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Organisational Structure

            The organisational structure of the Technical and Vocational Training Corporation (TVTC) based in Saudi Arabia falls under my prospective employment agencies, where I am obliged to seek for the position of teaching the 19-25 year old students undertaking a diploma course in environmental science. The basic interest that I bestow to the organisation is its relevance in training on a vocational basis where I will also engage in progression of my career in the related field. Working with TVTC is part of my ambition bearing in mind that the organisation is made up of a system of technical training apart from acquaintance of learner skills. This is to imply that in line of duty, I will be able to work with the program of not only imparting knowledge to students in the related field, but also engage in the technical and convocational training of the students to enable them become competitive globally.

            The organisation, which was formerly the GOTEVOT, which stands for “General Organisation for Technical Education and Vocational Training” is well linked to include countries like the Great Britain, where I am undertaking my bachelor’s degree.  This implies that the organisation has outsourced its labour and learning prospective to reach out to globally renowned countries giving a chance to employment deficits. Working in such places is beneficial as it not only gives me the chance to impart knowledge to the environmental science diploma students, but also gives allows room for advancement in career in order to raise the teaching skills to a higher platform (Bostaph  & Vendeland, 2000). The other factor for choice of the organisation is its human resource management structure made up of the governor as the head, while the minister for labour and social affairs as the chairperson of the board. This results in a long lifespan of existence and management, which is geared towards achievement of the strategic plans of expansion to new zones. It is in line of this organisational structure that I am seeking for this opportunity in order to be a corporate champion of this plan. This will include not only learner centred models of knowledge, but also a form of research into the probable areas for allocation of new colleges. This expansion plan is fascinating in that it has full support from the government through the ministry of labour and social affairs.

            In an effort to live to the baseline, ‘sustainable curriculum development and assessment”, the organisation needs sound minds to interpret this in line of duty. This is to imply that the organisation is hungry for sustainability, where the tutor should cultivate the best out of the learners for them to become reliable sources of alleviation of illiteracy in Saudi Arabia. This concurs with my expectations bearing in mind that the organisational mandate lays within my imagination. Consequently, the goal of environmental management goes along with promotion of sustainability of any ecosystem. The most efficient mode of living with this baseline would be to make the environment conducive for the process of learning in order to cultivate the best out of the students. This will foster a form of transition from generations to come in order to maintain the basic goal of attainment of the best assessment criteria in acquaintance of knowledge. This would also be in accordance with the corporate sponsors for the organisation, which happens to be the Saudi government fostering its light through a literate society.

            Moreover, the organisation is facing the challenge of global competition in terms of quality in the student proficiency bearing in mind that the recent legislations have worked towards International Corporation through outsourcing. On the other hand, there is evidence of incapability in terms of employment prospects for the talented and trained youth, who languish in the fear of underemployment. This implies that an environmentalist taking them through the paces of leaning is akin to source of destruction of the fear of underemployment due to relevant skill imparted through cognitive forms of learning. This would be embraced through both individual and corporate efforts in order to mould the society into competency in literacy.

Career Progression

            In consideration, my proficiency in environmental science is a boost to the requirements of an ideal teacher, while the ambitions of career progression are not only evident effort in student learning but also a form of widening my spectrum in problem solution. These two combined would articulate the best out of the learning system to live to the dream of the organisation, which is to give a permanent solution to future trainers in order to acquire local qualifications. This course is relevant in the field of study since it would aid in correlation between the environment and education to foster a coexistence that forms the foundation for the learning process. This is to mean that for the organisation to live to its expectations of local qualifications, it must source for labour that is environment since an environment determines the fate of a learning process (Bostaph  & Vendeland, 2000).

            With my current academic qualification as a third year student studying in climate change in Coventry University, I already have an advantage concerning my future career. The employment criteria I am searching in the organisation since I am seeking a confirmation with a degree program and upon completion, I will be able to advance the knowledge acquired to both the students and the general society through environmental conservation to reduce the impact of climate change. This would also be the most expected result of the trainees I will encounter in the organisation, as this will spur the need to correlate the environment with the educational setting to achieve the best out of the students. Upon completion of this program,

            I will also seek for a career progression in an MS in either environmental science or climate change considering that learning is a continuous process. This will also be fostered in the learners, as it would sharpen my proficiency in decision-making processes vital for any academic oriented organisation. It would be my duty to influence students into this knowledge, as I would be a leading example in the institution of performance, where it would be evidence of proficiency verses solutions to problems facing the society in terms of climate change. This career progression aspect is also important in maintaining the requirements of the standards of well structures instructor, who is able to coordinate well between issues affecting students and the global competitive world.

            It is, therefore, the mandate of the organisation to provide an environment conducive for execution of the project of career progression through availing the necessary facilities for further study for the trainers of trainees. This means that there is need to champion a platform that is relevant to support both the learning and teaching prospects. In real essence, the higher management within the organisation should deliberate upon providing an institution for both resources that are learner centred and trainer centred such that the program is seen to prosper. This might include providing an institution for learning that is in close proximity to the institution for teaching. This is geared towards lessening the time of travel from the teaching institution to the career progression institution. This would also be beneficial, as it would reduce interruptions accrued from a pragmatically busy schedule.

            In undertaking the role of progression in career, it would be sensible to come up with a professional network for coordination of personal and student projects in the relevant field. This is in relation to the probability created by choice of course for progression, which will be determined by the selection procedures. If the course is categorically a master’s degree in climate change, then there would be a common site for use in coordination with the diploma students in order to facilitate effective communication. These sites will span from twitter to Facebook, where there would be an opportunity to interact with the students.

            On the other hand, the government legislation to give the organisation a broad spectrum of expansion through creation of splinter schools under the organisation’s management forms a force that needs resilience in achievement. Such objectives would require competent management skills and realisation of the spirit of teamwork. It is with this regard that there is an element of surety in realising the need for career progression to be able to coordinate these programs.

Further Skills

            The mandate of an instructor is not only to provide a learner centred environment for students in such programs, but to also aid in resource management. I am endowed with apart from the fact that I portend good communication skills these skills. I also hold the integrity of leadership teamwork, where I can be able to coordinate students in projects that aid in climatic changes. This is helpful in keeping with the mandate of creation of an environment that correlation with the environment such that the best results out of the education system is achieved. This is through teaching the students in use of software programs that help in checking climatic trends in order to help in understanding of the environment. This would eradicate chances of human activities that aid in climatic changes like use of toxic chemicals in the mining industry.

            Development of a professional network to enhance communication will also be relevant in finding potential harbours for expansion in respond to the regulation of the funding system from the government. This would aid in reaching out for people all over the hemisphere of the world in places that would be most prevalent for establishment of schools. This would require a mind that is not only communicative but also charismatic to make sure that the site is at the helm of frequency in terms of accessibility. This is to mean that my skill of charisma would be applicable in such a move. This would help in broadening up of the institutions under the management of the organisation to reach the targeted fifty in addition to the existing one hundred affiliate institutions.  This would call for more research implying that there is the requirement of corporation within the organisations’ higher and lower management to oversee implementation of these programs.

           

 

Table of Activities Undertaken From 2011-2012

Period

2011-2012

Relevance of knowledge

Lessons learned

Level of competence

challenges

Jan-Feb

Debates on climate change with acquainted communication skills

Development of projects in climate change.

Served as the chairman of the debating group for climate change

Limited material for implementation of climate change projects

Feb-April

Leadership skills in project management

How to act like a participatory leader that looks at involvement of all human resource management.

Served as a leader of the group project on climate change and achieved a recommendable score.

Discretion processes due to group decision making.

April-June

Management skills from field practice in teaching as a trainee tutor.

How to organise class lesson plans and scheming for operation within tertiary institutions.

Served as a class teacher leading a most competent class in the institution.

Amount of time allocated per class does not collude with environmental practices giving lead to little practice on environmental management to students.

June-august

Communication skills evident in devising a social network for environmental management in around Coventry university.

How to form simple questionnaires for research on deplorable climatic zones.

Served as the owner of the social network with so many students liking the page through posting of comments

Lack of funds for the activity of the social network on one hand and for relevant implementation of the comments on the other

August-October

Visiting the local areas around Coventry university with improper environmental skills and teaching on the ne for improvement.

Influence of human beings in the process of climate change and the consequences there in.

Acted as the advocate for environmental conservation through leading roles in sound environmental management practices around Coventry university.

Communication barrier due to mixed languages. In addition, there was resistance from the conservatives who needed a second thought before giving in to management practices.

Oct-November

Programming skills in evaluation of the results of environmental care in the environs of Coventry university.

How to design a design management program for a period of two months and assess its viability

Worked as a computer specialist in the capacity of programming and analysis with software and hardware.

Resources in terms of designing software programs.

Nov2011-jan2012

Self assessment skills in evaluation of the period from January 2011

Realised the self-potentiality through achievement of best results especially in environmental management practices and scheming of work.

Served in the capacity of a self-assessor with aid from corporate members whom I had dealt with during the entire period.

Lack of time and resources to travel to every place and assess fully.

 

            From the synthesis of the above table, it is evident that the practical skills acquired are relevant in job performance in terms of teaching students in the related field and coordination of projects for climate change. This is a preamble into the structure of renovation the teaching standards to collude with the environment in a move that will see more of student involvement bearing in mind that practice is  a tool for perfection. Moreover, from the skill analysis, it is evident that the leadership roles are tools for effective management, which gives a chance of coordination of projects with maximum scrutiny of the cons and pros for eventual success. This is in relation to the role of organising formulation of a professional network for implementation of the expansion program, where as a leading team in the social network, there is relevancy of guiding through participation. This form of participatory leadership will influence reference to the network in order to attain the required suggestions on the harbours for expansion programs.

            The above challenges form the basis for skills in decision making, where they were the factor underpinning developmental stages of my career. They are relevant to any organisation especially this prospective organisation for teaching that aims at expansion bearing in mind that there should be problems in terms of competence and selection of relevant staff to serve in the new branches.  In line with the times of discretion, the organisation needs result oriented partners to fulfil all its needs of eliminating illiteracy and creation of education sustainability in Saudi Arabia.

            On the other hand, the program aimed at advancing my career is essential in advancing my knowledge towards discretion processes. This means that after the already foregone challenges, there is need to walk through the professional ladder to impact on the capabilities of dealing with future challenges. The courses, which will vary from master’s degree in environmental science to climate change, will involve acquaintance of skills in management of the environment, which is the pillar of knowledge in conservation of the environment. Moreover, the course, which puts emphasis on substantive research on a specific element of environmental or climate change will be the pillar for shaping research skills in order to cultivate the best out of the aspect of environmental management. The research would not only be relevant for career progression but also aid in solution to environmental problems (Dunham & Tebben, 1997)

            Overly, serving in a leader teacher involves directing the students and participatory forms of leadership roles in the teaching fraternity. This job description involves activities that aid in supplementing the teaching roles with research especially during outdoor meetings with students.  Such a professional is charged with the responsibility of development of professional activities apart from ensuring timely evaluations of performance in both the student and teaching fraternity. This goes long way towards interacting with peers in the profession to analyse the standards of performance and correlate them well with the most expected trend of performance. Moreover, this forms the starting point of activities that deal with the process of decision-making.  Consequently, this job group is a critical ladder into pursuit of correlation of the learning process and the learning environment, which forms its relevance in the environmental field of teaching. This would require involvement of both the teaching and non-teaching staff to eliminate any challenges of resistance to such moves. This implies that the whole teaching profession under the leader teacher is a result-oriented affair that eliminates constrains and utilises the best chance of working even under all forms of constraints.

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