Meluk Competence Base

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1. Meluk Competence Base

The concept of competencies has become important at both strategic and human resource level in the last decade. Competencies are not universal, they may differ accordingly to national cultures, industry cultures or cultures within individual organisations.

Hamel and Prahalad define core-competence as a bundle of skills and technologies rather than a single distinct skill or technology.

The resource based view of the organisation identifies distinctive competence that may derive from the individual or team activity as well as knowledge, technical and market attributes and potential sources of exploitation and profitability. However there are two avenues for decision making, in most cases the strategy is developed which then dictates the requirements for certain competencies within the organisation. Alternatively existing competencies can be directed because of their distinctiveness to determine strategy.

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Matsushita tends to identify the strategy, whilst developing the competencies to meet the strategic intent. The Matsushita organisation is driven by a business philosophy and seven basic principles and its strategic thinking considers its responsibilities as an industrialist. An example of this was Matsushitas response to diminishing market share amid serious world wide competition. The strategy was to regain market share by fully utilising one of its core-competencies, product innovation, the aim being to deliver quality products to the market place faster than its competitors. Hendry, Pettigrew and Sparrow (188) model links business performance and human resource responses.

Product

Market

Development

Competitive Business Skill

Pressure Performance Performance Human Resource

Gap Gap Activity

Technical

Change

Adopting this model to the Matsushita scenario identified several gaps which needed attention.

i. All new models designs taken place in Japan.

ii. Market demands necessitated quicker and more responsive action.

iii. Local operations had little or no experience of design.

Strategically Matsushita set up its European research and development centre at its Meluk site in Cardiff. High priority was placed on selective recruitment for high calibre professionals across a wide technological spectrum. To complement this human resource professionals were seconded

whilst several key staff were trained to ensure selective training programmes were implemented to meet the strict disciplines associated with product quality, performance and development.

As previously mentioned Matsushita focuses its business activity around a basic business philosophy and seven principles. One of the seven principles is people before products, where people are considered Matsushitas primary asset and figure highly in strategic thinking and subsequent organisational activity. The Matsushita culture is based on having a skilled, flexible and loyal workforce, which constantly requires training and education, to meet the ever changing demands that are placed on the business. However peoples attitudes are changing, in Japan for instance life long employment is diminishing. At Meluk, the recent turbulent times have meant that over 800 permanent people left the organisation on a voluntary separation basis. Meluk manages its seasonal variations in demand by utilising temporary workers via and employment agency. So with the diminishing loyalty and the ever increasing reliability on temporary workers is it worth while training? Schultz (180) points out that the rise in the value of human time is part a consequence of the formation of new kinds of capital in response to economic incentives.

Meluks response is a continual review of training and educational facilities, investment in training per head has risen by 1% in the last years, as it strives to provide added value to its human capital.

The core competencies associated with Meluk begin with the induction and probation period which is supported by basic organisation and general awareness training. This covers all new recruits at all levels as well as temporary workers. The next stage is quality appreciation training, where the emphasis is on the individual to develop an understanding of techniques such as S.P.C. and Poka Yoke. This part of the training is seen by Meluk as extremely important to organisational learning, as the aim is to encourage learning to implement change and improvement into the work place. A simple example of this is the 5 whys method which is aimed at finding the route cause of the problem and eliminating it, essentially incorporating double loop learning.

Beyond this initial training are a variety of opportunities, desires for training and development can be individually driven, organisationally driven or both. To support this Meluk has acquired status as investors in people, is an approved Nebsm, City and Guilds and NVQ (level ) centre providing a large array of training facilities. However specific blanket training facilities may not satisfy each individual, as desires and drive will vary from person to person. Therefore the appraisal system becomes an integral tool for identifying individual needs, and assesses the practicalities of such needs in line with organisational requirements. This has taken on more prominence recently as strategic human resource activity places more emphasis on line managers for assessing of individual needs.

Training beyond supervisory level is fragmented, formal Matsushita programmes exist for developing a further insight into the philosophy and the ethics behind organisational activity. Professional and academic qualifications are generously supported by Meluk, but these tend to satisfy the individuals rather than the organisation. This is because of the absence of clear

progression within the ranks. and one of the major problems is employees leaving the organisation after -5 years, who have acquired skills and qualifications with a high profile organisation i.e. career launch pad.

Meluk is committed to providing a competent work force through an array of techniques and programmes specifically designed to enhance the individual and the organisation. It is worth noting that individuals seek training in order to create individual mobility in the case of potential job losses, and to enhance their overall attractiveness to potential employers whether internal or external. Matching the balance between individual and organisational requirements needs constant monitoring and amendments to be introduced when necessary.

.Competence Base Development at Meluk

Organisational competencies vary from organisation to organisation and the competencies within each organisation can be classified as either core or non core in relation to company prosperity. Hamel and Prahalad (14) state that not all competencies are equal and those that are core must be desegregated down to individual level. The aim of the organisation is therefore competence mastery as it bids to create a competitive advantage over its rivals. Development of a human competence base is subject to the challenge of transforming it into efficient work performance. This challenge will involve other forms of strategic human resource management, but essentially accepting and understanding that employees are not automatons but sentient self interested individuals are vital to any future success.

As mentioned previously Meluk conducts its business around the Matsushita basic business policy and its 7 principles this has provided the backbone for competency development for many years. The recent economic changes and the expectant economic climate have forced Matsushita to review its operational competency base.

Market demands are for cheaper high tech products that are available on demand, environmental issues with regard to the manufacture and control of operations are being forcibly pursued by legislation in Europe. From within the organisation there are changes in the way Matsushita sees itself, recent restructuring have meant several managerial levels being removed from the organisation hierarchy. President Nakamura recently stated that agility is the key to the rapidly evolving networking society. Therefore fresh management styles for the creation of new business and innovation products and services are vital to future development, which will make life more convenient for our customers world-wide and thereby maximise our corporate value. Meluk is therefore tasked with establishing core competence and linking them to the strategic intent of the organisation.

Meluk has modified its business set up and its primary goal is to manufacture and distribute high value added products. This has necessitated significant changes within the Meluk operations, the high volume production runs and continuos flow lines have been replaced by cellular and more sophisticated assembly activities. There is a competence change demand from a simplistic operation to one that requires a wide skill base, greater levels of flexibility and a high degree of commitment. Operators are expected to take on more responsibility, working in smaller self contained groups, where they have greater freedom and control over the process.

Supervision levels have experienced similar changes, the switch from continuous flow line production where the environment was controlled, to a more dynamic and innovative environment has necessitated a more effective leadership role where a wider range of responsibilities are undertaken.

Meluk, for many years operated within itself, ultimately by utilising one of its core competencies (product innovation) it was able to maintain a high profile and a profitable existence without networking to establish bench mark statistics for performance analysis. This has generated a culture that has a high resistance to change, statistically 61% of all permanent employers have been with the company for over 8 years and have become embedded within the operational culture.

The business philosophy and associated principles are dated, they attract negative thoughts and ideas, they need to be updated into the modern European language that can be expressed through corporate activity and understood by all employees.

Meluk needs to remove barriers that are resisting change, mindsets must be changed, recruitment and retention must be focused on employees who are adaptive, innovative and accept as well as implementing change.

Nordhaug (1) identifies 6 dimensions of competence that attempts to differentiate the types of skills and to know how to acquire them. Whilst most consideration is given to task orientated competencies that preside within an organisation it is easy to overlook the non-specific competencies of an organisation. With increasing pressure for change, greater considerations must be given to non specific competencies if organisations are to be capable of adjusting to external conditions. It is feasible that task specific competencies will become eroded over time, many skills which had previously been owned by employees have now been taken over by technology. Therefore if the anticipated durability of any given competencies is short then the organisation is likely to invest more money and training where durability is long term.

Meluk has a clear strategic direction, its route is blocked by many obstacles, e.g. resistance to change, economic uncertainty, environmental issues etc. It has to pursue its objectives aggressively, to this extent it must start to work outside the box and establish collective competencies. Only when this type of practice takes place will Meluk begin to establish itself within the context of a modern organisation.

.Recommendations for Improvement

The ability to develop human resource capital to meet and achieve organisational objectives is itself a competence. Skill and competence development can arise from, at one end of the spectrum, classroom instruction through less formal constructional activities such as seminars to much more informal modes of learning. Job rotation for example can be planned but others can be personal learning e.g. reading, or at the other end of the spectrum, responding to unplanned circumstances that can be seen as the extreme dimension of learning the job. The majority of learning takes place outside the employment context and even within it much is derived from informal or accidental processes which may not be an explicit part of the development policy of the organisation.

Mabey, Salaman and Storey 001, emphasise in their model strategic training and development a stakeholder approach that training and development strategies are better understood from a

stakeholder perspective. Basically the model acknowledges that the various stakeholders will have a different interest in influencing and ownership of training and development strategies and outcomes. There is a necessity to incorporate training and planning providers to liaise with line managers to identify and maximise employee potential by clear definitive training packages that are potentially unique to a particular process. It is not unusual to find employees adapting , accommodating and improving around organisational procedures. Research tends to indicate that participants in career development practice prefer the collaborative and overt philosophy of development centres, especially where the centre facilitated an honest discussion about career prospects with someone tuned into the nexus of organisational politics, the more analytical, opaque and controlling tenor of assessment centre (Mabey and Iles1). Beattie and Mcdougall (18) found that where relationships are imposed on employees (chose for them) and when the relationship is hierarchical (i.e. boss-subordinate) effect and supportive mentoring relationships tend not to develop.

Occupational competence offers the facility to assess employees against national industry accepted criteria.The emphasis is on competencies in the workplace and on output criteria for observed skills. It allows the organisations to analyse ability that reflect against national standards, it also allows individuals to participate in nationally recognised courses and achieve qualifications that potentially satisfy their own desires (i.e. to create flexibility and enhancement). Meluk identifies closely with occupational competencies, as previously mentioned Meluk is a nationally accredited centre for N.V.Qs and Nebsm. Additionally Meluk sees the national qualification as an integral part of its development of life cycle training, where training and education are systematically mapped out clearly identifying expected competence and education levels with specific career paths.

Another area for consideration is the use of competence which are based on behaviour and psychology rather than job based functional ones, the aim being to identify those particular competencies which distinguish this high performer from the rest. Boyatzis (18) has identified 1 types of behavioural characteristics which are grouped into 5 distinct categories; goal and action management, leadership, human resource management, directing subordinates, and focus on others. The impact of the competencies is to illustrate to employees what behavioural attributes the company expects and the process of setting them up, especially if done through consultation can help clarify what rules actually require. The emphasis must be on simplicity if they are going to be understood, yet the simpler the structure the more general the attributes

become in a context where the relationship between attributes and effective work performance is likely to be a complex one.

This competence is generally focused on management, where competencies are set up through a mixture of methods including the analysis of good performers and the predictions of competence that the organisation will require in the future and bench marketing against similar organisations.

Repertory grid technique and critical incident analysis are useful tools in that they help to identify ways in which good and poor performers differ.

Competence frameworks are not easy to use and their success depends on the ability of the people to implement and understand them. On a positive note they can offer valuable insight into future skill development. On a negative perspective, assessment management is difficult with much emphasis on managers judgement which potentially could cause conflict between other staff members who have a different view. Another negative aspect is the relationship between competencies and business success. This proves difficult for managers who must utilise the competence whilst dealing with a wide range of variables which impact on business success. Change creates difficulties, as potentially, competencies have to be modified or completely new ones drawn up. However as Meluk accepts that it has to manage change, the drivers from behavioural competence will potentially deliver clear indicators of future skill requirements which if managed correctly would be a valuable source of information for future planning.

Strategic training and development offer only short term benefits as these practices are easily copied or key resources are poached. Adopting a resource based view of human resources, identifies that policies are likely to be effective if undertaken with other policies that affect other strategic assets. Mueller (16) comments that instead of espousing high expectations with regard to employee development and training policies, it would be more advantageous to devise policies while keeping the principle of resource interdependence in mind. As the more interdependent approach to developing human capabilities draws on an organisations broad array of material and intellectual resources it is less immitable and thus represents a resource mobility factor, which in turn enhances competitiveness. By specifying how investment in training links with such strategic assets e.g. brand image, it is more likely to lead to sustained strategic benefits. This puts the emphasis firmly on the organisations leaders and managers to implement thoughtful training objectives that are tailored to the organisations needs.

The strategic direction adopted by Meluk has necessitated significant changes to the operational aspect of the business. Further changes are required as Meluk adapts to the changing demands of a very cost competetive market. The emphasis must be on ensuring that there is linkage between training policy and organisational strategy. Commitment must come from the top and in President Nakumura there is a leader who is forcibly behind organisational reform, this must be pursued through the organisation in an agressive but controlled manner.

4.Summary Conclusion

Since its inception in 1, Matsushita has developed a world-wide reputation for innovative products and its disciplined business approach. Severe pre-tax losses for the fiscal year 001-0 are casting serious doubts over its future, strategic business units like Meluk effectively have to change if they are to remain operational.

Alignment of Meluks business and human resource strategies is a key objective. Guest (1-1) in his model Human Resource Management suggests that competitive advantage will only accrue when four human resource policy goals of integration, commitment, flexibility and quality are present. Therefore Meluk must identify its strategic direction and mobilise the appropriate policies, behaviours and styles to achieve this.

The recommendations that have been identified in the tmas cover a wide spectrum of human resource activity that are directed at improving the performance of Meluk. In isolation the recommendations will have little impact, the key task for the organisation is to integrate them into the corporate strategy of the organisation. Operationally Meluk must recognise that business plans both affect and are affected by human resource activities, this requires direction and clarification from executive and local board levels.

The strategic business units are currently having a negative effect, each with different objectives they are effectively pulling the Meluk operation in 4 different directions. Therefore in effect we need to pull the 4 units together by forcibly pursuing a policy of integration across the site. Initially this must be specifically aimed at skill competencies and rewards in order to establish common ground, this will provide the platform for future planning both on a resource and skills basis. There will certainly be variations in interpretations and requirements and there will be no quick fix. This potentially will necessitate several recipes for evaluation, as no single option may exist for total control. Commitment of the management and supervision are a prerequisite and by linking unit business plans to reflect the common goal of the business will provide a stable platform. The business plans will need to encompass common human resource requirements, which will provide further issues that necessitate evaluation and ultimate linkage within Meluk.

The ability to measure the performance of an organisation is of significance, and therefore an array of measuring techniques are required. The ability to track, evaluate and identify corrective action where necessary can offer significant benefits. Therefore concentration on internal measures e.g. evaluation of training, internal strategic measures e.g. competence assessment,

and external measures e.g. customer satisfaction are useful in determining organisational development.

The development of strategic assets with the objective of creating uniqueness and scarcity are of significance to organisational development. Dedicated planning and monitoring are integral to improving the strategic asset base. However the management and control require detailed examination, and the selection of the right people with the relevant skills and intellect are of similar importance.

Adoption of a strategic human resource approach can add value and provide significant value to critical success factors identified by the organisation, it can also serve as a tool for identification of further core activities to enhance performance. Ultimately its success depends on the commitment, drive and ability of its key asset people.

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Are antibiotics as good as they should be?

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Group Minds

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In Doris Lessing's short story "Group Minds," she explains how we, as humans tend to think as a group and argues her reasons for why thinking as a group could alter the younger generation's ability to think individually. People living in the West are individuals that make individual choices. The idea that we make individual choices may seem a little far-fetched but is not very different from how we see ourselves. Individuals never stop to think about this and therefore live their lives thinking no different. Each individual may be one person but we all thrive in a group atmosphere never understanding the social laws that we need to abide by. We are all entitled to our own opinions but will never maintain that opinion as long as we are in a group.

Many experiments show that this 'group thinking' theme is true, yet humans do not take it into consideration and therefore never improve their way of thinking. An individual could be asked a simple question and know the right answer and still be flexible when it comes to going along with the groups wrong answer. When it comes down to giving an individual answer the majority of people wouldn't do it and end up saying that they would. When a person is accustomed to thinking with a group for a while it's hard to stand up for yourself and go against what a group thinks. It's embarrassing to admit being pulled down by a group but we are all capable of doing such things. Thinking as a group will probably continue throughout the end of time because it's never an issue that's discussed. If teachers would start teaching younger students how to think individually it may have some affect on the younger generations. We could think of solutions but nevertheless the problem would still continue. Through the passing of time we will still be contemplating this same theme and there will still be solutions. The only problem is will be accept the facts or not?

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The Life of Calvin Hobbes

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Thomas Hobbes was born on April 5, 1588 in Wiltshire, England. Hobbes was born into a life of leisure and wealth. His father abandoned him at a young age, so a wealthy uncle took care of he and his family. He started school early and enrolled in Magdalen College when he was 15 years old. After touring the continent of Europe for many years, Hobbes returned to England only to find growing dissention on whether or not to have a monarchy. This is where Hobbes drew his inspiration for "The Elements of Law, Natural and Political". This book described his view of how man should be ruled and how man should live his life. "The Elements of Law, Natural and Political" can be closely related to Plato's idea of "the good life". They both involve man and woman giving over their lives to the elite rulers of the society. Even though the book supported the monarchy, both sides of the dispute disliked it's reasoning. The royalists because they believed that their power was a God-given power, one that could not be chosen and handed out, and the anti-royalists disliked it because it gave the royalists a sound argument for their divine power. Hobbes became nervous over the impending war, and left the country for France. It is in France where Hobbes would write his most famous book, "Leviathan". This book was meant to restore monarchy to England with one simple argument; people should submit to the monarchy so it can use its power over the people and prevent them from going into civil disorder. Once again, Hobbes was disappointed because this book did not affect the people of England as much as he would have liked it to. Hobbes then returned to England, where he was met only with controversy. His attacks on such establishments as Oxford in "Leviathan" were coming back to haunt him. He would eventually be barred from any writing that involved social issues. He defied the law and wrote "Behemoth The History of the Causes of the Civil Wars of England". He later died in 167, narrowly escaping punishment for his crime.

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Autism

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g Head IDENTIFICATION AND CHARACTERISTICS OF AUTISM

Identification of the Background and Characteristics of the Pervasive Developmental Disorder Autism

Joe Eader

Evangel University

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Identification of the Background and Characteristics of the Pervasive Developmental Disorder Autism

Autism is an interesting research field because pervasive disorders are very difficult to treat. In addition, autism is extremely problematic and contains a wide range of behaviors including deficits in language, perceptual, and motor development (Carson, Butcher &, Mineka, 000, 565). Personally, I have never observed or confronted an autistic child or adult. However, I have spoken with many friends, peers, or family members that have experienced autistic people. These family members or peers have told me their various stories of frustration, discouragement, and depression with the developmental disorder. In addition, advertisements such as commercials on TV with Doug Flutie are powerful and spark interest and curiosities about autism. Because autism is tough to treat and creates many problematic behaviors, I almost feel compelled to pay special respect and attention to this disorder. After all, TV commercials are overly expensive, hard to make, time consuming, and typically are only made by either big corporations or important foundations. These types of people have spent a lot of time and energy into making people aware of autism. As a result, finding ways to treat and better understand autism is costly and time consuming. This proves that autism is an important area to be emphasized and studied.

Autism is a pervasive developmental disorder (PDD), a group of disabling conditions that are among the most difficult to treat. In addition, autism is one of the most frequent and most puzzling and disabling of the pervasive developmental disorders (Carson et al., 565). Although the views on autism have varied in the past, there is general information that we know about the disorder. Information on autism can be identified, described, and better recognized through the DSM-IV description and criteria of autism, the history of autism, and through current trends in the diagnosis and treatment of autism.

The Diagnostic and Statistical Manual of Mental Disorders (DSM- IV) describes autism through diagnostic features

The essential features of Autistic Disorder are the presence of markedly abnormal or impaired development in social interaction and communication and a markedly restricted repertoire of activity and interests. Manifestations of the disorder vary greatly depending on the development level and chronological age of the individual. Autistic Disorder is sometimes referred to as early infantile autism, childhood autism, or Kanner's autism. (American Psychiatric Association, 14, 66)

The impairment in social interaction is gross and sustained. In addition, there may be "marked impairment in the use of multiple nonverbal behaviors (e.g., eye-to-eye gaze, facial expression, body postures, and gestures) to regulate social interaction and communication" (American Psychiatric Association, 14, 66). Also, there may be "failure to develop peer relationships appropriate to developmental level that may take different forms at different ages. For example, younger individuals could have little or no interest in friendship but lack understanding of the conventions of social interaction" (American Psychiatric Association, 66). Furthermore, there may be a "lack of spontaneous seeking to share enjoyment, interests, or achievements with other people" (American Psychiatric Association, 66). An example of this would be not showing or pointing out things that they find interesting or exciting.

The impairment in communication is described and marked by sustained affects in both verbal and nonverbal skills (American Psychiatric Association, 14, 66). For example, there may be a "delay in, or lack of, the development of spoken language" (American Psychiatric Association, 14, 66). Also, when the individual does speak, there may be "marked impairment in the ability to initiate or sustain a conversation with others, or a repetitive use of language or idiosyncratic language" (American Psychiatric Association, 66). Often, when speech develops the pitch, intonation, rate, rhythm, or stress may be abnormal. An example of this would be if the speech is monotonous and contains a question-like rise in pitch at the end of each sentence. Repetition is also fairly prevalent when describing Autistic Disorder. The autistic child may repeat certain jingles or commercials from on television that he/she likes or finds interest in (American Psychiatric Association, 66).

Individuals with Autistic Disorder also tend to have "restricted, repetitive, and stereotyped patterns of behavior, interests, and activities" (American Psychiatric Association, 14, 67). In addition, there may be an encompassing "preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus" (American Psychiatric Association, 67). Individuals with autistic disorder display a range of interests and are typically preoccupied with one narrow interest . In addition, they may insist on sameness and show resistance to or distress over trivial changes . Other abnormalities may include strange postures (walking on tiptoe, odd hand movements and abnormal body postures) (American Psychiatric Association, 67).

The Diagnostic and Statistical Manual of Mental Disorders criteria for .00 Autistic Disorder is as follows

(I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C)

(A) qualitative impairment in social interaction, as manifested by at least two of the following

1. marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction

. failure to develop peer relationships appropriate to developmental level

. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people)

4. lack of social or emotional reciprocity ( note in the description, it gives the following as examples not actively participating in simple social play or games, preferring solitary activities, or involving others in activities only as tools or mechanical aids )

(B) qualitative impairments in communication as manifested by at least one of the following

1. delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)

. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others

. stereotyped and repetitive use of language or idiosyncratic language

4. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

(C) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following

1. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus

. apparently inflexible adherence to specific, nonfunctional routines or rituals

. stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)

4. persistent preoccupation with parts of objects

(II) Delays or abnormal functioning in at least one of the following areas, with onset prior to age years

(A) social interaction

(B) language as used in social communication

(C) symbolic or imaginative play

(III) The disturbance is not better accounted for by Retts Disorder or Childhood Disintegrative Disorder

Other typical characteristics of autism are "affect isolation, unrelated ness to others, twiddling behavior, inconsistent developmental continuity, self-destructive behavior, temper tantrums-anxiety, apparent confusion, and orderliness" (Webster, Konstantareas, Oxman &, Mack, 180, 6-8). All of which are described in similar terms through the DSM-IV.

Historically, researchers and professionals overtime have changed their viewpoints and understandings of autism. As a result, the definitions, characteristics, and approaches to the treatment of autism have all been reviewed (Olley, 1, ). "Today, the term autism is usually associated with the syndrome described by Kanner, but its use began much earlier in psychiatry. Bleur (111/150) used the term to describe a withdrawal into fantasy in schizophrenia" (Olley, ). However, Kanner's (14) use of the word autism reflected his emphasis on the social deficits of the disorder, but were still confused with a syndrome of schizophrenia by some(Olley, ). Although the term autism was introduced in this century, it has been present for many generations. There are reports documented long before Kanner and Bleur that show the observation and study of the origin of children with very deviant social and language development. Early on, characteristics, such as avoiding the gaze of others and showing no recognition of parent's absence were observed in autism (Olley, ). Later on, researchers and observers began to label this deficit as withdrawal. For his time, Kanner was accurate with many of his observations on the symptoms of autism. Unlike Bleur, Schizophrenia is differentiated from autism in Kanner's studies. Kanner described autism as being "'from the start anxiously and tensely impervious to people'" (Olley, 4). In addition, Kanner saw people with autism living in a world, which they have been "total strangers from the beginning. …[and] also pointed out the isolated play, unusual language traits, insistence on ritual behavior, and resistance to change. " (Olley, 4).

Historically, Kanner was wrong about some of the aspects of autism, but was overall quite accurate. Early optimism of children with autism "concluded that the children had 'intelligent physiognomies' and that their faces showed 'serious-mindedness'" (Olley, 1, 4). This is where the myth of the autistic child as a "latent genius" has endured and caused great distress for family members and teachers (Olley, 4). During this time, some people believed that autistic children were prodigies who could not associate with the more common world. However, more recent research has consistently found about 80% of people with autism to function in the mentally retarded range of intellectual development and the other 0% show social language, and other learning problems that seriously impair their adaptive behavior (Olley, 4). Consequently, the optimistic suggestion that autistic children are geniuses is unfounded and baseless through research.

Another past misconception was that parent behavior caused the autistic condition. Although characteristics of autism are present from the beginning of life, Kanner also observed mainly that the parents in his sample to be from upper middle-class backgrounds and to have a cold manner in dealing with their autistic child (Olley, 1, 5). As a result of Kanner's observation, Bettleheim (167) picked up this theme and built a theory of nature of autism in which the emotional coldness of parents, especially mothers, was the central cause. Later, Rimland (18) summarized Bettleheim's view that "'autistic children had been mistreated by their mothers… thus giving the children feeling s of hopelessness, despair, and apathy and leading them to withdraw from contact with reality'" (Olley, 5). According to more recent and better research, this would be considered a past scientific view. Past scientific and "medical literature on the childhood psychoses [has been] confusing and contradictory in numerous respects" (Davids, 174, 17). "Some books and articles are written from the psychogenic point of view, as though it were quite well-established that faulty mother-child relations were the sole cause, or at least a major contributing cause, of psychosis in childhood" (Davids, 17). A good example of this view would be what Bettelheim theorized. Other writers "concern themselves with biological approaches, and pay scant, if any, attention to the convictions of the psychogenecists" (Davids, 17).

On the other hand, "Rimland and other writers of the 160s played an important role in changing the prevailing psychoanalytic view of autism that had been popularized by Bettleheim" (Olley, 5). Rimland later on found no evidence for the "psychogenic or psychologically based approach", which opened the door for the burgeoning biomedical research of today (Olley, 5). As a result of Rimlands findings, the departure of the psychoanalytical approach led to rapid growth of research based on other viewpoints including behavioral, cognitive-developmental, and the biomedical views (Olley, 5). Beginning in the 160s, researchers applied psychological research from the laboratory to the learning of children with autism (Olley, 1, 5). In the past, behavioral reinforcement and punishment techniques have seemed to show some effectiveness with simple practical skills. Early studies on the effects of rewards and punishments have led to a much broader emphasis on teaching practical skills for the autistic community and throughout their lifespan and today "the integration of basic behavioral research and treatment programs in many settings has led to substantial knowledge and improved services" (Olley, 1, 5).

The cognitive-developmental view on autism seems to focus on the basic deficits in cognitive processing. This includes such mental processes as language, social, and related learning (Olley, 1, 5). These have been the basis for another past and contemporary approach to autism. However, some writers, such as "Rutter (18) have identified cognitive deficits in language, abstraction, and sequencing as the primary deficit in autism" (Olley, 5-6). Although the cognitive-developmental view may differ depending upon the researcher, in general, it remains a contemporary view on autism. In addition, it helps professionals understand the deficits in abstractions that autistic children typically have particularly those pertaining to social behavior (Olley, 6).

Recent medical research has contributed to our knowledge of autism. It has increased our knowledge of the organic basis of autism through the neuroanatomical, neurochemical, and genetic abnormalities that autism presents (Olley, 1, 6). Historically, these have not been emphasize, but with the advances in technology the biomedical view it has been made available. Another area that has recently been advanced is in the medicines that can treat at least some of the symptoms of autism (Olley, 6). These are far better understood now than they were even a few years ago. Recent biomedical studies of autism have included autopsied brains of people with autism. Scientists and researchers have found abnormalities in the limbic system and the cerebellum (Olley, 6). These are areas that are linked to memory and emotion. Overall, the growth of medical research on autism has been dramatic and recent. Although experts may disagree on the specifics, the medical view has given essential knowledge about autism.

Historically, another area that has been in major disagreement is diagnosis. Although today autism diagnosis has been significantly clarified, at one time "confusion existed involving the differentiation of one type of childhood psychotic from the others" (Davids, 174, 17). For example, the terms "childhood schizophrenia, psychotic child, autistic child, and child with infantile autism [were] used so often interchangeably" (Davids, 17). As a result, many researchers would often enter this field with serious interest only to find the information from sources muddled and confusing (Davids, 17). Often, scientific progresses in the field of autism were impeded severely by this chaotic situation.

Current trends of the diagnostic criteria for autism have relatively remained the same since 14. This was the year that the most recent version of the Diagnostic and Statistical Manual of Mental Disorders was published. Although there are still controversies over some research, no apparent changes seem expected to be made for on the next version of the DSM. Diagnosing autism is an overall hard-hitting task for professionals. The multiple "definitions of the syndrome lead to disparity in the way the diagnosis is applied. This may be further compounded because an autistic child may exhibit a majority of but not all of the symptoms" (Johnson & Koegel, 18, 4). The consequence of this is that it contributes to a low reliability rate among professionals diagnosing the same child as autistic. Because of the low reliability rate, a solid behavioral assessment is emphasized to help define children who may have autism.

Currently, treatments for autistic children are available, but the remedies do not seem to be as effective as they are in many other disorders. Not too long ago, many autistic children were deemed "'unable to profit from an educational program'" (Erikson, 187, 600). In return, this left parents of autistic children few resources, which meant they were left to cope on their own. At this point institutionalization was the only alternative offered. This is when the education and treatment of handicapped children and adults became a national concern. "In 10, the Individuals with Disabilities Education Act (IDEA) added autism as a new category of disability. The law's recognition of autism as a distinct disability constituted an important step forward in meeting the needs of children with autism" (Katsiyannis & Reid, 1, 8). As result, currently, states are required to develop classroom and personnel training standards, and educators. Today, parents can expect that existing expertise and knowledge on autism will be used as a basis for working with their children. Unfortunately, despite a considerable body of research on techniques that are demonstrably effective for autistic children, there is a persistent reliance on controversial treatments. Because autism is so hard to treat, many of the methods of treatment are still considered "implausible and empirically unsupported" (Katsiyannis & Reid, 7).

Many of the treatment methods are unsupported because of uncertainty. Autism can be an implacable foe. This is because the contours of autism are shadowy; it takes on different shapes wit different children and within the same child at different ages. Up to this point, "[t]here is no standard treatment for autism" (Cohen, 18, 84). Instead, "there is a history of supposed 'breakthroughs' or 'miraculous treatments' that turn out not to be miraculous and help only a small proportion of autistic children" (Cohen, 84-85). At the present time most forms of treatment for autism are probably best thought of a s facilitative (Cohen, 85). They may pave the way for "improved functioning" (Cohen, 85) but do not eliminate the core features of autism. The only treatments that seem to be supported are "'alternative treatments'" (Cohen, 85) like auditory integration training, which may be facilitative for some children. Other treatments that are being viewed as possibilities include megavitamin therapy, dietary treatment, and sensory integration therapy (Cohen, 85). However, nothing seems more promising than educational treatment for young autistic children. There is "virtually no disagreement about the value of early educational intervention" (Cohen, 87). "Over twenty years of data collected by federally funded educational projects for children with developmental disabilities point to this conclusion, as do several programs specifically designed for autistic children.

In conclusion, autism is a battle for professionals, family, and teachers. There seems to be a reciprocating effect between diagnoses and treatment of autism. Throughout the research there seems to be a general idea that the more accurate and reliable we become in properly diagnosing autism, the more chance there is that we will find better and more effective methods to facilitate and treat autism. Another conclusion that I have come to is that there will never be a total recovery from autism unless divinely healed by our Lord. The word recovery is to imply promise and normalcy. Basically, recovery states that a child will become normal. Although autistic children have the ability through treatment to improve, to an extent, the degree of their behavior, it seems that autism will always be seen as a lifelong disorder. Although, with the technological advancements of medical capabilities, someday it may be possible that scientist can isolate the biological hurdles involving autism and produce prevention methods. For example, already there is research being done to see whether there is a correlation between immunization or booster shots and increasing occurrence of autism. Early research has shown that there is no evidence or association found between the measles-mumps-rubella (MMR) immunization and increasing occurrence of autism (Henderson, 001, 1). What I feel is most important from my research is that autism is finally receiving an appropriate level of attention. Research is expensive and time consuming. After such an expended time of dormancy it is great to know that finally newer research, findings, and knowledge are beginning to sprout about Autistic Disorder.

References

American Psychiatric Association (14). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC American Psychiatric Association.

Carson, R. C., Butcher, J. N., & Mineka, S. (000). Abnormal Psychology and Modern Life (11th ed.). Needham Heights, MA Allyn & Bacon.

Cohen, S. (18). Targeting Autism. Los Angeles University of California Press.

Davids, A. (174). Child personalityand psychopathology Current topics. New York Wiley-Interscience.

Erikson, J. (187). Public policy Themes and emerging issues. In D. J. Cohen, A. M. Donnellan, & R. Paul (Eds.), Handbook of autism and pervasive developmental disorders (pp. 5-614). Silver Spring, MD Wiley-Interscience.

Henderson, C. W. (001, /1/001). No association between MMR Immunization and increasing occurrence of autism. Vaccine Weekly, 0/1/001, 1-17.

Johnson, J. & Koegel, R. L. (18). Behavioral assessment and curriculum development. In R. L. Koegel, A. Rincover, & A. L. Egel (Eds.), Educating and understanding autistic children (pp. 1-). Boston College-Hill.

Katsiyannis, A. & Reid, R. (1, Summer ). Autism and section 504 Rights and responsibilities.. Focus on Autism & Other Developmental Disabilities, 14(), 7-1.

Olley, J. G. (1). Autism Historical overview, definition, and characteristics. In D. E. Berkell (Ed.), Autism Identification, education, and treatment (pp. -0). Hillsdale, NJ Lawerence Erlbaum Associates.

Webster, C. D., Konstantareas, M. M., Oxman, J. & Mack, J. E. (180). Autism New directions in research and education. Elmsford, New York Pergamon Press.

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Perfect Day

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A Perfect Team

It's a beautiful day at the ballpark, the sun is glistening and there is a slight breeze that cools your skin. The Pioneer's are preparing them selves to go into battle. As I look at my fellow teammates the prevalence of are hard work is obvious to anyone that comes to watch us play the great game of baseball.

We begin our journey for the day in the cage hitting. The overwhelming smell of pine tare fills the air and the crack of the bat echo's as one of our players connects with a pitch. Discipline, intelligence and strategy play a big role with our hitters. As we go through rounds in the cage each one of our batters works on situation drills that may be needed in the game. Quick hands and good pitch choices play a key role in our success in the cage and on the field. We know that we are going to have to get the job done with the sticks but also on the field.

As we take the infield our opponent stops what they are doing and give us full attention. We take the field with confidence and poise, we know that are talent and completive ness will allow us to compete with any team. Our infield is flawless, our agile infielders move to the ball quickly with soft hands and confidence. Our outfielders aggressively cover the ground needed for them to make outstanding plays, they ah the opposing team with their great arms and speed.

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It is apparent that we are healthy and in good shape and no one is to out play us on our home field. We take the final moments, while our enemies take the field, to prepare our-selves mentally for whatever challenges that we may face in this nine-inning game. We go over play after play, and situation after situation so that we know what to do with the ball, and so that if we are put in one of those plays or situations it is pretty much second nature what we are to do with the ball. We always make the intelligent play.

The game begins…

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Field Placement Accomplishments

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ACCOMPLISHMENTS AT NOVOPHARM LTD.

Introduction

The only to way to learn is to actually experience. Saying this, as part of the Business Administration program at Durham College the students took part in a field placement project gaining the experience and confidence to incorporate the material learned in the classroom to their positions in the workforce. I am very pleased say that I had the pleasure in working at Novopharm for this period of time. The assignments and projects that the Health and Safety department joined me in on were challenging and yet valuable to say the most. These assignments and projects ranged from working with external consulting firms, conducting Particulate Testing, Conducting Noise Testing, and Accident Investigations.

The department in which I was working with encompassed very intellectual and experienced colleagues that took the time and patience to teach and involve me with the everyday business of the organization. These colleagues were from very different educational backgrounds ranging from Occupational Nursing, Engineering, Occupational Health and Safety and Environmental Law. Because of this diversity I believe that I was very fortunate to gain many different view points and procedures with working in the Health and Safety department.

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In this report I will outline the assignments and projects that I accomplished at Novopharm in this time, I will also include the strategies and directions that I took in order to successfully complete these tasks as well as provide an outline of strengths and weaknesses I worked with in completing these assignments.

The first project that I completed while working at Novopharm was a WSIB package for the Managers and Employees working for the company. The problem that was occurring within the company was punctuality and incurred late fees for Novopharm from the Compensation Board. Managers and Employees were not completing the forms and handing them in on time to the Board. To strategically turn this problem around the initial goal for this project was to electronically position a WSIB form 7 into the Intranet fro the company. They believed that by allowing the Managers and Employees to have easy access to this form there would be an increase accidents reported and completed in the allowed time given by the compensation board.

My objective for these projects was to work directly with the Health and Safety Manager and Kenna Consulting group to successfully incorporate and format a form 7 into the Lotus Notes application, so that there would be an extreme decrease in costs associated with the WSIB Compensation Board..

The first step that I took to complete this task was preliminary research in this area, including legislation from the WSIB in accordance to forms, time, costs and roles of the Employee and Manager. The research helped to understand what the processes were and the repercussions of neglecting the procedures. The team needed to know exactly what is to happen with this process and what exactly would happen is this process would be neglected. What I had to do was contact the WSIB Compensation Board to gather information relating to processes and costs. Once I had this information gathered we then met again with the consulting firm to encompass this information into the Lotus Notes application. The next step was to format this project into a web base link. This included choosing colours, the layout, drop menus, location and content.

Once I provided the information to the Kenna Group, my next step was to create a package for the Employees and Managers, so that they would have a manual in time for the launch date of this project. I created this manual using Microsoft PowerPoint, formatting this into a slide booklet starting from the initial accident to the steps involved in completing the form. For this part of the project I did work directly with the Occupational Health Nurse. This Booklet included everything from definitions to print screens of the exact form used in the application and also step by step directions for the Managers and Employee to follow when using this new procedure. I believe that when the launch date came and the entire project came into effect everything went very smooth, the reaction from the employees and managers was very positive and I don't think that I would change any strategies that I used in this completion. I think that my youthfulness brought a lot of creativity to the table as well as in the PowerPoint manual. All in all I was very pleased with the outcome for my first assignment with Novopharm.

The second project that I worked on was in relation to the first but did not involve the consulting firm and the computer based application. The focus for this project was to educate the employees that were not involved with the first step which includes the sales employees that are situated all over the provinces of Canada. The results that we were looking for was a paper based package that included all the different legislation regarding the process for reporting accidents. We wanted to incorporate the strategy that we used in the first assignment but to provide this to the sale employees in a training based environment. What I worked on first was contacting all the compensation boards in Canada and aligning the procedures and forms needed to report an accident. Once I contacted all the Boards and received hard copies of the forms involved I created a table outlining the different websites, contact information, procedures and timeliness. This table was included into the package as well as the job aids that were created for Managers and Employees. A challenge that I endured was dealing with legislation from the province of Quebec. Quebec was opposite to every other province that I contacted. I then had to back track and develop a separate job aid and package for the employees situated in the province of Quebec. There was just no possible way to incorporate the procedures for all provinces in one package. Once all the research was gathered we did meet with a format designer to assist in incorporating all this information into the two different packages that could be distributed to all the employees in the quarterly meeting forthcoming. Once the packages were formatted and put together, the outcome exceeded my expectations. I don't think that I would have necessarily done anything different with this project; I think that you will come into some obstacles here and there and I think that you just have to work through them to receive a positive outcome in the end. Although from this opportunity I was able to work directly with people that from all different areas of profession. This being the first project of this field placement I was able to set the standard that I wanted. I worked independent as well as with a team, so I was able to show others exactly what I was capable of in terms of producing qualitative work. If I would have done anything different or produced anything different I believe that conducting more preliminary research would helped me more in producing this project in a more suitable manner. I don't believe that this project was done in a lengthy period but I feel that with some preparation time it would of cut the hours researching legislation down to the minimal.

The next and most exciting part of this placement was the training hat I got regarding the Accident Investigations. With this project I was working strictly with Cameron Gonsalvez the Health and Safety Specialist. He was just hired a little while ago and graduated from Ryerson University with Occupational Health and Safety background. This was an important factor to the success that I endured at Novopharm because Cameron was so fresh out of school and willing to train and relay all of his education and practices on me. This project was a project that sprung up and was not in the timeframe that was set out for me in my position there. It was an opportunity that I received because Cameron was so generous in training me. Because of this surprise there was no objective that I set out for myself. I only wanted to act and learn from the experience that I was receiving.

I was only joined in on this assignment because of the abundance of accidents that Novopharm was receiving at this time at one of our locations at Hood Rd, in Markham. Over the part weekend there were two accidents during the night shift and the report was in the Health and Safety department the next week. The decision that was made was for Cameron to mentor me. We then started with the basic of accident investigation. When there was an accident at any of the plants the first thing that we did was follow up and make sure that all necessary forms and people were contacted. I.e. The Occupational Health Nurse, the First Aid booklets and the Managers sign off. Once all the necessary forms and signatures were gathered we went to that specific job location and met with the employee that was involved in the accident. We asked for a complete run through of the accident, the equipment that they were in contact with and other people that were there when this occurred and a dramatization of the occurrence while I took pictures for the ZAZI bulletin. Once all the information was gathered we sent off the all necessary information to the Occupational Health Nurse. From there once the pictures were taken we then brainstormed the cause of the accident of there was none known at the time. I was taught that when there is an accident in the workplace you not only have to provide the investigative work, and help to create solutions but there is a lot of administrative work on top of it all. There are spreadsheets created to track all the accidents in the workplace from Lost time accidents, Medical attention accidents, almost misses etc. There is a separate spreadsheet for all of these and reports done every quarter to maintain the averages on all accidents put together. Saying this, once the accidents were tallied up and separated into their groups there was analysis done on them. I somewhat helped Cameron with the analysis but mostly was watching and learning from his experience. I tended to make copies of all the updated spreadsheets to take them with me and work on them on my own time, just so that I would be able to grasp the logic behind this technique on my own. I wanted to be able to answer any kinds of questions that anyone had on the accidents and where we stand for the quarter when it comes to the lost time averages. Once we were complete with the investigative work at the job location I then reported it back to Ann the Manager of Health and Safety. Not only did Cameron keep a tallied and spreadsheet of the accidents he had investigated but so did Ann. This was done for the reason of ensuring effective and efficient numbers and the end of the quarter.

The second phase of Accident investigations that I was able to be a part of was the ZAZI program (Zero Accidents, Zero investigations) which was a program to educate and communicate all accidents in the workplace to the employees. Every time that there was an accident in one of the plants a bulletin was drafted to be placed on the health and safety boards around the company. In the bulletin the components that are covered range from the identification of the accident; why it happened, with what equipment and in what department. The next component that is looked at is the pictures, so that the employees know exactly how it happened from the literature that was provided in the first component. (These pictures were courtesy from me…) The most important component that is looked at in the bulletin is the aspect of teaching the employees of safe work techniques and providing the company with alternate solutions to the accidents that have occurred. I found this part of the assignment to be the most difficult, because of the variety of accidents that may occur in the workplace there may be numerous solution to every problem. This bulletin looked at the most significant solution, less costly and more proactive then reactive. Novopharm wanted not a solution that may fix this for the time being but also one that may be exercised for a lengthy time in ensuring the protection of the workers. I believe that Ann recognized the importance of being able to identify solutions when it came to this kind of situation, and I also believe that she knew I had a difficult time in addressing this task. And because of this she offered to help me to better understand this process by offering me a training seminar called "The Taproot". This was an Incident investigation and Root Cause Analysis course. The main focus of this course was to demonstrate how useless blame is in correcting problems rather than fixing system root causes. The course explained in detail what investigations should look like, the sequence in which most accidents occur (events, incidents, events), and an in depth look at the 4 key steps in recognizing the root cause, while being able to provide effective recommendations and solutions to these occurrences.

The 4 key steps are outlined below

1. Investigating the actual accident- Why did it happen? Was it visibility, Maintenance, interview the employee, ask questions, and go to the actual place in which the event happened.

. Determining the sequence- from the accident to the event that occurred, after seeing the events of the investigation supply more information as to why it happened, this may be events that are outside the person's ability to avoid the accident. This step is also known as adding Conditions to the sequence.

. Define Casual factor-This includes arraigning the information from biggest to the details. This is also known as the cause and effect Hierarchy.

4. Find the Root cause- After defining the casual factors, this step asks you to analyze one casual factor at a time. Of course this is using the Root Cause Tree, which was provided showing the basic cause categories.

Because of this training I was better able to understand and effectively administer recommendations to any problems or accidents that were to occur in the future. With this training under me, I am better able to appreciate the ZAZI program and effectively identify the advantages associated with the organization. I believe that this is a good program to have in place although I was just learning it, it proved to be of benefit to the company, and it not only got the message across of the importance of safety in the workplace but also it got the exposure of the Health and Safety department within the Company. My success in this project is entirely associated with the extensive training that I received. I believe that without this training I would not have been as productive and confident in analyzing accidents and recommending solutions.

As for assessing my achievement with this project I was not prepared for the opportunity to learn this technique. I never had a perceived strategy or any outcomes with this. It was never really a project that I was working with on my own but rather a project that I was learning from others and soaking in the knowledge. I believe the success for me was basically being able to take away from this project the new experience that I have learned and apply it to something that may come to me in the future.

The next project or assignment was also very last minute and very valuable to me in the future. I was involved in providing WHMIS training to the employees on more then one occasion. It was weird that one day I was receiving the training and the next few weeks I was providing the training. Although I was not involved in the initial preparation of the PowerPoint presentation, I was able to present for a period of time on the topic of MSDS'S to get the hang of training employees with this material. I did however prepare a few quizzes to go along with my presentation so that I also looked a little creditable. The quizzes that I was able to prepare were on MSDS'S content and questions to go along with this. I went to the laboratories to gather main chemicals used and stole the MSDS'S; no actually I did photocopy them. I prepared a combination of exercises pertaining to most commonly used and most commonly known chemicals.

I prepared questions that the typical employee were suppose to know if being asked questions on MSDS'S in the workplace, for example what is the point to which this material would combust? Or, where would you find the first-aid measures if a co-worker were to come in contact with this material? The strategy I used was from the experience I had in the classroom, some people are able to retain information that is being taught to them but there are others that need to have this content presented to them with a hands on activity. I figured that if I was to talk about MSDS'S and explain to them what they are supposed to know from this, the only way that they would be able to exercise this material is if they were to practice it themselves.

Although in a classroom setting we were to prepare presentations for when we were to actually present in front of people in a company, nothing would ever prepare you for the feeling that you got when getting up there teaching these employees something that you have only learned a few days ago. It was the most nerve wrecking situation but in the end it did however make me more comfortable doing it again. My success in this assignment would be associated to the material and the experience that I learned in college. I was able to put myself in the position that these students were in and do a walkthrough of what I would of expected in this training, I brainstormed ideas that would allow me to seem creditable to them even though I was not, knowing that you are learning from someone with experience and knowledge helps to retain the information more easily and effectively. That is how I came to the idea of preparing exercises for them. I do believe that my part in the WHMIS training was successful, although I would have liked this under more structured circumstances. I believe that if I was given more time to prep and prepare I would have been able to sustain more of a stance in presenting the information involved in WHMIS training. Even though I was not completely prepared when it came to the time I believe that I completed as best as I could.

The most educational project that I had the pleasure of working on was the Noise assessment. Not only was this the most valuable experience that I was able to get but also the most time consuming. I did work in a team with Larry Tran the Environmental Engineer in assessing the noise that was being produced from the machines in the production lines, packaging lines and Q.A Laboratories. This project came up halfway into my position at Novopharm Ltd. Ann the Health and Safety manager was unsure of when the last legitimate noise assessment was done in these lines of production and was concerned for the employees that worked in these positions. We did finally conclude that the last noise assessment was done a couple of years ago and that it was not done effectively aligning with the Canadian Standards Associations. Through these findings we did agree to reassess the Noise occurring at Novopharm and I had the pleasure of working with this project.

The objective that we were working towards was dropping the Canadian standard decibel level from 0 dB to 85dB, why we wanted to do this was because of its stringency. All thorough the United States and in various provinces of Canada the decibel level is measured at 85dB. We in the Health and Safety department felt that with employees consistently working with this production equipment that this would be a very smart and effective move for the organization, we felt that this would ensure the safety of the employees and any long time injuries that may occur if they are exposed to this noise level for a long period of time.

I started this assignment with a lot of preparation; I was also responsible for looking in the market for the equipment that would best suit this assessment and the least costly for the company. I spent many weeks contacting equipment specialist in Canada and the United States enquiring on quotes and performances of the equipment. I read through many manuals and spent many hours in meetings with Anna and Larry preparing this assignment. Although I was ordering equipment I was also researching the legislation and standard for performing Noise assessments in Industrial environments in the country of Canada. I was able to learn a lot of my information from the Canadian Standards Association; Procedures for the Measurement of Occupational Noise Exposure, Z107.56-4 which was reaffirmed in 1. I thoroughly read through this manual educating myself on the terms and definitions applied with assessing noise. I became familiar with Acoustical environments, Noise Dosimeters, Measurement Duration and Number of measurement repetitions. I became very fluent in the symbols used to understand and measure the level of noise, as well as the symbols that were going to be present on the equipment. The equipment that we then prepared to use was the Integrating and Logging Sound Level meter 00; this was transported from the United States and was measuring the exchange rate at dB when in Canada measure at an exchange rate of 5 dB, by exchange rate I mean, when an employee is exposed to a dB reading of 0dB for 8 hours the amount of time that employee is to be exposed is dropped in an exchange rate of hours exposed, so at 85 dB the employee is exposed to 7 hours of noise. This situation caused a challenge in the date that we were supposed to start this testing, because all calculations would be altered by this exchange rate. We then took this issue to Ann and went through all the information extensively, we then concluded that if we are trying to bring to the board a decibel reading of only 85 in relation to the United States we then should keep the exchange rate the same, so that all the data gathered is stringent as we expect.

When starting this process we did have to contact all the supervisions that this had affected, because it states in the Health and Safety Act whenever we are to do a testing in the workplace all supervisors and managers are not only to be contacted but also allowed to be present at all testing that are going on in their managed area. We then did get clearance from all managers and supervisors in the production and packaging areas to proceed.

Our testing started at our Stouville plant in the packaging area. Our main focus was to position ourselves in an area where the employee would be exposed to the most noise. Our assessment would in be increment of 5 minutes intervals with measuring at least in the same area 4-5 times, or if there were consistency patterns we could only measure in intervals of -4. Once we entered into a packaging room the first task was to draft a blueprint of the layout of the machine and where each employee was situated in that room, we did document the machine ID and make number as well as the product that we were producing at that time. This was of importance because the different product that was producing the noise may not as well be the same product that was not producing the noise. We needed to know the extent at which the machine was producing the noise more then the product. Although we did document the different products and did take into account their noise. Once the blueprint was drawn and all the information was written down we then proceeded to position ourselves where the employee was exposed to the most noise to take our sample. We not only took samples from just the one employee but all employees situated in the room at that time. This process was very lengthy and repetitive because all the intervals used for all the employees in the same rooms. Although our findings were what we did except in the beginning we were actually surprised from some of the data that we did collect. Some of the rooms that were posted with mandatory hearing protection did not even reach the 85dB reading that we going for in the first place.

Although this was a very long and educational process I believe that my success what shown in the time that I took to prepare the information and the time that I took to understand the noise instruments and the symbols and definitions needed to understand how it worked. I was very pleased to have the opportunity to be a part of this assignment and gain the knowledge and experience that I am able to take with me in the future. I don't think if I had the chance to change any of my strategies I would, I believe that I prepared myself enough and gained from this experience exactly what I was expecting.

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