Definition And Broader Applicability Of The Function Of...

Within our American legal system, the notion of how, to what extent, and why an offender should be punished following his or her transgression are the primary tenets of sentencing policies and the ultimate goal of achieving justice and preventing the spread of crime. Contention exists around the particular definition and broader applicability of the function of punishment, (Sayre-McCord 2001; Wringe 2012; Montague 2002; Hanna 2012; Kelly 2009; Stafford Warr 1993), yet overall, there is agreement that punishment serves to fulfill four primary motivations – specific and general deterrence, incapacitation of the offender, retribution, and restoration and rehabilitation of both the offender and the victim of a crime. Deterrence refers to†¦show more content†¦As such, here the perpetrator’s moral offense is of primary concern (in contrast with more complex concerns about the victim’s status following a crime, or the message an offense may send to society at-large), and the imposed punishment must be â€Å"morally proportional† to the offense, motivating such phrases as â€Å"just deserts†, â€Å"an eye for an eye†, or punishment simply for punishment’s sake (Okimoto, Weather, Feather, 2011; Gerber Jackson 2013). In contrast, restorative justice is a more holistic framework which focuses on repairing the harm an offender’s criminal behavior inflicts upon him or herself, the victim, and society at large. This can be accomplished through mechanisms such as increasing dialogue and cooperation between the victim and offender (i.e. conflict resolution or victim-offender mediations sessions), rehabilitating the offender to develop remorse and genuinely understand the gravity and repercussions of their criminal actions on the victim and the overall community, and working to slowly reintegrate both the offender and victim back into society (Okimoto, Weather, Feather 2011; Braithwaite 1999). Looking at these two approaches together, in the context of our modern criminal justice system, punishment and sentencing decisions are largely based on retributive motivations. Because of this, many argue that restorative justice canShow MoreRelatedLeadership and Management in the 20th Century2998 Words   |  12 Pageshandle, where as the word lead means to go. Similarly as the two words have different definitions, they also have different purposes. Some examples as quoted by experts in the field of such studies are listed below: Management is usually viewed as getting things done through other people in order to achieve stated organisational objectives. The emphasis on leadership is on interpersonal skills in a broader context. It is often associated with the willing and enthusiastic behaviour of followersRead MoreManagement Theories4938 Words   |  20 PagesManagement Theory[-0]  · Human Relations Theory[-1]  · Neo-Human Relations Theory[-2]  · System Theory[-3] Classical Management Theory Here we focus on three well-known early writers on management: Henri Fayol[-4] FW Taylor[-5] Max Weber[-6] Definition of management: Management takes place within a structured organisational setting with prescribed roles. It is directed towards the achievement of aims and objectives through influencing the efforts of others. Classical management theory  · EmphasisRead MoreMotivational Theories and Their Generalizability Across Cultures9192 Words   |  37 PagesCultures Author: Marc van den Hurk S521586 s521586@uvt.nl Coordinator: A.J.A.M. Naus a.j.a.m.naus@uvt.nl Word count: 7,411 Bachelor Thesis Organization and Strategy Management Summary This Bachelor Thesis will yield insights in the applicability of motivational theories across cultures. Within a globalizing working environment this research will provide relevant information on how to motivate employees with a different cultural background. The research combines the theory of Hofstede’sRead MoreExamination Of Leadership Styles Of Indiana High School Athletic Directors5283 Words   |  22 Pagesleader. While Bass (1981) and Tucker and Russell (2004) have taken the position that transformational leadership is carried out by the leader. Researchers such as Dansey-Smith (2004) and Bryant (2003) viewed transformational leadership as something broader than leaders’ behavior. For example, Dansey-Smith asserted that transformational leadership enables people to make decisions and lead for themselves. Bryant espoused that transformational leadership may allow for the creation and sharing of knowledgeRead MoreComparative Management6809 Words   |  28 Pagescountries are useful 4) The fundamental functions of mgt are basically the same, but the goals and the means followed differ among countries ( believes. altitude customs. values) 5) The skill and knowledge to manage can vary among various countries. 6) The relative influence of each environmental factor varies is significance in each country. 4) Importance of understanding comparative mgt? 1) Assessing the transferability and applicability of mgt know how (It must assured to knowRead MorePsychology Ncert Book 1 Chapter Notes11190 Words   |  45 Pagesavailable to humans for observation within themselves. WHAT IS PSYCHOLOGY? Any knowledge discipline is hard to define. Firstly, because it evolves continuously. Secondly, because the range of phenomena it studies cannot be captured by any one definition. This is even more true of psychology. Long time back, students like yourself were told that the term psychology is derived from two Greek words psyche meaning soul and logos meaning science or study of a subject. Thus, 2 Psychology psychologyRead MoreDeveloping Effective Research Proposals49428 Words   |  198 Pagesand social science areas 1.2.5 Relationship of this book to Introduction to Social Research 1.3 A view of research 1.4 Outline of chapters 1.5 Review concepts Notes 2 The Proposal – Readers, Expectations and Functions 2.1 What is a research proposal? 2.2 Readers and expectations 2.3 Functions and purpose of the proposal 2.4 Pre-structured versus unfolding research 2.5 The research proposal as a plan 2.6 Research questions or research problems? 2.7 A simplified model of research 2.8 Review conceptsRead MoreNational Security Outline Essay40741 Words   |  163 PagesDemocracies 100 Notes on DA Koplow: assignment 12 104 CHAPTER 1: National Security Law and the Role of Tipson 1NATIONAL SECURITY AND THE ROLE OF LAW (Tipson) Goal Clarification: What is National Security? -National Security - Possible Definitions (Difficult to define) -Safety from foreign coercion or intimidation -UN Charter Article 2(4) - prohibition against â€Å"the threat or use of force against the political independence or territorial integrity of any state† Analytical Tasks: HowRead MoreSources of Ethics20199 Words   |  81 Pagesreputation of property† Via a rule exemplified by the Golden Rule (or its variations in many religions) and the Ten Commandments, religious morality is clearly a primary force in shaping our societal ethics. The question her concerns the applicability of religious ethics to the business community. 2- Genetic Inheritance: In recent years, social-biologists have lots of evidence and arguments to suggest that the evolutionary forces of natural selection influence the development of theRead MoreBackground Inditex, One of the Worlds Largest Fashion Distributors, Has Eight Major Sales Formats - Zara, Pull and Bear, Massimo Dutti, Bershka, Stradivarius, Oysho, Zara Home Y Kiddys Class- with 3.147 Stores in 70100262 Words   |  402 Pageswhen I refer to this phenomenon. I define upstream CSR as the management of environmental and social aspects that are determined, or occur, upstream within the supply chain beyond the focal company’s span of direct hierarchical control. By such a definition the phenomenon can be very heterogeneous indeed, but the common denominator is the overall purpose of these actions. That is, to prevent, reduce or avoid negative environmental or social problems that arise in the supply chain, and/or to verify

Violence in Richard Wright’s Black Boy Essay - 3538 Words

Violence in Richard Wright’s Black Boy Most literary works centering on adolescence do not depict it as the proverbial walk through the park; a smooth transition between the naivet6 and innocence of childhood to the morality and self -awareness of adulthood is an implausibility confined to the most basic of fairy tales and weekday morning children’s television programming. When analyzed in depth, the mat uration process of a human being is depicted almost always as some sort of struggle, retaliation against the forces of oppression regardless of their forms (including social, political or religious obstacles). More importantly, the struggle of adolescence is a struggle to understand not the workings of one’s environment so much†¦show more content†¦(14) For African -American adolescents during the early 20 th centu ry, this crisis of identity took on an even more visceral reality through the physical, social, political and personal unrest imposed by a white -dominant society. The struggle of the African-American adolescent was not only one for self -awareness but for survival as wel, from oppression, ridicule and the hopelessness of a future devoid of achievement and possibility. Richard, the narrator of Richard Wright’s fictionalized autobiographical exploration of African -American life, Black Boy , exemplifies this cultural struggle in a society constantly hounding blacks for the color of their skin. Because the adolescent narrator’s growth process is somewhat stunted by the imprisonment of American society in the South, he turns to violence as a means of breaking o ut of his stasis. Throughout the first half of the novel, Wright’s narrator encounters/inflicts numerous instances of violence that serve to furt her his adolescent journey by promoting a â€Å"second birth† involving the active struggle for self -defense and su rvival amongst a downtrodden culture that finds peaceful resistance an al too easy and comforting method of survival. In the African -American literature prominent at the time that Wright penned Black Boy , there was a tendency for African -American authors to ilustrate a quiet rebelion prevailing among the dense, claustrophobic environment of the South under the reign ofShow MoreRelatedRichard Wright s Life Was Characterized By Poverty952 Words   |  4 PagesRichard Wright’s life was characterized by poverty which stemmed from the racial issue pervading the South. In an attempt to overcome this impoverished state, his family moved from city to city, hoping to live with a relative and share the cost of living and also to escape the severity of racial discrimination. With each move, however, Wright’s family constantly faced unjust treatment and p overty until they moved in with their Uncle Hoskins who owned a successful saloon. With a stable home andRead MoreThemes in the Novel Black Boy Essay1191 Words   |  5 PagesBook review of Richard Wrights Black Boy, 1945 Introduction: I have never seen any part of the world where it seemed to me the masses of Negro People would be better off than right here in these Southern States - Booker T. Washington - Published in 1945, Richard Wrights autobiographical novel Black Boy was to prove the contrary. It documented prejudice and oppression caused by the Jim Crow laws in the Deep South in the early twentieth century. It is an account of the difficult roadRead MoreRichard Wright’s Hunger: Analysis of Black Boy Essay901 Words   |  4 Pagesthe later twentieth century. In Black Boy, Richard Wright characterizes his own multi-faceted hunger that drove his life in rebellion throughout the novel. Richard’s hunger first manifested itself in the physical sense, a condition that would dominate and challenge his young life. Hunger motivated the majority of his important decisions, so as an author he choose to include many of these instances and often explicitly included the word as well. When Richard was six, his father abandoned theRead MoreLiterary Analysis : Black Boy 775 Words   |  4 Pagesâ€Å"Whenever my environment had failed to support or nourish me, I had clutched at books.† –Richard Wright, Black Boy. The author suffered and lived through an isolated society, where books were the only option for him to escape the reality of the world. Wright wrote this fictionalized book about his childhood and adulthood to portray the dark and cruel civilization and to illustrate the difficulties that blacks had, living in a world run by whites. The setting of the story occurs in various locationsRead MoreRichard Wright : The Son Of Nathan Wright And Ella Wilson1135 Words   |  5 PagesRichard Wright was born on at Rucker’s Plantation on September 4, 1908, in Roxie, Mississippi. Wright was the son of Nathan Wright and Ella Wilson. Although his parents were born free, his grandparents we all slaves. Wright’s grandparents were slaves, but both of his grandfathers served in the Civil War and received freedom through their service in the war. At the young age of six, Wright’s father left the family and his mother, later on, became a paralytic because of a series of strokes. His mother’sRead MoreBlack Males In America Often Suffer The Consequences Of1318 Words   |  6 PagesBlack males in America often suffer the consequences of stereotypical judgment placed upon them. Because of the conventional image given to black males, they immediately have to deal with the repercussions of social inequality. In what some consider â€Å"White America†, white males have always been thought to have white privilege. Black males have been abused for hundreds of years, dating way back to slavery which began in the 1600’s. In 1940, Richard Wright wrote a book that later became one of theRead MoreRichard Wright s Writing Style1731 Words   |  7 Pagesprobably a mere accident that I never killed, states Richard Wright during an interview. (Kinnamon 596) Often times, an alternative people would turn to would be violence in a way to escape the world they lived in, but one man held so much inspiration over a society that was and still is shaded by prejudice. What many fail to realize is one can transform the direction of the way society works simply by using words. Because of Richard Wright’s writing style, he depicts the racism and bigotry set inRead More Characters and Themes in Richard Wrights Black Boy1615 Words   |  7 Pages Characters and Themes in Black Boy nbsp; The novel, Black Boy is Richard Wrightsnbsp;autobiographical account of his life beginning with his earliestnbsp;memories and ending with his departure for the North at agenbsp;nineteen. In Black Boy, Wright tells of an unsettled family life that takes him from Natchez, Mississippi, to Memphis, Tennessee,nbsp;back to Jackson, Mississippi, then to Arkansas, back again tonbsp;Mississippi, and finally to Memphis once more, where he prepares fornbsp;hisRead More Hunger in Richard Wrights Black Boy Essay1249 Words   |  5 PagesHunger in Black Boy   Ã‚   In the troubled world in which we live in, it is almost impossible not to find someone who is experiencing hunger in any one of its forms. Whether it is for food, for knowledge, or for love, hunger is everywhere and it mercilessly attacks anyone, young or old, black or white. In Richard Wrights autobiography, Black Boy, Wright suffers hunger for love, hunger for knowledge, and hunger for what he believes is right. A constant need for love and care developsRead MoreAnalysis Of Uncle Toms Children By Richard Wright892 Words   |  4 Pagesanother way that Richard Wright was able to depict the poor social conditions of African-Americans in the South. African-Americans during the time period of Richard Wright were oppressed and were treated with violence by the whites of America. African-Americans experienced racial prejudices and humiliation everywhere, for example in Uncle Tom’s Children, Richard Wright relates his experiences with racism through playing games with white children as well as, through the violence and bigotry that he

Kfc and Global Fast Food Industry - 11778 Words

Kentucky Fried Chicken and the Global Fast-Food Industry Jeffrey A. Krug University of Illinois at Urbana-Champaign Copyright  © 2001 by Jeffrey A. Krug. Used with permission. Kentucky Fried Chicken Corporation (KFC) was the worlds largest chicken restaurant chain and third largest fast-food chain in 2000. KFC had a 55 percent share of the U.S. chicken restaurant market in terms of sales and operated more than 10,800 restaurants in 85 countries. KFC was one of the first fast-food chains to go international in the late 1950s and was one of the worlds most recognizable brands. KFCs early international strategy was to grow its company and franchise restaurant base throughout the world. By early 2000, however, KFC had†¦show more content†¦Several months later, Heublein acquired KFC. Heublein was in the business of producing vodka, mixed cocktails, dry gin, cordials, beer, and other alcoholic beverages; however, it had little experience in the restaurant business. Conflicts quickly erupted between Colonel Sanders and Heublein management. In particul ar Colonel Sanders became increasingly distraught over quality-control issues and restaurant cleanliness. By 1977, new restaurant openings had slowed to only 20 a year, restaurants were being remodeled, and service quality had declined. To combat these problems, Heublein sent in a new management team to redirect KFC’s strategy. A â€Å"back-to-the-basics† strategy was implemented and new restaurant construction was halted until existing restaurants could be upgraded and operating problems eliminated. A program for remodeling existing restaurants was implemented, an emphasis was placed on cleanliness and service, marginal products were eliminated, and product consistency was reestablished. This strategy enabled KFC to gain better control of its operations and it was soon again aggressively building new restaurants. R. J. Reynolds Industries, Inc. In 1982, R. J. Reynolds Industries, Inc. (RJR), acquired Heublein and merged it into a wholly owned subsidiary. The acquisition of Heublein was part of RJR’s corporate strategy of diversifying into unrelated businesses such as energy, transportation, food,Show MoreRelatedKFC SWOT in China962 Words   |  4 Pageshigh growth areas (i.e. China) By 2006, KFC had 1,700 restaurants in China, more than tripling in five years. Profit and sales figures saw increases of over 25 percent for some quarters, while comparable figures domestically were 1 and 2 percent. KFC significantly outsold McDonalds in China, and by 2006, KFC was opening a new Chinese outlet every 22 hours. Yum!s boss David Novak told Business Week (October 30, 2006) that he hoped to eventually have as many KFC restaurants in China as in the UnitedRead MorePopeyes vs Kentucky Fried Chicken1731 Words   |  7 PagesOrleans heritage n flavorful authentic foods. Weakness: Popeyes is second to its sister company KFC. About 90% of their domestic restaurants are concentrated in Tennessee and Louisiana. Most of their restaurants are located in heavily populated African-American neighborhoods; giving them higher chances of being robbed and giving them a higher close-out outlook. Opportunities: Popeyes serves the food that the world craves and is continuing to expand its global reach. Popeyes operates and franchisesRead MoreKfcs Big Game of Chicken1081 Words   |  5 Pagesand CEO Re: Strategic Growth Plan From: Date: April 18, 2012 Executive Summary As a long-standing leader of fast food industry, KFC has gained a substantial global recognition and developed multinational operation in past decades. Although KFC has successfully entered Asian and African markets, the domestic operation has faced lots of challenges such as declining market share, industry competition and franchisees dissatisfaction and so on. President Novak would like to keep how the company is doingRead MoreChina s Gross Domestic Product Essay1426 Words   |  6 Pagesmarket holds a lot of opportunity for the fast food industry. In particular, meat consumption is at an all time high. China is growing increasingly dependent on imports in order to keep up with the demand. This generates the perfect opportunity for fast food chains to enter the market and feed the growing masses. Despite China’s population making it a â€Å"dream market†, there were still obstacles to overcome. With monthly salary averaging 120 – 130 yuan, fast food prices were unaffordable to most localsRead MoreHow Kentucky Fried Chicken ( Kfc ) Uses Its Uniqueness As A Completive Advantage Against Its Rivals1610 Words   |  7 PagesThis paper will analyze how Kentucky Fried Chicken (KFC) uses its uniqueness as a completive advantage against its rivals. One of the major models of analyzing a firm’s competitive advantage is Michael Porter’s three generic strategies. Porter called the generic strategies Cost Leadership†,† Differentiation† and Focus. For each generic strategy, the firm should carry out a SWOT analysis of its strengths and weaknesses, and the opportunities and threats it would face. Also, integrate Porter’s fiveRead MoreCorporate Social Responsibility Of A Fast Food Industry1488 Words   |  6 PagesRestaurants) or the Fast Food Industry, has been burgeoning in the past few decades with the emergence of global brands like McDonald s, Domino s, Wendy s, KFC, Subway, etc. The success of these brands can be attributed to the continuous differentiation strategy they follow to ensure their brand stands out from the remaining. The popularity of these restaurants is due to the quick service of quality fast-food and minimal table service, everything of which is customer-centric. Food is advance-cookedRead MoreStructured and Unstructured Problems693 Words   |  3 PagesService speed In fast-food industries, the service speed is the time taken for a customer to get their food after placing an order. This is indirectly related to the overall retail sales of the fast-food restaurant. A fast-food restaurant which can serve the customers faster with good quality of food will definitely gain better reputation in fast-food industries. Both KFC and McDonald’s trains their workers regularly to avoid unneeded steps during food preparation, food ordering and food serving. McDonald’sRead MoreTaking a Look at McDonalds997 Words   |  4 PagesMCDONALD’S Strengths McDonald’s has a very strong brand name, which is widely recognized all around the world. Currently, it has the largest market share in the fast food industry due to its continued growth in the number of international branches over the years. One of the strengths of McDonalds is their extensive advertising and marketing strategy. In the early years, McDonalds introduced a number of attractive characters such as Ronald McDonald, Sundae, Hamburglar and so forth. Also, it offersRead MoreKfc Case Study1509 Words   |  7 PagesKFC- Finger-lickin good Kentucky Fried Chicken Kentucky Fried Chicken is one of the well-known fast food restaurants in the world. The industry was founded by Colonel Sanders. The corporation is based in Louisville, Kentucky and now regarded as the most famous chicken restaurant chain. It can be noted that each day, nearly eight million customers avails the products and foods offered by this fast food chain.   KFC has more than 11, 000 branches in more than 80 nations and territories all overRead MoreStrategic Analysis for McDonalds756 Words   |  3 PagesMc Donald’s are one of top brand and leading fast food service in fast food industry. It’s already employed more than 1 million people in more than 30,000 restaurants while serving for hundreds countries every day. Mc Donald’s always tried to improve their service by using those strategies and analysis. Details for SWOT analysis of Mc Donald’s are shown below. †¢ STRENGTH 1. Global brand/franchise ïÆ'Ëœ Mc Donald’s already be known as the largest food market in world which has strong brand name

Employability Skills free essay sample

The Career and Technical Education Team would like to express its sincere appreciation to the many individuals from local school districts, Cooperative Educational Service Agencies, the Technical College System, University of Wisconsin System, business, industry, and labor representatives, and the Department of Public Instruction for their time, effort and expertise in developing Wisconsin’s Cooperative Education Skill Standards Certificate Program. Revised September 2005 The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, age, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional or learning disability. [pic] Printed on recycled paper. Table of Contents Section I: Employability Skills Certificate Program Description Introduction 6 General Program Design 6 Local Program Eligibility 7 Local Program Requirements 8 Selection of Students 8 Partner Expectations 8 Student Assessment 9 Section II: Employability Skills Certificate Program Registration Registration Information12 Section III: Work-Based Learning Elements Work-Based Learning Overview14 Workplace Mentoring14 Section IV: Appendices A: SCANS Skill Competencies19 B: Definitions of the Competencies20 C: SCANS Foundational Skills22 D: Definitions: The Foundation23 E. Classroom Activities Integrating SCANS Competencies into Curriculum25 F: Sample Training Agreement27 G: Example of an Individual Career Plan28 H: Workplace Mentor Training32 I: Questions and Answers33 Section |I | Introduction General Program Design Local Program Eligibility Local Program Requirements Selection of Students Partner Expectations Student Assessment Introduction Mastery of employability skills is essential for all students, because virtually all students will one-day go to work. National studies indicate that 80% of all students work at some time during their high school careers. Wisconsin-based research indicates a similar statistic (Green Bay Education Association, 1989). Nationally, secondary schools offer a wide variety of school-supervised, work-based learning programs as a part of the curriculum which provide credits towards graduation and/or skill attainment credentials. Similarly, Wisconsin schools provide a variety of school-supervised learning experiences that help students prepare for their lifes work and offer credits towards graduation and/or skill attainment credentials. In particular, school-based programs such as Youth Apprenticeship, Cooperative Education, Work Experience, Internships, Service Learning and others provide valuable career development experiences for young people and some provide state certification of the skills students develop. In Wisconsin, only a small percentage of high school students who are working are involved in any of the school-supervised or state certified work experiences. The majority get jobs on their own where the work they do has little or no connection to what they do in school. To quote Laurence Steinberg, â€Å"Most students work to satisfy personal needs in jobs that offer few opportunities for learning and that have little, if any, connection to the type of work they will do as adults. Thus, students are missing the opportunity to shape their work experiences into positive, credentialed, learning experiences. The intent of the Employability Skills Certificate Program is to recognize a students mastery of employability skills valued by employers, to help students explore a career interest, and to provide a state credential of student mastery of employability skills. The main strategy is to provide, within state guidelines, state certification of a broader range of local district school-supervised work-based learning programs. The employability skills in this program have been identified through the U. S. Department of Labors Secretarys Commission on Achieving Necessary Skills (SCANS) in partnership with educators, business, industry and labor representatives. Further portions of this document provide a core description of the program components, sample forms, competencies, etc. , which are a part of the DPI guidelines for the Employability Skills Certificate Program. School district staff, and especially the classroom teachers who are the backbone of any such effort, can use this document to evaluate whether or not existing work-based learning programs within their district can meet the guidelines and become a part of this effort. In districts which currently do not offer any such programs or are interested in expanding work-based learning credentials for their students, this guidelines document can be used to initiate, design and implement the Employability Skills Certificate Program as a new or additional option for their students. Participating in this program will also provide a valuable service to both students and the community: †¢ Students will get more out of their jobs than a paycheck. †¢ The community will have employees whose work is more meaningful because it is connected to the school experience. †¢ Schoolwork becomes more relevant to students because it is connected to the real world. General Program Design Wisconsin’s Employability Skills Certificate Program consists of the following required components: †¢ SCANS skills †¢ a school-supervised work-based learning experience, and †¢ a career plan It is also designed to provide local flexibility in its coordination and implementation. 1. SCANS skills can be demonstrated and assessed at school and/or in the community. A special course does not need to be developed to teach these competencies as it is intended that all curriculum areas embrace the competencies, thus allowing students to achieve integrated learning experiences connecting school and work. (See Appendix A for a complete list of SCANS Skill Competencies. ) 2. The work-based component of the program may be met in any number of jobs/activities. School districts are encouraged to review current local work-based learning programs against the program requirements for offering this program to their students. †¢ Students already involved in a school-supervised work-based learning activity such as regular cooperative education, a work experience program, an internship, or service learning can use that experience for the work-based portion of this program. †¢ If a school district has a work-based program that is locally certified it may want to consider applying for approval from DPI to offer it as a state certified program. Schools that operate a school-based enterprise (in lieu of work-based opportunities in the community) may be permitted to have participating students do a job shadow to fulfill the work-based requirement. (Note: This is a special case, which requires prior discussion with DPI. Typically, job shadowing in and of itself will not meet the work-based component requirement since job shadowing is nonproduc tive work, by definition. For students to learn employability skills they must be engaged in work. †¢ Students participating in a certified cooperative education program or a youth apprenticeship would not be involved in this program because they will receive a state certificate for similar program components. †¢ The Wisconsin Department of Public Instruction issues the state certificate. †¢ Students aged 14 and above are eligible to participate in this program. †¢ The minimum number of work hours required of students is 180 hours which can be completed over the course of a quarter, semester, summer, year or longer, depending on individual student capacity to learn and district capacity to deliver. Occupationally related instruction is not required for the Employability Skills Certificate Program although it could be a part of a given work-based learning program such as cooperative education wherein related instruction in skill development is taught in addition t o student’s learning employability skills. 3. Career planning is an essential component of career development and the cornerstone for making appropriate career, educational, and occupational choices. Developing an Individual Career Plan (ICP) will facilitate students smooth transition from school to work or further learning. An ICP will assist students and parents in relating each students career interests and post-secondary higher education aspirations to individual aptitudes and achievements. The specific objective is to create a plan of action that the student will follow after graduation. The plan provides concrete post-secondary plans and tentative career goals, identifies the steps that are required, and reinforces the commitment and responsibility of each student to take charge of his or her career. This written document is developed jointly by students, parents, and school personnel. Although ICP development is a joint venture and the post-secondary plan ultimately reflects decisions made by students and parents, the school is responsible for managing the process and for providing students and parents with objective data that enable them to periodically re-evaluate the plan. The certificate earned by the student will be issued by the State of Wisconsin and becomes a part of the student’s portfolio. Local Program Eligibility School districts offering this program must provide DPI-licensed teachers that will work with students, their parents, and employers to implement the program. Supervising teachers should be provided one-half hour per student per week to coordinate the program, conduct work site visits, etc. The certificate becomes a part of the student’s career portfolio. School districts implementing this program must be approved by DPI on an annual basis as meeting the program requirements. Public, charter and private non-sectarian high schools are all eligible to apply for the Employability Skills Certificate Program. The supervising teacher, along with input from the employer and the student, is responsible for assessing student progress during each grading period on the learning goals and employability skills identified on the Student Employability Skills Record. For those tasks on which the student receives a low rating, the teacher identifies specific areas where improvement is needed and suggests ways the student can improve performance. For tasks on which the student receives high marks, the teacher may give examples that illustrate the outstanding performance. Local Program Requirements School districts that are interested in offering the Employability Skill Certificate Program must register the program with DPI. High schools seeking program approval must agree to the following requirements and methods of implementation: 1. The program must be operated by the local school district in partnership with business and/or industry. This includes a business/industry advisory council consisting of local employers, parents, labor representatives, and educators that are in involved in the planning and evaluation of the program. Existing School-to-Work, Education for Employment, or other similar advisory groups may be used to meet this requirement. 2. Students are to be placed with employers in accordance with their abilities and career objectives through a comprehensive career development process. For some students without a career interest area, the work-based experience will serve as a career exploration activity. The student selection process must be fair, equitable, address the needs of all student populations, and adhere to all state and federal laws. 3. The learning activities at school and in the community must be rigorous in providing for opportunities to achieve the employability skills and learning goals listed in the Student Achievement Record issued by DPI. 4. A licensed teacher serves as the supervising teacher for the program in accordance with all program requirements. 5. A Training Agreement is on file for every student participating in the program. This written agreement specifies commitment and responsibilities of the employer, the student, the school and the parent/guardian, and is signed by each prior to the start of the work-based experience. This agreement prevents any misunderstandings about the program and the procedures to be followed during the work-based experience. (See Appendix F for a Sample Training Agreement. ) 6. The school must put a process in place that ensures the completion of an Individual Career Plan by each student applying for an Employability Skills Certificate. (See Appendix G for an Example of an Individual Career Plan. ) Selection of Students The work-based learning experience is the responsibility of the supervising teacher working with the student and the employer. The supervising teacher secures the workplace and matches the student with the workplace in order to meet the student’s career goal. The supervising teacher must take into account the student’s personal goals and abilities. The ultimate decision for workplace assignment is made between the supervising teacher and the employer. The selection process should not eliminate problem students or allow only high-ability students to enroll in the program. Rather, it is a means of serving all student populations based on individualized career goals and abilities. The only restriction on the number of students in the program is vailability and suitability of workplaces and size of classroom facilities. Partner Expectations Students participating in the Employability Skills Certificate Program are responsible for the following: ? Obtaining a work permit ? Attending school on a regular basis unless pre-excused or upon notification from parent/guardian that the student will not be at tending school for a specified period of time ? Notifying the school and the cooperating employer in advance when absence is unavoidable ? Meeting local program enrollment and participation requirements (e. . , keep in good academic standing, etc. ) ? Furnishing the supervising teacher with all necessary information and completing all necessary reports ? Discussing any problems on the job with the supervising teacher ? Reporting promptly and engaging in the work assignment according to the training schedule ? Keeping all business information of the cooperating employer confidential ? Cooperating with the workplace supervisor/mentor, engaging in assignments as a training experience, observing workplace etiquette and observing safety rules ? Abiding by the rules and regulations of the cooperating employer ? Keeping all business information of the cooperating employer confidential Supervising teachers will be responsible for the following: ? Visiting and assisting employers in establishing training programs ? Observing each student on the job ? Cooperating with the employer in the evaluation of the student ? Making every attempt to solve problems that may arise from the cooperating agency, school, parent/guardian, student or community ? Providing in-school instruction related to the training activities of the student (as appropriate) ? Developing and implementing a curriculum based upon pre-employment, employment and post-employment skills ? Working with a local advisory committee to obtain assistance with the program ? Cooperating with the employer in further safety training ? Developing a student selection process appropriate for the needs and desires of the students and the opportunities presented by the cooperating employers ? Providing employer/workplace mentor orientation on working with high school-age youth Employers participating in the Employability Skills Certificate Program will be responsible for the following: Providing a training program, with varied experiences, which will contribute to the education of the student ? Providing supervision/workplace mentor for the training of the student ? Providing employment for the student during the agreed upon times ? Adhering to all state and federal child labor laws ? Providing for the day-to-day safety of the student on the job ? Providing training to the stu dent which matches the learning experiences to individual student capabilities ? Offering a well-rounded variety of learning experience for the student ? Participating in the development of the individual training plan and agreement in cooperation with the student and the supervising teacher ? Cooperating with the supervising teacher in evaluating the student ? Maintaining a physical and moral environment appropriate and beneficial to the student ? Providing wages to the student comparable to those paid to similar entry-level workers in the company Student Assessment A procedure for student assessment is described below. The supervising teacher and the workplace mentor are responsible for: 1. Assessment of student progress during each grading period on the identified tasks and state-approved competencies. Working together, the workplace mentor and the supervising teacher evaluate the student’s performance for each task and competency previously identified. For those tasks on which the student receives a low rating, the workplace mentor identifies specific areas where improvement is needed and suggests ways the student can improve performance. For tasks on which the student receives high marks, the workplace mentor may give examples that illustrate the outstanding performance. Students may master some tasks and competencies at both sites. Additional tasks and competencies to be mastered and assessed during the next grading period are determined. 2. Communication of results of the assessment to the student. The supervising teacher and the workplace mentor meet with the student to discuss the evaluation, identify areas that need to be improved, inform the student of the workplace mentor’s suggestions for improvement, identify strengths that have been pointed out on the job and in the classroom, and provide evidence to support the evaluation of the tasks and state-approved competencies. Give the student a copy of the tasks and state-approved competencies identified for the next grading period. 3. Continuation of the evaluation process. For each assessment period established by the school, the supervising teacher, working with the student and workplace mentor, should repeat this process. |Section |II | Registration Information Registration Information Local education agencies (LEAs) wishing to offer the Employability Skills Certificate Program must register the program(s) with the Department of Public Instruction prior to implementing the program. Program registration information may be found online at www. dpi. state. wi. us/dpi/dlsis/let/cteskills. html A separate registration must be completed for each individual program being operated. Once registered, the LEA will assume the responsibility to ensure that all procedures as described in this guide are followed. For information about Wisconsin’s Employability Skills Certificate Program or the registration process, please contact Marilyn Bachim, Office Operations Assistant, 608-267-2274, marilyn. [emailprotected] wi. gov |Section |III | Work-Based Learning Overview Workplace Mentoring Work-Based Learning Overview â€Å"Learning by doing† is the foundation of work-based learning. Students must be provided the opportunity to participate in a paid work experience that assesses the state-approved competencies. Work experience also supports the related classroom instruction and contextualizes the learning. Work-based learning at the workplace and under the guidance of the workplace mentor develops the technical skills which are related to a student’s performance in entry-level employment. The strategies used in Wisconsin’s Cooperative Education Skill Standards Certificate Program reinforce the school-based learning component of school to work by involving both educators and workplace mentors. Students demonstrate competencies learned n the classroom while performing tasks or functions of work at the workplace. The workplace mentor is directly involved in the training as well as the assessment of the skill level of the student. Wisconsin’s Cooperative Education Skill Standards Certificate Program sets new expectations for workplace competency, teaching methods, and student assessment. Work-based learning requires the integration of academic content and technical skill de velopment. Employability skills identified in the SCANS report are required components of Wisconsin’s Cooperative Education Skill Standards Certificate Program. This effort is supported by Wisconsin’s education for employment standard (m) which emphasizes the need for: business and education partnerships, application of basic skills, career development, employability skills and attitudes, school-supervised work experience, and knowledge of all aspects of an industry. Because the work-based learning component of this program is delivered outside the local school district, it is important that the local school work closely with the employer to establish the policies and procedures included in the Cooperative Education Training Agreement for Skill Standards Certification. Students, schools and employers are required to follow all state and federal child labor regulations pertaining to work experience programs. For more specific information on child labor laws and work experience programs, contact the Equal Rights Division, Labor Standards Section, Department of Workforce Development, P. O. Box 8928, Madison, WI 53707-8928 (608) 266-6860. Workplace Mentoring Mentoring activities are those that support the needs of students by developing and maintaining a supportive relationship with an adult. The workplace mentor nurtures the students by helping them adjust to the culture of the workplace and orienting them to career options and pathways. Mentoring programs provide a variety of useful functions for youth, both psycho social and instrumental in nature. Exposing and socializing young people to the world of employment strengthens ties to the labor market, increases access to opportunities, develops the social skills of youth, and contributes to an atmosphere of cooperation and flexibility at the workplace. The employer must agree to provide a mentor(s) for students at the workplace. A workplace mentor must be a skilled, experienced worker who can teach youth about the industry and the world of work. Workplace mentors will be required to attend training on working with high school-aged youth and meet regularly with school personnel and parents/guardians. The roles and responsibilities of the workplace mentor will vary from setting to setting but the following are basic functions that all workplace mentors perform: Initiate the student to the workplace culture—introducing young people to an adult social system with its own rules, conventions, and norms. This can include both formal and informal organizational structures. Advise youth on career directions and opportunities, provide networking opportunities, and generally help expand the young person’s career goals. Help the student to resolve practical problems—including personal difficulties encountered at work and school and work-related issues. Mentor training is required and is the responsibility of the local school district. An example of mentor training components is provided in Appendix H. |Section |IV | A: SCANS Skill Competencies B: Definitions of the Competencies C: SCANS Foundational Skills D: Definitions: The Foundation E. Classroom Activities Integrating SCANS Competencies into Curriculum F: Sample Training Agreement G: Example of an Individual Career Plan H: Workplace Mentor Training I: Questions and Answers Appendix A SCANS Skill Competencies Resources: Identifies, organizes, plans, and allocates resources A. Time—selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules B. Money—uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives C. Material and Facilities—acquires, stores, allocates, and uses materials or space efficiently D. Human Resources—assesses skills and distributes work accordingly, evaluates performance and provides feedback Interpersonal: Works with others A. Participates as a Member of a Team—contributes to group effort B. Teaches Others New Skills C. Serves Clients/Customers—works to satisfy customers’ expectations D. Exercises Leadership—communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies E. Negotiates—works toward agreements involving exchange of resources, resolves divergent interests F. Works with Diversity—works well with men and women from diverse backgrounds Information: Acquires and uses information A. Acquires and Evaluates Information B. Organizes and Maintains Information C. Interprets and Communicates Information D. Uses Computers to Process Information Systems: Understands complex inter-relationships A. Understands Systems—knows how social, organizational, and technological systems work and operates effectively with them B. Monitors and Corrects Performance—distinguishes trends, predicts impacts on system operations, diagnoses deviations in systems’ performance and corrects malfunctions Technology: Works with a variety of technologies A. Selects Technology—chooses procedures, tools, or equipment including computers and related technologies B. Applies Technology to Task—understands overall intent and proper procedures for setup and operation of equipment C. Maintains and Troubleshoots Equipment—prevents, identifies, or solves problems with equipment, including computers and other technologies These competencies are built around a three-part foundation of basic skills, thinking skills, and personal qualities that together reflect the skills necessary for the changing workplace. Appendix B Definitions of the Competencies RESOURCES Allocates Time—Selects relevant, goal-related activities, ranks them in order of importance, allocates time to activities, and understands, prepares, and follows schedules. Allocates Money—Uses or prepares budgets, including making cost and revenue forecasts, keeps detailed records to track budget performance, and makes appropriate adjustments. Allocates Material and Facility Resources—Acquires, stores, and distributes materials, supplies, parts, equipment, space, or final products in order to make the best use of them. Allocates Human Resources—Assesses knowledge and skills and distributes work accordingly, evaluates performance, and provides feedback. INTERPERSONAL Participates as a Member of a Team—Works cooperatively with others and contributes to group with ideas, suggestions, and effort. Teaches Others—Helps others learn. Serves Clients/Customers—Works and communicates with clients and customers to satisfy their expectations. Exercises Leadership—Communicates thoughts, feelings, and ideas to justify a position, encourages, persuades, convinces, or otherwise motivates an individual or groups, including responsibly challenging existing procedures, policies, or authority. Negotiates—Works towards an agreement that may involve exchanging specific resources or resolving divergent interests. Works with Cultural Diversity—Works well with men and women and with a variety of ethnic, social, or educational backgrounds. INFORMATION Acquires and Evaluates Information—Identifies need for data, obtains it from existing sources or creates it, and evaluates its relevance and accuracy. Organizes and Maintains Information—Organizes, processes, and maintains written or computerized records and other forms of information in a systematic fashion. Interprets and Communicates Information—Selects and analyzes information and communicates the results to others using oral, written, graphic, pictorial, or multi-media methods. Uses Computers to Process Information—Employs computers to acquire, organize, analyze, and communicate information. Appendix B (continued) SYSTEMS Understands Systems—Knows how social, organizational, and technological systems work and operates effectively within them. Monitors and Corrects Performance—Distinguishes trends, predicts impact of actions on system operations, diagnoses deviations in the function of a system/organization, and takes necessary action to correct performance. Improves and Designs Systems—Makes suggestions to modify existing systems to improve products or services, and develops new or alternative systems. TECHNOLOGY Selects Technology—Judges which set of procedures, tools, or machines, including computers and their programs, will produce the desired results. Applies Technology to Task—Understands the overall intent and the proper procedures for setting up and operating machines, including computers and their programming systems. Maintains and Troubleshoots Technology—Prevents, identifies, or solves problems in machines, computers, and other technologies. Appendix C SCANS Foundational Skills Basic Skills: Reads, writes, performs arithmetic and mathematical operations; listens and speaks A. READING—LOCATES, UNDERSTANDS, AND INTERPRETS WRITTEN INFORMATION IN PROSE AND IN DOCUMENTS SUCH AS MANUALS, GRAPHS, AND SCHEDULES B. Writing—communicates thoughts, ideas, information, and messages in writing; and creates documents such as letters, directions, manuals, reports, graphs, and flow charts C. Arithmetic/Mathematics—performs basic computations and approaches practical problems by choosing appropriately from a variety of mathematical techniques D. Listening—receives, attends to, interprets, and responds to verbal messages and other cues E. Speaking—organizes ideas and communicates orally Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons A. CREATIVE THINKING—GENERATES NEW IDEAS B. Decision Making—specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternative C. Problem Solving—recognizes problems and devises and implements plan of action D. Seeing Things in the Mind’s Eye—organizes, and processes symbols, pictures, graphs, objects, and other information E. Knowing How to Learn—uses efficient learning techniques to acquire and apply new knowledge and skills F. Reasoning—discovers a rule or principle underlying the relationship between two or more objects and applies it when solving a problem Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty A. RESPONSIBILITY—EXERTS A HIGH LEVEL OF EFFORT AND PERSEVERES TOWARDS GOAL ATTAINMENT B. Self-Esteem—believes in own self-worth and maintains a positive view of self C. Sociability—demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings D. Self-Management—assesses self accurately, sets personal goals, monitors progress, and exhibits self-control E. Integrity/Honesty—chooses ethical courses of action Appendix D Definitions: The Foundation BASIC SKILLS Reading—Locates, understands, and interprets written information in prose and documents—including manuals, graphs, and schedules—to perform tasks; learns from text by determining the main idea or essential message; identifies relevant details, facts, and specifications; infers or locates the meaning of unknown or technical vocabulary; and judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers. Writing—Communicates thoughts, ideas, information, and messages in writing; records information completely and accurately; composes and creates documents such as letters, directions, manuals, reports, proposals, graphs, flow charts; uses language, style, organization, and format appropriate to the subject matter, purpose, and audience. Includes supporting documentation and attends to level of detail; checks, edits, and revises for correct information, appropriate emphasis, form, grammar, spelling, and punctuation. Arithmetic—Performs basic computations; uses basic numerical concepts such as whole numbers and percentages in practical situations; makes reasonable estimates of arithmetic results without a calculator; and uses tables, graphs, diagrams, and charts to obtain or convey quantitative information. Mathematics—Approaches practical problems by choosing appropriately from a variety of mathematical techniques; uses quantitative data to construct logical explanations for real world situations; expresses mathematical ideas and concepts orally and in writing; and understands the role of chance in the occurrence and prediction of events. Listening—Receives, attends to, interprets, and responds to verbal messages and other cues such as body language in ways that are appropriate to the purpose; for example, to comprehend; to learn; to critically evaluate; to appreciate; or to support the speaker. Speaking—Organizes ideas and communicates oral messages appropriate to listeners and situations; participates in conversation, discussion, and group presentations; selects an appropriate medium for conveying a message; uses verbal language and other cues such as body language appropriate in style, tone, and level of complexity to the audience and the occasion; peaks clearly and communicates a message; understands and responds to listener feedback; and asks questions when needed. THINKING SKILLS Creative Thinking—Uses imagination freely, combines ideas or information in new ways, makes connections between seemingly unrelated ideas, and reshapes goals in ways that reveal new possibilities. Decision Makingâ⠂¬â€Specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternatives. Problem Solving—Recognizes that a problem exists (i. e. there is a discrepancy between what is and what should or could be), identifies possible reasons for the discrepancy, and devises and implements a plan of action to resolve it. Evaluates and monitors progress, and revises plan as indicated by findings. Seeing Things in the Mind’s Eye. Organizes and processes symbols, pictures, graphs, objects or other information; for example, sees a building from a blueprint, a system’s operation from schematics, the flow of work activities from narrative descriptions, or the taste of food from reading a recipe. Appendix D (continued) Knowing How to Learn—Recognizes and can use learning techniques to apply and adapt new knowledge and skills in both familiar and changing situations. Involves being aware of learning tools such as personal learning styles (visual, aural, etc. ), formal learning strategies (note taking or clustering items that share some characteristics), and information learning strategies (awareness of unidentified false assumptions that may lead to faulty conclusions). Reasoning—Discovers a rule or principle underlying the relationship between two or more objects and applies it in solving a problem. For example, uses logic to draw conclusions from available information, extracts rules or principles from a set of objects or written text; applies rules and principles to a new situation, or determines which conclusions are correct when given a set of facts and a set of conclusions. PERSONAL QUALITIES Responsibility—Exerts a high level of effort and perseverance towards goal attainment. Works hard to become excellent at doing tasks by setting high standards, paying attention to details, working well, and displaying a high level of concentration even when assigned an unpleasant task. Displays high standards of attendance, punctuality, enthusiasm, vitality, and optimism in approaching and completing tasks. Self-Esteem—Believes in own self-worth and maintains a positive view of self; demonstrates knowledge of own skills and abilities; is aware of impact on others; and knows own emotional capacity and needs and how to address them.