Catalyst Housing Ltd. Organisations Behaviour Essay

Catalyst Housing Ltd. Organisations Behaviour - Essay Example The need for housing services, community development and affordable homes being high in the region, the company has been evolving adapting itself to the changing needs of customers in the region. On the other Volkswagen is a German automotive manufacturer, which a leading quality provider of luxury cars for the elite class in society. The increasing trend in demand for luxury cars in Germany accounts for one of the main reasons for establishment and success of the company in Germany. Additionally the availability of technological knowhow and expertise is also wide spread in the region also accounts for the radical development and success of the company in the region. The project seeks to present a comparison and contrast between the two organizational structures and cultures of Catalyst Housing Ltd and Volkswagen. This is done in close association with the impact is causes on the business performances of firms respectively. The suitability and applicability of leadership styles in the two organizations are also discussed in the project and its impacts on the present motivation levels of employees. Finally the effectiveness of group behaviours and team work is provided in the project along with the factors promoting it inhibiting it respectively. Identification of the structure and culture of each organisation, comparison and contrast the organisational structure and culture of each organisation Catalyst Housing Ltd represents a geographic organizational structure in which the organization is divided into small business units and offices which have their own independent entities based on the place where it is located. Catalyst Housing Ltd has unit s based on West London, Kensington and Chelsea, Brent as well as the South East. Each of these has their own local boards responsible for handling their own local operations. This kind of structure is particularly important and applicable for a large organization like Catalyst Housing because of its presence at different places and locations and the need to carry out business activities as per the needs and requirements of the local regions. The company has a flat hierarchical structure because of the wide dispersion of its unit’s location in different regions (Catalyst Housing, 2012). Following is an organizational st

SWA 43 Essay Example | Topics and Well Written Essays - 250 words

SWA 43 - Essay Example The issue for determination in the case is whether there was infringement of intellectual property right to warrant a remedy. There exist three classes of intellectual property rights: patent, copyright, and trademark, for which a property owner is protected. Copyright laws protects a property owner’s interest by offering an â€Å"exclusive right to control reproduction, distribution, public performance, and display† of a subject intellectual property (Fas, p. 1, 2). A patent on the other hand protects a property owner from other parties’ imitation of the property or dealing in the property while trademark laws protect a party’s registered symbols. Violation of the copyright laws constitutes both civil and criminal liability with infringing copyright laws leading to remedies such as injunction and damages (Halpern, Nard and Port, p. 43, 169, 170; Fas, p. 5, 6). In the case, Rick published a song which was, without his approval, performed at a bar leading to infringement of his copyright rights over the song. He is therefore entitled to an injunction to stop further performance of the song at the bar. Fas. â€Å"Intelectual property rights violations: Federal civil remedies and criminal penalties related to copyrights, trademarks, and patents.† CRS Report for Congress. 31st October 2008. Web. 20th July 2012. < http://www.fas.org/sgp/crs/misc/RL34109.pdf

Continuous Personal Development Criteria

Continuous Personal Development Criteria Continuous professional development (CPD) A case study to examine why we need to have set criteria as to what constitutes continuous professional development. This paper sets out a proposal to establish the means by which certain hypotheses around Social Work CPD may be tested, through primary research. It does so substantively through a limited, ‘pilot’ survey of the views of Social Workers themselves, focusing on the value and nature of their own current and previous CPD experience. The latter were also invited to comment on proposals for alternative frameworks for SW CPD. The objective of this process was to evolve specific lines of enquiry and areas of interest for wider research. As recent research by Doel et al. argues, ‘At an individual level there is clear evidence that professional development is highly valued, and that participating in these opportunities is more likely to increase confidence, but not for everyone.’ (Doel et al., 2008: p.563) The question is, what kind of CPD is most valued by practitioners themselves, and who determines the types of development paths they follow? Does the element of c hoice determine the utility of particular CPD for individual practitioners? How far does the current atmosphere of assessment and ‘managerialism’ impinge upon self-determination in professional development? The issue of self-determination is a theme from the secondary literature which is embedded in this research. As MacDonald et al. argue, ‘†¦social work as an activity can be understood as an integral part of the modernist project of governance developed and institutionalised in the nineteenth and twentieth centuries†¦Ã¢â‚¬â„¢ (MacDonald et al., 2003: p.195). Whilst this can be readily accepted, it arguably masks the dynamic of client age which government maintained, not only over social work, but other professional groups. The latter were invariably involved in some form of campaign to exert leverage on official circles for recognition in institutional terms. ‘In Britain, social work looked directly to the state for its legitimization†¦Accordingly, the political opportunity provided by the publication of the Kilbrandon and Seebohm Reports was seized by proponents of the professional social work project, who campaigned for the implementation of the Reports, f or example through the Seebohm Implementation Action Group.’ (MacDonald et al. 2003: p.198). As this suggests, Social Work was liable to be co-opted into the social projects of the state on a utilitarian basis, with reciprocal implications for the independence of the profession. As Jordan and Jordan point out, ‘In essence, social work is not a means of implementing policy formally and directly, but of mediating the local conflicts generated by new programmes, and engaging with service users over how to fit new measures to their needs.’ They further argue that, ‘It is a waste of its potential for these tasks to treat it as a crude instrument for the imposition of government rules or the quasi-scientific application of research findings.’ (Jordan and Jordan, 2000: p.10). What are the implications of this tension for CPD in SW? Potentially considerable, it is argued here. The debate around Social Work education has become focused on whether †¦Ã¢â‚¬Ëœthere has been the supplanting of education by training: the sequestering of discourses of depth by those of surface: the setting aside of knowledge for skills, and the general triumph†¦of ‘competencies’ over the complexities of abstraction.’ (Webb, 1996: p.186) It follows from this that the definition of ‘useful’ CPD represents a continuation of such debates through other means: another area through which to contest who exactly defines what is relevant, or ‘best’ practice, in terms of developing solutions for practitioners and service users. How far, for example, do such resources merely reflect the ideas of Lisham, that official ideas about practice ‘†¦tend to be externally imposed and based more on the requirements of managerial control and less on the professional responsibility to evaluate practice and policy and thereby increase their effectiveness.’ (Lisham 1999: p.4). Subsumed within this is a more subliminal question, which is, where is the space in which SW practitioners can express their views or develop dialogues about professional issues? It would appear that we now have a situation where the parameters defined by the GSSC represent the only ‘legitimate’ channels for debat e. Methodology and Research Issues In essence the research enquiry followed two themes, one evaluative, one predictive. Within both, it was intended to elicit views without any leading or rhetorical influence, although current conditions in public sector SW may make this difficult to achieve, as will be discussed below. The specific evaluative enquiry offered practitioners the opportunity to briefly assess their own level of satisfaction with their current and previous CPD. The specific predictive proposal made was that CPD be more focused, through the establishment of an agreed range of activities, designed to augment and enhance SW practice. The overall theme of this was to explore the idea that CPD could be more relevant to SW practice, in the perception of practitioners themselves. This proposal acknowledges the necessity for inclusion of both positivist (quantitative) and phenomenological (qualitative) elements in the enquiry. These labels are arguably less important than the characteristics they represent however. These will explored in more detail below, but it is important here to identify the positivist paradigm as supposedly value-free, and the phenomenological as (in relative terms) value bearing. Obviously, these two model absolutes represent the research ideal, and should not, in any case, be assumed to correlate with the parallel categories of objectivity and subjectivity. Research paradigms in either category would arguably rely on objectivity for their integrity and utility. It is here that the design and operation of a particular model will attract the most stringent scrutiny, especially from its assessors or counter-theorists. Also, when ascribing the different paradigm labels to particular research strands and evidence, it is perhaps important to consider Collis and Hussey’s idea of an unavoidable symbiosis between the two. ‘Although we have identified two main paradigms, it is best to regard them as the two extremes of a continuum. As you move along the continuum, the features and assumptions of one paradigm are gradually relaxed and replaced by those of the other paradigm.’ (Collis and Hussey 2008: p.48). In other words, the quantitative and qualitative paradigms become less discrete and more difficult to distinguish, once the process of interpretation begins. Absolute objectivity is maintained with difficulty, even in the context of an exacting statistical survey: meanwhile purely qualitative work starts to move along the continuum, as soon as repetitive patterns are sought for collateral in phenomenological terms. Various interpretations are possible in any statistical model, whilst even the clearest qualitative conclusions are arguably subject to bias, as soon as a possible conclusion begins to fram e subsequent enquiries. As Patton argues, ‘A paradigm of choices rejects methodological orthodoxy in favour of methodological appropriateness as the primary criterion for judging methodological quality.’ (Patton 1990: pp.38-39). In terms of this study, the methodological issues are basically two-fold. In the first instance, we have a very small sample of data in proportion to the overall scale of what is potentially a national issue. The sample employed here was obtained from one area, and so is immediately vulnerable to the charge that it fails to analyse possible regional variations in both strategy and best practice. Although it reflects differentiated levels of satisfaction with the CPD process, it does not incorporate the views of those who might express – with varying objectivity – the most exacting critiques: i.e., those who have left the profession due to dissatisfaction with the career structure, or CPD possibilities. In the second instance, we have three discrete form of data to integrate, i.e. binary yes/no questionnaire responses, written answers, and more in-depth, qualitative interviews, as well as information from secondary sources. The necessary fusion of these sources in a coge nt form inevitably becomes an editorial process, vulnerable to charges of subjectivity and bias. This is arguably what Ely refers to as the ‘teasing out’ what is considered the ‘essential meaning’ of the data obtained. (Ely, 1991,p.140). (Quoted in Wright et al 1995). This, arguably, is especially pertinent because we are researching a matter of public policy, where positivist data tends to be adapted to value judgements by governments, and governing bodies. As Denzin and Lincoln point out, ‘Qualitative research is inherently multi-method in focus†¦However, the use of multiple methods†¦reflects an attempt to secure an in-depth understanding of the phenomenon in question. Objective reality can never be captured. We know a thing only through its representations.’ (Denzin and Lincoln, 2005: p.5). In term of representation, the specific enquiries made here are designed to produce data at micro level, although their collective implications may have a meso function in terms of the local negotiation of control over CPD standards and access. Only a numerically wider and more varied study could produce data which might function at macro level. However, the eventual connection between micro and macro is implicitly accepted here: as Strauss and Corbin point out, ‘†¦the distinction between micro and macro is an artificial one.’ (Strauss and Corbin, 1998: p.185). The point is though that this limited sample cannot establish such tautology in absolute terms, only suggest ways in which it may be researched further. To these two empirical issues may be added more complex ethical issues around confidentiality and contractual obligation. To employ the current parlance of Human Resources Management, all employees have a ‘psychological contract’ with their management, wherein informally agreed tenets of ‘fairness’ operate. As Williams indicates. ‘..this interpersonal aspect to fairness reminds us that there is a social basis to the exchange relationship between employer and employee and we might expect this to be part of the psychological contract.’ (Williams, 1998: p.183). It has to be conceded that any debate engendered around CPD has the potential to impinge upon the either side of the psychological contract, a fact which may influence and limit the format of questions. 30 brief questionnaires were sent out, of which 22 were returned: three of these respondents agreed to be interviewed, and the same interview pro-forma was employed in each context. There were 14 female respondents and 8 male: in keeping with contemporary guidelines, age was not elicited. The criteria for subject selection was that the respondent should be an established practitioner, i.e. have at least two years service, but no managerial responsibilities. The interviewees were invited to participate and the customary protocols followed in terms of permission to use the material, based on anonymity and the right to withold use of the material. Analysis and Findings The mode of analysis employed was substantially one of triangulation. The binary responses were tallied and are expressed as percentages. In Question 4 the written responses were sorted into those supportive, unsupportive and uncomitted with regard to the proposal (of an agreed ten-part choice of CPD activities). Based on this polarisation, qualitiative responses were then taken from the interview transcripts to illustrate and expand upon the themes identified. 22.75 per cent of respondents agreed that 90 hours of CPD was sufficient for SW’s over a three year period: 18.2 per cent thought it insufficient, whilst a majority, 59.15 per cent thought the whole idea of a prescribed amount of hours too arbitrary. 18.2 per cent considered that the current SW guidelines were effective, with an equal amount disagreeing with this proposition. A majority – 63.7 per cent expressed the view that some kind of change was necessary. Only 13.65 per cent of respondents thought that the CPD options available to them personally had been sufficient for their needs as a practitioner. 27.3 per cent meanwhile thought such resources had been insufficient. 22.75 per cent thought the available CPD had at least been consistent, whilst 36.4% disagreed with this idea. The written responses still produced a fairly polarised set of information. 35 per cent of those who answered supported the idea of being able to select their own CPD activities from a ten choice range. Of the latter, a majority gave some kind of indication that they saw within such a development the opportunity for gaining more control over their own professional development. This was evident from responses such as ‘Yes, great idea, assuming practitioners are involved in drawing it up’, and ‘Yes, perfect. If we get to choose what’s on the list, otherwise its just another form of management control, and we already have too much of that.’ (Appendix 3). Interestingly, the same concern underpinned the rationale of the 55 per cent who did not support the idea. As one respondent put it, ‘I don’t think it could work because CPD is all about standardisation, this idea involves too much individual choice for the ‘powers that be’ to a ccept it.’ This was expressed more directly in the views of another, who remarked that No. CPD just ticks a management box, it doesn’t really help me, so I don’t want four or ten or whatever it is boxes to tick.’ (Appendix 3). The 10 per cent who were uncommitted raised concerns about relevance and the numbers of available options. (Appendix 3) The twenty two tallied responses to Question 5, about practitioners preferences for CPD areas, produced an overwhelming choice for a specific vocational focus in the form of Multi Agency Working, at 36.4 per cent. All of the nine other activities suggested scored 9.1 and 4.5 per cent respectively. (Appendix 3) As might be expected, the interview questions produced the most detailed qualitative data. When asked to evaluate the personal importance of CPD for them, two respondents identified pressure of work rather than management imposition as the main impediment to their pursuing more professional development. The first respondent stated that it was ‘Very Important. I know I don’t spend enough time doing it very often, but that’s just the nature of the job at the moment, where we are all running to stand still. It’s very difficult to commit a worthwhile timetable of CPD when you know for a fact that you won’t actually do half of it, due to unforeseen commitments.’ . The second respondent meanwhile acknowledged that it was ‘†¦Not as important as it probably should be. It’s a box I know I should tick, but in a department where we can’t even recruit at the moment, it’s not a priority. Sorry.’ (Appendix 5). The third respondent explained their lack of commitment to CPD in terms of their lack of control over it: ‘I know it’s vital, but who is it for exactly? If it’s just stuff they think I should be doing, rather than what I want to do, then I could well live without it.’ (Appendix 5). In terms of the specific proposal, i.e. that of providing practitioners with a framework of choice for CPD, the responses were varied. Respondent 1 replied, ‘I can’t think of ten†¦.for me personally at the moment, it would be team-building, and risk assessment, plus maybe multi-agency working.’ (Appendix 5). Respondent 2 indicated ‘Communication, risk assessment, leadership, policy development’ as their preferred foci. Respondent 3 indicated interest in ‘IT skills, communication, multi-agency working, risk assessment’, adding that ‘†¦.the list is endless!’ (Appendix 5) Provisional Conclusions Concerns about who would take responsibility for more liberal and diffuse CPD should be noted here, as in the response , ‘Who would supervise it? I’ll bet it would just be an extra job dumped on somebody like me.’ (Appendix 3) Such objections reflect trends in management which have already been highlighted in the related literature. As Watson points out, ‘The drive for local and central government to modernise and become more accountable has led to a rise in responsibilities of managers for performance management and transparency in decision making.’ (Watson, 2008: p.330) The extent of interest in multi-agency working as a useful area for practitioner CPD, is something which has already been noted in the related literature. As Farmakopoulou has indicated, ‘The main inter-organizational inhibitory factors were related to structural difficulties and lack of joint training. Education and social work departments embody different statutory responsibilities†¦Ã¢â‚¬â„¢ (Farmakopoulou 2002: p.1064). Whilst this specific point is obviously vocationally limited, a wider one about inter-professional cooperation may arguably be abstracted from it. In terms of generalisability, it has to be acknowledged that this research and its findings is vulnerable to usual charges of subjectivity which may be levelled at triangulation. As Denzin and Lincoln concede, ‘Triangulation is the simultaneous display of multiple, refracted realities. Each of the metaphors â€Å"works† to create simultaneity rather than the sequential or linear. Readers and audiences are then invited to explore competing visions of the context, to become immersed in and merge with new realities to comprehend.’ (Denzin and Lincoln 2005: p.6). However, in terms of putative research questions, enough areas of potential interest have arguably been identified to warrant further investigation. Themes would be†¦ Involve a larger cohort of respondents. Involve local management as respondents, to obtain views from both sides of the ‘psychological contract’. Involve the GSCC on their views about possible change. APPENDIX ONE: Questionnaire. Are you male †¦.. female†¦.. For each question, please indicate the statement with which you agree most by ticking it. Question 1. a. 90 hours CPD is sufficient for a SW Practitioner over three years. b. 90 hours CPD is insufficient for a SW Practitioner over three years. c. 90 hours is far too arbitrary an amount of CPD for a SW   practitioner: it should be varied for individuals. Question 2. a. Would you agree that the current SW CPD guidelines are effective? b. Would you disagree with the idea that the current SW CPD   guidelines are effective? c. Do you think that changes are necessary in current SW CPD? Question 3. a. Has the available SW CPD been sufficient for your needs as a   practitioner? b. Has the available SW CPD been insufficient for your needs as   practitioner? c. Has the available SW CPD been consistent? Inconsistent? à ¯Ã¢â€š ¬Ã‚   Question 4 : Please explain why you would support OR not support the idea of a ten-criteria list from which to select SW CPD activities? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Question 5 : Which areas of professional competence would you include in a ten-criteria list? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ APPENDIX 2: Tables of Questionnaire Results. Question 1. 90 hours CPD is sufficient for a SW Practitioner over three years. 90 hours CPD is insufficient for a SW Practitioner over three years. 90 hours is far too arbitrary an amount of CPD for a SW practitioner: it should be varied for individuals. 5 4 13 Question 2. Would you agree that the current SW CPD guidelines are effective? Would you disagree with the idea that the current SW CPD guidelines are effective? Do you think that changes are necessary in current SW CPD? 4 4 14 Question 3. Has the available SW CPD been sufficient for your needs as a practitioner? Has the available SW CPD been insufficient for your needs as practitioner? Has the available SW CPD been consistent? Has the available SW CPD been inconsistent? 3 6 5 8 APPENDIX 3 Question 4 : Please explain why you would support OR not support the idea of a ten-criteria list from which to select SW CPD activities? Why ten? It should be about relevance, not a number. Yes I would, but only if I got to choose them, so they were relevant to my needs. No, because it would expand what is already a drain on my time. I don’t think it could work because CPD is all about standardisation, this idea involves too much individual choice for the ‘powers that be’ to accept it. No: who would enforce or administer it? Yes, although why settle on that number? Yes, great idea, assuming practitioners are involved in drawing it up. Yes, perfect. If we get to choose what’s on the list, otherwise its just another form of management control, and we already have too much of that. Yes, if we can get everyone to agree on it. No. It sounds to me like the thin end of a very large wedge which I’ll have to fit into my diary. No. I’m still trying to catch up with my existing CPD, so I definitely don’t need any more. No. One CPD target is enough, I wouldn’t want any more than that. Yes, if it happens, but I can’t see it. No. Wouldn’t this just be more ‘big brother’ stuff from the GSSC? No. I imagine the bureaucracy the government would create around it. No. Who would supervise it? I’ll bet it would just be an extra job dumped on somebody like me. I like the idea in principle, but I think a smaller number of options would be more helpful. No, because I think the current system is OK, and manageable within realistic constraints of time. No. CPD just ticks a management box, it doesn’t really help me, so I don’t want four or ten or whatever it is boxes to tick. Yes, its just what we need to give us more of a voice in our own professional development. The 20 written responses obtained for Question 4, though qualitative in nature, have been sorted into three categories: supportive, unsupportive, and uncommitted. Supportive: 35% 2.Yes I would, but only if I got to choose them, so they were relevant to my needs 6. Yes, although why settle on that number? 7. Yes, great idea, assuming practitioners are involved in drawing it up. 8. Yes, perfect. If we get to choose what’s on the list, otherwise its just another form of management control, and we already have too much of that. 9. Yes, if we can get everyone to agree on it. 13. Yes, if it happens, but I can’t see it. 20. Yes, its just what we need to give us more of a voice in our own professional development. Unsupportive 55% 3. No, because it would expand what is already a drain on my time. 4. I don’t think it could work because CPD is all about standardisation, this idea involves too much individual choice for the ‘powers that be’ to accept it. 5. No: who would enforce or administer it? 10. No. It sounds to me like the thin end of a very large wedge which I’ll have to fit into my diary. 11. No. I’m still trying to catch up with my existing CPD, so I definitely don’t need any more. 12. No. One CPD target is enough, I wouldn’t want any more than that. 14. No. Wouldn’t this just be more ‘big brother’ stuff from the GSSC? 15. No. I imagine the bureaucracy the government would create around it. 16. No. Who would supervise it? I’ll bet it would just be an extra job dumped on somebody like me. 18. No, because I think the current system is OK, and manageable within realistic constraints of time. 19. No. CPD just ticks a management box, it doesn’t really help me, so I don’t want four or ten or whatever it is boxes to tick. Uncommitted 10% 1.Why ten? It should be about relevance, not a number. 17. I like the idea in principle, but I think a smaller number of options would be more helpful. Question 5 : Which areas of professional competence would you include in a ten-criteria list? Team Building skills 2 Leadership skills. 2 Multi-Agency Working. 8 IT skills. 1 Risk Assessment. 2 Intercultural Skills. 2 Communication Skills. 1 Policy Development. 2 Strategic Development. 1 Self-Reflection: being a reflective practitioner. 1 APPENDIX 4: Interview Pro-Forma. Time in SW†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Current Post†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Question 1. How important is CPD to you as a Practitioner? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Question 2. Would you change any aspect of current CPD practice? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Question 3. What do you see as the principal issues in current SW CPD practice? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Question 4. Could you identify some of the areas you would include in a ten-item range of activities for SW CPD? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ APPENDIX 5: INTERVIEW TRANSCRIPTS. Question 1. How important is CPD to you as a Practitioner? Respondent One: Very Important. I know I don’t spend enough time doing it very often, but that’s just the nature of the job at the moment, where we are all running to stand still. It’s very difficult to commit a worthwhile timetable of CPD when you know for a fact that you won’t actually do half of it, due to unforeseen commitments. Respondent Two: Not as important as it probably should be. It’s a box I know I should tick, but in a department where we can’t even recruit at the moment, it’s not a priority. Sorry. Respondent Three: I know it’s vital, but who is it for exactly? If it’s just stuff they think I should be doing, rather than what I want to do, then I could well live without it. Question 2. Would you change any aspect of current CPD practice? Respondent One: Not all of it, as some of it can be very good. I would definitely give people more choice, and the group/team learning idea is a very good one. Respondent Two: Personally, I think it’s all about resources: I mean, I’d let people timetable for it, and relate it closely to what they needed as practitioners†¦but†¦that would cost money: money which, as far as I can see, we just don’t have at the moment. Respondent Three: Yep†¦I’d I either get rid of it†¦.or do it properly†¦I can’t see either happening at the moment though. Question 3. What do you see as the principal issues in current SW CPD practice? Respondent One: Time. All the time it’s an add-on, when it really needs to be a practice-centred activity which you could timetable for, and really concentrate on. Respondent Two: For me its all about relevance and real value. I can spend any amount of time becoming a more reflective practitioner, but that doesn’t help me if my case-load is increasing while I’m doing it. Respondent Three: Well, I can only comment on what they are for me†¦.the real issue is, a lot of what I get given – or I should say, is inflicted upon me – as CPD, has very little to do with my case-load and the real problems I face. Maybe its because I’m old-school, pre-graduate and all that. Yes it’s all very interesting, but, well, I’m not an academic! There, I’ve said it! This is what I do, and no amount of CPD seems to change that. Question 4. Could you identify some of the areas you would include in a ten-item range of activities for SW CPD? Respondent One: I can’t think of ten†¦.for me personally at the moment, it would be team-building, and risk assessment, plus maybe multi-agency working. Respondent Two: Communication, risk assessment, leadership, policy development. Respondent Three: IT skills, communication, multi-agency working, risk assessment†¦.the list is endless! Bibliography Brown, K., and Keen, S., (2004), ‘Post Qualifying Awards in Social Work (Part 1): Necessary Evil or Panacea?’ Social Work Education, vol. 23, No 1: pp.77-92. Bryman, A., (1998), Doing Research in Organisations, London Routledge. Bryman, A., (2007), Social Research Methods Oxford, Oxford University Press. Bryant, A., Charmaz, K., (2007), The Sage Handbook of Grounded Theory, London, Sage Publications. Collis, J and Hussey, R., (2003), Business Research: A practical guide for undergraduate and postgraduate students, London, Palgrave Macmillan. Crombie I 1996 Pocket Guide to Critical Appraisal London BMJ Publication Group Department of Health (1998) Modernising Social Services London H.M.S.O www.doh.gov.uk Accessed 19-01-2006 Department of Health, (2000), Strategy for Social Car,e H.M.S.O., London www.doh.gov.uk Accessed 01-11-2006 Denzin, N.K., and Lincoln, Y.S., (eds), (2005), The Sage Handbook of Qualitative Research, Thousand Oaks, California, Sage Publications. Doel, M., Nelson

Vanity Fair :: Essays Papers

Vanity Fair Vanity Fair, though it does not include the whole extent of Thackeray's genius, is the most vigorous exhibition of its leading characteristics. In freshness of feeling, elasticity of movement, and unity of aim, it is favorably distinguished from its successors, which too often give the impression of being composed of successive accumulations of incidents and persons, that drift into the story on no principle of artistic selection and combination. The style, while it has the raciness of individual peculiarity and the careless case of familiar gossip, is as clear, pure, and flexible as if its sentences had been subjected to repeated revision, and every pebble which obstructed its lucid and limpid flow had been laboriously removed. The characterization is almost perfect of its kind. Becky Sharp, the Marquis of Steyne, Sir Pitt Crawley and the whole Crawley family, Amelia, the Osbornes, Major Dobbin, not to mention others, are as well known to most cultivated people as their most intimate acquaintances in the Vanity Fair of the actual world. It has always seemed to us that Mr. Osborne, the father of George, a representation of the most hateful phase of English character, is one of the most vividly true and life-like of all the delineations in the book, and more of a typical personage than even Becky or the Marquis of Steyne. Thackeray's theory of characterization proceeds generally on the assumption that the acts of men and women are directed not by principle, but by instincts, selfish or amiable--that toleration of human weakness is possible only by lowering the standard of human capacity and obligation--and that the preliminary condition of an accurate knowledge of human character is distrust of ideals and repudiation of patterns. This view is narrow, and by no means covers all the facts of history and human life, but what relative truth it has is splendidly illustrated in Vanity Fair. There is not a person in the book who excites the reader's respect, and not one who fails to excite his interest. The morbid quickness of the author's perceptions of the selfish element, even in his few amiable characters, is a constant source of surprise. The novel not only has no hero, but implies the non-existence of heroism. Yet the fascination of the book is indisputable, and it is due to a variety of causes besides its mere exhibition of the worldly side of life.

Living with Strangers Analysis

B. Living With Strangers In 2011 8,244,910 people were living in one of the United States’ most famous cities: New York. New York has the highest population density in the United States with over 27000 people per square mile and it is estimated that 200 languages are spoken in the city. In a city with so many people, different cultures, and languages converts may have difficulties with growing accustomed to a city full of strangers. The American novelist and essayist, Siri Hustvedt, debates in the essay â€Å"Living With Strangers† from The New York Times, 2002, the complications and challenges an urbanite must overcome in a large city’s society.The main theme in the essay is the ability to show humanity in a city full of strangers. In this essay I will analyse and comment on the essay â€Å"Living With Strangers†. By way of introduction Siri Hustvedt describes how everyone in her hometown, Minnesota, greeted when they met even though it was somebody they did not know. The author quickly moves on to an anecdote from when she first moved to New York. The anecdote describes how she in her apartment is a witness to her neighbours’ private acts such as a heated argument and walking around in underwear.Even though she sees and hears these intimate moments she does not know the people around her and therefore she is â€Å"living with strangers†. What Siri Hustvedt unintentionally experiences in her apartment may seem transcendent but at least her apartment’s walls protect her from a confrontation with the people she is overhearing. These walls cannot protect her in public and Siri Hustvedt finds herself in intimate contact with people she does not know â€Å"In my former life, such closeness belonged exclusively to boyfriends and family. † (Ll. 6-17) To survive these transcendent experiences the New Yorkers follow the unspoken law â€Å"PRETEND IT ISN’T HAPPENING†. Siri Hustvedt tells three stories where either she or someone she knows has experienced the pretend-it-isn’t-happening law. The first story is from her friend who had just arrived to New York when a lady wearing only a flimsy bathrobe entered the bus he was on. In a smaller city the almost naked woman would have drawn attention to herself, but not in New York. Not even when she started yelling about her token, the New Yorkers reacted.Siri Hustvedt’s friend did, however, react because he was new in New York and therefore had not learned the pretend-it-isn’t-happening law. The second story is Siri Hustvedt’s own from about a year ago. She was in a train where a man started yelling about a very sore subject for New Yorkers: 9/11. He said it was God’s punishment for their sins. Siri Hustvedt describes the episode as uncomfortable: â€Å"I could feel the cold, stiff resistance to his words among the passengers, but not a single one of us turned to look at him† (ll. 3-35). In thi s story the unspoken law is very clear. If the man’s statement had been said in the news or written on the Internet it would probably have created a big and abrasive discussion, but because it was in public the unspoken law overpowers the urge to speak up. Siri Hustvedt’s last story happened only a couple of weeks ago from when she wrote the essay. Her husband and she were on a station waiting for a train. They sat at one end of a bench. At the other end of the bench sat a man looking like someone you should avoid.Siri Hustvedt was right in avoiding the man for when he walked past them he spat in their direction and a bit of saliva hit Siri Hustvedt, but her husband and she chose to ignore it. The three examples support the pretend-it-isn’t-happening law. Siri Hustvedt frequently uses of adjectives makes the examples seem realistic to the reader. That the stories are from Siri Hustvedt’s point of view gives a personal connection and therefore she makes us e of ethos, which makes the reader able to relate to Siri Hustvedt. Also the fact that the three anecdotes had happened over a period makes it relevant.So far the essay has had a critical view on the urban living. Siri Hustvedt has by negative adjectives and adverbs, such as howling, shocked, ashamed, cold, stiff, tired, empty, hostility, and terribly, made the urban living seem lonely and at some point horrifying. In the third and final part of the article Siri Hustvedt discusses when and what will happen if people do not follow the pretend-it-isn’t-happening law. â€Å"Taking action may be viewed as courageous or merely stupid (†¦)† (l. 53) this statement is once again supported my anecdotes from the urban life.The first story is by Siri Hustvedt’s husband who was a witness to a man being threatened on his life because he asked another man to put out his cigarette. Even though it was only a verbal attack it can have horrible consequences because, as Siri Hustvedt puts it â€Å"it carries no moral insight into when to act and when not to act† (ll. 72-73), you will never know when you are being attacked for not obeying the unspoken law. Siri Hustvedt moves on to telling another story, which contrary to the previous story has a happy ending.Her daughter, Sofie, was riding the subway when a man loudly declared his love for her. Sofie is a product of the pretend-it-isn’t-happening law and therefore she did as all the other passengers did, she ignored the man. The situation made Sofie very uncomfortable until the passenger next to her broke the unspoken law with a witty remark. This made Sofie feel better â€Å"it lifted my daughter out of the solitary misery that comes from being the object of unwanted attention among strangers who collectively participate in a game of erasure. † (Ll. 3-95) By telling this story Siri Hustvedt gives a new alternative to the pretend-it-isn’t-happening law. The passenger chose to stop being a part of the passive audience and instead he helped the girl. By doing so the passenger does not only make Sofie feel good, but he also proves Siri Hustvedt’s final point, which is that, the pretend-it-isn’t-happening law can also lead to something good. Siri Hustvedt finds the decision whether to act or not exciting. Out of necessity the New Yorkers often choose not to act, but when they do it opens up to another understanding of a person’s personality or another worldview.In Minnesota people greet with the same sense as New Yorkers ignores others presences. Therefore it is not possible to overcome the barrier of strangers in Minnesota, but in New York people become real if they do not obey the unspoken law. Siri Hustvedt begins with a negative and critical view on the urban living, but in the end Siri Hustvedt turns the negative to the positive and a good urban living becomes a decision for the individual New Yorkers. If you choose to overcome the barrier of strangers you will experience a presence of the people surrounding you.

Generational Diversity Scenarios in the for-Profit and Nonprofit Sectors

In reading both scenarios the generational differences are very clear. In the first situation with Stan and Alex at the Davis Agency the biggest difference was the technological advances that could be under taken to improve process to deal with the client’s needs. Now Stan being an old timer is having a very difficult time trying any new ideas that cut him out of the loop. Even though Alex conferred with Connor (who was very satisfied) on his way of doing a project Stan felt as if Alex was being insubordinate so wrote him up. Unfortunately, when dealing with older individuals that are unwilling to change you will come to an impasse and not be able to best address which way is different or haw the way things are done can be combined in an effort to satisfy both sides. Now in the second scenario you have three different individuals handling a community effort. While all three try to include older members and younger members there always seems to be someone who leaves feeling that their issues or suggestions have fallen on deaf ears. Now Rick is the one who just doesn’t really care about either side he is a busy man and wants the meetings to go without many interruptions from anyone. This way of approaching the planning of this event leaves all that is involved to try and push their ideas through and walk away feeling as if nothing has been accomplished. While Molly teds to try and find out what is on everyone’s mind she tends to alienate the younger generation whereas they feel their input is not needed. Being that the older residents have been there so long they believe they should have the most input with know the most history. Unfortunately, Barbara follows the same type of meeting style as Molly although the meetings never stay on task and nothing seems to be accomplished. In both of these scenarios the older generation feels put off by the younger generation. In addition, it is as if the older individuals feel that they have lived a long life and can’t gain any viable or solid information from the younger generation sustaining that they may actually have something valuable to provide. While looking at the issues both of these scenarios faced one must wonder what things brought forth conflict. Age and length of time within the organization played the biggest part in these conflicts. On both sides the older generation felt that the younger generation was stepping on their toes and disregarding them as unimportant and unknowledgeable. Having been with a company for some 10+ years one tends to get complacent and knows that the way they have been doing things has worked for so long why try something new. In either scenario it would have benefited both organizations to take a look at how processes could be improved by going viral (out on the World Wide Web). Cutting out some of the face to face meetings would allow more time in recruiting client’s (at the Davis Agency) and cutting down on meetings (within the Bay Street Friends). The technological advances while the older generation is afraid that something will go amiss they have to consider their clients and the people they are serving. The numerous people that one is able to reach with the advances would allow business to multiply as well as the number of donations. When dealing with generational diversity and issues one has to always approach with caution. There are various different impacts when it comes to terminating an employee, due to the laws in place and the EEOC one must be sure that the reasons for terminating any employee do not have to do with Race, Age, Sex, or Religion. A company could get into very serious trouble for firing someone due to their age. I believe in the scenario of Stan and Alex the age difference is a problem in the way of thinking and dealing with clients. When Stan wrote Alex up for insubordination it was not because Alex didn’t perform his job exceedingly and abundantly well it was that he circumvented Stan’s procedure to be included and see the project. Now one could say that Alex over steeped his bounds yet we must remember that Connor (now running the company) felt that this was the best way to meet the client’s needs and was very impressed. Both of the scenarios made very valid points for the Veterans and Gen-Xer’s yet they failed to find a common ground that both sides can agree on when trying to generate business or donations. Veteran’s can try to learn from the Gen-Xer’s by not discounting what they say and the Gen-Xer’s can try some empathy with veterans. In addition, the Gen-Xer’s shouldn’t be so quick to discount the veteran’s and what they know, there are some valuable lessons to be learned from the older generation. Although, the older generation has some very valuable input they must be willing to change with the times and allow growth whether it be for profit or nonprofit. The only way either sector can be successful is to utilize the input from both sides and come up with a collaborative effort that each side can be satisfied with.