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Booklet T4 - 2016 PDF
Booklet T4 - 2016 PDF
Third Edition
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Estudiantes de la Facultad de Ingeniería
Este proyecto nació a principios del año 2008 con el afán de lograr que
todo estudiante egresado de la Facultad de Ingeniería tenga
conocimiento de Inglés Técnico para poder aplicarlo tanto en sus
estudios como en su desempeño profesional.
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Students of Engineering School
This project started the first semester 2008 with the eagerness to obtain
that all withdrawn students of the Faculty of Engineering have
knowledge of Technical English, becoming it a necessity that the
students apply this knowledge in their studies as in their professional
performance.
DEAN
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6
Awareness / Acknowledgment
7
8
Content
Preface ........................................................................................................................................ 13
Oral Presentations ............................................................................................................. 17
Preparation ................................................................................................................................ 17
Organizing the Content ........................................................................................................ 17
Delivering Your Presentation .............................................................................................. 18
Using Visual Aids..................................................................................................................... 20
Dealing with Nervousness ................................................................................................... 21
Activity ........................................................................................................................................ 22
Projects ...................................................................................................................................... 23
What is a project? .................................................................................................................. 23
Checking out the context .................................................................................................... 23
Researching the project ....................................................................................................... 23
Preparation And Working Out Of The Project Document ........................... 24
Composition of the Project Document ............................................................................ 25
Sections ...................................................................................................................................... 25
Activity ........................................................................................................................................ 29
Vocabulary of the Unit ...................................................................................................... 29
Business Administration.................................................................................................... 33
Administrative Functions ..................................................................................................... 33
Activity ........................................................................................................................................ 34
Leadership ................................................................................................................................. 35
Types of Leadership Styles ................................................................................................. 35
Activity ........................................................................................................................................ 37
Communication ........................................................................................................................ 37
Nonverbal Communication .................................................................................................. 39
CONFLICT MANAGEMENT ................................................................................................. 40
Managerial Actions that Cause Workplace Conflicts ................................................. 40
Ways People Deal With Conflict ........................................................................................ 41
Activity ........................................................................................................................................ 41
Vocabulary................................................................................................................................ 41
Classic Tools ........................................................................................................................... 45
Pie Charts .................................................................................................................................. 45
Bar Charts ................................................................................................................................. 45
Run Charts ................................................................................................................................ 46
Radar Charts............................................................................................................................. 46
Scatter Plots ............................................................................................................................. 47
Histograms ................................................................................................................................ 48
Pareto Charts ........................................................................................................................... 48
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Cause and Effect ..................................................................................................................... 49
Flowcharts ................................................................................................................................. 50
Control Charts .......................................................................................................................... 52
Activity ........................................................................................................................................ 53
Non-Classical Tools ............................................................................................................ 54
Benchmarking .......................................................................................................................... 54
Outsourcing .............................................................................................................................. 56
Strategic Alliances ................................................................................................................... 57
Activity ........................................................................................................................................ 58
Vocabulary................................................................................................................................ 59
Strategic Planning .............................................................................................................. 63
Basic Approach to Strategic Planning ............................................................................. 63
The Vision .................................................................................................................................. 64
The Mission ............................................................................................................................... 65
The Values ................................................................................................................................. 66
The Objectives ......................................................................................................................... 67
The Strategies.......................................................................................................................... 67
SWOTs - Keys to Business Strategies .................................................................................. 67
The Goals ................................................................................................................................... 68
The Programs ........................................................................................................................... 69
Benefits of Strategic Planning ........................................................................................... 69
Activity ........................................................................................................................................ 69
Marketing Plan ....................................................................................................................... 70
Marketing Audit ....................................................................................................................... 72
Content of the Marketing Plan ........................................................................................... 73
Small business ...................................................................................................................... 73
Medium-sized and large organizations .......................................................................... 73
Activity ........................................................................................................................................ 76
Vocabulary................................................................................................................................ 76
Safety and Health Programs ......................................................................................... 79
OSHA Standards ..................................................................................................................... 79
Hazard Control Measures .................................................................................................... 84
Common Hazards and Descriptions................................................................................. 86
International Standardization .................................................................................... 87
Understand the Basics .......................................................................................................... 88
Plan – Do – Check – Act ...................................................................................................... 88
The ISO Standardization System................................................................................... 89
Benefits of International Standards ................................................................................ 91
ISO 9000 Quality Management ......................................................................................... 92
ISO 9000 Principles................................................................................................................. 92
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ISO 14000 Environmental Management Systems.................................................... 94
Other Popular Standards ..................................................................................................... 96
ISO 26000 Social Responsibility............................................................................................ 96
ISO 50001 Energy Management ........................................................................................... 97
ISO 31000 Risk Management ................................................................................................ 98
ISO/IEC 27001 - Information Security Management ........................................................ 98
International Commerce Terminology ..................................................................... 99
Customs & Shipping Forms .............................................................................................. 102
Vocabulary.............................................................................................................................. 103
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Preface
After the first edition was finished, it was reviewed and authorized by the
Board of Directors of the Engineering School, now according to the needs
and skills required in this globalized world the topics have changed a little
bit but the essence of the program continues.
It has been interesting to look at the real applications this new curriculum
can lead. It wakes up the creativity, reasoning, and awareness of
development in different areas of engineering. It is done through problem
solving proposed in classes and developed in their field of work, enhancing
engineering techniques.
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Oral Presentations
Oral presentations are a richer medium than written documents. They
allow you to establish stronger contact with the audience and better convince
them of your viewpoint through verbal and nonverbal delivery, as well as the
ensuing interaction. Oral presentations have a price, however, in terms of the
audience's time. If you give a poor 15-minute presentation to an audience of 200
people, you have wasted the equivalent of 50 hours of work — more than a week
of someone's work time. Preparing effective oral presentations, like writing
effective scientific papers, takes time, but it is time well invested.
Still, many oral presentations are ripe for improvement. Think of the last
large conference you attended. With typically three to four talks an hour, eight
hours a day over several days, such conferences can expose you to dozens of
presentations. What fraction of these delivered a message that was useful to you
(that is, how many of them did more than simply provide a great deal of
complicated information)? What fraction of the presentations did you find
fascinating (that is, how many got your undivided attention from the speaker's
first word to his or her last)? An effective oral presentation gets you to pay
attention, to understand, and to think or do things differently as a result of it.
This unit will help you prepare and deliver more effective oral presentations
in English. It will help you select and organize a presentation's content, create
slides (if appropriate), deliver the presentation, and answer audience questions.
Preparation
First of all,
Think about what you want to achieve; Inform? Inspire? Convince your
audience?
Think about your audience: do they know the topic? Do they have a
particular interest in the topic?
Research your topic and organize the content and material.
Prepare your visual aids
Rehearse your presentation taking care of the time.
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‗I‘m going to talk about...‘
‗This morning I want to explain…‘
Present an outline of your talk; for example:
‗I will concentrate on the following points: First of all…Then…
This will lead to… And finally…‘
Body
Present your main points one by one in logical order.
Pause at the end of each point (give people time to take notes, or time to
think about what you are saying).
Make it absolutely clear when you move to another point. For example:
―The next point is that ...‖
―OK, now I am going to talk about ...‖
―Right. Now I'd like to explain ...‖
―Of course, we must not forget that ...‖
―However, it's important to realize that...‖
Use clear examples to illustrate your points.
Use visual aids to make your presentation more interesting.
Conclusion
It is very important to leave your audience with a clear summary of
everything you have covered. It is also important not to let the talk just fizzle out.
Make it obvious that you have reached the end of the presentation.
Summarize the main points again, using phrases like:
―To sum up...‖
―So, in conclusion...‖
―OK, to recap the main points…‖
Restate the purpose of your talk, and say that you have achieved your aim:
―I think you can now see that...‖
―My intention was ..., and it should now be clear that ...‖
Thank the audience, and invite
questions:
―Thank you. Are there any
questions?‖
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c) Be open to questions. If someone raises a hand, or asks a question in the
middle of your talk, answer it. If you can't answer it, turn the question
back out to the audience and let someone else answer it!
d) Questions are good. They show that the audience is listening with interest.
They should not be regarded as an attack on you, but as a collaborative
search for deeper understanding.
e) Be ready to get the discussion going after your presentation. Just in case
nobody has anything to say, have some provocative questions or points for
discussion ready to ask the group.
f) Check if the audience is still with you. ‗Does that make sense?‘ ‗Is that
clear?‘
g) Check the pronunciation of difficult, unusual, or foreign words beforehand.
h) Don't turn your back on the audience!
i) Emphasize the key points—and make sure people realize which the key
points are.
j) Hold your head up. Look around and make eye-contact with people in the
audience. Do not just address the lecturer! Do not stare at a point on the
carpet or the wall. If you don't include the audience, they won't listen to
you.
k) Keep your language simple. The aim is to communicate, not to show off
your vocabulary.
l) Key words are important. Speak them out slowly and loudly.
m) Slow down for key points.
n) So use notes, cue cards or overheads as prompts, and speak to the
audience. Include everyone by looking at them and maintaining eye-
contact (but don't stare or glare at people).
o) Speak loudly enough for everyone in the room to hear you. This may feel
uncomfortably loud at first, but if people can't hear you, they won't listen.
p) Speak slowly and clearly. Don‘t rush! Speaking fast doesn‘t make you
seem smarter, it will only make it harder for other people to understand
you.
q) Stand straight and comfortably. Do not slouch or shuffle about.
r) Talk to your audience, don't read to them! A presentation is not the same
as an essay. If you read out your presentation as if it were an essay, your
audience will probably understand very little and will lose concentration
quickly.
s) Use pauses—don't be afraid of short periods of silence. (They give you a
chance to gather your thoughts, and your audience a chance to think.)
t) Vary your voice quality. If you always use the same volume and pitch (for
example, all loud, or all soft, or in a monotone) your audience will switch
off.
u) When you are talking to your friends, you naturally use your hands, your
facial expression, and your body to add to your communication. Do it in
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your presentation as well. It will make things far more interesting for the
audience.
v) When you begin a new point, use a higher pitch and volume.
Overheads
Overheads are the easiest and most reliable form of visual aids. You can
use them as a prompt for your talk, so that you may not need cards. [But don't
read word-for-word from your overheads!]
Use bold typeface, and a minimum of size 16
font [Check that your overheads are readable by
placing them beside you on the floor and looking down
at them. Can you read them?]
Use no more than seven or eight main points on
an overhead [Overheads that have too many words on
them are no use at all]
Give your audience time to take notes from your
overhead
Make sure your audience can see the overhead screen [Where are you
standing? Is it directly in front of the screen?]
Using color, pictures and graphs can make your overheads more
interesting [But don't overcrowd your overheads with too much detail]
Presentations
You can use software to produce very
professional overheads, or to make a computer-
based presentation. Remember that presentations
may look great, but if the technology goes wrong you
may be very embarrassed. It's a good idea to print
out a handout, or have some overheads as a backup
just in case.
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Handouts
Handouts are a great idea. Think about whether you
want to distribute them before or after your presentation. It
is a good idea to include your references on a handout, so
that people can follow up on them later. You could also
include some follow-up questions for discussion.
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Be organized. If you are well organized, your task will be easier. If your
overheads are out of order, or your notes are disorganized, you may get
flustered.
Slow down! When people are nervous, they tend to get confused easily. So
your mind may start to race, and you may feel panicky. Make use of
pauses: force yourself to stop at the end of a sentence, take a breath, and
think before you continue.
Giving an oral presentation is a performance—you have to be like an actor.
If you act the part of someone enjoying themselves and feeling confident,
you will not only communicate these positive feelings to the audience, you
will feel much better, too.
Accomplished public speakers feel nervous before and even during a talk.
The skill comes in not communicating your nervousness, and in not letting it take
over from the presentation. Over time, you will feel less nervous, and well able to
control your nervousness.
Activity
A. Identify which points of ―Delivering your presentation‖ belong to
Language skills: _________________________________________________________
Voice: ___________________________________________________________________
Body language: __________________________________________________________
Audience interaction: ____________________________________________________
B. Introduce yourself with a partner; indicate your name, engineering field,
interests, and other important issues about yourself.
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Projects
WHAT IS A PROJECT?
A project is a proposal prepared for yourself, for someone else, for a whole
community or even for a country. It involves making plans for the future and
describing them to others or to the community as a whole. At the start there is
nothing certain about a project except perhaps the desire or determination to
undertake it. Thus it is the attempt to define this which has led us to make the
various suggestions in this publication.
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The length of time spent on research depends on the amount of time
needed getting to know the context of the project plus the time taken to do the
necessary detailed planning. Bearing in mind the fact that the context and the
needs are constantly changing, time must be allowed to ensure that the proposals
are free of misunderstandings and hasty judgments and that the project still
corresponds to the real needs of the people and has not been drawn up in a way
that causes the people for whom it was conceived not to be interested in it.
The work done during this first phase should give precise information
about local needs, customs and traditions, and on the political, social, cultural
and economic context. This information is essential and needs to be
systematically studied throughout the period of identification and planning.
NOTE : The initiators of the project should not forget that it may need also to
interest a funding organization. It is advisable therefore to try to relate as far as
possible the interests of the people with the criteria of the organizations from
which funding is sought.
In the previous part, we have seen that to identify a project is not enough
simply to have a good idea. It is vital that the idea corresponds realistically to the
needs of the local population. Once this
is clear, it must be certain that the
project fits into the social, economic,
cultural and political context and has a
good chance of being carried through (in
terms of finance, organization,
manpower and availability of equipment
and materials). When this task has been
completed, the project organizer will
than try to link the information obtained
with the original idea of the project. This may mean reformulating his or her ideas
before defining the project strategy. After this comes the process of preparing and
working out the project document.
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The conception and preparation of a project document that will be
submitted to a national or international funding organization should follow
certain guidelines without which it would have no hope of being considered. The
initiator of the project should realize that this document is his first real
introduction to the potential founders and forms the basis on which future
agreements will be made.
Care must be taken with the presentation and content of the document it
must respond to whatever questions the funding organization might ask before
deciding whether to accept the project or not. It is also particularly important that
the document is drawn up in a precise fashion, presenting clearly and concisely
in a logical order the details of the project and its proposed development.
General Introduction
Context and justification
Population targeted
Institutional framework
Methods and strategies
Development objective / overall aim
Immediate objective/s
Proposed strategy
Products
Activities planned
Work plan
Available resources; Aid requested; Budget
Available resources
Aid requested
Budget
Follow up, Report; Evaluation
Follow up
Report
Evaluation
SECTIONS
Composition of the Title Page
The following should be featured clearly on this page :
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Title of the project
Project number (if you have submitted more than one project)
Field of activity
Location (city, region, country)
Tentative starting date and duration
Name(s) of organization(s)/group(s)/people carrying out the project
Name(s) of the funding organization(s) (if applicable)
Name(s) of the organizations associated with the project (if applicable)
An estimate of the total budget
Total amount of funding sought (indicate the currency)
Name of the organization submitting the project (or the name and title of
the person authorized to do so)
Date of submission.
EXAMPLE 1:
A context presented by a CCIVS member organization for a project in
Bangladesh.
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needs. With funding from UNESCO, and training courses can be
trainers can be provided, volunteers developed
will have the means to participate,
EXAMPLE 2:
Introduction used on Starting a Pilot Agricultural Centre for youth in Zaire
Project
EXAMPLE 3:
The context of the previous project.
Target community
Most projects are for the benefit of a certain defined population. A project
planner should therefore try concisely to determine who would benefit from the
project. This means taking into account certain criteria such as the composition
of the target community and its origin; the geographical area targeted; their main
activity (e.g. farming), age distribution and educational level.
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used to determine this were the geographical region and the main activity of the
population.
EXAMPLE 4:
A target population in a CCIVS project in Bolivia.
EXAMPLE 5:
Framework presented for Zaire project.
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and Sports will be presiding over this grant to the national association.
training seminar and has given a
ACTIVITY
C. Answer the questions
What section could contain the following?: _______________________________
Nkondo Malembe is a village which is a part of the Luima community in the
Songololo zone, the former training and production centre of JMPR (the youth
movement of the ruling party). It is a relatively hot region with clay soil.
Rainfall varies from 1200 to 1700 ml per year. It has two seasons: dry and
rainy.
Where is the project proposed to be held?: ________________________________
http://ccivs.org/New-SiteCCSVI/CcivsOther/Documents/Howtopresentaprojectfull.pdf
http://www.canberra.edu.au/studyskills/learning/oral
http://www.nature.com/scitable/ebooks/english-communication-for-scientists-
14053993/giving-oral-presentations-14239332
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Business Administration
In business, administration consists of the performance or management of
business operations and thus the making or implementing of major decisions.
Administration can be defined as the universal process of organizing people and
resources efficiently so as to direct activities toward common goals and objectives.
ADMINISTRATIVE FUNCTIONS
Administrators, broadly speaking,
engage in a common set of functions to
meet the organization's goals. These
"functions" of the administrator were
described by Henri Fayol.
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Budgeting, exempted from the list above, incorporates most of the
administrative functions, beginning with the implementation of a budget
plan through the application of budget controls.
ACTIVITY
A. According to the managerial skills for a good administrator, write an ideal
manager profile.
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Leadership
The word leadership can refer to:
1. Those entities that perform one
or more acts of leading.
2. The ability to affect human
behavior so as to accomplish a
mission.
3. Influencing a group of people to
move towards its goal setting or goal
achievement.
The autocratic leader (Lewin, Lippitt, & White, 1939) is given the power to
make decisions alone, having total authority. This leadership style is good for
employees that need close supervision to perform certain tasks. Creative
employees and team players resent this type of leadership, since they are unable
to enhance processes or decision making, resulting in job dissatisfaction.
The democratic leader (Lewin, Lippitt, & White, 1939) listens to the team's
ideas and studies them, but will make the final decision. Team players contribute
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to the final decision thus increasing employee satisfaction and ownership, feeling
their input was considered when the final decision was taken. When changes
arises, this type of leadership helps the team assimilate the changes better and
more rapidly than other styles, knowing they were consulted and contributed to
the decision making process, minimizing resistance and intolerance. A
shortcoming of this leadership style is that it has difficulty when decisions are
needed in a short period of time or at the moment.
The laissez-faire ("let do") leader (Lewin, Lippitt, & White, 1939) gives no
continuous feedback or supervision because the employees are highly
experienced and need little supervision to obtain the expected outcome. On the
other hand, this type of style is also associated with leaders that don‘t lead at all,
failing in supervising team members, resulting in lack of control and higher costs,
bad service or failure to meet deadlines.
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the big picture, needing to be surrounded by people who take care of the details.
The leader is always looking for ideas that move the organization to reach the
company‘s vision.
The environment leader ( Carmazzi, 2005) is the one who nurtures group
or organizational environment to affect the emotional and psychological
perception of an individual‘s place in that group or organization. An
understanding and application of group psychology and dynamics is essential for
this style to be effective. The leader uses organizational culture to inspire
individuals and develop leaders at all levels. This leadership style relies on
creating an education matrix where groups interactively learn the fundamental
psychology of group dynamics and culture from each other. The leader uses this
psychology, and complementary language, to influence direction through the
members of the inspired group to do what is required for the benefit of all.
ACTIVITY
B. At home, access to the following link and complete the test for identifying
your leadership style, later print the snapshot provided by the page and
write an analysis of the result. If the link doesn‘t work try to search the
test ―Leadership Style‖ on the queendom principal page.
http://www.queendom.com/tests/access_page/index.htm?idRegTest=2289
Communication
Communication is the process of transferring information from a sender to
a receiver with the use of a medium in which the communicated information is
understood by both sender and receiver. It requires that all parties understand a
common language that is exchanged; there are auditory means, such as
speaking, singing and sometimes tone of voice, and nonverbal, physical means,
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such as body language, sign language,
paralanguage, touch, eye contact, or the use
of writing.
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In a simple model, information or content (e.g. a message in natural
language) is sent in some form (as spoken language) from an emisor/ sender/
encoder to a destination/ receiver/ decoder. In a slightly more complex form a
sender and a receiver are linked reciprocally. A particular instance of
communication is called a speech act. In the presence of "communication noise"
on the transmission channel (air, in this case), reception and decoding of content
may be faulty, and thus the speech act may not achieve the desired effect. One
problem with this encode-transmit-receive-decode model is that the processes of
encoding and decoding imply that the sender and receiver each possess
something that functions as a code book, and that these two code books are, at
the very least, similar if not identical. Although something like code books is
implied by the model, they are nowhere represented in the model, which creates
many conceptual difficulties.
NONVERBAL COMMUNICATION
Nonverbal communication is the process of communicating through
sending and receiving wordless messages. Such messages can be communicated
through gesture, body language or posture; facial expression and eye contact,
object communication such as clothing, hairstyles or even architecture, or
symbols and infographics. Speech may also contain nonverbal elements known
as paralanguage, including voice quality, emotion and speaking style, as well as
prosodic features such as rhythm, intonation and stress. Likewise, written texts
have nonverbal elements such as handwriting style, spatial arrangement of
words, or the use of emoticons. A portmanteau of the English words emotion (or
emote) and icon, an emoticon is a symbol or combination of symbols used to
convey emotional content in written or message form.
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CONFLICT MANAGEMENT
Conflict management refers to the long-term management of intractable
conflicts. It is the label for the variety of ways by which people handle grievances
— standing up for what they consider to be right and against what they consider
to be wrong. Those ways include such diverse phenomena as gossip, ridicule,
lynching, terrorism, warfare, feuding, genocide, law,
mediation, and avoidance. Which forms of conflict
management will be used in any given situation can
be somewhat predicted and explained by the social
structure — or social geometry — of the case.
1. Poor communications
a. Employees experience continuing surprises, they aren't informed of
new decisions, programs, etc.
b. Employees don't understand reasons for decisions, they aren't
involved in decision-making.
c. As a result, employees trust the "rumor mill" more than
management.
2. The alignment or the amount of resources is insufficient. There is:
a. Disagreement about "who does what".
b. Stress from working with inadequate resources.
3. "Personal chemistry", including conflicting values or actions among
managers and employees, for example:
a. Strong personal natures don't match.
b. We often don't like in others what we don't like in ourselves.
4. Leadership problems, including inconsistent, missing, too-strong or
uninformed leadership (at any level in the organization), evidenced by:
a. Avoiding conflict, "passing the buck" with little follow-through on
decisions.
b. Employees see the same continued issues in the workplace.
c. Supervisors don't understand the jobs of their subordinates
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WAYS PEOPLE DEAL WITH CONFLICT
There is no one best way to deal with conflict. It depends on the current
situation. Here are the major ways that people use to deal with conflict.
ACTIVITY
D. Role play the solution of a conflict. Analyze the result.
Vocabulary
Affiliates Intermediary Partnering
Contract Organization Protégé
Equity Negotiation Small Business
http://1stopconflict.blogspot.com/
http://en.wikipedia.org/wiki/Administration_(business)
http://www.academia.edu/474807/Types_of_Leadership_styles
http://www.knowthis.com/promotion-decisions/the-communication-process
http://www.mediaworks.pro/communication.html
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Classic Tools
There's an elusive balance between chasing after each new management
tool or method, and ignoring the fact that we have actually learned some things
about management over the past 100,000 years. The best tools are those which
stand the test of time, and which give you a lot of leverage over common
problems.
These tools are basic graphs and statistics. What to look for?
Mean The average of all the data points in the series
Maximum The maximum value in the series
Minimun The minimum value in the series
Sample Size The number of values in the series
Range The maximum value minus the minimum value
Standard Deviation Indicates how widely data is spread around the mean
PIE CHARTS
They are used to show classes or groups
of data in proportion to the whole data set. The
entire pie represents all the data, while each
slice represents a different class or group
within the whole.
BAR CHARTS
Bar Charts, like pie charts,
are useful for comparing classes or
groups of data. In bar charts, a
class or group can have a single
category of data, or they can be
broken down further into multiple
categories for greater depth of
analysis.
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scale, be aware of the differences and how they might trick your eye.
Be sure that all your classes are equal. For example, don't mix weeks and
months, years and half-years, or newly-invented categories with ones that
have trails of data behind them.
Be sure that the interval between classes is consistent. For example, if you
want to compare current data that goes month by month to older data that
is only available for every six months, either use current data for every six
months or show the older data with blanks for the missing months.
RUN CHARTS
Run charts (often known as line graphs outside the quality management
field) display process performance over time. Upward and downward trends,
cycles, and large aberrations may be spotted and investigated further. In a run
chart, events, shown on the y axis, are graphed against a time period on
the x axis. For example, a run chart in a hospital might plot the number of
patient transfer delays against the time of day or day of the week. The results
might show that there are more delays at noon than at 3 p.m. Investigating this
phenomenon could unearth potential for improvement. Run charts can also be
used to track improvements that have been put into place, checking to determine
their success. Also, an average line
can be added to a run chart to
clarify movement of the data away
from the average.
RADAR CHARTS
Radar charts are useful when you want to look at several different factors
all related to one item. Radar charts have multiple axes along which data can be
plotted.
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In a radar chart, a point close
to the center on any axis indicates a
low value. A point near the edge is a
high value. When you're interpreting a
radar chart, check each axis as well as
the overall shape to see how well it fits
your goals.
SCATTER PLOTS
Scatter Plots (also called scatter diagrams) are used to investigate the
possible relationship between two variables that both relate to the same "event." A
straight line of best fit (using the least squares method) is often included.
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HISTOGRAMS
A histogram is a specialized type of bar chart. Individual data points are
grouped together in classes, so that you can get an idea of how frequently data in
each class occur in the data set. High bars indicate more points in a class, and
low bars indicate fewer points.
PARETO CHARTS
Vilfredo Pareto, a turn-of-the-century Italian economist, studied the
distributions of wealth in different countries, concluding that a fairly consistent
minority – about 20% – of people controlled the large majority – about 80% – of a
society's wealth. This same distribution has been observed in other areas and has
been termed the Pareto effect.
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The Pareto effect even operates in quality improvement: 80% of problems
usually stem from 20% of the causes. Pareto charts are used to display the Pareto
principle in action, arranging data
so that the few vital factors that
are causing most of the problems
reveal themselves. Concentrating
improvement efforts on these few
will have a greater impact and be
more cost-effective than
undirected efforts.
The cause and effect diagram is used to explore all the potential or real
causes (or inputs) that result in a single effect (or output). Causes are arranged
according to their level of importance or detail, resulting in a depiction of
relationships and hierarchy of events. This can help you search for root causes,
identify areas where there may be problems, and compare the relative importance
of different causes.
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Causes in a cause & effect diagram are frequently arranged into four major
categories. While these categories can be anything, you will often see:
manpower, methods, materials, and machinery (recommended for
manufacturing)
equipment, policies, procedures, and people (recommended for
administration and service).
These guidelines can be helpful but should not be used if they limit the
diagram or are inappropriate. The categories you use should suit your needs.
The C&E diagram is also known as the fishbone diagram because it was
drawn to resemble the skeleton of a fish, with the main causal categories drawn
as "bones" attached to the spine of the fish, as shown below.
FLOWCHARTS
Flowcharts are maps or graphical representations of a process. Steps in a
process are shown with symbolic shapes, and the flow of the process is indicated
with arrows connecting the symbols. Computer programmers popularized
flowcharts in the 1960's, using them to map the logic of programs. In quality
improvement work, flowcharts are particularly useful for displaying how a
process currently functions or could ideally function. Flowcharts can help you see
whether the steps of a process are logical, uncover problems or
miscommunications, define the boundaries of a process, and develop a common
base of knowledge about a process. Flowcharting a process often brings to light
redundancies, delays, dead ends, and indirect paths that would otherwise remain
unnoticed or ignored. But flowcharts don't work if they aren't accurate, if team
members are afraid to describe what actually happens, or if the team is too far
removed from the actual workings of the process.
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There are many varieties of flowcharts and scores of symbols that you can
use. Experience has shown that there are three main types that work for almost
all situations:
High-level flowcharts map only the major steps in a process for a good overview.
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The trouble spots in a process usually begin to appear as a team
constructs a detailed flowchart.
Flowcharts don't work if they're not accurate or if the team is too far
removed from the process itself. Team members should be true participants in
the process and feel free to describe what really happens. A thorough flowchart
should provide a clear view of how a process works. With a completed flowchart,
you can:
Identify time lags and non-value-adding steps.
Identify responsibility for each step.
Brainstorm for problems in the process.
Determine major and minor inputs into the process with a cause & effect
diagram.
Choose the most likely trouble spots with the consensus builder.
CONTROL CHARTS
This are sometimes called
Shewhart charts because of its
inventor, Walter Shewhart, of Bell
Labs. There are many different
subspecies of control charts which
can be applied to the different types
of process data which are typically
available.
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ACTIVITY
You are employed by a mid-sized human service agency which employs 75 people.
The agency has a central fax machine. For some time now, clinical staff have
complained that they have not received fax messages in a timely manner.
Because of the confidential nature of some of the fax messages, the agency has
developed a three step procedure for handling fax messages. The fax clerk is the
only person who can retrieve fax messages from the machine. The clerk seals the
message in an envelope and delivers it to the mail room. The mail room places all
fax messages in a "safe box" where they are picked up by the mail delivery person
who delivers them to the secretary for each unit. The secretary opens the
envelope and determines whether the fax contains confidential information. If
not, the secretary places the fax message in the staff person's in box. If the
message contains confidential information, the secretary forwards it directly to
the clinical staff person for whom the message was intended. The goal is to design
the system so that the correct person receives the fax message within one hour.
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Non-Classical Tools
There are any new tools for helping management, they have changed
during the years but the basis continues here… Improve quality, get more profits
and compete in this globalized world.
BENCHMARKING
―Improving by learning from others – i.e. - benchmarking is simple about
making comparisons with other organizations and then learning the lessons that
those comparisons throw up‖
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Types of Benchmarking
Strategic Benchmarking involves examining long-term strategies, for
example regarding core competencies, new product and service
development or improving capabilities for dealing with change. This type of
benchmarking is used by successful high performers in order to improve a
business‘s overall performance.
Performance Benchmarking (or Competitive Benchmarking) looks at
performance characteristics in relation to key products and services in the
same sector. In order to protect confidentiality this type of analysis is often
undertaken through trade associations or third parties.
Process Benchmarking focuses on improving critical processes and
operations through comparison with best practice organizations
performing similar work. This often results in short term benefits.
Functional Benchmarking compares a business with partners drawn
from different sectors to find innovative ways of improving work processes.
This can lead to dramatic improvements.
Internal Benchmarking involves benchmarking businesses or operations
from within the same organization (e.g. business units in different
countries). Access to sensitive and/or standardized data is easier, usually
less time and resources are needed and ultimately practices may be
relatively easier to implement. However, real innovation may be lacking:
best in class performance is more likely to be found through external
benchmarking.
External Benchmarking analyses best in class outside organizations,
providing the opportunity to learn from those at the leading edge. This can
take up significant time and resource to ensure the credibility of the
findings.
International Benchmarking identifies and analyses best practitioners
elsewhere in the world, perhaps because there are too few benchmarking
partners within the same country to produce valid results. Globalisation
and advances in information technology are increasing opportunities for
international projects. However, these can take more time and resources to
set up and implement and the results may need careful analysis due to
national differences.
Key Issues:
Key issues for organizations beginning benchmarking efforts:
Top management commitment and participation are necessary
Sufficient time must be allowed for the project as it takes time
An able, well-trained team is critical (if not outside help, consultants)
It is heavy on resources, people, travel, research, consultants, and other
factors
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Process rigor is an absolute sine qua non for success – you cannot graze
the surface
Quantitative data is often difficult and time consuming to obtain
OUTSOURCING
―It is a transfer of control. Delegate one or more process to a specialize
supplier to reach a high efficiency. With the outsourcing, companies can look at
other necessities to fulfill their mission.
Process of Outsourcing
Deciding to outsource: Identify what is to be outsource
Supplier proposals: Have a list with the suppliers and their proposals.
Supplier competition: Look for the best supplier
Negotiation: Is the agreement between the company and the supplier.
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Transition: Process for the staff transfer and the take- on of the service
Transformation: Is the implement of the new service.
Termination or renewal: Is the decision between terminate of renew the
contract.
STRATEGIC ALLIANCES
An alliance is defined as a relationship between two or more firms, or
individuals, involving the sharing of complimentary disciplines, technology,
products, services, organizational structures, marketing, and financial resources.
It is a formal relationship formed between two or more parties to pursue a set of
agreed upon goals or to meet a critical business need while remaining
independent organizations.
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proprietary information, addressing termination clauses, penalties for poor
performance, and highlighting the degree to which arbitration procedures
are clearly stated and understood
Alliance Operation: It involves addressing senior management‘s
commitment, finding the caliber of resources devoted to the alliance,
linking of budgets and resources with strategic priorities, measuring and
rewarding alliance performance, and assessing the performance and
results of the alliance.
Alliance Termination: It involves winding down the alliance, for instance
when its objectives have been met or cannot be met, or when a partner
adjusts priorities or re-allocated resources elsewhere.
Types of Alliances
Funding
Joint Venture
Merger, acquisition
Products, Services
Cooperative
ACTIVITY
A. Mention three different services that can be outsourced by
A shopping mall __________________________________________________
A hospital _______________________________________________________
An educational center _____________________________________________
A residential building _____________________________________________
B. Choose one of the previous places and mention the advantages and
disadvantages of outsourcing the services that you mentioned.
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Vocabulary
http://smallbusiness.com/wiki/Strategic_alliance
http://www.aiidatapro.com/en/services/businessprocessesoutsourcing/
http://www.argusobserver.com/business/business-connection-importance-of-
benchmarking/article_f4f65ada-65c3-11e1-add5-0019bb2963f4.htm
http://www.skymark.com/resources/tools/management_tools.asp
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Strategic Planning
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Be realistic, detached and critical
Distinguish between cause and effect
Be reviewed periodically
Be written down.
THE VISION
I will come to America, which is the have starred in first movie and I will
country for me. Once there, I will be a millionaire...... I will collect
become the greatest bodybuilder in houses, art and automobiles. I will
history.......... I will go into movies as marry a glamorous and intelligent
an actor, producer and eventually wife. By 32, I will have been invited to
director. By the time I am 30 I will the White House.
Attributed to Arnold Schwarzenegger who was elected Governor of the State of California
in 2003.
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4. Note that originally, the vision was a compelling description of the state
and function of the organization once it had implemented the strategic
plan, i.e., a very attractive image toward which the organization was
attracted and guided by the strategic plan. Recently, the vision has become
more of a motivational tool, too often including highly idealistic phrasing
and activities which the organization cannot realistically aspire.
THE MISSION
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8. Does the mission statement include sufficient description that the
statement clearly separates the mission of the organization from other
organizations?
Some people confuse mission statements with value statements the former
should be very hard-nosed while the latter can deal with 'softer' issues
surrounding the business. The following table contrasts hard and soft mission
statements.
Hard Soft
What business is/does Reason for existence
Primary products/services Competitive advantages
Key processes & technologies Unique/distinctive features
Main customer groups Important philosophical/social issues
Primary markets/segments Image, quality, style, standards
Principal channels/outlets Stakeholder concerns
THE VALUES
The next element is to address the Values governing the operation of the
business and its conduct or relationships with society at large, customers,
suppliers, employees, local community and other stakeholders.
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organization and 1 is least important. Then go through the cards again to
rank how people think the values are actually being enacted in the
organization with 3 indicating the values are fully enacted and 1 indicating
the value is hardly reflected at all. Then address discrepancies where a
value is highly preferred (ranked with a 3), but hardly enacted (ranked with
a 1).
5. Incorporate into the strategic plan, actions to align actual behavior with
preferred behaviors.
THE OBJECTIVES
The third key element is to explicitly state the business's Objectives in
terms of the results it needs/wants to achieve in the medium/long term. Aside
from presumably indicating a necessity to achieve regular profits (expressed as
return on shareholders' funds), objectives should relate to the expectations and
requirements of all the major stakeholders, including employees, and should
reflect the underlying reasons for running the business. These objectives could
cover growth, profitability, technology, offerings and markets.
THE STRATEGIES
Next are the Strategies - the rules and guidelines by which the mission,
objectives etc. may be achieved. They can cover the business as a whole
including such matters as diversification, organic growth, or acquisition plans, or
they can relate to primary matters in key functional areas, for example:
The company's internal cash flow will fund all future growth.
New products will progressively replace existing ones over the next 3 years.
All assembly work will be contracted out to lower the company's break-
even point.
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all-important SWOT (strengths, weaknesses, opportunities and threats) analysis
can commence.
THE GOALS
Next come the Goals. These are specific interim or ultimate time-based
measurements to be achieved by implementing strategies in pursuit of the
company's objectives, for example, to achieve sales of $3m in three years time.
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Goals should be quantifiable, consistent, realistic and achievable. They can relate
to factors like market (sizes and shares), products, finances, profitability,
utilization, efficiency.
THE PROGRAMS
The final elements are the Programs which set out the implementation plans for
the key strategies. These should cover resources, objectives, time-scales,
deadlines, budgets and performance targets.
ACTIVITY
As part of the preparation of your second project, write down the Vision, Mission
and Values Statement of the company you will present.
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Marketing Plan
Marketing is a societal process which discerns
consumers' wants, focusing on a product or service to
fulfill those wants, attempting to move the consumers
toward the products or services offered. Marketing is
fundamental to any businesses growth. The marketing
teams (marketers) are tasked to create consumer
awareness of the products or services through marketing
techniques. Unless it pays due attention to its products
and services and consumers' demographics and desires, a
business will not usually prosper over time.
ANALYSIS.
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OBJECTIVES.
STRATEGIES.
TACTICS.
CONTROLS.
If you don't make your objective SMART, it will be too vague and
will not be realized. Remember that the rest of the plan hinges on the
objective. If it is not correct, the plan may fail.
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Matrix , Bowmans Strategy Clock, Porter's Competitive Strategies, etc.
Stage Four - Marketing Tactics.
Convert the strategy into the marketing mix (also known as the 4Ps). These
are your marketing tactics.
Price Will you cost plus, skim, match the competition or penetrate the
market?
Place Will you market direct, use agents or distributors, etc?
Product Sold individually, as part of a bundle, in bulk, etc?
Promotion Which media will you use? e.g sponsorship, radio advertising,
sales force, point-of-sale, etc? Think of the mix elements as the ingredients
of a 'cake mix'. You have eggs, milk, butter, and flour. However, if you alter
the amount of each ingredient, you will influence the type of cake that you
finish with.
Finally, write a short summary (or synopsis) which is placed at the front of
the plan. This will help others to get acquainted with the plan without having to
spend time reading it all. Place all supporting information into an appendix at
the back of the plan.
MARKETING AUDIT
The first formal step in the marketing planning process is that of
conducting the marketing audit. Ideally, at the time of producing the marketing
plan, this should only involve bringing together the source material which has
already been collected throughout the year - as part of the normal work of the
marketing department.
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Who are the customers?
What are their key characteristics?
What differentiates them from other members of the population?
What are their needs and wants?
What do they expect the `product' to do?
What are their special requirements and perceptions?
What do they think of the organization and its products or services?
What are their attitudes?
What are their buying intentions?
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o technology
o ecological
o sociocultural
o supply chain
4. Current Situation - Market Analysis
o market definition
o market size
o market segmentation
o industry structure and strategic groupings
o Porter 5 forces analysis
o competition and market share
o competitors' strengths and weaknesses
o market trends
5. Current Situation - Consumer Analysis
o nature of the buying decision
o participants, demographics and psychographics
o buyer motivation and expectations
o loyalty segments
6. Current Situation - Internal
o company resources
financial
people
time
skills
o objectives
mission statement and vision statement
corporate and financial objectives
marketing objectives
long term objectives
description of the basic business philosophy
o corporate culture
7. Summary of Situation Analysis
o external threats and opportunities
o internal strengths and weaknesses
o Critical success factors in the industry
o our sustainable competitive advantage
8. Marketing research
o information requirements
o research methodology
o research results
9. Marketing Strategy - Product
o product mix
o product strengths and weaknesses
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o product life cycle management and new product development
o Brand name, brand image, and brand equity
o product portfolio analysis
B.C.G. Analysis, contribution margin, G.E. MultiFactoral
analysis
Quality Function Deployment
10. Marketing Strategy - segmented marketing actions and market share
objectives
o by product,
o by customer segment,
o by geographical market,
o by distribution channel.
11. Marketing Strategy - Price
o pricing objectives
o pricing method (eg.: cost plus, demand based, or competitor
indexing)
o pricing strategy (eg.: skimming, or penetration)
o discounts and allowances
o price elasticity and customer sensitivity
o price zoning
o break even analysis at various prices
12. Marketing Strategy - promotion
o promotional goals
o promotional mix
o advertising reach, frequency, flights, theme, and media
o sales force requirements, techniques, and management
o sales promotion
o publicity and public relations
o electronic promotion (eg.: Web, or telephone)
o word of mouth marketing (buzz)
o viral marketing
13. Marketing Strategy - Distribution
o geographical coverage
o distribution channels
o physical distribution and logistics
o electronic distribution
14. Implementation
personnel requirements (responsibilities, incentives, training
on selling methods)
o financial requirements
o management information systems requirements
o month-by-month agenda
PERT or critical path analysis
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o monitoring results and benchmarks
o adjustment mechanism
o contingencies (What if's)
15. Financial Summary
o assumptions
16. Scenarios
o Prediction of Future Scenarios
o Plan of Action for each Scenario
17. Appendix
o pictures and specifications of the new product
o results from research already completed
ACTIVITY
Write a detailed marketing plan of the product that you will present as a second
project.
Vocabulary
Action plan Cost-benefit analysis Market segmentation
Baseline Demand Marketing
Brand Demarketing Marketing mix
Budget Demographics Objectives
Capital Direct marketing Operating Cost
Capital Improvement Distribution Outcomes
Chain store system Diversification Per capita income
Channel of Elasticity Pilot Study
distribution Federal Mandate Point-of-sale(POS)
Clustering Fiscal Price
Compensation Focus group Product
Competition Focus group Product life cycle
Constituency Gap analysis Product mix
Consumer Goals Slogan
Consumer behavior Macroenvironment Stakeholder
Consumer satisfaction Market Strategic market
Core product Market area planning
Corporation Market research Vision
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Safety and Health Programs
The goal of a Health and Safety Program is the development of a long term
plan that is successful in reducing injuries in the workplace. Effective
management of worker safety and health protection is crucial in reducing the
numbers and severity of workplace illnesses and injuries. To be effective, such
management must include:
Methods to identify and understand all hazards, real and potential
Prevention or control of hazards so workers are not exposed or exposure
minimized
The four major elements of an effective health and safety program are the
following:
Management Commitment and Employee Involvement
Worksite Analysis
Hazard Prevention and Control
Safety and Health Training
OSHA STANDARDS
Safety and health programs are addressed in specific standards for the
general and construction industries and basic program elements for federal
employees OSHA. This page highlights OSHA standards, Federal Registers (rules,
proposed rules, and notices), and directives (instructions for compliance officers)
related to safety and health programs. OSH Act, often referred to as the General
Duty Clause, requires employers to "furnish to each of his employees employment
and a place of employment which are free from recognized hazards that are
causing or are likely to cause death or serious physical harm to his employees". It
requires employers to "comply with occupational safety and health standards
promulgated under this Act".
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or practices; stringent prevention and control measures; and thorough training. It
addresses hazards whether or not they are regulated by government standards.
The following references characterize and further explain safety and health
programs.
What is a hazard?
A hazard is the potential for
harm. In practical terms, a hazard
often is associated with a condition
or activity that, if left uncontrolled,
can result in an injury or illness.
Identifying hazards and eliminating
or controlling them as early as
possible will help prevent injuries
and illnesses.
One of the best ways to determine and establish proper work procedures is
to conduct a job hazard analysis. A job hazard analysis is one component of the
larger commitment of a safety and health management system.
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For a job hazard analysis to be effective, management must demonstrate
its commitment to safety and health and follow through to correct any
uncontrolled hazards identified. Otherwise, management will lose credibility and
employees may hesitate to go to management when dangerous conditions
threaten them.
Where do I begin?
Involve your employees. It is very important to involve your employees in
the hazard analysis process. They have a unique understanding of the job,
and this knowledge is invaluable for finding hazards. Involving employees
will help minimize oversights, ensure a quality analysis, and get workers to
"buy in" to the solutions because they will share ownership in their safety
and health program.
Review your accident history. Review with your employees your
worksite's history of accidents and occupational illnesses that needed
treatment, losses that required repair or replacement, and any "near
misses" -- events in which an accident or loss did not occur, but could
have. These events are indicators that the existing hazard controls (if any)
may not be adequate and deserve more scrutiny.
Conduct a preliminary job review. Discuss with your employees the
hazards they know exist in their current work and surroundings.
Brainstorm with them for ideas to eliminate or control those hazards.
If any hazards exist that pose an immediate danger to an employee's life or
health, take immediate action to protect the worker. Any problems that can
be corrected easily should be corrected as soon as possible. Do not wait to
complete your job hazard analysis. For those hazards determined to
present unacceptable risks, evaluate types of hazard controls.
List, rank, and set priorities for hazardous jobs. List jobs with hazards
that present unacceptable risks, based on those most likely to occur and
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with the most severe consequences. These jobs should be your first priority
for analysis.
Outline the steps or tasks. Nearly every job can be broken down into job
tasks or steps. When beginning a job hazard analysis, watch the employee
perform the job and list each step as the worker takes it. Be sure to record
enough information to describe each job action without getting overly
detailed. Avoid making the breakdown of steps so detailed that it becomes
unnecessarily long or so broad that it does not include basic steps. You
may find it valuable to get input from other workers who have performed
the same job. Later, review the job steps with the employee to make sure
you have not omitted something. Point out that you are evaluating the job
itself, not the employee's job performance. Include the employee in all
phases of the analysis -- from reviewing the job steps and procedures to
discussing uncontrolled hazards and recommended solutions.
To make your job hazard analysis useful, document the answers to these
questions in a consistent manner. Describing a hazard in this way helps to
ensure that your efforts to eliminate the hazard and implement hazard controls
help target the most important contributors to the hazard.
A sample form found below helps you organize your information to provide
these details.
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Rarely is a hazard a simple case of one singular cause resulting in one
singular effect. More frequently, many contributing factors tend to line up in a
certain way to create the hazard. Here is an example of a hazard scenario:
By following the steps in this example, you can organize your hazard
analysis activities. The examples that follow show how a job hazard analysis can
be used to identify the existing or potential hazards for each basic step involved
in grinding iron castings.
Example 2
Grinding Iron Castings: Job Steps
Step 1. Reach into metal box to right of machine, grasp casting, and carry to wheel.
Step 2. Push casting against wheel to grind off burr.
Step 3. Place finished casting in box to left of machine.
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Example Job Hazard Analysis Form
Job Location: Analyst: Date:
Metal Shop Joe Safety
Task Description: Worker reaches into metal box to the right of the machine, grasps
a 15-pound casting and carries it to grinding wheel. Worker grinds 20 to 30 castings
per hour.
Hazard Description: Picking up a casting, the employee could drop it onto his foot.
The casting's weight and height could seriously injure the worker's foot or toes.
Hazard Controls:
Remove castings from the box and place them on a table next to the grinder.
Wear steel-toe shoes with arch protection.
Change protective gloves that allow a better grip.
Use a device to pick up castings.
Task Description: Worker reaches into metal box to the right of the machine, grasps
a 15-pound casting and carries it to grinding wheel. Worker grinds 20 to 30 castings
per hour.
Hazard Description: Castings have sharp burrs and edges that can cause severe
lacerations.
Hazard Controls:
Use a device such as a clamp to pick up castings.
Wear cut-resistant gloves that allow a good grip and fit tightly to minimize the chance
that they will get caught in grinding wheel.
Task Description: Worker reaches into metal box to the right of the machine, grasps
a 15-pound casting and carries it to grinding wheel. Worker grinds 20 to 30 castings
per hour.
Hazard Description: Reaching, twisting, and lifting 15-pound castings from the floor
could result in a muscle strain to the lower back.
Hazard Controls:
Move castings from the ground and place them closer to the work zone to minimize
lifting. Ideally, place them at waist height or on an adjustable platform or pallet.
Train workers not to twist while lifting and reconfigure work stations to minimize
twisting during lifts.
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Managers should recognize that not all hazard controls are equal. Some are more
effective than others at reducing the risk.
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COMMON HAZARDS AND DESCRIPTIONS
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Fall (Slip, Trip) Conditions that result in falls (impacts) from height or traditional
walking surfaces (such as slippery floors, poor housekeeping,
uneven walking surfaces, exposed ledges, etc.)
Fire/Heat Temperatures that can cause burns to the skin or damage to other
organs. Fires require a heat source, fuel, and oxygen.
Mechanical/Vibration Vibration that can cause damage to nerve endings,or material
(Chaffing/Fatigue) fatigue that results in a safety-critical failure. (Examples are
abraded slings and ropes, weakened hoses and belts.)
MechanicalFailure Self explanatory; typically occurs when devices exceed designed
capacity or are inadequately maintained.
Mechanical Skin, muscle, or body part exposed to crushing, caught-between,
cutting, tearing, shearing items or equipment.
Noise Noise levels (>85 dBA 8 hr TWA) that result in hearing damage or
inability to communicate safety-critical information.
Radiation (Ionizing) Alpha, Beta, Gamma, neutral particles, and X-rays that cause
injury (tissue damage) by ionization of cellular components.
Radiation (Non-Ionizing) Ultraviolet, visible light, infrared, and microwaves that cause
injury to tissue by thermal or photochemical means.
Struck By Accelerated mass that strikes the body causing injury or death.
(MassAcceleration) (Examples are falling objects and projectiles.)
Struck Against Injury to a body part as a result of coming into contact of a surface
in which action was initiated by the person. (An example is when a
screwdriver slips.)
TemperatureExtreme Temperatures that result in heat stress, exhaustion, or metabolic
(Heat/Cold) slow down such as hypothermia.
Visibility Lack of lighting or obstructed vision that results in an error or
other hazard.
Weather Phenomena Self explanatory.
(Snow/Rain/Wind/Ice)
International Standardization
When the large majority of products or services in a particular business or
industry sector conform to International Standards, a state of industry-wide
standardization exists. The economic stakeholders concerned agree on
specifications and criteria to be applied consistently in the classification of
materials, in the manufacture and supply of products, in testing and analysis, in
terminology and in the provision of services. In this way, International Standards
provide a reference framework, or a common technological language, between
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suppliers and their customers. This facilitates trade and the transfer of
technology.
Plan – establish objectives and make plans (analyze your organization's situation,
establish your overall objectives and set your interim targets, and develop plans
to achieve them).
Do – implement your plans (do what you planned do).
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Check – measure your results
(measure/monitor how far your
actual achievements meet your
planned objectives).
Act – correct and improve your
plans and how you put them into
practice (correct and learn from
your mistakes to improve your
plans in order to achieve better
results next time).
Benefits
In a very small organization, there may be no "system", just "our way of
doing things", and "our way" is probably not written down, but all in the head of
the manager or owner.
The larger the organization, and the more people involved, the more the
likelihood that there are written procedures, instructions, forms or records. These
help ensure that everyone is not just "doing his or her own thing", and that the
organization goes about its business in an orderly and structured way. This
means that time, money and other resources are utilized efficiently.
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ISO has a current portfolio of over 17 000 * standards that provide
practical solutions and achieve benefits for almost every sector of business,
industry and technology. They make up a complete offering for all three
dimensions of sustainable development – economic, environmental and societal.
ISO‘s work programmed ranges from standards for traditional activities, such as
agriculture and construction, through
mechanical engineering, manufacturing and
distribution, to transport, medical devices,
the latest in information and
communication technology developments,
and to standards for services.
Certification
Certification is not a requirement of
any of ISO's management system standards.
This section provides a basic understanding
of what certification and related terms
mean.
“Registration” means that the auditing body then records the certification
in its client register. So, the organization‘s management system has been both
certified and registered.
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BENEFITS OF INTERNATIONAL STANDARDS
International Standards bring technological, economic and societal
benefits. They help to harmonize technical specifications of products and services
making industry more efficient and breaking down barriers to international trade.
Conformity to International Standards helps reassure consumers that products
are safe, efficient and good for the environment.
International Standards are strategic tools and guidelines to help
companies tackle some of the most demanding challenges of modern business.
They ensure that business operations are as efficient as possible, increase
productivity and help companies to access new markets.
Benefits include:
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ISO 9000 QUALITY MANAGEMENT
The ISO 9000 family addresses various aspects of
quality management and contains some of ISO‘s best
known standards. The standards provide guidance and
tools for companies and organizations who want to ensure
that their products and services consistently meet
customer‘s requirements, and that quality is consistently
improved.
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importantly, a business‘s dedication will be recognized by the customer, creating
customer loyalty. And customer loyalty is return business.
Good Leadership
A team of good leaders will establish unity and direction quickly in a
business environment. Their goal is to motivate everyone working on the project,
and successful leaders will minimize miscommunication within and between
departments. Their role is intimately intertwined with the next ISO 9000
principle.
Involvement of people
The inclusion of everyone on a business team is critical to its success.
Involvement of substance will lead to a personal investment in a project and in
turn create motivated, committed workers. These people will tend towards
innovation and creativity, and utilize their full abilities to complete a project. If
people have a vested interest in performance, they will be eager to participate in
the continual improvement that ISO 900 facilitates.
Continual Improvement
The importance of this principle is paramount, and should a permanent
objective of every organization. Through increased performance, a company can
increase profits and gain an advantage over competitors. If a whole business is
dedicated to continual improvement, improvement activities will be aligned,
leading to faster and more efficient development.
Ready for improvement and change, businesses will have the flexibility to react
quickly to new opportunities.
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Factual approach to decision making
Effective decisions are based on the analysis and interpretation of
information and data. By making informed decisions, an organization will be
more likely to make the right decision. As companies make this a habit, they will
be able to demonstrate the effectiveness of past decisions. This will put
confidence in current and future decisions.
Supplier relationships
It is important to establish a mutually beneficial supplier relationship;
such a relationship creates value for both parties. A supplier that recognizes a
mutually beneficial relationship will be quick to react when a business needs to
respond to customer needs or market changes. Through close contact and
interaction with a supplier, both organizations will be able to optimize resources
and costs.
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Maintains excellent public relations
Satisfies investor criteria and improves access to capital
Obtains insurance at reasonable cost
Enhances your image and market share
Meets your clients‘ registration requirements
Improves cost control by identifying and eliminating waste and inefficiency
Lessens incidents that result in liability
Reduces your consumption of materials and energy
Facilitates the attainment of permits and authorizations
Decreases the cost of complying with environmental regulations
Improves industry-government relations
Helps reduce pollution.
Fewer operating costs.
Savings from safer workplace conditions.
Reduction of costs associated with emissions, discharges, waste handling,
transport & disposal.
Improvements in the product as a result of process changes.
Safer products.
Minimizes hazardous and non-hazardous waste.
Conserves natural resources--electricity, gas, space and water with
resultant cost savings.
Prevents pollution and reduces wastage.
Demonstrates to customers that the firm has met environmental
expectations.
Meets potential national and international government purchasing
requirements.
Delivers profits from marketing "green" products.
Provides a competitive marketing tool.
Improves international competitiveness
Improves the organization‘s relationship with insurance companies.
Elimination of costs associated with conformance to conflicting national
standards.
Process cost savings by reduction of material and energy input.
Satisfying investor / shareholder criteria.
Helps reduce liability and risk.
Improved access to capital.
Easier to obtain operational permits and authorizations.
Assists in developing and transferring technology within the company.
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OTHER POPULAR STANDARDS
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could/should engage in contributions to society. ISO 26000 encourages further to
report on actions taken.
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ISO 31000 Risk Management
However, ISO 31000 cannot be used for certification purposes, but does
provide guidance for internal or external audit programmes. Organizations using
it can compare their risk management practices with an internationally
recognized benchmark, providing sound principles for effective management and
corporate governance.
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What is an ISMS?
International Commerce
Terminology
The Incoterms® rules or International Commercial Terms are a series of
pre-defined commercial terms published by the International Chamber of
Commerce (ICC) that are widely used in International commercial
transactions or procurement processes. A series of three-letter trade terms
related to common contractual sales practices, the Incoterms rules are intended
primarily to clearly communicate the tasks, costs, and risks associated with the
transportation and delivery of goods.
First published in 1936, they have been periodically updated, with the
eighth version—Incoterms 2010—having been published on January 1, 2011.
"Incoterms" is a registered trademark of the ICC.
The seller makes the goods available at his/her premises. The buyer is
responsible for uploading. This term places the maximum obligation on the buyer
and minimum obligations on the seller. The Ex Works term is often used when
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making an initial quotation for the sale of goods without any costs included. EXW
means that a buyer incurs the risks for bringing the goods to their final
destination. The seller does not load the goods on collecting vehicles and does not
clear them for export. If the seller does load the goods, he does so at buyer's risk
and cost. If parties wish seller to be responsible for the loading of the goods on
departure and to bear the risk and all costs of such loading, this must be made
clear by adding explicit wording to this effect in the contract of sale.
The buyer, arranges the pickup of the freight from the supplier's
designated ship site, owns the intransit freight, and is responsible for clearing the
goods through Customs. The supplier is responsible for completing all the export
documentation. Cost of goods sold transfers from the seller to the buyer at this
time also. In this matter the buyer need to take responsible for bring the material
from the seller.
The seller pays for carriage. Risk transfers to buyer upon handing goods
over to the first carrier at place of shipment in the country of import. This term is
used for all kind of shipments.
The Seller delivers when the goods, once unloaded from the arriving means
of transport, are placed at the Buyer's disposal at a named terminal at the named
port or place of destination. "Terminal" includes any place, whether covered or
not, such as a quay, warehouse, container yard or road, rail or air cargo terminal.
The Seller bears all risks involved in bringing the goods to and unloading them at
the terminal at the named port or place of destination.
Can be used for any transport mode, or where there is more than one
transport mode. The seller is responsible for arranging carriage and for delivering
the goods, ready for unloading from the arriving conveyance, at the named place.
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Duties is not paid under this term (An important difference from Delivered At
Terminal DAT, where the seller is responsible for unloading.)
Seller is responsible for delivering the goods to the named place in the
country of the buyer, and pays all costs in bringing the goods to the destination
including import duties and taxes. The seller is not responsible for unloading.
This term is often used in place of the non-Incoterm "Free In Store (FIS)". This
term places the maximum obligations on the seller and minimum obligations on
the buyer.
The seller must place the goods alongside the ship at the named port. The
seller must clear the goods for export. It is suitable only for maritime transport
but NOT for multimodal sea transport in containers. This term is typically used
for heavy-lift or bulk cargo.
It means the seller pays for transportation of goods to the port of shipment,
loading cost. The buyer pays cost of marine freight transportation, insurance,
uploading and transportation cost from the arrival port to destination. The
passing of risk occurs when the goods are in buyer account.
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CUSTOMS & SHIPPING FORMS
Bill of Lading
The principal use of the bill of lading is as a receipt issued by the carrier
once the goods have been loaded onto the vessel. This receipt can be used as
proof of shipment for customs and insurance purposes, and also as commercial
proof of completing a contractual obligation, especially under Incoterms such as
CFR and FOB.
The bill of lading confers title to the goods to the consignee noted on the
bill. The bill of lading may also be made out "To Order", which confers title to the
goods to the holder of the bill of lading
Because the bill of lading represents title to the goods detailed upon it, it
can be traded in much the same way as the goods may be, and even borrowed
upon if desired. This is a very important and common document used in export
and import trade globally.
Waybill
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contract of carriage" terms on the back of the form. These terms cover limits to
liability and other terms and conditions.
Most airlines use a different form called an air waybill which lists
additional items such as airport of destination, flight number, and time. A
waybill is similar to that of a courier's receipt which contains the details of the
consignor and the consignee, and also the point of origin and destination.
Commercial Invoice
You will need two copies of the Commercial Invoice, one must accompany
the freight from the point of pickup to the point of customs clearance, the other
should be attached to the Bill of Lading. This document is simply an invoice with
a complete description of the goods being shipped, along with the proper
valuations and currency information.
Certificate of Origin
The Certificate of Origin is used by the broker to determine the correct rate of
duty under the North American Free Trade Agreement (NAFTA). If this document
is missing, the highest rates may be applied to each consignment, and U.S.
Customs may not allow the goods into the country.
Vocabulary
Air Freight Forwarder Broker Dock
Air Waybill Cartage Agent Freight
Articles of Claim Gross Vehicle Weight
Extraordinary Value Commodity (GVW)
Bill of Lading (B/L) Consignee Hazardous Material
Break bulk Dispatch Intermodal
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Buyer Payment Terms Waybill
Container Shipper's Agent Duties
Ergonomic Tariff Supplier
Facility Scope Trigger
Hardhat Seller Unhealthful
Illnesses Shipment Vessel
Multimodal Third-Party
NGO Truckload (TL)
http://www.omnex.com/standards/iso_9001_2000/iso_9001_2000.html
http://www.iso.org/iso/home.html
http://www.kingswaytransport.com/CustomsInformation.aspx
http://en.wikipedia.org/wiki/Incoterms
https://www.osha.gov/Publications/osha3071.html
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