/weaknesses etc Take part in mock interview ICTD1. 1, 1. 2, 1. 3, 2. 1. 3. 1 , 3. 2, 4. 2 ER1. 1, 1. 2, 1. 3 EW1. 1, 1. 2, 1. 3, 1. 4, 1. 5 ESL1. 1, 1. 2, 1. 3, 1. 4 Legend ICTU1. 1= ICTFS1. 1= ICTD1. 1= M1. 1= ESL1. 1= ER1. 1= EW 1. 1= ICT 1. 1 Use ICT systems ICT1. 1 Find and select information ICT1. 1 Develop, present and communicate information Maths 1. 1 English speaking and listening 1. English reading 1. 1 English writing 1. 1 Please refer to the EDI Guidance for Centres, which gives tables showing the full list of learning outcomes for functional skills. The functional skills identified as being addressed are dependent upon the scope of the project as presented by the learner. 11 Further Marking Advice Glossary of Terms Accurate The learner uses a description of revenue and employment which is factual and reflects a precise and exact picture or reflection of the situation. Appropriate The learner uses sources which will provide the information needed . Compares The learner examines and notes similarities or differences. Describes in detailThe learner gives an account or representation of the levels of revenue and employment in words covering most key or significant points or issues in a coherent and organised way. General The learner makes correct points that relate to the factors impacting on the hospitality industry; however there will be little application to the actual situation presented. Significant Important in effect or meaning. Specific The learner refers to points that are in real existence, for example the job role will be a real one in a local establishment. 12 Mark Scheme Exemplification Mark Band Mark Band 3 – Learners up to Pass level, meeting assessment criteria at lowest level. Exemplification At the top end of mark band 3 it is likely that learners will have produced all the evidence required for this mark band.However, the mark grid is a compensatory model and therefore a learner might have a mark at the top of mark band 3 with some evidence missing, but compensated by some present in higher mark bands . At the bottom of mark band 3 it is likely that learners will have only partly completed the evidence required or their work falls short of the required standard for the level. Learners need to describe levels of both revenue and employment, both locally and nationally. For mark band 3, the learner needs only to describe points (this must be more than just a list), which may not be cohesive. The points are unlikely to be well organised, but should have some relevance to the importance of the hospitality industry. Some points are likely to be weak.Learners need to make some points about the importance of some establishments to the local community. Again, points may not be well organised, may be weak or have limited relevance. The establishments considered may be limited in number or type and will probably be limited to those the learner has visited or studied in case study materials. Learners must make some attempt at comparison, for example by commenting on the value to the communi ty. Learners will have described a small number of job roles, but this will be in general terms, rather than referring to the work of real people in the industry. Learners need evidence that reflects their knowledge of the factors (including tourism) affecting local and UK hospitality.They should be able to describe some simple points about how tourism affects the industry, such as the proximity of a local airport or a nearby Tourist Information Centre, but these may lack relevance. They need to identify factors affecting the local and UK industry in similar ways, for example agricultural problems such as foot and mouth. These again may lack relevance (eg little direct effect on a citycentre hotel). Learners will use some sources of information but they may interpret the information incorrectly or at a very superficial level when answering related questions. They will need direction from a teacher to complete the task. 13 Mark Band Mark Band 2 – Learners displaying understand ing/skills beyond minimum required by assessment criteria. ExemplificationAt the top end of mark band 2 it is likely that learners will have produced all the evidence required for this mark band. However, the mark grid is a compensatory model and therefore a learner might have a mark at the top of mark band 2 with some missing evidence compensated by evidence in a higher mark band. At the bottom of mark band 2 it is likely that learners will have all the evidence required for mark band 3 but with one element of evidence for mark band 2. Learners need to describe levels of both revenue and employment, both locally and nationally. For mark band 2, descriptions need to be accurate, for example reflecting a clear picture of the proportion of hospitality revenue against GDP, or the numbers employed in a particular job role.The comparison should reflect the similarities and differences of two or three hospitality establishments and why or how they are important to specific the local commu nity. These may be one or two examples, such as providing discounted menus for a local pensioners group or sponsoring a local football team’s kit. Learners will have described a range of job roles and some of the roles described will demonstrate the work of real people in the industry. However, this standard will not be consistent and some of the job roles will only be described in general terms. Learners need evidence that reflects their understanding of the factors (including tourism) affecting local and UK hospitality.They should be able to describe some significant ways in which tourism affects the industry, such as the provision of accommodation, food and beverage services for tourists visiting a local attraction. They need to identify some factors affecting the local and UK industry that are significant, having a clear importance or relevance to the local area, such as a new factory opening that would need catering services. Learners will use a range of sources of infor mation to answer questions, at times the information will be used appropriately but this standard will not be consistent. Learners will seek support from a teacher to carry out routine elements of the work. 14 Mark BandMark Band 1 – Learners displaying understanding/skills at the highest level specified by the assessment criteria. Exemplification At the top of mark band 1, learners will have produced evidence to fulfil all of the requirements for the mark bands. At the bottom of mark band 1 it is likely that the learner will have produced all the evidence required for mark band 2 but with one element of evidence into mark band 1. Missing work in mark band 2 could be compensated by two elements in mark band 1. Learners need to provide a well-organised and detailed description of levels of employment and revenue at local and national level that is accurate and factually correct (guidance on structuring their evidence should ensure they are clear about this).The level of detail can be achieved by presenting evidence at industry level supported by evidence from their research (for example charts showing national employment distributions in different hospitality industries), then drawing information together into an overview. The comparison reflecting similarities and differences should cover a range of establishments from different hospitality industries, showing clearly why or how they are important to a range of specific members of the local community. This will be best achieved where the range of community members shows contrast. Large numbers of similar examples will not reflect range or gain extra marks. Learners will describe a range of job roles in terms of the work of real people in the industry in their local area.This standard will, unlike mark band 2 be fairly consistent and the description will include accurate detail. Learners need to describe significant ways in which tourism affects the industry, which should show clearly the relationship bet ween the two industries, for example the provision of accommodation and parking packages to support tourists using a nearby airport. Similarly, they need to identify a range of factors affecting the local and UK industry, such as the growth of farmhouse accommodation provision as a result of declining agriculture. In both instances, large numbers of similar examples will not reflect range or gain extra marks. Learners will use a range of different sources effectively to answer questions.Support of a teacher will be sought to deal with challenging but not routine situations. 15 Control This unit is subject to MEDIUM level control. Specified tasks should be completed under the supervision and control of the teacher. Further guidance about controls for the assessment of this unit can be found in the Internal Assessment Specification. EDI have also produced Sample Assessment Material to further specify the requirements for centres. Guided Learning Hours Within this unit GLH refers both to time for teaching and learning and time for assessment activities. For this unit 25 hours must be dedicated to teaching and learning activities and 5 must be used for assessment activities.Assessment is likely to be through a project or assignment requiring straightforward delivery of knowledge and understanding. Employer Engagement Experiencing the world of work is critically important for learners. It provides opportunities for learners to demonstrate that they are familiar with the hospitality industry and for this to be duly recognised through either practical performance or learning in a work-based hospitality environment as part of a work placement. Centres and individual teachers need to develop good relationships with the employers who have shown their willingness to contribute to delivery by supporting the Diploma Gateway process.Industry mentors can also add valuable input and support individual learners. Building solid relationships with the local hospitality industry is extremely important for this unit and an employer could be used to introduce learners to both the industry and the unit (this could be done in conjunction with Unit 1: Introducing how the hospitality industry works). Other opportunities for work-related learning can be maximised by arranging day or half-day trips to a range of establishments in different hospitality industries. This could involve a tour of the establishment with a manager, or by experiencing the establishment’s services as a customer. Such visits will add greatly to realism and vocational relevance.Learners can be provided with targeted websites from a wide range of organisations and establishments (large and small, privately and publicly owned) to investigate, either in general or focused on a specific issue. There are excellent opportunities to explore learners’ potential career development. Employers can also support teachers and the development of materials by providing real or simulated data re lating to revenue, information about staff employment opportunities and turnover, information about any links they already have with the local community, copies of job descriptions or recent advertisements, examples of where they engage with the local tourism industry, and case study materials on factors that have impacted on their operation (either locally or nationally, if the establishment is part of a larger national chain).Employers can also contribute to classroom input where this is appropriate, such as by giving an introduction to the unit, or leading a discussion on learners’ findings. Employers are crucial to the assessment process. They can help to build assessment materials, commenting on their realism and relevance to the hospitality industry. Employers can also contribute to formative and summative assessment, for example by reviewing the evidence that learners have produced on the importance of the hospitality industry to the local economy or community, or by a ttending presentations by learners on the factors which impact on the hospitality industry and asking pertinent questions. 16 Delivery StrategiesThis unit should relate to and complement the delivery of Unit 1: Introducing how the hospitality industry works, as well as contributing to development in other units. Its aim is to develop learners’ understanding of the importance of the hospitality industry, including levels of hospitality revenue and employment locally and nationally, the importance of different hospitality establishments to the local community and job roles in the local area which are based in the hospitality industry. Learners will also develop their knowledge of the factors which impact on the hospitality industry, including the effect of tourism on hospitality in the local area and the factors impacting on the local and UK hospitality industry. Other local xamples might be the development of new housing provision, requiring additional hospitality support thro ugh pubs, restaurants, cafes and hotels, school meals and industrial canteens. Such a development would draw new people to the area, providing a wider group of potential customers. Similarly, the development or expansion of a local airport may increase the demand for hotel accommodation from travellers transiting in the local area. Learners should be encouraged to research the local area themselves and consider a range of local and national factors that will affect the industry they are studying. Visits to relevant hospitality establishments, setting practical and investigative tasks, and inviting visiting speakers to the centre can focus jointly on this unit and Unit 1: Introducing how the hospitality industry works.Such activities will underpin learners’ understanding of how hospitality contributes to the economy (1 in 5 of the new jobs created in the UK is in hospitality), how it can offer job opportunities and how it relates to the tourism industry. A short presentation t o hospitality employers to show understanding of the industry would be an appropriate piece of formative and/or summative assessment. Witness statements would further testify to learners’ knowledge and understanding of the industry. This unit could be delivered as part of or as the complete extended project. The learner's work experience could also be used as a vehicle for delivering the unit. Guidance materials need to be made available for learners so that they can continue to make appropriate career choices.Examples of how the unit could be delivered include: Visits to a selection of different hospitality businesses on a local basis to support learners’ understanding of the importance of hospitality establishments to the local community, for example: A local farm offering bed and breakfast accommodation (this could be combined with a talk on sourcing local produce) A small cafe or coffee shop operation (often dependent on visitors to the area for passing trade) A lo cal stately home or other tourist attraction (providing opportunities to consider the hospitality industry’s relationship with tourism) A local sports club venue Discussions with invited speakers from local hospitality businesses to add vocational realism to issues such as levels of revenue and employment 17Presentations from representatives of local organisations such as the Federation of Small Businesses or the Chamber of Commerce to underpin the importance of the hospitality industry to the local community Presentations by visiting tourism speakers to help hospitality learners relate to the tourism industry Group discussions of what experience learners have of the hospitality and tourism industries and how they relate to each other (this may be limited) Case studies that illustrate specific issues relating to the importance of the hospitality industry and the factors that can affect it Simple tests to underpin learning Active learning techniques that will promote understan ding for various learning styles include: A chart showing the range of hospitality establishments in an area to illustrate how the industry contributes to local and national revenue and employment A log or diary of visits to hospitality establishments indicating how knowledge can contribute to evidence Research activities, for example to explore how the hospitality industry contributes to local and national revenue Using up-to-date resources to find out about the hospitality industry, such as trade journals, industry-focused websites and, in relation to the local industry, local newspapers/reports and People 1st (the Sector Skills Council for hospitality) Investigating local job opportunities in the hospitality industry and presenting them in a chart format to illustrate the range of job roles and hospitality establishments represented A personal statement of their experience of hospitality and/or tourism (either through visits or personal experience) Role-plays to explore different hospitality scenarios – The level of support required by a learner or the independence they can demonstrate will vary, differentiating learners from the least and most able. Integrating units For this unit to integrate with others, centre teams need to consider the structure of their programme and how integration of units can be most effective. This unit builds on Unit 1: Introducing how the hospitality industry works and will help learners to understand the importance of the hospitality industry, how it relates to the tourism industry and the range of factors that affect it.It will also integrate in limited ways with most other units in the Foundation Hospitality Diploma. Learners can develop skills and understanding and/or generate assessment evidence toward the following units: Unit 1: Introducing how the hospitality industry works This unit is externally assessed, which will impact on how learners develop their knowledge and understanding of the hospitality industry. Uni t 2: Why the hospitality industry is important will broaden this knowledge and understanding and improve learners’ confidence when tackling the external assessment. 18 This unit will also support development of evidence for Unit 2: Why the hospitality industry is important, particularly for learning outcome 1.Learners will be able to use their knowledge of the hospitality services provided by different job roles to identify those roles in the local area which are based in the hospitality industry. Learners will also be able to use their knowledge of hospitality services and the categories of establishments, providing them when they are developing their evidence for local issues and how these determine the importance of hospitality establishments to a local community. Learners can use their knowledge from this unit to build their knowledge of the factors affecting the UK hospitality industry and how it can be affected by tourism. Unit 3: Introducing customer service in hospita lityWhilst not directly related to Unit 2: Why the hospitality industry is important, this unit will help to provide a platform of knowledge that will help learners develop their evidence relating to the importance of the hospitality industry. Unit 4: Developing skills for the hospitality industry Learners will be able to use evidence from this unit focusing on teamworking and their understanding of different roles in the hospitality industry to help them identify job roles in the local area which are based in the hospitality industry. In reverse, learners’ knowledge of the importance of the hospitality industry gained through Unit 2: Why the hospitality industry is important can underpin the development of learners’ abilities as effective team members.Unit 5: Introducing responsible food preparation Links with this unit are more tenuous. It is possible for learners to make connections between the local economy and local issues (such as sourcing local foods and the ove rall impact on the environment) but this may stretch the capacity of Level 1 learners. Unit 6: Introducing skills for preparing and serving food and beverages Again, there is no direct link with this unit. However, learners may be able to appreciate how providing good food and beverage services can contribute to the local economy, providing a relationship with learning outcome 1 of Unit 2: Why the hospitality industry is important. 19 Resources TextbooksJones P: An Introduction to Hospitality, 2nd Edition (Thompson Learning 2002) ISBN: 0826460771 Holloway J: The Business of Tourism, 7th Edition (Financial Times/Prentice Hall 2006) ISBN: 0273701614 Gardiner J, Housley J: GCSE Hospitality and Catering: The Essentials (Hodder Arnold 2007) ISBN: 0340948396 Journals Learners may also benefit from articles in the Caterer and Hotelkeeper – available from high street newsagents. Hospitality magazine is the professional publication for industry managers’ established or aspiring . Published by the newly-branded Institute of Hospitality, with a passionate take on all things influencing and driving change in hospitality, each quarter Hospitality reports on key issues affecting hotels and restaurants, contract caterers and SMEs. Websites www. bha. org. k British Hospitality Association – the national trade association for hotels, restaurants and caterers British Institute of Innkeeping – the professional body for the licensed retail industry The industry’s leading hospitality job site, with a wide range of jobs advertised Caterer and Hotelkeeper industry journal Institute of Hospitality – the professional body for managers and aspiring managers working in the hospitality, leisure and tourism industries; aims to promote the highest professional standards of management and education in the international hospitality, leisure and tourism industries People 1st – The Sector Skills Council for the Hospitality, Leisure, Travel and To urism industries; site contains research into key facts and figures and industry issues Schools Hospitality Project – introduces 11-18 year-olds to the UK's hospitality industry and helps them learn about career paths within the industry; also introduces young people to the skills and attitudes employers look for. www. bii. org www. caterer. com www. caterersearch. com www. instituteofhospitality. org/ www. people1st. co. uk www. schoolsproject. co. uk 0 www. springboarduk. org. uk Springboard UK – industry-supported organisation which promotes careers in the industry and supports learning through the provision of learning materials for teachers British Tourist Authority – site contains considerable volume of information regarding industry data Visit Britain – the national tourism agency, promotes Britain internationally; aims to build the value of tourism to Britain and in England, generating wealth and jobs across Britain; site contains information rega rding tourism destinations, travel and accommodation targeted at overseas visitors www. tourismtrade. org. uk www. visitbritain. co. uk 21

Ops 571 Statistical Process Control

Chase, Jacobs and Aquilano pose questions such as, â€Å"How many paint defects are there in the finish of a car? [and] Have we improved our painting process by installing a new sprayer? † These questions are meant to investigate and apply different techniques that we can use to improve the quality of life. Quality control not only applies to manufacturing techniques, it can also be applied to everyday life. This discussion will focus on a specific method of quality control called statistical process control that will ensure my morning process is effective.One method of quality control can be pursued through process control procedures like statistical process control or SPC. SPC â€Å"involves testing a random sample of output from a process to determine whether the process is producing items within a preselected range†. (Chase, Jacobs & Aquilano, 354) SPC is a method that can be applied to a process in order to monitor or control that process. In week one, I described a personal process of waking up in the morning through to going to work.In addition to my process, I presented several bottlenecks that can slow my process down including the ability of my alarm clock working, weather impact on travel time, and availability of gym equipment. In the examples below, I will focus on how alarm failures have affected my morning process. SPC has shown how statistical data can be charted in order to see how my morning process is affected by my bottlenecks and whether or not it is a positive. Goods or services are observed not as variables but as attributes. Attributes are quality characteristics that are classified as either conforming or not conforming to specification. † (Chase, Jacobs & Anquilano, 354) In example one, a sample was taken 10 times over a 30 day period in which alarm failures were observed. In order to create a visual representation of the statistics, we must combine the data from the sample. Once the data is gathered, we can provide a solution to create a control chart. Control charts are used as a â€Å"component of total quality [in order to] monitor processes†. Green, Toms, Stinson, 37) First, we calculate the fraction of defective alarms from the sample in order to gain a total and a centerline for our graph. p = Total number of defects from all samples/Number of samples ? Sample size p = 25/ 10 ? 30 = . 08333 Next, we can calculate the standard deviation. Sp = vp (1 – p)/ n Sp = v . 08333 (1 – . 08333) / 30 = . 05050 Example 1Sample| Number of Days| Days Alarm Failed to Work| Fraction Defective| 1| 30| 2| . 06667| 2| 30| 2| . 06667| 3| 30| 3| . 10000| 4| 30| 3| . 10000| 5| 30| 2| . 06667| 6| 30| 4| . 13333| 7| 30| 3| . 10000| 8| 30| 2| . 06667| 9| 30| 2| . 6667| 10| 30| 2| . 06667| Total| 300| 25| . 08333| Sample Standard Deviation| . 05050| | | Finally, the control limits are used to measure attributes with a single decision of yes or no, good or bad, and positive or negative. This s imple decision can be translated into a graph with upper and lower control limits. If the sample is plotted and stays in between the limits, then the sample is considered good or working properly. â€Å"Should a sample mean or proportion fall outside the control limits or a series of mean or proportions exhibit a non-random pattern the process is deemed out-of-control. (Green, Toms, Stinson, 37) In order to turn the chart into a graph, we will need to calculate the upper control limits (UCL), the lower control limits (LCL) and z. â€Å"†¦z is the number of standard deviations for a specific confidence†. In this example, we will use the †z-value of 3 in order to represent a 99. 7% confidence† (Chase, Jacobs, & Anquilano, 356). This means that when that the confidence interval â€Å"falls outside the control limits, there is a 99. 7% chance that there is something wrong with the process that must be corrected†. Green, Toms, Stinson, 37) Though not perfe ct, a confidence of 99. 7% is useful. The SPC must also take into consideration the number of data points as well. The more data that is available the stronger your confidence intervals are. UCL = p + z Sp UCL = p + 3Sp UCL = . 08333 + 3(. 05050) = . 23483 LCL = p – z Sp LCL = p – 3Sp LCL = . 08333 ? 3(. 05050) = -. 06817 In the control chart, the data from the sample stays in between the controls. This means that my process in the morning is working properly and is effective.Now, it is important to look to the future trends in order to predict seasonal factors. â€Å"A seasonal factor is the amount of correction needed in a time series to adjust for the season of the year. † (Chase, Jacobs & Anquilano, 533) Seasonal factors may affect the samples by taking into consideration factor based on seasons or time periods. The alarm clock that is used to wake me up in the morning is not dependent on any factors of time or season. Statistical process control is one way to control quality and make sure goals are attained.Statistical methods show that the samples taken can create visual representations that conclude my alarm clock is an effective method to starting my morning process. This ensures that it is operating at its fullest potential. REFERENCES Chase, R. B. , Jacobs, F. R. , Aquilano, N. J. Operations management for competitive advantage (11th ed). New York: McGraw Hill/Irwin. Green Jr. K, Toms L, Stinson T. STATISTICAL PROCESS CONTROL APPLIED WITHIN AN EDUCATION SERVICES ENVIRONMENT. Academy Of Educational Leadership Journal [serial online]. June 2012;16 (2):33-46.

A Universal Job Recommendation Letter Template

A Universal Job Recommendation Letter Template SAT / ACT Prep Online Guides and Tips Are you tasked with writing a recommendation letter for someone and not sure where to start? While all letters should be uniquely customized to the candidate, most share a certain fixed structure. This guide will go over this structure piece by piece to help you through the writing process. Read on for a recommendation letter template that you can use to shape your recommendation letter. To begin, let’s review the purpose of reference letters for job seekers. What's the Purpose of Recommendation Letters? Hiring managers often ask for a recommendation letter or two from applicants to gain an outside perspective on their qualifications. Reference letters can confirm and complement a candidate’s story, as well as speak to specific skills and achievements. As a letter writer, you can give specific examples of the candidate’s long-term work and day-to-day behavior. Managers or coworkers are great sources to describe what it’s like to supervise or collaborate with the candidate. In its most basic role, a letter of recommendation confirms the candidate’s dates of employment and job responsibilities. The most memorable references, though, go beyond a statement of verification to paint a picture of the candidate. They stand as powerful statements of support as the hiring manager decides which applicant would best fill the prospective position. Writing a letter of recommendation can be a tall assignment, so I've broken down the process into steps. Read on to learn about the stages of the letter writing process. Step one is all about listening to what the candidate has to say. Writing a Letter of Recommendation in 4 Steps Below are four major steps of writing your recommendation letter: 1, learn about the job; 2, brainstorm ideas; 3, draft your letter; and 4, edit for clarity. Once you get to the drafting stage, you can use the descriptive template below to structure your letter. Your first step should be to speak with the candidate. Before putting pen to paper (or more realistically, fingers to keyboard), ask her to tell you more about the new job. Want to provide a strong recommendation for your employee, but don't have the time to craft the perfect letter? PrepScholar's new recommendation tool, SimpleRec, takes you from good intentions and a blank page to a fully written and formatted letter of recommendation in under 5 minutes. All you need to do is give us some simple pieces of information about your employee and your experience working with them, and we'll do the rest. Try out SimpleRec risk-free today: Step 1: Learn About the New Job Before starting to write your letter, you might meet with the candidate to gather all the important information and materials. Find out about the new job and its requirements. Get a copy of the candidate’s resume. Ask her if there are any particular qualities or skills she’d like you to emphasize to show she’d make a good fit with the new job. For example, let's pretend you’re writing a letter of recommendation for a member of your support team. If she’s moving and applying to a similar position, then you could focus in on her excellent customer service skills. If she’s applying to a position of leadership, though, then you might focus more on times when she showed managerial skills or maintained productive relationships with her coworkers. You also might mention the reason that the candidate’s applying elsewhere. If she’s moving out of state, then you could say this while adding that you’d retain or hire her again if you could. It’s not totally necessary, but touching on the reason for the application might present another opportunity to show support. Once you â€Å"have your assignment,† you can start to brainstorm ideas for your letter. What skills, qualities, or achievements should you highlight, and what specific examples can you include? Step 2: Brainstorm Ideas for Your Letter Once you have a sense of what your letter’s for, you can start brainstorming ideas. What comes to mind about the candidate? What skills or accomplishments could you highlight? In what ways has she fulfilled or even gone beyond her job responsibilities? Some qualities you couldconsider include flexibility, initiative, leadership, growth, collaboration, interpersonal skills, and/or ability to perform within a certain environment or culture. You can also think about specific professional skills, like writing, social media, programming, classroom management, technology, underwater basket weaving - whatever’s relevant to both the current job and the new one. Once you’ve brainstormed ideas, pick out the top two to three to highlight. As you’ll read below, your letter should contain two to three body paragraphs, each with a specific focus and supporting example. Before writing, you can brainstorm the main points you’ll make in your letter. Then, you can start to draft using the structure described below. Don't fear the blank page! The recommendation letter template below will give you all the writing guidance you need to draft your letter. Step 3: Draft Your Letter with this Template There’s something uniquely intimidating about a blank page. You’ve arrived at the moment of truth - actually writing your letter - but you’re not sure where to start. Luckily, recommendation letters, as varied as they can be, tend to follow a tried-and-true format. Your page doesn’t need to remain blank for long. First, you should add the contact information of the person who will be reading your letter. Write Out the Hiring Manager’s Contact Information To start your letter, you should add the hiring manager’s contact information lined up with the left margin at the top. This includes his/her name, position, company or organization, and company or organization’s address. For example, here’s the contact information from our first sample recommendation letter written by a direct manager for a full-time employee. Ms. Greta JohanssenSales ManagerStreambase Corp.66 Western BoulevardSanta Fe, New Mexico 87500 Ideally, you can address your letter to a specific person. Often, a candidate only needs to submit recommendation letters once she’s gone through the first phrase of the application process. She should provide you with this information so you can make your letter more personal. Rather than starting with a generic, "Dear Hiring Manager," strive to address your letter to a specific person, like"Dear Ms. Johanssen," "Dear Mr. Smith," or "Dear Dr. Jekyll." Easy enough, right? And you’re no longer dealing with that unforgiving blank page. Once you’ve added this information, you can start in on your introductory paragraph. Paragraph 1: The Introduction Your introductory paragraph might be three to four sentences. You should start with an enthusiastic opener, like I’m delighted to recommend Joe for the position of Dive Instructor with Rocktopus Dive Company. It’s my honor to provide this recommendation for Chelsea, with whom I co-taught Latin to kindergarten students for the past three years. It’s my great pleasure to recommend Alexandra for the position of Chief Engineer with the Rebel Alliance. There’s no need to explain the reason for your letter with a sentence like, â€Å"Joe asked me to write a recommendation letter for his application to the position of Dive Instructor.† The letter speaks for itself. Start out strong with a positive statement of support. Next, you should explain who you are and why you’re qualified to recommend the candidate. Were you her manager? Coworker? Collaborate on a project? Worked side by side in the same office space every day for three years? Qualify the nature of your relationship to show why your opinion holds weight. Here are a few examples for the second sentence of your introductory paragraph. I’ve gotten to know Joe well over the past three years both as an employee of my diving school and a close personal friend. As Chelsea’s co-teacher at Caesar’s After-School Republic, I planned lessons and taught classes with her Monday through Friday. As Alexandra’s Direct Manager for the past fiveyears, I spoke with her on a daily basis about the best ways to defend ourselves against the Galactic Empire. You may also give a brief description of the candidate, perhaps starting with a preview of the skills or qualities you plan to highlight in your letter. The following are a few examples of the kind of introductory evaluative statements you could make in the beginning of your letter: Joe is a skilled diver, a charismatic teacher, and the kind of level-headed person you’d want to have around in an emergency. Chelsea is a warm, creative, and dynamiclanguage teacher. Please allow me to give three examples of her instructional skills. Alexandra is an outstanding mechanical engineer with a stronggraspof technology and an effective style of communication. Once you’ve introduced yourself and the candidate, you can start in on the body paragraphs of your reference letter. The body paragraphs are like the fillings in a sandwich. How can you make them as tasty and substantial as possible? Paragraphs 1, 2, and (maybe) 3: Your Main Points Once you’ve written your introduction, you’ve arrived at the meat of your letter (or, if you’re a vegetarian, at the grilled eggplant layer of your letter). Most letters contain two to three body paragraphs of fourto sixsentences each. You might choose to write two in-depth paragraphs or three that are a little shorter. Each paragraph can focus on a skill or accomplishment and should contain a specific example.By specific example, I mean you should focus on a particular point in time when the candidate did something significant or memorable. Here are a few examples. Joe’s an expert diving teacher who supports his students holistically through the learning process. In addition to giving clear instruction, Joe helps newdivers manage their anxieties. A few weeks ago, one of his students felt panicky during her first open water dive. Joe showed patience and understanding, and ultimately, the student completed the dive. After the group came back in, she raved about Joe and the way he helped her conquer her fear. With his compassionate approach, Joe has empowered dozens of students to overcome their nerves and achieve their diving goals. Chelsea’s creativity and passion for the Latin language shinethrough in her approach to teaching. She brings the language to life with skits, costumes, posters, and visuals across every wall and tabletop. Last week, the students performed a skit for their parents about Pandora’s Box. Pandora, Prometheus, and Vulcan all made appearances in the excited cast. Chelsea’s classroom is a colorful ode to the ancient world where interactiveactivities and visual cues reinforce students’ language learning at every turn. Beyond improving our existing equipment, Alexandra also develops and tests new theoretical designs. Most recently, she developed a prototype for a starship engine that could run for 1.5 times longer than our current model before needing additional charge. This exciting project is just one example of Alexandra’s innovative and forward-thinking ideas. Between her creativity and engineering expertise, she has the potential to transform our fleet and shape the future of Alliance technology. Coming up with specific anecdotes can be tricky. If you're having trouble coming up with some, you might first consider the qualities you want to highlight. Some possible descriptors and phrases that could jog your thinking include, Creative problem solver Reliable Integrity Detail-oriented Articulate Clear communication Efficient Organized Ambitious Innovative Forward-thinking Sensitive Interpersonal skills Collaborative Leadership qualities Hard-working Dependableand trustworthy Take-charge personality Influential Supportive Thoughtful Kind Once you’ve chosen your points,think of a time that the candidate showed these qualities. What makes you think the employee has great interpersonal skills? Why does the word "initiative" come to mind? Why do you consider her to be an exceptional problem solver? Strive to incorporate a brief but illustrative example in each body paragraph. If your letter starts to resemble a list of vague adjectives, then it won’t paint a vivid picture in the eye of the reader. Another point to consider when drafting your body paragraphs is theorder in which youpresent your points. Remember that first step of learning about the prospective position and its requirements? This information comes in handy now, because you should order your paragraphs by putting the most relevant points at the beginning. Once you’ve drafted your body paragraphs, it’s smooth sailing to the end of your letter. You just need to add a conclusion and a signature, and you’ll be done with your first draft! Made it to the conclusion of your rec letter? Congratulations! It's smooth sailing from here on out. Conclusion and Signature The concluding paragraph, like the introduction, is pretty straightforward. You can think of the last paragraph of your letter as an opportunity to restate your support for the candidate. To give a couple of examples, your conclusion could start something like this: Joe has proven himself to be an outstanding dive instructor, and he has my highest recommendation. Chelsea has my wholehearted recommendation for the position of Head Latin Teacher with your school. In closing, I’d like to reiterate my unequivocal support for Alexandra and her application to theposition of Head Engineer. You might also add a sentence or two summarizing the content of your recommendation or adding a few more positive descriptors. Here are a few examples. Whether he’s training a new group in the classroom or calming a nervous student on her first open ocean dive, Joe has proven himself time and again to be an extremely capable instructor. Chelsea’s made a lasting impression with our students and is more than ready to take on the position of Head Instructor. Alexandra is a hard-working and talented engineer committed to our mission to restore the Republic. Finally, you should invite the reader to contact you with any questions or for any further information. You could also thank the reader for her time. Here are a couple ways to express this thought: Please don't hesitate to contact me for any further information. Thank you for your time. Please feel free to get in touch with any questions. Thanks very much. Then add a "Sincerely" (this is technically called the valediction) and your signature. You might print your name, position, phone number, and email beneath your signature. If this contact information’s already present in the header of your official letterhead, then you could alsochoose not to repeat it at the bottom. For instance, the end of your letter might look something like this: Sincerely, [Signature] Adrianna AureliusLatin Teacheraaurelius@caesarsschool.edu766-263-6747 Now that you’ve got a sense of the content of your recommendation letter, let’s go over a few pointers about format. A Few Tips on Formatting Your Letter Recommendation letters are typically one full page. Any shorter could look like you rushed or didn’t have many positive statements to make about the candidate. Much longer and your reader could lose interest. You want to create a full impression while still being concise. Most recommendation letters are lined up against the left margin. You might indent each paragraph, but it’s more common not to indent. As discussed above, introductory and concluding paragraphs are usually two to three sentences. Body paragraphs might be a little longer at four to six. You might choose to use bullet points with the body paragraphs if it clarifies your thinking, but this format is less common. The paragraphs themselves should be single-spaced with a double space in between each one. You could also put two full spaces between the hiring manager’s contact information at the top and the beginning of your letter, as well as extra space beneath your valedictionof, â€Å"Sincerely† to make space for your signature. While the wording may vary, your final letter should look something like thefinaltemplate below. Below you'll find the basic scaffolding for your recommendation letter. You can use this template to construct yourpolished final product. Drafting Your Recommendation Letter: Final Template While you'll have to fill in the details, the following offers a basicemployee recommendation letter template to guide your writing. Your Official Letterhead Hiring Manager's NamePositionCompanyStreet AddressCity, State, Zip Code Dear [Hiring Manager's Name], It's my great pleasure to recommend [name] for the position of [job title] with [company or organization]. I've worked with [name] as his/her [manager, coworker, etc.] for the past [number of years]. [Name of candidate] is [two to three descriptors], and I have no doubt that he/she would make an outstanding addition to your company/organization. Please allow me to give three examples of her qualifications. Body Paragraphs 1 - 3: [Name] stands out for his/her [quality]. Last week, for example, he/she [specific example]. He/she consistently [description of skills, accomplishments]. [Name] is uniquely qualified for the position of [new job], especially when it comes to [specific responsibilities of the new position].* *Present 2-3 main characteristics of the candidate in the body paragraphs, each with a specific example if possible. Put them in order of importance andrelevance to the prospective position. Usestrongly positive language, but try not to soundover the top. In closing, I'd like to restate my wholeheartedsupport for [name's] application to the position of [job title]. He/she is [most important qualities]. I have no doubt that she will continue to have great success with your company/organization. Please don't hesitate to contact me for any further information. Thank you for your time. Sincerely, [Signature] NamePositionEmailPhone Number While this structure works for most letters, there's also a lot of space for you to customize your letter to the individual,especially in the body paragraphs. In the end, your letter should be your own unique piece of writing. Once you’ve finished drafting, take some time to read over your letter and make any necessary revisions. Step 4: Edit for Clarity Your final letter should be clear, concise, and error-free. To cut down on unnecessary bulk, consider whether you can shave off unnecessary adjectives or adverbs. Watch out for wordiness, and try to tighten up your language overall. If you can express the same idea in fewer words, do so. Below is one example of editing for clarity. Too flowery: Chelsea is an energetic, exciting, and enthusiastic teacher who's truly dedicated to the well-being of her students and to the maintenance of an open, comfortable classroom environment conducive tolearning and exploration. Better: Chelsea is an energetic teacher dedicated to her students' well-being. She createsa classroom environment where students feel safeto explore. Beyond making your letter lean and precise, make sure it doesn’t have any errors of grammar and spelling. Through editing, you can make your letter a powerful endorsement and help the candidate get hired for the new job! As you edit, cut down on flowery language so your reader can get to the root of what you're saying. Final Thoughts About Writing a Letter of Recommendation In the end, your mission is to produce a stand-out letter of recommendation that will leave an impression with its reader. You’re aiming to endorse the candidate and prove that she would be successful in her next role. Your letter can complement the candidate’s story and give specific examples of her accomplishments. While recommendation letters should be unique to each candidate, they share a certain structure. Ensure that you use a proper format, address your letter to a specific person, and introduce who you are and how you know the candidate in your introduction. Choose a few points to make in your two to three body paragraphs, each of them supported with an anecdote from a particularpoint in time. Present the most relevant points first, so your reader can see right away why the candidate is qualified. Finally, conclude with a restatement of your support and an invitation for the hiring manager to contact you for any further information. Above all, choose your words with care so that you succeed in painting a strongly positive, while still realistic picture of the candidate. Your letter could go a long way in helping her get hired and ultimately, changing her day-to-day life! Want to provide a strong recommendation for your employee, but don't have the time to craft the perfect letter? PrepScholar's new recommendation tool, SimpleRec, takes you from good intentions and a blank page to a fully written and formatted letter of recommendation in under 5 minutes. All you need to do is give us some simple pieces of information about your employee and your experience working with them, and we'll do the rest. Try out SimpleRec risk-free today: What’s Next? Now that you have a recommendation template to work with, learn more about recommendation letters with our nine free samples! Check out this full guide with recommendation letter samples from managers, supervisors, and a colleague. Are you interested in recommendation letters for college? Check out this guide with four samples of teacher recommendation letters for high school students. You can also find three more written by school counselors. Interested in how a student recommendation letter is different from a job rec letter?This recommendation letter template will help you write a reference for a student.