The Definitive Approach for Professional Development Essay Samples

The Definitive Approach for Professional Development Essay Samples Leadership comes in several ways no matter the position at work stratification in relation to the rank. The available opportunities also significantly helped in the progression of the feasible mechanisms to effectively realize the necessary development plans. Ongoing professional development is the sole method to make sure that you're competent and skilful in your role. The growth of leadership skills is vital since they help to attain both personal and professional success. Planning is essential as it provides a medium for someone to set goals and choose how they will need to be achieved. Everyone else was prepared to begin the meeting on the hour. All About Professional Development Essay Samples The very first thing we should cover is what you may include in the professional development section. More information is probably going to be available about why certain methods are somewhat more powerful than o thers. If you're looking for assistance with your essay then we provide a comprehensive writing service given by fully qualified academics in your area of study. A great access of information also provides a great chance to enhance my academic and expert performance. The personal development program is quite significant in enabling the tracking of developmental changes that are essential for the achievement of set goals. Most careers require that the individual has specific understanding, education, or a particular degree once it comes to furthering or advancing in their career. A promotion will normally be a long-lasting goal that you're able to work towards overtime. Remember, it is a very long journey of up and downs. A career is just one of the most essential things in your life, and with the properly planned career and career targets, you'll be in a position to achieve what you would like from your career in the most effective way possible. When you set goals, you own a path for your trip. To keep from veering off track, it's helpful to prepare career objectives. Using Professional Development Essay Samples There hasn't been any significant difference in my performance, which isn't satisfactory. At first, the achievement of certain expert expertise is the desire of the majority of professionals. Moreover, it's also a means to make sure that the expert placement experience time is effectively managed by planning about what to do and what things to reach. In the example of communication or customer care, training and continuous appraisal will be done in order to guarantee effectiveness. As professionals, acquiring a goal makes it poss ible for us to come to work each day with a very clear purpose in mind. You might not be too fond of some individuals, but it's still true that you will need to understand how to set your own personal differences aside. Rather than waiting for individuals to apply for jobs, very good organizations are always watching for high-caliber folks. In the same manner, organizations always have the urge for increasing the caliber of the creation and also competitively positioned on the market. Today, the part of leaders is extremely critical for the successful performance of various organizations. Personal learning activities like spending more time in the library conducting research on some essential facets of my professional field will likewise be considered. An expert development section can actually help you distinguish yourself from the competition. As a working professional, there are lots of tactics to broaden your knowledge, including enrolling in many courses, attending work shops and training programs, getting certificates, and much more.

Manipulation Of Power In George Orwells 1984 By George...

Manipulation of the Mind After capturing Winston Smith for thought crime, O’Brien describes real power as â€Å"tearing human minds to pieces and putting them together again in new shapes of your choosing† (Orwell 266). By this he explains that true power is being able to choose what people minds think. In George Orwell’s novel, 1984, Winston, a Ministry of Truth worker who hates the Party, slowly starts to disobey the Party rules such as having freedom of thought and individuality. He entrusts a Party member, O’Brien, with his secret for the hatred of the Party. O’Brien reveals that he is a high Party leader who will fix Winston’s corrupt mind. Throughout this novel, it demonstrates that government is controlling people’s minds and†¦show more content†¦Orwell also demonstrates that the government can manipulate people, as they grow older. He shows that children learn to think a certain way, as they are educated. For instance , Parsons, a man who strongly supports Big Brother, is turned into the Thought Police when his own daughter convicts him of saying â€Å"Down with Big Brother† in his sleep (Orwell 233). This demonstrates that the education children receive manipulates their minds into thinking the way the government wants. Parsons’ daughter learned to turn in people who did not support Big Brother even if it was a family member. The Party also uses the Ministry of Truth to manipulate its population with skewed history. Winston’s job is to change records of history so people only know the history that the government wants them to know. Through these lies, the government is able to control people’s thoughts and how they think. Orwell shows that people have lost their thoughts without even noticing since they have been taught to always think like so. He uses this to demonstrate that â€Å"if man [does] not become aware of the assaults on his personal freedom,† he wil l lose his right of thought (Bossche). Therefore, Orwell establishes that the government can be too powerful when they manipulate people without anyone noticing. Not only does Orwell show that the government controls its subjects mentally but they also do physically. When convicted of Thought Crime, these criminals endureShow MoreRelatedOppression and Dehumanization in George Orwells 1984 Essay1621 Words   |  7 PagesOppression and Dehumanization of Society in George Orwell’s 1984: The Manipulation of Technology, Language, Media and History George Orwell uses his novel 1984 to convey that human beings, as a species, are extremely susceptible to dehumanization and oppression in society. Orwell demonstrates how a government’s manipulation of technology, language, media, and history can oppress and degrade its citizens. 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Research Analysis on Special Education

Question: Topic is SPECIAL EDUCATION.You will need to demonstrate the ability to employ research methods used within your specialization. You are expected to critique research methodologies used by scholar-practitioners and compose responses identifying best practices in educational research. Answer: Empirical article-1 Idol, Lorna (2006). Toward Inclusion of Special Education Students in General Education: A Program Evaluation of Eight Schools, Remedial and Special Education, 27 (2): 7794 The research problem, questions, or hypotheses This article is based on empirical evidence from a evaluation of a program on provision of special education service in different level of schools and magnitude of the inclusion process of students living with disability in general level education system. RQ1: Whether there occurs the process of inclusion of the pupil with disability in general education system? RQ2: if yes, what is the magnitude and nature of inclusion? RQ3: What is the role of regulatory mechanism to tackle this issue? The research purpose To examine process of provision of special education services in different level of general schools in metropolitan area in terms of the magnitude of inclusion process for students living with disability in general level education system vis--vis regulatory mechanisms (Act on Education for All Handicapped Children, 1975). Study design Following a purposive sampling method, 8 schools were chosen for the study with consultation from executive director (chief administrator) of the special education program. Three criteria were followed in selection -- the schools had better developed special education programs in place, feeling of schools staff about the approach to education of students living with disability considered appropriate enough and the third one as the stage of process of inclusion. So half of all schools comprised from bottom with rest half were in top in the scale of no inclusion at bottom to the full inclusion at top most.The study collected both quantitative and qualitative data for program evaluation by use of personal interview technique with the teachers (educators) in the selected schools. The data covered most of the educators to best possible level than random sampling method, using structured interview under guidance from school administrators. Information were sought on the roles of the educat ors in providing education in the schools. In addition, state-wide testing data for students in selected schools were assessed for providing information on the effect of testing of the students living with disability upon the overall testing result for these schools. Addressing threats to validity For the quantitative data of the study 100 % of reliability check were undertaken in terms of inter-rater reliability to address the threats to internal validity. The findings and implications In terms of administrative support, the study finding clearly see a positive relationship between principals support with educators endeavor towards use of inclusion in all the 8 schools with special education facilities. This is found to be useful not only in provision of emotional support by the administrators (principals) but also material support to the educators to accomplish the relevant works in the school.In the finding the attitude of educators becomes clearer in terms of moving towards implementing inclusion process for students living with disability in the nearby general type of education class. This is also supported by all administrators.In terms of the service delivery options, a number of different options emerged to be significant for inclusion of special education program such as extra amount of consultative approaches, proper use of instructional assistants etc. In some schools covered under this study, special education educators offered their consultation service added with their whole assignment as a direct instructional teacher. The use of the available instruction assistants in a proper manner is reported for examination closely mainly by better training for their effective and efficient use.The evaluation brought out another important issue the need for professional development for educators related to inclusion covering topics like appropriate instructional and curricular modifications, extending support effectively to teachers of the inclusive type of classrooms in a number of options, consultative teaching, cooperative type of teaching, instruction assistants, and teams of teacher assistants. Significance of the findings (compelling case) The study findings greatly support that practicing of inclusion of the students in special education to the general type education program is really challenging in nature. A number of important factors that this study explores in the evaluation may guide the educators to more activate the fuller potential of the process of inclusion in special education. Empirical article-2 Wagner, Mary; Newman, Lynn; D'Amico, Ronald; Jay, E. Deborah; Butler-Nalin, Paul ; Marder, Camille and Cox, Robert. (1991). Youth with Disability- How Are They Doing: The first comprehensive report from National Longitudinal Transition Study of Special Education Students, Office of Special Education Programs U.S. Department of Education. Research problem, questions, or hypotheses The current article is based on a study on different experiences of youths and their outcomes when living with disability in specific domains of special education at secondary as well as post-secondary level and explains the factors behind them. The research questions are To understand the individual level as well as household level characteristics of the youth living with disability currently in secondary level special education. To study the nature of achievements of youth with disability related to their education, employment and independence. To find out the factors behind the educational, employment, and independence outcomes of youth with disability under special education The research purpose The purpose of the study is to assess the nature of problem faced by youths with disability currently enrolled in secondary special education and the factors behind them so as to work out possible program recommendations. Study design The study design followed in this article employs around 8,000 youth in the age group of 13-21 currently enrolled in selected secondary schools for special education for the period 1985-86. This sample was taken as national level representative for generalizations to youth as a whole.The data on experiences of youth were gathered in 3 key domains -- such as education, employment and personal independence. The operationalization of constructs shows that education components would examine the secondary and post-secondary program, experience and subsequent enrollment to higher class. The employment component covered the nature of employments during and after school and magnitude of earnings. The personal inter-dependence comprise of social level integration of youth with special education. Also the study aims to assess the factors behind success in lives of youths after special education.The study employed telephonic interviews with the parents, secondary information from school recent records of students under secondaryschool and survey of educators. Threats to validity The article as such did not mention any threat to validity, however the external validity of generalization is assumed under this study. The findings and implications The data analysis in the article shows that more than half of all youth students in secondary special education fall into category of learning disabled. Few of them were mentally retarded, with emotional disturbances. Most of such youths came from poor households with single parent, not living in a suburban community. These characteristic could have implication on their achievement in school and after wards.In terms of the performance and achievements, most of the youth in secondary schools with disability had some difficulty in few courses, with lower level of competency, higher absenteeism etc. There was clear absence of social bonds reflected in lack of affiliation with school or community groups, and the tendency of such youths to get into conflicts resulting in to disciplinary actions. However in terms of employment more than half of such youth could get paid employment quite similar to youth in general with similar rate of wage and salaries. While such youth with disability stu died under special education could maintain independent engagement, the levels of productive engagement did not improve markedly with elapse of time after youth left theirs high schools. Significance of the findings (compelling case) div id="leftwid" The study finding suggests even if there would be a host of explanations for achievements of youths living with disability and undergone the special education, importance of young people's identifying with social institutions and internalizing of various social values and the norms would be helpful. These may enable the students to have some positive experience in societal organizations. The article presents a compelling suggestion that these aspects may play the role for goodcitizenship, as taught at home and school, at an early age. Even the schools can provide support in social, athletic service and leadership for such youth to establish better social affiliations. Empirical article-3 Chambers, Jay G.; Parrish, Thomas B.; Lieberman, Joanne C. and Wolman, Jean M. (1998).What Are We Spending on Special Education in the U.S.?, Brief No. 8, American Institutes for Research in the Behavioral Sciences,Palo Alto, CA. Center for Special Education Finance. The research problem, questions, or hypotheses With the continual growth of special education enrollment by heightened numbers and with growing proportion of such enrollment after the Disability Education Act came into place, it become pertinent to develop proper understanding about the process of growth towards expenditure on special education expenditures. This article is based on the research question that seeks to understand the pattern of need, availability of sufficient data that can be used to assess the nature and magnitude of spending on special education The research purpose To examine the different data source in terms of their sufficiency and reliability to asses accurately the government expenditure pattern on special education. Study design The article examines different ways that are used to work out the current level of expenditure incurred towards special education, such as the recent most data on relative expenses towards special type need programs added with available existing information on current aggregate expenditures per student for educational related services.It uses alternate estimate of expenses towards special education in addition to special need program in the USA for the period of 1995-1996 and stat wise data from federal level survey for states during 1987-1988. Findings and implications The study finds that better refined information would be needed to provide accurate level estimates on current spending on special education budget of the USA. Having no data sources of recent and uniform nature for tracking the expenses incurred towards services in special education at state as well as federal level. It also observe that even when OSEP often collects annual information about the numbers of pupil living with disability added with allocations of such pupil among different placements, still there does not exist availability of any correct information at this time regarding the expenditure or the cost incurred towards these placements for estimation of total expenditure as such. Significance of the findings (compelling case) The article particularly presents the criticality of proper data on utilization of resources towards special education mainly during growth over interest across policy makers as well as teachers. This is towards implementing the much inclusive type of model of service delivery to meet the requirements of the pupil living with disability, and also students with high level of economic and education disadvantages. Empirical article-4 Carlson, Elaine; Brauen, Marsha; Klein, Sheri; Karen; Schroll, Sharon Willig, Westat (2002). Key Findings from the Study of Personnel Needs in Special Education, U.S. Department of Education Office of Special Education Programs. The research problem, questions, or hypotheses With the backdrop the teaching experience being considered as an important component of teacher quality, the research questions of the current article revolves around study of teacher attrition in special Education perspective and its relationship with workforce quality. The research purpose The purpose of this study is to present in details about personnel serving students living with disability by quality and factors behind workforce level quality. Study design The current study employs computer-assisted telephonic interview with a sample of national level representativeness comprising of 8091 service providers and 358 numbers of local administrators. This includes special as well as regular education teachers, special education para-professionals and speech-language pathologists. The interviews were undertaken during spring and fall of the year 2000. Threats to validity If not explicitly but the article vividly presents a possible threat to instrumentation validity such as difficulty in separate discussions of teacher quality and teacher quantity. This however may be taken n different data type to tackle the problem. The findings and implications The findings of this study find clear connection among shortage of quantity and quality of teachers. For instance, the posts meant for educators of students who had emotional disturbance or need for special education seemed often difficult to be filled. Also the teachers in those positions, in the form of a group, seem lesser better prepared compared to other colleagues there, that is they would have lesser level of experience thereby lower likelihood of getting certificate for main assignments of teaching. Significance of the findings (compelling case) This paper not only presents the significance of teacher for special education but also the problems behind availability of such teachers in terms of required quantity and quality. Empirical article-5 Landrum, Timothy J.; Tankersley, Melody and Kauffman, James M. (2003). What Is Special About Special Education for Students with Emotional or Behavioral Disorders, The Journal of Special Education, 37 (3): 148156 The research problem, questions, or hypotheses Given that students often with emotion level or behavioral related disorders mostly experience poor level of school outcomes in comparison with other students having or not with any disability, many effective practices could be readily available for making the special education in case of such students who had some emotion and behavioral related disorder (EBD) significant. Specific research questions are RQ1: What are the practices based on research on working with pupils living with the EBD? RQ2: Whether such practices are properly implemented regularly in schools? RQ3: what is the uniqueness of these practices in field of special education? The research purpose The purpose of this research is to examine the effectiveness of practices available for making special education for such students with some emotional and behavioral disorder significant. Study design Within 3 broad intervention areas of inappropriate behavior, academic learning problems, and interpersonal relationships, the current article endeavors to present a brief analysis of some empirically validated practices. Threats to validity There may be threats to external validity in this analysis as the generalization in changing context may be a problem. The findings and implications The study finds that specific type of researches conducted with participants with EBD may be necessary to make verification on the effectiveness of such intervention before the recommendations as best practices for children with EBD. The study also observes that validation of many such interventions can be done with students with varying quotient of learning, behavior as well as social related problems associated with the EBD. Significance of the findings (compelling case) The article emphasizes the significance of special education meant for pupil under EBD, and finds it special even when taken its full advantage with technologies available for behavior related and instruction led intervention. Alternate Research Method Idol, Lorna. (2006). Toward the Inclusion of Special Education Students in General Education: Program Evaluation of 8 Schools, Remedial and Special Education 27 (2): 7794 The research questions Given that most of the special education programs are far from implementing the process of inclusion and merely focusing on mainstreaming, the current article would like to focus on examination of special education services in varying contexts such as selected elementary and secondary level schools and examine the strength of inclusion process implemented to students with disability vis--vis general education classes. Hence the research questions it would address are: RQ1: How the inclusion process is conceptualized in varying contexts of special education mainly the elementary and secondary level? RQ2: What is the nature of implementation of inclusion and variations at different level? RQ3: Does the existence of regulatory mechanism catalyze the process of inclusion in special education? The research purpose The purpose of this research would be 2 pronged. One, it would assess the level of conceptualization of 'inclusion' in special education at 2 level of schooling elementary and secondary school. Secondly, the research would examine the extent of the implementation of inclusion against the role of regulatory mechanism (Education for All Handicapped Children Act of 1975) in the same. Study design The alternative research method would follow proportionate sampling in selection of type of school. So out of 8 schools in the metropolitan, the current study would choose 4 elementary schools and 3 secondary schools. The criteria to be followed in selection -- tempo of implementation of inclusion and differential in proportion of pupils with disability enrolled. This will help ensuring the internal validity is maintained. Considering the extent of association with the process of inclusion, the study would employ both quantitative and qualitative data for examination of indicators at 3 levels of respondents: Level 1 -- the persons associated with regulatory mechanism (Education for All Handicapped Children Act of 1975). Qualitative data through informal discussion based on semi-structured guideline will be collected. Level 2 teachers (educators) dealing with students under special education. Qualitative data through FGD (focused group discussion) based on structured guideline will be collected. Level 3 400 (statistical rule of sample size) parents of students from each school type following random selection. Quantitative data through personal interview using pre-coded structured guideline will be collected. The data from these 3 levels of respondents can answer all the 3 research questions (RQ 1, RQ2 and RQ3). The RQ1 will be examined from respondents at all the 3 levels in terms of differential in their perception on inclusion. The RQ2 will be tested from respondents at level 2 and 3; and the RQ3 will be examined from respondents at level 1 and 2. The strengths and weaknesses of new envisioned design and methods The strength with the new method remains at its endeavor to understand the factors behind inclusion process in special education at different level rather than seeing them at aggregate level. The weakness may be some perceptual variation among different respondents due to their exposure to the process and sensitiveness. Addressing threats to validity The alternative research method would follow proportional sampling in selection of school types keeping in consideration of tempo of implementation of inclusion and pupils with disability enrollment. This will help ensuring the internal validity is maintained. The data from qualitative methods will be triangulated among different level of respondents so that any possible instrumentation validity threat can be reduced. Plan of data analysis The qualitative data from the persons at regulatory board and teachers (educators) will be analyzed by triangulation method in terms of their understanding of inclusion and the implementation steps (to be) followed at different types of schools (elementary and secondary). The qualitative data from the teachers (educators) will be analyzed in terms of ease and problems in implementing the inclusion process in different types of schools. The quantitative data from the parents of students on actual experience of their wards disaggregated by different types of schools from educators and fellow pupils in social and technical integration will be analyzed. Significance and appropriateness of alternative research method over previous method towards contribution to theory The study findings has more significance and hence appropriateness over previous methods due to the disaggregate understanding of the concept of inclusion, hence differential in implementation. As theories have found that implementation leads to students ease in attending general schools, hence disaggregate analysis can find these factors better (Idol, 2006). and further course correction need that can bring out doable recommendations for policymakers (regulatory mechanism). References Carlson, Elaine; Brauen, Marsha; Klein, Sheri; Karen; Schroll, Sharon Willig, Westat (2002). Key Findings from the Study of Personnel Needs in Special Education, U.S. Department of Education Office of Special Education Programs. Chambers, Jay G.; Parrish, Thomas B.; Lieberman, Joanne C. and Wolman, Jean M. (1998).What Are We Spending on Special Education in the U.S.?, Brief No. 8, American Institutes for Research in the Behavioral Sciences, Center for Special Education Finance. Christ, Theodore J.; Silberglitt, Benjamin; Yeo, Seungsoo and Cormier, Damien (2010). Curriculum-Based Measurement of Oral Reading: An Evaluation of Growth Rates and Seasonal Effects Among Students Served in General and Special Education, School Psychology Review, 39 (3): 447462 Ellen Brantlinger, Robert Jimenez, Janette Klingner, Marleen Pugach and Virginia Richardson (2005). Qualitative Studies in Special Education, Council for Exceptional Children, 71 (2): 195-207. Harris-Murri, Nancy; King, Kathleen and Rostenberg Dalia (2006). Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model, Education and Treatment of Children, 29 (4):779-799. Idol, Lorna (2006). Toward Inclusion of Special Education Students in General Education: A Program Evaluation of Eight Schools, Remedial and Special Education, 27 (2): 7794. Landrum, Timothy J.; Tankersley, Melody and Kauffman, James M. (2003). What Is Special About Special Education for Students with Emotional or Behavioral Disorders?, The Journal of Special Education, 37 (3): 148156 Mason-Williams, Loretta (2015). Unequal Opportunities: A Profile of the Distribution of Special Education Teachers, Exceptional Children, 81(2): 247262 Xin Wei, Mary Wagner, Elizabeth R. A. Christiano, Paul Shattuck and Jennifer W. Yu (2013). Special Education Services Received by Students With Autism Spectrum Disorders From Preschool Through High School, The Journal of Special Education, 11(10): 113 Wagner, Mary; Newman, Lynn; D'Amico, Ronald; Jay, E. Deborah; Butler-Nalin, Paul ; Marder, Camille and Cox, Robert. (1991). Youth with Disability: How Are They Doing?: The First Comprehensive Report from the National Longitudinal Transition Study of Special Education Students, Office of Special Education Programs U.S. Department of Education.

Six Sigma Processes an Example of the Topic Business Essays by

Six Sigma Processes by Expert Jayjay1 | 23 Dec 2016 Introduction Today, business environments demand that solutions not only resolve specific problems but also that they be replicable in other scenarios and yield the same results. Developed by Bill Smith for Motorola in 1986 to reduce error margins in production, Six Sigma practices have been adopted by industries and professionals as a standard of excellence (Keller, 2004). Though the primary motivation for adopting Six Sigma is in the improving the efficiency of processes and cost reduction, Winkler (2007) points out that it can significantly improve the professional and technical effectiveness in an organization. However, Dusharmes (2001) that there is also a need to evaluate managers Six Sigma experience. His survey indicates that Six Sigma practices have made the most significant impact on manufacturing and technical operations but did not have the same level of impact on improving on satisfaction ratings. Need essay sample on "Six Sigma Processes" topic? We will write a custom essay sample specifically for you Proceed As a manager in an electronics company, the realization that business solutions, however sound or proven they are, can not be simply accepted or expected to have the same results in every organization. Gales (2003) assessment of several application of Six Sigma as standards for projects and organizations indicates that the core of effective results is greatly dependent not so much as in applying the principles but adapting what aspects of it are used. The objective of this paper is to assess the significance of Six Sigma practices to my experience as a manager and how this experience can be evaluated with Six Sigma practices and results in other industries. In doing so, the study will support the identification of key factors to be considered in the development of Six Sigma frameworks, identification of projects were the principals can be applied and how to determine the rate of success of applying Six Sigma practices. Six Sigma Experience According to Harry and Schroeder (2002), one of the first introductions any manager gets about Six Sigma has been through the Motorola experience, thus, the positivist reactions to the practices. There is an assumption that Six Sigma practices will improve operations, particularly production, across the board, an almost simplistic view on the practices. In hindsight, my interest in Six Sigma was focused on the results that have been accomplished by Motorola Honeywell International and General Electric to name a few rather than to the results it will bring to my own organization. Though, there is no doubt that Six Sigma results are replicable, little did I understand that the degree of inpidualization of operations or Six Sigma applications needed to create the same results. Specifics My involvement with Six Sigma process involved the definition of roles and responsibilities, project charters, project selection, DMAIC processes and the pareto selection method. My participation was part of my administrative functions in the company and involved primarily needs identification, definitions of frameworks and parameters and manpower education. To facilitate the implementation of Six Sigma practices, mandatory orientation and education programs were required of middle to upper management officers. At the same time, focus group discussions were organized to survey how Six Sigma can be adopted by the organization. I attended all of the mandatory orientations and participated in two of focus group discussions as liaison for quality standards. The orientations lasted for six weeks which were then followed by focus group discussions that lasted for eight weeks. After four weeks, an operational and management plan was presented for evaluation and comments. The report was accomplished by a selected to team of the companys managers working with an independent company of consultants. The initial phase focused on logistics and delivery and was slated for a two-week test run to follow an evaluation by managers. Upon determination of the requirements that will be needed for full implementation, the framework was then adopted by the manufacturing department. Reflection and Observation One of the first I realized was that Six Sigma is not just about improving practices or accomplishing desired outcomes: it is also about admitting existing deficiencies in operations, practices and personnel that have been preventing the accomplishment of the goals. At the same time, I noticed that the definition of these factors differs from each inpidual which in turn challenges the development of collaborative perspectives about what has to be done. For example, if one is to focus on production, then yield is the ultimately goal but other perspectives are just as important. From a financial standpoint, cost is the primary concern while operations focus on production turnover. Regardless of the focus of the concerns, they all have an impact on the company and the effectiveness of Six Sigma processes. Another observation that I made was that there is still a need to further knowledge regarding Six Sigma processes and methodologies. This entails not only educating ones self on practices within ones own industry but also the application of Six Sigma principles in other industries and fields of interest like health or services. When I implemented the Six Sigma frameworks to my department, I personally realized the need to create collaborative platforms to evaluate the impact of the frameworks amongst staff and managers. Consequently, I also was surprised at the level of insight that could be developed and it occurred to me that Six Sigma is not just about accomplishing production or operational goals. More importantly, I discovered that it had the potential of revolutionizing the organization as a whole as well as inpidually, professionally and personally. Conceptualization My experience shows the tendency of people to want to adapt to trends without first understanding the requirements or implications of doing so. In the case of Six Sigma, there is no denying it its value as a management practice but there should also be realization that like any other strategy, it entails research and study before any application can be made effective (Kang et al, 2005). The core objective of the practice, reducing output and process variance, development of measurable business processes and sustaining improvement and development are not unique to Six Sigma. These objectives are common to all strategic management practices such total quality management (TQM) and lean production (Heuring, 2004). What ultimately Six Sigma does, I realized, is to bring down these objectives into a concise model, such as in the use of process capability studies, the organizations operational and performance objectives. Keller (2004) reasons that Six Sigma is not a management a cure-all but is a means of building the competencies to identify what needs curing, how it can be done and how the effectiveness of such efforts can be measured. Similarly, Dusharme (2001) advocates that there is a need for managers to continue their education regarding Six Sigma or to bring Six Sigma into the organizations culture instead of simply using it on a case to case basis. To my understanding, this means that there is a need to translate the conceptual foundations of Six Sigma into all management practices: Six Sigma is not to be just management practice, but should be its philosophy. At the same time, there should also be a realization of critiques and limitations to Six Sigma. Based on the survey done by Morris (2006) on companies using Six Sigma processes, Six Sigma principles allow limit the ability to respond with agility in changes to markets particularly in the entry of new product and substitutes. This king of weakness can prove to be fatal as most markets are aiming for liberalization or globalization. The realization is that as much as Six Sigma principles can improve effectiveness or capacity, it can not ensure competitiveness or profitability (Keller, 2004). Experimentation To validate management principles, one strategy is to use it outside the original settings that it has been developed. In the case of Six Sigma, this is to bring it outside of the electronics manufacturing industry. Another strategy I believe is to remove from the evaluation outcomes which it can not be used as a determinant. Based on these constraints, I have chosen to evaluate the effectivity of Six Sigma principles in clinical health testing such as in the case of picture archiving and communications system (PACS) used in radiology. In the study, the main concern is the development of a cost-effective database of radiological images used for clinical studies. At the same time, the database system had to determine, catalogue the quality of images. The researchers developed a cause-effect diagram as basis of the Six Sigma framework to be implemented. Cataloguing the sigma level requirements with resources of each element of the PACS, the research was able to determine what elements were utilizing too much of the systems resources. The research concluded that because of Six Sigmas low tolerance for error, the elements that had to undergo retooling were identified effectively and has been instrumental in achieving a level of zero defects in PACS quality and to streamline the system resources and in turn, the cost and requirements of the database (Kang et al, 2005). Conclusion I believe that like all management philosophies, principles or assumptions, there is a need to qualify the effectiveness of Six Sigma. This is not to diminish its value but rather to appreciate its real value: it allows for the development of specific solutions to ensure productivity and effectivity of business processes and objectives. Critiques of it need not be confrontational and instead should be made to improve it. I came to see that as much as we accept the changes that evolve in business, markets and organizations, we should also be able to accept that strategies and practices have to evolve as well. One particular incident has stayed with from the time I was still trying to educate myself about Six Sigma. As I was studying the implementation roles, an associated commented to me that the roles were based on martial arts ranks. It made recall a conversation I had with a karate enthusiast whom I asked about the significance of the belts in his sport. He told me that the belts was not to determine who was better than another but to determine the level of aptitude the student has in applying what he has learned in Karate. It occurred to me that, many of the basic principles of Six Sigma are not new but rather forgotten or have been lost in the need to communicate strategies and objectives in a professional manner. Is it not basic to want our outputs to be of uniform standard and quality? Shouldnt we have the capacity if what we are doing remains effective? Shouldnt we have a continuing commitment to improve and develop our business or organization? I believe that one of the real values of Six Sigma is that it has brought us back to the fundamentals of successful management. In conclusion, the experience I had with Six Sigma allowed me to grow as a professional and appreciate the idea of something that was new and novel. And this I am sure is one of the competencies that I will need to stay competitive, sensitive and responsive as a manager and as an inpidual. References Dusharme, Dirk (2001). Six Sigma Survey: Breaking Through the Six Sigma Hype. Quality Digest, November. Retrieved October 20, 2007, from http://www.qualitydigest.com/nov01/html/sixsigmaarticle.html Gale, Sarah Fister (2003). Building frameworks for Six Sigma success - Case Studies - quality management philosophy. Workforce, May. Retrieved October 20, 2007, from http://findarticles.com/p/articles/mi_m0FXS/is_5_82/ai_101531687 George, Michael L.,Maxey, John,Rowlands David T., and George,Michael (2004).The Lean Six Sigma Pocket Toolbook: A Quick Reference Guide to 100 Tools for Improving Quality and Speed. New York: McGraw-Hill Harry, Mikel and Schroeder, Richard (2000). Six Sigma, Random House, Inc Heuring, Linda (2004). Six Sigma in sight: with Six Sigma techniques, managers improve processes and quality based on hard data. HR Magazine, March. Retrieved October 20, 2007, from http://findarticles.com/p/articles/mi_m3495/is_3_49/ai_n6038393 Kang, Jin Oh, Kim, Myoung Ho, Hong, Seong Eon, Jung, Jae Ho and Song, Mi Jin (2005). The Application of the Six Sigma Program for the Quality Management of the PACS. Am. J. Roentgenol., November 185. pp 1361 - 1365. Keller, Paul A. (2004). Six Sigma Demystified: A Self-Teaching Guide (Demystified). New York: McGraw-Hill Morris, Betsy (2006). Old rule: be lean and mean. Fortune. Retrieved October 20, 2007, from http://money.cnn.com/2006/07/10/magazines/fortune/rule4.fortune/index.htm Winkler, Michael P. (2007). Design for Six Sigma. Army Logistician, July-August. Retrieved October 20, 2007, from http://findarticles.com/p/articles/mi_m0PAI/is_4_39/ai_n19392963