Introduction And Background Of A Project Management

Introduction Background Temporary organizations created for the sole purpose of delivering one or more business products according to an agreed upon business case are known as projects (Project Management Institute, 2013). Projects have likely existed as long as humans have been capable of basic thought; a hunting party for example could be considered a project. The party contains a group of hunters that engage in a temporary activity of hunting with the agreed upon purpose of capturing and returning food to benefit a larger population. The advancement of technology has long been linked to the need for formal structure within projects. Starting in the 1930’s project management began to become rationalized to support industrialized production (Hoon Kwak, 2003). In 1936 Sakichi Toyoda developed the concept of the Toyota Production System loosely based on Ford’s production model (Brief History of Lean, 2016). In 1943 the basic concepts of the traditional elements of project management were drafted in support of the Manhattan Project and later the F4 Phantom Project in the 1950’s (Hoon Kwak, 2003). In 1969, five volunteers with experience on the previous projects came together to found the Project Management Institute (Chumas, Hartman, 1975). In This method of clear and consistent approach continued to deliver great results for government agencies. In 1973, the majority of Japanese firms had begun to adopt lean manufacturing processes (Brief History of Lean, 2016). The UKShow MoreRelatedSample Resu me : Mavericks Scheduling Service Essay1038 Words   |  5 PagesDate: 09/12/2016 Inception Report For CSE - 4322 - 002 Project: Mavericks Scheduling Service UT-Arlington Project Manager: Narayan Rimal Table of Content I. INTRODUCTION A. Background and Context B. Project Summary C. Management D. Competitors and features E. Risk Management II. OVERVIEW A. Organization of work B. Introduction- general description and milestones C. Work planning and timetable D. Deliverables III. CONSORTIUM AND RESOURCES A. Consortium B. Financial resourcesRead MoreThe Impact Of Communication On Project Performance1255 Words   |  6 PagesCHAPTER 1 INTRODUCTION 1.1 Background of study Communication is an essential key that will manipulate the organization operation by transfer of information. The research study about the impact of communication on project performance. This research will explore the communication method used and the effective communication method of construction industry in Kuantan. An introduction of what is the overall content of this research are shown in Chapter 1. This chapter will include background of studyRead MoreImpact Of Communication On Project Performance Construction Industry Essay1417 Words   |  6 PagesDECLARATION I declare that this thesis entitled â€Å"The Impact of Communication on Project Performance in Construction Industry† is the result of my own research except as cited in the references. The thesis has not been accepted for any degree and is not concurrently submitted in candidature of any degree. Signature: Name: CHAN WAI NEE Date: â€Æ' DEDICATION Special Dedication of my appreciation to Beloved parents: Mr. Nelson Chan N.S and Madam Liaw P.H Loving siblings: WaiRead MoreImplementing Integrated Financial Management Systems Essay1577 Words   |  7 Pages1.0 Introduction 1.1 Background of the study Developing countries in Africa began to focus on the improvement of public finance, in particular on budget and expenditure management reforms in the early 1990s.Governments started to critically review the existing systems and processes mainly as a response to concerns from the donor community. Due to inadequate and outdated systems, governments decided to introduce of integrated financial management systems (FMS) along the experience of developedRead MoreProject Management Techniques For Success And Failure1589 Words   |  7 PagesProject Management Techniques for Success and Failure Individual Assignment BPM501, Semester 1 2016 Table of Contents Executive Summary 1. Introduction 2 2. Project Classification 2 2.1 project success factor 2.2 cause of project failure 2.3 project success factor of IT 2.4 project failure factor of IT 3. Scope of the literature 4 3.1 Key words 3.2 Databases 3.3 Journals 4. Background (Headings and subheadings) 5 5. Discussion 6. Recommendations 7. Conclusion 8. YourRead MoreA Career in Project Management1577 Words   |  7 Pagescareer as a Project Manager is designed to provide research and criteria concerning elements for entering into the field of Project Management. The research will provide the essential skills and a job description of a Project manager. As background information, I have provided researched information based on the interest of being a Project Manager. The Survey results provide an insight to how some individuals pursued their careers and their educational backgrounds. My pursuitRead MoreImplementing The Methods Of Project Management1747 Words   |  7 PagesProposal of research Evaluate implementing the methods of project management (PM) in Saudi Arabia Contents page 1- INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2- Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 3- Aims†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 4- Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 5- Methodology of the research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 6- Methods- secondary and primary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... 7- Expected results†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 8- Plan of work†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 - Limitations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreA Comparative Study of the Recruitment and Selection Process at Ut Bank and Nib Bank916 Words   |  4 Pages INTRODUCTION This chapter talks about the background of the study, problem statement, research aim, research questions, scope of the study, significance of the study, organization of the study and limitation of the study. 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How the stages of a project team works towards an end conclusion. The benefits of a project team and the risks of allowing the project team to exist beyond its original goals. The five stage team development consists of

The Management Of Performance Management Essay - 1199 Words

There seem to be a multitude of definitions for Performance Management. Here are several of these definitions: â€Å"Performance management is a process by which managers and employees work together to plan, monitor and review an employee’s work objectives and overall contribution to the organization. More than just an annual performance review, performance management is the continuous process of setting objectives, assessing progress and providing on-going coaching and feedback to ensure that employees are meeting their objectives and career goals† (HR Resource Center, n.d.). â€Å"A process for establishing a shared understanding about what is to be achieved, and how it is to be achieved, and an approach to managing people that increases the probability of achieving success† (Tracey B. Weiss, 1997). â€Å"Performance management is an ongoing process of communication between a supervisor and an employee that occurs throughout the year, in support of accomplishing the strategic objectives of the organization. The communication process includes clarifying expectations, setting objectives, identifying goals, providing feedback, and reviewing results.† (UC Berkeley Human Resources, 2016) The common theme among the definitions refer to â€Å"continuous process†, â€Å"employees and managers working together towards a common goal† and providing feedback and coaching to employees on more than an annual basis. Performance management is about relationship building between a team leader and the members ofShow MoreRelatedPerformance Management Performance Management Performance Management2240 Words   |  9 PagesTo look into the performance measures for a hospital and also an electrical goods retailer. 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The Influences of Social Processes

Question: Discuss about The Article for Influences of Social Processes. Answer: Introduction The influences of social processes on the early formative years remain with one all through life. The interviewed personality holds up this truth when he discusses his growing up years and early life in South Africa. He is the youngest child of Japanese parents where the mother was from London and settled in South Africa after she got married. The respondent spent a comfortable life seemingly living in the lap of comfort in a middle class white family. He was brought up virtually in the lap of luxury with servants waiting on his family needs. He became aware of the segregation between the blacks and the whites at an early age. Even the residential areas were distinctively designated. The whites had big sprawling properties while the blacks lived in makeshift shanty towns on the periphery of the white settlements (Wang, 2008). He was also quick to note the differences in dealing with the blacks. The way in which the black people working for them were addressed by their first name without any terms of respect for the elderly left a deep impact upon the young man. He and his three brothers played outdoor games while they studied in white only schools. They did not have any social interaction with the black community or black children. This strict segregation was very disturbing. As a young man the respondent was most disturbed by the inhuman circumstances the blacks were living in. He was very concerned with the sub-human treatment being meted out to them. It left an indelible mark on his psyche (Correll, Judd, Park, and Wittenbrink, 2010). The influence of the family was not very great on his psychological development but the elder brother contributed significantly in sowing the seeds of discontent within the mind of the young man. He began to reflect upon the differences between the blacks and the whites. He wanted to do something. The challenge of discrimination and differentiating against the black population was daunting (Banton, 1983). What was most amazing was that a small minority of a mere 10-15 per cent of whites were ruling over the huge majority of the black population. This experience in the childhood and youth of the respondent has helped form an opinion that leads to the overall development of the psyche of the young man. As he grew up in the environment he picked up the positive aspect of the struggle against discrimination despite having lived with the benefits of this discrimination in the form of a luxury filled childhood and youth. He was more concerned about what was to become of the status accorded to the black. Education, work and Protest Marches While studying for Masters in Cape Town and later during the research work for his doctoral degree the respondent was actively involved showing his solidarity with blacks. He participated in several meetings, marches, protests and demonstration (Zimbardo, 2007). He was active in writing and sending his opinion to news papers and scientific journals. His enthusiasm and camaraderie were unshaken despite his shifting from South Africa along with his family in 1999 to Australia. While his parents remained in South Africa, he along with his wife and children immigrated to Australia. It was a time of unsettlement. Australia was seen as the land of opportunity. He had had a lucrative career as a teacher in the university in Johannesburg but he left it to seek a life in Australia along with his family. He probably wanted to bring up his children in an open atmosphere free from all forms of discrimination (Sellers, and Shelton, 2003). He had been an activist full time during his life in South Africa. He had participated whole heartedly and given full support to the Soweto Rivolt. This was a major turning point in life. He was seeing Apartheid at its peak. He admires and almost hero worships Nelson Mandela who has done the greatest service to ending apartheid by virtually sacrificing his entire life to the movement against discrimination (Sanders, 2002). He spent several years in jail and was the main protagonist in the entire protest movement against discrimination. He equates Mandela to a saint saying that what he achieved was impossible for ordinary people. There were several promotive factors favoring the movement of the family from South Africa to Sydney. The strongest motivation for this move was a better future for the children. Originally from Japan, the respondent was aware of the discriminatory nature of the society there (McCulloch, 2004). The racist sentiments were high while considering with whom to interact, where to live, who to do business with and so on. Some people were thought to occupy very derogatory positions while others felt they lived very exalted lives. There was no middle path. Thus, he was against this kind of upbringing for his children. After having seen the racial discrimination in Africa, the respondent was very clear about what he did not want. His education and early life experience motivated him to take the ultimate decision. No doubt there was a lot of preparation, planning and thinking about the situation. Leaving a settled life with fixed income and some form of certainty was being opted out of to favor a life of uncertainty, unemployment for an unknown duration and severe economic deprivation (Hogg, and Vaughan, 2009). Yet there was a desire to move out of a racist environment which was burning from the aftermath of several protests and dissensions. Even though he had affiliations with black organizations like the Black Sash and was teaching at the University he wanted to quit that life and move on. He was mindful of the need for progressing in his life. He wanted to escape the distressing situation of racial discrimination and the post apartheid regime chaos. He wanted to put all this behind himself and escape to a more conducive atmosphere (Nicoll, 2005). After landing in Australia he opted to settle in Sydney and has remained there ever since. Living in Australia proved a boon as both husband and wife obtained teaching positions in Universities (Root, Jong, 1991). He continued to carry on with his affiliation to the Black Sash and joined up with other interest groups that were concerned with several pressing issues like global warming and feminism (Parkin, 1979). He gave his full support through participation in marches and demonstrations and continues to write and speak on these subjects which are very close to his heart. What Ails Australia He was highly concerned about the changing situation in Australia where all forms of issues were taking on a serious facet. The sexism which was becoming rampant among the increasing numbers of successful women, the ongoing battle of the haves and the have-nots. There is little focus on the severally deteriorating environment. Many of the things that he feels are wrong with Australia today stem from the lopsided governance values. He said that the government was favoring only the huge corporate houses and doing very little for the small scale microenterprises. He felt that the larger part of Australia was suffering from a number of problems like unemployment domestic violence, gender bias, poverty, squalor and all these are being further aggravated by the rapidly depleting environment. In many cases there have been instances of gross mismanagement because the government is pro-rich and doing nothing for the poorer section (Fredrickson, 1982). He points out that even the social security dole given to unemployed citizens is too meager. It is a mere 250 Australian dollars per week which is just a pittance and barely adequate survival. It is not enough to meet the basic nutritional needs of the family. Among the other social and cultural issues highlighted by the respondent are the increasing instances of domestic violence (Harris, et al., 2006). There is little being done on the global environmental front as well. He protests that housing is fast becoming a major problem as the poor are getting lesser and lesser space to live in while the rich are being favored by the government to take up large chunks of land. The Haphazard, unchecked and unplanned rise of residential and official space occupation is placing a tremendous burden on the available natural and non-renewable resources of the country. He feels that the options of renewable energy resources should be actively explored (Ruth Frankenberg, 1997) It is responsibility of all citizen to ensure that they contribute their optimum towards conserving energy and utilizing energy conservation devices and practices at all places of their home and work. He is a votary of renewable energy and is using solar forms of supply for his household needs. He was quite negatively vocal against Donald Trump because of his narrow policies. He calls him a very dangerous man probably because of his anti-equality, anti-union, anti-progress, anti-women and anti-abortion policies (Pager, and Shepherd, 2008). He feels that while Donald Trump has been dependant on his all white vote bank of workers and staff till this time this is only temporary and cannot last for long. However, with time, his support seems to have dwindled because of the middle class. White men who are totally dissatisfied currently are on the verge of protesting (Farrell, 1992). Since he is anti-union, most of the employed whites who are members of these unions are voting against him. All these people are gradually withdrawing their earlier support and votes. This can put him out of favour if he is not careful. He should work towards the betterment for the society especially the unemployed youth. He should help the youth shed their unemployment and live a life of dignity away from all anxieties, fear, hunger and ill-health. Employment and Dignity He has been very vocal about the fact that the biggest problem that assails Australia today is unemployment. The absence of adequate employment opportunities is being further aggravated because of the academic institutions coming up and the larger influence of students from overseas. He laments that the quality of academics is being compromised with despite the fact that the faculty are working very hard. They faculty is always on the grind in trying to fulfill schedules, make appraisals and check examination sheets. They have to devotes extra hours with students having various problems especially when English is not their mother tongue nor language of earlier education (Michelman, 1975). These students of various backgrounds seek better facilities of education and subsequent employment. As their results are not up to the mark the academic facility is further burdened with the task of imparting special coaching sessions and tutorials. Thus, he was of the strong opinion the best education should be imparted to all children as a mandatory government policy. Then the overall quality of the education given to the Australian children and youth should be of a high quality. Thus, once well-educated and skilled people are available government shall make all out efforts to initiate employment opportunity to accommodate all these people. It is only through such efforts that the situation can improve otherwise it will keep on deteriorating. Similarly tackling the other issue of domestic violence he says that there are severe cultural barriers to the attained of equality for women. Domestic violence was the bane of society. He highlighted the fact that the Australian situation was worse because of the deteriorating position of women. He does, however, say that socio-cultural barriers have made it quite impossible for understanding the many of the serious manifestations of the problem among various ethnic communities. He compares the situation with Japan, however, saying that the sexist attitude is worse there because women are seen as commodities. They are seen as possessions with a highly specified role in society. They have to stay at home and tend to the household as well as the children while the husband goes out of the home to earn for the family. He takes out his frustrations at not being able to achieve his goals on the women. This mind set has been perpetuated in several of the ethnic communities settled in Australia. Therefore it is one of the major issues that are confronting the social welfare, legal and health care delivery facilitators in Australia. governmental measures and policies have been constantly adapted to help the situation but somehow the root of the problem remains well entrenched in the society even now. He expresses his concern at the fact that even though Australia is a well educated and well established country it should be able to do away with the evils that afflict its interventions and the political will to rise above all forms of discrimination are the routes thought to be the best for ameliorating the situation. He recalls that the issues of discrimination, sexism and gender bias have been at the roots of women having to bear scathing attacks despite having the ability to rise above their circumstances and making a movement towards social progress (Sanders, 2002). He comments on the rising stagnation creeping into the lives of several people who have become frustrated at the inability to sustain themselves and their aspirations. They live uneventful, unfulfilled, frustrated lives because they are unable to obtain adequate sustenance, any form of employment and thus end up losing self-esteem and self confidence. The respondent says that the government attitude is of disdain and disrespect because they feel that these people are lazy and do not want to work. They are an unwanted burden on society. He counter argues saying that no self respecting person would give up the opportunity to obtain gainful employment. If such opportunities are available then why should the youth be dissatisfied, he queries. He gives the scenario of Those who pass on from their youth to middle age still looking for opportunities to earn a decent living. Their inability to meet their own and their families expectation as well as the generally experienced loss of face makes them frustrated mentally stressed and finally ill (Sellers, et al, 2006). They experience all forms of disabilities and finally succumb to all forms of anti-social activities. Many a times they reach a point where even social welfare and other interventions cannot help them (Seekings, and Nattrass, 2008). He protests that all these ills can be easily taken care of if only the government were to focus on the provision of two basic necessities of adequate education opportunities as well as ample employment opportunities. Many of the ills assailing the Australian society today can be taken care of by strategy which is totally focused on such planned interventions. Conclusion He has aspirations for his children wherein he wants them to have a good education, reasonably successful lives where they are satisfactorily employed. He feels that the maximum achievement he wants for his children is to have happy, normal lives (Douglas, 1978). He wants them to have the ability to be socially interactive and have the tact of making and maintaining fruitful relationship. After having seen a life of discrimination and style he was grateful that he had made the correct decision. He was determined to influence an atmosphere of change in his chosen country. He recounts his belief in the human ability to influence change in their circumstances environment and lives. He has participated in the movement against apartheid in South Africa. He continues to participate in the movements against various social evils that are afflicting Australian society currently. Bibliography Banton, M., 1983. Racial and Ethnic Competition (Cambridge, 1983).Banton65Racial and Ethnic Competition1983, p.65. Correll, J., Judd, C.M., Park, B. and Wittenbrink, B., 2010. Measuring prejudice, stereotypes and discrimination.The SAGE handbook of prejudice, stereotyping and discrimination. London: SAGE, pp.45-62. Farrell, A., 1992.Crime, class and corruption: the politics of the police. Bookmarks. Fredrickson, G.M., 1982.White supremacy: A comparative study of American and South African history. OUP USA. Harris, R., Tobias, M., Jeffreys, M., Waldegrave, K., Karlsen, S. and Nazroo, J., 2006. Racism and health: the relationship between experience of racial discrimination and health in New Zealand.Social science medicine,63(6), pp.1428-1441. Hogg, M.A. and Vaughan, G.M., 2009.Essentials of social psychology. Pearson Education. Michelman, C., 1975.The Black Sash of South Africa: a case study in liberalism. Published for the Institute of Race Relations, London by Oxford University Press. McCulloch, G. 2004, Education Under Apartheid, Journal of Southern African Studies, vol.30, no.2, pp.406-407. Nicoll, F.J., 2005. Australian Critical Race and Whiteness Studies Association Journal. Ruth Frankenberg, 1997.Displacing whiteness: Essays in social and cultural criticism. Duke University Press. Parkin, F. 1979, Marxism and Class Theory: A Bourgeois Critique, Travistock Publications. Pager, D. and Shepherd, H., 2008. The sociology of discrimination: Racial discrimination in employment, housing, credit, and consumer markets.Annual review of sociology,34, p.181. Root, B.D. Jong, G.F. 1991, Family Migration in a Developing Country, Population Studies, vol.45, no.2, pp.221-233. Douglas, 1978. 'Social class and court outcomes: Making sense of the empirical literature', Law In Context, vol.12, no.1, pp. 97-128. Sanders, M. 2002. Remembering Apartheid, Diacritics, vol.32, no.3/4, Johns Hopkins University Press, pp.60-80. Seekings, J. and Nattrass, N., 2008.Class, race, and inequality in South Africa. Yale University Press. Sellers, R.M. and Shelton, J.N., 2003. The role of racial identity in perceived racial discrimination.Journal of personality and social psychology,84(5), p.1079. Sellers, R.M., Copeland Linder, N., Martin, P.P. and Lewis, R.H., 2006. Racial identity matters: The relationship between racial discrimination and psychological functioning in African American adolescents.Journal of Research on Adolescence,16(2), pp.187-216. Wang, L.I., 2008.Discrimination by default: How racism becomes routine. NYU Press. Zimbardo, P., 2007. The Lucifer Effect: How Good People Turn Evil (London: Rider).

The NSW Government Strategy on Education Identification of Gifted and Talented Students

Introduction Gifted and talented students have skills that set them apart from the other average students.Advertising We will write a custom essay sample on The NSW Government Strategy on Education: Identification of Gifted and Talented Students specifically for you for only $16.05 $11/page Learn More Gifted students have superior intellect and academic performance above average while talented students perform above average in more than one area of human performance particularly in physical, creative, intellectual, and social areas. However, these students fail to achieve their full potential because of lack of an appropriate policy, curriculum challenges and lack of appropriate identification procedures. Prior to the NSW policy, the education of the gifted and talented students had low priority and the existing curriculum could not meet the needs of these students. In this respect, the Australian Government undertook considerable changes towards promoti ng the education of gifted and talented students. In order to attain high quality educational outcomes for the gifted and talented students, â€Å"the NSW government committed itself to developing an appropriate curriculum that could cater for the needs of these students within educational settings† (Braggett, 1985, p.28). The gifted and talented students are diverse and come from different cultural and socioeconomic groups making the identification of such students quite a challenge. These students are easily identifiable in school settings where their natural abilities are evident. The identification procedures should be inclusive involving the input of all the people who interact with these students including their teachers, fellow students, professionals and parents (Gagnà ©s, 2003, p.12). The identification procedures primarily involve the use of nomination, screening, and monitoring of the students.Advertising Looking for essay on government? Let's see if we can h elp you! Get your first paper with 15% OFF Learn More Off-level testing is also another way of identifying the individual student’s ability in school settings. Effective identification of the gifted students involves a multifaceted approach, which includes both objective and subjective procedures. Qualities of Gifted and Talented Students Gifted and talented students have distinguishing intellectual and personal characteristics that set them apart from the rest of the other students. According to Babad and Budoff (1994), these students have exceptional reasoning capability, which is associated with intellectual curiosity of their surroundings and a passion for learning new things (p.53). Intellectually, they have higher learning concentration and analytical skills. They also possess a high level of creativity characterized by divergent thinking and endeavor to challenge the existing concepts coupled with a higher rate of learning new ideas and concepts in addition to keen sense of abstraction and imagination. In addition, they also exhibit moral concern in their actions and have a deep sense of justice. Even though not solely, the gifted and talented students portray such rational traits largely as compared to ‘normal’ or average students. In addition to the intellectual qualities, the gifted and talented students also exhibit peculiar personality traits that do not exist in other students. They possess a greater tendency towards introversion as opposed to extroverted personalities. They are also insightful relying on their own exceptional reasoning capability to analyze situations (Babad, Budoff, 1994, p.54). Because of their tendency to hold divergent views, they tend not to conform to the existing concepts or perceptions.Advertising We will write a custom essay sample on The NSW Government Strategy on Education: Identification of Gifted and Talented Students specifically for you for only $16.05 $11/page Learn More In case of injustice, they are willing to question the rules or authority reflecting their keen sense of justice. They are also empathic and exhibit a deep sense of self-awareness. Their superior imaginative ability means that they possess an excellent sense of humor. In spite of the exceptional intellectual and personality traits possessed by the gifted and talented students, just as the underachievers they may also display negative characteristics. They have the tendency to be stubborn and rarely participate in class activities making them uncooperative in teamwork activities (Davis Rimm, 1998, p.26). Teachers and educational instructors view the children’s tendency to question the authority as rebellious. They also display emotional frustration because of failure of the educational systems to meet their needs. Their class work may be sketchy and disorganized because of their tendency not to conform to common class practices giving teachers a hard time in evaluating and monitoring their progress effectively. They show less interest in detail and they are usually absentminded. Most of these students display these intellectual and personality traits; however, because of their diversity, teachers and instructors use different criteria to identify such students. In this regard, the teachers classify the intellectual and personality characteristics of the gifted and talented students into six profiles. The high achiever belongs to Type I category and exhibits dependence as opposed to independence their actions (Gross, 1993, p. 23). As a result, they lack complete self-autonomy and can attain great achievements if they become independent. Because of their dependence on others, they are more likeable by teachers and peers compared to the other students.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More In contrast, Type II category consists of the challenger, who has exceptional creative abilities and offers challenges to teachers and caregivers as well. As a result, they view him/her as being rebellious to the authority. Type III student, on the other hand, is a gifted student who tries to conceal his or her intellectual prowess often due to a conflict between the social and academic success (Gross, 1993, p.25). A dropout or a Gifted with a Learning Disability (GLD) student belongs to Type IV student, who has a long history of underachievement often because of lack of appropriate support programs or existence of a curriculum that does not focus on motivating them. In addition, this student may be a gifted underachiever and the lack of appropriate educational programs affects him/her from realizing his/her full potential. A Type V student is the double-barreled student, who has emotional, physical, or learning impairment in addition to the giftedness. However, the education system recognizes the student more for his/her impairment at the expense of the gifted potential. The last category, Type VI, is the autonomous student, who is an independent gifted learner. However, for this student to realize high achievements, special educational programs are important. Identification Methodology for the Gifted and Talented Students The Australian government bases the NSW identification procedures on the Gagnes’ Differentiated Model of Giftedness and Talent (DMGT). This model provides an ideal perspective of giftedness and talent and describes the connection between identification of the gifted and talented students and curriculum programs. According to this model, gifted students â€Å"have the potential that is above average in one of the domains of human ability: intellectual, creative, physical and social† (Gagnà ©s, 2003, p.52). Talented students, on the other hand, possess â€Å"skills in one or more areas of human performance† (Gagnà ©s, 2 003, p. 52). The model further draws a distinction between talent and giftedness. Giftedness transforms into a talent after appropriate training and therefore, a gifted student will not become talented without appropriate training or instruction. The identification procedures used for most of the gifted and talented students may not be appropriate for students with diverse cultural backgrounds or from low socio-economic status. The DGMT model presents the distinction between potential and performance of the gifted and talented students, with accelerated progression noted as the appropriate alternative to the current curricula (NSW Board of Studies, 1997, p. 12). The accelerated progression ensures a challenging and yet a satisfying learning environment that does not disadvantage the gifted and talented students. Teacher assessment of the students anywhere along the learning stages can demonstrate student achievement with regard to the syllabus and help to identify gifted students fo r possible intervention programs in schools (Babad Budoff, 1994, p. 25). Monitoring the progress of the students towards the achievement of set objectives also provides the best way of identifying the gifted students. Identification Procedures of the Gifted and Talented Students The identification procedures of the gifted and talented students fall into two major groups: objective and subjective procedures. Subjective procedures are qualitative in nature and allow the teachers and instructors to make judgments based on close observations of the student. The procedure relies on teacher, parent, or peer nomination with supportive evidence from previous records of the student’s performance. Objective procedures, on the other hand, are quantitative in nature and involve standardized tests to determine the student’s ability or achievement. These tests include the off-level testing, standardized performance testing and sometimes IQ or psychometric testing (Richert, 1991, p. 112). For effective identification of these students, the evidence of both the students’ potential and their present performance is vital. Additionally, the procedures must provide the factors attributable to the student’s performance or underachievement. Richert (1991) posits, the identification of gifted and talented students â€Å"falls into a broad three-stage process viz. nomination, screening and monitoring† (p.103). The nomination stage involves the teachers, the parents, peers, school counselors and other caregivers in the identification of the gifted and talented students within educational settings. This stage relies on subjective information collected via checklists, which teachers distribute into the target population in person or through the school website. Screening procedure is more â€Å"objective than the nomination process and involves the use of a combination of measures to assess potential or performance with regard to the syllabus†¦mon itoring relies on teacher observations to obtain the picture of the student’s performance, interests, skills, strengths, and weaknesses† Richert 1991, p.106). Advantages and Disadvantages of the Subjective Identification Procedures The subjective methods involve the use checklist information provided by the teachers, parents, students, and caregivers to identify the gifted and talented students during the nomination process. The specific approaches used under the subjective identification procedures include teacher nomination, parent, or caretaker and peer nomination. The teacher nomination is advantageous in many respects. Firstly, the teacher can evaluate the student responses with regard to a variety of classroom activities to identify a student with exceptional intellectual or physical qualities. Secondly, the teacher, with behavioral checklists and observations, can give valid information concerning the student’s abilities and subsequently nominate him/her ( Lidz, 1991, p.223). Teacher nomination can also provide information related to the causes of underachievement experienced by the individual student and recommend for appropriate programs or curricula. Teacher nomination as compared to other identification procedures is more reliable and easier. A teacher may note that a new student is able to accomplish challenging tasks more easily followed by demand for further challenges and once the curricula does not meet this, the student becomes frustrated or bored. However, teacher nomination has some disadvantages among them the possibility of bias. Teachers may view the student, particularly Type II student as rebellious because of the challenges he/she poses to teachers and consequently fails for the nomination (Rogers, 2002, p.57). In addition, since students spend more time at home than in school, the teacher may not have sufficient information about the out-of class accomplishments of the student and therefore the procedure is not all- inclusive. Teacher nomination may also not be effective in the identification of talented students from disadvantaged groups or from low socio-economic backgrounds. Underachievers may not reveal their exceptional qualities to the teachers making their identification problematic. Parent nomination has some advantages over the teacher identification procedures. Firstly, the parents or caretakers understand their children much better than the teachers given that children spend more time at home than at school. Therefore, the parents are conversant with their children’s whereabouts and can provide valuable insights regarding the learning needs of these children (Passow Frasier, 1994, p.199). Secondly, the parents are familiar with their child’s out of school accomplishments, which necessarily do not relate to class work and therefore their contribution is vital in the identification of the gifted and talented students. Thirdly, it is the parent, who through careful observ ation of his/her child in the early years can spot the exceptional quality long before the child enrolls in school. Therefore, the parent’s input is vital in the identification of talented and gifted students. However, parents may fail to disclose their child’s exceptional abilities for fear of victimization of trading falsehoods. In addition, the parents may provide biased information regarding the abilities of their children to create an impression that they have ‘genius children’. Peer nomination on the other hand, is effective in identification of students with exceptional abilities and is more reliable because the students spend more time playing together (Whitmore, 1980, p. 56). Peer nomination also may reveal valuable insights that are not readily available when using the other identification tools. Gifted students can also identify characteristics of giftedness, which other children possess. The peers are well aware of the student’s abilitie s and qualities. The interaction of these students with the child in settings, which teachers and parents cannot access, is the reason attributable to this fact. Therefore, peer nomination can provide valuable information regarding the child in non-learning context. However, peer nomination has limitations in its effectiveness. The peers, being young, may not fully understand what peer nomination is as they are yet to make much social connections. Therefore, the information provided by the peers may not be sufficient in the identification of the gifted and talented students (Whitmore, 1980, p.96). In addition, peer nomination just like teacher nomination, may not be effective in the identification of students from disadvantaged or students from low socio-economic backgrounds. Adolescents, in particular, may give wrongful information because each would want to nominate himself/herself as a gifted student while others may conceal their exceptional qualities. Students may not be aware of the exceptional qualities of their fellow student, particularly of the opposite gender, if they do not freely interact outside the learning context. Advantages and Disadvantages of the Objective Identification Procedures The objective identification procedures measure quantitatively the potential and the current performance levels of the students under learning environment. Among the objective tests, is the IQ test, that measures the difference between the students’ age and his/her level of mental ability. An IQ test is important in measuring the potential of the student to achieve highly within the educational settings (Steinberg, 1985, p.87). IQ tests also provide information regarding the student’s strengths and weaknesses within the learning context, which is important in identification of students with extraordinary intellectual abilities as well as underachievers. The IQ tests also provide information regarding the student’s verbal and nonverbal skills, which is important in identifying gifted students. The IQ tests have some limitations when compared to the other objective identification procedures. The IQ tests do not provide information regarding internal and external factors that influence the development of talent among gifted students. The tests also do not show how well a student can handle information outside the learning context. Therefore, while IQ tests may be effective in predicting the potential of a student, it is not a very efficient method of predicting the performance of a student in a nonacademic environment. The IQ tests however do not consider the many changes in a child’s development from childhood to adolescence (Gardner, 1983, p.226)). In addition, IQ tests cannot fully measure all the aspects of intelligence. Intelligence comprises of interplay of many factors that vary from one culture to another and therefore not measurable by a single test. The other objective identification procedure is the off-l evel testing technique, which involves administering a test in a particular subject meant for older students to younger students. The off-level testing aims at determining the extent of a student’s skill or knowledge in a particular area, which is important in identifying talent or giftedness. The off-level tests are important in the determination of the talented students and subjecting them to accelerated progression instead of the normal curriculum (NSW Board of Studies, 1997, p. 18). Off-level tests rely on the student’s pre-existing skills and knowledge in a particular area with less regard to age or grade making them a better tool for identifying gifted students than the IQ tests (Rodgers, 2002, p. 23). In addition, off-level tests also measures the extent to which the student is ready for more challenge as compared to the IQ tests that only measure the potential of the student. The Off-level tests may not also be effective in identifying gifted students coming fr om backgrounds other than the prevailing dominant culture. Standardized performance tests are also others strategies of identifying the gifted or talented students. Administration of a standardized test occurs in a â€Å"standard and consistent manner† (Gardner, 1983, p.140). The questions and the assessment criteria for standardized tests are consistent and standard. It is easier to document results of any standardized testing, an outstanding advantage of these tests. The standardized tests also offer an additional advantage of aggregation, whereby compilation of the student’s skills in a particular field takes place over time (Gardner, 1983, p.143). Standardized tests, however, cannot measure creativity or imagination, which are the qualities of gifted students. In addition, these tests cannot measure initiative or curiosity of the student. The experience outside the learning context influences the student’s performance in addition to what a student learns in school. The standardized tests fail to test the student’s learning abilities outside the learning context. Furthermore, the standardized testing scores do not take into account the student’s verbal and nonverbal skills or the socio-economic background of the student. Conclusion In order to attain high quality educational outcomes for the gifted and talented students, the identification of these students is the first step. The NSW government strategy relies on the parent/community nomination, peer nomination and teacher nomination of the student based on evidence of exceptional performance. All these strategies are subjective and may not be effective in identifying the gifted students. Objective approaches, on the other hand, include IQ test, standardized testing, and off-level testing. They provide unbiased procedures for the identification of the gifted students. However, these tests fail to take into account the student’s learning abilities outside the educati onal settings (Steinberg, 1985, p. 76). Therefore, in order, to identify effectively gifted students given their diverse qualities, an all-inclusive approach involving both the objective and subjective is important. Once identified, special NSW educational programs or curricula are necessary to cater for their academic needs. References Babad, E., Budoff, M. (1994). Sensitivity and validity of learning potential measurement in three levels of ability. Journal of Educational Psychology, 66(3), 439-447. Braggett, E. (1985). The Education of Gifted and Talented Children: Australian  Provision. Canberra: Commonwealth Schools Commission. Davis, G., Rimm, S. (2004). Education of the gifted and talented. Boston: Allyn Bacon. Gagnà ©s, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. New York: Merrill Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Gross, M. (1993). Exceptionally gifted children. London: R outledge. Lidz, C. (1991). Practitioner’s guide to dynamic assessment. New York: Guildford. NSW Board of Studies. (1997). Policy for the Education of Gifted and  Talented Students. Sydney: NSW Department of School Education. Passow, A., Frasier, M. (1994). Toward improving identification of talent potential among minority and disadvantaged students. Roeper Review, 18(3), 198-202. Richert, E. (1991). Rampant problems and promising practices in identification. Boston: Allyn and Bacon. Rogers, K. (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press. Steinberg, R. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press. Whitmore, J. (1980). Giftedness, conflict, and underachievement. Boston: Allyn Bacon. This essay on The NSW Government Strategy on Education: Identification of Gifted and Talented Students was written and submitted by user Saige Mcfadden to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.