Managing activities to achieve results Essay Example | Topics and Well Written Essays - 2000 words

Managing activities to achieve results - Essay Example A quality management system requires complete documentation and covers the customer’s and organizations’ requirements. It enables an organization to achieve its objectives stated in the policy by ensuring consistent satisfaction to customers and the organization. A QMS interacts with all organizational activities at all organizational levels to ensure customer satisfaction (Schlickman, 2003). A robust management system sets out directions to meet customer expectations, lowers production costs, involves all staff, and increases market share for the organization. Information is required to support the quality management system from the supplier to the customer. Micro memory bank, Inc is a company that manufactures memory modules for different computer manufacturers (Micro memory bank Inc, 2007). Management commitment- the top management provides the vision and strategies for the establishment of business objectives and processes. The management must continuously communica te the importance of customer satisfaction and conduct management reviews. It is the duty of the top management to ensure continuous availability of resources for production. Top management ensures the quality policy is available to all employees and training is conducted about QMS. It also ensures customer requirements are met by inspecting compliance with documented orders and communication procedures (Tari and Molina, 2010). Responsibility and communication- every employee takes responsibilities established in the organizational chart. Employees should have access to the organizational chart to help them understand their responsibilities and authorities of each position. Communication in the company shall occur through department meetings, management review, memos and reports on company notice boards, circulation of minutes of review meetings, and other established communication routes. Resource management- top management provides resources necessary for implementing the QMS for ensuring customer satisfaction. Job advertisements have necessary qualifications to ensure that only competent workers are hired. Qualifications such as education, experience, and skills should be met by all employees. Hired employees undergo training to provide them with the necessary job competence. Their contribution to quality is emphasized during these training sessions (Shaoshao et al, 2007). Infrastructure- buildings, workspace, process equipment, utilities, and support services shall be provided by the management. Existing infrastructure should be serviced and maintained to ensure product conformity. New requirements shall be documented before implementation and maintenance requirements documented in maintenance logs. The work environment should be suitable for quality production and evaluations conducted using data collected from environment evaluations. Product planning- quality planning is required before implementing new processes or products. The quality requirements, p rocesses, resources, validation, test requirements, and monitoring are determined during planning. The production team must review the customer request, delivery and post-delivery requirements and regulatory requirements before embarking on production. Product requirements are determined before accepting the order. Any changes in customer requirements are communicated to the relevant personnel and incorporated into the production process. Customer communication pro

Adult education Assignment Example | Topics and Well Written Essays - 1000 words

Adult education - Assignment Example The adult learner shall have developed a different perspective to learning and shall have garnered skills and experience from social and professional interactions. Based on the differences between adult and initial education, special challenges exist that face adult learners and formal policies towards learning strategies are necessary for efficient adult learning. This paper explores the scope of adult learning and its associated challenges and strategies with the aim of recommending a suitable strategy to the Office of Vocational and Adult Education for policy development. This aims at improving benefits of adult education to learners. Adult education: special needs Dynamism of adult learning over the past decades identifies the need for periodic changes in the scope of adult education that offers diversified utility to learners such achieved transformation through self-reflection and development of new knowledge base. The learning process however needs to consider special needs am ong learners. A rich knowledge base has been developed on adult learning mechanism to facilitate identification and management of the needs. Unlike young learners in initial learning frameworks, adult learners are slow in conceptualization and knowledge development. This means longer time in a learning process and possible needs for empowerment to aid the speed of learning. The adults are however able to compensate for this weakness through their vast experience and through effective time management. Differences in visual potentials across age also identify special needs among adult learners. While human development occurs with age, vision begins to decline after the age of 18 year. The decline is gradual until the age of 40 at which the rate of decline increases and means age is a factor to needs among adult learners. Hearing potential also decline among adult learners though this occurs at late ages and hearing aids may be used to facilitate learning processes. Adults also report memory problems during their learning but the problem is less significant in contextual learning (Florida State University, n.d.). Assumptions of adult learning Basic assumptions to adults learning are another set of important factors, to adult education, that educators and policy makers need to consider for successful learning processes. Learners’ self-concept that changes with age explains a transition from nature of learning among young people in initial learning environments. A level of maturity is evident among adult learners who prefer a more independent approach to learning. There is change from dependence on learning environment to a self-reliant approach in which an adult learner is an independent and active party to the learning process. Understanding the shift in self-concept is important among educators because implementing a learning strategy that fails to recognize a learner’s desired level of independence may communicate oppression and compromise effecti veness of the learning process. Transitions across cognitive development stages supports validity of the change in self-concept at adult learning stage because each developmental stage marks increased learning potential that identifies learners abilities to learn on their own. The cognitive development theory supports independence potential by early adulthood and while level of learners’ required independence may vary across age, it is significant among adult learners (Florida State University, n.d.). Adult learning also holds the assumption of significance of learners’ experience that plays to major roles in education. Having interacted with social and professional environments, adult learners