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Skills Audit Is Essentially A Process For Measuring Education Essay

INTRODUCTION:

The term PROFESSIONAL DEVELOPMENT means a process of obtaining the skills, qualifications, and experience that allow you to make progress in your career. Professional development related to one’s discipline has to happen on an as-needed basis when it can be put to use, tried out, tested, and refined in a timely fashion. To increase the knowledge and skills of their employees it is vital for every business and professional organization. This is necessary to increase knowledge and skill, through certified and consistent education in the profession. This program boosts the individual’s career, through travel, research, workshops and seminars and by working with professionals who are experienced. These courses are either general, or skill-based. Skilled development on the other hand, deals with the current profession, leadership qualities, managerial skills and enhancing a person’s productivity. These courses are designed with the intension of developing a person’s level of competency and professionalism.

The training courses of professional development are not only applicable to people in business or management, but are also important for professionals such as teachers, technicians, nurses and engineers. This course ensures occupational education and helps beginners to choose the right career, at the very start. Some of these professional courses are officially recognized and certify the candidates, on completion. Professional development institutions which are held by career based programs are very helpful in deciding the best career option available.

PERSONAL SKILLS AUDITS:

A skills audit is essentially a process for measuring and recording the skills of an individual or group. To identify the skills and knowledge that the organizations, as well as the skills and knowledge the skills audit has to be conducted. These are also done to determine training needs so on organization can improve its skills and knowledge. This analysis wil enable the organization to improve by providing the appropriate training and development to individuals to cater for the identified skill gaps. This is a method of accounting the existing and deficient skills in a community to illuminate under-utilized human caption which can be re-invested into creating a viable local economy.

Community of the skills is constantly changing. This needs some ongoing mechanisms for recording a recording and measuring the skills available to it. The skills required to perform some tasks that make up the job. They are given as 1. Trade Directory, 2. Yellow pages, 3. Lets Notice board, 4. Employment Agencies, 5. Census Data, 6. Market Stalls, Fetes, Gift shops, & 7. Community Service Directory, 8. Learning Exchange, 9.Surveys and Structured interviews and 10. Educational Institutions. This is where employees are sent for a specific skills training.

PERSONAL DEVELOPMENT PLAN:

Personal Development Planning is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and achievement and to plan for their personal, education and career development. Usually some of the personal development plan goals have to relate to the job itself, but progressive companies. This plan may become part of a company’s annual review process.

A Personal Development plan can be applied to the work place by working age people, by young, adult, and by everyone for the betterment of one’s personal life. To top our own potentials with the use of this Personal Development Plan, we are fortunate that there are a number of resources devoted to teaching the tools in the achievement of this plan. By following the Personal Development Tools of

Planning

Goal Setting

Time Management

Affirmation

Auto-Suggestion

Visualization

And Measuring Progress

EMPLOYERS VIEWS OF PHYSICISTS SKILLS:

Employers had no problems with the technical skills of physics postgraduates and in many ways, these skills were considered to be implicit in the postgraduate qualification. There were three skills identified as important to the employers.

Communication skills

Team Working, and

Problem Solving

In this a good team worker needed to be a good communicator. These skills were considered problematic and often not well developed amongst postgraduates. Excellent problem solvers such as postgraduates and especially physics postgraduates were recognized. A range of other skills were also mentioned as being difficult to find amongst new physics postgraduates. They are given as,

Self Management

Time Management

Business Awareness

Customer Orientation.

The smaller organizations were more likely to be involved in new product development, but their size meant that they put greater emphasis on flexibility. The larger organizations put greater emphasis on self-management and team working.

EVALUATING PROFESSIONAL DEVELOPMENT:

Evolution relates to all aspects of the professional development process and can inform continuous program improvement and accountability efforts by staff from state and local adult education program and professional development agencies. Under this model evaluation is a continuous activity rather than a single event that occurs at the end of professional development activities.

IMPLEMENTING PROFESSIONAL DEVELOPMENT

Monitoring How Approaches are Operating

Changing Procedures and Activates

Modifying Goals and Timelines

Identifying Program Factors That Influence Professional Development.

EVALUATION

REVIEWING PROFESSIONAL DEVELOPMENT

Conducting Needs Assessments

Determining Extent to which Goals Have Been Met

Changing Instructional Approaches

Disseminating Results

PLANNING PROFESSIONAL DEVELOPMENT

Conducting Needs Assessments

Determining Professional Development Approaches

Determining Timing of Activities

ACTIVE LEADERSHIP:

Designated education leaders have a key role in developing expectation for improved outcomes and organizing and promoting engagement in professional learning opportunities. Leader may undertake multiple roles, depending on their position and expertise, but three roles appear to be crucial for gaining and maintaining the interest of teachers and ensure that their learning is ongoing. A vision of new possibilities involves developing a realistic vision based on alternative possibilities of better student outcomes, more meaning full curriculum content. One of the most powerful means of gaining commitment is to provide proof, obtained through monitoring, of improved student progress towards identify goals. Leader need to find ways to demonstrate such progress. If leader do not have expert undertake of the content of new knowledge, and therefore choose to make use of external expertise, they are responsible in several ways for managing engagement in the learning process.

An expert has limitations because these experts are not present in the school on a continuing basis. Leaders need to recognize that bringing about substantive change is a complex business and reduce competing demands accordingly. One of the greatest threats to comprehensive reform is the introduction of competing reforms that lead to fragmentation of effort. Leadership roles are described as below.

Strategist

Developer

Catalyst

Advocate

Innovator

Ringmaster

On the vision of an organization, its value and its relationship to the operational units and the community, individuals can lead a discussion, a project, a business unit, or even a university. Developing and leadership skills can serve you well in both university and personal life.

ORGANIZATIONAL DEVELOPMENT:

Information Service established an organizational development community of practice. Interested administrators, faculty and staff from throughout Information Service units and from the department of human resources professional development unit met to discuss the possible formation of such a group and its purpose. Organizational development grouped to approximately thirty members. The subjects explored by the group include:

Facilitation

Generational difference in the workplace

Models for managing change

How to create a culture of assessment

Appreciative inquiry

Time and project management

Positive psychology in the workplace

Organizational values

Use of feedback

This group has facilitated bringing the practice of organizational learning into the operation of the units. The main goal is for leaders to ensure that Information Services has an effective environment for organizational learning and that each employee has the opportunity to develop the skills and to apply them in the collaborative work of the organization. The Organizational Development will continue to play an important role in assisting the operational managers in the ensuring effective group practice. Collaboration is important in information service organizations.

CHALLENGES AND OPPORTUNITIES:

Professional development is expending around the world in various directions. The field of professional experience presents opportunities as wall as challenges in terms of the necessary joint work required of universities and schools in the support of school- based professional learning of pre-service teachers. This paper argue that whilst pressure is being exerted on all educational institutions through the strengthening accountability and accreditation agendas of neoliberals, paradoxically, it is also this climate that is providing opportunities for reconceptualising programs. To make significant changes to their practice, teachers need multiple opportunities to learn new information and understand its implications for practice. Further more, they need to encounter these opportunities in environments that offer both trust and challenge.

Opportunities to learn must occur in environments characterized by both trust and challenges because change is about the emotions as it is about knowledge and skills. All learning activates require the twin elements of trust and challenges. Little professional learning takes place without challenges. However this involves risk, they need to trust their honest efforts will be supported, not belittled. In case of professional learning, participation is sometimes made voluntary as way to minimize this problem. The circumstances that initially lead to participation bear a complex relationship to further engagement. On going, subsequent engagement is promoted by worthwhile learning activities and by opportunities to negotiate the meaning of existing and new theories and explore their differing impacts on students.

PROFESSIONAL GOALS AND OBJECTIVES:

The engineers, the scientist, the medical researcher, the policy-marker and the business executive all want the statistician as a partner in the efforts to address the issues of practical significance. My specific goals in each of the areas, the attempts towards realizing them as a member of the faculty, the university and the statistical community, and my vision for the future. The primary role of an institute is to disseminate knowledge and to prepare well-equipped citizens for the society. I can believe strongly that undergraduate education is the foundation for a student’s future in any discipline. Graduate classes includes several real-world data analysis project assignments, with professional-grade reporting requirements that emphasize clear communication, consistent with our society’s need for promoting writing across curricula.

Teaching and service goals are very important and relevant to the needs of modern society. It is important to set appropriate goals. They can be taken as:

Today’s goals

Tomorrow’s goals

This year goals

5-yers goals

10-years goals

Retirement goals.

CONCLUSION:

Professional Development is a accurate barometer of an educational health. Focus on valued student’s outcomes means that the cycle of professional inquiry and knowledge-building begins with a question about students learning needs. The needs are determined by identifying the outcomes that the community values and then assessing how all students are doing in relation to these outcomes. The important thing is that always maintains a focus on the business. Strong leadership provides clear vision and guidance and demonstrates this vision and a positive attitude at all times. The organizations and workforces regularly evaluate he services they provide, in partnership with customers families and careers to ensure good practice standards. Inclusive teaching practice is directly supported by school cultures that encourage reflection, where teachers are provided accessions for critical contemplation of their beliefs about content, their observations on instructional practice and heir thoughts about learning itself.

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