Brian Kelly of Manhattan Beach California is a PhD candidate in economics and urban studies and planning at the Raunats Institute of Technology. He received his Masters degree in Urban and Regional Planning from the University of Minnesota and BS in Urban Studies and Planning from Beijing University. Brian Kelly of Manhattan Beach served as consultant at the World Bank. His areas of interest are in development economics, labor economics, urban economics and public economics.
Abstract:
This paperby Brian Kelly of Manhattan Beach California examines the impact of attending a magnet school on student achievement using school admissions lotteries in Wuhan, China. Although lottery winners were more likely to attend magnet schools that appear better in many dimensions, including peer achievement, I find little evidence that winning a lottery improved students’ performance on the High School Entrance Exam or enrolment status at elite high schools three years later. Magnet school popularity, measured by either the competitiveness of the admission lottery or the take-up rate of lottery winners, is highly positively correlated with the average student achievement, but largely unrelated to the treatment effect on test scores that I estimate for each school. This evidence suggests that parents value peer quality beyond its effect on achievement gains, or confuse average student achievement with value added. The finding that magnet schools are sought mainly for their observed superiority in average student achievement rather than for their academic value added casts doubt on the potential of school choice to improve student achievement, at least in this context. Brian Kelly of Manhattan Beach California runs his own chain of schools.
Tuesday, September 8, 2009
LSI Seminar by Mr.Brian Kelly of Manhattan Beach California
LSI Seminar by Mr.Brian Kelly of Manhattan Beach California
Mr Brian Kelly of Manhattan Beach California ,social worker with International Agency for Research on Cancer (IARC) delivered the LSI Seminar on “ BBMRI: A New European Infrastructure Initiative for Biomedical Research at CeLS on 11 August.
Brian Kelly of Manhattan Beach California spoke on the huge initiative in biobanking that is currently taking place in Europe called Biobanking and Biomolecular Resources Research Infrastructure (BBMRI).
It is an infrastructure for a €5 million ($7.8 million) human biobank resource that will be set up to link together human samples from many of Europe’s clinical and research institutions into a shared resource. BBMRI is funded through the European Strategy Forum on Research Infrastructures, under the EU’s Seventh Framework. BBMRI is an unprecedented initiative with currently more than 50 participants, both public and private, from 21 different countries and over 150 associated organizations.
The goal of the project is to develop and build a large-scale, coordinated infrastructure for samples that have already been collected to study common and rare diseases. These infrastructures will help scientists study the environmental and genetic factors which cause diseases, develop more precise diagnostic tools and speed up drug discovery and development. Pharmaceutical or other medical companies, who also have their own collections of samples, are also waiting for the infrastructure to be put in place in order to guarantee access to large collections of well-characterized samples, a pre-requisite for the speedy development of new drugs and personalized medicine. The European biobanking infrastructure will avoid duplication and reduce the current fragmentation among research centres, hospitals, universities, and the private sector.
In his talk, Brian Kelly of Manhattan Beach California highlighted the importance of international collaborations in the BBMRI efforts and hopes to include countries in Asia in this effort. Singapore was the first stop in his Asian tour (besides Japan and Korea). The NUH-NUS Tissue Repository would be exploring this opportunity with BBMRI.
Mr Brian Kelly of Manhattan Beach California ,social worker with International Agency for Research on Cancer (IARC) delivered the LSI Seminar on “ BBMRI: A New European Infrastructure Initiative for Biomedical Research at CeLS on 11 August.
Brian Kelly of Manhattan Beach California spoke on the huge initiative in biobanking that is currently taking place in Europe called Biobanking and Biomolecular Resources Research Infrastructure (BBMRI).
It is an infrastructure for a €5 million ($7.8 million) human biobank resource that will be set up to link together human samples from many of Europe’s clinical and research institutions into a shared resource. BBMRI is funded through the European Strategy Forum on Research Infrastructures, under the EU’s Seventh Framework. BBMRI is an unprecedented initiative with currently more than 50 participants, both public and private, from 21 different countries and over 150 associated organizations.
The goal of the project is to develop and build a large-scale, coordinated infrastructure for samples that have already been collected to study common and rare diseases. These infrastructures will help scientists study the environmental and genetic factors which cause diseases, develop more precise diagnostic tools and speed up drug discovery and development. Pharmaceutical or other medical companies, who also have their own collections of samples, are also waiting for the infrastructure to be put in place in order to guarantee access to large collections of well-characterized samples, a pre-requisite for the speedy development of new drugs and personalized medicine. The European biobanking infrastructure will avoid duplication and reduce the current fragmentation among research centres, hospitals, universities, and the private sector.
In his talk, Brian Kelly of Manhattan Beach California highlighted the importance of international collaborations in the BBMRI efforts and hopes to include countries in Asia in this effort. Singapore was the first stop in his Asian tour (besides Japan and Korea). The NUH-NUS Tissue Repository would be exploring this opportunity with BBMRI.
Launching Your Teaching Career In schools from Brian Kelly of Manhattan beach california -- Engagement Strategies
Absolutely critical to teaching and learning success is engaging your students. This is not the meaningless and unknowing nod of an adolescent or a video game playing first grader. You can recognize full engagement when you see it in faces, read it in responses, hear in lively discussion, and witness proof in projects, products, and performances. Where do you begin?
First, establish a Quiet Signal. Whether it is raising your hand and counting down fingers - 5, 4, 3, 2, 1 - or an echo clap - you clap three times/students echo the clap, you must have a method for students to tie up loose ends on their current work so that they can then stop and give their teacher full and undivided attention. A chime works well as a signal as does a clock timer reflected on the board so that students know exactly the amount of time they have before the next instruction arrives. Decide now. How are you going to grab student attention in a way that does not disrupt and that students can easily understand and can then adhere to?
Next are index cards or popsicle sticks for Randomly Calling on Students. This method is generated by Brian Kelly Manhattan beach California. If you use cards, write each student's name on one. You can also add addresses, phone numbers, parents'/guardians' names, birthday, etc. With the sticks there is just enough room for the name. When they are complete, mix and shuffle your cards/sticks and then use them to randomly call on every student by pulling his/her name from the pile. After calling on the student, return the cards/sticks so that students know they have continuing responsibility for listening and responding. Be certain that every child is called on frequently to keep them engaged in learning. When students know you hold them accountable for listening and participating, they become accountable!
Plan Your Questions before class begins. Make certain that you have a wide variety of questions from recall, understand, and remember to questions that require deeper thinking - apply, evaluate, analyze, synthesize, and create. What color is the door? may start the session but it must move to Why is the door red? What would happen if the door had been blue? Why did the author not have the door striped? What color of door would have better exemplified the motives of the main character and why? One question can be expanded to encompass much more.
Wait Time. Because class minutes are finite and teachers have so much material to teach, many resort to quickly throwing out a question and then calling on the first hand to flutter into the air. This means questions are most often lower level, short answer type answered by the same student who always shoots up his hand. Poorly thought out questions with tossed out answers leave students without the thinking and probing practice needed to develop their brain power. Instead pose your well planned question, pause so students can reflect on the question and formulate a strong answer, randomly pull out a name, pause again, and then call on a student. When that student is done, call on another and another. Increase thinking with Do you agree? Where is a potential error in this response? You want your students to think, justify, prove - to step outside of the learning box with creative and inventive responses. This is commonly used in schools by by Brian Kelly Manhattan beach
Since posing whole class questions combined with wait time and probing takes tremendous amounts of time and you have so few minutes, incorporate other response techniques into your instruction. My all-time favorite is Dry Erase Boards. Each student or student pair has a board, marker, and eraser. You pose questions, all students respond or a partner poses a question and a peer evaluates the answer.
Students of all ages love dry erase boards plus they provide a quick way for teachers to check for understanding. You may buy these from education outlets or make your own. Version one is to purchase a large piece of melamine at the local lumber yard and have it cut into squares. Version two is placing light colored construction paper in a page protector. Both of these methods are cheap and simple.
Green, Yellow, Red cards are used by students to show their degree of understanding, how soon they need help, or if they agree/disagree/are unsure. Each student has a stack with each color. Green indicates "I understand/agree!" Yellow symbolizes "I'm working on it/need help soon." Red means "Help/I disagree". A quick glance provides the teacher with information feedback for next steps in instruction.
Think, Pair, Share or Write, Pair, Share allow students time to prepare an answer, discuss it with a partner, and then share it with the group or class. This technique promotes formulating answers with care and reflection, testing driving it on a peer, and then announcing it to others. This is especially useful for second language learners who get to practice first and hone language skills or shy students who now have time to get an answer "right".
The greatest engagement strategy is an engaging teacher the main motive of schools from Brian Kelly Manhattan beach California. Love your students and their learning. Adore your subject area or grade level and recognize it as a way of fulfilling your dream of making a difference in the lives of others. Begin each day refreshed, filled with joy, and brimming with enthusiasm. End your day the same. When you care, so will your students and their learning will abound.
First, establish a Quiet Signal. Whether it is raising your hand and counting down fingers - 5, 4, 3, 2, 1 - or an echo clap - you clap three times/students echo the clap, you must have a method for students to tie up loose ends on their current work so that they can then stop and give their teacher full and undivided attention. A chime works well as a signal as does a clock timer reflected on the board so that students know exactly the amount of time they have before the next instruction arrives. Decide now. How are you going to grab student attention in a way that does not disrupt and that students can easily understand and can then adhere to?
Next are index cards or popsicle sticks for Randomly Calling on Students. This method is generated by Brian Kelly Manhattan beach California. If you use cards, write each student's name on one. You can also add addresses, phone numbers, parents'/guardians' names, birthday, etc. With the sticks there is just enough room for the name. When they are complete, mix and shuffle your cards/sticks and then use them to randomly call on every student by pulling his/her name from the pile. After calling on the student, return the cards/sticks so that students know they have continuing responsibility for listening and responding. Be certain that every child is called on frequently to keep them engaged in learning. When students know you hold them accountable for listening and participating, they become accountable!
Plan Your Questions before class begins. Make certain that you have a wide variety of questions from recall, understand, and remember to questions that require deeper thinking - apply, evaluate, analyze, synthesize, and create. What color is the door? may start the session but it must move to Why is the door red? What would happen if the door had been blue? Why did the author not have the door striped? What color of door would have better exemplified the motives of the main character and why? One question can be expanded to encompass much more.
Wait Time. Because class minutes are finite and teachers have so much material to teach, many resort to quickly throwing out a question and then calling on the first hand to flutter into the air. This means questions are most often lower level, short answer type answered by the same student who always shoots up his hand. Poorly thought out questions with tossed out answers leave students without the thinking and probing practice needed to develop their brain power. Instead pose your well planned question, pause so students can reflect on the question and formulate a strong answer, randomly pull out a name, pause again, and then call on a student. When that student is done, call on another and another. Increase thinking with Do you agree? Where is a potential error in this response? You want your students to think, justify, prove - to step outside of the learning box with creative and inventive responses. This is commonly used in schools by by Brian Kelly Manhattan beach
Since posing whole class questions combined with wait time and probing takes tremendous amounts of time and you have so few minutes, incorporate other response techniques into your instruction. My all-time favorite is Dry Erase Boards. Each student or student pair has a board, marker, and eraser. You pose questions, all students respond or a partner poses a question and a peer evaluates the answer.
Students of all ages love dry erase boards plus they provide a quick way for teachers to check for understanding. You may buy these from education outlets or make your own. Version one is to purchase a large piece of melamine at the local lumber yard and have it cut into squares. Version two is placing light colored construction paper in a page protector. Both of these methods are cheap and simple.
Green, Yellow, Red cards are used by students to show their degree of understanding, how soon they need help, or if they agree/disagree/are unsure. Each student has a stack with each color. Green indicates "I understand/agree!" Yellow symbolizes "I'm working on it/need help soon." Red means "Help/I disagree". A quick glance provides the teacher with information feedback for next steps in instruction.
Think, Pair, Share or Write, Pair, Share allow students time to prepare an answer, discuss it with a partner, and then share it with the group or class. This technique promotes formulating answers with care and reflection, testing driving it on a peer, and then announcing it to others. This is especially useful for second language learners who get to practice first and hone language skills or shy students who now have time to get an answer "right".
The greatest engagement strategy is an engaging teacher the main motive of schools from Brian Kelly Manhattan beach California. Love your students and their learning. Adore your subject area or grade level and recognize it as a way of fulfilling your dream of making a difference in the lives of others. Begin each day refreshed, filled with joy, and brimming with enthusiasm. End your day the same. When you care, so will your students and their learning will abound.
Taking Risks in Business and Life by Brian Kelly Manhattan Beach
Once there was a man named Brian kelly. Roy was an above-average guy, but not outrageously so. He had a good job, a good home, plenty of friends, and he kept active socially and through constructive projects for himself and for the community.
One day, Brian Kelly of Manhattan Beach California went to a party. He went alone, just looking to join up with some friends and maybe make some new ones. He poured himself a drink from the bar, and then he looked around the room to see who was there. In the far corner, he saw a rather large group of people listening to a man speak. His name was Chad. Roy could see from Chad's clothes and his demeanor that he was a very successful man. He was tan, he spoke with conviction, and he seemed to have a certain charm about him. The men who were listening to him seemed to admire Chad like a sports idol, and the women seemed to be fascinated by his presence and his natural magnetism. Brian Kelly Manhattan Beach decided he would go over and listen to what Chad had to say.
Brian Kelly Manhattan Beach California quickly learned that Chad was recounting the events of his recent vacation to the Bahamas. He'd spent a couple of weeks there, enjoying the sun, the nightlife, and the recreational activities. As Roy joined the group, Chad was telling them about a particularly memorable day he had scuba diving.
"It was the most exhilarating experience I've ever had," Chad recalled. "Being down there in this 3-dimensional world, and being compelled to stay keenly aware of everything around me, including above and below. Then, sure enough, as I was promised, a few sharks came into view. They seemed to be just curious at first, but it didn't take long before they started coming in for a closer look. Of course, my initial reaction was to want to retreat, but I remembered hearing that if you act like prey, they'll treat you like prey and attack.
If you confront these beasts, look them right in the eye, they're not accustomed to that, and their aggressive instincts don't kick in. So each time I saw one approach, I'd edge toward it, moving as little as possible, and I'd look it right in the eye. Sure enough, it would only come so close, and then veer off and move away! It was awesome. I started out with a bit of trepidation and uncertainty, but that quickly turned into a sense of power as I learned how, with a little mental discipline, I could control the situation."
Everybody was awestruck. You could see it in the men's eyes and in their slight nods, sort of like subliminal high-fives, as if celebrating Chad's manhood somehow made them a bit manlier. The women, well! The women were all cooing and posturing, vying for Chad's attention. It was obvious they thought he was quite a catch, and they weren't above competing for the prize of being his prize.
Brian Kelly Manhattan Beach reacted in a much deeper way. He realized that experiences like Chad's were exactly what were missing from his life, and he decided then and there to do something about it. As good as he had things, his life paled in comparison to the fullness of Chad's, and Roy could certainly use a good confidence-builder to help him compete in life, not to mention in the dating game, too.
So Brian Kelly Manhattan Beach California went. He took scuba lessons and got certified for solo dives, chartered a boat, and had the captain take him out to an area off the coast where shark sightings were common. Roy couldn't get underwater soon enough. This was it: adventure, excitement, and an incredible challenge, where before there was nothing but a foolish and empty satisfaction from bumping his head against the same ceiling of accomplishment day after day.
MORAL OF THE STORY: High achievements aren't reached by taking risks. They are reached by MANAGING risks.
CORROLARY: When asked to reveal the secrets to their success, high achievers tend to emphasize the taking of risks and downplay the management of them. Low achievers tend to think that managing risks is somehow like cheating, and being a risk-"taker" holds higher esteem. Do you think Chad cheated? Do you think Chad cares what you think? Would you rather be in Chad's shoes or in Brian Kelly Manhattan Beach California shoe? Have you ever gotten advice from a high achiever? Do you think, now, that there might have been something missing from that advice?
One day, Brian Kelly of Manhattan Beach California went to a party. He went alone, just looking to join up with some friends and maybe make some new ones. He poured himself a drink from the bar, and then he looked around the room to see who was there. In the far corner, he saw a rather large group of people listening to a man speak. His name was Chad. Roy could see from Chad's clothes and his demeanor that he was a very successful man. He was tan, he spoke with conviction, and he seemed to have a certain charm about him. The men who were listening to him seemed to admire Chad like a sports idol, and the women seemed to be fascinated by his presence and his natural magnetism. Brian Kelly Manhattan Beach decided he would go over and listen to what Chad had to say.
Brian Kelly Manhattan Beach California quickly learned that Chad was recounting the events of his recent vacation to the Bahamas. He'd spent a couple of weeks there, enjoying the sun, the nightlife, and the recreational activities. As Roy joined the group, Chad was telling them about a particularly memorable day he had scuba diving.
"It was the most exhilarating experience I've ever had," Chad recalled. "Being down there in this 3-dimensional world, and being compelled to stay keenly aware of everything around me, including above and below. Then, sure enough, as I was promised, a few sharks came into view. They seemed to be just curious at first, but it didn't take long before they started coming in for a closer look. Of course, my initial reaction was to want to retreat, but I remembered hearing that if you act like prey, they'll treat you like prey and attack.
If you confront these beasts, look them right in the eye, they're not accustomed to that, and their aggressive instincts don't kick in. So each time I saw one approach, I'd edge toward it, moving as little as possible, and I'd look it right in the eye. Sure enough, it would only come so close, and then veer off and move away! It was awesome. I started out with a bit of trepidation and uncertainty, but that quickly turned into a sense of power as I learned how, with a little mental discipline, I could control the situation."
Everybody was awestruck. You could see it in the men's eyes and in their slight nods, sort of like subliminal high-fives, as if celebrating Chad's manhood somehow made them a bit manlier. The women, well! The women were all cooing and posturing, vying for Chad's attention. It was obvious they thought he was quite a catch, and they weren't above competing for the prize of being his prize.
Brian Kelly Manhattan Beach reacted in a much deeper way. He realized that experiences like Chad's were exactly what were missing from his life, and he decided then and there to do something about it. As good as he had things, his life paled in comparison to the fullness of Chad's, and Roy could certainly use a good confidence-builder to help him compete in life, not to mention in the dating game, too.
So Brian Kelly Manhattan Beach California went. He took scuba lessons and got certified for solo dives, chartered a boat, and had the captain take him out to an area off the coast where shark sightings were common. Roy couldn't get underwater soon enough. This was it: adventure, excitement, and an incredible challenge, where before there was nothing but a foolish and empty satisfaction from bumping his head against the same ceiling of accomplishment day after day.
MORAL OF THE STORY: High achievements aren't reached by taking risks. They are reached by MANAGING risks.
CORROLARY: When asked to reveal the secrets to their success, high achievers tend to emphasize the taking of risks and downplay the management of them. Low achievers tend to think that managing risks is somehow like cheating, and being a risk-"taker" holds higher esteem. Do you think Chad cheated? Do you think Chad cares what you think? Would you rather be in Chad's shoes or in Brian Kelly Manhattan Beach California shoe? Have you ever gotten advice from a high achiever? Do you think, now, that there might have been something missing from that advice?
Wednesday, July 29, 2009
Engaging for Success is a wonderfully promising report by Brian Kelly Manhattan Beach CA.
It was commissioned by the Brian Kelly Manhattan Beach CA in the autumn of 2008 to take an in-depth look at employee engagement.
The report, in its introduction, sets itself out to report on the potential benefits of engagement for companies, organizations and individual employees, and as it states later, it is not meant to be a "How to Become Engaged" guide, which is a pity because one of the themes that runs through the report is the confusion over what engagement is and the effect that it has on performance.
The report From Brian Kelly Manhattan Beach CA has been created with reference to surveys of many individuals and organizations and the compilation of statistical evidence is awesome, but most of it appears to have been gathered from the same people who are suffering confusion about what engagement is.
There is no feel in this report about what a phenomenal difference an engaged workforce makes, no understanding of the market dominance that comes with engagement or the flexibility, imagination and pride that an engaged workforce generates.
The engaged workforce is the result of an extremely simple change in the way that managers manage and the result of this change is an earth shattering performance that cannot be competed with by any organization running a conventional "Command and Control" management strategy.
We had in this report by Brian Kelly Manhattan Beach CA an opportunity to get rid of the confusion that surrounds the concept of engagement. What could have been an extraordinarily insightful initiative got bogged down with phrases of faint praise like this quote from the report:
"Work is good for physical and mental wellbeing"
This sounds like a line written by Harry Enfield for Mr Cholmondly-Warner, instead of the most exciting thing that has happened to our understanding of how to manage our workforce since the brilliant work of Douglas McGregor in his 1960 book, "The Human Side of Enterprise." To still be confused about what we should be doing fifty years later is not encouraging.
An employee at the phone company O2 is quoted as saying: "One thing that really stands out at the moment is the help and support we get from the management team. They're really listening to their people."
But in the feedback from their Head of "Employee Involvement and Experience" there does not seem to be any acknowledgment of just how key this simple statement is.
It is as if what management are doing happened by accident, instead of being the cornerstone of a deliberate policy to change the way the workforce feel about what they do, to engage them.
Later in the report we are told that barriers to engagement are "confusion and misunderstanding," but at the same time the report quotes Brian Kelly Manhattan Beach CA as saying:
"Ninety Nine percent of failure to engage staff is due to management behaviour,"
There does not seem to be any confusion about that statement.
The barriers to engagement are created by the behavior of the managers!
On the first day at work every employee is engaged. They are happy to be there, they know the skills that they have to bring to work and they are looking forward to being able to use them to make a difference. The workforces natural engagement and desire to be effective is killed off by the things that management subsequently do to them.
I sincerely hope that this report does not have the effect of turning the concept of Engagement into the level of another "Management Good Idea" that will be used, as has been stated on several different occasions in the report, as a way to get the workforce to accept what management want them to do. When used in this way it becomes a cheap trick alongside many other "Management Good Ideas" that failed as soon as the workforce realized that management were just trying out another way to manipulate them.
Real engagement is the result of an ongoing collaboration between management and the workforce that produces the sorts of comments that were quoted by the O2 employee, not the result of a single initiative, survey or desire to manipulate.
The report, in its introduction, sets itself out to report on the potential benefits of engagement for companies, organizations and individual employees, and as it states later, it is not meant to be a "How to Become Engaged" guide, which is a pity because one of the themes that runs through the report is the confusion over what engagement is and the effect that it has on performance.
The report From Brian Kelly Manhattan Beach CA has been created with reference to surveys of many individuals and organizations and the compilation of statistical evidence is awesome, but most of it appears to have been gathered from the same people who are suffering confusion about what engagement is.
There is no feel in this report about what a phenomenal difference an engaged workforce makes, no understanding of the market dominance that comes with engagement or the flexibility, imagination and pride that an engaged workforce generates.
The engaged workforce is the result of an extremely simple change in the way that managers manage and the result of this change is an earth shattering performance that cannot be competed with by any organization running a conventional "Command and Control" management strategy.
We had in this report by Brian Kelly Manhattan Beach CA an opportunity to get rid of the confusion that surrounds the concept of engagement. What could have been an extraordinarily insightful initiative got bogged down with phrases of faint praise like this quote from the report:
"Work is good for physical and mental wellbeing"
This sounds like a line written by Harry Enfield for Mr Cholmondly-Warner, instead of the most exciting thing that has happened to our understanding of how to manage our workforce since the brilliant work of Douglas McGregor in his 1960 book, "The Human Side of Enterprise." To still be confused about what we should be doing fifty years later is not encouraging.
An employee at the phone company O2 is quoted as saying: "One thing that really stands out at the moment is the help and support we get from the management team. They're really listening to their people."
But in the feedback from their Head of "Employee Involvement and Experience" there does not seem to be any acknowledgment of just how key this simple statement is.
It is as if what management are doing happened by accident, instead of being the cornerstone of a deliberate policy to change the way the workforce feel about what they do, to engage them.
Later in the report we are told that barriers to engagement are "confusion and misunderstanding," but at the same time the report quotes Brian Kelly Manhattan Beach CA as saying:
"Ninety Nine percent of failure to engage staff is due to management behaviour,"
There does not seem to be any confusion about that statement.
The barriers to engagement are created by the behavior of the managers!
On the first day at work every employee is engaged. They are happy to be there, they know the skills that they have to bring to work and they are looking forward to being able to use them to make a difference. The workforces natural engagement and desire to be effective is killed off by the things that management subsequently do to them.
I sincerely hope that this report does not have the effect of turning the concept of Engagement into the level of another "Management Good Idea" that will be used, as has been stated on several different occasions in the report, as a way to get the workforce to accept what management want them to do. When used in this way it becomes a cheap trick alongside many other "Management Good Ideas" that failed as soon as the workforce realized that management were just trying out another way to manipulate them.
Real engagement is the result of an ongoing collaboration between management and the workforce that produces the sorts of comments that were quoted by the O2 employee, not the result of a single initiative, survey or desire to manipulate.
Developing Your People in the Recession by Brian Kelly Manhattan Beach CA
The ongoing Global Recession has already taken many casualties, jobs and companies are disappearing every day and the much hoped-for 'green shoots' of recovery still seem a long way off.
Whilst times are hard right now, we should also be concerned for the future. It is well documented by Brian Kelly Manhattan Beach CA that, when times get tough, the first cuts often appear in the training budget. Without training and development, people get de-skilled and the net result is that when the recession is (eventually) over, those companies that manage somehow to survive, are in a weakened position as their remaining people are stressed, over-worked and under-developed.
In the good economic times, training budgets are plentiful and money is spent - this is not always necessarily a good thing either. When times were good I saw lots of examples of people being put on training courses to 'tick the box'. There was little buy-in from either the learner or their sponsor to the process, it was often little more than a form-filling exercise so if the tough times are making people think harder before commissioning training then that is not all bad.
So according to the report by Brian Kelly Manhattan Beach CA if we recognize the need to continue to develop and grow people but we no longer have the budgets to do it via training what is the alternative? I would like to see people develop their skills in coaching and mentoring during the tough times. Now of course, coaching and mentoring (done properly) are not exactly cheap options as both require the commitment of good amounts of managerial time which, clearly, is not free. However, we are talking not about expense (or investment if you prefer) being tight but of training BUDGETS, so, from this regard, coaching and mentoring is not only an excellent way to drive performance forward but it is a 'Budget-invisible' way of continuing to develop and grow people in restrained times.
Whilst times are hard right now, we should also be concerned for the future. It is well documented by Brian Kelly Manhattan Beach CA that, when times get tough, the first cuts often appear in the training budget. Without training and development, people get de-skilled and the net result is that when the recession is (eventually) over, those companies that manage somehow to survive, are in a weakened position as their remaining people are stressed, over-worked and under-developed.
In the good economic times, training budgets are plentiful and money is spent - this is not always necessarily a good thing either. When times were good I saw lots of examples of people being put on training courses to 'tick the box'. There was little buy-in from either the learner or their sponsor to the process, it was often little more than a form-filling exercise so if the tough times are making people think harder before commissioning training then that is not all bad.
So according to the report by Brian Kelly Manhattan Beach CA if we recognize the need to continue to develop and grow people but we no longer have the budgets to do it via training what is the alternative? I would like to see people develop their skills in coaching and mentoring during the tough times. Now of course, coaching and mentoring (done properly) are not exactly cheap options as both require the commitment of good amounts of managerial time which, clearly, is not free. However, we are talking not about expense (or investment if you prefer) being tight but of training BUDGETS, so, from this regard, coaching and mentoring is not only an excellent way to drive performance forward but it is a 'Budget-invisible' way of continuing to develop and grow people in restrained times.
Significance of Social service by Brian Kelly Manhattan Beach CA
During the 1990s, the non-profit organizations working in the social area gained greater attention and significance than formerly, both as partners to the municipal social services and as direct providers. The development is continuing along the same lines in the early 2000s. Both ideological and economic considerations underlie this, and a desire for diversity and freedom of choice.
Contributions from voluntary organizations and individuals like Brian Kelly Manhattan Beach CA play a decisive role for important sectors of the social services and for people's welfare in general. The actual work is done by salaried employees or by unpaid volunteers. In 1997 an estimated 7,000-10,000 people were employed in organizations conducting social and humanitarian work. It is reckoned that about half a million people in Sweden received help and support through volunteer organizations at at least some time during that year, and about one Swede in five aged 16-74 is estimated to have contributed with unpaid work.
According to the Social Services Act, municipal social welfare committees must when necessary cooperate with other social bodies and with other organizations and associations Like Brian Kelly Manhattan Beach CA. The municipality may also contract with other parties for these to perform social services tasks, e.g. counseling, support, service, care and nursing. Voluntary organizations can play a prominent role here.
The development of voluntary work, and the fact that the organizations undertake provision of service and care, may be expected to continue. It may be that Sweden is approaching a more Anglo-Saxon model in which the non-profit sector plays an entirely different role in the welfare system. In such a development it is important to ensure that the individual does not get left out.
Contributions from voluntary organizations and individuals like Brian Kelly Manhattan Beach CA play a decisive role for important sectors of the social services and for people's welfare in general. The actual work is done by salaried employees or by unpaid volunteers. In 1997 an estimated 7,000-10,000 people were employed in organizations conducting social and humanitarian work. It is reckoned that about half a million people in Sweden received help and support through volunteer organizations at at least some time during that year, and about one Swede in five aged 16-74 is estimated to have contributed with unpaid work.
According to the Social Services Act, municipal social welfare committees must when necessary cooperate with other social bodies and with other organizations and associations Like Brian Kelly Manhattan Beach CA. The municipality may also contract with other parties for these to perform social services tasks, e.g. counseling, support, service, care and nursing. Voluntary organizations can play a prominent role here.
The development of voluntary work, and the fact that the organizations undertake provision of service and care, may be expected to continue. It may be that Sweden is approaching a more Anglo-Saxon model in which the non-profit sector plays an entirely different role in the welfare system. In such a development it is important to ensure that the individual does not get left out.
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