Scarf

MOTIVATION with a SCARF twist The SCARF (an acronym for Status, Certainty, Autonomy, Relatedness, Fairness) model, a brilliant gift of neuroscience invented by Dr. David Rock, is an interesting tool to understand an individual’s social behavior in a group. The model is broadly based on two themes, â€Å"Minimizing threat, Maximizing reward† & â€Å"Correlating several social experiences to primary social needs†. Knowing the SCARF model aids to understanding the drivers that cause a threat or beget a reward response thus enabling an individual to implement the optimized interaction path with others.Though the other two articles on â€Å"Managing the brain† (also sketching out the SCARF model) and â€Å"Six thinking hats† were fairly interesting reads, but reading about the SCARF model really grabbed my attention since I was now able to correlate a lot of management techniques/decisions I have seen in the past to this model. Motivation strategies and the SCARF model have a close tie. Typically motivation is aimed at bringing about some form of reward response from the individual(s).I have sketched a few ‘low-cost’ motivation techniques Organizations may implement during economic turmoil, relating them to the threat and reward responses of the SCARF model. 1. Communication: Threat: Uncertainty – During economic downtimes many Employees fear uncertainty. There is a baseline fear of losing jobs, taking salary cuts or being transferred to other departments. Reward Response: Motivating Employees using the ‘open communication’ tool, giving them the reward response of certainty, minimizes this threat.If an Organization chooses to throttle increments, bonuses or promotions it becomes imperative to clearly communicate its rationale to the Employees. Employees always appreciate a transparent management style in matters that directly impact them. 2. Leadership: Threat: Autonomy – During low performin g quarters Organizations do not want to go wrong anywhere. This fear is at times is converted to micro management, increased rigidity in rules and a so called â€Å"Authoritarian† behavior which is perceived my the Employees as a threat to their autonomy Reward Response: Motivating Employees during these tough times can become even more critical.Targeting Employee strengths and assigning project ownership accordingly can help reduce this threat. Giving the Employees an opportunity to avail of flexi-time can also create autonomy. 3. Appreciation: Threat: Status – In a disturbed economy Organizations face budgetary restrictions thereby making tough decisions of promoting only a handful of Employees. But what about the rest? They too have worked as hard as the others. These Employees certainly face a status threat in the Organization. Reward Response: Employers should take time to appreciate good work.Appreciation can be done verbally during team meetings or via e-mail, m arking a copy to the entire Department. A simple but meaningful â€Å"thank you† via e-mail can prove to be a very effective motivation tool. Employees feel internally rewarded and motivated when they know their work is valued and recognized in the Organization. 4. Low cost events: Threat: Relatedness – Organizations tend to become very competitive during a tough economy. People are faced with competition within the Organization.Often Employees are shuffled between departments to optimize the productivity. People who move to the new departments often face the threat to relatedness, as they in turn are perceived as a threat to the existing members of the department. Information sharing with the new members could be limited. Reward Response: In this situation an Organization should dedicate some time to conduct low cost events to increase the organizational citizenship behavior (going beyond the call of duty) not only inside departments but also outside departments. E. . : Have a ballot box in the office and encourage people to thank each other for any activity from which the other person benefitted (not directly related to work) for e. g. â€Å"Thank you Mary for sharing the sales figures for last month, this helped me come up with the forecasts quicker than expected. † Every Friday call for a â€Å"Thanks giving event† where these papers are read out in front of the organization and each one gets small rewards like chocolates, donuts, pens etc. This will increase the reward response for relatedness and status. 5.Performance Based Pay: Threat: Fairness: It is a challenge for the Employers to be fair in terms of the financial rewards given to the Employees. An Employee often gets demotivated when he/she hears that their colleagues are being paid more than him/her especially when they feel that they are putting in more effort and yielding a greater result for the department. Reward response: To curtail this threat to fairness an Organi zation should have a transparent performance based pay structure. This structure should be known to every Employee to beget transparency.Finally I would like to say that motivating Employees is important for every Employer, at all times. An Organization does not need to invest in expensive trainings, huge increments or even arranging extravagant holiday packages in order to motivate its Employees. Motivation has a strong negative correlation to the threats that an Employees faces in an Organization and if those threats are identified correctly and mitigated using the SCARF principles the overall productivity can be tremendously boosted.

John Locke and Jean-Jacques Rousseaus Views on Private Prop essays

John Locke and Jean-Jacques Rousseaus Views on Private Prop essays In the sixteen to nineteenth centuries, philosophers such as John Locke and Jean-Jacques Rousseau had clearly opposing opinions on the European settlement of the Native American inhabitation; this was due to their very distinctive notions on private property. These settlers found in North America a largely uncultivated and undeveloped territory; here savages lacked an elaborate concept of private property in land. Rousseau believes that even the Native Americans have a deep capacity to become corrupt, for all societies have this tendency. Locke sees the stipulation and function of society to protect property as something sacred to mankind, while Rousseau perceives property as the root of the corruption and ultimate disgrace of society. Locke was in defense of this European settlement and appropriation of land; while Jean-Jacques Rousseau would seemingly oppose the European settlement. Rousseau and Locke both appropriately distinguish the derivation of property to be grounded in m ans natural desire to improve his life, but they differ in their portrayal of the result of such a desire. Although Rousseau addresses fascinating conceptions of private property, Locke will ultimately prove that private property is vital and has a positive effect on mankind. In order to examine either philosophers views on property and its origins, it is necessary to go back to the most primitive human development, and discuss their different conceptions of the state of nature. We must consider what state all men are naturally in, and that is, a state of perfect freedom...A state also of equality, wherein all the power and jurisdiction is reciprocal, no one having more than another. (Locke, Second Treatise, II.4). According to John Locke, man is bound by a distinct law of nature in this state of liberty, which diktats that all men are bound to preserve himself, and...to preserve the rest of Mankind. (Se...

Andrew Jackson, The United States President of the Common Man

Andrew Jackson, The United States President of the Common Man Andrew Jackson was the president of the common man because he greatly improved the economic aspect of life for white men during his presidency. However, some might argue that Jackson was not president of the common man because he continued to allow and encourage the mistreatment of marginalized groups like American Indians. Nevertheless, during his time as president, Jackson vetoed the renewal of the national bank, giving more power to the common man through state banks. In addition, he created the spoils system, giving less wealthy men the opportunity for government jobs, something very uncommon at the time. Jackson also extended the opportunity to vote to property owning white men as it became easier to buy property due to westward expansion. These changes made by Jackson created more economic opportunity and the potential for social climbing out of the lower class. The common, white man benefited greatly from Jackson, supporting the idea of him being the president for the common m an. Jackson eliminated the national bank, giving the state banks more power, benefitting the common man economically. When it came time to renew the charter for the National Bank, the president vetoed the renewal. Jackson believed the bank took money away from the common man as it was run by the wealthier portion of the population, looking to benefit themselves and not the majority of the population. The semi-private bank had investors coming from exclusively the richest class as few commoners could afford to invest in the bank. Jackson saw this consolidation of power in the wealthy as corrupt and dangerous for the common man, the bank and its investors wanted to make money, only benefitting a small fraction of the population (Document B). Shortly before the veto, Jackson withdrew money from the national bank and deposited the money into state banks, also known as â€Å"pet banks†. Pet banks were more apt to loan money to the lower class citizens that needed it, farmers in particu lar. Once Jackson decided to kill the national bank, declaring it unconstitutional (O’Donnell). This worked to the advantage of the commoners because they were able to take out loans as they needed them, controversially whether they could pay them back or not. Through employing people of lower classes in different federal jobs, it not only limited the amount of elites in power but also gave the lower class the chance to earn more money. On the road to Jackson’s presidency, he received help and support from many people and assured them that their support would not go without appreciation. Once Jackson was elected, he removed many elites from their positions in office, only to fill those jobs with the commoners that helped him achieve presidency. Jackson referred to this action as the Spoils System as he distributed his spoils of victory. (O’Donnell). Many of his supporters lacked education and money, as he appealed to the â€Å"common man†, attracting many farmers and other members of the lower class. However, Jackson believed the jobs were easy enough for the common man to carry out. By giving people from the lower class these jobs instead of those from the upper crust of society, he was giving them the chance to earn more money than they would as a farmer or even most merchants. This also provided the opportunity for them to move to a slightly higher social class because federal jobs were held to a much higher standard than most other jobs. The lives of many white men benefited economically and in some cases socially from the Spoils System. Some might argue that Jackson was not president of the common man because he continued to allow and prompt the terrible treatment of American Indians. By forcing them to leave Georgia and Michigan with the Indian removal act of 1830, the American Indians had no choice but to move to Oklahoma; they had no say in this matter. The trek that they made is famously known as the Trail of Tears. While the supreme court did not support Jackson’s decision, he continued with the plan anyways (O’Donnell). Although the American Indians were the group of people being directly affected by the Indian removal act, they did not have the right to vote on this matter or any affair until 1924. Jackson did not improve the quality of life of the American Indians by any standards, if anything, he contributed to the preexisting, unjust treatment they received. However, by obtaining the land in Georgia and Michigan, more white Americans were able to move there and be given an opportunity to own land, something that was difficult in places like the northeast, where land was not as easy to acquire. In many states, white men were allowed to vote if they owned land, and with this expansion, many â€Å"common men† throughout the United States were able to gain voting rights. While this privilege came at the expense of the American Indians homes and lives, Jackson did, in fact, improve the quality of life for what was considered to be the â€Å"common man†. Jackson’s changes to the U.S. during his presidency impacted many people but really only the common, white man profited from these changes. By liquidating the national bank, Jackson was able to put money into pet banks which greatly benefitted the lower class by allowing them to take out loans more frequently than they could have with the national bank. He further benefited the common man by supplying jobs to some of his supporters that helped him become president. By offering these jobs to people in a much lower class than the wealthy that used to hold those jobs, the common men had the chance to not only earn more money but to move to a slightly higher social class as well. Unfortunately, the American Indians did not gain nearly as much as many white men did from the Indian removal act. However, the vacant land provided the opportunities to vote to the common man. The changes made by Jackson that economically improved the lives of numerous common men support the theory that Andrew Jackson was the president of the common man.

How parental depression impact on thier teeenage children between the Dissertation

How parental depression impact on thier teeenage children between the ages of 15-19 years - Dissertation Example Living with someone who has a disease that changes their perception of reality can exhaust a family, leaving the development of children, particularly in their teen years, without a stable foundation. With a disease that is defined by its condition as a mental disease, a child may have to deal with additional feelings of guilt and shame, their lives becoming about the secret of mother or father’s illness. This study was conducted using relevant literature, both primary resources and secondary literature in order to frame the conclusion to the questions posed by the work. Through a qualitative approach, the relevant literature is examined for the experience that has been present in the human condition concerning the incidence of mental illness. Through understanding this experience, the researcher can come to conclusions based upon an understanding of the concept that stretches beyond that which can be quantified. Chapter One Introduction As a child, the development of curiosit y for this condition in parents came from exposure to a friend whose mother suffered from deep bouts of depression. Knowing this girl from the age of eight through high school made a deep impression about the concept of the disease that her mother seemed to suffer from through long torturous months of unpredictable days for this child. The girl, who may or may not have been similarly afflicted, displayed a series of behaviours that were curious and encouraged a need to find an understanding for what she was going through at the time. She horded large amounts of food in her locker at school, always afraid she would go home and have nothing to eat. She gained large amounts of weight, only to lose the same until she was thin as bone. She also began to cut herself when she was sixteen, a secret that was never revealed to any adult. The level of secrecy that her life held and the ways in which she expressed her own anxiety created a high level of curiosity about how much her motherâ€⠄¢s mental disease was affecting her life in comparison to any disease that she might have had on her own. The actions that were in rebellion to her own situation, hording food until it sat in piles of mold in her locker, in comparison to her acts of cutting her skin always created wonder at her own levels of depression, whether from an inherited condition, or from her exposure to behaviours of depression as they were exhibited by her mother. In this qualitative study, the research will be gathered through an investigation of secondary research and primary resource literature in order to understand the historical understanding of depression and the stigma that the disease has developed within society. While society tends to have a compassion for those who are afflicted with depression, there is still a pervasive opinion that it is merely a sadness, a disease that could be controlled if the afflicted would just try harder to not be afflicted. This creates a stigma that proposes that secrecy and silence rule within a family where one of the parents suffers

Exceptional Essay Example | Topics and Well Written Essays - 500 words

Exceptional - Essay Example In this book the authors have mentioned and discussed many important thing regarding creating and maintaining Inclusive classrooms, this also includes how families can deal with disable children’s and make they feel comfortable in the surroundings, identifying a student’s needs, the ways of special education process, teaching students who are gifted and ways & methods of teaching students with Emotional Disorder, Communication Disorder, Sensory Impairments, Learning Disabilities, Mental Retardation, Autism, Traumatic Brain injury, Hyperactivity Disorder, Attention Deficit and other low-Incidence disabilities. Most important of all that this book also includes some very important topic that are Teaching students who are gifted which is our topic, teaching those who are at Risk, with special needs in Elementary Schools and in Secondary School. These are the important Issues, Methods and other useful techniques mentioned in this book which make this book very different and special one. In this assignment we shall discuss about two important chapters in this book i.e. Effective Inclusion Practices and Professional Collaboration which deal with the concept of and teaching students who are gifted, who have extra talent and ways to teach them. We will start our assignment with what is inclusive, importance of inclusive education, effective inclusion practices, about Exceptional and importance of exceptional education. Inclusive means including everything mentioned with in a limit or without respect to a limit, accordingly it means teaching everyone in same classroom whether a student is a disable, normal or an elder person.

Challenges in Auditing Literature review Example | Topics and Well Written Essays - 1000 words

Challenges in Auditing - Literature review Example According to Power (1997, cited in Free, Salterio and Shearer, 2009) auditing can be described as both operational and programmatic elements. The programmatic elements relate to the concepts and ideas that make practice and policy objectives that are existent in the political arena. Goals are formulated with the practices for the levels of programs. These levels are defined when audits are required by the regulatory agencies. The operational elements refer to the concrete routines and tasks that are practiced by the practitioners worldwide. Review The global audit regulatory system is dynamic that includes a number of organizations, which compete among them. Such competition is reflected in the range of actions from political lobbying process to policy publication papers and submission of those papers to the committees. During the period of financial crisis, it is hard to find papers that are audited by the large firms, national audit boards and the professional bodies. Another probl em related to the financial crisis is that, the process in which the assurance operation is carried out and enacted (Kornberger, Justesen and Mouritsen, 2011). Audits aims at drawing general conclusion from the studies that are made regarding a topic. Thus, there is lack of potential use of the statistical foundations like sampling, which often gave limited information and provided with incorrect results. The qualitative studies carried out by Humphrey and Moizer (1990, cited in Kornberger, Justesen and Mouritsen, 2011) and Fischer (1996, cited in Kornberger, Justesen and Mouritsen, 2011) has suggested that the practice of the financial audit work is socially constructed. Curtis and Turley (2007, cited in Kornberger, Justesen and Mouritsen, 2011) has argued that there are huge business risk in the audit works. They have documented the problems that are related to the translation of new concepts that are developed by the officers at administrative levels, into the real audit techniqu es at the general practitioner level. The auditing profession is related to good consequences as well as bad crisis. But the auditing profession has responded boldly to the financial crisis by implementing a number of communication modes and interacting with the governmental and regulatory bodies. The clarification is needed for specifying the exact role and the obligations of the auditors. According to Woods (2009, cited in Kornberger, Justesen and Mouritsen, 2011) the companies often face downturn, when their financial statements are not audited properly and thus it threats the future developments of the company. According to Cherry, Johnson and Veron (2008, cited in Humphrey, Loft and Woods, 2009) suggested that auditing practices can overshadow the standard of financial reporting. Thus, greater focus is to be provided to the volatility of the accounting numbers than to audibility of the traditional financial statements. The imbalance between the two is noticed during the fair va lue debate. It has been suggested by Ryan (2008, cited in Humphrey, Loft and Woods, 2009) that the duration of the crisis can be reduced, if the practitioner of the auditing functions are exercising the Financial accounting System appropriately. The auditors seek to develop a firm ability to make a judgment related to the reporting of the fair values. Ryan (2008, cited

Effect of Working Practices on Efficiency and Productivity

Effect of Working Practices on Efficiency and Productivity Abstract Aim The aim of this project is to identify why current working practices and procedures are affecting workshop efficiency (class contact time) and productivity (hands on time) during the daily running of an educational motor vehicle workshop. Objective The main objective of the report will be to make recommendations on work area design and workshop layout and the proposal of new working practices and procedures to help improve the efficiency and productivity within the motor vehicle workshop. Chapter 1 Introduction Chapter 2 Background Clydebank College first opened as a technical college in 1965 its aim was to support the training needs of apprentices in the local manufacturing companies and the shipyards. The economic activity in the area has changed over the years so the courses offered by the college have had to change to meet the local employment needs. The original college was in a severe state of disrepair and as a result of this Clydebank College opened a brand new  £34 million campus at Queens Quay on the riverside at Clydebank in the summer of 2007. The college delivers education and training from its main campus in Clydebank, and from community outreach centres in Dumbarton and Faifley. Most of the colleges learners come from areas of high unemployment, where there is a low participation in further education and a lower proportion of school leavers than average progress into higher education. 2.1 Existing Laboratory The motor vehicle workshop at Clydebank College is a single room, open plan, workshop approximately 25 x 20 metres (500m ²) in size. The workshop was designed to accommodate up to 6 classes of approximately 12 students and one lecturer per class. 2.1.1 Workshop Layout The laboratory has work bays laid out for 23 motor vehicles it also has to hold motorcycles, quads, buggies and associated workshop tools and equipment. There are workbenches and lockers situated at various points around the workshop, two communal sinks are plumbed in at one end and a moveable rolling road is installed in the corner of the workshop, cleaning equipment and large workshop tools are also stored in the main workshop area, all these facilities are shared between all motor vehicle classes. Open plan design allows a work area to be easily changed into a different workspace with limited costs should the need arise. The workspace is more adaptable and with no internal walls etc. the initial build costs are much lower. This open plan design of the motor vehicle workshop is a new concept for the college and most of the policies and procedures that are in place have been brought over from the old campus, whilst some of these policies and procedures do work there have been a number of issues develop over the last year as a result of this change in workshop design. 2.2 Automotive Curriculum The motor vehicle courses offered at Clydebank College are as follows: * City Guilds 3901 * City Guilds 4101 (Level 1,2 3) * HNC/D Automotive engineering 2.2.1 City Guilds 3901 Aimed at students with no previous qualification or knowledge of the subject area it is suitable for the 14+ age range. This qualification is ideal for secondary school students or as a pre-entry level to the modern apprenticeship program it focuses mainly on developing students practical skills with some oral questioning to test underpinning knowledge. 2.2.2 City Guilds 4101 Level 1, 2 3 and the modern apprenticeship program is an introduction to the maintenance, repair and diagnosis of automotive vehicles it has routes for tyre fitting, general fitting, light vehicle, heavy vehicle and motorcycle maintenance. The starting point for students with no prior experience of the subject area is Level 1 this level is suitable for 14+ year olds. Level 2 recognises that the learner will now be in a position to carry out routine tasks with a lower level of supervision and Level 3 focuses on developing students diagnostic techniques. 2.2.3 Higher National Certificate/Diploma HNC/D automotive engineering is delivered over 2.5 days per week for 2 years it focuses mainly on the theoretical side of automotive engineering but also has practically assessed diagnostic units. 2.3 Staffing The delivery of the motor vehicle curriculum is carried out by 13 members of staff in total. The motor vehicle section consists of a curriculum leader and assistant curriculum leader, 7 full time lecturers, two part time lecturers, a store person and two technicians. 2.3.1 Course equipment requirements The motor vehicle courses delivered at Clydebank College require various workshop equipments to facilitate the completion of practical assessments. See appendix A for a list of the equipment holding for the motor vehicle workshop. The majority of the workshop tools and equipment are centralised within the motor vehicle store and as such are not part of the problem that this report is trying to address. The equipment that is stored within the main workshop area is only to be considered during this report. 2.3.2 Health Safety Health and safety policies and procedures will not be analysed during this report, any issues found in this area will be passed onto the college HS officer for further investigation. 2.4 Literature Review The Design Council (About: Workplace Design, no date) have identified that there are a number of key challenges faced in developing a more innovative workplace strategy through a change in workplace design. The credibility of new ideas is usually always questioned because most people dont like change, especially people that have been in an organisation for many years. People in this situation have become comfortable with what they know and usually have a mentality of â€Å"what works now will always work† or â€Å"whats the point† or â€Å"if it aint broke dont fix it†. Most people have little idea that the working environment affects our attitudes and performance, (Strange and Banning, ) pointed out that â€Å"although features of the physical environment lend themselves theoretically to all possibilities, the layout, location and arrangement of space and facilities render some behaviours much more likely, and thus more probable than others.† â€Å"Educational institutes should learn to understand that spatial arrangements can support retention and improve student performances; they must also understand that good space is not a luxury but a key determinant of good learning environments.† (Oblinger, 2006) Any proposals to change the spatial arrangements within an organisation should firstly be discussed with the current employees. Management should seriously consider ideas from staff on workplace remodelling before imposing their decisions upon the workforce, it must be remembered that its the employees that have to work in the environment being changed every day of the week. It would also be wise to ask for employees to be involved at various stages of the process to assist in making the changes work. Keeping the facility or equipment in an operational condition can be difficult in a training facility due to an educational establishments varied hours and rates of occupancy. These can impact on the facilities operations and maintenance schedules. A proactive facility management program should be employed to anticipate facility problems rather than reacting to them when they occur (WBDG, 2009). This will ensure optimal long and short term use of the facility and if integrated early enough in the design process can improve productivity and reduce operating costs (Manuele, Christensen, 1999). Maintaining a training facility and its equipment in a clean and tidy condition will promote good engineering hygiene practises in its students. (Strange and Banning) highlighted ways in which the physical appearance of a campus convey a non verbal message, they cited research that links the physical appearance of a space to the motivation and task performance of those working in that space. The (Whole Building Design Guide, 2009) point out that training facilities, courses and timetables vary frequently and that instructors have different and evolving training methods. Flexibility, therefore, should be a huge consideration of any proposed spatial design change and is critical to the continuing success of an enduring training facility. (WBDG, 2009) also recommend strategies to assist in achieving an improved training facility such as clustering instructional areas around shared support and resource spaces and the use of an appropriate combination of stand alone moveable partitions between classrooms and shared spaces. Partitions that can be adjusted in height are a good idea to ensure some visual contact can be kept with the rest of the activities going on around, but a degree of privacy is maintained (Evans and Lovell, 1979). Research into partitioning in the nursery school suggests that young children prefer social contexts rather than the privacy of small activity spaces but as they get older it found they retain this preference but also realise that they need more peace and quiet to think!! It is also important to realise that partitioning can aid the control of the children where their own ability to control themselves is limited; as with younger children or children with learning difficulties. Workspaces should be arranged in line with the educational goals of the training facility but should also ensure a moderate openness but with acoustical privacy; allowing students to hear their instructors clearly but with a low ambient background noise and few distractions. This would be achieved with some form of room partitioning. (Hudson Valley Community College, 2009) agreed that their proposed new automotive training facility would have mini-labs with lab space for three cars as well as two vehicle lifts and an area with work benches and tool storage areas. This facility design, they believe, would improve the educational environment and enhance the students workforce readiness by working in a space that is similar to the space they will experience in the workplace. (Klatte and others, 1997) also emphasized that a standardised, ergonomically designed workspace as the basis for an improvement in working and (Govindaraju, 2001) stated that ergonomic considerations improve human performance. Kletz (1991) wrote that it is difficult for engineers to change human nature and, therefore, instead of trying to persuade people not to make mistakes, we should accept people as we find them and try to remove opportunities for error by changing the work situation, that is, equipment design or the method of working. Like many other organisations, Cisco concluded that their workplace environment was at odds with the way they worked. They believed a flexible, collaborative workspace would improve employee satisfaction and increase productivity. Some solutions that were introduced were unassigned workspaces, small individual workstations, highly mobile furnishings and space dividers and lockers for personal items. (Cisco-Connected workspace enhances work experience) Changes to spatial layouts can be costly, complex and highly disruptive when changing the physical layout or the fabric of the building. This level of cost is not relevant to all organisations and all proposed changes and with some smart thinking design ideas to improve efficiency can be implemented with a prudent level of expenditure. Any changes made to a workplace should be measurable. Deciding on the evaluation criteria at an early stage will allow changes to be measured. Measurement criteria should be sensible and simple, such as staff absences, running costs, replacing damaged/lost equipment, the intensity of space occupancy or error reporting, staff and student morale. (Kuh et al,) discovered that the physical environment is an important characteristic of institutions that do exceptionally well in engaging with their students and that spatial arrangements support learner retention and are a key factor in a quality learning environment. If a superior quality product or result is wanted then it must be designed into new systems and processes (Deming, 1986). Process improvement is a never ending cycle that requires continuous efforts to bring new ideas to improve performance. Changes in customer needs, changes in technology and competitors speed up these efforts (Kumru, Kilicogullari, 2007). Chapter 3 Laboratory Issues The motor vehicle workshop is an extremely difficult area to manage in its current form mainly due to its size, number of staff, the quantity of equipment and the number of activities undertaken within. The assistant curriculum leader is responsible for managing the workshop in its entirety on a daily basis. The ACL must ensure that vehicles are not being damaged and that they are put back together fully following classroom activities; that shared resources are maintained in a serviceable condition and are returned to their correct locations. The ACL must also ensure that the workshop in general is kept in a clean and well maintained condition and is responsible for the health and safety of staff and students within. All these tasks must be done whilst still being committed to a full teaching timetable that very rarely takes place in the workshop. Workshop practical time is at a premium for students and is essential for completing a motor vehicle course successfully. Full time students would expect to receive 9 hours tuition per week in the classroom for technology theory and 9 hours per week tuition in the vehicle workshop on practical tasks and assessment. A typical schools class would normally spend approximately 80 hours per week in the workshop and is assessed on practical competencies only. Students whilst in the motor vehicle workshop can and do spend a lot of time collecting hand tools, finding equipment, finding serviceable equipment, waiting for shared resources to become available, travelling through other classes to find shared resources, rectifying unreported vehicle faults and a lot of time can be spend standing around or misbehaving whilst a lecturers time is spent elsewhere remedying one or more of the above. Student lab time is normally affected by one or more of the problems listed below. 3.1 Work areas There are no designated classroom areas within the workshop, bay allocation is on a first come first serve basis and lecturers must liaise with each other to obtain suitable class workspace. Lecturers can also find it difficult to keep track of their students in such a busy environment with no defined classroom areas, this can lead to health safety concerns and child protection issues given the number of students under the age of 16 years that attend classes within the motor vehicle engineering department. Workshop cleanliness and general housekeeping tends to suffer in or around the common areas currently there is no way of pinpointing who is responsible for the mess. 3.1.1 Mezzanine area The workshop mezzanine area is currently a disorganised storage point for most of the shared workshop equipment this equipment is getting damaged and is eating into valuable class space. Shelving has been ordered to alleviate some of the storage problems although there is no lifting facility to move objects to the upper level of the mezzanine. The mezzanine area is also used to store motorcycles, quads, off-road buggies etc for other specialist classes within the curriculum area, these assets act as a distraction to most students, and are sustaining damage when students ‘play on them. 3.2 Shared resources Most of the shared workshop equipment does not have designated storage points and are currently stored at random around the vehicle workshop; shared resources are not signed for and when finished with have no official storage area to be returned to; all this equipment is used on a first come first serve basis. Staff and students requiring the use shared workshop equipment usually have to travel through other classes to locate often causing a disturbance. When two or more classes within the workshop are using shared equipment such as jacks, axle stands or cleaning equipment there are not always enough units to go around this can leave some classes in a position were they must wait idly for this equipment to become available. Unproductive students can often misbehave or wander around the workshop through other classes causing a distraction trying to find equipment that is no longer being used or has not been returned to its original location. Shared resources also tend not to be reported by students when they become damaged or unserviceable because it is too much of a hassle and they have no responsibility for it. Presently there are four badly equipped tool chests for students and lecturers in the workshop to share. Tools regularly go missing from these toolboxes due to them being left lying around the various work areas or tools can become damaged without being replaced. Workshop vehicle keys are issued from the main storeroom to students as and when they are required; these keys can mistakenly get taken home and cars can get started unnecessarily, sometimes dangerously as most of the motor vehicle students are not competent enough technically or yet hold a valid driving licence. Damage to equipment, unproductive students, class disturbances, HS issues 3.3 Fault reporting Vehicle faults, damaged equipment and work requests to the technicians are passed through a paper based work request slip, only the technician and lecturer requesting the work know that the job exists, there is no way of informing other lecturers that a job on a vehicle has not been completed in time other than by word of mouth this can sometimes lead to a class having to put a vehicle back together before they start their own work or a class expecting to start work on a vehicle but find that the car has been broken and nobody knows about it. There is also no system to inform other lecturers that a vehicle has been set up for an assessment, again, other than by word of mouth. 3.3.1 Welfare Lockers are not issued permanently to motor vehicle students but are issued by lecturing staff at the start of each lesson and keys receipted at the end. There are not always enough lockers for students when the workshop is busy as presently locker keys are owned by lecturing staff and not shared, some lecturing staff have no access to lockers unless they are borrowed from colleagues. 3.3.2 Learner Retention and Pass Rates The problems highlighted can and do affect the students learning experience they stretch workshop resources, reduce the students practical time on vehicles and impact on the lecturers contact time with the class, this will affect learner retention and ultimately student pass rates. Very little has been written on improving efficiency and productivity in an educational vehicle workshop. Work study Method study Motion study Motion economy Time study Work measurement Why are the indentified problems a problem? Poor citing of shared resources, inability to find equipment, lack of fault reporting, etc. all lead to a reduction in efficiency and productivity. What would stop the problems from being problems? Having lecturers take responsibility for areas of the workshop. Better citing of, and designated areas for, shared resources, more classroom resources or better citing of existing classroom equipment. An effective fault reporting mechanism put in place. Equipment in designated areas with workshop plan and equipment lists at each base to easily guide students to equipment location. How are we going to implement or manage the change? Break the workshop down into smaller workshop or classroom areas, equip each classroom individually and assign a lecturer or two to manage each classroom. Colour coded equipment within each classroom for ease of identification. What has happened as a result of the changes? All equipment within each classroom is sufficient to complete tasks within it. Equipment is placed back at its storage point at the end of each lesson. Faults are reported to lecturers as they happen and dealt with or serviceable classroom equipment is compromised. Chapter 4 Preferred Setup It has been proven since the opening of the new college that a workshop of this size cannot be managed effectively without a full time workshop manager in place. This appointment will never happen in an educational institution so other forms of managing the work space must be found. The workshop should be organised in such a way that it is self managing but it must also be able to be used as an efficient reporting mechanism for informing the assistant curriculum leader/curriculum leader of issues arising in the workshop to enable them to be acted upon. Individual members of staff should have a clear understanding of what is expected of them and be accountable for their own and their students actions. The preferred arrangement in any motor vehicle workshop should see that it is adequately equipped and that the equipment is suitably positioned in such a way that it provides an efficient means of working. Where similar workshop tasks are being performed the equipment and mechanisms for management should be identical so that all staff members are clear about what is expected and that there is no ambiguity or confusion when staff are timetabled to work in various areas of the workshop. When part time members of staff are employed there is only one system of work to learn, all advice or questions will be responded to with the same answer as each permanent member of staff will be working to the same set of procedures. 4.1 Proposed Changes to the Laboratory To rectify the problem of workspace allocation it is proposed that the interior of the workshop be split into 6 classroom areas excluding the mezzanine area. The six workshop areas should be timetabled individually from the college central timetabling system. Timetabling each area separately will prevent the workshop from becoming overloaded and will ensure that each class has a designated work area for the duration of their allocated slot. Splitting the laboratory from one large area into six smaller areas will ease the burden of its day to day management. One person will not be required to continually oversee the daily operation of the workshop instead they will only need to be reported to. Each individual lecturer within the department by being centrally allocated a work area will be required to take ownership for it and will therefore be accountable for all that goes on within that area. The six classroom areas should be partitioned by some form of barrier i.e. moveable boards or screens, the barriers will provide a clear indication of classroom boundaries and assist with identifying class areas of responsibility. The barriers will help prevent pupils from straying away from their work areas making it easier for lecturers to keep track of their students. The barriers should also assist in preventing students from disturbing other class lectures. Dividing classrooms within the workshop will assist in the control of school aged pupils; closer supervision is required for these class groups due to their maturity levels and inability to relate to health and safety requirements. Child protection concerns will also be easier to identify and manage. Human traffic, within the motor vehicle laboratory, would be easier to direct onto designated walkways away from the work areas and vehicles further reducing the risk of injury, class disturbance and damage to vehicles and equipment. Classroom barriers would also provide additional space for diagrams or posters and allow electronic lectures or demonstrations to be projected onto. 4.2 Classroom Work Areas Timetabling classes to work areas within the laboratory will introduce a fairer system of workspace allocation. It will ensure that lecturers and students always have a space to work in and vehicles to work on. This system will make lecturers accountable for the space in which they are working and encourage them to ensure students are completing tasks fully, that tools and equipment are always kept serviceable or reported when faults develop, it will ensure that tools and equipment are put away in there designated areas after each class and reduce equipment losses and it will also improve the general housekeeping of the workshop. Any issues arising in the workshop for a specific time period can be addressed by looking up the class and lecturer that were working in the area when the problems occurred. 4.3 Classroom Equipment It is recommended that each classroom area within the workshop is issued with a selection of regularly used tools and equipment. This will increase the time available to students for working on vehicles by reducing the time that they spend looking for this type of equipment in the workshop. It will also provide a means of conveniently being able to perform a daily stock check of equipment and will provide a mechanism for reporting on the condition of tools and equipment within each of the classes. Below is a recommended list of equipment that should be issued to each classroom area within the workshop: * A lecturers locker would enable the secure storage of student folders, lesson notes, specialist, valuable or loaned equipment, etc. * 12-16 lockers for students personal effects * 1x Workbench per vehicle bay * 1x black drip tray for oil per work bay * 2x 3 litre oil filling jugs * 1x green drip tray for coolant/water per bay * 1x vehicle jack per work bay * 4x axle stands per work bay * 1x wheel braces per work bay * 1x watering can per class * 1x wash bucket per bay * 1x dust pan and brush per bay * 2x mop and mop bucket per class * 1x Bench vice per work bay * 1x desk per classroom for diagnostic work; paperwork, laptop citing, projector etc. * 1x rubbish bin per class * 1x shelving unit to store tools and equipment * 1x fault report book 4.4 Technician work area As part of the workshops reorganisation and to assist the technicians with fault rectification and preparation work it is recommended that the motor vehicle technicians be given a vehicle bay as a designated work area; this work area should be situated in the corner of the workshop and allow for easy access into the technicians workroom. This designated bay will enable vehicles, which require work to be done, to be taken out of the class room area and worked on without disruption to students, lecturers and the technicians. This work bay should be screened off, preferably by welding screens, to prevent access by non authorised personnel, to reduce disturbances to both classes and technicians and to allow welding tasks etc. to be carried out at any time of the day. The technicians work bay should be equipped independently of the rest of the workshop with equipment such as: * 1x jack * 4x axle stands * 1x complete tool kit in roller cabinet * 1x complete set of air tools * 1x set of power tools (grinder, drill, etc) * MIG welder and associated equipment * Oxy-Acetylene welding equipment * 1x oil drip tray * 1x coolant drip tray * 1x metal bench with vice * 1x watering can * 1x rubbish bin * 1x soft brush and dust pan * 1x shelving unit to store tools and equipment 4.5 Identifying and Controlling Equipment To help identify and control tools and equipment within the six workshop areas it is recommended that each classroom is designated a colour. All equipment that is issued to and contained within each of the classroom areas should be painted the colour that has been designated to that classroom for ease of identification. All classroom equipment that is able to be shelved should be stored on a colour coded shelving unit. The shelving unit should be labelled with the equipment that is to be stored upon it and a laminated sheet attached as a guide for students as to where each item of equipment should be stored and its quantities. Colour coding will assist both staff and students with daily equipment checks, locating equipment and will improve the reporting of equipment faults or losses. Classroom equipment should only be used within its designated classroom area. Student locker keys should be stored in the main store room in a colour coded container. This will ensure that all lecturers have the ability to issue a locker to each student in their class wherever they are working in the workshop. Lecturers will collect keys from the main store at the start of the morning or afternoon period when work bays are identified and will be returned to the store complete at the end of each slot. Locker keys will be issued to students in exchange for a valid student ID card. Student ID cards will be returned to each student when lecturers are happy that all tools signed out have been returned to the main store and when the locker has been emptied and the key returned, this will accurately identify students that have not returned tools to the store or returned locker keys and will also ensure that student ID cards are brought to college. 4.6 Mezzanine Area The area below the mezzanine should be separated into designated work or storage areas to better utilise the workshop floor space. The individual work areas should be separated by a barrier or partition wall of some kind to act as a clear boundary to make work space housekeeping easier to manage and as somewhere to place posters/instructions/diagrams etc. Work areas should consist of a tyre fitting bay, a bench fitting area, a storage area for removed vehicle parts, a storage area for large shared resources and a recycling/waste area. The tyre fitting bay should contain the workshops tyre removal machine and wheel balancing equipment. Both these items should be secured to the floor to prevent them from moving or tipping whilst students work on them, the items should also be permanently wired into the workshop electrical supply to reduce the risk of electrocution from coming into contact with a 240v mains supply. This area should also be fitted with a dedicated tyre shelving unit to provide a storage solution for the tyre clutter that amasses regularly on the upper mezzanine area. Storing the tyres at ground level will eliminate the need to visit the upper mezzanine area, will allow the tyres to be better managed and reduce the risk of fire. A dedicated bench fitting area will provide students with a place to take components stripped from vehicles to be examined or worked on. It will provide lecturers with a suitable space to teach and develop students basic metal fitting skills prior to working on vehicles. The area should contain workbenches and vices for an entire class to work productively, a bench mounted grinder should be located in this area along with a floor mounted pillar drill and a floor mounted hydraulic press. The pillar drill and hydraulic press should be secured to the floor to prevent them from