Sylvia Plath and Ted Hughes Critics Flashcard

Sylvia Plath and Ted Hughes Critics

A Case Study Of Social Work With Families Social Work Essay Essays

A Case Study Of Social Work With Families Social Work Essay Essays A Case Study Of Social Work With Families Social Work Essay Essay A Case Study Of Social Work With Families Social Work Essay Essay This was my 3rd contact with Mrs G nevertheless my first contact with Mrs G on her ain without Ps presence. The intent of the visit was to transport out a carer s appraisal which focused on Mrs G s demands separate from P s demands. It was of import that I tuned into the visit in order to work with Mrs G efficaciously. The procedure of tuning in helped me see the legal authorization for the intercession, it helped me fix myself for countries Mrs G may hold wanted to discourse, I was able to see relevant theories, Mrs G s feelings, my feelings as a worker and how I would turn to these feelings through the usage of good cognition, accomplishments and values. Before run intoing with the household I had read through the bing instance file which allowed me to derive an penetration into the societal work engagement of MS the passage co-ordinator to day of the month, other professionals involved and an penetration into the household background. I had antecedently carried out a UNOCINI appraisal on P, had been on a few visits to P and Mrs G and liaised with several other professionals involved with P such as the Renal Team at the Royal Belfast Hospital for Sick Children ( RBHSC ) , the school, P s G.P, Clinical psychologist etc. I had already gathered relevant information and therefore obtained a good penetration into the household state of affairs, peculiarly through interceding with the Clinical Psychologist who had done some brief household work with the household. From interceding with him, I was able to find that there were strained relationships within the place. As my function in this case involved measuring the demands of a carer, I re ad around carers in Northern Ireland, their demands and what they frequently experience etc. This allowed me to tune into what Mrs G s life may affect with respects to caring for P and see some of the challenges carers experience on a regular footing. As I had already been involved with the household and completed a UNOCINI appraisal, I gained a great penetration into the household s fortunes, history/background. During this contact I wanted to obtain a greater penetration into how P s disablement impacted is presently impacting on Mrs G, the primary carer of P. I prepared myself for the contact by familiarizing myself with the carers assessment signifier nevertheless I had already decided to near the state of affairs by leting Mrs G to take control and explicate openly how she was get bying etc. My pattern instructor besides discussed her outlooks with me during supervising. My primary intent in this piece of work was: The intent of the work was to run into with Mrs G in her place. Carry out an appraisal of Mrs G s demands as a carer separate from P s demands by leting Mrs G to speak openly about her state of affairs, how she was get bying as a carer etc, show any concerns she had and inquire her how she feels we could outdo support her at this clip. This allowed Mrs G to take control of the treatment and place countries to discourse. My chief purposes and were they achieved I contacted Mrs G prior to the visit to explicate the observation so that she was cognizant of the state of affairs before we arrived at the house. On reaching, I discovered that Mrs G had forgotten about the visit and planned to travel into town. I asked Mrs G if she would wish to reschedule but she said she would prefer to travel in front with the visit. I did non hold to present myself at the beginning of this contact as I had clarified my function and map within the bureau during the first visit with the household. I foremost introduced my pattern teacher, reassuring Mrs G that she was at that place to measure me and my pattern and that anything she would be composing would be about myself and non her. I farther reassured Mrs G that anything discussed within the visit would non be discussed outside of the visit. At this phase I feel I could hold explained the boundaries of confidentiality. I explained to Mrs G she was entitled to a carers appraisal under the Carers and Direct Pay ments Act and that this would concentrate on her needs as a carer as apposed to P s demands. On contemplation I do experience I could hold explained to Mrs G at this phase what the appraisal involved and I could hold summarised what I intended to cover during the visit. Alternatively I merely explained her entitlement to a carer s appraisal and that it focused on her demands. I acknowledged how hard life has been for Mrs G and her household up until this point and asked Mrs g what it was like caring for P. Mrs G gave a really elaborate history of P s medical history and how his status affected him. Issues originating were P s restricted diet consumption, P s disobedience to take medicine and his personal attention. On contemplation, although I did try to examine farther on these issues as an effort to find if and what triggers may hold been lending, looking back I do experience I could hold used more effectual inquiring as an effort to find the impact this has had for Mrs G as a carer. Other issues originating were P s deficiency of self-esteem and organic structure issues which clearly contributed to his low temper. Looking back I feel I could hold explored into this country more through examining more nevertheless I recall the carer at this phase holding given me allot of in-depth information. I had reacted by examining farther on another subject and ha d forgotten to travel back and explore this country. On contemplation I feel it would hold been of import to hold explored this country farther to derive a greater penetration into how Mrs G coped with knowing that her boy was insecure and organic structure issues. Does she try to speak to P? Does this concern her, do her feel stressed etc, how does she get by seeing how P s disablement impacts upon him? Looking back another issue which Mrs G explained was the fact that P had fell out with their local Church over his diet. This was a clear issue/concern for Mrs G, nevertheless looking back, I did non examine farther on this issue as one time once more, I recall Mrs G explicating a figure of issues at one time. I explored further on one issue and once more I forgot to travel back and explore this concern. At this point I feel I should hold listed back to Mrs G the concerns that were originating and explored each of them one by one. Alternatively I feel I became overwhelmed by all of the information she was giving me, I accordingly responded by researching into one issue, which so led into another issue and I forgot to cover the other issues originating a the beginning. This has been a large acquisition curve for me as a worker. From this in peculiar I have learnt that I need to be more self-asserting and take more control of the conversation, peculiarly if you are with a service user who is rather chatty. In future I plan to state, ok, mrs G, you ve given me rather a batch of information at that place. You have raised concerns about this, this and this . I would so cover each of the issues individually to guarantee I have explored all countries to the full that the service user has identified as being job countries. I will besides guarantee to take more control of the conversation by halting the service user if I feel she has overwhelmed me with information and gait the flow of the interaction to guarantee each country is being to the full explored. I recall Mrs G explicating that P had been staying by his restricted fluid and diet consumption late as apposed to what he had done in the yesteryear. Mrs G did nevertheless express that P would still sometimes push the boundaries . I recall merely reassuring Mrs G that this was really positive, nevertheless on contemplation, I feel that I could hold picked up on the fact that she had expressed he still pushes the boundaries at times and explored more into how they managed this, how he reacts when she reminds him the importance of his restricted diet and how P s reactions impacted on Mrs G and other household members within the place. Mrs G went on to explicate that the clinical psychologist P had been to see late had diagnosed P as being biologically depressed and non clinically down. I recall examining farther as an effort to find how Mrs G felt about this diagnosing, and asked whether P would go on to see the psychologist. However on contemplation I do experience I could hold explored further with respect to the possible hazards this presented for P, how P was acting, had she noticed any important alterations in his temper, behavior etc. Looking back I feel this would hold been really of import and normally I feel a really obvious country to cover nevertheless I recall reminding myself of my function within that visit and that was to concentrate on Mrs G as a carer and how she was get bying as a carer. Looking back nevertheless I do experience it was of import to hold explored farther on this issue as there obviously could hold been hazards involved which could hold led me to finding how Mrs G felt and coped wi th these. I recall Mrs G explicating about P s argumentative nature. I did try to research this country farther nevertheless once more at this phase I recall Mrs G giving a batch of elaborate information and once more I do experience it would hold been good to hold redirected the information she had given back to how Mrs G was affected and how she was get bying. I summarised by explicating to Mrs. G the chief issues which we had discussed during the visit and what Mrs G was presently covering with. I so reminded Mrs G of the chief ground for the contact which was an appraisal of Mrs G s demands as a carer, how things have impacted on her and how she was get bying as a carer. I summarised by inquiring Mrs G to one time once more eplain what the chief concerns were for her in header and lovingness for P at the minute. Mrs G one time once more clearly highlighted that the chief concern for her as a female parent was the fact that P had no chances at the minute to run into, socialize and interact others his ain age group. She farther explained that she felt this would undoubtly assist to advance P s independency while giving her and her hubby a small reprieve. I paraphrased this dorsum to Mrs G to hold her clarify what I understood in relation to P s demands and how this would finally profit them as carers. I summarised by admiting and explicati ng to Mrs G that I understood the degree of P s attention needs, what the household have come through in their lives to day of the month and the impact of caring for P and other household members. At this phase I recall reding Mrs G of some support groups which may be of support to Mrs and Mrs G. Mrs G nevertheless clarified that she felt it was non them as parents who needed the support but their boy, P who would profit from some kind of societal mercantile establishment. Furthermore, she did foreground she felt this would to boot profit her and her hubby as P relied rather a batch on her and her hubby to take him out. Mrs G expressed she felt it would be good for P if person P s age were to come and convey P out for a few hours. I mentioned a voluntary befrienders scheme nevertheless I was diffident as to the likelihood of acquiring a befriender that age within the vicinity therefore I reassured Mrs G I would follow this up and acquire back to her. At this phase I recall presenting the subject of direct payments. Looking back, I feel the conversation had flowed up until this point. On contemplation I had no ground to convey up the subject of direct payments as the conversation up until this phase had been centred on Mrs G, her life as a carer and how this was impacting on her. I had prepared to cover this subject entirely on the footing that this was one of the subjects covered within the bureau s Carers Assessment signifiers. Looking back, I feel at that place was no ground to present this subject as there was merely no intent in this case. I recall inquiring Mrs G if she was cognizant of direc t payments and or if she received direct payments. Mrs G was non and asked if this was the same as carer s allowance. At this phase I recall traveling wholly clean. I knew it was nt nevertheless I went wholly clean and I could non believe and turned to my pattern instructor for reassurance and inquire her if they were the same. At this phase I felt rather nervous and found it difficult to refocus my head back on the subject of conversation. I so remember seeking to explicate the construct of direct payments to Mrs G. I was able to explicate that It focused on authorising service users through leting them to be employers and this was a payment paid to them which would let them to efficaciously employ person if for illustration they wanted to pay person to come in and care for their handicapped kid. I recall faltering through this account as I consciously knew I was nt pass oning my apprehension of direct payments efficaciously in a manner to guarantee that Mrs G understood it and mo reover I doubted what I was stating. I feel I cold have tuned in better to what direct payments were, whether Mrs G and P would hold been eligible for this service, what the options were for them and been able to explicate to them in a manner that they understood and hold given an illustration of their fortunes as apposed to a kid. i.e. sing the fact that P was turning 18 in a few months. I feel if I had prepared better by making this, there would hold been more construction and intent to presenting the subject in the first case, Mrs G would hold grasped a clear and concise apprehension of what direct payments were, I would hold come across as a more competent and knowing worker and this would hold lessened the likelihood of confusion or unrealistic hopes and outlooks on Mrs G s behalf on their eligibility and entitlement for the service. Straight off following the visit I acknowledged how my responses could hold potentially hold given Mrs g unrealistic hopes and outlooks with respe ct to what they could acquire. I feel nervousness and deficiency of concise readying significantly contributed to my inability to explicate the service efficaciously and briefly, peculiarly after I was unable to explicate the difference between carers allowance and direct payments ab initio. I eventually summarised what I was traveling to make for Mrs G such as looking into the befriending strategy, their eligibility for direct payments, as she queried if she would be able to pay person to come and take P out for a few hours a hebdomad etc. I so explained Mrs G that I would be in touch to set up a clip and day of the month to speak through the appraisal one time I had completed it and hold her mark it. Mrs G agreed. Skills I do experience I listened to Mrs G and demonstrated regard by being empathic towards her and her state of affairs yesteryear and nowadays. I was really cognizant of the sensitiveness around what Mrs G has come through in her life to day of the month and used silence allot to let Mrs. G to garner her ideas before replying the inquiries. When she was speaking I continued to utilize silence as a agency of allowing Mrs G tell her narrative and show her feelings. I ensured to keep oculus contact. My non verbal s I hope indicated to Mrs G that I was listening to what she had to state. Although I contently listened to Mrs G and what she had to state, I do experience she overwhelmed me with information a batch of the clip. Although I managed to research farther some of these issues by examining farther on certain issues, I feel I failed to examine further on all the issues/concerns expressed by Mrs G. I feel I could taken control of the interaction more by halting Mrs G at times and sensitively stating for illustration, ok Mrs G, you have given me rather a batch of information at that place. You mentioned this, this, this and this.. Can you foremost state me a bit more about ( 1st issue ) , how does this affect you as a carer etc. I would so hold gone through each issue individually and have explored each issue to the full. I so would hold got Mrs G to continue. This would hold ensured that I was utilizing my examining accomplishments more efficaciously and ensured I was researching and analyzing every bit all countries which arose. Furthermore, I feel I did examine further on certain topics to derive a farther penetration into how G felt about certain things although in making this I do accept that I still may non hold kept the subjects focused on Mrs G every bit much as what I could hold. I do experience nevertheless that in this case, the demands of Mrs G was really dependent on that of run intoing P s demands foremost as she continually stated, if I thought that P was acquiring ready and looking frontward to traveling out and run intoing with others his age, I would be able to loosen up and when he would be off, this would move as reprieve for me . I genuinely feel this was the chief issue for Mrs G and she clarified this towards the terminal of the visit. I was peculiarly ware of this as I had tuned into the fact that in a typical brush affecting two people, it is estimated that the existent spoken or verbal content is likely to transport merely one tierce of the societal significance in any given event, whereas the non verbal signifiers convey approximately two tierces of the significance ( Birdwhistell, 1970 ) . Communication is a two manner procedure. It involves listening every bit good as speech production. Non-verbal s used were: nodding, holding an appropriate organic structure position, utilizing oculus contact, smiling and sitting in the SOLAR place. Allot of the clip Mrs G was speaking. I hope my non-verbal s indicated to her that I was listening to what she had to state, respected the information she was sharing and demonstrated empathy and regard. I feel I used my interpersonal accomplishments throughout the visit ad this contributed to a relaxed atmosphere and interaction. I do experience nevertheless I had developed a good resonance at this phase with Mrs G as I had been on a few old place visits through transporting out the UNOCINI appraisal. I feel I had a by and large good construction to the contact nevertheless I do experience I could hold explained at the get downing the content of what I hoped to cover with Mrs G alternatively of merely summarizing that I would be looking at her demands as a carer. I feel I demonstrated good non verbal communicating through appropriate facial looks, a good posing place with an unfastened position, good oculus contact and nodding my caput to reassure Mrs G I acknowledged, was listening and understood what she was stating. I feel I laughed when appropriate and showed empathy when covering sensitive issues such as P s past medical history of malignant neoplastic disease and chemotherapy. I did inquire assorted unfastened inquiries which I had planned as a agency of using the exchange theoretical account and leting Mrs G to speak openly about her life as a carer. This besides allowed me to derive an penetration into what Mrs G s life was like, what her caring function entailed and how she coped with her caring duties. I asked closed inquiries to derive more information on certain issues and clear up information. I feel my tone of voice was appropriate sing we were covering issues which were sensitive to Mrs G. Generally, I feel I efficaciously communicated with Mrs G. Effective communicating is an indispensable constituent of traditional societal work activities ( Lishman, 1994, pg 1 ) . I communicated clearly with Mrs G by explicating why I was at that place, presenting my pattern teacher, explicating her function, reassured Mrs G my pattern instructor was at that place to detect me and non her. I explained clearly what I hoped to cover during the contact and unde r land she was entitled to a carer s appraisal. The procedure of prosecuting entails societal workers being expressed about what we are making and why ( Munro 1998a: 98 ) . I feel I engaged good with Mrs G by uncluttering explicating my function and intent. I paraphrased back to Mrs G what she had said at certain phases, peculiarly towards the terminal of the contact to demo Mrs G that I understood what she d told me. This involved me rephrasing or feeding back to Mrs G what they d conveyed, in a meaningful manner. This was besides utile in holding Mrs G clear up that this is so what she meant. Empowerment- Authorization is more normally used to depict service users being given meaningful pick and valuable options ( Clark 2000: 57 ) . I feel I provided Mrs G with pick and valuable options by supplying her with information, informing her of the services available. I do experience I actively listened to G and responded by examining farther on certain issues. On contemplation, I feel the type of inquiries I asked G could hold been more focussed on the demands of G and Ge as apposed from holding her explain about P. Initially I felt this may hold given R an penetration into what G s life is like and I thought it may hold been a good starting point nevertheless I feel I could hold covered facets such as how she coped when P was off to college, to dialysis. In stating this I do experience that G made it really clear peculiarly towards the terminal that the chief concern for her at the minute was the fact that her boy had no friends his age, was unable to acquire out and had nil to look frontward to. And continually expressed that this was the chief issue for her and that if he had an chance to acquire out and socialize with others his age, this would positively impact on her as she would be able to loosen up if she felt P was happy and this would besides move as a few hours respite for her as relationships in the household had been strained late. I feel I did non pass on to Mrs G in a clear and concise mode what direct payments was and was unable to supply her with a clear differentiation between that of carers allowance and direct payments. Looking back I went space at this point and felt I could non believe and panicked. As a consequence I looked to R for re-assurance. I do non experience I came across as a competent worker as on contemplation I turned to my pattern teacher when G asked me if a carer s appraisal was the same as a direct payment. Looking back on this I feel really silly as I knew the difference but I merely remember traveling clean as I stumbled with how to explicate the difference. I feel this was down to nervousness and as a consequence I panicked and turned to R for advice. I will decidedly seek to avoid making this in future as it is non professional and service users expect that we as workers know what we are speaking about. I feel I could hold been better prepared with respect to knowledge in relation to direct payments and carers allowance etc. Although I thought I knew what they were, evidently had nt read plenty around them or had the information prepared in a manner that would enable me to efficaciously pass on to the service user what they were. Although anterior to the contact I felt I was prepared, On contemplation, I feel I could hold been better prepared with respect to familiarizing myself better with direct payments and carers allowance etc. I should hold prepared in my caput how I would explicate this to G in a manner that was clear and concise that she would hold understood. My chief purposes achieved were: I was successful in acquiring Mrs G to open up about her state of affairs and her feelings I was successful in finding what it was she felt would outdo aid and back up her and her hubby at the minute, which was supplying them with reprieve by supplying P with chances for societal interaction. The chief cognition used and how it impacted upon my work: I had an apprehension of Mrs G s fortunes through old visits with the household and transporting out a UNOCINI appraisal and liaising with other professionals already involved with the household. I feel I tuned in exhaustively to Mrs G s past history, current fortunes and her life and needs as a carer. I did non hold a batch of cognition about the appropriate manner of finishing the carers assessment signifier. From discoursing the subject with my pattern instructor and other work co-workers, I felt it was better to non convey the signifier in with me during the visit. I felt this may hold put Mrs G of or hold distracted her. I considered the sensitiveness of some of the issues that Mrs G may be relaying to me and I wanted to give her my extreme attending, reassure that I was to the full listening to her, prosecute to the full with Mrs G and allow her take the interaction and talk openly about her state of affairs. This so led me to use the exchange theoretical account of appraisal w hich looks upon service users as experts in their ain lives. I tuned into the fact that no-one knew Mrs G and her life state of affairs every bit good as herself and so I felt this theoretical account was ideal to use as a method of appraisal. The Life needs theoretical account is another theoretical account which informed my cognition base prior to the visit. This is a developmental and social-ecological theoretical account and increased my cognition base on cardinal passages in kids s lives. Although this theoretical account informed my cognition base more so with respects to P s UNOCINI appraisal, it besides allowed me to see how Mrs G as a carer may be get bying with P s passage and current life phase of adolescence, as a carer and female parent. Knowledge around assessment theory increased my cognition base on what appraisal is and what it involves. Erik Erikson s life phase theory increased my cognition base around Mrs G s life phase. Theories around loss increased my cogniti on base as to how Mrs G had experienced loss as a effect of P s physical disablement and his malignant neoplastic disease. This was really important as the focal point of the work was on measuring Mrs G s demands as a carer, sing who she cares for, how that impacts on her life and how she efficaciously copes with her lovingness duties. As a carer of a kid who has a physical disablement and who had had malignant neoplastic disease and been treated with chemotherapy and has had two failed kidney grafts, this theory allowed me to tune into a figure of losingss Mrs G may has or may hold had, losingss in footings of deficiency of socialization, independency etc. This cognition allowed me to see that Mrs G may hold been affected psychologically, physically, emotionally and socially. One of my aims for the visit was to discourse direct payments. I feel that I did non transport out sufficient research to let me to explicate this service clearly and briefly in a mode that Mrs G would hold un derstood. I recognise that direct payments is a comparatively new manner of having services and other professionals are still larning about what they are and how they are used. However, this is an country I had planned to cover with Mrs G as it is one of the inquiries within the carers assessment signifier and therefore I do experience I could hold researched this country more briefly to guarantee I was confident in explicating it in a manner that Mrs G would hold understood. I besides feel I had a good appreciation of the current household state of affairs through completion of the initial UNOCINI appraisal and therefore I could hold enquired into the household s eligibility for having direct payments prior to the visit. I feel I had already antecedently adequately researched into P s nephritic status, kidney dialysis, the effects, the importance of a restricted fluid and dietetic consumption and the effects of non staying by a restricted diet from finishing P s UNOCINI appraisal. This information allowed me to farther see what life is like for Mrs G as a carer. I had already gained a great penetration into the household fortunes through interceding with other professionals and finishing the initial UNOCINI appraisal. This cognition was important as it allowed me to see the challenges Mrs G was confronting as a female parent and carer and therefore I already had an penetration into how she was get bying with caring for P. I besides done some research on carers of kids who have disablements which allowed to familiarize myself with what force per unit areas and emphasiss carers are faced with on a day-to-day footing. Throughout my work with this household I am invariably cognizant of overarching statute law such as the Children s Order ( NI ) 1995, the Human Rights Act 1998, Disabled Persons Act ( NI ) 1989, and The Education ( NI ) Order 1996. The chief piece of statute law that informed this piece of work nevertheless was the Carers and direct payments Act ( NI ) 1996. I must ever be cognizant of the legal and statutory context in which I work. It is impossible to pattern without coming up against the Law: it is impossible to pattern efficaciously without an in-depth apprehension of how the Law affects mundane societal work pattern ( Johns, 2005:1 ) . Looking back I strongly experience I could hold increased my cognition base more efficaciously around direct payments and familiarize myself with what the standard is for eligibility for households. I have since spoken to other workers in the squad and have read around the subject more and therefore experience much more confident about the subject . The chief values I used were: The NISCC Codes of Practice for Social attention Workers underpins my professional value base and I felt this impacted when working with this household. I feel that I treated Mrs G and her place environment with regard by inquiring Mrs G prior to the visit if she would mind my pattern teacher being present to detect my work. I feel I empathised with G by being apprehension of her all that her and her household have come through in their lives to day of the month. I felt I could easy sympathize with her when she was mentioning to P and his medical history and his malignant neoplastic disease. I considered prior to reach how lay waste toing this peculiar clip would hold been in their lives and acknowledged the importance of demoing empathy, peculiarly if this service user was willing to speak openly to me who she may hold looked upon as a stranger , about such a sensitive country in her life. I empathised with her further when she talked openly about her older boy besides holding been born with a nephritic status and the on-going mundane emphasiss and strains this had. I did non judge Mrs G. I listened openly to what she had to state and demonstrated empathy by being apprehension of Mrs G s fortunes at present and what she has come through to day of the month. By being empathic and understanding towards Mrs G, I feel she was more motivated to work in partnership with me. I feel I demonstrated regard by explicating the issue of confidentiality, explicating my pupil position, deriving consent and guaranting Mrs G was happy and content working with myself, a pupil, by reminding Mrs G of my pupil position and leting her to clear up she was happy to continue. Furthermore, I feel I respected Mrs G by pre set uping the assignment and turning up on clip. I feel I demonstrated regard at all times throughout the visit by keeping oculus contact, listening to Mrs G, utilizing silence when appropriate and leting her to talk, garner her ideas and show her feelings. I was trul y interested in what Mrs G had to state, happening out more about her life and past experiences and I was honest and unfastened which I feel contributed to an effectual, positive working relationship with Mrs G. I made myself cognizant of any cultural/structural subjugation that the service user may be sing, such as gender, spiritual issues. I besides considered that Mrs G attended a Church group and that she and her household held steadfastly spiritual beliefs and attended Church on a regular footing. Future acquisition demands indicated by this piece of work What I hope to better upon in the hereafter: From looking back I can see that there are important countries I need to develop my cognition and experience in. For illustration I strongly experience I could hold increased my cognition base more efficaciously around direct payments and have familiarised myself with what the standard is for eligibility for households. My deficiency of experience presenting direct payments is obvious here. I feel that my apprehension on this subject could be improved through reading farther on the subject and perchance shadowing other societal workers in the squad when they visit service users about direct payments. Being good prepared for what it is I want to cover during contacts is another important country I need to work on. Looking back, I feel the contact had flowed up until the point at which I introduced the subject of direct payments. I feel, I already had an penetration into the household state of affairs through finishing the initial appraisal ad I knew that Mrs G s chief concern was that P did non hold adequate chances for societal mercantile establishments and if I had prepared to present this subject, I should hold antecedently enquired into whether this was an option for Mrs G and her household. On contemplation this would hold made much more sense as I would hold had concluding for presenting the subject and I would hold been able to inform Mrs G of information that was clear, concise and accurate, forestalling informing Mrs G of information that was inaccurate, put on the lining false hopes and possible letdown. I feel I did non come across as a competent worker as I had to mention to my pattern instructor for elucidation and I acknowledge how Mrs G may hold looked upon this as my non being knowing plenty to supply information that was clear, concise and accurate. I feel I have developed a good resonance with Mrs G to day of the month and I have considered how this may hold damaged Mrs G s perceptual experience of me and my ability as a pupil societal worker. In future I need to be better prepared by sing all countries every bit which need to be covered during the contact to guarantee I know what I am speaking about and this is every bit relayed to the service user through my degree of communicating and ability to explicate a service clearly. Increasing my cognition base around direct payments will guarantee I am confident in explicating this service in a manner in which the service user will understand and I acknowledge the importance of this to guarantee the service user is non given unrealistic outlooks of their eligibility, entitlement to services and what that service delivers. To be organised and comprehensively fix for the contact. For illustration, if there is a possibility that the service user may ask about a service, benefits, carer s allowance, direct payments etc. I need to guarantee I have familiarised myself with them good plenty so that I am able to confidently explicate to the user what it is and what it entails and if n on, I need to be unfastened and honest with service users that I am diffident nevertheless inform them I will ask into the service for tem. I will non merely presume that what I had planned on my docket will be discussed. Mrs G comprehensively discussed her state of affairs throughout the contact. Although I tuned into the advantages of using the exchange theoretical account of appraisal and leting Mrs G to speak openly about her life, looking back, I do experience I could hold kept the contact more focussed. In future I will be aware of: Why I am at that place? What is my function? What is the focal point of the contact? I feel in future I will gain, if or when the conversation is maneuvering off from the focal point of the contact and act upon this by taking more control over the state of affairs and maneuvering it back gently but every bit rapidly as possible. This is good, effectual realistic pattern. In this case I feel I tuned into the importance of leting the service user to speak openly, allowing her exchange the information nevertheless in making, on contemplation I may hold forgotten about the type of information I wanted to find. Efficaciously I wanted to find how Mrs G felt, how she found being a carer, what were the battles, emphasiss, strains of being a carer, how was she pull offing etc. Looking back, I realise that she talked a batch about P, his state of affairs and how it affected him. I realise this is all right as her lovingness duties are straight related to this nevertheless I do experience I could hold used my probing and oppugning accomplishments more efficaciously. I do experience I have learnt from this contact nevertheless and this raised my consciousness of how and when I need to do more effectual usage of these accomplishments. I feel this may be a challenge for me, peculiarly if the service user is chatty or gabby. It can be difficult to acquire a balance as you want to guarantee you are utilizing active hearing accomplishments, utilizing silence to let them to garner their ideas, peculiarly if they are sharing sensitive issues with you and you want to obtain as much information as possible during the visit. I acknowledge the importance of researching all issues which the carer communicates and I plan to use a scope of oppugning accomplishments and airt the service user back to issues antecedently mentioned. As a pupil, my professional and personal values have been developing through my life and work experiences. Through the class of my hereafter and work I must ever guarantee that my personal values do non come into struggle with my professional values. Having a arrangement in a societal work, field work scene is wholly new to me and I need to develop my societal work accomplishments further but I feel that working with assorted service users and by obtaining more experience, I will be able to accomplish this.

Critical Literature Review Example | Topics and Well Written Essays - 1500 words

Critical - Literature review Example But one thing which certainly can be implemented is innovation in governance, the way of operating of its public sector organizations. This review critically examines cases of innovation in governance style and differentiates them from private sector product and process innovation. Critical Review Lot has been written on private sector innovations of products and processes but not much on public sector innovation. Governance innovations in public sector require and deserve greater attention as they go beyond the organizational boundaries to involve other public/private sector organizations, leads to a network based decision making leading to a more efficient implementations and tap new pools of resources among existing resources (Moore and Hartley, 2008). The focus of their paper is on how public sector innovation is different from private innovation in two distinct ways of the latter being very narrow and specific and two the changes are far more concentrated than general as compare d to public sector. They focus on how public sector innovation is much more macro than private sector involving a change in thinking patters of management, change in complex social systems and its restructuring, financial changes, process changes and end result is a changed social delivery. Since these are changes in the existing way of operating and managing, they are tangentially different than inventions (Bessant 2003). Moore and Hartley (2008, p. 4) quotes Lynn (1997) that: ‘Innovation must not simply be another name for change, or for improvement, or even for doing something new lest almost anything qualify as innovation. Innovation is properly defined as an original, disruptive, and fundamental transformation of an organization’s core tasks’. Today many public sector organizations are leading their way in redefining the reason for their existence. There is enough criticism which is found in literature which states that only process level innovation in publi c sector will not lead to any significant change in society and it is unlikely for one best practice to exist for all public sector organizations (Habday, 2005). Savory (2009, p. 150) writes about building knowledge translation capability into public sector innovation process and its special application to National Health Service (NHS) of the UK. this organization thrives on innovation in public health sector in all respects of technology, service and service delivery. This is possible due to two different modes of innovation which is practice based and research based. Both are effective in their own respect, but needs a lot of support from the structure of the organization, policy making and financial resource allocation for the process of real innovation take place. Power lobbies in health care sector and interests of various stake holders also effect the innovation process in NHS, which means that any worthy change to occur at ground level, a network wide change has to occur whic h reemphasizes the importance of Innovation in Governance. NHS modernization agency was proposed in 2000 for promoting change management the way it’s done in private sector. unlike private sector, change management was divided in two parts, innovation of services and innovation of technology. Though this paper emphasize that similar capacity management can be applied at in similar way for

Modernizing Rulers in the Middle East Assignment

Modernizing Rulers in the Middle East - Assignment Example Ataturk was a well-known military man. His victories and losses defined his role as a leader. While Reza Shah was in the military, the people did not gain trust in him due to the lack of victories and losses in actual battle. Since Ataturk was respected more, he could implement the changes and secularization of his country. Reza Shah had to fight for secularization and eventually back down to the pressure from the Shi’ite faction. Although it might seem that Reza Shah was not as successful as Ataturk, the two men faced different problems. Ataturk unified Turkey as Turkish. Reza Shah had to deal with many different tribes, religious leaders, and other factions. Ataturk did not face the severe opposition as Reza Shah. Ataturk did face opposition; however he managed to unite the Turkish people with a sense of nationalism. Reza Shah did not inspire the same nationalism within his people. Ataturk created a government that would not be successor based. Reza Shah’s son succeeded his father. Ataturk’s government had a solid base of elections and fundamental principles. He wanted to create a government, but one that could go on without him. Reza Shah, on the other hand, wanted to create his own personal goals of government with him as the center. That was the main difference between the two men. Ataturk created a secular government that lasted, whereas Reza Shah created one that was not as

Why Should You Work Hard Essay Example for Free

Why Should You Work Hard Essay Have you ever been jealous of someone who is more successful than you? Have you ever think about why could this happen? It is common that employees complain about their work situation, their picky boss, and their outstanding colleagues. In every area, there are several outstanding geniuses. They stay there, and it seems like they can never be surpassed. They are like myths. Have you ever considered why there has always been someone who seems like relax but better than you and stands there forever. However, grumble does not help. Working harder than expectation is necessary for winning respect from others, making individuals valuable, and making an effort to build a stronger country. Losers never know the difference between them and individuals who are successful. Many of these persons hold the opinion that it is unnecessary to work very hard because when lucky arrives, they will success. Some of them keep purchasing for lottery, and they have the mentality of not doing anything but becoming millionaires (Brhel, n. d). However, do they really happy? Landau (2011), a journalist of CNN, said that the lucky do become happier after they winning a numerous prize, but level off soon. Others think that they born with unlucky. One of my classmates complained about the condition of him a week ago. He said that quizzes were too much, he did not have a good foundation of English, and other students were so smart. However, he ignores the point that he does not pay enough attention in class, and it reflected on that he asks me about the assignments after class everyday. Obviously, he did not focus on what instructor said. This attitude might cause failure in his study, even might bring negative influence to his career. Some of citizens criticize a number of celebrities who born with honor intensely. Anyone who comes from a famous family or a famous person gets a head start without making any effort. For instance, the children who were adopted by the movie star Angelina Jolie receive more attention from the public than normal citizens do. Later on we may learn there is nothing unusual about the children, but they are watched from the entire world because of their connections. That is true, and this situation can never be ignored. However, the majority are still ordinary citizens who have to work hard. Thus, one who holds those inappropriate ideas should be denied. Some might suggest that we are required to work hard; as a result, we can be successful employees in different areas in the future. That is true, it is necessary that we work hard and obtain a good payment. However, it is not sufficient just work hard. If you just work hard, you might meet the requirement of teachers or bosses and your classmates or your colleagues might admire you because you are a good person, but you are still for from successful. The reason is that you are in a limited environment where your colleagues are so normal. If you only compare with them, the result will be good, which you meet the requirements and surpass other colleagues. However, no one is going to remember you in the history because you did not bring any change for this company, and you did not do several contributions to this company. At last, you are same as everyone other ordinary employees, or you are one of them. Thus, one who wants to become an outstanding person might want work harder to fight for a better reputation. Therefore, you might think about what to motivate you to become a successful person. It is so significant to win other’s respect in one’s life. One cannot leave without esteem. Further more, work harder is necessary for you to promote yourself. By work harder, you can dig your potential talent and improve your ability of working and dealing with problems. By working hard, you can make contribution to the country. In Obama’s impressive speech, he mentioned that many devices and inventories are created and a great number of literature masterpieces were written in the past. What can we do to devote to the country? That is, work harder than others, make a high goal, and reach it. In conclusion, I would like to suggest that everyone not easily to satisfy with the situation, instead, work harder to meet your goal in your mind and gain respect from others and make an effort for the development of the country. Complaining, being arrogant, being shortsighted are enemies of becoming an outstanding person. Working hard might seems like hard to achieve, but if you keep pushing yourself, miracle might arrive.

Custom Essay - Racial Prejudice and Anti-Semitism in The Merchant of Venice :: Merchant of Venice Essays

Racial Prejudice and Anti-Semitism in The Merchant of Venice  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   William Shakespeare's comedy, The Merchant of Venice, uses satire to present Shakespeare's views on racial prejudice and anti-Semitism. The premise deals with the antagonistic relationship between Shylock, a Jewish moneylender and Antonio, the Christian merchant, who is as generous as Shylock is greedy. This essay will examine how the themes of racial prejudice, and anti-Semitism are presented in The Merchant of Venice.    Shylock is stereotypically described as "costumed in a recognizably Jewish way in a long gown of gabardine, probably black, with a red beard and/or wing like that of Judas, and a hooked putty nose or bottle nose" (Charney, p. 41).   Shylock is a defensive character because society is constantly reminding him he is different in religion, looks, and motivation. He finds solace in the law because he, himself, is an outcast of society. Shylock is an outsider who is not privy to the rights accorded to the citizens of Venice. The Venetians regard Shylock as a capitalist motivated solely by greed, while they saw themselves as Christian paragons of piety.    When Shylock considers taking Antonio's bond using his ships as collateral, his bitterness is evident when he quips, "But ships are but board, sailors but men. There be land rats and water rats, water thieves and land thieves -- I mean pirates -- and then there is the peril of waters, winds, and rocks" (I.iii.25). Shylock believes the Venetians are hypocrites because of their slave ownership. The Venetians justify their practice of slavery by saying simply, "The slaves are ours" (IV.i.98-100). During the trial sequence, Shylock persuasively argues, "You have among you many a purchased slave, which (like your asses and your dogs and mules). You us in abject and in slavish parts, because you bought them, shall I say to you, let them be free, marry them to your heirs... you will answer, `The slaves are ours,' -- so do I answer you: The pound of flesh (which I demand of him) is dearly bought, 'tis mine and I will have it" (IV.i.90-100).    Shakespeare's depiction of the Venetians is paradoxical. They are, too, a capitalist people and readily accept his money, however, shun him personally. Like American society, 16th century Venice sought to solidify their commercial reputation through integration, but at the same time, practiced social exclusion.

Project Management and Innovation Past and Future Essay

It is unsurprising that development of innovation is often run as a project. Yet, theoretically both project management and innovation studies have evolved over time as distinctively separate disciplines. In this paper we make an attempt to conceptualize the innovation project management and past as well as future of same. By doing so, we contribute to the nascent academic debate on the interplay between innovation and project management. This paper is concerned with three topics and the interplay between them, namely â€Å"Innovation†, â€Å"Research and Development (R&D)† and â€Å"Project Management†. The interest in these topics has exploded recently as they emerged both on the policy agenda and in the corporate strategies. The contribution of technological innovation to national economic growth has been well established in the economic literature. In the last couple of decades, new technologies, new industries, and new business models have powered impressive gains in productivity and GDP growth. While originally there was a tendency to equate R&D and innovation, contemporary understanding of innovation is much broader than purely R&D. R&D is one component of innovation activities and knowledge creation among others. Innovation emerges as a pervasive and complex force, not only in the high-tech sectors in advanced economies, but also as a phenomenon existing in low-tech industry of developing, or catching-up economies. Still, the link between R&D and innovation is often at the core of the innovation studies. Presently, we are witnessing â€Å"projectification† of the world as a growing number of specialists organise their work in projects rather than on on-going functional basis. The connection between R&D and project management has a long history. Most tools of project management have been developed from the management of R&D, often with military purposes (Lorell, 1995). The most vivid example of managing R&D projects in the public sector is the PRINCE2 method (UK OGC, 2005). Due to the above mentioned difference between R&D and innovation, R&D projects should be distinguished from innovation projects too. Innovation is a non-linear process, not necessarily technology-led and may not necessarily result from formal R&D investments. Innovation is the exploration and exploitation of new ideas and recombination of existing knowledge in the pursuit of sustained competitive advantage. Besides, both innovation and R&D projects by their nature differ from conventional projects. Thus, there is a need to examine the Innovation Project Management (IPM) as a distinctive area of managing innovation in projects, using the tools and methods of the project management. The Evolution of Project Management Theory The genesis of the ideas that led to the development of modern project management can arguably be traced back to the protestant reformation of the 15th century. The Protestants and later the Puritans introduced a number of ideas including ‘reductionism’, ‘individualism’ and the ‘protestant work ethic’ (PWE) that resonate strongly in the spirit of modern project management. Reductionism focuses on removing unnecessary elements of a process or ‘ceremony’ and then breaking the process down into its smallest task or unit to ‘understand’ how it works. Individualism assumes we are active, independent agents who can manage risks and create ideas. These ideas are made into ‘real things’ by social actions contingent upon the availability of a language to describe them. The PWE focuses on the intrinsic value of work. Prior to the protestant reformation most people saw work either as a necessary evil, or as a means to an end. For Protestants, serving God included participating in and working hard at worldly activities as this was part of God’s purpose for each individual. From the perspective of the evolution of modern project management, these ideas were incorporated into two key philosophies, Liberalism and Newtonianism. Liberalism included the ideas of capitalism (Adam Smith), the division of labour, and that an industrious lifestyle would lead to wealthy societies Newton saw the world as a harmonious mechanism controlled by a ‘universal law’. Applying scientific observations to parts of the whole would allow understanding and insights to occur and eventually a complete understanding. LITERATURE REVIEW In this paper we seek to establish bridges between two distinctive disciplines – project management and innovation management (innovation studies). Despite seemingly interrelated nature of both subjects, these two research domains have been developing relatively isolated from each other. Innovation Studies Innovation studies are rooted in the seminal writing of Joseph Schumpeter in the 1920s-1930s (e. g. Schumpeter, 1934), whose ideas started to gain popularity in the 1960s, as the general interest among policymakers and scholars in technological change, R&D and innovation increased. The field formed as a distinctive academic discipline from the 1980s. Scholars like Richard Nelson, Chris Freeman, Bengt-Ake Lundvall, Keith Pavitt, Luc Soete, Giovanni Dosi, Jan Fagerberg, Bart Verspagen, Eric von Hippel and others have shaped and formed this discipline. The seminal publications in the area include, inter alia, Freeman (1982), Freeman and Soete (1997), Lundvall (1992), Nelson and Winter (1977, 1982), von Hippel (1988). Regarding the definition of innovation – a general consensus has been achieved among innovation scholars who broadly understand this phenomenon as a transformation of knowledge into new products, processes and services. An in-depth review of the innovation literature is beyond the scope of this paper (refer to Fagerberg (2004) for such analysis). Our intention is to outline main directions of research. In a recent paper, Fagerberg and Verspagen (2009) provide a comprehensive analysis of the cognitive and organizational characteristics of the emerging field of innovation studies and consider its prospects and challenges. The authors trace evolution and dynamics of the field. Reflecting the complex nature of innovation, the field of innovation studies unites various academic disciplines. For examples, Fagerberg and Verspagen (2009) define four main clusters of innovation scholars. They are â€Å"Management† (cluster 1), â€Å"Schumpeter Crowd† (cluster 2), â€Å"Geography and Policy† (cluster 3. 1), Periphery† (cluster 3. 2) and â€Å"Industrial Economics† (cluster 4). For the purposes of our analysis we shall have a closer look at the â€Å"Management† cluster, since it is here where the connection between innovation and Project Management can be found. In fact â€Å"Management† is the smallest cluster within the entire network of innovation scholars, consisting of only 22 scholars, mainly sociologists and management scholars, with a geographical bias towards the USA. This small number of scholars (22) is in sharp contrast with the biggest clusters ? â€Å"Geography and Policy† (298 scholars) or â€Å"Schumpeter Crowd† (309). In terms of publication preferences, apart from Research Policy, the favorite journal for innovation scholars, members of â€Å"Management† cluster see management journals as the most relevant publishing outlets, particularly Journal of Product Innovation Management, Management Science and Strategic Management Journal. Fagerberg and Verspagen (2009, p. 29) see a strong link between innovation and management and provide a following description: â€Å"Management is to some extent a cross-disciplinary field by default and firm-level innovation falls naturally within its portfolio. †¦. So between innovation studies and management there clearly is some common ground†. Project Management The project management as a human activity has a long history; e. g. construction of Egyptian pyramids in 2000 BC may be regarded as a project activity. However, the start for the modern Project Management era, as a distinctive research area, was in the 1950s. Maylor (2005) determines three major stages of the PM historical development. Before the 1950s, the PM as such was not recognized. In the 1950s, tools and techniques were developed to support the management of complex projects. The dominant thinking was based on â€Å"one best way† approach, based on numerical methods. The third stage, from the 1990s onwards is characterized by the changing environment in which projects take place. It is more and more realized that a project management approach should be contingent upon its context. It is also noted that a shift is observed over time in development of project management – from focus on sole project management to the broader management of projects and strategic project management (Fangel, 1993; Morris, 1994; Bryde, 2003). Reflecting these changes in the managerial practices, the body of academic literature on PM has evolved and burgeoned. International Journal of Project Management and Project Management Journals became the flagship publication outlets for PM scholars and practitioners. A large number of (managerial) handbooks outlining the methods and techniques of PM have been published, e. g. Andersen et al (2004), Bruijn et al (2004) Kerzner (2005), Maylor (2005), Meredith and Mantel (2006), Muller (2009), Roberts (2007), Turner (1999), Turner and Turner (2008). Despite a growing number of publications, there is no unified theoretical basis and there is no unified theory of project management, due to its multidisciplinary nature (Smyth and Morris, 2007). Project management has a more applied nature than other management disciplines. Although the PM has formed as a distinct research field, there is no universal, generally accepted definition of a project and project management. Turner (1999) develops a generic definition of a project: A project is an endeavor in which human, financial and material resources are organized in a novel way to undertake a unique scope of work, of given specification, which constraints of cost and time, so as to achieve beneficial change defined by quantitative and qualitative objectives. There have been several attempts to provide an overview of the state-of-the-art research in PM and outline its trends and future directions (e. g. , PMI, 2004; Betts and Lansley, 1995; Themistocleous and Wearne, 2003; Crawford et al, 2006; Kloppenberg and Opfer, 2002). In a recent article, Kwak and Anbari (2009) review relevant academic journals and identify eight allied disciplines, in which PM is being applied and developed. These disciplines include such areas as Operation Management, Organizational Behavior, Information Technology, Engineering and Construction, Strategy/Integration, Project Finance and Accounting, and Quality and Management. Notably, one of these eight allied disciplines is â€Å"Technology Application / Innovation / New Product Development / Research and Development†. The authors found that only 11% of journal publications on the subject of project management fell under the â€Å"Innovation† heading. Yet, importantly, this area showed sustained upward interest, and hence the number of publications, since the 1960s. Overall, Kwak and Anbari (2009) conclude that the mainstream PM research proceeds largely in the â€Å"Strategy / Integration / Portfolio Management / Value of PM / Marketing† direction (30% of all publications examined by the authors). PM AND INNOVATION: THE PAST Projects in one form or another have been undertaken for millennia, but it was only in the latter part of the 20th century people started talking about ‘project management’. Earlier endeavors were seen as acts of worship, engineering or nation building. And the people controlling the endeavors saw themselves as members of groups focused on specific callings such as generals, priests and architects. There is an important distinction to be drawn here between projects: ‘a temporary Endeavour undertaken to create a unique product, service or result’ and the profession of project management; or at least ‘modern project management’. For a discipline to be considered a profession a number of attributes are generally considered necessary; these are: †¢ Practitioners are required to meet formal educational and entry requirements, †¢ autonomy over the terms and conditions of practice, a code of ethics, †¢ a commitment to service ideals, †¢ a monopoly over a discrete body of knowledge and related skills. Within this context, project management is best considered an ‘emerging profession’ that has developed during the last 30 to 40 years. Over this period project management associations around the world have developed a generally consistent view of the processes involved in ‘project management’, encoded these views into ‘Bodies of Knowledge’ (BoKs), described competent behaviors and are now certifying knowledgeable and/or competent ‘Project Managers’. Certainly, if ‘modern project management’ does not qualify as a fully fledged profession at this point in time, it will evolve into one fairly quickly. The Evolution of Project Management Tools The central theme running through the various project management concepts is that project management is an integrative process that has at its core, the balancing of the ‘iron triangle’ of time, cost and output. All three facets must be present for a management process to be considered project management. The evolution of cost and scope control into relatively precise processes occurred during the 14th and 18th Centuries respectively. Time management lacked effective measurement and control until the emergence of ‘critical path’ scheduling in the 1960s. The branch of management that gave rise to the development of the Critical Path Method of scheduling was Operational Research (OR). OR is an interdisciplinary science which uses methods such as mathematical modeling and statistics to assist decision making in complex real-world situations. It is distinguished by its ability to look at and improve an entire system, rather than concentrating on specific processes which was the focus of Taylor’s ‘scientific management’. The growth of OR was facilitated by the increasing availability and power of computers which were needed to carry out the large numbers of calculations typically required to analyze a system. [pic] Figure 1. The Iron Triangle The first ‘project’ to add science to the process of time control was undertaken by Kelley and Walker to develop the Critical Path Method (CPM) for E. I. du Pont de Numours. In 1956/57 Kelly and Walker started developing the algorithms that became CPM. The program they developed was trialled on plant shutdowns in 1957 And the first paper on critical path scheduling was published in 1959. The critical meeting to approve this project was held on the 7th May 1957 in Newark, Delaware, where DuPont and Remington Rand jointly committed US$226,400 to fund the project. The foundations of modern project management were laid in 1957; but it took another 12 years before Dr Martin Barnes first described the ‘iron triangle’ of time, cost and output in a course he developed for his UK clients in 1969 called ‘Time and Money in Contract Control’. PM AND INNOVATION: THE FUTURE Defining PM for Future The biggest challenge facing project management is answering the question ‘what is a project? ’ Until this question can be answered unambiguously the foundation of project management cannot be defined. Current definitions such as the PMBOK’s ‘a temporary endeavor undertaken to create a unique product, service or result’ can apply to the baking of a cake as easily as the construction of a multi story building. They are both temporary endeavors to create a unique outcome but in all probability the baking of a cake is not a project. The traditional view of projects embedded in the various BoKs is derived from both the management theories underpinning ‘modern project management’ and the industrial base of early project management practitioners (construction / defense / engineering). The BoKs tend to treat projects as naturally occurring entities that need to be managed. This is an easy enough assumption when focusing on a building or a battle ship. There is a physical presence that occupies a defined space that needs creating in a defined timeframe to a defined scope. This view assumes project exists and project management is about transforming the raw materials of the project into a finished and useful form. Consequently it is the presence of the project itself that defines ‘project management’. The PMBOKs version is ‘The application of knowledge, skills, tools and techniques to project activities to meet project requirements’. However, if we cannot precisely define a ‘project’, there is no basis for project management and consequently no foundation for a useable theory of project management. Researchers and academics are starting to reverse the idea that a project is necessary for project management to exist and suggest it is the application of ‘project management’ to an endeavour that creates a project. Some of the ideas being discussed include: †¢ Projects as ‘Temporary Knowledge Organizations (TKOs)’. This school of thought focuses on the idea that the primary instrument of project management is the project team and the recognition that predictability is not a reality of project management. Some key ideas include: o The concept of the project team as a ‘complex adaptive system (or organism)’, living on the ‘edge of chaos’; responding and adapting to its surroundings (ie the project’s stakeholders) offers one new set of insights. o The idea of ‘Nonlinearity’ suggests that you can do the same thing several times over and get completely different results. Small differences may lead to big changes whilst big variations may have minimal effect. This idea questions the validity of ‘detailed programming’ attempting to predict the path of a project (the ‘butterfly effect’, constrained by ‘strange attractors’). The concept of ‘Complex Responsive Processes of Relating’ (CRPR) puts emphasis on the interaction among people and the essentially responsive and participative nature of the human processes of organizing and relating. According to the modern trend in these field, consequence of accepting these theories is to shift the focus of ‘project management’ from the object of the project to the people involved in the project (ie, its stakeholders), and to recognize that it is people who create the project, work on the project and close the project with all innovation. Consequently the purpose of most if not all project ‘control documents’ such as schedules and cost plans shift from being an attempt to ‘control the future’ – this is impossible; to a process for communicating with and influencing stakeholders to encourage and guide their involvement in the project. Notwithstanding the advantages of project management, it would be unreasonable to expect all innovation to be carried out through projects. In fact, many ideas are generated by employees in a company on a regular basis, not only within project teams. Thus, there is certainly a room for functional, on-going organization of innovation process. Even more so, in certain situations project management can be detrimental to innovation. Aggeri and Segrestin (2007) show that the recent project development methods in automotive industry can induce negative effects on collective learning processes and these effects have managerial implications for innovative developments. Argument for Managing Innovation in Projects The origins of project management in the manufacturing and construction ndustries determine an engineering perspective, viewing a project as a task-focused entity, proceeding in a linear or similar way from the point of initiation to implementation. This view prevailed until comparatively recently. This view is seemingly in stark contrast with the nature of innovation. It is increasingly being acknowledged that the innovation is a complex non-linear process. The earliest view on innovation process as a pipeline model (whereby a given input is transformed to a specific output) has been largely abandoned. Presently, however, project management is increasingly recognised as a key generic skill for business management (Fangel, 1993), rather than a planning-oriented technique or an application of engineering sciences and optimization theory, in which project management has its roots (Soderlund, 2004). The â€Å"management by projects† has emerged as general mode of organizing for all forms of enterprise (Turner 2003). This new conceptualization of project management enables to embrace the non-linear nature of innovation. Even a creative and non-linear nature of innovation is often characterized as an organizational or management process, rather than spontaneous improvisation. Davila et al. (2006) state, â€Å"Innovation, like many business functions, is a management process that requires specific tools, rules, and discipline†. Hence, a project, with its defined objective, scope, budget and limitations, can be an appropriate setting of innovation. The other closely linked element in the new world of project management with innovation is embracing uncertainty. Writing on paper cannot control the future! Schedules do not control time; cost plans do not control costs. Plans outline a possible future and provided a basis for recognizing when things ‘are not going to plan’. For innovation project management to succeed, both project and senior management are going to need to embrace uncertainty and learn skills to manage it rather than expecting predictability and inevitably being disappointed by the variability of ‘reality’ as it unfolds. Challenges of Empirical Studies Scarcity and unreliability, or even lack of data poses a big challenge in research in both innovation and project management. A macro-level research n PM is obstructed by the lack of data on the number of projects, carried out by firms and public institutions, and their characteristics. Problems stem from the definition of a project and the non-disclosure policy of most companies. In such circumstances, PM research has tended to rely on case-studies or on small-scale tailor-made surveys. There i s a widely acknowledged lack of large-scale empirical research in PM (Kloppenborg and Opfer, 2002; Soderlund, 2004). It is claimed that the Independent Project Analysis (IPA) is the market leader in quantitative analysis of project management systems, i. . in project evaluation and project system benchmarking (IPA, 2007). All IPA analyses and research are based on proprietary databases. As of mid-2009, IPA’s databases contain more than 11,000 projects of all sizes ($20,000 to $25 billion) executed across the world. Each year, approximately 1,000 projects are added with representation from the many different industries served by IPA. Each project in our databases is characterized by over 2,000 project attributes, including technology, project scope, project type, project costs, year of authorization, and geographical location (IPA 2009). All information contained in the IPA databases is carefully protected and kept as confidential proprietary data (IPA, 2009). Due to the issues of confidentiality, access for academic researchers is restricted. In the innovation field, academic community has been increasingly using several sources of data, such as granted patents, tailor-made surveys, as well as other data provided by national statistical offices. European research on innovation uses several instruments to obtain data on innovation indicators and to assess national innovation performance. The two main instruments are the Community Innovation Survey (CIS) and the European Innovation Scorecard (EIS). As of 2009, five successful CIS surveys have been carried out: CIS1 (1992), CIS2 (1996), CIS3 (2001), CIS4 (2004) and CIS 2006. Each new round was characterized by an improved questionnaire, in line with the evolution of understanding of the phenomenon of innovation. The more recent surveys embraced understanding of innovation in a broader sense, and for example, paid more attention to service innovations. Further, it is expected that the future surveys will also include management techniques, organizational change, environmental benefits, and design and marketing issues. We argue that, taken into consideration the growing relevance of innovation projects, a clearer and explicit wording should be used in CIS questionnaire for determining whether innovation is organized and carried out in projects or functionally. CONCLUSIONS Innovation studies and project management as distinctive disciplines have been developing in a relative isolation from each other. The analysis in innovation studies domain has rarely explored the mechanisms and patterns of innovation in projects in contrast to traditional (functional or hierarchical) organization. However, since innovation management in companies is increasingly organized in projects, it is of utmost importance to directly address the interplay between innovation management and project management. In this paper, based on the relevant literature and insights from practice, we conceptually examined the relationships between these two research areas aiming at bridging the gap between them. It is widely acknowledged within the discipline of innovation studies that there is a high percentage of failure of innovation initiatives, in other words, failure is inevitable when managing innovation. The key skill set of the competent project manager will be identifying and managing stakeholder expectations using tools such as the Stakeholder circle to help identify the project’s key stakeholders. Innovation is perceived as a luxury, not as a necessity. Therefore, it is of high priority to manage innovation effectively and efficiently with constrained budgets.