Mustafa Kemal Ataturk :: Biographies Bio Biography

FOUNDER AND THE FIRST PRESIDENT OF THE TURKISH REPUBLIC Atatà ¼rk was born in 1881 at the KocakasÄ ±m ward of Salonika, in a three story pink house located on Islahhane Street. His father is Ali RÄ ±za Efendi and his mother Zà ¼beyde HanÄ ±m. His paternal grandfather, HafÄ ±z Ahmed Efendi belonged to the KocacÄ ±k nomads who were settled in Macedonia during the XIV - XV th centuries. His mother Zà ¼beyde HanÄ ±m was the daughter of an Old Turkish family who had settled in the town of Langasa near Salonika. Ali RÄ ±za Efendi, who worked as militia officer, title deed clerk and lumber trader, married Zà ¼beyde HanÄ ±m in 1871. Four of the 5 siblings of Atatà ¼rk died at early ages and only one sister, Makbule (Atadan) survived, and lived until 1956. Upon reaching school age, little Mustafa started school at the neighborhood classes of HafÄ ±z Mehmet Efendi and later, with his father's choice, was transferred to Åžemsi Efendi School. He lost his father in 1888 where upon he stayed at the farm of his maternal uncle for a while and returned to Salonika to complete his studies. He registered at the Salonika Mà ¼lkiye Rà ¼Ã…Ÿtiye (secondary school) and soon transferred to the military Rà ¼Ã…Ÿtiye. While at this school, his math teacher, also named Mustafa, added "Kemal" to his name. He attended the ManastÄ ±r Military School between 1896 - 1899 and later the Military School in Ä °stanbul from which he graduated in 1902 with the rank of lieutenant. He later entered the Military Academy and graduated on January 11, 1905 with the rank of major. Between 1905 - 1907 he was stationed in Damascus with the 5th. Army. In 1907 he was promoted to the rank of "KolaÄŸasÄ ±" (senior major) and was posted with the III rd Army , which w as stationed in ManastÄ ±r. He was the Staff Officer of the "Special Troops" (Hareket Ordusu) which entered Ä °stanbul on April 19, 1909. He was sent to Paris in 1910 where he attended the Picardie manuevers. In 1911 he started to work at the General Staff Office in Ä °stanbul. Mustafa Kemal was stationed at Tobruk and Derne regions with a group of his friends during the war which started with the Italian attack on Tripoli. He won the Tobruk battle in 22 December 1911 against the Italians. On March 6, 1912 he was made the Commander of Derne. When the Balkan War started in October 1912, Mustafa Kemal joined the battle with units from Gallipoli and BolayÄ ±r.

The Capitalist System Essays -- Economic System, Amoral Capitalist Sys

While capitalism is prevailing in the modern society, the issue on whether an amoral profit driven capitalist system is good for the society or not has been raised. Some believe that an amoral capitalist system is the best way to organize individuals together to serve the society. However, others argue that a amoral capitalist system will harm the society instead of benefit it. In this essay, I will be presenting the view of two neoclassical economists, Ricky Griffin and Adam Smith, who support the idea on the amoral capitalism is good for the society. I will also discuss the opposing view presented by Arthur Miller that suggests a profit drive, amoral capitalist system will do harm to a society . Furthermore, I am going to compare and contrast the two view and concluded with Miller’s view Capitalism encourages business men to make profitable amoral decisions will not benefit our society. While Griffin, Smith and Miller are holding two significantly different views, they both agree on capitalism is an amoral system. According to Griffin, profit is the only incentive for any business to operate under a capitalist system. Smith, father of capitalism, shows his understanding of amoral capitalism by saying, â€Å"We address our self, not to their humanity but to their self-love, and never talk to them of our own necessities but to their advantages. † (Smith 119) This quote clearly illustrates that people would act out of their own interest instead of considering others under capitalism. Further, Miller compare this amoral capitalism with uncivilized animals when the character, Christ, says â€Å"This is a land of great big dogs, you don’s love a man here, out eat him! ...the world is that way...This is a zoo, a zoo!† (Miller p81) Although ... ... still being debating. I believe capitalism forces business men to make profitable amoral decisions may not benefit our society at all. However, maybe Smith is also correct on capitalism is the best way to serve the society before other solutions appear. And with many evidences from different countries, I have to agree with Griffin and Smith that capitalism is efficient. However, I would only describe capitalism as an insensitive, bloody, efficiently machine that does not have feel and moral. The core of capitalism is still profit driven, materialistic, and money. â€Å"money money money money, when you said it long enough it doesn’t mean anything.†(Miller p73) How important is efficiency and profits, when it does not bring joy and happiness to our society. How can we be well off without compassion, moral value, sympathy and all that feeling that make us as human being.

Rheumatoid Arthritis :: essays research papers

Rheumatoid arthritis is an inflammatory disease, primarily of the joints, with autoimmune features and a complex genetic component. INHERITANCE Occasional families show a considerable number of cases of this common disorder. A simple Mendelian mechanism could not be proved, however. Indeed, some (Burch et al., 1964) could not demonstrate significant familial aggregation. Lynn et al. (1995) conducted family studies and segregation analyses of RA based on consecutive patients with RA ascertained without regard to family history or known risk factors. Included in the analyses were first-degree relatives from 135 simplex and 30 multiplex families. A highly penetrate recessive major gene, with a mutant allele frequency of 0.005, was identified as the most parsimonious genetic risk factor. Significant evidence for heterogeneity in risk for RA was observed for proband gender but not for proband age at onset. Kaplan-Meier risk analysis demonstrated significant evidence for differences in the distribution of risk among first-degree relatives. Although both proband gender and age at onset were identified as important risk factors, proband gender appeared to be the more important determinant of risk, with relatives of male probands having the greatest cumulative risk for RA. For future genetic analyses, Lynn et al. (1995) suggested that families with an excess of affected males having a young age at onset might be most informative in identifying the putative recessive gene and its modifiers. Hasstedt et al. (1994) studied 28 pedigrees ascertained through pairs of first-degree relatives with RA. RA was confirmed in 77 pedigree members, including probands; the absence of disease was verified in an additional 261 pedigree members. Members of the pedigrees were typed serologically for HLA. Analyses supported the existence of an HLA-linked RA susceptibility locus, estimated the susceptibility allele frequency as 0.0216, and estimated the lifetime penetrance as 41% in male homozygotes and 48% in female homozygotes. Inheritance was recessive in males and was nearly recessive in females. In addition, the analysis attributed 78% of the variants with HLA genotypes to genetic or environmental effects shared by sibs. The genetic model inferred in this analysis was considered consistent with previous association, linkage, and familial aggregation studies of RA. The inferred HLA-linked RA susceptibility locus accounted for approximately one-half of familial RA, although it accounted f or only approximately one-fifth of the RA in the population. PATHOGENESIS In a T-cell receptor transgenic mouse model, an inflammatory arthritis that resembles human RA is initiated by T cells but is sustained by antibodies to GPI (172400).

Diction, Imagery, Detail, and Syntax (DIDS) in Poetryâ€Worksheet Essay

Instructions: Analyze the text you selected and fill out the following worksheet in detail. Provide specific examples from the text that support your analysis. 1. Write the title of the text you have analyzed here: â€Å"When I Was Fair and Young† by Queen Elizabeth I circa 1585 2. List at least three examples of diction in the text that add to the overall tone. Explain how each word contributes to the emotional power of the piece. â€Å"Fair† and â€Å"Young† are good choices of words as it conveys o the audience that the Author was highly attractive. â€Å"Scorn† Conveys a strong negative emotion. it is stronger than using the word â€Å"dislike.† Importune is another word that conveys strong emotion; it is an urgent, persistent and intense request. â€Å"Fair† and â€Å"Young† Gives the poem a more soft and light tone which directly contrasted the intensity involved with the words â€Å"Scorn† and â€Å"Importune† 3. List at least three examples of imagery in the text that add to the overall tone. Explain how each description contributes to the emotional power of the piece. Fair and young gave a visualization of Queen Elizabeth I’s physical attributes when she was youthful. Scorn gives an image of a hard face and attitude, which again directly contrast the softer, gentler image of young and fair. With â€Å"weeping eyes† and â€Å"sighing hearts† I could see Elizabeth I’s rejected and dejected suitors. Where the author could have chosen more moderate, wild words, she used stronger words to communicate her severe emotions 4. List the examples of important details the author chose to include. Explain how these details contribute to the emotional power of the piece? Fair and young gives detail about her physical attributes and tells us why she was so lusted after; contributing an heartfelt emotion to the poem. How much men she severely brought to woe and despair by her scorn communicated a somewhat sorrowful emotion. 5. List the examples of important details the author chose to omit. Explain how these missing details contribute to the emotional power of the piece. The author did not include how her attitude changed after she was no longer fair, young and favored by grace to avoid impeding a moon present in the poem. Additionally, the author did not include how she was changed to no longer fair, young, and favored by grace; possibly to avoid impeding the mood too. 6. Analyze the author’s use of syntax in this text. Are the sentences long or short? Does the author use punctuation to slow down the pace, or short phrases to quicken it? Explain how the sentence structure contributes to the emotional power of the piece. The Sentences in the poem are medium. Her usage of punctuation and short phrases set a calm and consistent mood in the poem. 7. Select a tone (or multiple tones) from the list of Tone Words. Explain why this tone is the best way to describe this text. I say fatalistic, and ironic tones best fit the text. It was fatalistic for the author to see her haughty and prideful attitude ruin her beauty, and ironic, as pride comes before the fall (dramatic irony)

Hamlets Tragic Flaw

Procrastination is an action or rather an inaction, because when you procrastinate, you are avoiding completing a task. â€Å"Emotionally, Hamlet’s procrastination produces in him a growing rage that leads to his killing of Polonius (3. 4) †¦. Set in motion the incidents that lead to the bloody climax† (Boyce). This quote illustrates the topic of the following essay. It clearly outlines why the inability to act is ultimately the tragic flaw of the character Hamlet. Firstly, Hamlet’s procrastination ultimately leads to the premature death of many characters throughout the play.In act 3 scene 4, while confronting his mother, Hamlet hears a noise from behind a curtain. Thinking it was Claudius spying, Hamlet passes his sword through the curtain and stabs Polonius. Polonius calls out â€Å"O, I am slain! †(3. 4. 22), then falls and dies. Hamlets Procrastination led to this because his emotions are being built up so, that when he hears the slightest thing that may be Claudius, he reacts in a violent way. That is not a good thing, because the death of Polonius will lead to two other events that will eventually cause three other characters to die.Moreover, in the final scene, three more characters die. Claudius has a cup of poisoned wine for Hamlet, but Gertrude unknowingly drinks it and immediately starts to die. Just before she passes, she exclaims â€Å"No! No! The drink, the drink – O my dear Hamlet – the drink, the drink! I am poisn’d (dies)† (5. 2. 299-300). After Gertrude dies, Hamlet and Laertes fight more violently, and Laertes cuts Hamlet. In a brawl, Hamlet gets a hold of Laertes’ sword and stabs him. When Hamlet realizes the sword is poisoned, he turns and stabs Claudius.Hamlet says â€Å"†¦the point envenomed too†¦ (stabs the king)†¦ Follow my mother! (Claudius dies)† (5. 2. 311-317). After Claudius dies, Laertes says to Hamlet â€Å"†¦he is justly served†¦Ã¢â‚¬  (5. 2. 318-322) then dies. He says this to reassure Hamlet that he did the right thing. Hamlet’s procrastination led to the climax of the play, because if he would have killed Claudius sooner, he would have discovered that Hamlet knows about the murder and he never would have called the sword fight, and none of this brutality would have occurred.Secondly, Hamlet’s procrastination is causing other characters to plot against him. After Hamlet killed Polonius, Claudius plans to ship Hamlet away to England and make Polonius’ death look accidental. When he reveals his plan, he is talking to Gertrude and says â€Å"O Gertrude, come away! / The sun no sooner shall the mountains touch, / But we will ship him hence: and this vile deed / We must with all our majesty and skill, / Both countenance and excuse! † (4. 1. 28-32). He is simply telling Gertrude that Hamlet will be on a ship to England before the sun rises.He also adds that they must both â€Å"co untenance and excuse† the death of Polonius to protect their identity. Furthermore, when Laertes hears of his father’s death, he returns to Denmark, and he and Claudius plan to kill Hamlet and make it look like an accident. The king devises a plan and tells Laertes â€Å"to thine own peace†¦ he shall not choose but fall†¦ even his mother†¦ shall call it accident† (4. 7. 61-68). Laertes is not fully satisfied with the kings plan and he says to Claudius â€Å"My Lord, I will be ruled; / The rather if you devise it so / That I might be the organ† (4. 7. 69-70).Laertes and Claudius devise a plan in which Laertes will kill Hamlet to avenge his father’s death, and Claudius will not need to worry about Hamlet revealing the truth of King Hamlet’s murder. Lastly, Hamlet’s procrastination allows time for events to unfold, ultimately bringing about his own death. Claudius caught on that Hamlet knows what happened to his father, so Claudius has Hamlet fight Laertes in a fencing match. We find out about this plan when a lord comes to invite Hamlet to the match. The lord entered the room where Hamlet was and said â€Å"My Lord, his majesty†¦ if your / Pleasure hold to play with Laertes† (5. . 186-190). Hamlet accepts the invitation to the match. The purpose of the fencing match is for Laertes to get revenge on Hamlet for killing Polonius. This will also serve as a means for Claudius to eliminate Hamlet so that he will not reveal the truth about King Hamlet’s murder. Furthermore, unbeknownst to Hamlet, the match is rigged. When Claudius tells Laertes that he is to kill Hamlet in the fencing match, Laertes responds â€Å"I will do’t†¦ I will anoint my sword. / I bought an unction of a mountebank, so mortal†¦ if I gall him slightly, / It may be death† (4. 7. 140-148).He says this because he wants to inform the reader that he will poison his sword to ensure Hamlet dies if h e cuts him even slightly. This shows how determined Laertes is to get revenge on Hamlet for killing Polonius. Therefore, the tragic flaw of Hamlet is ultimately procrastination. There are many examples throughout the play supporting this fact. If the other characters would have procrastinated the way Hamlet did, the play would have been much heavier with subplots and underlying moods and feelings. Based on this play, most people would think twice before putting off any large tasks that they may need to accomplish.

Managing Stress and Conflict in the organisation Essay

Following a traumatic incident I and three other Fire-fighters attended in February 2012 I decided to test GAL’s current support mechanisms relating to coping and dealing with stress, in specific PTSD (Post-traumatic stress disorder). In a very short space of time it became very apparent that GAL has no ability either within the company or by the designated external provider to deal with PTSD. At that time GAL use an external provider (AXA) as their main point of contact for any employee requiring counselling on a variety of aspects but this did not include PTSD. This was highlighted when I personally called the support hotline only to be told they could not help. Even though PTSD is quite specific I do consider it falls under workplace stress due to the very nature of our specific job role and that this form of stress would not be at the forefront if our job role was of a different nature. So after evaluation of GAL’s effectiveness to deal with workplace stress I would state that it is an area that is left wanting at that time of the original incident. Since then GAL and in specific the FS now has an option if required to contact WSFRS) to utilise their TAC team (Trauma After care). I met with the team’s leader to discuss their service and what it could offer us. We compared our current in house stress counselling service at that of WSFRS. Our service was not even close to comparable with that of WSFRS. Taking the discussions into account I arranged to meet again with the TAC team and GAL’s HR and Occupational health. The outcome of this meeting was to formalise a procedure that GAL as a whole but more so the FS can call upon when required the services of WSFRS TAC team if our own in house service provided by AXA was not capable or sufficient in dealing with a specific demand or request for counselling. The TAC team have since the meetings delivered presentations to all FS Watch’s and to other members of GAL, primarily HR, Occ Health and other customer facing departments. These presentations involved delivering what the service can or can’t do, signs and symptoms of stress and how do recognise it as an individual or as a colleague of friend. As a FS we have also set up a tracker with Occ Health to trial for 24 months to see if or how many days in the workplace are lost to stress and how that can be improved if it did become an issue. At present Occ Health do hold data relating to days lost through stress companywide but to to its very nature that data is strictly confidential so cannot be used or discussed in my evaluation of workplace stress. One statistic that was shared with me was that WSFRS had seen a 27% reduction in days lost through workplace stress following the inception of its TAC team initiative. These findings were shared with relevant departments within GAL.

Paterson Grading

A General information: Job Evaluation principles SECTION B Job Evaluation procedure and system application Job Evaluation system overview Job Evaluation procedure SECTION C Job Evaluation System Rules Job Evaluation Terminology SECTION D Skill level Factor points and assessment Page 12 Page 15 Page 7 Page 8 Page 5 Page 5 Page 6 Page 3 Page 4 Job Evaluation Guideline 2006 2 SECTION A A. GENERAL INFORMATION WHAT IS JOB EVALUATION? Job evaluation is the rating of jobs according to a specifically planned procedure in order to determine the relative worth of each job.AIMS OF JOB EVALUATION The Primary Aim To determine the â€Å"intrinsic† worth of jobs, based on systematic assessment of the degree of complexity of job content and requirement, and to do this independently of any pre-conceived standards of remuneration and without regard to the qualities and performance of the actual personnel who perform the jobs. Secondary Aims †¢ To relate jobs to each other in terms of their intrinsic worth, and hence to determine relative complexities of different jobs and a rational job structure within an organisation. To provide a rational basis for equitable remuneration (pay and benefits) within an organisation, so that defensible rates of remuneration may be assigned to both jobs themselves and to the individuals who perform the jobs. The main elements of Job Evaluation are Organisational Structure A diagrammatic representation of jobs in the organisation indicating the line of authority/ control to enable an understanding of the workflow and, reporting relationships, that exists within functional areas.Job Analysis A detailed observational and/ or questionnaire based study of a job using specific criterions to determine the role boundaries or key performance areas of positions. Job Evaluation Guideline 2006 3 Job Description A document describing the job purpose, duties, the job specifications, authority of the post and any physical or special conditions attach ed to the post. B. JOB EVALUATION PRINCIPLES The following principles are applicable to Job Evaluation. †¢ †¢ Always examine the job itself, and NOT the person doing it. Assume proper and competent performance of the job, in accordance with normal standards of the job. †¢ †¢ †¢ Evaluate the job â€Å"as is† not with regard to ideals or future projections.Reject any job description which is unclear. Evaluate from a consensus of opinion, not from the estimation of one person alone. Before an evaluation takes place, normal expectations and standards for the job must have been recognised and accepted by the job incumbent (s), the immediate superior and by management. This is done by signing the job description. Note: Job titles: Job titles are no indication of the complexity of a specific job as it is only a basic indication of its functional classification. Job content: Job Content eflects the different tasks performed in the job as expected by the organ isation from the job incumbent in order to achieve the organisational objectives. Skill requirements: Individuals perform differently in relation to job specifications. Therefore, individuals can be assessed at different levels of merit. This is outside the scope of job evaluation. Job Evaluation Guideline 2006 4 SECTION B A. JOB EVALUATION PROCEDURE AND SYSTEM APPLICATION TASK (TUNED ASSESSMENT OF SKILLS AND KNOWLEDGE) was originally developed in the early 1980’s and remains one of the most widely used evaluation systems in Southern Africa.It is currently the used for the evaluation of all jobs in the Sugar industry. B. TASK JOB EVALUATION SYSTEM OVERVIEW The T A S K Job Evaluation system has two dimensions to its application. The ‘SKILL LEVEL’ enables the job to be positioned on the structure and is assessed on specific characteristics which broadly describe applications, principles, knowledge associated with specific functional levels. There are five skill lev els: †¢ †¢ †¢ †¢ †¢ BASIC SKILL LEVEL DISCRETIONARY SKILL LEVEL SPECIALISED SKILL LEVEL TACTICAL SKILL LEVEL STRATEGIC SKILL LEVEL All jobs, once positioned into a specific skill level are evaluated using four factors Complexity: measures the different levels of difficulty in a job. †¢ Knowledge: measures the amount of know-how required in the job. †¢ Influence: refers to the interaction/ communication involved that results in changes to the way things are done. †¢ Pressure: refers to stressors inherent in the job. Each of the four factors are scored on a rating scale. The sum of the scores of the four factors gives a total score which translates into a T A S K grade. Job Evaluation Guideline 2006 5 There are twenty six grades in the T A S K system, 26 being the highest and 1 being the lowest.SKILL LEVEL BASIC DISCRETIONARY SPECIALISED TACTICAL STRATEGIC BAND DEFINITION Guided outcomes Procedural Judgements Diagnostic, analytical, interpretati ve procedures Strategy implementation Strategic leadership and vision GRADE 1-3 4-8 9-13 14-18 19-26 C. JOB EVALUATION PROCEDURE 1. Number each job description for ease of reference. 2. Place jobs within the different skill level, applying the skill level guidelines, depending on the content as recorded in the job description. 3. Assess the job using the factors, assigning a value from the factor weighting in accordance with the applicability of the job design to the factor definitions. . Add up the total number of points and convert to a T A S K grade using the conversion table. 5. Record the reasoning for the selection of the skill level and weightings allocated to each of the four factors. Job Evaluation Guideline 2006 6 SECTION C A. JOB EVALUATION SYSTEM RULES The following rules are applicable when using the system to evaluate jobs. 1. All guidelines in the box must be applicable in order to score within that box. 2. Scores within the box must relate to the degree of applicabil ity of the guidelines to the work content. 3.The points should relate to low, moderate or high degrees of applicability for the factors Complexity and Knowledge. 4. For Influence and Pressure, the points should relate to a partial or a full fit. 5. Always establish that information considered in the grading of a job relates to what is really required by the job. Guard against allowing the evaluation to be influenced by what the job incumbent may be able to do. 6. When deciding the skill level or factor points the highest work content should be considered, provided it forms a clear part of the job. 7.The points allocated for Complexity and Knowledge will generally correlate and should normally be within two points of each other. 8. A person who supervises another is graded at least one grade higher than the subordinate because of the supervisory aspects of the work. Other work is graded on its own merits, (See explanation of a supervisor in the terminology section). 9. A supervisory position always scores higher under Complexity than a subordinate position. A superior in the same discipline scores more under Knowledge than a subordinate. 10. A borderline score is one where the points are between grades within a particular skill level.The borderline score must be reviewed and if the score remains on the borderline the lower grade will apply, however, the higher grade may apply when making comparisons with other jobs within the organisational structure. Job Evaluation Guideline 2006 7 B. GENERAL TERMINOLOGY EXPLANATION Factor definitions FACTOR DEFINITION This is a measurement of the different levels of difficulty required to be performed in the job. Typical indicators are COMPLEXITY the nature and type of guideline available, the extent of interaction involved in problem solving sequences, the courses of action or alternative solutions available.The amount of know how required in a job to allow an incumbent to cope competently with the work involved. This may be acquired through education and/ or training/ experience. Typical indicators include the duration of the KNOWLEDGE training/ experience required and or qualifications deemed to essential, demonstrated abilities from simple comprehension to interpretative application skills and, the straightforward identification of a problem through comparison against established measures or in depth investigative application to determine the applicability of solutions.The extent of influence is measured by the effects or INFLUANCE changes that occurs through the provision of information or advice and/ or exercising persuasion to accept courses of action. This refers to the stressors that are inherent in the job and PRESSURE can be either mental, physical or both. Typical measures are the nature of the workflow, interruptions from normal activities, uncertainty in outcomes. Job Evaluation Guideline 2006 8 System terminology explanation SKILL LEVEL TERMINOLGY EXPLANATION Condition of been active. Mos t basic sequence of work elements. The skills are acquired through watching EXAMPLELifts; tightens; loosens; picks; packs; cuts ACTIVITY demonstrations and repetition results in improvement. Outcomes are known and any deviation can be immediately BASIC recognised. A OPERATION sequence of ACTIVITIES that produces a prescribed end result. To each activity there is a logical start and finish with a relationship to the next activity. Counting and packing; sorting; delivering; filing Preparing and A sequence of OPERATION which results in an integrated required end result. The operation will follow in a DISCRETIONARY ROUTINE logical order and it is essential that each step is performed to enable the next step. ompleting correspondence; recordkeeping; receiving, recording and communicating; setting, operating and adjusting. Interpreting requirements, An arrangement of relationship with an input, throughput and output phase. SPECIALISED SYSTEM Routines are interrelated within each phase and across the phases and, produces a desired end result. setting, operating, troubleshooting and problem solving, adjusting and checking/ evaluating an outcome. Human Resources Management, Engineering; Operations Management; Financial Management Advanced knowledge in a distinct area of study.Understanding the complete theory, techniques and practices which TACTICAL DISCIPLINE requires innovative applications and interpretation and determination of future impact/ consequences. Job Evaluation Guideline 2006 9 SKILL LEVEL TERMINOLGY EXPLANATION A distinct part of an organisational structure which comprises of a single discipline or multiple discipline striving towards major outcomes. the accomplishment of EXAMPLE Operations; Technical; Research and Development; Quality Control FUNCTION objectives and plans and contributing to functional/ organisational Job Evaluation Guideline 2006 10 SECTION DA. SKILL LEVEL GUIDELINES SKILL LEVEL ONE: BASIC SKILL LEVEL This skill level is that which is developed with a limited amount of training. The learning period is short and usually consists of following instructions or watching demonstrations of the work to be done. Competence is attained through repetition of the work during the initial training period rather than through further experience. Characteristics 1. Very little training. 2. Decides on the speed of operation. 3. Taught exactly what to do. 4. Direct instructions communication involves simple words. 5. Equipment or tools are specified. 6.Supervision is normally close or readily available. 7. Jobs can be performed without the knowledge of other jobs. 8. Deviations from instructions not permitted. 9. How the activities/ operations are to be performed has been decided upon. Confirmation guidelines knowledge which provides the ability to follow on the job instructions and/ or training. At the lowest level instructions are given for the activities or operations to be done. Immediate guidance is more remote at the higher l evel. The complexities are at such a level that the activities or operations can be taught very quickly and are easily learned.Courses of action are prescribed with no deviation permitted. Simple demonstration of the activity or operation is sufficient to enable the undertaking and completion of requirements. Results are immediately visible or known within a very short time period. Job Evaluation Guideline 2006 11 SKILL LEVEL TWO: DISCRETIONARY SKILL LEVEL At this level there is a certain amount of discretion or judgement involved. It therefore follows that additional training/ experience and practice is needed following the initial training period.The skills are acquired through a learning period and developed by constant application and correction until operations become routine. Characteristics 1. Not everything can be taught during the training period. Additional experience is required. 2. Judgement or discretion is required in choosing the most appropriate courses of action fro m prescribed alternatives. 3. Decides how the routines/ operations are to be performed. 4. Discretion as to which tools/ equipment to use. 5. Decides on the correct action by selecting from a number of preset courses of action. 6. Knowledge of routine(s). 7.Formulae and limits are given or prescribed. Confirmation guidelines Additional training and experience beyond the initial training period is required to carry out a job competently at this skill level. Competency comes only after exposure to a series of new situations which builds confidence in the know – how required in the job. Complexities are those found in routines where alternative courses of action needs to assessed for applicability to a given situation. Job Evaluation Guideline 2006 12 SKILL LEVEL THREE: SPECIALISED SKILL LEVEL This level of skill is usually reached after years of experience and/ or training.This level is such that routines which have been learned can be used or varied to achieve the desired end result. A full understanding of the system within which this skill level operates is essential in order to determine what is required in differing circumstances. Ability to recognise cause and effect is necessary. Characteristics 1. Works within established rules, regulations, policies and practices. 2. Decides how best to achieve required end results. 3. Concerned with routines that are established within a system. 4. Sums up the requirement of a situation and decides which routine (procedure/ technique) to use. . Devises or introduces new routines within a system. 6. Concerned with how established organisational and departmental rules will apply. 7. Supervised in terms of end results, not routines or operations. 8. Must understand the interrelationships of routines within the system and the implications of change. Confirmation guidelines knowledge required is of a specific nature gained through years of training and experience. This is coupled with an intelligence level sufficient to understand how to diagnose problems and to choose and/ or modify routines to deal with them.The complexities at this level are due to the need to be able to sum the requirements of a situation and to determine what to do. Because problems do not have the same pattern the method of dealing with them must be varied. Job Evaluation Guideline 2006 13 SKILL LEVEL FOUR: TACTICAL SKILL LEVEL This level of skill requires conceptualisation of future action or needs in order to formulate short to medium term plans for within a discipline or function. Advice, recommendations and/ or the management or tactical use of resources specific to the job are features at this level.Positive interpretative skills and innovative plans are essential as the framework or ground–rules either do not exist or else are vague. Characteristics 1. Decisions governed by master plan, programme or budget. 2. Decisions require independent reasoning. 3. Decisions often involve optimum allocation of resources to support plans. 4. Sets precedents, creates rules. Must consider the consequences arising from rule making. 5. Works from first principles in developing new concepts. 6. Knowledge of a discipline/ function. 7. Results of areas under control co-ordinate with those of other areas. 8.Translates overall company plans into working decisions for or within a discipline/ function. 9. Decides on unique situations not covered by precedents. Confirmation guidelines Knowledge and experience of a discipline or function with the ability to understand the significance of strategically important areas of the organisation in the medium term. Complexities are due to the need to interpret strategic requirements and form conclusions. Jobs at this level provide the interface between the specialised and strategic skill levels and therefore involve forward planning, organising and conceptual problem solving.May provide input for strategic planning. Job Evaluation Guideline 2006 14 B. FACTOR ASSESSMENT A ND POINTS SKILL LEVEL ONE: BASIC SKILL LEVEL COMPLEXITY 1 2 3 4 5 6 A number of activities or operations. These are performed following direct instructions or initial demonstrations. Operations of a varied nature. A minimal degree of latitude allowed as guidance is not always available to deal with problems as they arise. KNOWLEDGE 1 2 3 4 5 6 Knowledge and understanding, sufficient to follow instructions and/ or demonstrations of the activities/ operations to be performedKnowledge and understanding of the relationships of the activities involved within the operation (s). Understanding of basic written words/ number recognition followed by training and/ or repeated exposure to the operations. INFLUENCE 1 2 3 4 Influence on others is co-incidental, being limited to contact with them. Interaction with others and dealing with information or product/ equipment problems. PRESSURE Steady flow of light to medium work with occasional peak periods and/ or minimal stress involved. 1 2 3 4 Med ium to heavy physical effort and/ or important deadlines to meet.Physical effort guideline Light: Medium: Heavy: less than 5 kg 5-20kg over 20kg Job Evaluation Guideline 2006 15 SKILL LEVEL TWO: DISCRETIONARY SKILL LEVEL COMPLEXITY Operations in one well established straight forward routine. The operations are generally repetitive. Job parameters and guidelines for resolving problems are defined. 7 8 9 10 11 12 13 14 15 A variety of routines of which some operations may be non repetitive. Guidelines for resolving problems are not readily available. A variety of routines, some of which are diverse. Problems arise which have to be resolved without the availability of specific guidelines.KNOWLEDGE 7 8 9 10 11 12 13 14 15 Knowledge of one routine, together with the training and experience, providing the necessary background to perform operations. Knowledge of a number of routines with the need to apply discretion in changing circumstances. Knowledge of varied and/ or variable routines a nd an understanding of routines in related areas. Required to work independently. INFLUENCE Influence is exercised by the recording and passing on of information and/ or advice to others. 5 6 Interaction with others where persuasive influence is necessary and/ or responsibility for the work of others in the same skill level 8 PRESSURE Flow of work is subject to fluctuation and/ or decisive action required to meet predetermined deadlines. 5 6 Considerable interruptions and time stress are inherent and/ or conflicting deadlines to meet. Job Evaluation Guideline 2006 7 8 16 SKILL LEVEL THREE: SPECIALISED SKILL LEVEL COMPLEXITY A system or specified end result consisting of routines from which to choose, some of which are variable. Problems which arise have to be resolved by reference to established practices. 16 17 18 19 20 21 22 23 24 A broad base system or specified end result consisting of a number of variable routines.Problems have to be resolved within a general framework. A varie ty of variable routines within a complex system. Interaction with other systems and integration into own area of activity is required. Guidelines for resolving problems are non specific and wide. KNOWLEDGE 16 17 18 19 20 21 22 23 24 Knowledge of a system providing diagnostic skills to identify problems and determine corrective action. Knowledge providing broad diagnostic ability. Background knowledge of routines in other area is required. Knowledge of a complex system and a full understanding of other systems and their critical interrelationships.Background providing for an understanding of own and other related issues in a departmental context. INFLUENCE 9 10 11 12 Influence is exercised by the provision of information and/ or advice to others. Interaction with others where negotiation/ strong persuasive influence is required and/ or responsibility for the work of others in the same skill level. PRESSURE Fluctuating workflow subject to peak periods and/ or necessary to make plans t o meet predetermined deadlines/ issues. 9 10 Frequent unforeseen peak periods or considerable interruptions and time stress and/ or imperative to take immediate action on conflicting deadline/ issues.Job Evaluation Guideline 2006 11 12 17 SKILL LEVEL FOUR: TACTICAL SKILL LEVEL COMPLEXITY A number of decisions which have to be interpreted within one discipline or function to achieve the objectives set. Guidelines for resolving problems are normally available. Works generally within functional policy. 25 26 27 Decisions many of which are variable and diverse within a discipline or function, the systems of which are broadly based. Guidelines for resolving problems are broadly defined. Interaction with other disciplines or functions is essential in order to achieve objectives.Usually works with others at a similar level and provides guidance on functional policy. A range of decisions which have variety and diversity in setting policy and/ or objectives for one discipline or function and / or have an effect on more than one discipline or function. Guidelines for resolving problems are limited. KNOWLEDGE Knowledge of a discipline/ function and the background to deal with unique situations. Problems are determined and resolved by considering principles, theory and techniques within the discipline/ function and other factors in related areas.Knowledge of a discipline/ function with the need to determine new approaches and apply them. Background providing a full understanding of the critical interrelationships of other disciplines or functions. In depth knowledge of a discipline/ function together with a broad understanding of more than one discipline. Background providing for an understanding of the significance of strategically important areas of the organisation and to plan accordingly.INFLUENCE 28 29 30 31 32 33 25 26 27 28 29 30 31 32 33 Influence is exercised by the provision of information and/ or advice to others at a level of a discipline/ function. 3 14 Intera ction with others where vital/ critical negotiation is required which will impact on the organisations image and/ or responsibility for the work of others in the same skill level. 15 16 PRESSURE Interruptions and pressing issues to deal with or necessary to take decisive action where reliable precedents are not always available and/ or conflicting managerial aims to be resolved. Prolonged periods of stress and/ or urgent actions needed to deal with critical issues within changing corporate parameters. Job Evaluation Guideline 2006 13 14 15 16 18 Job Evaluation Guideline 2006 19