Communication Skills of the Mental Health Nurse Essay Example

Communication Skills of the Mental Health Nurse Essay Abstract This work attempts to examine a number of issues generated by the discussion on the communication skills of the mental health nurse. Nursing actions are planned to promote, maintain, and restore the clients well-being and health. Clients and nurses alike come to the communication with unique cognitive, affective, and psychomotor abilities that they use in their joint endeavor of enhancing the clients well-being. Mental health nurses are responsible for encouraging this interchange of ideas, values, and skills. In an effective helping communication there is a definite and guaranteed interchange between clients and nurses in all three dimensions. The communicative role of the nurse is, thus, an important one. We will write a custom essay sample on Communication Skills of the Mental Health Nurse specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Communication Skills of the Mental Health Nurse specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Communication Skills of the Mental Health Nurse specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Communication Skills of the Mental Health Nurse Communication is a life-long learning process for the nurse. Nurses make the intimate journey with the client and family from the miracle of birth to the mystery of death. Nurses build assertive communication for this journey. Nurses provide education that helps clients change life-long habits. Nurses communicate with people under stress: clients, family, and colleagues. Nurses deal with anger and depression, with dementia and psychosis, with joy and despair. Nurses serve as client advocates and as members of interdisciplinary teams who may have different ideas about priorities for care. Despite the complexity of technology and the multiple demands on a nurses time, it is the intimate moments of connection that can make all the difference in the quality of care and meaning for the client and the nurse. As nurses refine their communications skills and build their confidence, they can move from novice to expert. Nurses honor the differences in clients with humility and learn and grow i n their ability to trust their intuition — the sacred moment of connection when we ac- knowledge the divine presence in each of us, the essence of each person. Communication involves the reciprocal process of sending and receiving messages between two or more people. This work will focus on the communication skills of the mental health nurse. Communication can either facilitate the development of a therapeutic relationship or create barriers (Burleson 2003). In general, there are two parts to face-to-face communication: the verbal expression of the senders thoughts and feelings, and the nonverbal expression. Verbally, cognitive and affective messages are sent through words, voice inflection, and rate of speech; nonverbally, messages are conveyed by eye movements, facial expressions, and body language. Senders determine what message they want to transmit to the receiver and encode their thoughts and feelings into words and gestures. Senders messages are transmitted to the receiver through sound, sight, touch, and occasionally, through smell and taste. Receivers of the messages have to decode the verbal and nonverbal transmission to make sense of the thoughts and feelings communicated by senders. After decoding the senders words, speech patterns, and facial and body movements, the receivers encode return messages, either ve rbally, through words, or nonverbally, through gestures.   Figure 1 illustrates this reciprocal nature of the communication process. At any point in an interpersonal communication we send and receive verbal and nonverbal messages about thoughts and feelings. The assertive nurse appears confident and comfortable. Assertive behavior is contrasted with nonassertive or passive behavior, in which individuals disregard their own needs and rights, and aggressive behavior, in which individuals disregard the needs and rights of others (Figure 2). The communication between mental health nurse and clients typology is divided into two broad categories: client–nurse communications and person-in-situation, or environmental, interventions. There are six intervention methods within the client–worker communications category: 1. Sustainment. Communications designed to convey interest, understanding, confidence, and reassurance constitute the bulk of sustainment. Frequently, these are nonverbal cues, such as attentive posture, minimal prompts (repeating a word the client has used ina questioning manner), nods, and smiles. Sparingly used supportive statements such as â€Å"You seem to be coping well with an enormous amount of pressure† or â€Å"It is to be expected that this would be difficult to deal with† reflect a level of understanding of the clients situation and sustain the communication. 2. Direct influence. This communication type is really a continuum of interventions that range from tentative suggestion through directive advice giving. Giving direct advice is seldom appropriate to the mental health nurse. Even so, suggestions such as â€Å"I wonder whether it might make sense to consider X strategy for handling this problem† or â€Å"Have you thought about trying to do X in that situation?† fall within the range of mental health nurse work interventions in health care settings. 3. Exploration, description, and ventilation. These communications are designed to promote client disclosures through questions and other techniques. Although using minimal prompts and nodding are also involved in sustainment, the goal differs when they are used in this context. The exploration of clients problems, motivations, and strengths, their descriptions of interactions and situations, and their opportunity to allow open expression of emotions are all goals of this type of intervention. 4. Person–situation reflection. Reflection of client communications is often a main goal of intervention. Burleson (2003) divides the types of reflection into six further categories: reflections of others (clients own health or other aspects of the exterior world); client behavior (including its effects on others or on self); the nature of clients behavior, thoughts, and feelings; the causes and provocations of behavior; self-image, values, and principles from an evaluative stance; and feelings about the nurse or the client–nurse relationship. 5. Pattern–dynamic reflection. Communication for the purpose of reflecting back general patterns in the clients behavior and the motivations behind the behavior are given a separate category. Much interpretive and analytic work is done with this type of communication. 6. Developmental reflection. Like pattern–dynamic reflection, this type of communication identifies patterns in client motivation and behavior; however, the focus is on historical developmental patterns. Framing reflections in terms of prior client development is a hallmark of this type of interaction. Acceptance, and its associated value of being non-judgmental, is extensively examined in communication skills. It involves ‘respect and concern’ and ‘an uncompromising belief in the innate worth of the individual human being’ (Atkinson 2002). It is essential not simply that the worker should have these beliefs, but that the client actually experiences himself being respected by the worker.   We do not display unconditional positive regard: there is an expectation by the worker that change will occur. Acceptance, however, requires humility. Indeed, it may go beyond simple refusal to judge, but actively to seek to understand can be a prerequisite to acceptance. A final element is the commitment implied by acceptance: that although the client may behave in ways disapproved of, the relationship will continue as far as the nurse is concerned. Atkinson (2002) stresses consciously attempting to suspend personal value judgments, opinions, attitudes and feelings ab out the issues raised, and concentrate on accepting the client’s values, feelings and opinions (p. 174). The nurse should accept the patient as he or she is, and in addition to accepting him/her as he is, the nurse should treat the patient as an emotionally able stranger and relate to him/her as such until evidence shows otherwise. Nurses must remain true to their values while accepting the patient’s right to follow his/her conscience, they must display tolerance of themselves and others and must be non-judgmental so the patient feels free to express his/her real feelings. To be accepting is, at base, to be friendly. Empathy, listening and individualizing are a closely related cluster of qualities. Empathy is perhaps the most widely discussed element in nursing communication skills. Atkinson (2002) suggests it is imaginatively understanding others: ‘the power to feel imaginatively the experience of the other person†¦to â€Å"get on the same wavelength† as them’. The nurses attempt to ‘put themselves in another’s shoes’. However, this should not overwhelm them. Burleson (2003) calls it controlled emotional involvement. Burleson identifies a continual movement between merging with the client and regaining an objective stance. We recognize that we are a separate person, and this is necessary to maintain a sense of proportion. There is a clear intuitive dimension. Jordan (1979, p. 20) considers ‘it requires the exercise of all her [the worker’s] intuitive and imaginative capacities’ to go beyond the detail of the message. It also has a more cognitive element. It involves ‘building up our knowledge’ (Atkinson 2002) and methods of reasoning†¦to make an objective analysis†¦ [and] the theoretical knowledge [to obtain]†¦a mental representation of the other (Burleson Planalp 2000). Listening is a closely associated practice element. Indeed, it would appear a prerequisite to any degree of accurate empathy. Although non-verbal cues may be used, the ability to listen significantly facilitates understanding of the client and the meaning for him of his circumstances. Listening, however, is not a passive activity. Atkinson (2002) emphasizes nurse involvement, and the active seeking for ‘information’: ‘a listener who is able to respond actively and appropriately to the messages he receives’. Riley (2000) considers likewise it is not a passive ‘hearing’. It is an active search for the meaning in and an active understanding of, the client’s communication. (p. 168) It is this active striving for meaning which links it to empathy, the attempt to understand. It is ‘listen and know what I mean’ (Worden 2003). Listening, though, has a further positive element: actually encouraging the client to express himself. It involves listening hard, not only to the words which the client is using, but also the overtones of what he is saying together with encouraging the client to formulate and express his worries. Individualization is also closely associated with empathy: for to empathize is to do so with an individual who has unique qualities. Individualization is the recognition and understanding of each client’s unique qualities based on the right to be treated not just as a human being, but as this human being with his personal differences. Individualization possesses two central characteristics: like others it involves recognition of uniqueness, but also one of value a valuation of an individual’s potential accomplishments. Barrett (2003) identifies three ways in which it occurs in practice: in the present through the current nurse-client relationship; in description of the past through which the client presents their biography; and discussing future actions contributing to his/her personal identity. Overall treatment should be geared to individual needs. Above all, individualization means being free from projecting stereotypes on to people. Communication skills of mental health nursing also discuss empathy. It is the ability to perceive accurately the feelings of another person and to communicate this understanding to him. It is the capacity for participating in a vicarious experience of another’s feelings, volitions or ideas. Atkinson (2002) considers it to be an absolutely essential element of interpersonal communication. Nurse authors recognize it goes beyond simply what another person says: it is the ability to perceive accurately the internal frame of reference of the other and involves the latent meaning of what has been said. It is necessary, though, to retain some separateness: it is the quality of objectivity which distinguishes empathy from sympathy. Overall seeing things through the other person’s eyes involves, first, responding to the words and reflecting them, and second, picking out the unspoken feelings behind what is said. A further cluster of related concepts are authenticity, genuineness and openness. Authenticity requires the nurse be real and human in the communication. It implies spontaneity, the willingness to share one’s own feelings and reactions. Genuineness on the other hand means that there is a striving towards congruence between the nurses’ feelings and their behavior. Authenticity, then, means retaining one’s essential ‘humanness’, while genuineness is significant in the generation of authenticity: the worker openly providing information requested, and when appropriate initiates information sharing. This involves being honest about the reality of the nurse’s position: that the nurse’s powers and limitations are stated clearly when appropriate. Authenticity and openness, therefore, involve being authentic as a professional and not just a private person. Congruence means that nurses bring honest matches the underlying value system and essentia l self as a professional person. At a personal level it motivates a warm and nurturing heart, on objective, open and disciplined mind (heart and head). It is the synthesis of personal and professional which is significant: without this there is a loss of spontaneity with the worker appearing as a guarded professional. How does the nurse demonstrate genuineness? The nurse should give time, be sincere and be consistent in the attitudes and behavior shown during the communication. However sincerity does not involve cushioning the patient inappropriately from reality. This work has examined issues relating to communication (or its likely effect) and client involvement in the process of intervention. The role of the mental health nurse in health communication bears both similarities and dissimilarities to that of the physician. The nurse is in a pivotal position on the patient care team. Often nurses claim that patients should be treated as people rather than cases, they do not communicate as they profess they should nor as they think they do. In summary, this work highlights the importance of practice and preparation in the development of mental health nurses communication skills. Changing and improving the way health care providers interact with patients is complicated for several reasons. First, many nurses have developed a style of communicating that they perceive to be effective and easy to use, especially if they have been practicing for a number of years. To diversify their communicative repertoire, nurses must believe in the need for change , learn new responses (e.g., open-ended questions, attentive listening), and identify and refrain from problematic behaviors. Because of these factors, it is unlikely that a single, brief intervention will lead to significant improvement in a health care providers communicative skills. Research to date indicates that the most successful communication skill interventions will be those that are intensive and employ diverse pedagogical techniques including expert and patient feedback, role playing, modeling, practice, group discussion, and watching ones performance on videotape. References Atkinson, Mary. (2002). Mental Health Handbook for Schools. Routledge/Falmer: London. Barrett, Sheila. (2003). Communication, Relationships and Care: A Reader. Routledge: New York. Burleson, B. R., Planalp, S. (2000). â€Å"Producing emotion(al) messages.† Communication Theory, 10. Burleson, Brant R. (2003). Handbook of Communication and Social Interaction Skills. Lawrence Erlbaum Associates: Mahwah, NJ. Riley, Julia Balzer. (2000). Communication in Nursing. Mosby: St. Louis, MO. Worden, J. William. (2003). Grief Counselling and Grief Therapy: A Handbook for the Mental Health Practitioner. Brunner-Routledge: Hove, England. Figure 1  Ã‚   The Human Communication Process Figure 2 Assertive and Nonassertive Style of Communication Characteristics Assertive Nonassertive Aggressive Attitude toward self and others Im OK Youre OK Im not OK Youre not OK Im not OK Youre not OK Decision making Makes own decision Lets others choose for him or her Chooses for others Behavior in problem situations Direct, fair confrontation Flees, gives in Outright, assaultive Verbal behaviors Clear, direct statement of wants; objective words; honest statement of feelings Apologetic words; hedging; rambling; failing to say what is meant Loaded words; accusations; superior, haughty words; labeling of other person Nonverbal behaviors Confident, congruent messages Actions instead of words (not saying what is felt); incongruence between words and behaviors Air of superiority; flip- pant, sarcastic style Voice Firm, warm, confident Weak, distant, soft, wavering Tense, shrill, loud, cold, demanding, authoritarian, coldly silent Eyes Warm, in contact, frank Averted, downcast, teary, pleading Expressionless, cold, narrowed, staring Stance Relaxed Stooped; excessive lean- ing for support Hands on hips; feet apart Hands Gestures at appropriate times Fidgety, clammy Fists pounding or clenched Pattern of relating Puts himself or herself up without putting others down Puts himself or herself down Puts himself or herself up by putting others down Response of others Mutual respect Disrespect, guilt, anger, frustration Hurt, defensiveness, humiliation Consequences of style I win, you win; strives for win-win or no lose solutions I lose, you lose; only succeeds by luck or charity of others I win, you lose; beats out others at any cost STUDENT NAME_________________ DATE___________________________ GRADING GRID / CRITERIA: FORMAL APA PAPER TOPIC SELECTION: (15%)_____  § Relevant to professional nursing  § Timely/current  § Appropriate for length and course STRUCTURE: (35%)_____  § Correct use of grammar and spelling  § Expression of ideas well organized, clear, and concise  § Appropriate length of paper and paragraphs  § Appropriate use of tables, graphs, etc.  § Correct use of APA editorial format CONTENT: (35%)_____  § Information generates interest  § Illustrations and examples used as needed  § Information is accurate  § Resources/references underpin structure of the paper and salient points  § Implications for nursing practice or research identified REFERENCES: (15%)_____  § Less than 4 years, unless nursing or other theory or supporting reference  § Scientific nursing, medical, or allied health journal or other scholarly Publication

Project risk management

Project risk management Introduction Risk management can be described as the proactive management against the possibility of loss. The concept involves the identification of key risk areas and the formulation of possible strategies that can be used to lower the probability of occurrence of the risk, or reduce the potential losses (Crockford 1986, 12; Dorfman 2007, 10).Advertising We will write a custom report sample on Project risk management specifically for you for only $16.05 $11/page Learn More Sometimes risks may also be positive, for instance the risk of completing a project before its scheduled completion date. Management therefore has the task of coming up with an action plan that will guide on the procedures to follow in the event of positive or negative risks (Gorrod 2004, 23). A basic project risk management program involves risk management planning, identification and assessment of risks, risk response planning and monitoring and control of risks and strategies. The ris k management process involves the initial planning phase, whereby management decides on how the process will be carried out. Decisions made include the general approach in the project risk management process, and how management intends to execute key activities in the process (Conrow 2003, 21). Once a suitable plan has been selected, the management team has the task of identifying all potential risks that may have an impact on the project (Delvin 2006, 41). The planning process group has a role to play in the identification of these risks, as well as analyzing the effects of these risks on the project’s objectives. Risk assessment involves the qualitative and quantitative analysis of the identified risks, which are carried out by the process planning group. Qualitative risk analysis looks at the probability of occurrence of the risk event, and the potential impact on the project’s objectives. Quantification revolves the determination of the impact of each of the identi fied risks, and the prioritization of the risks according to their severity and probability of occurrence (Chapman, Ward and Ward 2003, 3; Capman 2005, 32). This can be done through a project risk map which categorizes risks according to their level of consequence and probability of occurrence (Fink 2002, 35; Chapman, Ward and Ward 2002, 74).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Risk response planning evaluates the options available to management in handling various types of risks (Kendrick 2003, 2009). Risk response planning is also carried out by the planning process team. There are four basic methods of dealing with risks; avoidance, transfer, mitigation and risk acceptance. Risk avoidance implies strategies used to completely steer clear of risky activities. Management may decide to change suppliers for a particular material so as to avoid the risks posed by contra cting one supplier. Risk transfer means transferring the burden of the risk to someone else, hence making them responsible for the resulting loss. A classic method of risk transfer is through insurance (Harvard Business School 2004, 23). Alternatively management may establish contracts that make vendors accountable for a specific risky portion of the overall project (Heerkens 2007, 100). By choosing to mitigate risks, the project managers will undertake processes that seek to lessen the possibility of the risk, or reducing the impact of such a risk (Wang 2000, 63). Where the payoff resulting from an activity outweighs the potential losses, the planning process team may conclude that such a risk could be accepted. The final step in the risk planning process is risk control (Weel, Lindenaar and Kinderen 2004, 47). This involves constant monitoring of the identified risks in order to ascertain the effectiveness of the chosen risk management strategies (Royer 2001, 39). Periodical risk reviews are important for this function since a change in the status of a risk may warrant a change in strategy (Lientz and Larsen 2006, 29). The risk status indicates the probability and severity of a risk, as indicated in the project risk map. Regular reviews will also point out risks that have passed and identify new risks that management should concentrate on. Key strategic considerations Top management support is crucial for every aspect of the project, more so in risk management (Regester and Larkin 2002, 67). This will ensure timely decision making processes and overall support for the planning process group.Advertising We will write a custom report sample on Project risk management specifically for you for only $16.05 $11/page Learn More Through effective cooperation and coordination, organizational constraints can be removed, thereby making the risk management process smooth (Apgar 2006, 41; Cooper 2005; 73; Blyth 2009, 103). Management support wil l ensure efficient allocation of resources and efficient policy decisions. With upper management support in place, other strategic considerations are enabled (Martin 2004, 63). Stakeholder support is also necessary for the success of any given project. Project stakeholders, including the project management team and the client, need to agree on viable risk management strategies that will reduce the negative risks for both parties. Agreements could focus on realistic deadlines for the entirety of the schedule (Curtin, Hayman and Hussein 2005; 88). Project managers face the task of meeting completion phases in time, and may compromise on quality checks in order to get approval from the client, resulting into higher risks on the performance of the completed project (Lock 1996, 45; 2003; 63; 2007; 94). Communication between the two parties proves to be beneficial if talks are objective. Availability of resources is a major challenge for all project managers, whereby managers compete for labor, money and time with other projects. With top management support, the project management team will be able to define priority areas across all processes and make sure that crucial projects are not affected by the competition for resources. Crucial projects are those that are aligned with the overall objectives and targets of the organization. Lack of stakeholder involvement during the planning process may lead to unclear goals for the project management team (Pickerton 2003; 74), hence the risk of unsatisfied stakeholders once the project is complete. This usually happens when the client has not explicitly described the visions and goals of the project (Haynes 2002, 55). Lack of consulting with the end users of the project, who may not necessarily be the sponsor, may also not yield the desired results. As a consequence, the project will fail to achieve it full intended value. Constant communication and consultations with the stakeholders are required in order to conquer this p roblem. Any changes to the project should be communicated well in advance so as to get approval from the sponsor and the stakeholders (Hillson and Simon 2007, 37). The project management team should provide options, with implications of each, so that the sponsor can make an informed decision.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another important consideration that project managers should make is the applicability of local standards and codes. Different states have unique standards requirements, so the project management team should be familiar with those requirements and ensure that people hired meet the set professional qualifications. Extra training of personnel will be required, which may come at an extra cost for the contracting company. The training sessions are important in that they reduce the risk of mistakes being made when the project is underway, and as a way of conforming to state regulations. A major problem faced by most project managers is that of estimating costs in a project (Barkley 2004, 71). Most projects start out with misinformation, with both the sponsor and the contractor relying on cost estimates to base their decisions, which may be lower than the actual costs incurred. Because of this, either side may experience losses due to lack of sufficient information. Various controls and a ccounting measures need to be involved from the start of the project that will make it easier to track down any variances in the costs illustrated in the budget. Risk management theories The critical chain theory focuses attention on schedule development and management in project management (Goldratt, 1990, 1997 and 1998)). The main aim of risk management in projects is that of converting uncertainties and risks into certain outcomes or promises. The critical chain theory in project management focuses on the resources needed to carry out specified tasks so that the whole project can be on schedule (Goldratt and Cox 1984; 77). Critical chain project management identifies and inserts buffers into projects that monitor the schedule and financial performance of the project (Dettmer 1997, 7). The theory follows the same methodology as the critical path theory, with the latest completion dates for each task. Safety time is aggregated to tasks within the buffers, thereby avoiding the risk of time wasting due to bad multitasking (Dow and Taylor 2010, 99). Goldratt (1984, 61) introduced the theory of constraints by explaining that all organizations face several challenges, or constraints, that limit the achievement of the overall objectives. The theory therefore urges organizations to identify these constraints and restructure themselves in order to protect the organization’s interests. Five focusing steps have been recommended for this purpose, also known as the Process of Ongoing Improvement. As with the risk management process, the organization has to first identify the constraint and then decide on how it will exploit the constrained process. Thirdly, the organization has to reorganize itself with the decisions made. Once the decision has been supported throughout the organization, the organization can make other changes in its systems in order to break down the constraint. Lastly, the constraint will have to be monitored since it can move to other processes , where the organization will have to repeat the five focusing steps again (Gray 2010, 15; Klein 2000, 31). Management of project risk The risk management process begins with the identification of all potential risks that may affect the project. The project management team can use various strategies to identify such risks, though risk analysis is not carried out at this phase. The objective of the risk identification stage is to merely state all risks that the team may encounter, so a comprehensive list is required by the stakeholders of the project. In the planning process, the project risk manager may be asked to document the risks and their characteristics; therefore he must collect as much relevant information as possible. Some of the techniques that may be employed for this purpose include a brainstorming session, whereby scheduled meetings and interviews with the stakeholders are carried out in a bid to list all potential risks to the project. If the project management team ha s valid experience in its line of work, it may revisit some of the risks it identified in a similar project. The learning process will be facilitated if the company maintains a log of previous work, performance and customer satisfaction records (Klein 2000, 47). Traditional risks will be identified from historical information, past projects and industry findings (Cooper et al. 2005, 106) In research and development, the most common risk identified is that of the risk of failure. As such, companies engaging in RD overlook the importance of project risk management and concentrate on their research work (Frigenti and Comnimos 2002, 126; Frigenti 2007, 157). There are other factors that may lead to the cancellation of a research work other than failure, and management has to identify such risks before it is too late. Risks associated with RD can be categorized into project, technical, internal and external risks. The project management team cannot afford to concentrate on one form of ri sks since the others may be overlooked (Coudhury 1988, 65; Allen and Jarman 1999, 70). The company could use the project management plan as a guide for the overall research project, and communicate on a regular basis to the stakeholders. Communication is useful as most researches breakdown due to lack of clarity, resulting into budget cuts or unexplained delays (Lewis 2002, 176; 2007, 103). Change management and systems integration are also subject to risks, so only through the understanding of such risks can the risk management process be effective. The most common risk pertaining to these processes is resistance to change, especially from the end users. Employees of a company may fear change, and would be against additional training so that they can become familiar with new processes or software programs. The main reason for this is the fear that most people have of the unknown, so employees may be resistant to change since they do not fully grasp the benefits of a new system, or fear losing some of their responsibilities in the change management process. End user involvement and clear communication are strategies through which this form of risk can be averted. Change management also brings in the risk of scope, whereby a project’s scope widens in the duration of the program (Kerzner 1992, 67; 2006, 63; 2009, 76). This happens when a change management situation has already began, and the project team keeps on integrating more ideas in the development stage so that the results from the change management program are more than those that had initially been planned for, which may also exceed budget limits. The scope of the change management should be explicitly illustrated and communicated to avoid scope creep. With technology transfer, systems integration and change management comes the risk of data loss in the conversion process. Data conversion risks include missing important information, the comprehensive new system could require data that the old sys tem never had in place, or data from the old system may lose meaning in the new system. The change management team can employ several measures to counter these risks, for instance making sure that there is sufficient back up of available data. A plan should be drawn up to illustrate how data conversion is to be managed. In case of missing data, the organization could do without such data if its unavailability will not affect the new system. Where such data is of vital importance, the organization could add it back into the old system before converting it into the new system, or alternatively add the missing data directly into the new system (Goldratt, E. M., 1997, 77; Gray and Larson 2008, 129). Project planning and implementation strategies Planning is essential form the success of project management for a number of reasons. Project planning helps management organize and schedule tasks, as well as allocate the resources that will be used up by each task. Planning allows for communi cation and coordination of the various parties involved in the project, from the sponsors, to the contractors, to the employees (Goldratt 1990, 88). For it to be effective and comprehensive, planning should entail issues of project work and scheduling, distribution and use of resources, budgetary issues and planning of the information system. Planning involves several steps, starting off with the definition of the project objectives. Once the objectives have been identified, work activities are specified with the involvement of the stakeholders. The specification of the work activities allows for the setting of responsibilities, thereby the project organization is created (Forsberg, Mooz and Cotterman 2005, 132). Tasks are allocated and the schedule is set. A resource map is drawn together with the project budget. Forecasts made to do with time targets, costs and desired performance levels are communicated to the stakeholders in the final stage of the project planning process. For a project implantation process to be successful, the planning process has to be adequate. A sound plan enables for a clear and concise allocation of responsibilities and better contract management by the project management team. Funds have to be available in a timely manner for the implementation process to be smooth. Adequate control and monitoring measures will enable the quick identification and effective management of the risks that may arise in the implementation process (Coudhury 1988, 71). Summary and conclusion Project risk management is a vital element of project management. Where contractors may overlook the importance of planning for risks in the initial stages of the project, and only applying risk management once the project has already commenced, risk planning allows for project managers to be better prepared in the event of risk. Planning enables managers to identify all risks that may occur, and analyze their chances of occurrence and the potential impact that they po se to the project. In this way, the project management team is able to prioritize focus to strategize on how they will manage such risks. Management may also view the need of establishing a contingency plan that will come into effect once a risk has occurred (Cleland and Ireland 2006, 153). Without a contingency plan, management would have to bear serious disruptions in the project, which will have a negative impact on the project’s schedule. Resources have to be actually available for a contingency plan to be effective; otherwise the entire process will be of no value to the project management team. The project risk model identifies and ranks the risks that may occur, whereby assessment is carried out based on the budget risk of the component risks. High complexity risks are those that have the highest negative impact on the project budget, and therefore require special attention, and a contingency plan for such risks is recommended. References Allen, G. and Jarman, R., 1999 . Collaborative RD: manufacturings new tool, 5th ed. New Jersey: John Wiley and Sons. Apgar, D., 2006. Risk Intelligence: Learning to Manage What We Dont Know. Boston, MA: Harvard Business School Press. Barkley, B., 2004. Project risk management. New York: McGraw-Hill Professional. Blyth, M., 2009. Business Continuity Management: Building an Effective Incident Management Plan. New Jersey: John Wiley and Sons. Capman, C. S., 2005. Controlling strategy: management, accounting, and performance measurement. London: Oxford University Press. Chapman, C. B. and Ward, S. C., 2002. Managing project risk and uncertainty: a constructively simple approach to decision making. New Jersey: John Wiley and Sons. Chapman, C. B., Ward, S. and Ward, S. C., 2003. Project risk management: processes, techniques, and insights, 2nd ed. John Wiley and Sons. Cleland, D. I. and Ireland, L. R., 2006. Project management: strategic design and implementation. New York: McGraw-Hill Professional. Conrow, E. H., 2003 . Effective Risk Management: Some Keys to Success. Reston, VA: American Institute of Aeronautics and Astronautics. Cooper, D. F., et al. 2005. Project Risk Management Guidelines: Managing Risk in Large Projects and Complex Procurements. Hoboken, NJ: John Wiley and Sons. Coudhury, S., 1988. Project management. New Delhi: Tata McGraw-Hill. Crockford, N., 1986. An introduction to risk management, 2nd ed. Cambridge, UK: Woodhead-Faulkner. p. 18 Curtin, T., Hayman, D., and Hussein, N., 2005. Managing a crisis: a practical guide. New York: Palgrave Macmillan. Delvin , E. S., 2006. Crisis management planning and execution. New York: Auerbach publications Dettmer, H. W., 1997. Goldratts theory of constraints: a systems approach to continuous improvement. Great Barrington, MA: ASQ Quality Press. Dorfman, M. S., 2007. Introduction to Risk Management and Insurance, 9th ed. Englewood Cliffs, N.J: Prentice Hall. Dow, W. and Taylor, B., 2010. Project Management Communications Bible. New Jersey: J ohn Wiley and Sons. Fink, S., 2002. Crisis management: planning for the inevitable. 2nd ed. Bloomington, IN: iUniverse. Forsberg, K., Mooz, H. and Cotterman, H., 2005. Visualizing project management: models and frameworks for mastering complex systems, 3rd ed. New Jersey: John Wiley and Sons. Frigenti, E. and Comninos, D., 2002. The practice of project management: a guide to the business-focused approach. London: Kogan Page Publishers. Frigenti, E., 2007. The Practice Of Project Management. London: Kogan Page Publishers. Goldratt, E. M., 1990. What is this thing called theory of constraints and how should it be implemented? Great Barrington, MA: North River Press. Goldratt, E. M., 1997. Critical chain. Great Barrington, MA: North River Press. Goldratt, E. M., 1998. Essays on the theory of constraints. Great Barrington, MA: North River Press. Golratt, E. M., and Cox, J. 1984. The goal: excellence in manufacturing. Great Barrington, MA: North River Press. Gorrod, M., 2004. Risk Manage ment Systems : Technology Trends (Finance and Capital Markets). Basingstoke: Palgrave Macmillan Gray, C.F. and Larson, E.W., 2008. Project management: the managerial process, 4th ed. New York: McGraw-Hill/Irwin. Gray, L., 2010. Project Management: The Managerial Process, 5th ed. New York: McGraw-Hill Education. Harvard Business School, 2004. Harvard business essentials: crisis management: master the skills to prevent disasters. Boston, MA: Harvard Business Press. Haynes, M. E., 2002. Project management: practical tools for success, 3rd ed. New York: Cangage Learning. Heerkens, G. R., 2007. Project Management: 24 Steps to Help You Master Any Project. New York: McGraw-Hill Professional. Hillson, D. and Simon, P., 2007. Practical Project Risk Management: The Atom Methodology. McLean, VA: Management Concepts Publishers. Kendrick, T., 2003. Identifying and Managing Project Risk: Essential Tools for Failure-proofing Your Project. New York, NY: AMACOM. Kendrick, T., 2009. Identifying and M anaging Project Risk: Essential Tools for Failure-proofing Your Project, 2nd ed. New York, NY: AMACOM. Kerzner, H., 1992. Project Management: A Systems Approach to Planning, Scheduling, and Controlling, 4th ed. New York: Van Nostrand Reinhold. Kerzner, H., 2006. Project Management: A Systems Approach to Planning, Scheduling, and Controlling, 9th ed. New Jersey: John Wiley and Sons. Kerzner, H., 2009. Project Management: A Systems Approach to Planning, Scheduling, and Controlling, 10th ed. New Jersey: John Wiley and Sons. Klein, R., 2000. Scheduling of resource-constrained projects. London: Springer. Lewis, J. P., 2002. Fundamentals of project management: developing core competencies to help outperform the competition, 2nd ed. New York, NY: AMACOM. Lewis, J. P., 2007. Fundamentals of project management, 3rd ed. New York, NY: AMACOM. Lientz, B. P. and Larssen, L., 2006. Risk Management for IT Projects: How to Deal with Over 150 Issues and Risks. London: Butterworth-Heinemann. Lock, D. , 1996. Project Management, 3rd ed. London: London: Gower Publishing, Ltd. Lock, D., 2003. Project Management, 8th ed. London: London: Gower Publishing, Ltd. Lock, D., 2007. Project Management, 9th ed. 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Social policy Essay Example | Topics and Well Written Essays - 1500 words - 1

Social policy - Essay Example Many books and articles were written based on these crises. The most notified is that of W.Hutton’s â€Å"The State We Are in†. Certain arguments made by Hutton were welcomed by historians and analysts and certain gave way to a number of controversies. The main points which Hutton wants to emphasize are the shor-termism existing in Britain’s economy, The factors leading to that and what could be the solution to eradicate the short-termism. Before going deep into the arguments the existing situation of Britain’s state ant the relationship of the state with the individual and the range of activities of the state should be looked out. During the course of years Britain had been witnessing a series of crises they are o unemployment problem, housing for the slums, fall of export rates in the economic field etc. The 1920’s saw more industries such as motor and electrical industries but then failed to cater to the standards expected in the world market. On the other side the percentage of unemployment was also gradually increasing. The rate of exports has come down by 50%. But by 1980’s with the intrusion of Margret Thatcher the United Kingdom has become the place of leading trade and financial power. The various state enterprises were given the status of nationalized enterprises. But Britain seemed to have had an imbalanced relationship between its state and citizens. The best illustration could be of the worst housing conditions for the poor and the unfulfilled desires of the state to renew their locality and buildup of houses. There was definitely a failure faced by Britain in the housing matters as a result there was only an increase in the slum houses could be seen. Many political writers and reviewers were of the opinion that a strong and active participation of the citizens in the social and the political activities will turn the state a

Peronal Law Essay Example | Topics and Well Written Essays - 3000 words

Peronal Law - Essay Example I would agree with St. Augustine that "an unjust law is no law at all1." Against that backdrop, this question questions state banning on gay marriage. Applying Dr. Kings analysis, a just law was one that was in keeping with our moral teachings or the moral teachings of God. Likewise, if our moral teachings, teach us that something is immoral, then Dr. King would have advised against following that particular law and instead engaging in non-violent civil disobedience. If Dr. King felt that homosexual relations were something that were immoral then he would have agreed that state laws banning gay marriage are just and should be followed. Someone advocating in favor of gay marriage might argue that King would have advocated for gay marriage because he believed that all men are created equal and as a marginalized black man he can certainly identify with the feelings that gays have in being denied the ability to have their union legalized. I think however, that given Dr. King's religious background, the moral and vast religious climate of his time, Dr. King would have said that his interpretation of the Bible is that there was to me a union between man and woman only. I think that any law that allows the separation of people is one that begs civil disobedience. Any law that allows one group of people to have superiority over another group is one that is immoral and therefore must not be respected. For example if a group of gay students are not allowed to attend graduation or are made to feel so afraid to go to graduation that they refrain, refusing to attend graduation even though you must do so to get a diploma is an instance of when civil disobedience is justified. There is a way to get a message across without it becoming violent and without bringing additional malevolence to the marginalized party. The perfect form of civil disobedience was that of Rosa Parks. While we are all familiar with her refusal to give up her seat on a bus, she also brought a line of African American children to a "white" library and had them each attempt to check out a library book. The children were courteous, and sincere when they explained that they needed to get the books from the "white" library and despite being turned away, they did not protest violently. An unacceptable form of civil disobedience is when there are laws or codes enacted for the safety of a population and they are violated. Rioting or any other form of violence which puts the lives of others in jeopardy is not proper. Further, there is a fine line as to what is pushing the break of the law too far. Remember, Dr. King readily admits that in order the get the law changed, it must first be broken or others will not take notice. Thus the better question, is what is the difference between breaking the law and civil disobedience 5 points 3. What is the rule of law Under the rule of law how are government officials supposed to use their power and how are they not supposed to use their power There does not appear to be one universal definition of the rule of law. However there are basic tenets to the definitions that I did find. For purposes of answering this question I will submit the simplest definition and work my answer

Personal Incident that Helped to Make Ethical Decision Essay

Personal Incident that Helped to Make Ethical Decision - Essay Example A person may not be legally bound to choose a course of action but ethics demand that he take on that course of action. Ethics, also known as moral philosophy, deals with the obligations that human beings have to the society and people around them. It also deals with the values that we acquire while living within the society and it is these values that guide the decisions that individuals take in their lives (Duquenoy, George and Kimppa, 2008). In this paper, we attempt to present an ethical dilemma that I faced in my life recently and how this decision I made corresponds with two different ethical theories. Under the light of these ethical theories that are Utilitarianism and Kantism Theory, we would be discussing the decision that I made. The objective is to study the decision under these theories and determine whether the action taken was ethically correct. Ethical Situation Recently, while working as an intern in a hospital, I went across a case that required ethical decision mak ing. A 5-year-old child was suffering from severe trauma as a result of a car accident. The car accident that left the child in a vegetative state and he continued to be on life support for more than 3 months. Even before the condition, the child had been suffering because of his medical condition that had been diagnosed as Thalassemia Major. As the three months were nearing their end, the parents of the child were losing hope. The doctor, a senior and a mentor, was also losing hope. The parents were quite attached to their child and had been his main support throughout his life. But with time, they were realizing that their child may not survive given his condition and the injury that he had taken on. For this reason, they were considering using euthanasia as a valid option at that stage. The doctor, however, was not willing to allow the child to be put to sleep considering that the law was against such a situation. During the child’s illness and his injury, I had developed a good bonding with the parents. I saw them as caring individuals and loving parents who were generally distressed at their child’s present condition. Because of their concern, I usually took out the time in my busy schedule to visit and offer support at least once during the day. I was aware that my concern for the child reassured the parents and they discussed their options with me in great detail. Thus, it was not surprising that they came to me to discuss the option of euthanasia. Personally, I do not have a strong argument for or against euthanasia but seeing the child as he was and the suffering the parents were going through, I realized that euthanasia would be more advantageous in this position. However, I was legally bound to refrain from the practice myself. Decision After great deliberation, I decided that I indeed had an option that the parents would consider. I researched the internet about states that allowed euthanasia as legal practices and informed the parent s of such states.  

The Compass of Pleasure by David J. Linden | Review

The Compass of Pleasure by David J. Linden | Review The Compass of Pleasure Omobolanle Ajose Humans have a complicated relationship to pleasure which we spend a considerable amount of time pursuing. Certain forms of pleasure such as rituals involving prayer, music, dance, and meditation are accorded special status. Intrinsic pleasures that can be initiated or increased by artificial activators like cocaine, heroin, or modest doses of nicotine or alcohol, are located in our brains transmitting a pleasure buzz from a wide variety of ex ­periences. I chose the book, The Compass of Pleasure because neuroscientist David J. Linden the author, explored the dark side of pleasure. He explained how the human brain can turn pleasures into addictions and habits so overpowering and pervasive that people will sacrifice almost anything just to get a fix. This kind of behavior makes us wonder why anyone would ruin their health, neglect their family, and spend themselves into poverty all in pursuit of an addiction. Linden says it all comes down to a single neuro-chemical dopamine. The terms I learned while reading this book includes: Stoic, meaning ability to endure pain or hardship without showing feelings or complaints. Painasymbolia, also called pain dissociation which is a condition in which pain is experienced without unpleasantness.Ventral tegmental area (VTA), which is a collection of neurons situated at the center of themidbrain that sends dopamine releasing axons to other regions of the brain such as the amygdala, anterior cingulate cortex, dorsal striatum and hippocampus. Neuroleptics, meaning dopamine receptor antagonists. Linden (2011), describes most experiences in our lives that we find as transcendent, whether illicit vices, socially sanctioned ritual or social practices as meditative prayer to activate an anatomically and biochemically defined pleasure circuit in the brain. He used past research studies as references. Two postdoctoral fellows at McGill University conducted experiments that involved implanting electrodes in the brains of rats to activate their pleasure circuits. The electrodes were placed in positions that stimulated the medial forebrain bundle, the axons that excite the dopamine neurons of the ventral tegmental area (VTA). The electrode locations that produced the strongest pleasure were those that most effectively activated the dopamine neurons of the VTA. Another experimental design from the book focused on the stimulation of the brain of a homosexual psychiatric patient using surgically implanted electrodes. Before the patients brain stimulation, he was made to view a film that featured sexual intercourse between a male and a female. He was sexually indifferent and angry about being made to view the film. After the pleasure circuit self- stimulation, he agreed to view the film again during which he became sexually aroused, had an erection and masturbated to orgasm. After he was discharged from the hospital, he had a sexual relationship with a woman for several months. During this period, his homosexual activity was reduced but did not stop completely. In humans, rats, and other mammals, the reward circuit is interwoven with brain centers involved in decision making, planning, emotion and memory storage. When we find an experience pleasurable, it sets in motion several processes such as liking the experience and we associate both external and internal cues with the experience. These associations allow us to predict how we should behave to repeat or assign a value to pleasurable experience so that in future we can determine how much effort we are willing to expand and the risk we are willing to take to get them. Linden (2011) defined addiction as persistent, compulsive drug use in the face of increasingly negative life consequences. He explained that the scientific definition of addiction is actually rooted in the brainsinabilityto experience pleasure and that the dark side of pleasure is addiction. Addiction is associated with long-lasting changes in the biochemical, electrical, and morphological functions of connections within the medial forebrain plea ­sure circuit. These changes underlie many of the dark sides of addiction, including progressive tolerance, craving, withdrawal and relapse. Therefore, pleasure, addic ­tion and memory are closely related, and directly interconnected. Psychoactive drugs can be used in different social contexts; as medicine, religious sacrament, pure recreation, or to define oneself as part of a subgroup. Across cultures and over thousands of years of human history, people have consistently found ways to alter the function of their brains. Psychoactive drugs like cocaine, alcohol, and opiates strongly activate dopamine action in VTA target regions. Pleasure is central to some but not all psychoactive drugs. Certain foods and certain drugs can activate the pleasure circuits. While obesity results from food addiction, food addiction shares many properties and biological substrates with drug addiction, including a strong heritable component and triggering by stress. Orgasm is another pleasure buzz that may be weaker than cocaine but stronger than food. ( Cite page here) It is a multifaceted experience with dissociable sensory and affective, emotional, and rewarding components. It is fiery, transcendent and unique. Orgasm strongly activates the dopamine-using medial forebrain pleasure circuit. Drugs that modulate dopamine signaling in the brain can regulate libido and orgasm. Epileptic seizures or brain stimulation with electrodes can produce orgasms that are devoid of pleasure or emotional feeling. Gambling addiction is associated with reduced activation of the medial forebrain pleasure circuit. Genetic variants that suppress dopamine signaling, particularly in the medial forebrain, are associated with high rate of gambling addiction. For people who carry these gene variants, their muted dopamine systems lead to blunted pleasure circuits, which in turn affects their pleasure-seeking activities. Intensive exercise can bring about short term euphoria, reduction of anxiety, and increases in pain threshold. Long term painful stimulus is associated with increased dopamine. Interestingly, charitable giving produces an activation of the pleasure circuit. The interaction of pleasure and associative learning in the medial forebrain pleasure circuit yields both beneficial and detrimental rewards. The ability of experience to produce long-term changes in the pleasure circuit enables arbitrary rewards and abstract ideas to be felt as pleasurable, a phenomenon that ultimately underlies much of human behavior and culture. This same process is responsible for transforming pleasure into addiction. Reading the compass of pleasure gives an insight on the function of the neurotransmitter dopamine in the brain and how the dopamine systems in the brain play an important role in pleasure seeking and addictive behaviors. I also learned that dopamine is responsible for most of our immoral behaviors and secret cravings. It is responsible for love, lust, adultery, motivation, attention, and addiction. The denial of pleasure can yield spiritual growth. In practice, one can see beyond a persons behavior, personal history, and environment to understand what goes on in the brain when uncontrollable habits such as addiction present themselves. Understanding the interaction between the pleasure circuits and dopamine in the brain help us as health care professionals to understand that addicts are not weak, defective human beings lacking in willpower but are rather people with brains that are chemically deficient. According to Lundy-Ekman (2013, p.239), Parkinsons disease is the death of dopamine producing cells in the sustantia nigra. Occupational therapy improves mobility and functional status in people with Parkinsons disease. Intense resistance training produces greater muscle hypertrophy and functional gains than are produced by standard exercise. According to Linden (2011, p. 127), there are variations in genes turning down the functions of dopamine signaling within the pleasure circuit. These variations in genes let people seek pleasure through different activities. These activities may be meaningful to a client while others may be addictions they may want to stop. Understanding the biology of pleasure circuits may help clinician’s such as occupational therapist better understand what an individual deems meaningful or pleasurable. Knowledge of forms of pleasure such as rituals, routines , music, dance and even meditations that are of meaningful to a client obtained during an occupational profile, helps therapist in planning interventions for clients. On the other hand, the therapist can also help create therapeutic interventions to help with addictions. Linden (2011, p.150), further explained that exercises has an anti-depressive effect, shows long term improvement in mental functions and slows cognitive decline that accompanies normal aging. Occupational therapists work with a variety of population and this piece of information makes it interesting to know that range of motion exercises and other forms of exercises provided during therapy may be able to improve mental functions and slow cognitive decline in normal aging. Dopamine and serotonin are important neurotransmitters in the brain that influence many behaviors and movement patterns such as walking and coordination. Dopamine levels are associated with many neurological conditions such as Parkinson’s disease, psychosis and even attention deficits hyperactive disorders. Too much or too little dopamine can interfere with cognition, behavior, or motor skills. In practice, occupational therapists work with clients with various neurological conditions by evaluating and analyzing the client, the environment and their meaningful occupational performance. Having insight into a clients deficits and its effect on occupational performance is important to therapist because it helps the therapist to be able to plan and provide therapeutic interventions aimed at improving cognition, coordination, mobility and functional status in clients. References Lundy-Ekman, L. (2013). Neuroscience: Fundamentals for Rehabilitation. St. Louis, Mo: Saunders/ Elsevier Inc. Linden, D. J. (2011). The Compass of Pleasure: How our Brains make Fatty Foods, Orgasm, Exercise, Marijuana, Generosity, Vodka, learning, and Gambling Feel so Good. New York, NY: Penguin Group Inc. Sturkenboom, I., Thijssen, M., Gons-van, J. E., Jansen, I. (2011). Guidelines for Occupational Therapy in Parkinsons Disease. Retrieved July 14, 2014, from National Parkinson Foundation: http://www.parkinson.org/NationalParkinsonFoundation/files/a5/a5c7ef92-a101-4485-96b2-7d81b31a42c9.pdf

Making the Climb :: Personal Narrative Hiking Essays

Making the Climb The alarm clock rang and I forced myself out of bed. I took a shower, ate breakfast, brushed my teeth--all my other normal morning routines. But that day was not normal at all. I was going to do something with my English class that I never thought I would do. I was going to hike up Poly Canyon. With a horrible night’s sleep and a sore throat, I was not in the mood to undergo a â€Å"moderately strenuous† hike, but I pushed myself to get ready. Once the entire class had assembled, we made our way to the Poly Canyon gate where we would meet Professor Marx. The overcast sky and moist air were usual characteristics of San Luis Obispo mornings. I was not yet accustomed to this: I never dared to go outside before eight o’clock in the morning. The rest of the class shared my irritation over the fact that it was freezing and very early. After passing by dormitories and the Cerro Vista Apartments, we reached the meeting place where I could just make out the sight of Mr. Marx. Unlike the rest of us, he was bright eyed and ready to begin the walk. Silence swept over the entire group as we began our trek. Nothing could be heard except the crunch of gravel underneath our feet and the occasional explanatory interjections by our professor regarding the surrounding plants and rocks. Huge formations of serpentinite created a wall on one side of the trail, and on the other side the mountains were covered in blankets of coastal scrub. After a few minutes every bush and rock looked the same to me and I could not identify with Mr. Marx’s admiration for the beauty of that area. Even with the surprising deer sightings and geological features around me, I could only think about the end of the hike. Twenty minutes into the walk on the tan graveled road, something caught my eye. A tall antique-looking arch of rocks faced us. Its looming frame forced us to crane our stiff necks to view it. The very top was wearing thin and looked as if it was going to collapse in on itself. The arch was the entrance to a path lined with a low rock wall on either side. The mist created a moist refrigerator-like atmosphere; we gladly sat down on the walls to take a break. Making the Climb :: Personal Narrative Hiking Essays Making the Climb The alarm clock rang and I forced myself out of bed. I took a shower, ate breakfast, brushed my teeth--all my other normal morning routines. But that day was not normal at all. I was going to do something with my English class that I never thought I would do. I was going to hike up Poly Canyon. With a horrible night’s sleep and a sore throat, I was not in the mood to undergo a â€Å"moderately strenuous† hike, but I pushed myself to get ready. Once the entire class had assembled, we made our way to the Poly Canyon gate where we would meet Professor Marx. The overcast sky and moist air were usual characteristics of San Luis Obispo mornings. I was not yet accustomed to this: I never dared to go outside before eight o’clock in the morning. The rest of the class shared my irritation over the fact that it was freezing and very early. After passing by dormitories and the Cerro Vista Apartments, we reached the meeting place where I could just make out the sight of Mr. Marx. Unlike the rest of us, he was bright eyed and ready to begin the walk. Silence swept over the entire group as we began our trek. Nothing could be heard except the crunch of gravel underneath our feet and the occasional explanatory interjections by our professor regarding the surrounding plants and rocks. Huge formations of serpentinite created a wall on one side of the trail, and on the other side the mountains were covered in blankets of coastal scrub. After a few minutes every bush and rock looked the same to me and I could not identify with Mr. Marx’s admiration for the beauty of that area. Even with the surprising deer sightings and geological features around me, I could only think about the end of the hike. Twenty minutes into the walk on the tan graveled road, something caught my eye. A tall antique-looking arch of rocks faced us. Its looming frame forced us to crane our stiff necks to view it. The very top was wearing thin and looked as if it was going to collapse in on itself. The arch was the entrance to a path lined with a low rock wall on either side. The mist created a moist refrigerator-like atmosphere; we gladly sat down on the walls to take a break.

Gold’s Gym Essay

Gold’s gym has been the authority in fitness since 1965 dating back to the original Gold’s Gym in Venice, California. It was the place for serious fitness. Thereafter, Gold’s Gym quickly became known as â€Å"The Mecca of bodybuilding†. In 1977, Gold’s Gym received international attention when it was featured in the movie ‘Pumping Iron’ that starred Arnold Schwarzenegger and Lou Ferrigno. Today, Gold’s Gym has expanded its fitness profile to offer all of the latest equipment and services, including group exercise, personal training, cardiovascular equipment, spinning and yoga, while maintaining its core weight training tradition. With 3.5 million members worldwide, Gold’s Gym continues to change lives by helping people achieve their individual potential. Mission Statement: â€Å"To enhance the quality of life in the communities we serve, through our fitness philosophy, facilities, programs, and products; and to instill in the lives of people everywhere the value of health and fitness.† We are committed to exceeding our members’ fitness goals by utilizing our rich history established over the last 42 years of superior training, information, support and guidance provided by the largest and the best fitness organization in the world. â€Å"Service excellence is our golden rule.† Vision: To inspire, support, and lead every member in their effort toward a healthy, productive, and fun life, and to provide a safe, fun, energetic, rewarding, and fair working environment. We are the inspiration and the leadership that will guide the Wenatchee Valley to be the fittest community in America. We are the Customer Care benchmark. We are passionate about helping others. We are a great company for which to work.   Core Values: Respect – Have regard for others’ beliefs and viewpoints. Candor – Speak openly and honestly. Integrity – Don’t â€Å"act† as though you have values – Be your values. If you really don’t care about other people, PLEASE don’t work here. Learning and Knowledge Sharing – Intellectual capital is our most valuable treasure. Share what you learn and be open to learn from others. Teamwork – This isn’t about you or me. It is about us. Make everyone around you look good. Humility – We are all equally important†¦.and equally unimportant. Accountability – True accountability is the process of constantly asking yourself; â€Å"what else can I do to make things better?† While it may have started out as a humble hard core training gym, Gold’s Gym has grown into a fitness empire. So does big mean bad? Or can corporate gyms still be a good place for independently minded personal trainers? With hundreds of locations across the world, the mega fitness employers of hour fitness, Bally Total Fitness and Gold’s gym are going to be tempting places where personal trainers can get almost guaranteed employment. The Personal Training Job Board is packed with entry level jobs. Gold’s Gym International, Inc. is an international chain of co-ed fitness centers commonly referred to as â€Å"gyms†. Each gym features a wide array of exercise equipment, group exercise classes and personal trainers to assist clients. Its headquarters are in Irving, Texas Today, Gold’s Gym claims to be the largest chain of co-ed gyms in the world, with more than 750 locations in 42 states and 30 countries. Gold’s Gym has a membership of more than three and a half million, split almost equally between male and female patrons. Gold’s Gym locations are equipped with cardiovascular and strength training equipment and offer group exercise classes such as group cycling, Pilates, Latin dance yoga and stretching through the company GGX (Gold’s Group Exercise) program. Many gyms also offer basketball, swimming pools and boxing studios. Gold’s Gym is privately owned. It was acquired from its previous owner, private equity firm Brockway Moran & Partners, by Robert Rowling’s TRT Holdings in 2004 for approximately $158 million. Brockway Moran had acquired the company in 1999. The current chief corporate officers include President and CEO Jim Snow, David Fowler as senior divisional vice president, and Aaron Watkins as senior vice president of finance and accounting. Average Gold’s Gym Salaries: As of May 30, 2012, the average salary for gold’s gym jobs is $41,000 USD. Average gold’s gym salaries can vary greatly due to company, location, industry, experience and benefits. This salary was calculated using the average salary for all jobs with the term â€Å"gold’s gym† anywhere in the job listing. Jobs: Employees must be at least 18 years of age. Gold’s Gym is an equal opportunity employer who recognizes the value of having a diverse workforce. It seeks and encourages qualified applicants regardless of gender, ethnicity, or other cultural or physical characteristics. Fitness Sales Manager Our Sales Managers are responsible for consistent improvement of club sales and operations through effective planning, implementation, use and exercise of independent judgment and discretion in determining how to best maximize profits, contain costs, and hold club employees accountable. Personal Training Sales Manager Personal Training Sales Managers are responsible for selling training packages for our certified personal training staff and holding Personal Training Sales Counselors and Personal Trainers accountable. Fitness Sales Counselor A Membership Sales Counselor will actively pursue enrollment of new members through self-generated and Company-sponsored programs, promotions and referrals. This includes establishing and maintaining lead boxes; calling on new businesses for corporate accounts, obtain leads from existing members, give club tours and membership presentations, utilize computer programs to track appointments and sales. Personal Training Sales Counselor A Personal Training Sales Counselor will actively pursue enrollment of new members into Gold’s Gym Pro Results Personal Training packages by providing introductory training assessments, and utilizing computer programs to track appointments and sales. Operations Manager The job of our Operations Managers is to ensure that our members receive exceptional service from a happy, friendly staff in a clean and well-maintained facility. Operations Managers hire, train, and supervise all fitness, babysitting and janitorial staff, resolve all membership issues, update past due accounts, manage payroll and supplies budget, and uphold company standards Club Staff The job of our club staff is to meet, greet and check-in members and guests of Gold’s Gym, provide excellent customer service and update member’s account information using various computer applications and be assertive, enthusiastic and punctual. Group Fitness (Aerobics) Group Fitness Trainers are enthusiastic, professional, motivated, experienced individuals who enjoy teaching group fitness. They have experience in teaching one or several of the following formats: Cycling, Step, Latin, Hip Hop, light weight dumbbells, Kick box Cardio, Aqua, Mat Pilates and yoga. Personal Trainer The main responsibility of our Personal Trainers is to design and implement programs for our personal training clients. They are expected to treat all clients in a professional and compassionate manner and be prepared to advise clients of what to do during their â€Å"off day† when they are exercising on their own. In general, the trainer position requires you to be a positive fitness role model for all our clients and club members Building Maintenance The Building Maintenance personnel must have experience in at least one of the following specialties: wood floor refinishing, tile work, HVAC, painting, CPO, plumbing, electrical. Janitor The Janitor maintains the cleanliness and beauty of the club by cleaning the locker rooms, mopping floors, emptying trash containers, wiping off counters, cleaning equipment, cleaning mirrors and windows, etc. Equipment Technician The Equipment Technician must have a solid experience troubleshooting electrical, electromechanical and mechanical systems. Job Descriptions Tasks: Operate office machines, such as photocopiers and scanners, voice mail systems, and personal computers. Answer telephones, direct calls, and take messages. Maintain and update filing, inventory, mailing, and database systems, either manually or using a computer. Communicate with customers, employees, and other individuals to answer questions, disseminate or explain information, take orders, and address complaints. Open, sort, and route incoming mail, answer correspondence, and prepare outgoing mail. Compile, copy, sort, and file records of office activities, business transactions, and other activities. Compute, record, and proofread data and other information, such as records or reports. Type, format, proofread, and edit correspondence and other documents, from notes or dictating machines, using computers or typewriters. Complete work schedules, manage calendars, and arrange appointments. Review files, records, and other documents to obtain information to respond to requests . Greets each member and guests promptly, enthusiastically and with a smile to create a friendly positive entrance into the gym. Says â€Å"Hello† to all incoming guests and says â€Å"Good-bye† to all outgoing guests. Provides security and control to the front door area of the facility. Checks each member into the gym using the proper check-in procedures. Monitor check-ins to identify delinquent accounts and notifies Gym Operations Supervisor. Register all guests into the gym using proper registration procedures. Ensures that guests and appointments are directed to the appropriate fitness consultant in a prompt, professional manner. Answers phone by the third ring in a professional and courteous manner and uses proper phone greeting techniques. Addresses callers’ requests and/or takes appropriate messages. Registers all telephone inquiries in the TI register in the Master Production Binder and transfers the call to the appropriate Fitness Consultants. Responsible for following up on telephone inquiries to ensure that the appointment was booked properly. Responds immediately to member requests, inquiries and concerns. Maintain neat appearance and wear proper uniform attire with nametag while on duty. Distributes keys, towels and other materials as needed. Reserves time/makes appointments for tanning, special classes or other activities sponsored by the gym. Tools: Franking or postage machines — Postage machines Photocopiers — Photocopying equipment Scanners — Data input scanners Computers — Laptop and Desktop computer Technology: Accounting software — Billing software; Bookkeeping software; Intuit QuickBooks software Data base user interface and query software — Alpha Software Alpha Five; IBM Check Processing Control System CPSC; Microsoft Access; St. Paul Travelers e-CARMA Document management software — Filing system software; Records management software; Transcription system software Spreadsheet software — Microsoft Excel Word processing software — Microsoft Word Knowledge: Clerical —Word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. Customer and Personal Service — Providing customer and personal services; including customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Accounting Principles — Understanding of basic accounting principles and cash processing procedures. Skills: Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Reading Comprehension — Understanding written sentences and paragraphs in work related documents. Speaking — Talking to others to convey information effectively. Social Perceptiveness — Being aware of others’ reactions and understanding why they react as they do. Time Management — Managing one’s own time and the time of others. Writing — Communicating effectively in writing as appropriate for the needs of the audience. Service Orientation — Actively looking for ways to help people. Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Abilities: Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. Oral Expression — The ability to communicate information and ideas in speaking so others will understand. Written Comprehension — The ability to read and understand information and ideas presented in writing. Speech Recognition — The ability to identify and understand the speech of another person. Written Expression — The ability to communicate information and ideas in writing so others will understand. Information Ordering — The ability to arrange things or actions in a certain order or pattern, according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). Work Activities: Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. Requirements: Education This occupation requires a high school diploma. Related Experience Some previous work-related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public. Job Training Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations often involve using your knowledge and skills to help others. Examples include sheet metal workers, forest fire fighters, customer service representatives, physical therapist aides, salespersons (retail), and tellers. Tasks: Observe participants and inform them of corrective measures necessary for skill improvement. Instruct participants in maintaining exertion levels to maximize benefits from exercise routines. Offer alternatives during classes to accommodate different levels of fitness. Plan routines, choose appropriate music, and choose different movements for each set of muscles, depending on participants’ capabilities and limitations. Teach proper breathing techniques used during physical exertion. Evaluate individuals’ abilities, needs, and physical conditions, and develop suitable training programs to meet any special requirements. Monitor participants’ progress and adapt programs as needed. Explain and enforce safety rules and regulations governing sports, recreational activities, and the use of exercise equipment. Provide students with information and resources regarding nutrition, weight control, and lifestyle issues. Administer emergency first aid, wrap injuries, treat minor chronic disabilities, or refer injured persons to physicians. Tools: Balance beams — Balance boards; Balance disks Exercise balls — Medicine balls; Weighted exercise balls Fitness weights — Fitness jog belts; Free weights; Water ankle weights; Weighted swim vests Microphones Technology: Calendar and scheduling software — Appointment scheduling software; Contemporary Web Plus Appointment-Plus Data base user interface and query software — BioEx Systems Exercise Expert; DietMaster Systems DietMaster Medical software — BioEx Systems Nutrition Maker Plus Project management software — BioEx Systems Fitness Maker; Get Physical! Software Personal Trainer Pro; Natural Fitness Concepts The Trainers Edge; Vesteon Software Personal Trainer-PDA Knowledge: Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. Skills: Instructing — Teaching others how to do something. Service Orientation — Actively looking for ways to help people. Speaking — Talking to others to convey information effectively. Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Learning Strategies — Selecting and using training/instructional methods. Monitoring — Monitoring individuals, or organizations to make improvements or take corrective action. Coordination — Adjusting actions in relation to others’ actions. Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one. Abilities: Gross Body Coordination — The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion. Stamina — The ability to exert yourself physically over long periods of time without getting winded or out of breath. Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without ‘giving out’ or fatiguing. Oral Expression — The ability to communicate information and ideas in speaking so others will understand. Extent Flexibility — The ability to bend, stretches, twist, or reach with your body, arms, and/or legs. Dynamic Strength — The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue. Speech Clarity — The ability to speak clearly so others can understand you. Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects. Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. Work Activities: Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials. Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. Requirements: Education Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate’s degree. Related Experience Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job. Job Training Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include food service managers, electricians, agricultural technicians, legal secretaries, interviewers, and insurance sales agents. Sales Manager Tasks: Manage, hire, train and develop sales staff. Generates sales leads through company’s sponsored events while coordinating with the regional marketing function locally. Oversees lead generation for sales team through Company’s sponsored (walk-ins) and employee sponsored (outreach and promotions). Motivate sales staff and monitor their production levels by using the established protocols and sales system programs. Hold daily production meeting with sales team. Establish and maintain the standard company protocol for sales tours and price presentation. Maintain and direct training & development of the gym sales staff. Establish and maintain an active referral system with the sales team. Establish and maintain a lead box/lead bowl system and monitor on a monthly basis. Develop and retain corporate client relationships through the sales team on a monthly basis. Audit sales team on a monthly basis. Maintain acceptable level of personal sales production. Submit monthly game plan for training, promotions and department meetings to General Manager and Area Manager. Create, implement and promote special events for the gym with regional marketing to generate new member sales. Answers phone by the third ring in a professional and courteous manner and uses proper phone greeting techniques. Addresses callers’ requests and/or takes appropriate messages. Registers all telephone inquiries in the TI register in the Master Production Binder and transfers the call to the appropriate Fitness Consultants. Responsible for following up on telephone inquiries to ensure that the appointment was booked properly. Responds immediately to member requests, inquiries and concerns. Maintain neat appearance and wear proper uniform attire with nametag while on duty. Distributes keys, towels and other materials as needed. Technology: Calendar and scheduling software — Contact management software; Scheduling software Customer relationship management CRM software — Eden Sales Manager; FrontRange Solutions Goldmine software; Salesforce.com Salesforce CRM; Vanguard Software Vanguard Sales Manager Data base user interface and query software — Data entry software; Microsoft Access Electronic mail software — Email software; IBM Lotus Notes; Microsoft Outlook Spreadsheet software — Microsoft Excel Knowledge: Sales and Marketing — Knowledge of principles and methods for showing, promoting, and selling products or services. Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems. Economics and Accounting — Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data. Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. Skills: Speaking — Talking to others to convey information effectively. Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Coordination — Adjusting actions in relation to others’ actions. Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. Service Orientation — Actively looking for ways to help people. Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one. Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job. Abilities: Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. Oral Expression — The ability to communicate information and ideas in speaking so others will understand. Written Expression — The ability to communicate information and ideas in writing so others will understand. Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. Speech Recognition — The ability to identify and understand the speech of another person. Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). Written Comprehension — The ability to read and understand information and ideas presented in writing. Work Activities: Selling or Influencing Others — Convincing others to buy merchandise/goods or to otherwise change their minds or actions. Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources; in writing, or by telephone or e-mail. Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members. Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them. Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. Requirements: Education Most of these occupations require a four-year bachelor’s degree, but some do not. College degree preferred. High school diploma and some college courses completed is required Fitness certifications. Related Experience A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. Previous experience in the fitness area as manager or sales head. Job Training Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. Internal sales training at the fitness center. Job Zone Examples Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, sales managers, database administrators, teachers, chemists, environmental engineers, criminal investigators, and special agents. Job Evaluation – Point Method Analysis Defining Compensable Factors 1. Effort: earnest and conscientious activity intended to do or accomplish something through the exertion of physical or mental power. 2. Skill: ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job functions involving ideas (cognitive skills), things (technical skills), and/or people (interpersonal skills) 3. Contact with Others: reaching out to or being in touch with another person, business or entity. For example, a salesperson may contact another person or business for a potential sale. 4. Complexity of Duties: Condition of having many diverse and autonomous but interrelated and interdependent components or parts linked through many dense interconnections. 5. Decision Making: Degree to which judgment is required to address typical problems associated with the position, and the impact that these decisions will have on the business Effort This factor evaluates physical and mental requirements of the job. It considers the amount of detail work, diversity of tasks, deadline pressures, and emergency situations. Degree Description of Characteristics 1 Minimal effort required (e.g., tasks are simple and routine, and use well-defined procedures) 2 Limited effort required (e.g., tasks are simple but varied, with some limitations set by standard practices and procedures) 3 Moderate effort required (e.g., tasks have some variation and complexity,with work governed only by broad instructions and objectives) 4 Substantial effort required (e.g., tasks are highly varied and complex, involving analysis and evaluation of many complex and important factors) 5 Extreme effort required (e.g., tasks are highly varied and extremely complex, involving analysis and evaluation of many complex and important factors) Skills This factor evaluates the ability to exercise cognitive skills, technical skills, and/or interpersonal skills. Degree Description of Characteristics 1 Little skill required (e.g. use of reading and writing, adding and subtracting; following of instructions, computer literacy and proper speech, with basic health and fitness skills) 2 Limited skill required (e.g. use of simple use of formulas and formulation of schedules; operation of equipment and machines; checking of reports, forms, records, and comparable data, with fitness training skills) 3 Moderate skill required (e.g. use of different methods of analysis; interpretation of data, equivalent to 1 to 3 years’ applied training in a particular or specialized occupation with fitness training skills) 4 Substantial skill required (e.g. use of advance methods of analysis and interpretation, all varieties of measuring instruments, equivalent to complete accredited apprenticeship in a recognized occupation; or equivalent to a 2-year health, nutrition or fitness college education and skills) 5 Extreme skill required (e.g. use of higher application of principles and the performance of related practical operations, together with a comprehensive knowledge of the theories and practices, health, fitness, management and other related fields. Equivalent to completing 4 years of health, nutrition or fitness college or university education and skills) Contact with Others This factor evaluates personal interaction with others outside direct reporting relationships (e.g. employees from other departments, customers, vendors/suppliers, the general public, etc.) and the degree to which the employee works with or through other people to achieve organization goals. It includes internal and external contacts and evaluates the frequency of the contact, the nature of the contact (informational vs. influencing), and the degree of impact the contact has on the organization. Degree Description of Characteristics Has little or no interaction with others (less than 20% of work time) and contact is internal, limited to co-workers and the direct supervisor for the purpose of supplying or obtaining information on routine matters. (Seeking and exchanging information, engaging others in conversation, and responding to questions) 2 Has moderate interaction with others (21% to 50% of work time) and contact is internal with other departments and superiors in other areas, for the purpose of supplying or obtaining information, but may require some influencing skills, tact and discretion. (Interpreting and explaining information, outlining alternative actions, and or gaining information from others) 3 Has frequent interaction with others (more than 51% or work time) and contact is both internal and external to the organization, for the purpose of supplying or obtaining information, and may require minimal influencing skills, tact and discretion. (Interpreting and explaining information, outlining alternative actions, and gaining information from others) 4 Contact is both internal and external to the organization, for the purposes of influencing and persuading in order to carry out company policy or goals. Requires communication skills, tact, discretion, persuasion, and an awareness of dynamics and organization goals with respect to external contacts (customers, suppliers, government entities, the community, or others) to gain cooperation. (Convincing other people, resolving disagreements, leading group activities, making presentations, or counselling) 5 Contact is both internal and external to the organization, primarily with top management levels, for the purposes of influencing and persuading in order to carry out company goals. Requires an awareness of strategy and timing. May involve difficult or sensitive negotiations requiring considerable tact, discretion, communication skills, and persuasiveness. (Formal or informal negotiations, resolution of complex situations, formalized debates or presentations) Complexity of Duties This factor evaluates the complexity of duties with regards to the degree of independent action, standardized job duties, exercise of judgement, job decisions, exercise of discretion, resourcefulness, or creativity in devising methods, procedures, services or products. Degree Description of Characteristics Little Judgement: Understands and follows simple instructions. 2 Some Judgement: Follows detailed instructions and standard procedures to perform repetitive or routine duties. 3 Simple Analytical Judgement: Plans and performs varied duties requiring an extensive knowledge of a particular field. Uses a wide range of procedures. 4 Complex Analytical Judgement: Plans and performs a wide variety of duties requiring a broad knowledge of company policies and procedures in addition to extensive knowledge of a particular field. 5 Advanced Analytical Judgement: Plans and performs difficult work without set precedent or procedures. Involves highly technical or involved projects that have new or constantly changing problems. Decision Making This factor evaluates the thought process of selecting a logical choice from the available options. When trying to make a good decision, a person must weigh the positives and negatives of each option, and consider all the alternatives. For effective decision-making, a person must be able to forecast the outcome of each option as well, and based on all these items, determine which option is the best for that particular situation. Degree Description of Characteristics Requires few decisions and duties are usually very standardized. 2 Exercises judgement to analyze facts or conditions to determine what action should be taken using standard practices. 3 Requires minor decision making. Requires outstanding judgement and initiative to deal with complex factors not easily evaluated. Makes decisions based on precedent and company policies. 5 Ingenuity and exceptional judgement necessary to deal with not easily evaluated factors and to interpret results. Makes decisions that involve a great deal of responsibility. Job Description for Customer Service Representative/Front Desk Processes orders, prepares correspondence, and fulfills customer needs to ensure customer satisfaction. Requires a high school diploma or equivalent and 0-3 years of experience in the field or in a related area. Has knowledge of commonly-used concepts, practices, and procedures within a particular field. Relies on instructions and pre-established guidelines to perform the functions of the job. Works under immediate supervision. Primary job functions do not typically require exercising independent judgment. Typically reports to a supervisor or manager. Customer Service Representative I – U.S. National Averages The median expected salary for a typical Customer Service Representative I in the United States is $30,380. This basic market pricing report was prepared using our Certified Compensation Professionals’ analysis of survey data collected from thousands of HR departments at employers of all sizes, industries and geographies. Additional Information: O’net Source: Median wages (2011) $13.07 hourly, $27,190 annual Job Description for Fitness Instructor Coordinates all fitness programs for a facility. Organizes and instructs exercise classes for all fitness levels. Ensures that all participants are properly trained on the use of the facility’s exercise equipment. Responsible for making sure that the exercise area and equipment are safe and clean. May require a bachelor’s degree in area of specialty and 2-4 years of experience in the field or in a related area. Familiar with standard concepts, practices, and procedures within a particular field. Relies on experience and judgment to plan and accomplish goals. Performs a variety of tasks. Works under general supervision. A certain degree of creativity and latitude is required. Typically reports to a supervisor. Source: HR Reported data as of June 2012 The median expected salary for a typical Fitness Instructor in the United States is $47,240. This basic market pricing report was prepared using our Certified Compensation Professionals’ analysis of survey data collected from thousands of HR departments at employers of all sizes, industries and geographies. Job Description for Sales Ensures the maximum effectiveness of the sales force by developing and implementing training programs. Designs and delivers training sessions on company products, business practices, and other topics as needed. Monitors and reports on the effectiveness of training programs and may conduct initial needs analysis. Requires a bachelor’s degree in a related area and 0-2 years of experience in the field or in a related area. Has knowledge of commonly-used concepts, practices, and procedures within a particular field. Relies on instructions and pre-established guidelines to perform the functions of the job. Works under immediate supervision. Primary job functions do not typically require exercising independent judgment. Typically reports to a supervisor or manager. Directs and oversees an organization’s sales policies, objectives, and initiatives. Sets short- and long-term sales strategies and evaluates effectiveness of current sales programs. Relies on extensive experience and judgment to plan and accomplish goals. Conclusion Recent industry compensation surveys state that employees remain in their jobs for 1 year or more. Though employee motivation is strongly derived from an individual’s passion for his or her work, compensation plays a major role in satisfaction and retention. According to the U.S. Department of Labor, fitness instructor’s average salary is $20.25 per hour, while rates for specialty instructors, yoga/Pilates instructors, group fitness instructors and personal trainers range from $23.75 to $30.50 per hour, on average. Knowing how fitness jobs are positioned within the wider employment market can help keep the industry competitive. However, with increasing numbers of career fitness professionals, progressive salary changes within the industry are perhaps equally important. Gold’s Gym follows a lag policy and although it has remained in the industry for the past decades, it is still one of the most criticized gyms in America unfavorable reviews. Reference: http://www.glassdoor.com/Salaries/personal-trainer-salary-SRCH_KO0,16.htm http://www.bls.gov/ooh/personal-care-and-service/fitness-trainers-and-instructors.htm http://www.careerbliss.com/salary/golds-gym-salaries-284979/ http://www.bls.gov/ooh/personal-care-and-service/fitness-trainers-and-instructors.htm http://www.onetonline.org/link/summary/43-9061.00#AdditionalInformation http://swb.salary.com/salarywizard http://www.simplyhired.com/a/salary/search/q-gold’s+gym http://www.lafitness.com/pages/employment.aspx http://www1.salary.com/Personal-Trainer-salary.html http://www.glassdoor.com/Salary/LA-Fitness-Salaries-E12445.htm