Critical Pedagogy Is Very Broad Education Essay

Critical Pedagogy Is Very Broad Education Essay The literature of critical pedagogy is very broad indeed and contains dense information. In fact, the political perspective of critical pedagogy towards the curriculum contributes much to creating abundant scholarships in the field. In addition, as many authors perceive, critical pedagogy lacks a set of definite principles; which makes the process of setting a unified definition of its premises so challenging. Still, the implementation of aspects of critical pedagogy in the classroom setting can have wide scale results on the teaching process as a whole. Hence, it is important to give a brief examination of the literature of critical pedagogy, an analysis of its core principles, and an investigation of the critique directed against its assumptions. By virtue of being critical, critical pedagogy and critical thinking share some common grounds. However, despite the existence of the critical stance in both disciplines, there are broad differences between them. One of these differences is related to the expectation of action in each discipline. In its emphasis on analysis and deep interpretation, critical thinking does not necessitate any action to achieve social change. On the other hand, the principles of critical pedagogy aim at creating a social action that comes mainly through educational practices. Another important difference has to do with the scope of interest of each discipline. Critical thinking is, by definition, individualistic and largely ignores the collective relations. Critical pedagogy, on the other hand, is more concerned with corporate action; that is why, as Burbules and Berk suggest, in critical pedagogy individual criticality is intimately linked to social criticality (55-56). Critical pedagogy might also be thought of as an extension of critical theory. Both critical theory and critical pedagogy employ their strategies with view at obliterating the hegemonic collective standards and paradigms. However, critical pedagogy is different from critical theory in the fact that it is mainly an educational philosophy that reacts towards the oppressive systems in the educational arena. The primary concern of critical pedagogy in this aspect is with issues that have to do with maintaining equal opportunities and establishing dialogical mode of discourse. As Burbules and Berk put it in the language of critical pedagogy, the critical person is one who is empowered to seek justice, to seek emancipation (50). Collins also describes the framework of critical pedagogy as being realistically involved in enlarging the sites within our institutions where genuine, noncoercive dialogue and reasonable opposition to oppressive bureaucratic controls can emerge (63). This proves that critical pedagogy involves an entirely new orientation that departs from traditional models of education and embraces a number of principles that may not be familiar in the generic pedagogical systems. The basic characteristic that separates critical pedagogy from other approaches is its celebration of social justice and emancipation. In addition, a critical approach to pedagogy is distinguished by an emphasis on dialogic interactions with view at giving equal opportunities for all voices. Critical pedagogy values the students experiences and locates these experiences at the centre of the learning process. The mission of critical pedagogy is more complex than it seems to be, and its scope encompasses a plethora of pedagogical approaches and practices. In Life in Schools: An Introduction to Critical Pedagogy in the Social Foundations of Education, McLaren points out that critical pedagogy aims at investigating, questioning and changing the relationship among different factors in the learning experience. These factors include classroom teaching, the structure of the school, and the social relations with the community. This imposes a great task on the critical pedagogue as he has to take into account a wide range of social and educational variables in his work (26-28). Critical pedagogy has its roots in Paulo Freire who is generally considered to be the inaugural philosopher of critical pedagogy (McLaren, Paulo 1). Although at first Freire dedicated his efforts to issues related to literacy in Brazil, his philosophy expanded gradually to embrace a cornucopia of social and educational issues that have been the object of criticism. In Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, Freire pointed out that what he called for was not merely a pedagogical method; rather, it was a strategy of living within the educational system (67). McLaren observes that the bottom-line of Freires pedagogy is to establish a non-hegemonic approach that is based on dialogue and interaction (McLaren, Paulo 2). This clearly shows the political dimensions of Freires philosophy. Freire actually stressed the importance of incorporating social and political critiques in the curriculum. This explains why his approach promotes a liberatory form of education that emphasizes emancipation and rejects all forms of oppression and domestication. In The Politics of Education, Freire maintains that the learning process should take into consideration two essential dimensions. The first is the context of authentic dialogue between learners and educators (49). The dialogue will empower students to move toward becoming knowing subjects and they will develop a relationship with the teacher in which one knowing subject [is] face to face with other knowing subjects (49). For Freire, by employing authentic dialogue in the teaching process, education becomes pedagogy of knowing rather than an experience of narration sickness (Freire, Oppressed 57). However, Freire warns that the dialogic process should not be reduced to simple to-and-fro questions that may also become tedious and sterile. Instead, there should be a focus on creating interaction between students and teachers in problematizing knowledge. In this regard, it is the responsibility of the teacher to inspire students to move forward within this critical practice (Freire, Freedom 80). The second dimension that should be considered in the learning process is the social realities in which students live. Freire states that authentic thinking, thinking that is concerned about the world is concerned with reality, and does not take place in ivory tower isolation, but only in communication (Freire, Oppressed 64). This suggests that earning should be connected to the realities of students lives. Otherwise, by ignoring these realities, educators will be creating divisions that make difficult the construction of our ideals of change and transformation (Freire, Freedom 55). A very influential concept in Freires philosophy is that of praxis. Freires praxis, which delineates critical reflection and action, entails the application of educational practices and philosophies to create a better educational experience. To this end, students should be viewed as active participants in the teaching process and in the formulation of teaching methods. They are engaged in what Simon calls a transformative critique of their everyday lives (Simon, Teaching 60). The teachers role here resides in encouraging students to get involved in reflection on their worlds so as to assist them in engaging in critical consciousness. For Freire, the development of critical consciousness in the student can be attained by means of implementing what he called the problem-posing model of education. Freire proposed this model as a counterpart to the banking system of education dominating the educational institutions. He asserts that the banking system fosters domination and oppression, whereas the problem-posing mode promotes liberation and democracy. He goes on to claim that whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. (Freire Oppressed 68). Freires philosophy of education was adopted and modified by various writers. The most prominent figure in this aspect is Ira Shor, who was mainly influenced by Freire. In his Critical Teaching and Everyday Life, Shor criticizes the institutionalized modes of education which involve undemocratic approaches. He demonstrates that these traditional systems have restricted students from contributing to the learning processes. He calls for implementing learning activities that are democratic in nature. These activities are set against the notions of education that students have from their previous experiences within the traditional pedagogical system. The democratic methods of teaching would change the role of students from passive to active critical subjects in which they become active participants in their own learning (111-113). Shor also pointed out some of the limitations of Freires assumptions. Examining the applicability of the Freirean philosophy, he stressed the difficulties involved in implementing the principles of this philosophy within the classroom setting. In his When Students Have Power, he strongly argues that despite the benefits gained from the implementation of the assumptions of critical pedagogy; these assumptions do not go smoothly when turned into practice in the context of classroom environment (56). However, Freire responded to this claim when he stressed the fact that his educational philosophy was not merely a collection of strategies that could be implemented in all educational environments. Rather, different educational practices should be adapted depending on each individual context. Freire acknowledged that pedagogy is influenced by ideology and since ideologies vary a lot, the existence of a single philosophy of critical pedagogy is not practical. Hence, one cannot speak of pedagogy but must speak instead of pedagogies which respond to particular necessities, interests and conditions (Gaudiano and de Alba 128). The challenges of reaching a definite conception of critical pedagogy brought about different approaches to the philosophy by many writers. bell hooks, for example, supports Freire in promoting the link between theory and practice in order for the student to be the center of the teaching process. However, she does not employ Freires concept of critical pedagogy. Rather, she has introduced what she calls engaged pedagogy. She defines it as a system that combines anticolonial, critical, and feminist pedagogies à ¢Ã¢â€š ¬Ã‚ ¦ for interrogating biases in curricula that reinscribe systems of domination à ¢Ã¢â€š ¬Ã‚ ¦ while simultaneously providing new ways to teach diverse groups of students (qtd. in Florence 10). A central feature of this model is the repudiation of the use of sophisticated language; a key feature of traditional educational methods that creates barriers between students and teachers. Roger Simon has introduced another significant approach to critical pedagogy which he calls pedagogy of possibility. In his Empowerment as a Pedagogy of Possibility Simon contends that proposing pedagogy is also proposing a political ideology. Hence, this model of pedagogy aims at enabling a particular moral project, a particular not yet of how we might live our lives together (372). He stresses the fact that such a pedagogy will require forms of teaching and learning linked to the goal of educating students to take risks, to struggle with ongoing relations of power, to critically appropriate forms of knowledge that exist outside their immediate experience, and to envisage versions of a world that is not yet in order to be able to alter the grounds upon which life is lived (375). Like Freire, Simon stresses the importance of not looking at his ideas as mere abstractions. Rather, they should be put into practice in all educational environments. Teachers who would implement the principles of the pedagogy of possibility must not expect a guideline for techniques to be adopted, but rather approach such a task strategically, locally and contextually formulating practice within an integrated moral and epistemological stance (Simon, Teaching 58). This will lead to a possibility for creating counterdiscursive activity that attempts to provoke a process through which people might engage in a transformative critique of their everyday lives (60). The complexities inherent in critical pedagogy have given rise to many critiques of its principles and assumptions. The scope of the criticism directed against critical pedagogy is so vast that it includes critiques from disciplines such as feminism, and postmodernism. It is of high importance to shed light on some these critiques directed against critical pedagogy in order to identify the potential challenges in implementing its practices in classroom environment. The first critique to be considered is that which comes from the very nature of critical pedagogy itself. Critical pedagogy inherently requires a constant investigation of its principles and practices. In this aspect, Giroux and McLaren contend that many current trends in critical pedagogy are embedded in the endemic weaknesses of a theoretical project overly concerned with developing a language of critique. Critical pedagogy is steeped in a posture of moral indignation toward the injustices reproduced in American public schools. Unfortunately, this one-sided emphasis on critique is matched by the lack of theoretical and pragmatic discourse upon which to ground its own vision of society and schooling and to shape the direction of a critical praxis (32). In her The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth, Jennifer Gores critique of critical pedagogy is based on her contention that there are two distinct versions within critical pedagogy; she identifies these versions according the prominent figures who most contributed to the philosophy of each strand. The first version contributes to what she calls pedagogical practice. She suggests that Freire and Shor represent this strand of critical pedagogy which offers concrete suggestions and examples taken from their own pedagogical practice, and which is intended to help other educators (40). Gores criticism is directed against the other approach which she calls pedagogical project. This approach is represented in the contributions of many significant pedagogues, mainly Giroux and McLaren. Gore claims that their approach relies heavily on an abstract political vision and should not be called critical pedagogy, but critical educational theory (42). She goes on to argue that the major shortcoming of such an approach resides in its failure to delineate a set of practices for classroom teaching. As a result, their pedagogy might be seen to restrict its audience to those readers who have the time, energy, or inclination to struggle with it à ¢Ã¢â€š ¬Ã‚ ¦ and, in so limiting its audience, it subsequently limits its political potential (38). Essentially, Gores criticizes the fact that such critical pedagogues tend to focus on abstract theories that lack the potential for implementation. As an example, Gore cites the concept of empowerment, which is a key principle in critical pedagogy. Within the pedagogical project model, the concept of empowerment has been confined to extreme abstraction that forces teachers to be the agents of empowerment, without providing much in the way of tangible guidance for that work (Gore, What 66). Hence Gore calls for creating guidance for teachers so that principles of critical pedagogy can be translated into reality. However, Gore does not call for creating recipes for educational practices. Rather, she contends that theorists of critical pedagogy should take into consideration the context of the educational process instead of merely adhering to a unified theoretical background (Gore, What 67). As mentioned above, Freire himself rejected an essentialist view of critical pedagogy and called on teachers to adapt the learning process to the context of students experiences. In this regard, a great responsibility lies on teachers in determining the methodologies appropriate for each particular context. Similarly, Elizabeth Ellsworth employs a feminist perspective to refute any essentialist interpretation of critical pedagogy. She goes on to claim that even the term critical is a repressive myth[s] that perpetuate[s] relations of domination and hides the actual political agendas à ¢Ã¢â€š ¬Ã‚ ¦ namely antiracism, antisexism, anti-elitism, anti-heterosexism, anti-ableism, anti-classism, and anti-neoconservatism (93). She also believes that theorists of critical pedagogy have failed to launch any meaningful analysis of or program for reformulating the institutionalized power imbalances between themselves and their students, or of the essentially paternalistic project of education itself (98). Moreover, Ellsworth develops a deconstructionist critique of critical pedagogues. She claims that these pedagogues are implicated in the very structures they are trying to change (101). She criticizes the fact that much of the literature of critical pedagogy is the work of the dominant white middle class men. She goes on to argue that a relation between teacher/student becomes voyeuristic when the voice of the pedagogue himself goes unexamined (104). In his Elements of a Post-liberal Theory of Education, Bowers basic criticism resides in his claim that, in a way, critical pedagogy enforces the assumptions and values of Western metaphysics. Although he promoted the contributions of Freire and his followers, Bowers believes that Freires model emphasizes the modernist way of thinking, and thus it reinforces Western values and principles. For Bowers, all Freires pedagogy is based on Western assumptions about man, freedom, progress, and the authority of the rational process (127). He claims that the problem with Freires position is not that he advocates critical reflection but that he makes it the only legitimate source of knowledge and authority (129). Although Freires emphasis on dialogue as a basic component of the educational process has been praised as a democratic strategy, Bowers criticizes the very notion of using dialogue as a tool for emancipation. He contends that relying on dialogue in this aspect shifts the locus of authority from that of community and tradition to the individual who unifies thought and action in a new praxis (129). This focus on the individual on the expense of other collective concerns has lead to the failure of critical pedagogy in addressing issues related to ecology and the nature of the world. As he puts it, The problems of inequality and restricted individual empowerment are not nearly as important as the cultural roots of our alienation from nature. Regardless of how our agenda for social reform is framed, the bottom line has to do with reversing the global ecological deterioration we are now witnessing (159). A very important critique of critical pedagogy that should be highlighted here is that which comes from a postmodern perspective. In their Dialogue across Difference: Continuing the Conversation, Burbules and Rice explore the postmodern critique of critical pedagogy. The authors start their argument by suggesting that there are two versions of postmodernism that hold different positions relative to modernism itself (397). They call these two versions postmodernism and antimodernism. The authors suggest that a basic characteristic of postmodernism is that it goes beyond the norm but at the same time accepts the basic significance of the tradition it proposes to go beyond (397). They cite Giroux and McLaren as examples on postmodernist critics who relish some key democratic assumptions of modernism and yet go beyond them. Antimodernism, on the other hand, defines itself as the antithesis of modernism and is characterized by a strong antipathy to the language, issues, and values of modernism (398). The authors criticize this strand and assert that having deconstructed all metanarratives and radically relativized all possible values, antimodernism is left with no clear way of justifying any alternatives (398). The different positions of postmodernism and antimodernism account for the dissenting views related to the relationship between critical pedagogy and postmodernism. In this regard, some writers strongly believe that critical pedagogy is far from incorporating the premises of postmodernism. In Reflective Teaching in the Postmodern World: A Manifesto for Education in Postmodernity, Parker holds the view that many critical educational practices involve some modernist assumptions and fail to account for a genuine understanding of the process of knowledge construction from a postmodern perspective (16). Similarly, there are other feminist and postmodernist writers who assert that some strands of critical pedagogy do not address such issues which are of high importance in the field. In her Freire and a Feminist Pedagogy of Difference, Weiler explores the conflict she perceives between the modernist orientations of critical pedagogy and postmodernism. As a feminist writer arguing from a postmodern perspective, she claims that her goal is to retain the vision of social justice and transformation that underlies liberatory pedagogies (450). She suggests that the universal goals of liberation do not directly analyze the contradictions between conflicting oppressed groups or the ways in which a single individual can experience oppression in one sphere while being privileged or oppressive in another (450). Accordingly, Weiler believes that the theory that calls for the existence of universal experience of oppression does not take into account the specific contexts of the classroom experience. Hence the focal point of her argument resides in redefining the collective experience in the context of historically defined struggles (Weiler 451). In this regard, Weiler claims that Freire ignored the existence of diverse experience of oppression; hence she calls for a more situated theory of oppression and subjectivity, and for the need to consider the contradictions of such universal claims of truth or process (456). Weiler argues for a feminist-postmodern approach to confront the deficits in Freires philosophy of pedagogy. In this regard, she delineates three major issues where this process can be implemented. She names these as the role and authority of the teacher, the claims for knowledge and truth in personal experience, and the question of difference. Weiler concludes by asserting that the existence of different approaches in this arena does not necessitate abandonment of the goals of social justice and empowerment, but it does make clear the need to recognize contingent and situated claims and to acknowledge our own histories and selves in process (470). On the other side of the spectrum, there are many writers who strongly believe that critical pedagogy strongly incorporates some aspects of postmodernism. In Critical Crosscurrents in Education, Collins sheds light on this link between critical pedagogy and postmodernism as he suggests that, like critical pedagogy, postmodernist critical discourse is about the struggles for power to be heard about the empowerment of other voices' (76). In the same vein, Pinar et al. suggest that there is a possibility for developing a strand of pedagogy that engages in some postmodern principles. This version of pedagogy goes beyond the issues of oppression and suffering that are merely viewed from a class- struggle perspective (305). Other writers share the same view and contend that the philosophy of Freire and other critical pedagogues does incorporate some postmodern dimensions. Most of these writers approach this issue through dividing Freires writing into different phases, stressing that the postmodern orientations appear in his later work. Peters, for example, suggests that there are some postmodern ideas that can be clearly seen in Freires later work. These ideas include Freires emphasis on textuality, subjectivity, experience and culture in addition to his own interpretation of oppression and power (117). Similar to Peters, Roberts asserts that in order to locate the modernist inclinations in Freires writing we should look at Freires work as a whole, and not to focus on his writings during the first stage of his work. Roberts contends that Freire did promote some postmodern techniques in confronting all forms of oppression. He also highlights Freires confrontation with postmodern critics, especially in his later writing. Roberts examination of this issue concluded in his contention that Freire argues for what he called progressive postmodernism. Freire has stressed the fact that educators should challenge modern ways of thinking through becoming more tolerant, open and forthright, critical, curious, and humble (112). Clearly, the above argument proves that any attempt to come up with a clear-cut definition of critical pedagogy is utterly challenging. As mentioned above, there are multiple approaches to critical pedagogy, and there are also variables from other disciplines that are easily accommodated in this literature. All this results in creating critical pedagogies rather than one definite and universally- accepted form of critical pedagogy. These critical pedagogies are always involved in a constant process of redefinition and change, thus imposing great challenge on pedagogues in this regard. Despite these variations and challenges, teachers are always urged to go beyond the mere theoretical background of critical pedagogy. The process of theorizing without action creates no change and goes against the objectives of critical pedagogy. Teachers must promote an integrated approach of theory and practice, or what Freire called praxis. In other words, they should seriously consider the potential for implementing the premises of critical pedagogy in the teaching process. This implementation should go beyond the mere adherence to an essentialist view of a critical pedagogical methodology. Teachers should attempt, to the best of their abilities, to locate the teaching process within the realities of students lives. They should take into account the various variables, realities and experiences pertinent to students lives. Hence, they should adapt their techniques according to the specific variables pertinent to the context in which they work. The critique directed against critical pedagogy maximizes the need for this constant action on the part of teachers. In addition to adapting their educational tools to the classroom context, teachers are exhorted to encourage the involvement and empowerment of the students. Without putting the assumptions, principles and paradigms of critical pedagogy into practice, teachers run the risk of going within the traditional mainstream models of education. As Bahruth and Steiner beautifully put it: in our profession we have two choices; we can succumb to the mainstream and become programmed toward deskilling our intellect, or we can become critical pedagogues and liberate ourselves and those who choose to join in the dialogue (143).

Challenges of Leadership Essay

WHAT DO WE MEAN BY THE CHALLENGES OF LEADERSHIP? Being a leader is in itself a challenge. The challenges of leadership are really of three kinds: external, coming from people and situations; internal, stemming from within the leader himself; and those arising from the nature of the leadership role. EXTERNAL CHALLENGES It’s almost impossible to imagine a situation where a leader doesn’t have to cope with external challenges. In an organization, such issues as lack of funding and other resources, opposition from forces in the community, and interpersonal problems within the organization often rear their heads. Social, economic, and political forces in the larger world can affect the organization as well. To some extent, the measure of any leader is how well he can deal with the constant succession of crises and minor annoyances that threaten the mission of his group. If he is able to solve problems, take advantage of opportunities, and resolve conflict with an air of calm and a minimum of fuss, most of the external issues are hardly noticeable to anyone else. If the leader doesn’t handle external challenges well, the organization probably won’t, either. We’ve all seen examples of this, in organizations where everyone, from the director to the custodian, has a const antly worried look, and news is passed in whispers. When people feel that leaders are stressed or unsure, they themselves become stressed or unsure as well, and the emphasis of the group moves from its mission to the current worrisome situation. The work of the group suffers. INTERNAL CHALLENGES While leadership presents to each of us the opportunity to demonstrate the best of what we are, it also exposes our limitations. In many cases, good leaders have to overcome those limitations in order to transmit and follow their vision. Fear, lack of confidence, insecurity, impatience, intolerance (all can act as barriers to leadership. At the same time, acknowledging and overcoming them can turn a mediocre leader into a great one. It’s often very difficult for people, especially those who see themselves as leaders, to admit that they might have personality traits or personal characteristics that interfere with their ability to reach their goals. Part of good leadership is learning to accept the reality of those traits, and working to  change them so they don’t get in the way. Sometimes, what seems to be an advantage may present a challenge as well. A leader who’s extremely decisive may alienate followers by never consulting them, or by consistently ignoring their advice. A leader who’s terrific at developing relationships with others in the organization may be unable to tell someone when she’s not doing her job. Some characteristics can be double-edged swords, positive in some circumstances and negative in others. The real challenge is in knowing the difference, and adapting your behavior accordingly. CHALLENGES ARISING FROM LEADERSHIP ITSELF Real leadership makes great demands on people. As a leader, you are responsible for your group’s vision and mission, for upholding a standard, often for being the group’s representative to the rest of the world and its protector as well. These responsibilities might be shared, but in most organizations, one person takes the largest part of the burden. In addition to its responsibilities, leadership brings such challenges as motivating people – often without seeming to do so – and keeping them from stagnating when they’re doing well. Leaders also have to motivate themselves, and not just to seem, but actually to be, enthusiastic about what they’re doing. They have to be aware of serving their group and its members and all that that entails. In other words, they have to be leaders all the time. WHEN ARE THE CHALLENGES OF LEADERSHIP MOST OBVIOUS? One obvious – and correct – answer to this question is â€Å"all the time,† but in fact some times are more likely than others. Leadership is usually the most difficult when the situation is changing or unstable. When a grass roots group is doing well – gathering allies, getting its message across, attracting funding – no one much notices what the director does; but when something unexpected happens, she’s expected to take care of it, often in a very public way. Some particular times when challenges may arise: * When something new is about to start. When you’re beginning a new intervention, trying something different in a program that’s been running for a while, stepping up to another stage in your initiative, or hiring a new leader, no one is quite sure what’s going to happen. Systems and  relationships can break down, and it’s often a matter of leadership as to whether the new situation is successful or not. * When something is about to end. Often at the end of a school year, a particular project or initiative, a training period – anytime when something is coming to an end and things are, by definition, about to change – times get difficult. That may be because of a big push to get finished, or because it’s tough to tell what’s coming next, or because a close-knit group is splitting up. Whatever the reason, it often takes leadership skills to make sure that the project ends successfully, and everyone moves on to the next phase, wh atever that is. * When times are tough. If there’s not enough funding, or an organization or group is being publicly criticized, for instance, its leader usually has to try to solve the problem in some way: find money, reduce expenses, defuse the attacks. Leaders are tested when times are difficult. * During transitions. There are many ways in which a group can be in transition. It may go – because of a grant or because of other circumstances – from a loosely organized, grass roots collective to a much more formally structured organization. It might grow quickly†¦even too quickly. It might be losing some key people, or changing leaders. One of the most difficult tasks a leader faces is trying to keep a group stable through a period of change. WHAT ARE SOME OF THE SPECIFIC CHALLENGES THAT MANY LEADERS FACE, AND HOW to COPE WITH THEM? EXTERNAL CHALLENGES The world surprises us at every turn, throwing up barriers where the way seems clear, and revealing broad highways where there seemed to be only brick walls. Both kinds of surprises – sometimes the positive more than the negative – present opportunities for exercising leadership, with all the challenges they entail. Some common situations that call for leaders to use their resources include: * Public criticism, especially uninformed criticism, of your group or mission. * Flare-ups of others’ interpersonal issues, either within the group or outside it. * Crises, which could be tied to finances, program, politics, public relations (scandals), legal concerns (lawsuits), even spiritual issues (loss of enthusiasm, low morale). * Disasters. These are different from crises, in that, in a crisis, something important (usually negative, but not always) seems to be  happening, and you’re trying to control the situation. In a disaster, the worst has already happened, and you’re trying to deal with that in some way. * Opposition and/or hostility from powerful forces (business groups, local government, an influential organization, etc.) * A financial or political windfall. Sometimes an unexpected benefit can be harder to handle than a calamity. * Collaboration with another group or organization may call upon a leader to define clearly the boundaries within which he can operate, and to balance the needs of his own group with those of the collaborative initiative as a whole. HOW TO COPE WITH EXTERNAL CHALLENGES Be proactive. Regardless of the situation, it’s important for leaders to do something. Waiting is occasionally the right strategy, but even when it is, it makes a group nervous to see its leader apparently not exercising some control. Be creative. Try to think â€Å"outside the box,† i.e. in unexpected but effective ways. If disaster has struck (you’ve just lost a major source of funding, perhaps ), how can you turn what looks like the end of the world into a new beginning? Can you change the way the organization operates to deal with the loss? Can you use the fact that you’re about to lose services to gain community and political support? Is this an opportunity to diversify your funding? Can you expand your horizons and your reach through collaboration? Don’t just look at the obvious, but consider a situation from all perspectives, and search for unusual ways to make things work. An important piece of information, one that’s often quoted in community work, but which can’t be overstated: the Chinese character for â€Å"crisis† combines the characters for â€Å"danger† and â€Å"opportunity.† Face conflict squarely. This doesn’t mean come out fighting, but rather identify and acknowledge the conflict, and work to resolve it. This is true both for conflict within your group, and conflict between the group and others outside it. Far too many people, leaders included, act as if conflict doesn’t exist, because they find it difficult or frightening to deal with. As a result, it only grows worse, and by the time it erupts, it may be nearly impossible to resolve. If  it’s faced early, nearly any conflict can be resolved in a way that is beneficial for everyone involved. It’s a function of leadership to have the courage to name the conflict and work on it. Always look for common ground. If there’s opposition to what you’re doing, it may only be to one specific part of it, or may be based on misunderstanding. There are few groups or individuals who don’t have some common interests. If you can find those, you may have a basis for solving problems and making it possible for people to work together. Retain your objectivity. If you’re mediating a conflict within the organization, don’t take sides, even if you think you know one side is right. That will come out if you mediate objectively and well.If you’re faced with detractors or opposition, don’t automatically assume they’re villains. What are their concerns, and why do they disagree with what you’re doing? Don’t get sucked into a fight unless there’s really no alternative. Even rabid opposition can often be overcome through a combination of respect, political pressure, and creative problem solving. When you do feel you have to fight, pick your battles carefully. Make sure you have the resources – money, political and other allies, volunteer help, whatever you need – to sustain conflict. Battles can advance your cause, or they can kill your initiative once and for all. Don’t get into a fight you have no chance to win. Look for opportunities to collaborate. This is important both within and outside your group or organization. Within the group, involve as many people as possible in decisions, and make sure they have control over what they do. The more they own their jobs and the organization, the more enthusiastic they’ll be, the more effective the organization will be, and the more effective you’ll be as a leader. Outside the organization, try to forge ties with other organizations and groups. Let them know what you’re doing, get and give support, and work with them to the extent you can. Make common cause with other groups that have similar interests. In numbers, there is strength, and you’ll be stronger as an alliance of groups than any one of you could be individually. INTERNAL CHALLENGES Leaders are human. That’s hardly news, but it means that they come with all the same problems and failings as everyone else. One of the greatest challenges of leadership is facing your own personal issues, and making sure they don’t prevent you from exercising leadership. Acknowledging the attitudes and tendencies that get in your way, and working to overcome them, is absolutely necessary if you’re to become an effective leader. Among the most common personal traits that good leaders have to overcome or keep in check are: * Insecurity. Many people feel, at least some of the time, that they’re not up to the tasks they face. They may even believe that they’re fooling people with their air of competence, when they know they’re really not very capable at all. Insecurity of that sort keeps them from being proactive, from following their vision, from feeling like leaders. It can be crippling to both a leader and her group or organization. * Defensiveness. Also born of insecurity, defensiveness shows up most often as an inability to take criticism (other people might catch on to the fact that you’re as incompetent as you know you are), and continuing hostility to anyone, even an ally, who voices it. Defensiveness often also includes a stubborn resistance to change ideas, plans, or assumptions, even if they’ve been shown to be ineffective. * Lack of decisiveness. Sometimes it’s hard to make a decision. You never know till later – and sometimes not even then – whether you made the right decision. Maybe if you had a few more facts†¦ The reality is that leaders are called on to make decisions all the time, often with very little time to consider them. It is important to have as much information as possible, but at some point, you just have to make the decision and live with it. Some decisions are reversible, and some are not, but in either case, it’s important to learn to make a decision when necessary and understand that living with the consequences is part of being a leader * Inability to be direct when there’s a problem. Many people want so badly to be liked, or are so afraid of hurting others, that they find it difficult to say anything negative. They may be reluctant to tell someone he’s not doing his job adequately, for instance, or to address an interpersonal problem. Unfortunately, by letting these things go, they only make them worse, which makes them still harder to address. It’s essential to learn when firmness is necessary, and to learn how to exercise it. *  Inability to be objective. Neither looking at situations through rose-colored glasses nor being always on the edge of hysteria is conducive to effective leadership. Just as objectivity is important in dealing with external issues, it’s important to monitor your own objectivity in general. There’s a difference between being an optimistic individual and being unable to see disaster looming because it’s too painful to contemplate. By the same token, seeing the possible negatives in an apparently positive situation is not the same as being paralyzed by the assumption that calamity lurks around every corner. The inability to accurately identify the positive and negative in any situation and react appropriately can create serious problems. * Impatience – with others and with situations. It may seem, given the importance of decisiveness and firmness, that patience is not a virtue a leader needs. In fact, it is perhaps the most important trait to develop. Situations do not resolve themselves instantly, and anyone who’s ever been involved in an organization knows that Rule #1 is that everything takes longer than you think it will. People in unfamiliar situations need a while to orient themselves. Leaders who are impatient may make rash decisions, may alienate staff members or volunteers or allies, and can often make situations worse rather than better. It’s hard to be patient, but it’s worth the effort. In addition to character traits that can get in a leader’s way, there are the effects of health and personal crises. COPING WITH INTERNAL CHALLENGES Listen. Listen to people’s responses to your ideas, plans, and opinions. Listen more than you talk. Listen to a broad range of people, not just to those who agree with you. Probe to find out why they think or feel the way they do. Assume that everyone has something important to say. If you hear the same things from a number of different and diverse sources, you should at least consider the possibility that they’re accurate. If they’re about things you do that you can change, you might give it a try. Ask for 360-degree feedback†¦and use it. This is feedback (people’s views of you) from everyone around you – staff, volunteers, Board, participants, people from other organizations or groups  yours works with – anyone you work with in any way. As with listening, if you hear the same thing from a lot of different sources, it’s probably true. Act on it. All the feedback in the world won’t do you any good unless you do something with it. Look at what’s going on around you. Are you the center of controversy and chaos? Or do calm and good feeling seem to reside wherever you do? The chances are that the answer lies somewhere in between these extremes, but it probably should be closer to the calm and good feeling side. Even if you’re involved in a battle with the forces of evil, you can foster calm in yourself and those you work with. At the same time, your group could be on top of the world, and you and your colleagues could still be climbing the walls if that’s the kind of atmosphere you create. Reach out for help in facing internal challenges. Most of us find it difficult to change entirely on our own. A psychotherapist, a good friend, a perceptive colleague, or a trusted clergyman might be able to help you gain perspective on issues that you find hard to face. Many people find meditation or some form of self-discovery helpful in understanding themselves and in getting through change. Don’t feel you have to do it all on your own. CHALLENGES STEMMING FROM THE NATURE OF THE LEADERSHIP ROLE A leadership position brings with it unique demands. Leaders can be looked on as authority figures, as saviors, as fixers of things that are broken, as spiritual guides, as mentors, as models, as inspirers, as teachers†¦in short, they may be seen however others choose to see them. This in itself carries a set of challenges, in addition to those posed by what all leaders indeed have to do in order to keep things going. Some of the issues that leaders have to cope with specifically because they’re leaders are: * Keeping an eye on, and communicating, the vision. As the guardian of a group’s vision, it’s up to the leader to remind everyone of what that vision is, to keep it in mind in everything the group or organization does, to protect it from funders or others who would try to change it†¦and to make sure It does change, if necessary, with changes in circumstances, the needs of the target population, or the available information. That means not being  d istracted from the bigger picture by day-to-day issues (even as those issues are addressed and resolved). It also means not substituting another, lesser goal (getting enough funding to start a specific program, for instance) that may be contrary to the true vision of the organization. * Keeping the everyday under control while you continue to pursue the vision. You can’t maintain the vision without making sure that there’s paper in the printer, that you understand the legal implications of an action you plan to take, that people know what they’re supposed to be doing on a given day, that there’s enough cash in the bank to meet payroll, and that there’s someone there to answer the phone, to pay the bills, and to look for funding. These aren’t necessarily all things a leader has to do herself (although there are certainly organizations where that’s what happens), but she’s responsible for making sure they get done, and that things run smoothly. No matter how transformative she is, no leader can accomplish much if the infrastructure do esn’t work. * Setting an example. If you want others in the group to show mutual respect, to work hard, to embrace the vision and mission of the organization, to include everyone in their thinking and decisions, you have to start by doing those things yourself, and behaving in the ways you want others to behave. A leader who yells at people, consults no one, and assumes his word is law will intentionally or unintentionally train everyone else in the group to be the same way. A leader who acts collaboratively and inclusively will create an organization that functions similarly. * Maintaining effectiveness over time. One of the hardest lessons of leadership is that you’re never done. No matter how well things go, no matter how successful your group or organization or initiative is – unless it’s aimed at accomplishing a very specific, time-limited goal – you have to keep at it forever. Even if you get a bill passed or manage to get money for your cause included in the state budget, you have to work to maintain your gains. If you’re running a community intervention, you have to recruit participants, refine your methods, do community outreach, raise funds†¦indefinitely. Maintaining effectiveness is a matter both of monitoring what you do and working to improve it, and of keeping up enthusiasm for the work within the group. It’s part of the leader’s role to maintain his own enthusiasm and drive, and to communicate and transfer them to others. * Avoiding burnout. This is a challenge not  only for leaders, because a burned out leader can affect the workings of a whole organization. Leader burnout is a product of being overwhelmed by the workload, the frustrations, the stress, and the time demands of the position, multiplied by the number of years spent in it. It can reach a point where the leader no longer cares about the vision, the work of the group, or anything but when he can go home. By that point, the rest of the group is likely to be struggling, feeling rudderless and uncertain. It’s crucial that leaders learn to recognize the signs of burnout and – depending on where they are in their lives and a number of other factors – either find ways to renew their commitment or leave. Perhaps even more threatening than burnout is â€Å"burn-down† – the loss of passion and intensity that can come with familiarity and long service. You may still care about what you’re doing, but the en thusiasm just isn’t there anymore. In many ways, this condition may be even harder to deal with than burnout. At least if you’re burned out, it’s obvious: if you’re burned down, especially if it’s happened over a long period, neither you nor others may have realized it. * Finding support. Cliches often become cliches because they’re true. It is lonely at the top, largely because a good leader tries to make things go smoothly enough that others aren’t aware of the amount of work she’s doing. The leader may have no one to share her concerns with, and may have to find her own satisfaction, because others don’t recognize the amount and nature of her contribution. The buck may stop with her, but where then does she unburden herself? As mentioned earlier, leaders are human. They need support and comfort as much as anyone else, and it’s important that they find it. COPING WITH CHALLENGES STEMMING FROM THE NATURE OF THE LEADERSHIP ROLE So how can you continue to be a leader and also continue to be a functioning human being? There are things you can do to retain both your sanity and your competency. Create mechanisms to revisit your vision. Hold occasional meetings and at-least-yearly retreats to discuss vision and renew commitment. These will serve both to review the vision to see if it still resonates (and to rework it if necessary), and to renew your and others’ purpose and pursuit of it. They’ll help to remind you of why you’re doing this in the first place, give you an opportunity to work on group solidarity, and – ideally – leave you feeling refreshed and ready to carry  on. Share the burden. Surround yourself with good people who share your vision. If you can find others who are competent and committed to whom you can delegate some of the tasks of leadership, it will both remove pressure from you, and make your group stronger. One of the greatest mistakes a leader can make is to be threatened by others’ abilities. In fact, sharing responsibility with capable people makes all of you more effective, and strengthens your leadership. Having competent people to depend on also means that you can develop systems and know they’ll work. Organizational maintenance becomes much easier, and you have more time to devote to the actual pursuit of your vision. Find an individual or group with whom you can discuss the realities of leadership. In many communities, some heads of organizations meet on a regular basis to talk about the difficulties and rewards of their situations with others who truly understand. Some such arrangement can be a valuable hedge against burnout, and can also help you gain insight into how you function as a leader. It can introduce you to alternative ways of doing things, as well as giving you a chance to vent, and to realize you’re not alone. Make sure you have personal time. The founder and director of a prominent think tank once went seven years without a day off – including Sundays. That’s 2,557 straight days of work. (That includes two leap year days, for those of you doing the math.) Even if that doesn’t cause burnout, it’s not good for your creativity or your understanding of the world. Everything becomes work or related to work: the world holds no other reality, and leadership becomes all you do. In order to maintain perspective and to keep yourself fresh, you need to take time away from being a leader, and away from your organization or initiative. It’s important to have an activity that gets you away from your daily concerns, and to take days off from time to time. Some people meditate every day, others play music regularly, others participate in sports or fitness activities. Your getaway doesn’t have to be an everyday thing, but it should be something you love and look forward to, and it should be frequent and regular. It may be as simple as taking a walk with your kids for an hour every evening – whatever it is that relaxes your mind and feeds your soul.  Rather than detracting from your effectiveness, your time off will increase it. Depending upon how you approach it, leadership can be a hard and lonely road, or an exciting and collaborative trip to a new place. The more, and more useful, strategies you can find to cope with its challenges, the better leader you’ll be.

Understand the Principles and Requirements of Assessment

LEVEL 3 CERTIFICATION IN ASSESSING VOCATIONAL COMPETENCE LED BY CAROL SMOUT LESSON 1 26TH SEPT 2011 THE ROLE OF AN ASSESSOR ASSESSING PERFORMANCEGIVING FEEDBACK CONTRIBUTE TO A PAPER TRAIL ROLE OF AN ASSESSOR ROLE OF AN ASSESSOR WRITE EFFECTIVE ASSESSMENT PLANS 1. ASSESSING PERFORMANCE = A range of assessments, I am making a judgement on 2. GIVING FEEDBACK = Verbal feedback, Written Feedback. {Try to be positive, Don’t be negative candidates find this demoralising} 3. CONTRIBUTE TO a PAPER TRAIL = I have to write on a least 3 pieces of paper all of which are auditable Assessment plans. I need to contribute to a paper trail. As an Assessor I assess a Candidate/Student then someone {IV OR EV} then checks my assessment decision. This is called THE QUALITY ASSURANCE SYSTEM. When I am audited as an experienced Assessor I need to be able to demonstrate that I understand Quality Assurance. I have to be able to write effective assessment plans. 4. WRITE EFFECTIVE ASSESSMENT PLANS= Example: â€Å" I have met with blah blah blah and she/he has said she/he wants to do a shampoo & blow dry & a semi-permanent next week. â€Å"We plan to do this in this time on this date with this candidate & I am going to orally question her/him to check her/his underpinning knowledge. THIS EQUALS A PLAN !!! LEVEL 3 CERTIFICATION IN ASSESSING VOCATIONAL COMPETENCE LED BY CAROL SMOUT LESSON 2 3RD OCTOBER 2011 STAGES OF THE ASSESSMENT PROCESS PLANNING. STAGES OF THE ASSESSMENT PROCESS STAGES OF THE ASSESSMENT PROCESS REVIEWING JUDGING RECORDING QUALITY ASSURANCE 1. PLANNING = Assessment plannin g sheets & Consultation Sheets. 2. REVIEWING. Straight from SCHOOL TO COLLEGE no work base knowledge. First meeting with my candidate check if the candidate has any prior learning (APL= ACCREDITATION FOR PRIOR LEARNING) â€Å"What qualifications do you currently have† Do they relate to what they are currently doing now. I may find that some elements of the assessment may have already been done. When a candidate joins the college straight from school they still may have some prior learning. Some schools send their students to college to learn about hairdressing as part of their learning at school, some of this learning can be taken into consideration as prior learning. REVIEWING WORK BASE. If the candidate is joining college and is work based and is now coming to college for apprentership they may have been shampooing for 3 years so will not need to do their level one because of their prior learning they can go straight on to level 2. It would be unfair to make them do it all over again; they don’t need to be taught again. It’s all about taking the candidate forward. 3. JUDGING STAGE. This stage is the most difficult. Assessors find it most difficult as to â€Å"Am I Judging this right? † â€Å"Am I being really harsh or am I being a lenient? † So I have to follow 6 steps to ensure that I am doing this correctly. I have to check the Assessment by: IS THE ASSESSMENT 1. VALID Can be done using the Methods of Assessment. OBSERVATION, I can Observe it’s valid I can see it being done by that candidate. ORAL/VERBAL, I can ask questions and check their underpinning knowledge and check its validity EXAMS. Exams are obviously valid as there done under strict conditions, examiners are present their not allowed to talk etc. PROFESSIONAL DISCUSSION I Can talk to them in a professional capacity to check validity PROJECTS & ASSIGNEMENTS Are valid make sure signed dated good way at checking their knowledge. Although could have been done by someone else again ask oral questions and ask them to reference and put in a bibliography for me to refer and check if I feel not valid WITNESS STATEMENTS. An employer can provide a witness statement that a candidate has competently passed an assessment. It Valid if signed by their employer but still need to check validity could discuss how they achieved this pass what did they do how did they do it. PHOTOGRAPHIC EVIDENCE Valid I can see the photographic evidence try to get the candidates to get a picture that shows them doing the work. Still a little grey though as someone else could have done the work but just taken a photograph of the candidate with the client doesn’t mean necessarily that they have done the work. IS THE ASSESSMENT 2 RELIABLE. How sure am I that the above are reliable, how do I know for sure that the work I am assessing is that candidates own work, some are obviously reliable e. g. observation because I can see it being done. IS THE ASSESSMENT 3 SUFFICIENT. Has the candidate done enough to pass all elements of the unit being assessed. For example the candidate is being assessed to shampoo and condition a client’s hair and to sell a product. She/he may well have used all the correct products and massage movements but during the assessment She/he may not have been given the opportunity to sell a product in which case the candidate will have passed some elements of the unit chosen but because she couldn’t sell a product that part of the unit will have to be referred to another assessment but the candidate will have passed the other two elements of the unit. ALWAYS MAKE SURE THE CANDIDATE READS THROUGH THEIR PC’s (Performance Criteria’s) WHICH IS IN THEIR LOG BOOKS FOR EACH UNIT THERE ARE ELEMENTS OF THAT UNIT THAT THEY HAVE TO PASS TO ACHIEVE A FULL PASS IN THAT UNIT !!! IS THE ASSESSMENT 4. AUTHENTIC I have to know that every assessment they are doing is that candidates. How do know that that assessment is that authentic and reliable ? The best way to find out if not observed by me is to orally question them. IS THE ASSESSMENT 5. CURRENT Is the candidate demonstrating up to date skills? Is the candidate using up to date equipment? Example if the candidate is doing a colour & we haven’t got a roller ball or a climazon & they have to place the client under a hood dryer with a cap on the clients head. The service with that equipment is NOT CURRENT to industry. IS THE ASSESSMENT 6. SAFE Is the assessment taking place safe for all Are they working safely. I can stop an assessment at any time if there is a danger to the client, to anybody else in the room or to the candidate themselves. RECORDING STAGE Recording takes place in the log books for hairdressing. I record assessment decisions on consultation sheets. Also recording takes place for an assessment if it’s on a written paper on a marking front sheet. The awarding body gives us these marking sheets and it is my job to make sure that the candidate signs it & that I sign it & I put their marks on it. It is the evidence as to whether the candidate is competent on that written paper. There will be a written paper from C. H. E. A. T. When I mark assignments there will also be an assignment front sheet that I would record their feedback on. Whether it is passed or referred the candidate would sign it and date it, I would sign and date it to validate that assessment { THESE PAPER FORMS ARE VITAL FOR ME TO BE ABLE TO DO MY ROLE AS AN ASSESSOR FORMS ARE AVAILABLE FROM CAROLE AND VIA KERRY I NEED THESE FORMS AS SOON AS I START TO SHADOW} QUALITY ASSURANCE When I assess a candidate and I have already recorded it all on the previous documents. I also have to track a student candidate throughout their qualification, so if they have completed one whole unit I would need to sign off the tracking document, this document forms part of the tracking paper trail for Quality Assurance I also need to attend Standardisation Meetings. Usually done twice a year at the beginning and the end of a course. At these standardisation meetings I have to interact and share my views and contribute to these meetings. When we attend the meeting we all should bring along one or two units that we have marked, we can then shuffle them around between each other and look at them to make sure that the students are all being marked equally and that we haven’t been too harsh on them with a marking or too lenient on them. We all need to be marking to the same standard. This is what standardisation is all about & that forms part of this Quality Assurance Process. External verification officers come in they check and look at our tracking, they look at all our minutes and meetings, they come and look at the candidates log books, they look at their consultation sheets, they look at all their written papers & their assignments. They are checking that there was some sort of assessment in place & then they are making sure that I as an assessor planned the assessment. Health & Safety Legislation Sourced from HSE The Health and Safety at Work, etc Act 1974 The Management of Health and Safety at Work Regulations 1999 The Education (School Premises) Regulations 1999 The Workplace (Health, Safety and Welfare) Regulations 1992 The Manual Handling Operations Regulations 1992 The Control of Asbestos at Work Regulations 2006 The Health and Safety (Display Screen Equipment) Regulations 1992 The Electricity at Work Regulations 1989 The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 The Control of Substances Hazardous to Health Regulations 2002 The Provision and Use of Work Equipment Regulations 1998 The Construction (Design and Management) Regulations 2007 Disability Discrimination Act 1995 The Health and Safety (First Aid) Regulations 1981 The Health and Safety at Work, etc Act 1974 The main piece of legislation affecting the management of health and safety in educational establishments across all sectors is the Health and Safety at Work, etc Act 1974 (HSWA). This Act provides a framework for ensuring the health and safety of all employees in any work activity. It also provides for the health and safety of anyone who may be affected by work activities in eg pupils/students and visitors to educational sites, including parents and contractors. In Northern Ireland, similar provisions are made by the Health and Safety at Work (NI) Order 1978. Employers and employees (as well as manufacturers, suppliers and the self-employed) must comply with the duties set out in the Act, which are summarised as follows. * Section 2 places a duty on employers to ensure the health, safety and welfare of employees as far as is reasonably practicable. It also requires employers to consult with trade union safety representatives on matters affecting health and safety in the workplace. Moreover, employers of more than five people must prepare a written health and safety policy and bring it to the attention of employees. Section 3 requires employers to ensure that non-employees (eg pupils/students) who may be affected by work activities are not exposed to risks to their health and safety. Where young or vulnerable persons may be affected, the duty of care is greater. * Section 4 places a duty on anyone responsible for the workplace to ensure that the premises, plant and machinery do not endanger the people using them. * Section 5 requires emplo yers to prevent and control harmful, noxious or offensive emissions into the atmosphere. Section 6 places duties on designers, manufacturers and suppliers to ensure that articles and substances are safe for use. * Section 7 states that it is the duty of every employee while at work to take reasonable care of him or herself and of any other person who may be affected by his or her actions. This section also requires employees to cooperate with their employer in relation to health and safety issues. * Section 8 requires employees not to interfere with or misuse anything provided in the interest of health and safety. The Management of Health and Safety at Work Regulations 1999 The main requirement of the Management of Health and Safety at Work Regulations is that employers must carry out risk assessments to eliminate or reduce risks. Employers with five or more employees need to record the significant findings of a risk assessment – it is not necessary to record risk assessments for trivial or insignificant risks. In addition, employers also need to: * make arrangements for implementing the health and safety measures identified as necessary by risk assessments * monitor and review those arrangements appoint people with sufficient knowledge, skills, experience and training to help them to implement these arrangements * set up emergency procedures and provide information about them to employees * provide clear information, supervision and training for employees and ensure that suitably competent people are appointed who are capable of carrying out the tasks entrusted to them * work together with any other employer(s) operating from the same workplace, sharing information on the risks that other staff may be exposed to, eg cleaning, catering or maintenance contractors * take particular account of risks to new and expectant mothers. A risk assessment is a careful examination of the work activities that could, whether on or off site, cause harm to people so that your employer can weigh up whether they have taken adequate precautions or should do more to prevent harm. The Management of Health and Safety at Work Regulations 1999 require employers to assess the risks arising from work activities to both employees and non-employees (eg students, visiting parents). Employees have a right to see the results of risk assessments. Who can do risk assessments? Employers are responsible for ensuring that risk assessments are carried out by competent people (ie those who have sufficient knowledge, skills, experience and aptitude). These people may be current employees, provided they have been suitably trained, or external health and safety professionals. Safety reps have a legal right to be consulted and can assist on risk assessments. However, the risk assessment remains the legal obligation of the employer and therefore should be signed by the employer once complete. Activities that should be assessed All work activities that could present a potential hazard should be risk assessed. ‘Hazard' means something with the potential to cause harm, including ill health as well as injury. ‘Risk' is the likelihood of that hazard actually causing harm during the course of work activities. In an education setting, there are particular situations that typically require risk assessments: * the work activities of all new and expectant mothers require a specific risk assessment under the Management of Health and Safety at Work Regulations, with any necessary adjustments made to their working conditions a risk assessment should be conducted before taking students off site * workplace stress and stressors should also be included within risk assessments The Education (School Premises) Regulations 1999 These regulations set out minimum health and safety standards for all maintained schools in England and Wales, covering issues such as temperature, toilet facilities for pupils, ventilation and lighting. Some of the standards also have to be met by non-maintained special schools and independent schools. The regulations operate in conjunction with the Workplace (Health, Safety and Welfare) Regulations, as outlined below. The Workplace (Health, Safety and Welfare) Regulations 1992 These regulations deal with physical conditions in the workplace and require employers to meet minimum standards in relation to a wide range of matters, which include: * maintenance of buildings and equipment * lighting * provision of drinking water * temperature * rest facilities * ventilation * toilet facilities * first aid. The Manual Handling Operations Regulations 1992 These regulations require employers to minimise the health risks associated with manual handling, a term used to describe activities which involve lifting, carrying, moving, holding, pushing, lowering, pulling or restraining an object, person or animal. Employers should: * avoid the need to lift, carry, push, pull, lower or support loads wherever possible * mechanise tasks where they cannot be avoided by the use of trolleys, barrows, lifts or hoists * carry out risk assessments, which take into account the work task, the activity involved, individual capacity, working environment and other factors. The Control of Asbestos at Work Regulations 2006 The Control of Asbestos at Work Regulations place specific duties on employers, owners and those in control of buildings to manage the risks from asbestos fibres that may be released when building or maintenance work takes place. The regulations require the following steps to be taken to manage the risk: * find out if there is asbestos on the premises, its amount and what condition it is in * presume materials contain asbestos, unless there is evidence that they do not * make and keep up to date a record of the location and condition of the materials containing asbestos or which are presumed to contain asbestos * carry out a risk assessment on materials containing asbestos * prepare and implement a plan that sets out in detail how the risk from this material is going to be managed * review and monitor the plan and the arrangements provide information on the location and condition of the material to anyone who is liable to work on or disturb it (including staff). Specialist help is ge nerally required to determine the presence of materials containing asbestos and to remove asbestos. The HSE advises that if asbestos is in good condition and is not likely to be disturbed or damaged, it is usually safer to leave it in place and manage it. The Health and Safety (Display Screen Equipment) Regulations 1992 These regulations oblige employers to assess the workstations of staff who use display screen equipment (DSE). The workstation is the equipment itself, its accessories and the surrounding work environment. The minimum requirements of employers are to: * identify â€Å"users† of display screen equipment, ie those who habitually use DSE as a significant part of their normal work * assess workstations to ensure that they meet minimum standards * provide information, instruction and training on the potential hazards of using DSE equipment * offer free eyesight tests to users of DSE equipment at regular intervals and to pay for spectacles that are required for the work * review assessments. The Electricity at Work Regulations 1989 These place a duty on employers to assess all foreseeable risks associated with work activities involving electricity. Employers are required to install safe systems of working, with well-maintained equipment, covering everything from power lines to kettles. All installation and repairs should be undertaken by a qualified electrician or those who have appropriate technical knowledge, though some minor repairs, inspections, fitting of plugs, etc may be under taken by suitably trained staff. The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations R. I. D. D. O. R 1995 Under these regulations (often referred to as RIDDOR), certain work-related accidents are reportable by law to the Health and Safety Executive or the local authority. The following must be reported: * death of any person * a ‘major injury' to any person at work * hospital treatment of any person who is not at work (eg pupil/student) * an accident which results in a person at work being incapacitated for more than three consecutive days (excluding the day of the accident) * specified dangerous occurrences, eg building collapse * specified work-related diseases, eg mesothelioma and hepatitis. Educational establishments should have clear guidelines on incident reporting and this should be conveyed to staff on the first day of their employment. Accident reporting An accident is an unplanned event that results in injury, damage to property or some other loss. The law requires that certain work-related accidents are reported to the local authority or the Health and Safety Executive. All accidents to employees, however minor, should be recorded. This is a requirement under social security legislation. As a result of a workplace injury an employee may need to claim for benefits in the future, and the relevant checks will be made to confirm that the accident occurred at work. Reporting and recording procedures vary. Employers need to be sure that they satisfy all legal reporting requirements for employees and non-employees, and take measures to monitor accidents. As part of the reactive monitoring process, accident records are needed to assess whether the existing controls are adequate or to identify if trends are developing and to implement new procedures. Records may also have to be produced for the Health and Safety Executive, to parents/guardians, or in the course of civil proceedings if a claim is brought following an incident. How to report an accident All accidents can be reported to the Incident Contact Centre (ICC), Caerphilly Business Park, Caerphilly CF83 3GG. Alternatively, call on tel: 0845 300 9923 on Mondays to Fridays between 8. 30am and 5. 30pm, email  [email  protected] om  or report via the internet at  www. riddor. gov. uk. The Control of Substances Hazardous to Health Regulations 2002 These regulations (often known as the COSHH regulations) require employers to asses s and prevent (or at least adequately control) the risks to health from the use of any hazardous substances used in the workplace. A hazardous substance is one which has, by law, to be labelled as ‘very toxic', ‘toxic', ‘harmful', ‘irritant' or ‘corrosive'. It therefore includes many chemical substances such as paints and cleaning materials, as well as wood dust. The obligations to employers are to: * assess the risks * decide what precautions are needed take steps to reduce or adequately control exposure to hazardous substances * ensure that control measures are utilised and maintained * monitor exposure * carry out health surveillance of employees who have been or are likely to be exposed * have in place emergency procedures to deal with accidents/incidents * ensure that employees are properly informed, trained and supervised. Educational establishments must have in place appropriate measures to ensure that the risks to the health and safety of pupils /students from exposure to hazardous substances are minimised. COSHH and hairdressers – key messages * Frequent contact with water and shampoo can irritate the skin leading to dermatitis. Some hairdressing and cleaning products can cause dermatitis and skin allergies. * Some dusty products like persulphates and henna can cause asthma. * Some hair sprays can make asthma worse. There are simple things you can do to prevent dermatitis and asthma: * Keep the workplace well ventilated. * Wear disposable non-latex gloves for shampooing, colouring and bleaching. * Dry your hands thoroughly after washing with a soft towel. * Moisturise your hands as often as possible. * Change your gloves between clients. * Check your skin regularly for early signs of skin problems. The Provision and Use of Work Equipment Regulations 1998 These regulations set out minimum standards for the use of equipment at work. The main requirements are for employers to: * take account of working conditions and hazards when selecting equipment * provide work equipment which conforms to relevant safety standards * ensure that the work equipment is suitable for its intended purpose and used only for that purpose * maintain and keep the equipment in good working order * ensure that appropriate safety devices are available, if required * issue staff with appropriate instructions, training and supervision to use the work equipment safely * make sure that equipment is inspected after installation or after assembly at a new location. The Construction (Design and Management) Regulations 2007 These regulations cover the planning and management of construction projects. An essential part of a project's development is health and safety. Consequently, there is a duty on those involved in a construction project, such as the controller of buildings (ie the LA/governing body/headteacher/principal), contractors and designers to cooperate with each other to identify risks early on, and to report matters that are likely to endanger health and safety. There is also a duty to take appropriate measures to prevent the risk of injury to any person during the construction, which would include staff, pupils/students and visitors to the premises. Disability Discrimination Act 1995 The Disability Discrimination Act 1995 defines a disability as a â€Å"physical or mental impairment that has a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities†. To be substantial, the disability must last or be expected to last for at least 12 months. However, those with cancer, MS or who are HIV positive are deemed to be disabled from the point of diagnosis. The act requires employers to ensure that disabled persons have safe access to premises and safe egress in the event of evacuation. They must also make any reasonable changes to the physical features of premises, hours of work, etc that may be necessary to accommodate the needs of disabled employees. Disability discrimination The Disability Discrimination Act 1995 requires employers to make ‘reasonable adjustments' to premises or working practices to ensure that employees are not disadvantaged because of their disability. In order to have rights under the Disability Discrimination Act, an employee must show they are defined as disabled under the act. This means suffering from a physical or mental impairment that has a substantial and long-term adverse effect on the person's ability to carry out normal day-to-day activities. Any adverse effects must last for at least a year to be considered ‘long-term'. Impairments must affect at least one of the following: * mobility * manual dexterity * physical coordination * continence ability to lift, carry or otherwise move everyday objects * speech * hearing * eyesight * memory or ability to concentrate, learn or understand * perception of risk of physical danger. Under the act, people with cancer, MS and those who are HIV positive are deemed to be disab led from the point of diagnosis. Other impairments that employment tribunals have considered a disability include depression, epilepsy, ME and asthma. This does not mean, however, that all people who suffer from these impairments are disabled under the act – much depends on their ability to carry out at least one of the day-to-day activities listed above. Duty to implement reasonable adjustments Employers are obliged to make reasonable adjustments to premises or working arrangements to prevent a disabled person from being placed at a substantial disadvantage compared with persons who are not disabled. In educational establishments, adjustment to premises can include the following: * providing wheelchair-accessible toilets, ramps and automatic opening doors * allocating classrooms on ground floors * providing a designated car-parking space * widening doorways and re-arranging furniture to allow wheelchair-users to move around * providing ergonomically designed chairs or adapted keyboards * acquiring specialist equipment with magnifying facilities. Changes to working arrangements may be made by: employing an assistant to undertake administrative tasks * providing a reader or signer for a visually impaired person * adjusting the timetable or allowing extra non-contact time * allocating some duties to another employee * altering working hours to allow part-time work or job-shari ng * providing additional training. While the potential cost of adjustments often concern educational establishments, many are relatively inexpensive. Moreover, under the Employment Service's Access to Work Scheme, funding is available for human support and adaptations to premises and equipment. Disability employment advisors in Jobcentres offer free independent advice on adjustments to the workplace. Many LAs also employ disability officers. Other forms of discrimination under the Act Failure to make reasonable adjustments is one of the five ways in which an employer can discriminate on the grounds of disability. The others are: Direct discrimination: this occurs where a person discriminates against a disabled person if, on the ground of that person's disability, he or she is treated less favourably than a person not having that particular disability has been or would have been treated. There is no justification defence to a claim for direct discrimination. Disability-related discrimination: this occurs where the employer, for reasons relating to a person's disability, treats that employee less favourably than the employer treats or would treat others to whom that reason does not apply, and that treatment is not justified. Harassment: occurs where the disabled person is subjected to unwanted conduct which has the purpose or effect of violating his or her dignity or creating an intimidating, degrading, humiliating or offensive environment for him or her. Victimisation: essentially occurs where the disabled person is treated less favourably because he or she has commenced a claim under the Disability Discrimination Act; or has given evidence/information in proceedings brought by someone else; or has alleged that a person has contravened the act. A claim for disability discrimination must be presented to the Employment Tribunal within three months beginning with the date of the act of which complaint is made. The Health and Safety (First Aid) Regulations 1981 These regulations require employers to provide: * adequate and appropriate first-aid equipment and facilities * an adequate number of qualified first aiders * an ‘appointed person', if a first aider is absent, to take charge of first-aid arrangements, including looking after the equipment and calling the emergency services. The Approved Code of Practice to the regulations stresses that the employer must make an assessment of first-aid needs. Educational establishments should therefore take account of risks to pupils/students on and off site when considering their provisions for first aid. The Regulatory Reform (Fire Safety) Order 2005 Under this order, the ‘responsible person' in the workplace (ie the employer/owner/person in control) is required to take general fire safety precautions to ensure the health and safety of staff and others, such as pupils/students. These precautions include: * assessing the risk of fire, paying particular attention to those who may be especially vulnerable, eg children * ensuring that there are effective means of escape * making sure the workplace is well-equipped with appropriate fire-fighting equipment/detectors/alarms * adopting appropriate fire-fighting measures * nominating an adequate number of suitably trained and equipped competent persons to implement these measures. The order contains duties relating to safety drills and emergency routes/exits, which employees must be made aware of at their induction. Fire risk assessment Risk assessment is at the heart of fire safety management. A fire risk assessment follows the same principles as any risk assessment: * Step one: Identify the fire hazards, eg what could start a fire, combustible materials, etc. * Step two: Identify people at risk (look at numbers of people, vulnerable groups and the likelihood of the fire spreading). * Step three: Evaluate the risks and implement control measures to remove or reduce the risk. * Step four: Record the findings and inform staff and safety reps. Step five: Review and revise the plan as and when there are changes in work activities, the use of the building, etc. Safety representatives should request a copy of the school or college fire risk assessments. Further guidance on fire risk assessments and precautions is available from the Department for Communities and Lo cal Government at:  www. firesafetyguides. communities. gov. uk What every staff member should know Fire safety procedures should be a part of induction for every new member of staff. In particular, staff should be informed of the following: * the fire risk * what to do if they discover a fire * raising the alarm * recognising the fire alarm and acting on it * calling the fire brigade. Discovering a fire If a fire is discovered, the first action is to raise the alarm so the occupants of the building know there is a fire and that they must leave. This is usually done by locating the ‘break glass' call point. There are many types of fire extinguishers used in schools and colleges. Staff that are not trained to use fire-fighting equipment should not waste time trying to make them work. Those who have been trained and nominated to use the equipment should not attempt to put out large fires. If a fire cannot be put out, the door should be closed and the building evacuated RECOGNISE GOOD PRACTICE IN ASSESSING CANDIDATES IN RELATION TO ASSESSMENT. As Assessors we should be demonstrating good practice in relation to equality and diversity ; equal opportunities Equality = Treating everyone as an individual, not the same as everyone else, we are not all the same, we are all very different individuals. Eg there may be limitations to someone with a disability. They cannot be treated the same as myself as her/his disability may limit them in what they can do, so they need to be treated individually. Diversity. Is about the diverse nature of the industry. The clients, different hair types, textures etc. Diversity means all different sizes, shapes, ages, dark hair, light hair, black, white. It is good practice to ensure Health ; Safety to make sure that we adapt working environments for different clients, different candidates, and different students. It is good practice to encourage our candidates and students to use technology, encourage them to use computers, internet, submit assignments electronically etc. We have to be seen to be embracing this in our assessment processes. Reflective Practice Demonstrate a proactive approach to self-reflection, â€Å"How do I feel I am doing? † C. P. D {Continual Professional Development} is key to good practice. I need to keep myself up to date with my skills. I need to keep up to date with new equipment being introduced to the industry. I should always be in-front of my candidates/students, I should never be in a situation where a student is telling me about new trends, new equipment that I have never heard of. It is good practice that I am always seen to be keeping ahead in the industry that I am assessing. It is not good practice if I do not know what is going on in the industry I am assessing I should get feedback from others too on how I am doing. Each year I have to obtain 30 hours of evidence of hands on C. P. D. This is achieved {if I am working for the college} in July C. P. D week it may be that the college sets up 2 days where a company comes into the salon and demonstrates new equipment trains us on up to date styles. They will also open up a commercial salon so that we can work commercially for a day. The college may also send us out for training for instance to Saks. I have to upload all of my work to I. F. L to ensure my C. P. D.

Difference Between Relative and Absolute Location

Both relative location and absolute location are geographic terms used to describe the location of a place on the Earths surface. They are each unique in their ability to pinpoint a location on Earth. Relative Location Relative location refers to locating a place relative to other landmarks.  For example, you could give the relative location of St. Louis, Missouri as being in eastern Missouri, along the Mississippi River, southwest of Springfield, Illinois.   As one drives along most major highways, there are mileage signs indicating the distance to the next town or city.  This information expresses your current location relative to the upcoming place. So, if a highway sign states that St. Louis is 96 miles away from Springfield, you know your relative location in relation to St. Louis.   Relative location is also a term that is used to indicate a places location within a larger context.  For example, one could state that Missouri is located in the Midwest of the United States and is bordered by Illinois, Kentucky, Tennessee, Arkansas, Oklahoma, Kansas, Nebraska, and Iowa. That is the relative location of Missouri based on its location within the United States.   Alternatively, you could state that Missouri is south of Iowa and north of Arkansas. This is yet another example of relative location. Absolute Location On the other hand, absolute location references a place on the Earths surface based on specific geographic coordinates, such as latitude and longitude. Applied to the previous example of St. Louis,  the absolute location of St. Louis is 38 °43 North 90 °14 West. One can also give an address as an absolute location. For example, the absolute location of St. Louis City Hall is  1200 Market Street, St. Louis, Missouri 63103. By providing the full address, you can pinpoint the location of St. Louis City Hall on a map.   While you can give the geographic coordinates of a city or a building, it is difficult to provide the absolute location of an area such as a state or country because such places cant be pinpointed. With some difficulty, you could provide the absolute locations of the boundaries of the state or country but most of the time its easier just to display a map or describe the relative location of a place like a state or country.