Touch Football Analysis Essay Essays

Touch Football Analysis Essay Essays Touch Football Analysis Essay Essay Touch Football Analysis Essay Essay Touch football involves the usage of all three energy systems which are the ATP-CP system. Lactic Acid system and the Aerobic system. ATP shops are to the full replenished after 2-3 proceedingss or 50 % can be replenished after 30 seconds. The ATP-CP system is anaerobiotic which means there is no O nowadays and is a consequence of the dislocation of creatine phosphate. It is preponderantly used in activities which are high strength and last for up to 10 seconds. There are no fatiguing by merchandises nevertheless ATP production is really limited. The lactic acid system is besides anaerobiotic nevertheless it lasts for around 90 seconds. It is the consequence of glucose being converted into lactic acid. Lactic acid is a fatiguing by merchandise that builds up in the organic structure after vigorous exercising and which force an jock to decelerate or halt their activity. The concluding energy system is the aerophilic system. This is the production of energy from the dislocation of saccharides and fats utilizing O. This system is used for low strength activities of a long continuance. The bi-products of this system are H2O. C dioxide and heat nevertheless they are non tiring which is why the aerobic system is efficient for long continuance and endurance events. A game of touch requires the usage and interplay of all three energy systems ; ATP-CP. Lactic Acid and Aerobic systems. The organic structure at the same time uses an energy system as there are many accomplishments in touch that are of different strengths and continuance. For approximately the first 2 proceedingss of the game. the strength is submaximal as participant 1 is acquiring into place. It can be seen on the bosom rate proctor graph that there is a little addition in bosom rate bespeaking a little addition of strength from walking to a visible radiation jog which can be shown in the tabular array. The organic structure is able work aerobically at this point as there is sufficient O to run into the demands of the activity. The bosom rate proctor shows at point A that there is a steep slope of participant 1’s bosom rate. This was caused by a series of contrivances. dashs and side which increased the bosom rate at 3 proceedingss into the game. As these activities are of a higher strength and in such a short infinite of clip. it creates an O shortage. Because of this O shortage. the organic structure has to now use the ATP-CP system. However. the ATP-CP system is merely fleeting. enduring for 10 seconds. and therefore its shop becomes largely used up. The lactic acid system so becomes the more dependent energy system. 5 proceedingss into the game the bosom rate graph shows a little tableland which indicates that participant 1 was working at maximum strength. It is merely possible to work near to this threshold for a limited clip therefore strength must drop doing the bosom rate to take down. Player 1 was involved in a series of dashs. contrivances and side stepping every bit good as playing the ball and passing. These are all high strength activities which have caused the addition of bosom rate on the graph. After the first 5 proceedingss of the game. participant 1 is substituted away. At this point. Excess Post-Exercise Oxygen Consumption ( EPOC ) takes topographic point. EPOC allows the aerophilic system to refill ATP-CP shops and resynthesises lactic acid. The first phase of EPOC is called alactacid and restores ATP-CP. This procedure happens rapidly in merely 30 seconds and is of import as the ATP-CP system is really of import in a game of touch. After being substituted back on. participant 1 will hold had full shops of ATP-CP. The same can be said for points C and D nevertheless at point D. exercice has ceased and a full EPOC can take topographic point. The first phase of EPOC is the alactacid constituent which involves the Restoration of ATP and CP shops and O. This procedure takes 2-3 proceedingss. The 2nd portion is the Lactacid constituent and involves the remotion of lactic acid and refilling of animal starch. Full recovery may take up to 90 proceedingss. A warm down should hold been done by the jock to rush up the remotion of lactic acid every bit good as forestalling blood pooling. leting skeletal musculuss to oxidize and to maintain blood circulation elevated. 4: There are legion tactics used in touch football to out play the other squad which can be done by using each of the three energy systems. . Many of these tactics involve utilizing the cognition of the energy systems to an advantage. One maneuver used by many squads is to run at the same guardian invariably while assailing so that. that participant will go exhausted and as a consequence. will non be able to run as fast or acquire back into place in clip. This will open up spreads in the other team’s defense mechanism line and will make an country for a squad mate to run through. By pin indicating one participant they will hold to run backwards for a few dramas which will last for over 10 seconds and as a consequence the participant will hold depleted their ATP-CP system. This doesn’t let the guardian to refill ATP-CP shops before each touch. coercing them to preponderantly utilize their lactic system to synthesize energy. The Lactic acid system produces the tiring byproduct lactic acid which causes the participant to pall. As a consequence the guardian will non be able to react as rapidly and make a spread in the defensive line that the herd can run through. After executing a maximum attempt as a herd. participant 1 should be shifted to the flying where less intense and frequent activity occurs. This is where positioning becomes a great tactic and will let for the aerophilic system to be predominately used to reconstruct ATP-CP every bit good as resynthesise lactic acid. Following this. participant one should be substituted off to let ATP-CP shops to refill 50 % . Another great maneuver is to utilize the replacements sagely. When doing a replacement it is smarter to do the alteration when your squad is assailing to avoid any defensive spreads for the other squad to run through. While in an assaultive drama. the participants that are fatigued should float closer to the bench so that speedy permutations can be made. A tactic would affect altering 3-4 participants at one clip to hold a rested squad on the field and to besides confound the oppositions as to who they are supporting. The participants that have merely been rested should hold a full ATP-CP system which is good to rule the drama. 5: Touch involves the combination of many fitness constituents. nevertheless. it is clear from set abouting a game’s analysis that some have more of an impact on the game than others. Agility is defined as the ability to alter way rapidly and accurately while keeping balance which is decidedly a chief facet of the athletics. A GPS tracker was placed on a pupil to map his running during a touch game and the consequences show many crisp bends and running that isn’t in a consecutive line. It is clear from the map of the tracking device that legion crisp alterations of waies were required during the game. There were a sum of 10 contrivances. 12 dashs and 16 occasions where participant 1 had to side measure. All of these accomplishments required some signifier of sudden alteration of way. It is an indispensable portion of touch to be able to forge one way. doing your opposition to switch their Centre of gravitation. and so rapidly alter way into a spread. Besides. dodging and weaving in between participants is necessary. Speed is defined as how rapidly a organic structure portion can be put into gesture or the velocity of contraction. This is necessary in touch football as a batch of fast motions and sprinting is required to maintain up with drama. to run past oppositions or gimmick oppositions. The game is played at a fast gait to seek and catch the guardians out of place or off guard and to do it easier to acquire past them. Cardio-respiratory endurance is a cardinal constituent to the game of Touch as it is the capacity of your bosom. blood vass and lungs to work expeditiously to present O during uninterrupted activity. Age. genetic sciences. and physical conditioning all play a function in an individual’s cardiorespiratory endurance. With an enhanced ability to take in O and present it to working musculuss. the musculuss are able to go on activity longer without weariness. 6: Cardio-respiratory endurance is of import in many athleticss and is something that many jocks should better. Two developing methods that could be used to better this are Fartlek and Interval preparation. Both manners of preparation are utile and specific to many squad athleticss including touch football as they are similar to the type of work done in a game. Interval developing involves jumping periods of activity with periods of remainder and can be categorised by short. intermediate or long interval preparation. Short interval preparation develops power. intermediate develops lactic acerb tolerance and long develops aerophilic power. To aim the ATP-CP system the work to rest ratio should be 1:3/1:25. to aim the Lactic acid system it should be 1:2/1:3 and for the aerophilic system it should be 1:1. Fartlek preparation is considered to be a mixture of interval and uninterrupted preparation. This is achieved by making a uninterrupted activity and integrating random explosions of velocity or addition of strength. Both types of preparation should integrate the preparation rules which include progressive overload. fluctuation. specificity. individualism. recovery. decreasing returns. frequence. continuance. strength and reversibility. Progressive overload is the construct of gradual increasing the demand to do betterments. If the preparation burden remained unchanged. no farther betterments in fittingness would happen. This can be applied to fartlek preparation and interval preparation by increasing the figure of times an activity is done or at what strength it is done. For illustration if the fartlek preparation was to ramble on for one minute and dash for 5 seconds. the spring can be increased to 10 seconds. In interval developing the repeats could be increased. Variation should be included into both developing methods to non merely do betterments in fittingness. but to besides to guarantee the jock remains psychologically focused and motivated. To guarantee maximum betterment is achieved by the person. all rules should be considered when making a preparation plan.

Individual Assignment (80%) Essay Example | Topics and Well Written Essays - 3000 words

Individual Assignment (80%) - Essay Example Shell UK has been reviewing its supply chain and looking into ways in which it can improve its production through innovation and technology (Shell UK Plc., 2012). This paper identifies opportunities and inhibitors of creativity in the company and their impact on organisational performance of Shell. Additionally it identifies one innovation that would have made the most impact on Shell and individual contribution towards the company’s creative ability by applying the relevant theories. Shell UK has the key responsibility to meet energy demand and provide affordable and clean energy. The company is in the second spot in the UK market and the fifth largest globally. It is the leading tax payer in the economy and the number one company in market capitalisation. The company was established in 1897 and has opened offices in various parts of the country. Though the company’s business has reduced slightly in the recent past, it is still one of the leading companies in the UK. S hell UK boasts of having a workforce composed of 6400 skilled workers and a sufficient number of contractors (Shell UK Plc., 2012). The UK market is unique since it has like- minded climate policies and international ideologies of leadership shared by Shell UK. Lastly, the UK population is a rich source of brilliant recruits that specialise in the Projects and Technology and Upstream where they bring their invaluable knowledge in leadership and management capacities. Background of the Company Shell is an energy company that operates the oil and gas sectors in the United Kingdom. The company concentrates on fuel service systems that manufacture a variety of chemicals and fuels for industrial use and domestic use. Additionally, the company takes part in research projects which include technologies that are involved in engineering, lubricants, additives and the environment. The company’s main core objectives focus on helping the company meet the international demand for energy a t low prices, provide competitive shareholder gains and to be a future energy provider. The company’s activities can be broken down into three categories, Upstream, Downstream and Projects and Technology (Shell UK Plc., 2012). The company organization is in line with the definition of an organization since it is a social entity that has clearly laid out objectives, boundaries and a well developed structure (Butler, 1991). However, the organizational structure is characterized by bureaucracy and has limitations bound by the entity’s rules and regulations. The strategic and tactical levels in the organization can be viewed to the major agents of change. Shell UK Nature of Change In the modern world, the future of the organization has become increasingly unpredictable (Furnham, 2000). Additionally, the oil and gas industry which Shell operates in have been experiencing the imminent threat of scarcity of resources and increased competition (Crooks, 2010). This section give s a discussion of its external environment since it is believed to have a profound influence on the company’s activity (Brooks, 2004). The strong influence on the external environment can be traced by analyzing the socio- cultural and technological factors (Senior & Swailes, 2010). Some of the socio- cultural factors affecting the company are caused by the company’s exploration activities in harsh enironments. In the recent past, Shell UK suffered from a huge capital spending followed by a considerable reduction in

Physical Theatre Journal Essay Example | Topics and Well Written Essays - 2000 words

Physical Theatre Journal - Essay Example Examining the relationship of the theatre to different parts of the performance can create a different understanding of how the expressions in physical theatre established. In traditional theatre, the main component is to use dialogue and monologue to express different ideologies. This tradition is able to express different components and brings out the main identity within the theatre. In physical theatre, the words are secondary to the actions and physical expressions that are taken. The words are only used to support the actions that are taken and to exemplify the identity which is taken through the physical movements. For the physical theatre to work effectively, one has to understand the qualities of words through physical movement, as opposed to the expected description of the word. For instance, if one wants to express the idea of wisdom, then the physical movements will need to show this and place metaphors and similes that are expressed through the body. The text then becomes a supporting role that allows actors and actresses to interpret a given idea and form (Callery, 2001). The text that is associated with the physical aspects is one which makes the writer redundant in the creation of ensemble work. Since the work is only used to define the physical aspects, the writer no longer holds the same place within the establishment of the work. The main component which establishes this is the combination of intertextuality and intratextuality. The intertextuality comes from the writer and is used only as a guideline to establish the main work which is occurring. The intratext is how this is established within a given environment. According to Robin Arthur, director of physical theatre, the entertainment was one which allowed the text to be used and re-used. The single line of text, when going into the

HOUSING SYSTEMS (urban planning) Essay Example | Topics and Well Written Essays - 1250 words - 4

HOUSING SYSTEMS (urban planning) - Essay Example Policy makers of United States and Dutch have commonality of looking forward for renewal and revitalization. These renewal and revitalization are not just physical improvements but it incorporates the socializing aspect as well. A certain portion of self-efficacy is also involved in this renewal process. The measures and means of Dutch and America to attain this goal can be different but the final outcome of both the nations is same. (Varady, David P. and Karien Dekker, 2011) The recommendations about policies, driven from this information cannot be described clearly. Perhaps, the policy makers of Dutch want to learn from United States’ better approach to management. This can lead to a dramatic improvement for the safety of the sites of HOMES VI. A substantial dependence is on the marketing network which needs to play a key role in making a positive of these sites of revitalization. These efforts can be effective only when the social culture supports them. The anti social families and other multi problems need to be screened out. This would be a challenging task for Dutch policy makers and politicians. American policy maker Susan Popkin is looking for new different ways to house families having multi problems but there is no easy way to do such a complex issue. America can benefit Dutch policy makers because they have healthy experience of linking housing mobility with the revitalization of public housing in order to move to low poverty and healthy areas. It might be a challenging task to relocate this American rhetoric to Netherlands. The reasons include that many of the residents want to remain close to their relatives and family members and other institutions. They are also at ease with cheap social housing. However, housing mobility cannot be said as a poverty panacea. There are numbers of efforts required to monitor

Campaign Strategy Essay Example for Free

Campaign Strategy Essay 1) What are the goals of the campaign? 2) What questions need to be answered to reach those goals? This is a list of general campaign questions to help start your research process. These are not research questions. Each general campaign question should generate a list of more specific research questions. For example, What is the issue/problem? could lead to the question, What is the history of lead poisoning in our community? General questions to ask about a campaign: 1. What is the issue/problem? (Understand their arguments. ) 2. What are the solutions or alternatives? (Develop our arguments.) 3. Who else is trying to change the problem, how effective are they, and what are their solutions? (Potential allies. Locate a niche. Avoid obstacles and duplication of effort.) 4. Who can implement those solutions? Who has the power? (The Targets) 5. What kind of campaign would it take to convince them? (Feasibility test.) A. How long would victory take? What are the time constraints? B. What are tactics and paths to a victory? C. What are the opportunities or obstacles? D. What has worked for other organizations on similar campaigns? 6. Who are the other players? A. Who would support change? (Allies) B. Who opposes change? (Opposition) C. Who could become allies/opposition, but are currently neutral? 7. Does our base have the power and resources to win this campaign? 8. Will this campaign build our movement, base, or organization? WHAT IS A CAMPAIGN STRATEGY? A campaign can be seen as an organised, purposeful effort to create change, and it should be guided by thoughtful planning. Before taking action, successful campaigners learn as much as possible about: * the existing situation * who is affected by the campaign issue both positively and negatively * what changes could improve the situation * what resources, tactics and tools are available to implement a campaign that will address the issue. Campaigners use this knowledge to create their strategy, which guides them in planning, implementing, marketing, monitoring, improving and evaluating their campaign. A campaign strategy should answer the †¨following questions: Problem, Vision, Change 1. What problem are you confronting? 2. What is your vision of how the world will be, once the problem is resolved? 3. What change/s would bring about this vision? Stakeholders, Relationships,Targets 4. Who is affected, positively or negatively, by the problem? 5. How are these people or groups related to the problem and to each other? 6. Who are you trying to reach? 7. If your campaign is successful, who will be affected? Answering key questions repeatedly, at each stage of your campaign, about the problem, solution, stakeholders and targets as well as the tactics, message and tools you will use, will help develop your campaign strategy. Your campaign strategy will guide what you do and it should be updated regularly as the campaign is implemented and the situation changes. CREATE A COMMON VISION Its useful to involve your whole campaigning group in exploring the problem, your vision and the changes sought: a shared understanding of the problem will stimulate ideas about possible actions to take, and will also help your group to stay motivated and focussed during the campaign. Creating a common vision will also help determine ways to monitor, and adjust the implementation of, the campaign if necessary. Activity 1: PROBLEM SOLUTION CHANGE 1. Discuss and decide, as a group, what core problem your campaign seeks to address. Elaborate all the adverse effects of this problem. 2. Each person in the group should create their own answer to the following question: What would a world without this problem be like? * Use words, diagrams, illustrations. * Imagine unlimited resources (money, power, etc). * Discuss and enumerate all the benefits of this proposed world. 3. Combine your individual visions of the future to create a single common vision for the campaign. Discuss in depth which broad actions or changes would resolve the problem you identified, so as to arrive at the world you have envisioned. These necessary actions are the main focus of your campaign. Discuss the scope of your campaign: decide whether it has multiple components (sub-campaigns). If it does, you may choose either to narrow the focus of your campaign or create a multiple-campaign strategy. UNDERSTAND THE CAMPAIGNS STAKEHOLDERS Stakeholders are people, groups, organisations, or institutions that are connected to your issue. They may support your campaign, be adversely affected by the issue in question, have the power to change the situation, or even be responsible for the problem you have identified. An important task when designing your campaign is to learn as much about the stakeholders as possible. You should: * Understand each stakeholders relationship to the problem and your proposed solution * Define the relationships between different stakeholders * Determine the ability and willingness of stakeholders to help or hurt your campaign * Identify which of these stakeholders your campaign should concentrate on to create the change your desire. Activity 2: MAPPING STAKEHOLDERS AND THEIR RELATIONSHIPS Start creating a map in which entities with a stake in your issue are represented as circles, or nodes, and lines between these circles represent relationships. It is good to use sticky papers (post-it notes) for this activity because they can be moved about as required. 1. Discuss the interaction that is at the root of the problem your campaign wants to address. Who creates the problem? Who is affected by it? How and why are these entities connected to one another? 2. Continue, taking notes as you go along, until you can identify the interaction between entities (nodes) that most represents what you seek to change. 3. Identify all of the nodes between which this kind of interaction is happening. 4. Place these nodes at the center of your map. 5. Identify the relationships of these central nodes with others nodes on your map. Start locally and move outward regionally, nationally, internationally and globally, if relevant. Depending on your problem, expand your map with two or more levels of nodes (marking these in a clear way): * First level: entities with direct contact to the central nodes (family / local) * Second level: entities with contact to the first level (regional / national) * Third level: nodes with general influence on the issue (international / institutional) 6. Next, draw lines representing relationships between these nodes and identify the kind of relationship they have; for example: * Power * Mutual benefit * Conflict * Potential After mapping out as many stakeholders as you can, you will have a graphic representation of your stakeholders relationships with your issue. Next you should analyse how your stakeholders may help achieve the change/s you seek. For more information on how to do this, see New Tactics in Human Rights Tactical Mapping. Activity 3: FROM STAKEHOLDERS TO TARGETS Begin defining specific objective/s of your campaign. Consider each stakeholders level of support and level of influence in the context of your campaign objective/s. 1. In simple, active terms, define what would resolve your problem and bring about the change you seek. Your objectives should be specific, measurable, achievable, realistic, and time-bound. 2. Using the list of the stakeholders from the previous activity, identify as many as possible who could help achieve your objective. 3. Draw a horizontal and a vertical axis on a large sheet of blank paper (shown here). Place the stakeholders as follows: * The vertical axis represents their level of influence in achieving the goal of your objective from most influential (top) to least influential (bottom). * The horizontal axis represents whether they are likely to oppose (left) or support (right) your campaign. 4. After you place all the stakeholders on the paper, identify the most influential entities or individuals as potential primary targets, those who can make the change you seek. Note their level of support or opposition for this change. 5. Discuss the relationship of these entities to other stakeholders. You may already have this information on your stakeholder map from Activity 2. 6. Identify stakeholders who support your campaign and have influence on or relationships with your primary target group. They are your secondary targets, or participant groups, who could become actively involved in helping your campaign achieve its goals. Locate them on your graph and identify two or three participant groups to concentrate on. (Adapted from The Change Agencys Power Mapping exercise.) Activity 4: FROM TARGETS TO TACTICS Now you have identified the target audiences that your campaign needs to communicate with, and what relationships they have with other entities with a stake in the problem, you can consider what tactics will best address your target and participant groups? 1. Draw a half-circle, divided into wedges. Place those who most support your campaign on the left side of the spectrum; those who oppose you the most on the right. 2. Use your maps and sticky papers, placing each target and stakeholder in a wedge according to their level of support for your cause. The result is a spectrum of stakeholders, a few of whom you have identified as primary or secondary targets. A five-wedge diagram would include the following: a. Active allies: supportive and motivated to achieve your goals b. Allies: may benefit from your success c. Neutral parties: may not be involved or affected currently d. Opponents: may suffer from your success e. Active opponents: actively interfere with your activities 3. Use this diagram to help decide which tactics to consider, depending on each stakeholders location on the spectrum. For example: f. Supportive: use mobilisation tactics g. Neutral: use educational. visualisation tactics h. Opposing: use disruption, interference tactics (Adapted from New Tactics in Human Rights Spectrum of Allies exercise.) This card was created by Namita Singh and Ali Gharavi in collaboration with Tactical Tech. There are four essential elements to every successful capital campaign: the Case; Leadership; Prospects; and, the Plan. This article is last in a series addressing each element and will focus on designing a successful capital campaign plan. You cannot do everything at once, but you can do one thing at a time. Begin by designing a comprehensive campaign strategy that works well you and your organization. Every successful campaign begins with a plan. The campaign plan is a detailed set of procedural guidelines for campaign leaders and volunteers. The successful campaign plan is built with two overriding principles in mind: (1) Anything other than a complete success is entirely unacceptable; and (2) To ensure the complete success of this fundraising effort, the campaign must be formally declared (and treated) as the primary institutional priority of the organization throughout the fundraising timetable. Recognizing and stating these basic truths puts you into the mindset to make the dec isions and commitments necessary for a successful campaign. From there, we begin to incorporate essential fundraising elements into a comprehensive strategy. Just as there are the four essential elements of a successful campaign (Case, Leadership, Prospects and Plan) there are many vital techniques at work within a good fundraising plan, among them the use of: personal visits, a phased approach, specific gift requests, lead and major gift solicitation, pledge type gifts. Personal visits always yield more money. People give to people—people they love, people they admire, people they respect and even people they fear. Often it is the personal relationship of the volunteer making the request that has the most sway with the potential donor. Our classic technique demands that we employ a phase-by-phase approach to our fundraising, always asking for the largest gifts first, and then medium sized gifts and finally smaller gifts. This ensures that we create enthusiasm and build momentum. Our success, as evidenced by our rapidly rising fundrais ing totals and our large average gift, will pull undecided people toward us and encourage them to give. Victory has a thousand fathers, yet defeat is always an orphan. One of the most important concepts we must use is to ask for a specific gift. We should be asking mostly with a view of our need in mind, but with some view of their means in mind as well. As we articulate the request, we want to make it clear that the reason we are asking them for this specific amount is because we need it if we are to succeed. It is important that they not get the sense that we are asking them for this amount just because we think they have it, or because we think that is what they â€Å"ought to give,† but only because â€Å"we have this enormous need and a limited number of people of means to whom we can turn.† If people are going to help you achieve ambitious plans, they need to know what is required of them. You must always ask for the specific gift. Every campaign that is successful in reaching its potential is going to do a good job of soliciting Leadership and Major Gifts. Clearly some families are especially able to help because of their material blessings. Within the fundraising industry, it is a well-known fact that approximately 80% of the money (or more) will come from just 20% of the people (and sometimes fewer). These Leadership and Major Gifts set the pace for others to follow and they provide the financial foundation upon which to build a successful campaign. Much time is spent, early in the campaign, trying to determine who should be challenged to consider a gift of this significant nature. A well-run campaign will always stress equal effort, equal stretching or even equal sacrifice from every prospective donor, but not equal giving. Each prospect should be encouraged to do their individual best. Another element of a successful campaign plan is to offer people the opportunity to make pledges, rather than one-time gifts, and to offer longer pledge redemption periods where appropriate and possible. Depending upon the length of the pledge redemption period, pledges are usually two—three times larger than one-time contributions. In today’s busy world, people often budget their money very carefully. If a family were going to give you $100 per month, you would rather have that run for 60 months (5 years) than 36 months (3 years), would you not? Narrowing the pledge collection period is not going to get this family (which is giving out of current income) to pay the money any sooner. It will merely get you a smaller pledge. There are many other important aspects of a solid fundraising plan, including: Financial Goals and Objectives Clearly stated goals tied to both the leaders responsible for attaining them and the timeline over which they are to be accomplished. A Detailed Campaign Timetable Giving form to function, the timetable gives us an orderly way to approach a complex task, ensuring the most important things are going to be done first. Organizational Chart Clarifying the responsibilities of each campaign leader and showing everyone how they are related to one another. Description of Leadership Roles and Responsibilities Written instructions delineating the job responsibilities of each leader/volunteer. Campaign Phases and/or Divisions and Tracks of Activity Another form of timeline, breaking out major phases of activity and tracks of action. Many phases may go on simultaneously, while others will be the only activity underway at that given time. Lead and Major Gift Programs This most important track of activity begins during the early quiet phase of the campaign and continues until the potential for such gifts has been exhausted. Commemorative Gift Plan A comprehensive plan to commemorate the gifts of your campaign donors, especially major and leadership donors which might include naming opportunities, public recognition and memorabilia that you can give to outstanding leaders/donors (such as a scale model of a building, etc.). Keep in mind that the plan may evolve as the campaign moves forward. Often this is a function of actual early results, and who is giving at what levels. Who is accepting a leadership role? Preparing a detailed timetable and organizational chart is a good way of measuring the progress of the campaign in relation to the plan and detecting when necessary adjustments or revisions may be needed. It also provides a specific measure of accountability. Establish goals for each constituency and phase. Everyone needs to know what is expected of him or her! A statistical summary of the number and level of gifts required to reach the campaign goal for each phase of activity should be kept regularly. This list should be constantly monitored against progress to date and should be consulted daily to develop a precise order of solicitation, thus providing us a plan and timetable for asking. In summary, the campaign plan is one of the four essential elements of a successful capital campaign and must be carefully researched and crafted. Remember to keep a close eye on the fundraising plan and modify it in view of your actual experiences. The plan is your road map to success. Remember, it is static while the world is very dynamic. Use the plan as your basic guide, maintaining your liberty to deviate from it briefly where called upon, and you will find it serves you quite nicely and leads to your fundraising success.

Adaptation of Heart of Darkness to the Movie, Apocalypse Now :: Movie Film Comparison Compare Contrast

Adaptation of Heart of Darkness to the Movie, Apocalypse Now I chose to do this essay on the idea of story adaptation, and why changes are made to a story. I originally wanted to look at it just in terms of Apocalypse Now, and how the story of Heart of Darkness was updated to fit a different environment and time period, while still being true to many of the events, characters, ideas and themes presented in the story. I was curious about what changes were made, and what that indicated about how the director, and maybe society as a whole, felt about some concept that maybe were no longer acceptable or satisfactory. However, when I started looking also at the biographical information about Conrad, it became clear that the story itself is an adaptation of sorts. Even though I already knew that Conrad had taken a trip similar to one Marlow takes, I had not been aware of the 'departures of adaptation' that were made to the story. In 1890 Conrad was given a captain's commission of a steamboat on the Congo, due to the influence of a female relative. He traveled down the coast and up the river, and hiked 200 miles overland to reach his boat, which was sunk. But from that point on the story is a departure. Conrad, rather than waiting and fixing the boat, enlisted on another steamboat and traveled up river, getting very sick along the way. On the way back down the river, the captain was sicker than he was, so he got to captain the boat then. When he finally reached the station where the boat he had a commission for was supposed to be waiting, he found that his job had been given to someone else, so he r eturned to England. So why did he take what starts out looking like a fictionalized autobiographical account, and then half way through the story start being totally fictional? The important changes made seems to be that he is in charge of the boat, and thus is in control of his own journey to the heart of darkness. The other is the significance of the Kurtz character.  Ã‚   Prof Abel mentioned Kurtz was loosely based on someone named Klein, but presumably the significance of Kurtz is much more symbolic than biographical. Perhaps Conrad creates Kurtz to embody the issues that he thought about during his trip on the Congo, but which never actually personified themselves so concretely.

Human Resource Management Essay

Acknowledgment First of all I am thankful to Almighty ALLAH, the Beneficent, the Merciful, for giving me so much strength and strength to work on this internship report and complete it successfully. I would like to express my gratefulness to all my teachers especially for giving me kind guidance and providing me a chance to work on this project right through from the start my courses. I am also thankful to all TEVTA Staff and training staff for his valuable suggestions, gentle supervision and encouragement throughout my internship. Along with all this I am very awful to the Human Resource Department of TEVTA and their cooperation during my stay in the organization. Especially I am thankful to those people of HRM Department who helped me in completing my Internship Report. VIRTUAL UNIVERISTY OF PAKISTAN vi TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY vii Executive Summery TEVTA was formed by an Ordinance No XXIV of 1999 promulgated by Governor of the Punjab. Government of Punjab passed an ordinance to provide for the constitution of the Technical Education and Vocational Training Authority (TEVTA) of the Punjab. The prime aim of TEVTA is to provide technically and skilled trained human resources to the Industry in the province, as per their demand. Another function of TEVTA is Develop and offer Need Based Short Courses in the sector of new technologies to the Industry and also to offer services for solutions regarding associated production problems and establish a Staff Development System to offer demand oriented teacher & instructor training and upgrading performance. TEVTA Regulate and develop standards of technical education and vocational training including internationally recognized curriculum, examination and  certification system and assess the Manpower Training Needs in the context of domestic and global markets. Technical Education and Vocational Training Authority (TEVTA) was set up by Government of the Punjab for promoting & enhancing technical education & vocational training in the province. TEVTA is operating about 25 Technical institutes/colleges, 114 commerce colleges, 303 vocational institutes and 17 Service Centres total 472 Institutions for this purpose & more than 11000 Staff is working under its umbrella. TEVTA also providing Training to their employees and students all over the Punjab in various technical courses. There are two sub-departments of Human Resource Management department. One is Training Department and second one is Career Planning department. This report briefly discussing the functions of HR department in TEVTA. This report also including the suggestions and points out the area in improvements can be. In this report I briefly discussed the business sector of TEVTA organization, history of the organization, nature of the organization, service lines of TEVTA organization. I have also presented the organization hierarchy chart with details of each department and introduction, I have also given the comments on organization structure that what is the impact of organization hierarchy on different factors and I VIRTUAL UNIVERISTY OF PAKISTAN vii TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY viii have also discussed the decision making impact, chain of command and span of control. I have also discussed the brief introduction of my department where I worked in and wrote the detailed description of operation and activities of the departments I worked in. Next I described HRM department hierarchy and its subdepartments. Next I explained the HR needs, sources of candidates, employment selection process, Training Need Assessment (TNA), Performance Appraisal, types of compensation and benefits, organization job changes, separations, layoff, labour management relations, terminations, resignation and retirement I have also discussed the promotion, transfer, demotion. After going through all these topics I have also included Critical Analysis and SWOT analysis of organization in the service sector. After that reader will find conclusion and recommendation for improvement of services. In this report I have explained all my observations and experience got in TEVTA during my internship tenure regarding HRD, recruitment and selectio n, performance appraisal. I go into the assignments with details given by the internship supervisors with detail of each assignment. I spent good time in learning and learnt to deal with different situations and had experience of organization environment. I would like to highlight that my experience with TEVTA organization was very memorable and full of learning’s. VIRTUAL UNIVERISTY OF PAKISTAN viii TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY  ix Table of Contents S. No Description Introduction Of Technical Education Sector 8-Brief introduction of the organization’s business sector 9-Overview of TEVTA a. History b. Nature of TEVTA c. Business volume d. Product lines e. Competitors 10-Organizational Structure a. Organizational Hierarchy chart b. Number of employees c. Main offices d. Introduction of all departments e. Comments on the organizational structure 11-Plan Of Your Internship Program a. Introduction of TEVTA Secretariat Lahore b. Starting & ending dates of internship c. Description of the departments 12-Training Program a. Descriptions of the operations/activities of the departments b. Descriptions of the tasks assigned 13-Structure Of The HR Department a. Department hierarchy b. Number of employees c. Descriptions of Sub Departments. 14-Functions of HR Department a. Human resource planning and forecasting ? HRP process ? Forecasting HR requirements ? Methods to forecast HR needs b. Employees Recruitment & Selection ? Sources of candidates ? Employment selection process c. Training & Development ? Training need assessment ? Employee development Page No 1 3 4 4 4 9 10 13 13 14 22 24 25 25 26 28 36 36 36. 39 39 39 41 41 42 46 VIRTUAL UNIVERISTY OF PAKISTAN ix TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY x d. Performance Management ? Setting performance standards & expectations ? How performance reports are written e. Employee Compensation & Benefits ? Type of compensation & benefits f. Organizational Career Management ? Employee job changes ? Job changes with the organization ? Promotion ? Transfer ? Demotion ? Separations ? Layoff ? Termination ? Resignation ? Retirement g. Labor Management Relations 15-Critical Analysis a. Success and failure b. Future prospects 16-SWOT Analysis a. Strengths b. Weaknesses c. Opportunities d. Threats 17-Conclusion Evaluation & Assessment 18-Recommendations For Improvement Solution of Discrepancies 19-Reference & Sources Used 20-Annexes 46 47 56 57 57 57 57 58 59 59 60 60 61 62 65 66 67 68 68 67 70 71 72 VIRTUAL UNIVERISTY OF PAKISTAN x TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 1 8-Brief introduction of the organization’s business sector The nature of this organization is to develop a skilled workforce for the local industry. TEVTA develops the skilled and technically experienced workforce for local industries. TEVTA also provides business solutions to industrial units. TEVTA playing very important role for Re-engineering and consolidate the existing technical education and vocational training system under one management structure. TEVTA Established close relationships with various sectors of economy namely Agriculture, industry, Services and Commerce. TEVTA Regulate and develop standards of technical education and vocational training including internationally recognized curriculum, examination and certification system and assess the Manpower Training Needs in the context of domestic and global markets. Another function of TEVTA is Develop and offer Need Based Short Courses in the sector of new technologies to the Industry and also to offer services for solutions regarding associated production problems and establish a Staff Development System to offer demand oriented teacher & instructor training and upgrading performance. E D U C A T I O N & T R A I N I N G SE C T O R Labour Market Bachelor of Technology (B. Tech. ) Diploma of Associate Engineers (D. A. E. ) Technical Education M. Com. B. Com. D. Com & DBA Apprenticeship Training Certificate G-II & G-III Certificate. Vocational Diploma/ Certificate Commerce Education Vocational Training High School Middle School Primary School VIRTUAL UNIVERISTY OF PAKISTAN 1 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 2 TEVTA is engaged in imparting technical education and vocational training through its 472 institutions which fall under the below mentioned categories. ? ? ? ? ? ? Government Technical Training Centres Government Technical Training Institutes Government Vocational Training Institutes Government Commercial Training Institutes Government Polytechnic Institutes Government Colleges of Technology. TEVTA in service sector also providing technical solutions to the industry. It registers the organizations through website interface and provides the solution of their problems registered with TEVTA. Courses of different levels and of different duration are being offered in TEVTA institutions to address the public and employer’s demand. In addition to vocational / technical courses of up to 3 years. â€Å"Degree courses for B-Com, B-Tech (Pass) and B-Tech (Honour) are also offered in Government Colleges of Commerce and Government Colleges of Technology†. In education sector TEVTA provides the cheapest education and training to their students that low cost syllabus books and practical and in some cases TEVTA charge no fee from students, free training materials is provided by the institutions and students are supported with stipend. TEVTA in education sector providing technical, commerce and vocational training education and occupied the large part of technical education sector in Punjab. All institutes registered with TEVTA are funded by TEVTA. TEVTA approves PC-1 and issues the finance to the concerned institutes. TEVTA helps all registered institutes with procurement, purchasing machinery and construction of institute buildings. TEVTA is in direct relationship with industry sector, education sector, agriculture, commerce and service sector. TEVTA develops the curricula with the consultation of industry sector like leather, textile and agriculture. VIRTUAL UNIVERISTY OF PAKISTAN 2 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 3 9-Overview of the organization TEVTA is a Technical Education & Vocation Training Authority board who is responsible for the technical education & training throughout the Punjab. It is formed by an Ordinance No. XXIV of 1999 promulgated by the Governor of the Punjab to fulfil the needs, wants and workforce of local industry by utilizing the vast network of training institutions. a. History TEVTA in collaboration with Chambers of Commerce & Industry, Lahore has established its help-Desk within the premises of Chambers of Commerce & Industry, Lahore. To assist/help the local industry by utilizing its vast network of training institutions, qualified and experienced faculty, to achieve the objectives of the project. Before TEVTA many technical institutes were working independently or under PSIC (Punjab Small Industries & Export Corporation). PSIC was established by the government of Punjab to support, development and promotion of all small industrial units in Punjab. In 1999 PSIC handover many technical institutes to TEVTA authority. In 1999 TEVTA started work and start serving the all technical institutes in the Punjab and conduct first academic session in Punjab. In 1999 all technical institutes in Punjab started registration with TEVTA authority. The session was conducted of all technical institutes in 1999. The TEVTA board was fully functional at the end of year 1999 and all academic activities started under TEVTA board in 1999. Mission Statement To enhance global competitiveness in Punjab, through a quality and productive workforce by developing demand driven standardized, dynamic and integrated technical education and vocational training service. Service Volume TEVTA’s business volume is spread through out the Punjab serving 459 colleges. TEVTA has 17 Service Centres in all over the Punjab, providing services to all the institutes. And PBTE (Punjab Board of Technical Education) is also working under TEVTA. 45000 students enrol every year in TEVTA and PBTE. 3 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 4 b. Nature of TEVTA TEVTA is a vocational authority board who is responsible for vocation training all over the Punjab. For this purpose TEVTA board has established PBTE (Punjab Board of Technical Education). There are 472 vocational colleges who are working under TEVTA. TEVTA provides full funds and services to all registered institutes. And planning, organizing, leading and controlling all vocational institutes. The nature of this organization is to develop skilled workforce for the local and international industry. TEVTA also provides business solutions to industrial units. TEVTA playing very important role for Re-engineering and consolidate the existing technical education and vocational training system under one management structure. c. Service Lines TEVTA has a very long list of services providing. TEVTA offering many type of short and associate engineering courses in all o ver the Punjab. The list of TEVTA’s product line is given below. TEVTA providing Commerce Education, Training Education and vocation Education. d. Courses Offered Degree B. Tech Auto & Diesel Chemical Civil Mechanical Refrigeration & Air Conditioning Electrical Electronics Auto and Farm B. Tech (Hons) Auto & Diesel Electronics and Communication Chemical Civil Mechanical Refrigeration & Air Conditioning Electrical Auto & Diesel Electronics and Communication DAE Duration 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 years years years years years years years years years years years years years years years years years VIRTUAL UNIVERISTY OF PAKISTAN 4 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 5. Architecture Auto & Diesel Chemical Civil Mechanical Refrigeration & Air Conditioning Auto and Farm Automation Bio Medical Computer Information Technology Electrical Electronic Textile Weaving Technology Foundry & Pattern Making Instrumentation Printing & Graphic Arts Textile Spinning Welder Food Technology Telecom Petroleum Petrochemical Dress Designing & Making Diploma Diploma in Electronics Publishing Technology Higher National Diploma (Telecom) Higher National Diploma (Chemical) Higher National Diploma (Electronics) Higher National Diploma (Mechanical) Higher National Diploma (Textile). Diploma in Commerce Diploma in Information Technology Diploma in  Office Management Post Diploma Bio Medical Technology Environmental Control Technology Commerce Education Master Degree M. Com Graduation Degree B. Com Diploma (2 year) Diploma in Business Administration Diploma in Commerce Diploma in Information Technology 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 years years years years years years years years years years years years years years years years years years years years years years years 1 year 2 Years 2 Years 2 Years 2 Years 2 Years 2 Years 1 year 1 year 1 Year 1 Year 2 Years 2 Years 2Years 2 Years 1 Year 5 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 6. Diploma in Vocational Girls Certificate Certificate in Computer Applications Certificate in Computer Applications Spoken English Spoken English Vocational Education Vocational Diploma (1-2 years) Diploma in Commerce Diploma in Information Technology Dress Designing & Making Diploma in Vocational Girls Diploma in Vocational Girls Diploma G-II (2 years) Diploma in Commerce Diploma in Information Technology Dress Designing & Making Diploma in Vocational Girls Diploma in Vocational Girls Diploma G-III (1 year) Mechanical (G-III) Refrigeration & Air Conditioning (G-III). Auto and Farm (G-III) Electrical (G-III) Electronics (G-III) Auto & Farm Machinery (G-III) Auto Electrician (G-III) Auto Mechanic(G Carpenter (G-III) Commercial Arts / Graphics (G-III) Computer and Electronics (G-III) Computer Operator (G-III) Draftsman Civil (G-III) Draftsman Mechanical(G Electrician (G-III) Fitter General (G-III) Industrial Electronics (G-III) Machinist (G-III) Mechanist (G-III) Painter (G-III) Electronics Application (Radio & TV) (G-III) Tractor and Auto Mechanic (G-III) Welder (G-III) Computer Hardware (G-III) General Mechanic (G-III). 2 Years 3 Months 6 Months 3 Months 4 Months 2 Years 1 Year 2-Year 2 Years 2 Years 2 Years 1 Year 2-Year G-II 2 Years 2 Years 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 6 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 7. Motor Winding (G-III) Tailoring (G-III) Wood Work (G-III) Auto Mechanic(Diesel (G-III) Auto Mechanic(Petrol) (G-III) Heating Ventilation Air Conditioning (HVACR) (G-III) Turner (G-III) Electrical Wiring Technician (G-III) Machine Shop (G-III) Bulldozer Operator (G-III) Textile Printing (G-III) Office Secretary (G-III) Mill Wright (G-III) Sports Goods Leather Work (G-III) Sports Goods Wood (G-III) Office Management Assistant (G-III) Dress Designing & Making (G-III) Machine Embroidery (G-III) Beautician (G-III) Hair and skin Care (G-III) Fashion Designing (G-III). Certificate Refrigeration & Air Conditioning Auto and Farm Auto & Farm Machinery Auto Electrician Carpenter Computer Operator Computer Operator Electrician Machinist Mechanist Welder Driving Motor Winding Plumber Plumber Plumber Tailoring Tailoring Wood Work Auto Cad Auto Cad Auto Mechanic(Diesel) Auto Mechanic(Petrol) 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 6 6 6 6 6 3 6 6 6 6 6 3 6 3 12 6 3 6 6 3 6 6 6 7 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 8. Certificate in Computer Applications Certificate in Computer Applications Electronics Equipment Repair Home Appliances & Repair Heating Ventilation & Air Conditioning Mason/Bricks Layer Tractor Operator Turner Electrical Wiring Technician Machine Shop Bulldozer Operator Sheet Metal Civil Surveyor Mobile Repairing Mobile Repairing Certificate in Computer Graphics Wireman Paint Polish Electrical Appliances Machine Process for Wood Furniture Motor Cycle Mechanic Dress Designing & Making Dress Designing & Making Hand Embroidery Hand Embroidery Knitting Hand Machine Embroidery Machine Embroidery Beautician Beautician Certificate Vocational Girls (1 Year Certificate). Diploma in Vocational Girls (Additional) (Diploma 1 Year) Handicraft Industrial Stitching Machine Operator Leather Work Painting Painting Rural Poultry Spoken English Spoken English Stain Glass Painting Cooking & Baking Domestic Tailoring Drawing & Designing Electrical Mechanical (Vocational ) 3 6 3 6 6 6 6 6 6 6 6 6 6 3 6 6 6 6 6 6 6 3 6 3 6 3 3 6 3 12 12 12 6 3 3 3 6 6 3 4 3 3 3 3 6 8 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 9. Diploma in Vocational Teacher Training (Diploma 1 Year) Decoration Printing English Language e. Competitors There is not any considerable competitor in Punjab Province. 12 3 3 3 VIRTUAL UNIVERISTY OF PAKISTAN 9 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 10. 10-Organization Structure a. Organizational Hierarchy chart Organizational hierarchy is the formal framework by which job tasks are divided, grouped and coordinated. To achieve the main objective of the TEVTA structure is designed which is given asunder. Chairman TEVTA Secretary TEVTA Chairman PBTE COO Chairman TEVTA has the final authority in TEVTA to make amendments in TEVTA organization Structure. The Secretary TEVTA, COO (Chief Operating Officer) and the Chairman of PBTE (Punjab Board of Technical Education) is reported to Chairman TEVTA. Secretary TEVTA Manager P. Relations Manage HRM Manager Establishment Manager Inquiry Manager Legal All Managers of TEVTA, 1. Manager Public Relations (PR), 2. Manager Human Resource Management (HRM). 3. Manager Establishment, 4. Manager Inquiry and 5. Manager Legal matters are make reports to Secretary TEVTA. And all managers are also reported to their General Managers. COO TEVTA General Manager Finance General Manager SCs General Manager HRM General Manager Projects General Manager Operations General Manager Academic VIRTUAL UNIVERISTY OF PAKISTAN 10. TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 11 Chairman PBTE Trade Testing Board (Development Cell) General Manager Finance Manager Audit Manager Finance Manager MIS General Manager Human Resources Manager Career Planning Manager Training General Manager Projects Manager Works General Manager Operations Manager Planning Manager Operations-I Manager Operations-II Manager Monitoring Manager Technical General Manager Academics Manager AA Manager AT Manager Curriculum Manager R&D VIRTUAL UNIVERISTY OF PAKISTAN 11 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 12 General Manager Service Centres Manager Service Centres Organization Hierarchy Chart Organization Structure Of TEVTA. Chairman TEVTA BOARD Director (R&D) (D) Secretary/C. O. O. (A) District Boards of Management Chairman (PBTE) Manager PR (I) Manager Legal (C) Manager HRM (A) Manager Enquiry (S) Manager Estt (B) GM Finance (A) Manager (MIS) (M) GM (Projects) (N) Manager (Admin) (Z) Advisor (P&P) (G) GM Operations (A) GM Service Center (L) GM HRM (K) GM Academics (A) Dy. GM Finance (L) Dy. GM Service Centers (O) Manager Development (N) Manager Accounts (M) Manager Finance (A) Manager Works (N) Manager Projects (N) Manager Service Centers (F) Manager Training (A/R) Manager C625. 2areer Planning (P/R) Manager Ops. I (E) Manager Ops. II(E) Manager Tech. 3(E) Manager M&E (E) ZN-N (A).1 ZM-C (A) ZM-S (A) Manager (AA) (M) Manager Apprenticeship (J) Manager Curriculum (A) Manager (A&C) (K) 07 DMs 07 DMs 07 DMs (A) (A) (A) Principals Principals Principals VIRTUAL UNIVERISTY OF PAKISTAN 12 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 13 b. Number of Employees Civil Employees. TEVTA Secretariat Institutes Zonal Office DM Office RDAT Development Cell Total 155 7830 24 71 58 31 8169 TEVTA Employees. 308 3285 20 162 12 2 3789 PSIC 2 663 0 0 0 0 665 Total 465 11778 44 233 70 33 12623 Vacant 145 3183 21 87 20 11 3467 c Main Offices Sr# 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Offices Public Relation Office Gulberg Human Resource Management Office Gulberg Career Planning Office Gulberg Establishment Office Gulberg Operations Management Offices Gulberg Inquiry Office Gulberg Research and Development Office Gulberg Curriculum Office Gulberg Service Centers Office Gulberg Training Office Gulberg A&D Office Gulberg Academic Audit Office Gulberg Project Management Office Gulberg Administration Office Gulberg Examination and Certification Office Gulberg Govt. Institute of Leather Technology, Gujranwala. Cutlery & Small Tools Industry Service Centre, Wazirabad. Light Engineering Service Centre, Gujranwala. Institute of Ceramics, Gujrat. Wood Working Service Centre, Gujrat. Govt. Wool Spinning & Weaving Cum-Training Centre, Jhang Centre for Agricultural Machinery Industries, Govt. Weaving & Finishing Institute, Shahdara. Govt. Polytechnic Institute, Shahdara. Pak German Institute of Cooperative Agriculture, Multan Institute of Blue Pottery Development, Multan (Productive/Service Centre) 13 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 14 27. 28. 29. 30. 31. Wood Work Centre, Kot Addu (Productive/Service Centre) Wood Working Service Centre, Rawalpindi Metal Industry Development Centre, Sialkot Cantt. Govt. Weaving & Finishing Centre Shahdara Knitwear Hosiery Centre, Faisalabad d. Introduction of All Departments Human Resource Management Department. The main function of Human Resource Management department is to recruitment, conducting staff training, handling pension cases, handling promotion cases, enquiry matters, service matters, amendments in service rules and union matters. Main functions of HRM department. ? ? ? ? ? ? ? ? ? ? Employee’s performance evaluation Evaluation performance and improve organizational performance Job Evaluation Job analysis Develop job Descriptions/positions according to the organization needs. Staffing. Issuance of vacancies of civil employees. Employee’s promotions and transfers. Recruitment and selection of people. Record Maintenance. Training Department Training department is a sub department of Human Resources department. Training department is responsible for conducting training programs. Training department assess the weak areas of the organization’s employees and conduct the training program for them. If there is any development in TEVTA curriculum and sallybus then training department conduct the training program for teacher for effectiveness in studies. Main functions of Training Department. ? Study gap analysis. 14 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 15 ? ? ? ? ? ? ? ? ? ? ? ? ? ? Trraining need assessment.. All skill up-gradation trainings. Pedagogy Trainigs. Matters relating with curriculum % manuals. Create training or development specification. Plan training and evaluation. Prepare Annual Training Plan/ Calendar. Finalization of Nominations, Venue & Master Trainer Monitoring of Training activity. Proposal of nominations after short listing. Forward Nominations to P&D. Preparation of cost / budget estimates & release of funds. At the end of training program conducting Feedback from students. Data entry in MIS. Career Planing Department Career planning department is working under Human Resource Management department. Career planning department is a new personnel function. Career planning department of TEVTA is focusing on to motivate their employees towards their jobs with high efficiently and effectiveness. Career planning department of TEVTA has deep focus on individual employee potentials for promotion towards the organization needs and opportunities. Career planning department also help and cooperate with all internees came in TEVTA. Main functions of Career planning department. ? ? ? ? ? ? ? Guidance of students, internees, and organization employees. Developing of job specifications and job descriptions. Maintaining of some sort of HR records of employees. Conduct of workshops/seminars for Placement Officers. Placement of Internees under NIP. Leave Account Termination of contract VIRTUAL UNIVERISTY OF PAKISTAN 15 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 16 ? ? Control absenteeism Short leave and late Attendance Fianancial Management Financial Management department handles the all money & tax matters of and manages the financial resources of TEVTA and also leads the Administration department of TEVTA. Financial Management department performs the extensive responsibilities. Main function of Financial Management department ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Policy forming. Financial dicipline Financial analysis Tax matters Bugdeting Auiditing Internal Audit Physical Stocktaking Preparation of financial statements Sanctioning of Purchase Cases Release of Salary Development of Annual Budget and all procedures till approval Handling Financial Assistance Cases GPF Advance, Marriage, Funeral Grants Pension of PSIC Employees Release of LFA Administration Department Administration department perform all managerial functions. It handles three further departments, Diary and Dispatch department, Transport department, store department and to carry out any kind of security arrangements. Functions of Administration department ? Recruitment of contract employees in TEVTA secretariat and institutes all over the Punjab. VIRTUAL UNIVERISTY OF PAKISTAN 16. TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 17 ? ? ? ? ? ? ? ? ? ? ? Maintenance of time in / time out register. Number of approval for local vehicles Record keeping of diary and dispatch, LFA, store section and transport section. Tenders open in the presence of purchase committee and the Bidders Examining demand & preparing advertisement Submitting advertisement to Public Relation section Request for interview schedule to Appointing authority Short listing of candidates Call letters are issued Preparation of Marks Sheets/Files Consolidated marks sheet for signatures Establishment Department Functions of Establishment department ? ? ? ? ? ? ? ? ? ? ? ? ? Examination & Give proposal Final shaping of the Case for getting Approval of the Competent Authority Preparing summary For S&GAD / Finance etc Issuance of NOC to the nominee Decision / Minutes are put up for approval of authority to convey for implementation Coordinate meeting Receiving Complaints Preparing the case for probe / inquiry Amendments in service rules of TEVTA Postings and transfers House building advances Matters relating to PBTE. Managing all kind of leaves such as, medical leave, earned leave, study leave, extra ordinary leave. ? ? ? Deputation of cases. Marriage grants and funeral grants. Finance assistance cases. VIRTUAL UNIVERISTY OF PAKISTAN 17 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 18 ? ? To deal with Chief Minister’s complaint cell. Governments Circulars and Notifications. Legal Department Legal department is responsible for preparation of cases and proposals on TEVTA activities to help TEVTA to avoid from legislations. Finalize the parawise comments and submit to the competent authority, get signed the parawise comments from the Authority, present the rough draft of parawise comments, file the parawise comments in the Court, attend the Court on each date of hearing & present/explain the case if necessary, put up the court order to the authority for implementation, attend the Court on each date of hearing and present/explain the in the Court and to provide legal opinions to TEVTA authorities. Enquiry Department Enquiry department is responsible of conducting enquiry of inefficiencies, misconduct, corruption, absence record of teacher and employees all over the Punjab, subversive activities and disciplinary actions. They investigate the activities/cases against the state in TEVTA institutions and all district managers and zonal managers. The competent authority of Enquiry department is secretary TEVTA. Enquiry department receive the cases of enquiry from grade 17 scale officers to 22 grade scale officers from all over the Punjab. Functions of inquiry department is to generate enquiry report, conducting enquiry of absence, corruption, misconduct, inefficiencies and activities against state matters, prepare the charge sheet / penal of enquiry officers / departmental representative. Research and Development Department Research and development department is responsible for overall development of TEVTA and its institutions, exercise market research, training need assessment and to coordinate with curriculum department for in development of curricula. Research and Development have to identify new trades and technologies in the market and TEVTA intuitions all over the Punjab. Functions of research and development department, approval of action plans industry visits, meetings with the stakeholders, review of draft TNA report, preparation of organization plans, coordinate with curriculum department and keep on eye on VIRTUAL UNIVERISTY OF PAKISTAN 18 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY. 19  changes & development in sallybus, to plan, supervise and coordinate research and development activities in Punjab and to identify technologies trades at new intuitions Curriculum Department The responsibility of Curriculum development is to develop the curricula of TEVTA institutions. They develop the curricula of 3 year DAE classes, B. Tech classes, 1 year, 6 months and 3 months courses. But they have they authority of authentication the curricula of courses below the period of 3 years. 3 years a curriculum is approved by the NEVTEC the higher authority of TEVTA. Curriculum department evaluates revision and develop the curricula. Functions of Curriculum department ? Proposal for curricula development committee, curricula revision committee and curricula evaluation committee. ? ? ? Scrutiny of Proposal Approval of CDC/CRC/CEC Proposal for manual development committee.