Delivering Lifelong Learning Essay

Introduction. Learning is an area of our lives that we all engage in from the time we are born to the time we die. Lifelong learning is of key importance for individuals of all ages with an abundance of benefits. Learning enables the individual to be better informed in daily life and therefore the individual becomes more active in and contributes to society and this makes such individual a better citizen. Lifelong learning contributes to an individual’s personal well being and fulfillment. Lifelong learning supports an individual’s creativity and innovation and as such increases the potential for paid or unpaid work experiences for satisfaction. Quote â€Å"Education is the most powerful weapon you can use to change the world† Unquote, and so for me to successfully be able to use inclusive learning and teaching approaches in accordance with internal processes and external requirements I would say requires some form of recognised qualifications. To complete this unit I will be focusing on my present teaching placement. I am actively involved in the teaching and learning of ESOL students at two separate women’s academy campuses. My input is over two days with two morning sessions and one afternoon session delivering entry level 1&2 basic Mathematics and English as well as level 1&2 functional skills. 1.1 Create a purposeful, inclusive learning and teaching environment. Maslows’ hiearchy of needs tells us that students will not be able to learn effectively if their safety and belonging needs are not met. As such I needed to pay close attention to the physical space and design layout of the classroom. My initial feel for the first classroom/ learning environment that I encountered was congestion by that I mean it was a fair sized room but the layout gave an impression that there wasn’t enough space for students to move about. There were five large desks seating four or five students and so moving from one a rea to the next meant that some students had to physically stand and maneuver their chairs to access passing. This was where I felt that I needed to connect with the students in such a manner that the subject being taught was of importance; that they enjoyed the learning experience  and they understood clearly what was being taught. Once I placed that into my mind I felt better as these students were here in this learning environment for a few weeks and I am the new person here. I greeted the group with pleasantness and smiles as I entered the room and the response was ever so wonderful seeing all these smiling faces made me feel very welcomed. Their personal tutor gave a short explanation of my presence and asked me to do the honors of my own introduction. I knew there and then that this was my opportune moment and as first impressions count this had to be very good after all I am the new comer. Prior to this I had already met and discussed the different groups that I would be involved with for my teaching practice placement with the Assistant Director for these campus sites and I also knew which teachers I would be co-teaching with as well as the desired days and times. I was made aware of the external requirements and the internal processes for each learner to participate in these learning programs. I knew th at each individual had an initial diagnostic assessment to determine the level of learning. I was made aware of the special needs requirements. Whilst I was happy to be given such information I wanted to check for myself and with respect I could not just accept all of this at face value I would be sure to check the validity of the information shared with me. There is the saying seeing is believing and I needed evidence. Well, as I was saying my initial greeting and purpose was a pleasant and warm one for me as well as the group. I informed them of my past work experiences; that I had a family and my country of origin and where I was educated. I also mentioned places that I had travelled to and worked in the educational arena and eyes lit up with smiles, I knew then that I had captured the attention and to a certain degree the hearts of these wonderful women who wanted to make a difference in society and to themselves by engaging in this learning program. I felt good as I detected that they were even more warm and accommodating and that I had welcomed them into my arena and they accepted me. In continuing to create a purposeful, inclusive learning and teaching environment I needed to acknowledge the diverse make up of the learning group that amounted for celebration as part of the richness in daily life and living. I asked if the group could individually introduce themselves by saying their names and with permission their country of origin. To continue on the same spirit of connectedness as I am the  newcomer who will be involved in their learning I wanted to know from themselves a little about their prior learning experiences from pre- entry level to this entry level 2/3. Amazingly they volunteered family information which I welcomed and thanked them for. Psychologically the students felt safe to share and clearly this also demonstrated a sense of belonging. I had created a safe environment whereby the students took risks and sometimes the information was not directly from the person concerned but from a close colleague in their presence. I felt that this feelings of safety will enable them to ‘have a go’ at answering questions and talking / participating in the classroom activities without fear of being ridiculed. With the above in mind I had to be quite sure that the whole cla ssroom was conducive to this settled environment whereby they all understand firm rules and routines. By this I mean that I emphasizes on the importance of orderliness and tidiness. This I made quite clear was to enable them to develop and be confident in their roles as students but not to forget that they are responsible adults also and that we all wish to be valued and in the best way possible. Making sure that the classroom is left in a manner that is welcoming for the next group of learners and that we never forget our life skills that we brought into the learning arena. I had observed that the displays in the classroom were inviting and pleasant as well as stimulating. This was reflecting a range of teaching and learning activities. I observed the attractively arranged, effectively labelled, relevant and purposeful displays and I was quite impressed wondering when and what will I be adding to this informative and interactive display. It didn’t take very long for that to happen with display from a field trip involving writing and speaking that reflected the learning process as part of the curriculum highlighting key learning points. As such the inclusive learning and teaching environment for me was not just in the classroom but out in the wider community and this was most interesting as I observed how the students interacted in a social setting. There was a wide range of reading and learning materials available for the students both in the classroom area as well as in the main library. They were well organised and clearly labelled and accessible. The resources were diverse and this was of absolute necessitity as there are different learning styles. The availability was through visual, aural and kinaesthetic for different experiences. Creating a purposeful inclusive learning and  teaching environment was not just about changing attitudes to learning. It was not just about giving all the support needed both internally and externally. It was not just about the all the activities in class and in the community, it was also about the physical layout of the design of the classroom that supported the inclusive and int eractive teaching and learning process. Seating and tables in some areas did not give much work space, and did not allow for the flexibility to support work in different contexts. By this I mean for individual work with the adequate space to place materials on the table without infringing on each others’ work space. Paired work, small group work as well as whole class work had been a concern at times. Limitation for me to move around and be able to see exactly how students were progressing in their given task was inadequate at times. As such with cooperation between the whole group and teachers a bigger and more appropriate room was made available. This new setting enabled the students the opportunity for independence, cooperative learning, collaboration and discussions throughout the teaching activities with eye contact for the learners. This also gave better access to move about the room that enabled me to ensure more purposeful, inclusive learning and teaching. However I had to be mindful of the social and emotional dynamics of the learning group as well as subjects and activities being taught/ delivered. I wanted my students to definitely see the co urse as being important. I wanted them to understand and enjoy each session because everything has an impact on learning and development. The classroom environment was maintained within the Health and Safety Laws ensuring that all learners were treated fairly and respectfully in that learning environment. 1.2 Demonstrate an inclusive approach to teaching and learning in accordance with internal processes and external requirements. An inclusive approach to teaching and learning is a cooperative relationship between learners and teachers. The starting point to such a relationship was with the college requirements / internal processes based on what the learners were hoping to achieve. This first contact was conducted by senior management at the initial stage of the individual’s learning journey, the initial assessment. From the institution perspective assessment provides statistical information  for monitoring the overall performance of the college as well as individual teachers. This also provides information on numbers of students who started the course. The numbers of those who continued and whether successfully passed has been useful in continued recruitments that demonstrates quality and excellence. However one of the main purpose and is of great importance is that this initial assessment helps to place the learner on the right course. After this initial assessment matching into identified learning groups is of great value for personal tutors as there is an element of control over what is taught. However, and I must stress this, individual learner’s goals must be paramount in the whole process bearing in mind the learning styles identified. A process of matching group interest and individual profile determines the learners interest which is an ongoing internal process with regular updates. This was managed by identifying individual learning targets such as, speaking and listening, reading or writing. Having identified these targets being specific as to how to meet these targets was discussed with the individual learner and this information was documented. Clearly there has to be deadline for achievements with expected documentation. Actual dates of achievements were quite important and by this I mean that some learners achieved positive outcomes before the set expected date and this informed the status of that learner as completing work was documented and dated. For others the documentation on expected outcome was that they had not yet started or that they’re in progress. This happens in all learning settings as everyone has different learning styles or even a combination of styles that has an impact on how well learning has been achieved under certain conditions. The diagnostic assessments will continue throughout the learning and this is necessary for the continuous support needed for ILPs. ILP is of such great importance in that it must be appropriate for the learning being undertaken, be owned and used by the learner with support and be understood by the learner, basically it’s what the learner desires. I would say that throughout my teaching and learning experience and, this is ongoing I have experienced a range of learning styles with my learning groups. Inevitable I have had to mould the delivery of subject in such a manner that met the needs of the learners. Once this is managed properly the resulting factor will determine the success of achievements in accordance with (QCF) Qualification and Credit Framework. 1.3 Provide opportunities for learners to practice their literacy language, numeracy and ICT skills. The Sector Skills Council for lifelong learning on Inclusive Learning approaches for Literacy, Language, Numeracy and ICT skills in the introduction of the companion document mentions that, â€Å"All teachers need to develop an awareness of the literacy, language, numeracy and ICT needs of their learners in order for them to teach their area of specialism.† The document further states that â€Å" All teachers can play an important part in providing opportunities to develop literacy, language, numeracy and ICT within their learning programs.† Teachers get to know their students very well after a little while and as such are able to recognise what interest them most. The initial assessment gives some indication of what they want to learn but the diagnostic assessment informs the ILP. How this process of achievement will happen is based on agreeing goals and actions to achi eve those goals. Petty, G (2009, p530) states: â€Å"Each learner is unique and has individual needs. If the needs of our learners are discovered and met, the chances of success are greatly increased.† 2.0Be able to communicate with learners and other learning professionals to encourage learning. 2.1Demonstrate communication methods and media to meet the needs of all learners. 2.2Communicate with other learning professionals to meet learner needs and encourage progress. 3.0Understand how technology can enhance learning and teaching. 3.1Analyse ways to use technology to enhance learning and teaching. 3.2Evaluate the benefits and limitations of using technology in learning and teaching. 4.0Understanding expectations of the minimum core in relation to delivering lifelong learning. There are social stigma attached to literacy numeracy and this often prevents adults from seeking the help they need. It is believed that 1 in 6 adults in the UK are functionally illeterate and this skills gap is preventing the country from fully realising its full economic potential. There are social stigmas attached to this which often prevents adults from seeking the help they need. For such individuals tackling this is the first step to raising aspiration. The psychological feel good factor will allow for increased self esteem and the confidence to reach their full potential. However being illeterate and innumerate and lacking ICT skills does not mean stupidity. You have to on the ball to get through a day in the UK without these skills and so as a teacher delivering lifelong learning I must be able to help learners to overcome these barriers created by socially acceptable norms in this country. Expectations of the minimum core I believe is that all involved in lifelong learning has a responsibility to ensure that learners are provided with every opportunity to develop literacy, language, numeracy and ICT skills. As such it is important that at the initial assessment and induction of students that literacy, language, numeracy and ICT skills are identified. We must understand that Prior learning should be established and evidenced if at all possible to determine the level attained which will inform achievable goals. Observation at induction and during the course activity to get some idea of the learner performance and what learner’s likes are, also how they like to do things will determine learning styles. Really this boils down to attitudes, skills and knowledge and what will be the motivating factor for the learner’s presence in the classroom. 4.1Review ways in which elements of the minimum core can be demonstrated by delivering lifelong learning. Recognising that literacy, numeracy and ICT programmes must be made easily accessible to the most hard to reach individuals is a key responsibility for the Government. For those who lack the ability to read and write very door appears to be closed. In this present day it is likely that they will e able to apply for jobs as filling in application forms poses some challenges which in effect will make them  loose their self worth and confidence. Adults lacking the skills that so many of us take for granted on a daily basis mean that they can’t even support their children’s education which is the future generation. If this is not effectively managed the revolving door syndrome continues as that is what is being seen at present. National statistics reveal that adults with poor numeracy and literacy skills are twice as likely to be unemployed as those who are competent. 4.2Apply minimum core elements in delivering lifelong learning. I will demonstrate this delivery of core elements with evidenced based teaching that I have undertaken and continuing as part of my teaching placement practice. 5.0Be able to evaluate own practice in delivering inclusive learning and teaching. 5.1Review the effectiveness of own use of inclusive learning and teaching approaches in meeting the needs of all learners. 5.2Analyse ways to improve own practice in using learning and teaching approaches to meet the needs of all learners. 5.3 Review ways in which own communication skills could be improved.

Chadwick Inc Essay

The business strategies that are included in the balanced scorecard for Norwalk Division are: maximising return on all development spending, satisfying customer needs, and the development of employee skills. The strategy that is not embraced in the balanced scorecard is the one in regard to driving management responsibility to the lowest level. This strategy was not included because there needs to be a balance in responsibility through the organisation. Employee targets and incentives are closely linked to the  performance of the division; more responsibility given to staff at lower levels could increase the possibility of managers setting strategies for their own benefit and division. This could lead to discrepancies between organisational goals and the goals set by management for a specific division. New measures that need to be developed and included in the balanced scorecard are return on research capital, product profitability, product development time, number of products under development, and number of employees participating in training programs. The measures developed need to be directly related to the objective and have the ability to provide feedback for that particular area. (b) A Balanced Scorecard developed for the organisation will differ to one that is specifically developed for a certain division in an organisation. The objectives of an organisation as a whole are marginally different to the objectives that are set for a division or department. Organisational objectives which are statements that articulate what the organisation hopes to accomplish will include all of the objectives across the different divisions of the company; where as divisional objectives are aimed explicitly at that division. This may result in different measures used in the scorecards to evaluate performance relating to the specific objective. For example, Chadwick Inc. operates in many businesses including personal consumer products and pharmaceuticals. The organisations overall objective is to produce high quality products and get them to the market faster at lower costs. For its part, the Norwalk Pharmaceutical Divisions objective is to increase the yield of new products and to reduce the time and costs of the product development cycle. This divisional objective becomes a part of the company’s current objectives and is the objective that is focused on when developing the divisional scorecard. The divisional balanced scorecard was decided by the president of Chadwick Inc. to be developed in a way ‘that was right for the division’. This decentralised decision-making and authority approach may create conflict  between divisional scorecards and those of the corporation. This approach to developing a divisional scorecard may give rise to negative consequences. Managers may focus too narrowly on their own units performance and strategies rather than attaining the overall organisations goals. It could also lead to inconsistencies at the organisational level. The advantages of decentralisation outweigh its limitations and should be adopted in the organisation. However, to overcome the conflict of discrepancy between organisational and divisional scorecards, top management needs to allow for decentralisation only to a certain extent and ensure that each division is being mindful and taking into consideration the overall organisational objective. (c) The business strategy of a company or division is used to illustrate how all the individual activities are coordinated to achieve a desired result. Developing a strategy is vital as it is used to set the overall direction of the business. The business strategy for Norwalk was developed by one individual and within a few minutes. For optimal results and clear direction, a strategy should be developed over a longer time period and the balanced scorecard should not be created until all the participants involved have a clear understanding and vision of the business. From the beginning of the project it could be said Greenfield was not committed to the development of the balanced scorecard for the Norwalk division. He did not believe how dedicated Chadwick Inc. was to the concept. Any Balanced Scorecard project will fail if it is seen as just another â€Å"management fad†. It needs sponsorship through active communication – communication that explains why the organisation needs the Balanced Scorecard and how it will benefit both the division and individuals. During the process there was also a lack of commitment from all the members, it took them several weeks before meeting and focusing on the project. The time spent developing a balanced scorecard is important, if it is rushed it could lead to negative consequences when it is implemented. The divisions of Chadwick were advised that only hard data (financial data) is to be used in the balanced scorecard. Financial data alone only provides short-term strategies; non-financial data offers a closer link to long-term  organisational strategies. Therefore by encompassing only financial data the balanced scorecard will provide only a short-term measure to evaluate the division’s performance.

Infancy and Early Chidhood Essay Example | Topics and Well Written Essays - 500 words

Infancy and Early Chidhood - Essay Example According to Piagets theory of cognitive development, there are four stages of cognitive development and the first stage or the sensorimotor stage occurs between birth to 24 months and the second stage or the preoperational stage occurs between 2- 7 years of age. In the sensorimotor stage, there are six sub-stages. During the first weeks of life, reflexive behaviours facilitate coordination of sensation. The main reflexes involved are sucking, movements of eyes and palmar grasp. From the six weeks of life to 4 months, coordination of sensation occurs through habits reflex and primary circular reactions. From 4-8 months, coordination between vision and comprehension occurs and children develop habits at this stage. The dawn of logic occurs at this stage. Between 8- 12 months, touch-hand-eye coordination occurs. Coordination between means and ends also occurs at this stage. Piaget called this stage "first proper intelligence." Goal orientation and deliberate steps to meet an objective begin in this stage. At the age 12- 18 months, children experiment with new behaviour. Piaget suggested that children discover new means to meet their goals at this stage. Between 18- 24 months, children begin to use primitive symbols and develop enduring mental representations. This stage is marked by the development of true creativity and insight. The next stage of development according to Piaget is the preoperational period. This stage begins by the end of 2 years and new kind of psychological functioning develops. The mental operations are inadequate and sparse. The child begins to use and represent by drawings, words and images. Thinking at this stage is egocentric and the child is not in a position to understand the viewpoint of others (Piaget and Inhelder, 1973). According to Erikson, during the first stage of development occurs between 0-1 year, during which period, the basic needs are met by

Disparities in Health Care and African Americans Distrust in Essay

Disparities in Health Care and African Americans Distrust in Physicians - Essay Example Susan., Jenny, K. Miller and Lily, A. Arasatnam, 2003). Disparities are also seen in the unwillingness of African Americans to participate in clinical trials due to distrust (Giselle, Stephen and Diane, 2002).Research has also shown that African Americans seek treatments less frequently than the whites, they are also less likely to accept physicians at the end of life due to views that there is nothing that can be done. As a result, African Americans have a larger share of the burden linked to mental illness and other diseases. They are also resistant to accept decisions that save life as they do not trust physicians to promote their best interests at the end of life care (Siminoff and Robert, 1997).Studies have also shown that, if an African American patient pays a visit to a white physicians, there is less involvement in decision making, less partnership, lower rates of trust and lower levers of satisfaction in the care (LaVeist, Kim, and Janius, 2000).Lack of treatment may be due to absence of resources, insurance obstacles, cultural believes, attitudes and mistrust in the health care institutions. Disparity in health care is also due to lack of knowledge among the African Americans hence they have misconceptions which may preclude them from adopting such medications as viable forms of treatment (Schnittker, 2004).Such misconceptions includes the belief that treatments are ‘experimentally’ or mind altering. Studies have also shown that religious orientations can also reduce the willingness to take Psychiatric medications especially if they are deemed as ineffective in comparison to divine influence (Schnittker, 2004). Trust is also very important for all medical decisions such as using Psychiatric medications and adherence to medical regimens. Trust plays a very critical role in those cultures that have indigenous traditions that are contrary to treatment methods. It is therefore an important component of physician-patient

Social Status of African American Community in Cleveland Essay

Social Status of African American Community in Cleveland - Essay Example Fleming as the first black man in the city council. Edna Hunter, on the other hand, supported the unmarried black girls through Phillis Wheatley Association. Wealthy Black invested in real estate, a municipal power plant was established, and later Ernest Bohn introduced public housing in Cleveland and rest of the United States. Each of these efforts worked to develop the deteriorating city condition and livelihoods. Keyword: African Americans, Blacks, Whites, PWA, Municipal Power Plant, Municipal Lighting System, Thomas, W. Fleming, Politics, Migration, Cleveland’s Reality , Housing and Investment Company, Ernest Bohn, Public Housing, Cleveland Metropolitan Housing Authority Introduction and problem statement: During the end of the 19th century and the early decades of the 20th century, there was a mass migration of the African American people from the South headed to the North. Majority of these people and their families had been slaves on plantations owned by white men. Over time, life was becoming intolerable and a new revolution was setting in. A large number migrated from the rural south into the urban North to look for a better life and opportunities. Cleveland in Ohio was one of the many destinations that the black community populated within a few years. However, African Americans arrival in Cleveland was faced by both social and health problems, ranging from disease outbreaks and racism, which was a barrier to accessing health and social facilities. 1. What was PWA? The defenseless, young, and unmarried African American girls faced numerous risks such as suspicious and unprincipled employers and agencies in Cleveland. Having shared similar difficulties like early age domestic work, Jane Edna hunter founded an association known as ‘Working Girls Home Association’ in 1911, to house and support these girls (Cleveland Historical Team, n.d.). Basically, it was established as an organization to help the unmarried black girls by providing t hem with affordable housing. Within a few years, the organization increased its capacity of boarding girls and changed its name into Phillis Wheatley Association. As it expanded, it sought to uplift the welfare and efforts of the housed girls and the larger African American community with recreational activities. They learned and improved their skills through sewing, cooking, sports, handicraft, sports, and dramatization activities among others (â€Å"Phillis Wheatley,† n.d). In modern times, it plays a critical role in Cleveland’s community by providing diverse programs and social services to support the different age groups. All her life, Jane Edna hunter’s venture was in social work, which she committed to support her society. Apart from the challenges in her early life, Edna hunter had acquired education by the time she came to Cleveland. She had a nursing degree from Virginia, had previously acquired domestic work experiences, hired as a private nurse for s everal Cleveland’s prominent families before she began the foundation, and later studied law and passed the Ohio bar in 1925 (â€Å"Jane Edna,† n.d.). The controversy surrounding the association rose from the divided black community and challenges over its financial problems and leadership.

The New Deal for 18-24 year olds (New labour deal) Essay

The New Deal for 18-24 year olds (New labour deal) - Essay Example It offers help for 18-24 year olds who have been unemployed for about six months. Its ultimate aim is to reduce employment by helping young people to get jobs and assist them in many other possible ways. Everyone on New Deal gets a personal adviser who is his or her point of contact throughout the programme. The personal adviser is appointed to understand you, let you share your experiences, interests and goals. The idea is to get you into a suitable job. Its aim is to meet your needs of finding and keeping a job, or becoming self-employed. New Deal for Young People gives you a chance to take the skills and experience you may have already and polish them to create better opportunities for work. New Deal help people with job search, skills acquisition, work experience, and so on. The main aim for the deal was to reduce the unemployment outflow rates, and how far it has succeeded in this aim will remain dependent on the facts and figure to decide. According to the research by (Anderton bob, Riley Rebecca and Young Garry, 1999) 1. While unemployment was lower in the first half of 1998 than it had been in the first half of 1996 for all age and duration categories, it had fallen by more in the pathfinder than the comparison areas. The largest relative decline was for 18-24year olds who had been unemployed for more than 6 months (the target group). ... 2. Outflows from unemployment in the pathfinder areas relative to the comparison areas clearly rose for the target group. There is also evidence of a rise in relative outflows of older long term unemployed. 3. Outflow rates from unemployment were generally higher in the first half of 1998 compared to the first half of 1996. The outflow rates of the target group rose substantially in the pathfinder areas. 4. While outflow rates were generally higher in the first half of 1998 than two years earlier, the increase was more marked in the pathfinder areas for virtually all age and duration categories. 5. Inflows to unemployment were generally lower in the first half of 1998 compared to the first half of 1996. This pattern was common to both the pathfinder and comparison areas. Another briefing (Briefing document, May 2004) argues that the New Deal has, overall, been successful. It discuss that however there have been some successes but that was in some part of the country. It mainly focuses on some major groups, more particularly the black ethnic groups has gain less from the new deal than any one else. It states that Britain has the problem of racial inequality in employment. "Black and minority ethnic people are more than twice as likely to be unemployed as white British people. There is a gap of nearly 17 percentage points in employment rates." Says the report. According to (tutor2u) Data on New Deal, participants published in the autumn of 2000 showed that up to the end of July 2000, over 518,000 people had passed through the New Deal scheme, 402,000 have left leaving 116,000 currently on the programme. 237,040 young people had entered employment. Of which 180,600 were in sustained jobs, and 56,440 in jobs lasting less than 13 weeks. 79,000

Capitalism, Socialism, and Keynesian Economics Essay

Capitalism, Socialism, and Keynesian Economics - Essay Example They set out a plan that would see them complete their work within the scheduled time, and even promised a $300 bonus if the work was completed early enough. This was to act as a motivation to all members. However, Parker seemed to dislike the way Millar did his work and was always shouting at him. Instead of looking for ways of making things work, Parker always used an angry tone when addressing Millar. Rather than use silent authority, parker chose to assert his authority by vocally challenging Millar in front of the rest of the works. When forming a team, the norms and dynamics that control the way people interact will create a better ability to discuss counterproductive norms that could derail the team’s efforts (McShane and Steen, 2012). Parker did not dwell on this, and that meant that the path-goal leadership style he chose to use was not as effective as he thought it could be. He was not supportive and that meant he would have to push people rather than persuade them to achieve their goals so as to meet their personal needs. Parker did not create a team that had cohesive outcomes enough to meet their needs and remain active members. He was not willing to let Talbot assist Millar even after he offered. Parker exhibited a task-oriented behavior that meant he would assign specific tasks and ensure that all employees follow the rules as stipulated. He should input some people-oriented behaviors to help gain the trust of the employees and receive maximum cooperation from them. To handle this case conclusively, there ought to be some sobriety. Conflict resolution requires the participation of all members as opposed to the feeling that one of the members is superior or above the law. The organizational culture in the organization will also determine the success of this conflict resolution process. This is because employees must trust the process before committing to it. Millar has not worked for Arctic again since this conflict