Managing Stress In The Workplace free essay sample

Identify causes of stress and state their impact on the work place 1. Poor time management can cause a massive stressful environment and have extreme impact on the workplace and can cause inability to prioritise tasks. Bad planning of the workload can lead an individual to losing control, falling to undertake her/his duties efficiently, fulfilling task which are less important rather than these which are both urgent and important, it can also spread stress onto co-workers; 2. Inability to ‘Say No ‘and Submissive behaviour can lead an individual to promise something which she/he cannot deliver which can have an influence on work performance and lead to stress; 3. Poor communication can cause a big misunderstanding between two parties. The information can be diluted and distorted and by the time it gets to the recipient can mean something completely different, as the consequence the objective stated at the beginning cannot be achieved which can cause enormous stress and has massive impact on work performance; 4. Bad working environment unable an employee to undertake his daily duties effectively. Cluttered desks, noisy office, lack of space have an impact on working performance and cause stress. Inability to concentrate and stay focused can lead to omit a crucial task. List symptoms of stress in the work place 1. Psychological: Unable to concentrate Feeling Angry, Anxious ,Embarrassed Loss of control Loss of self confidence Unable to make a decision under pressure Lack of attention Lack of job security 2. Behavioural: Aggressive or Passive behaviour Procrastination Poor time management Reduced work performance Increased absenteeism from work Poor communication Describe a simple stress management technique that could help to reduce stress or its effects Brisk Walk and Self Talk Go for a short quick really brisk walk outside. Leave the building. Change your environment. Breathe in some fresh air and smell the atmosphere Trees, rain, flowers, traffic fumes doesnt matter stimulate your senses with new things. On your way out keep saying to yourself out loud (and to anyone else you see, in that daft way people say Elvis has left the building†): (your name) is leaving the building.. And when you are outside and free say: (your name) has left the building.. You can extend the exercise by going to a park and jogging a little. Or do a few star-jumps something energetic to get your body moving and relaxing. Or stroke a dog, or pick up some litter, or kick a kids football. You can of course use other mantras or chants, depending on what you want to do and how far you want to get away from the stress causes, for example: (your name) is doing star-jumps/picking up litter/looking for a small non-threatening dog. Of course this is daft, but the daftness reduces the stress by removing you from the stress in mind and body. It will let you forget about it for a while. You can look at things from different perspective and also recharge your batteries. Doing something daft and physical and reinforcing it with some daft chanting opens up the world again. I copy with stress in the workplace by using few different techniques. I use time management techniques such as, prioritising task, creating to do list. I also delegate tasks to my co-workers, which let me  concentrate on the priorities. I am able to say no if I know I cannot fulfil the task at the particular moment. I always stay in control and make right decision even if working under pressure. I take regular breaks. These breaks allow me to get away from busy office, talk to myself, and think about what else I have to do, make sure I am up-to-date with my work. During the working day I also try to eat and drink regularly. Identify sources of stress management support available in the work place or elsewhere and explain when to include the use of counselling, mentoring and advising to support individuals in the workplace. Mentoring is a process where, there is cohesiveness between listening and learning in order to reflect in greater results. Mentoring is a process where there is synergy in relationship among two or more individuals in a process to achieve much more than individually anyone could do of their own. Communication is an important feature of the entire process of mentoring. Mentoring should be a time bound programme, and there should be regular meetings and exchange of views. The mentor needs to update himself on concerned work areas, so that he can answer to the doubts of the participants in the process. Counselling is an effective tool to correct an employee who is demotivated and is finding himself incapable to handle a situation or conflict at the work place. Counselling can improve self-esteem, commitment and competence level. Where they are unable to handle an untoward situation, some relationship problem or misunderstanding or finding difficulty in completing an urgent task. This sometimes gives a de-moralizing effect on the employee and ultimately compromised performance. These are ideal situations, where the employee needs counselling from a seasoned and matured boss. The objective of counselling is to make the employee comfortable, that he is not alone. Few specific questions and their answers may lead to diagnosing the reason of current situation. Employees should seek help and ask for counselling and mentoring in the following situations: Stress is affecting them physically to the point that you feel unwell Stress is affecting their private life

Measures of an Economys Income

Measures of an Economy's Income Today, most economists, as well as people who write or speak about the economy, use Gross Domestic Product as the standard measure of the size of an economy. This was not always the case, however, and there are reasons why economists might specifically want to look at some variations on GDP. Five common variations are explained here: Gross National Product (GNP): Rather than counting all income earned within a countrys borders regardless of who produces it, as with GDP, gross national product counts all income earned by the permanent residents of a country. If all of the residents of a country worked within that country and no foreigners worked in the country, GNP and GDP would be the same. As workers start crossing country borders, on the other hand, GNP and GDP become noticeably different, but still very similar, measures of income. Net National Product (NNP): Technically speaking, the net national product is equal to gross national product minus depreciation. Depreciation is simply the loss in value of capital and assets due to use, so its helpful to think of NNP as the part of GNP that went to make new stuff as opposed to making stuff to replace items that were getting worn out. (Note that you could technically define a net version of any of the measures listed here by subtracting out depreciation.) National Income (NI): National income is equal to the net national product after indirect business taxes (sales taxes, excise taxes, etc.) are subtracted out and business subsidies are added in. In this way, national income represents the payments to owners of the factors of production. This includes the owners of labor (i.e. workers), as well as owners of capital, such as land, buildings, and money, who lend out this capital in return for interest payments. Personal Income (PI): Personal income represents income received specifically by individuals and by companies that are not classified as corporations. Therefore, personal income subtracts out items such as retained earnings of corporations and corporate income taxes. On the other hand, personal income includes transfer payments from the government such as welfare and Social Security. Disposable Personal Income: Disposable personal income is equal to personal income minus government obligations. These government obligations include not only taxes but also fines and other related payments. In general, all of these quantities tend to move roughly in tandem, so they all tend to give roughly the same picture of an economy. In order to avoid confusion, economists usually use the gross domestic product only to describe the size of an economy.

Holding On as an Act of Resistance Essay Example | Topics and Well Written Essays - 750 words

Holding On as an Act of Resistance - Essay Example I think this reaction on Alfred's part is justifiable by the fact that he had developed a sense of love for their language and their culture. And this only confirms that holding on to one's beliefs and practices builds a certain barrier around a person that would make him reject the unfamiliar. However, his grandmother corrected this behavior, stating that to cling to your culture does not necessarily mean you have to envelope yourself so as not to absorb others' way of life. Sometimes, one only needs to learn to appreciate every new learning, while maintaining a keener and a deeper loyalty to his own ethnicity. But is it possible to surpass the tendency of being eaten whole by the new standards brought about by the new cultureAlfred expressed his opinion on the issue regarding whether to fight back or not to fight back the bullying menaces of the white society. He states that fighting back brings on conflict; but to not fight back brings on a different type of tension within oneself (Alfred, 2004). I think what he means by the bullies are the whole of the Settler Society and that, according to him, fighting back and staying still are two equally courageous things. However, resistance still proves to gather more audacity and, in the end, establishes a stronger stand. This does not only give the people more sense of dignity, but more freedom in enjoying the culture they were brought up in. If, however, economic progress goes with staying still, would these people still choose to exhibit valor The Different Warrior Older people tend to have more attachment and tighter bonds with tradition and cultural practices. Their passion and loyalty to their culture have been developed throughout their lives and this drives them to want to extend and pass on their tradition to the following generations. And as Alfred's grandmother left him the urges to fight and insist on gaining honor and respect, he takes on the challenge of being a different, or THE different warrior, and stand up for the forgotten values. I believe this warrior, in the end, will prove to be the most audacious of all since his mission is not one that only involves physical combat. His is a mission which seeks to save a dying culture, and restore values that are vital to the survival of their future generations. But the question of whether his battle for this mission will serve worthy in the end still hangs. An Independent Culture Long existent has been the debate over whether to break free from tradition in order to survive global evolution or risk facing the manifestations of greedy colonization by remaining isolated and intact. Alfred argued that the Onkwehonwe have been too dependent on and influenced by the white culture that they have already lost their freedom and integrity. Their continuous submission to the colonizers' rules and way of life is slowly wiping away their identity. The whites have imposed political and social power over the people that they deem their own lands, inaccessible. These people should, however, understand that the white society's governance is tainted with their vested interest and this interest usually includes expanding colonization and more damage in the Onkwehonwe culture. Now, what's left for these people to do is to decide. Should they embrace the settlers' imposing powers on them and over them Or should they strive for self-sufficiency and freedom by overcoming the oppre ssors and revive the culture they have lost or are losing A Continuing Challenge The issue of breaking free from oppressors is not something new to the world. As Alfred explains, materialism is continuously

HRD276 Essay Example | Topics and Well Written Essays - 250 words - 1

HRD276 - Essay Example Thus, it does more good to the employers if employees have rest for them to become highly productive. It is also important to consider that allowing employees to have a balance work with leisure makes them happy with their work. It is important to keep employees happy with their work for them to stay with the employers. If employees will leave, it will be costly for the employers to find replacement and to train a new employee. I believe that is the responsibility of the organization to provide the balance between paid labor and unpaid labor. I would leave the organization responisible because the organization needs the worker and it would cost the employer twice as much to replace them as it would to keep them and provide them the requested time off. If an employee needs a few less hours or a few less days why would it be such a big deal to give them those days off if you know this employee and you know they are not going to leave you. I believe that being a good employee should show a small type of soft side in your employers and allow you the time you need off. I know through work experience that has been done for me. I work over the summers and winters back at home at my high school. And now for my employers have trusted me with their time, familys, and also personal belongings. I believe that these employers would allow me to plan or do work for them and they can count on me to get it done. And also i f I ever needed anything I could count on them to help me out. Employees are not machines. We get tired and also needs to rest and have some leisure. When we are well rest and had recreation, we become more effective with our jobs and this is beneficial for the company. In addition, we also get attached with the company because we feel that they are taking good care of its employees. As a result, we stay with the company and the attrition rate of the company is low saving them the cost of hiring new

The mutation rate Essay Example for Free

The mutation rate Essay One of the greatest challenges for evolutionary biology is explaining the widespread occurrence of sexual reproduction, and the associated process of genetic recombination. Sexual reproduction involves one individual combining half its DNA with half of DNA of another individual, so that the offspring is only half genetic copy of each parent. However, in asexual reproduction, the offspring are genetic copies of the parent. Thus, sexual reproduction poses an evolutionary problem because it seems to be half as efficient a method of reproducing as asexual reproduction. Asexual females can potentially produce twice as many daughters as sexual females, so that the ratio of asexual to sexual females should initially double each generation, resulting in the two-fold cost of sex.? In addition to this 50% cost and the dilution of the individuals genome, sexual reproduction also presents other disadvantages in comparison to asexual reproduction. First and foremost there is the cost of recombination favourable gene combinations that have increased in frequency under the action of natural selection are broken up. Secondly, the process of sexual reproduction requires a significant cellular-mechanical cost as sex requires meiosis, syngamy and karyogamy. A great amount of time is taken up by these three processes alone, and far exceeds the time required for two mitotic divisions. Also, these processes are unnecessarily complicated if reproduction is sole objective. Asexual spores and meiosis-bypassing apomixis appears much more efficient. Thirdly, sexual species can not perpetuate what are often fitness-improving types (eg: triploids, aneuploids). Finally, the actual physical contact between organisms/gametes entails risks separate from those that are maintained by sexual competition. One of the primary costs of initial contact is the risk of disease or parasite transmission. Another significant cost associated with fertilisation is the eminent wastage of gametes, or more appropriately in some cases, a waste of effort transmitting gametes. Given all of these costs, we would expect natural selection to favour asexual reproduction in wild populations, however, it generally does not: sexual reproduction is widespread throughout the animal and plant kingdoms. Sexual reproduction must enjoy some evolutionary advantage, which means that the advantage is not caused by the process itself, but by the changes it causes in progeny genotypes (as a result of recombination), which should drive the evolution of sex. Thus, the problem of explaining sex is to find a compensating advantage of sexual reproduction that is large enough to make up for its cost. Many theoretical models have been developed to show the conditions under which there is a sufficiently large short-term advantage for sex to offset this two-fold cost. The general consensus amongst evolutionary biologists is that there are two relatively convincing, modern day theories. Both of these theories are concerned with a deterministic advantage to sex and recombination through the production of genetically variable offspring. This increases efficiency of selection, and hence accelerates the increase in mean fitness. The first of the two theories is known as the Mutational Deterministic Hypothesis (Kondrashov, 1988), and states that sexual reproduction can enable females to reduce the number of deleterious mutations in their offspring. This idea requires that each deleterious mutation leads to a greater decrease in log fitness than the previous mutation (synergistic epistasis between deleterious mutations). The principle theme is that when this is the case, sexual reproduction increases the variance in the number of mutations that will be carried by the offspring. The subsequent lowered fitness of the individuals carrying above average numbers of such deleterious mutations will lead to an increased number of deleterious mutations being eliminated from the population. If the resultant mutation rate per generation is sufficiently high, then this process can theoretically fully compensate for the two-fold cost of sex. However, the genomic mutation rate (U) is exactly where the problem lies, as the plausibility of such a Ratetheory is dependent upon a relatively high rate of mutation within the genome. A female gains the advantage whatever the deleterious mutation rate, but the relative benefit increases with the mutation rate. But what deleterious mutation rate is needed to outweigh the two-fold cost of sex? Kondrashov suggests that the answer depends essentially on the details of the theoretical model, but a rate of about one new deleterious mutation per individual is probably sufficient. Thus, sex becomes advantageous relative to cloning if U is more than about one. This is the most controversial point in this theory, because deleterious mutation rates have historically been thought to be much lower. Mukai has performed a number of experiments on Drosophila and deduced that a mutation rate of 0. 5 per individual per generation was sufficient. The problem concerning mutation rates is difficult to solve as there is no strong factual evidence that exists to rule out mutation rates as high as are required for sex to prosper. However, Mukais estimate of 0. 5 per individual was a lower bound estimate, and his results are also compatible with a figure greater than one. The second of the two modern day models ignores the effect of deleterious mutations and concentrates on external environmental change. This model suggests that sex accelerates adaptation to a changing environment by creating new gene combinations.

Humanity, Holocaust and Night :: Night Elie Wiesel

Humanity, Holocaust and Night  Ã‚  Ã‚      Wiesel's Night is about what the Holocaust did, not just to the Jews, but by extension, to humanity. People all over the world were devastated by this atrocious act, and there are still people today who haven't overcome the effects. One example of the heinous acts of the Germans that stands out occurs at the end of the war, when Elie and the rest of the camp of Buna is being forced to transfer to Gleiwitz. This transfer is a long, arduous, and tiring journey for all who are involved. The weather is painfully cold, and snow fell heavily; the distance is greater than most people today will even dream of walking. The huge mass of people is often forced to run, and if one collapses, is injured, or simply can no longer bear the pain, they are shot or trampled without pity. An image that secures itself in Elie's memory is that of Rabbi Eliahou's son's leaving the Rabbi for dead. The father and son are running together when the father begins to grow tired. As the Rabbi falls farther and far ther behind his son, his son runs on, pretending not to see what is happening to his father. This spectacle causes Elie to think of what he would do if his father ever became as weak as the Rabbi. He decides that he would never leave his father, even if staying with him would be the cause of his death. The German forces are so adept at breaking the spirits of the Jews that we can see the effects throughout Elie's novel. Elie's faith in God, above all other things, is strong at the onset of the novel, but grows weaker as it goes on. We see this when Elie's father politely asks the gypsy where the lavoratories are. Not only does the gypsy not grace his father with a response, but he also delivers a blow to his head that sent him to the floor. Elie watches the entire exhibition, but doesn't even blink. He realizes that nothing, not even his faith in God, can save him from the physical punishment that would await him if he tried to counterattack the gypsy. If the gypsy's attack had come just one day earlier, Elie probably would have struck back. However, the effect of the spiritual beating by the Germans was already being felt.

Learner Analysis Essay

Background Summary Flight nurse’s and Flight Paramedics perform as members of an aeromedical crew on helicopters (rotor wing), and airplanes (fixed wing) aircraft, providing for in-flight management and care for all types and ages of patients. Responsibilities of this job include the planning and preparation of each flight, to include such things as; safety, evaluation of an individual patient’s in-flight needs and request of appropriate medications, supplies, and equipment to provide continuing care from origination to the destination facility. They act as liaisons between facilities during an interfacility transport and from scene location to trauma center during medical and trauma related emergencies. They also initiate emergency treatment in the absence of a physician during in-flight medical emergencies. Flight nurses and flight paramedics have training in mechanical ventilation, hemodynamic support, vasoactive medications, airway, and other intensive care skills. Most air medical businesses expect nurses to have at least 2 to 5 years of experience in emergency or critical care units, and the more trauma experience, the better (flightnursetraining.com). This means nurses that have a proven ability to manage multiple patients with vastly different conditions, as well as being able to make split-second decisions about patient care with maximum attention to patient care and safety. Flight paramedics are expected to have a minimum of three years current experience as a paramedic on an advanced life support team and/or critical care transport team. Both of these roles may have to tend to multiple critical cases all at once, so it is important that he or she have the skills to cope with high stress situations. Even though those hired into the role of a flight nurse and flight paramedic come into the role with a core background in critical care and expected level of baseline knowledge,  higher level of autonomous critical thinking and rapid decisio n making is a new skill encountered for many coming into this role. A well-structured training program is an integral part of laying a strong foundation to build the necessary knowledge base needed to assure both a flight nurse and flight paramedic are prepared to perform in their role as a crew chief. Approximately six years ago a well-structured crew chief training program was in place that allowed for consistent and structured learning that allowed all crew member 2 (CM2) to obtain the necessary skills and knowledge expected to hold a position of crew chief. These modules covered areas of navigation, communications, safety, aviation, critical thinking; and incorporated reading material, practical exercises, quizzes and tests which the CM2 worked through in a systematic process. At the completion of the training module; the crew member then went through a question answer board (QAB) process. In the QAB, the crew member was asked a series of questions by a board consisting of a crew chief, clinical manager, pilot, medical director and given multiple scenarios. If the QAB was completed successfully the CM2 then advanced to status of a crew chief. Current State of Problem Currently a structured training program that assures all flight nurses and flight paramedics obtain this baseline level of knowledge that is expected of those in the crew chief role does not exist. The current practice is the assumption that all CM2’s obtain the skills and knowledge necessary by reaching their seventy fifth patient transport. This training plan does not allow for the structured delivery of expected skills and knowledge nor does it allow for a baseline competency to be demonstrated before being promoted from CM2 to crew chief. The current process was put into place to meet the increased demand for staffing experience by the company during a rapid growth period where eight bases turned into sixteen in four years. This current process put into place at this time did allow for rapid streamlined training of new staff; but it failed to take into account quality over quantity. This new process has resulted in CM2’s being promoted to the level of a crew chief w ithout the necessary knowledge that is expected of this role as determined by the management. Goal State All crew members at CM2 status go through a structured crew chief training program. This training will allow for the delivery of consistent, well-structured necessary skills and knowledge. A well-structured training program will assure that all flight crew who obtain crew chief status will have obtained the same base of knowledge and will have all demonstrated the same level of desired competence. Learner Analysis Demographic Information The instructional setting is primarily on the job training; information gained through the live patient care transport environment via ground, rotor or fixed wing aircraft. Nurses and paramedics work as partners in patient transport. This team configuration can be two nurses, or one nurse and one paramedic; but at all times one team member must be a nurse. The third person at the base is the pilot in command, who does not provide any patient care but does and can assist in aviation and safety training. These teams are on shift; stationed at their assigned base for a 24 hour period of time; where training through simulations, reading, and discussions will occur during non-patient transport times. There are 16 bases in the company; located in California, Texas and Oregon. There are 8 full time medical crew assigned to each base and an additional 2-3 part time staff at each base. Age of paramedics and nurses range from 27-61. English is native language spoken by all medical crew members. Educational levels in addition to holding an accredited paramedic license or registered nurse license are ranging from associate degree to doctorate. All Registered nurses in the capacity have received specialized training in critical care, trauma and hold specialized certificates in these areas. All paramedics in this capacity have also obtained additional critical care related training and certificates. Both the nurses and the paramedics receiving the crew chief training have been employed with this company in the flight role for a minimum of 1 year and have obtained the CM2 status. The content area is focused on five areas; to include aviation, safety, communications, navigation, and critical thinking. All medical crew have obtained the basic level of training in these areas have been deemed CM2 which puts them at â€Å"novice† status which deems them competent to s afely complete patient transports. The crew chief level of training is aimed at bringing crew  members from novice to expert level. Prior Knowledge Prior knowledge of all who will receive the crew chief training are those who are at the current CM2 level. They have been working in the capacity as flight nurses or flight paramedics at this company for a minimum of 1 year and have been on at least 75 patient transports. 25% of the total crew members have prior experience working as Flight Nurses or Flight Paramedics at another company; 10% of the flight paramedics have prior flight crew experience through the military prior to coming to this company. Those crew members who achieved crew chief status per the current model will be given a baseline written assessment and go through a crew chief QAB. Those who pass these two items will remain at the status of crew chief; and those who do not pass these assessments will complete a bridge crew chief training program, focusing on those areas of the training they did not pass during their assessments. A written assessment and QAB will be repeated at the conclusion of the bridge training. All crew members surveyed have positive feedback regarding this proposed process. Entry Skills Required Entry level skills required to the crew chief training is to be a CM2 and to have successfully passed the CM2 questions answer board. Successful completion of CM2 training demonstrates successful objectives completed as stated in the CM2 training. In addition to CM2 status; all crew members must have obtained a national certification. National certifications the nurses may obtain are critical care registered nurse (CCRN), care flight critical nurse (CFRN), or certified emergency nurse (CEN). These are each a 100-150 questions tests that are scheduled to be taken at independent test centers as determined by the certifying agencies. The CM2 must also be in good standing with the company; meaning no disciplinary actions in the crew members personal file in the previous six months. Attitudes and Motivation The majority of the flight nurses and flight paramedics are very driven; intense people with a high desire to obtain the crew chief status. Primary motivation comes from the desire to obtain the title status of â€Å"crew chief† and the increased pay rate of 5% per hour. Secondary motivation is the drive that comes from internal motivation to achieve additional training to  reach expert level knowledge in this field. Current attitudes towards training are positive with an overwhelmingly stated desire to have a more structured training program; with higher standards and rigor needed to become a crew chief. Based on the annual employee survey; one of the indicators as stated by employees to improve morale is for a more structured and rigorous crew chief training program. Unique Characteristics and Learning Styles The majority (70%) of the learners described themselves as learning best through â€Å"doing.† Those who stated they learn better through hands-on and learning state reading, watching or hearing the learning material is helpful if they can then have additional hands-on training through simulations or live on-the-job situational experiences. Another 40% of learners said they were not sure how they learned best; but felt having access to the material in writing or reading to be studied was very helpful. All learners wanted tangible resources available such as protocols, standard operating procedures, drug calculators, and other tools that could be obtained through electronic means such as their phones or IPADS; to be accessed as needed during simulated training and live patient transports. According to Kolbs Adult Learning Styles; adults have four distinct ways of preferred ways for examining, analyzing and integrating new knowledge. Converging (doing and thinking), diverging (f eeling and watching), Assimilating (watching and thinking) and Accommodating (doing and feeling). In the VARK model; Neil D Fleming described the primary ways adults acquire new knowledge; the preferred learning styles. In this VARK model; 41% are kinesthetic learners, 16% visual, 25% auditory and 18% readers. Crew member feedback of preferred learning styles and research based evidence regarding preferred adult learning styles appear to correlate. This will allow support from management to build a new crew chief training program that will be based in the delivery methods that will allow consumption of material to be presented through the desired learning styles of adult learners. Unique characteristics of this group of learners is their collective attitudes and internal drive to desire a more rigorous and structured training program with an extreme minority of the crew members desiring to hold title of crew chief without demonstration of knowledge and skills required. It will be  important to build a training program that accommodates all of the stated learning styles so as to use the crew member’s desire for the training to have a product that matches in quality and desired outcome of trainees. Accommodations According to Gregg, Talbert and Lentz (1999),†An appropriately selected instructional accommodations not only provides equal awareness to learning opportunities but also minimizes the learner’s likelihood of failure. Appropriate educational accommodations are determined by taking into account the adult’s unique leaning needs.† All crew members have demonstrated a prerequisite knowledge required to begin this training through successful completion of the CM2 training. All learners are primary English language learners without physical disabilities; as this is a requirement to obtain the role of flight nurse or flight paramedic in this company. The accommodations that should be considered for this training program is one that utilizes all learning styles to ensure the best possible success by all those beginning the training program. Performance Context Managerial Support Learners can expect full organizational support in the training process. One of the top goals of the organization as identified in their â€Å"Strengthen from Within Plan† is to re-build and strengthen a training strategy that will allow for employees to have a structured, well planned out, standardized training program. Employees have overwhelmingly voiced concern in the area of clinical training with regards to the crew chief training in the annual employee survey and through the Best of Practice Suggestion Forum. Management has acknowledged the priority of a structured crew chief training process lost priority in recent years; stating it has been likely to the rapid growth experienced by the company in the last 5 years and with this comes a need to recruit employees bring them to novice status in order to staff new bases. This has caused an oversight in strengthening crew chief training which brings employees to that of expert level in the field. Management has also acknowledged that current process that was put into place approximately 6 years ago; which brings a CM2 to crew chief status via a CM2 completing 75 patient transports and obtaining a national  certification has fallen short of hopes and expectations for this modality of crew chief training. All management are in agreement a more structured training program is needed. All would agree that the skills learned through a structured crew chief training program bring medical flight crew members from a novice to an expert level which translates to superior patient care, superior customer service, which lead to strengthening of the company as a whole. Physical Aspects of the Site The crew chief training takes skills learned by flight crew members during their CM2 training program and adds depth, strengthens critical thinking and problem solving processes and brings a CM2 at novice level up to crew chief which is considered expert level. This training will take place while the crew member is on shift. Training will occur via reading material, videos, discussion with preceptor, clinical manager and base manager, scenarios through case studies and live demonstration during patient transport. The CM2 will be required to complete a written test and sit on a QAB at the end of the crew chief training Process. All required training materials and equipment will be available at each of the 16 bases in the company. Base managers and clinical managers will work with the preceptors to assure all materials and equipment will be kept at each base, kept current with what is being used in live environment and kept in working order. Social Aspects of the Site In the performance setting, medical crew members work in teams. The teams always consist of two nurses, or one nurse and one paramedic. The third team member is the pilot; who are not involved directly in the patient care. Medical crew member’s work in team’s independent of direct supervision of a supervisor. Supervisors such as clinical managers, base managers and a medical director are always available by phone 24 hours a day 7 days a week as needed by the medical crews. The skills obtained in the Crew Chief training will not be being utilized by the medical crews for the first time. Many of these skills learned will have already been used by the crew members in the crew chief training; as much of the training had already been presented to some degree during the CM2 training. It is possible that some patient care skills learned by CM2 and again as crew chiefs will have only  been completed on mannequins in simulations and not on live patients until that patient condition presents itself. These skills are referred to as â€Å"infrequently used skills† and are practiced routinely by all medical crew members in the company. Those receiving initial first time skills and knowledge in their role are the crew member 1 (CM1) team members who are gaining the on-the-job training needed to achieve CM2 status. In these instances; a CM1 is always assigned into a work partnership with another crew member who is at least at the CM2 status. Relevance of Skills to Workplace All skills learned in the training will relate directly to all skills utilized in the actual workplace. There are not current perceived physical, social or motivational constraints. Crew members are highly motivated to have structured crew chief training due to the relationship between skills learned and skills used in work environment. High motivation also exists due to the desired status achievement of crew chief and due to the increased monetary stipend received. References Fleming, N.D. and Mills, C. (1992), Not Another Inventory, Rather a Catalyst for Reflection, To Improve the Academy, Vol. 11, 1992., page 137. Flight Nurse Training. (n.d.). Flight Nurse Training. Retrieved May 8, 2014, from http://www.flightnursetraining.com Suggested Considerations Regarding Accommodations. (1999, January 1). Suggested Considerations Regarding Accommodations. Retrieved May 8, 2014, from http://kairos.technorhetoric.net/7.1/coverweb/grover_hendricks/accommodations.htm Wikipedia, the free encyclopedia. (n.d.). . Retrieved May 8, 2014, from http://en.wikipedia.org/wiki/Main_Page Workplace Training and Education: Adult Learning Styles. (2013, January 1). Workplace Training and Education: Adult Learning Styles. Retrieved May 8, 2014, from http://tribehr.com/blog/workplace-training-and-education-adult-learning-styles/