Resume template

Ability to communicate effectively in the workplace Licenses Forklift license Binomial license Driving license Over head crane license Traffic control license Excavator license skid steer license white card Skills Good technical knowledge Ability to diagnose faults Ability to work unsupervisedExperience in the repair and maintenance of mobile equipment heavy vehicles Experience with American and Japanese drivels Trailer servicing and repairs experience Diagnostic skills Own tools Able to work in a team environment and independently. Flexible with hours. Attention to detail. Ability to demonstrate safe work practices Full understanding of operation and maintenance procedures of all site equipment Maintaining the workshop to a high standard Liaise with other staff members and suppliers Work well in a team, show initiative and be responsibleAccurate record keeping Able to travel when required Personal Qualities Ability to work independently Punctual Motivated Organized Education 2004 â €“ 2007 Year 11 Subjects: English Mathematics Religious Education Catholic Regional College College Completed Systems Technology Visual Communications & Design Wood Technology 2008 – 2012 Trade School Certificate Ill in Automotive Mechanical Technology and Automotive Mechanic Heavy Vehicle Mobile Equipment TAFT: Kananga Batman Safety basic procedures Apply emergencies procedures Charge and test batteriesComplete repairs to circuit wiring Repair instruments and warning system Test components and identify faults Apply correct lubricants fluids handling technique Carry out serving operations Test cooling system and analyze results Prepare to service diesel fuel system components Prepare equipment/engine for use and storage Service manual transmissions Inspect semi automatic transmissions Test hydraulic system and analyze results 2007 – 2008 Certificate II Engineering Studies TAFT Apply principles of OH&S in work environmentPlan to undertake a routine task Use power to ols/hand held operations Develop individual career plan Use hand tools Perform basic machining processes Use computer for engineering work acts Perform basic computational principles Employment History 2012 – 2013 Operator mobile equipment & mechanic Full time Duties: Central Bobcat Hire Operate machinery Traffic control Excavating Labouringly Workshop duties Fully serviced & repaired machinery 2008 – 2012 Diesel Mechanic Mobile Equipment Service and repair all site mobile equipment

Everything is an Argument

Who commissioned the poll? B. Who is publishing the results? C. Who was being surveyed? In what proportions? D. What stakes do these parties have in the outcome? Results can vary depending on how the question is asked d) Testimonies, Narratives, and Interviews- Personal experiences Very convincing when used carefully Most effective when person has some credibility a. Example: I. Interviews with eye witnesses ii. Evaluations Of an person or event (be careful Of subjectivity) Ill. Artistic Appeals I.Using Reason and Common Sense a) Logic- formal study of principle of reasoning Syllogisms- method of deductive reasoning assuming a major principle applies to all minor cases, errors occur when middle term is unrelated to topic in discussion a. Ex. All human beings are mortal. Socrates is a human being. Therefore, Socrates is mortal. B) Most people effectively use informal logic, stating claims and drawing conclusions, consciously or subconsciously c) Entitlement = claim + reason Condensed arguments, rely on implied informationPersuasive when readers agree with ideas on which they are based a. Ex. The presentation will be postponed because there is a surprise guest- speaker. Ii. Cultural Assumptions and Values- many arguments based on culture and history a) Because of its history, the United States bases many arguments on equity and fairness Enthronements on these principles need less formal support b) Even when citing cultural values, be careful Values open to interpretation iii. Providing Logical Structures for Argument a) Degree- More of a good thing, or less off bad thing, is good Common, rarely noticed a.Ex. The health benefits of stem cell research will surely outweigh the ethical risks b) Analogies- Explaining an idea by comparing it to something else More complex and symbolic than metaphors and similes a. Ex. Comparison between human society and animal behaviors c) Precedent- Also involves comparison, doing something in a situation because it was done in a sim ilar situation Using what has been done in the past as a model for what to do now a. A national bank saved the economy in the past, so we should establish one now.Summary: Argue meets based on logos use logic, reasoning, and evidence to make their point. Inartistic arguments, arguments based on facts, evidence, statistics, or testimonies, are set up as statement (or claim) then proof (or evidence). Artistic arguments are founded on logic and reasoning and are structured as Enthronements. Enthronements use the basic formatting of claim then reasoning. The reasoning itself can be introduced as a degree, an analogy, or a precedent. Overall, using logos adds truth and hard logic to arguments, which can be very persuasive if used properly.

Early Childhood Education: Child Protection Essay

Every child has the right to a full and productive life. Under the national framework for Protecting Australia’s Children (2009), protecting children is everyone’s responsibility: Parents, communities, governments and businesses all have a role to play. Children’s services have an important part to play in protecting children who may be at risk of harm or illness. Educators have a duty of care to protect and preserve the safety, health and wellbeing of all children in their care and must always act in their best interests. Policies have been developed at a local, state and federal level to provide a foundation for improving and maintaining the safety and wellbeing of Australia’s young people. The purpose of this report is to analyse six of these policies effectively fostering children’s wellness at a physical and emotional level. The policies have been sourced from, and are underpinned by the following policies and legislation: ? A local early childhood kindergarten and long day care centre service policies ? The Children, Youth and Families Act (2005) ?National framework for Protecting Australia’s Children (2009) ? The Children’s Services Act (1996) ?Aboriginal Cultural Competence Framework (2008) Values that underpin these policies: Each of the six policies selected specifically addresses educator interest and is a key facet of the service, state and federal policy and legislation. Collectively the policies attend to and interpret issues of children’s safety, stability and development. In other words, when policy development was occurring due consideration and value was given to child safety, stability of relationships in a stable environment, child development, and child health and wellbeing. These dimensions of safety, stability, development and wellbeing are understood in the context of whom the child is; that is their age and stage, identity and their culture. These elements concerning the identity of the child are fundamental to two of the six policies. The Aboriginal Cultural Competence Framework and ‘Day and Nights childcare and Kindergarten (DNCK)’ service Diversity and Equity policy reflect a strong sense of social justice, fairness and equity, and furthermore are free from prejudice. They both value the child as a whole, advocating for all children’s rights. It is not a question of being ‘politically correct’ but rather respecting the unique identity of each and every child. Similarly part 1. 2- principles ‘The decision makers to have regard to principles’ of the Children, Youth and Families Act 2005, place significant value to protecting and promoting the cultural and spiritual identity of children, and whenever possible, maintaining and building children’s connections to their family and community. As advocated for in the ‘Early years Learning Framework’, knowing where and with whom you belong (identity, stability, and wellbeing) is integral to human existence (2009). Focusing more on children’s wellbeing, that is the child’s physical and emotional wellbeing, the DNCK ‘Child protection policy’ and the ‘Child protection policy’ sourced from Protecting the safety and wellbeing of children and young people, reinforce and emphasise that all children need stable, sensitive, simulating relationships and environments in order to reach their full potential. The nucleus of both policies is the child and in order to see to the needs of the child each policy has placed a well-founded and substantial value on the role of educators, stating â€Å"the role of staff member in children’s services is to protect, nurture, recognise and support the needs of children in their care† (Protecting the safety and wellbeing of children and young people, 2010, p19). Educators have an ethical responsibility and a duty of care to see that this is done. Furthermore qualified teachers (Degree qualified or higher) are mandated, therefore are legally responsible for the care and protection of children within their care. In addition to this, Part 4- Operation of children’s services of the Children’s Services Act 1996, places an emphasis on the protection of children from hazards within the service. Legislators again place value on the role of the educator, stating, quite strongly that â€Å"Staff members of a children’s service must ensure that every reasonable precaution is taken to protect a child†¦Ã¢â‚¬  (Children’s Services Act, 1996, p27) Though the previous two policies had provisions for the emotional wellbeing of the child, this policy places equal value to the physical wellbeing of the child. What precipitated the development of the policy? Australia began to acknowledge the existence of child protection issues during the 1960’s, which led to legislative reform and Australia signing the ‘United Nations Declaration of the rights of the child’ in 1981 (McCallum, 2002). In recent years there has been an increased awareness of child protection emerging from increased incidents of child harm and abuse and intensified research. During this time, policy makers and service providers have developed a greater understanding of children’s needs and have come together to bring us our current policies. Further investigation into the development of each of the six child safety/protection policies; found that they are manifestations of each other. For instance without the Children’s Services Act 1996 and the Children, Youth and Families Act 2005, the DNCK child protection policy would not have been developed as now services have a legal responsibility to have current and relevant policies within their service. Moreover without the Aboriginal Cultural Competence Framework the DNCK diversity and Equity policy would as not have been developed to such a high standard. Who benefits/ who is disadvantaged? It is quite evident who is benefited from these policies. These mainstream children’s services approaches and policies emphasise children within a holistic and ecological framework. The holistic approach means looking at the whole child, that is, their identity, culture, community, age, development; all areas within the Early Years Learning Framework for Australia. The holistic approach also implies that educators will have a community-focused and strength-based understanding of children’s welfare that necessitates previous attempts at early childhood education. In addition to this with a greater understanding to the importance of culture to a child’s identity, the Aboriginal Cultural Competence Framework has provided a source where the dynamics of cultural connection can be explored. This benefits all children, including Aboriginal children and the broader community, as it represents children’s cultural needs in the following way. Children’s cultural needs are: Cultural Expression and Events Language, cultural values, lore, beliefs and practices Country Extended family, clan and community History. Symbolic (Aboriginal Cultural Framework, 2008, p19) It is important to note that because of these six policies an increase of awareness of the needs of the child has been developed, and as such children have: ? Freedom from hunger and have protection from diseases ?The rights to an identity and to preserve such an identity ? The right to equal treatment regardless of gender, race or cultural background ? The right to safe exposure to leisure, play, culture and art ? Freedom from violence, abuse and neglect ?The rights to culturally competent practice When asked if anyone would be disadvantaged by the implementation of these policies, the immediate response would have been no. Upon critical investigation, it was found that the educators themselves may feel disadvantaged. Though there is no provision for this within the policies, it is strongly implied that the implementation of each policy at a service level would need to be done by the children’s carers and educators. This may expand workloads, increase the need for professional development and training, and compel educators into uncomfortable situations (e.g. , having to call protective services on a family they like). The applicability for rural setting Due to the nature of the six policies, regardless of where the service is, each would be applicable for a rural setting. All children’s services must comply with the Children’s Services Act 1996, and the Children’s Services Regulations. The primary objective of this legislation is that children are safe and that their developmental needs are met when being cared for and educated in a licensed children’s service. The Act provides for the monitoring, licensing and regulation of children’s services in Victoria, where a licensee fails to meet their legislative obligations there a range of statutory actions that may be taken by the Department (DEECD, 2010). Encouragingly the Department has a number of initiatives to support children’s services meet the requirements of the Act and the Regulations. Small capital grants and resource kits are available to assist services. Furthermore professional development will soon be delivered across Victoria on the Early Years Framework. Until the transition into the framework all children’s services will continue to be regulated by the Children’s Services Act and the Children’s Services Regulations (DEECD, 2010). Conclusion: Every child has the right to a full and productive life. The Aboriginal Cultural Framework, The service Diversity and Equity policy, The Children, Youth and Families Act, the service Child Protection Policy, the child protection policy sourced from Protecting the safety and Wellbeing of Children and Young People, and the Children’s Services Act, ensures that this will happen. It has been identified that children’s services have an important part to play in protecting children who may be at risk of harm or illness. Under these frameworks, protection for children’s safety and wellbeing will one day become a natural procedure for educators. Key policy makers have attempted to make certain that educator’s roles and responsibilities are well defined ensuring that this may happen. Overall each of the six policies makes provisions for children’s welfare, children’s identity, children’s wellbeing, children’s safety, children’s culture and stability. These are central concepts to Belonging, Being and Becoming, which will soon become the regulatory body for children’s services across Australia. References: †¢Murphy, M. (2011). Bacchus Marsh Childcare and Kindergarten service policies. Bacchus Marsh: Victoria. †¢Department of Education and Early Childhood Development & Department of human Services. (2010). Protecting the safety and wellbeing of children and young people. Melbourne. †¢Department of Education and Early Childhood Development. (2010). Publication of information. Fact sheet. Sourced 10/4/2011 www. education. vic. gov. au/escmanagement/licensedchildservices †¢Department of Education and Early Childhood Development. (2010). Regulations update. Children’s Services. Issue 2. Sourced 10/4/2011 http://www/eduweb. vic. gov. au/edulibrary/public/earlychildhoodregulations/regupdateapril10. pdf †¢McCallum, F. (2002). Law, Policy, Practice: Is it working for teachers in child protection. University of South Australia †¢Victorian Government Department of Human Services. (2008). Aboriginal Cultural Competence Framework. Melbourne: Vic †¢Victorian Government. (2005). Children, Youth and Families Act 2005.

Management Competency Framework Essay

Introduction Blaenau Gwent’s new competency frameworks have been developed to support the Authority’s ambitions to continually improve the services we provide to our customers. A group representing all Directorates within the Authority developed the frameworks, and consultation also took place with all department management teams to ensure the frameworks are appropriate and fit for purpose. The frameworks are focused on attitudinal and behavioural competencies, rather than those that look at technical skills. This is because we traditionally have been able to address technical gaps in knowledge through established training and development activities. Behavioural and attitudinal development has not had the same intensity of attention, and the frameworks aim to address this, as it is a crucial aspect of continually improving the services we provide. This particular framework applies to those who report to a Divisional/Service Manager and have an operational management role (which includes managing others), or where the professional /technical role requires regular operation at this level. Below are answers to some of the questions you may have about the frameworks. What is a Competency Framework? Competency frameworks are a method of describing the underpinning values that shape and define the culture of the Authority. They also provide clear focus to support the development of staff in order to deliver the best possible services. The competencies within the frameworks have been substantially derived from the People Strategy, the Staff Opinion Survey, and consultation with senior managers, and are focused on ensuring we have the capacity to deliver the strategic objectives of the Authority and make Blaenau Gwent a better place to live and work. There are two generic frameworks that the Authority will be using; 1. Management Competency Framework – this will apply to you if your job involves you supervising or managing other people. The Management Competency Framework splits into 3 levels. The particular level that applies to you depends on the level of your management responsibilities. 2. Generic Competency Framework – this will apply to you if your job does not include supervisory or management responsibilities. There are a number of competencies in each framework. Underneath each is a general description of the competency, followed by a list of attitudes/behaviours that would indicate competence in the relevant area. The list is not exhaustive but is designed to give a flavour of the approach that the Authority encourages in all staff that the framework applies to. There is also a negative statement at the end of each competency to indicate the sort of behaviour that is actively discouraged, as it works against the principle of continual improvement that the Authority is striving for. 3 Why do we need a competency framework? The competency framework serves several purposes, which together enable the Authority to improve and develop its staff and services. The framework: 1. Informs prospective recruits what is expected of them 2. Informs staff of the sort of attitudes and behaviours the Authority encourages when carrying out their duties 3. Informs staff of what they can expect from their managers 4. Shapes and defines a culture based around strong principles such as partnership, continuous improvement, constructive challenge, and being citizen centred 5. Supports staff at all levels in their development in order maximise their potential The frameworks also link to some of the key strategies that drive the objectives of the Authority, such as the People Strategy and the Training & Development Strategy & Policy. The headline competencies are closely linked with the Authority’s strategic objectives, as these are crucial to fulfilling our obligations to our customers. How will they be used? Initially all staff will receive information about the frameworks and be encouraged to informally assess themselves against the framework that applies to them, with a view to developing their skills in all areas of the framework. The frameworks will also be built into a revised Performance Review Scheme (PRS) and recruitment process. The frameworks will be reviewed and revised to ensure they reflect the needs of the Authority and its staff. Leading People Leads and motivates others to continually improve performance. Is approachable, supportive, and demonstrates integrity, fairness, and high personal and professional standards. A Blaenau Gwent Manager Sets the standard of leadership for the service Provides clear direction and goals for the service Takes direct responsibility and is accountable for actions Ensures the principles of equality and diversity are embedded in the service Recognises and celebrates others’ contributions & achievements Challenges inappropriate behaviour A Blaenau Gwent Manager does not Consider it someone else’s job to inspire the service Communicating the Vision Sees the â€Å"big picture†. Interprets and sets out how the vision is linked to the service. A Blaenau Gwent Manager Translates the vision into operational objectives Develops long term objectives and strategies for own service area to achieve the vision Proactively promotes the vision to others Ensures others understand how their role contributes to achieving the vision A Blaenau Gwent Manager does not Regard the vision as unconnected from service objectives Facilitating High Performance and Results Is enthusiastic, ambitious, determined, and confident to challenge, ensuring high levels of personal and service achievement. Has stamina and willpower to deliver results. A Blaenau Gwent Manager Is committed to continually improving performance of self and others Sets ambitious performance targets and priorities for self and others Gives regular, constructive feedback on team/individual performance Motivates others to achieve and improve performance Recognises and celebrates success Challenges poor performance appropriately Seeks learning opportunities from results A Blaenau Gwent Manager does not Regard the status quo as acceptable Maximising Potential Develops and encourages personal development to improve performance and contribute to continual improvement. A Blaenau Gwent Manager Encourages and develops personal accountability in others Encourages others to think for themselves Promotes risk-taking and supports appropriately Develops the skills, experience, and ambition of others at all levels to enhance flexibility of services Promotes development in self and others Supports and trains others in own areas of expertise A Blaenau Gwent Manager does not Make negative assumptions about others’ ability to contribute Communicating Communicates openly and effectively, ensuring that messages are clear and concise. Adapts content and style to help others understand. A Blaenau Gwent Manager Promotes a culture of open communication Communicates effectively, using a variety of styles, with a broad range of people Creates and develops networking opportunities to influence Actively listens and respects others’ points of view Checks own and others’ understanding A Blaenau Gwent Manager does not Fail to consider the most effective way of communicating Making Informed Decisions Ensures decisions are based on sound evidence and linked to improving services. A Blaenau Gwent Manager Considers implications of proposed decisions Ensures decisions link to continually improving performance Understands problem solving is part of the improvement process Has the confidence to make ambitious, difficult, or unpopular decisions Is able to justify and explain decisions A Blaenau Gwent Manager does not Accept decisions without reviewing or challenging Working Together Understands and contributes to effective working across all sectors, and identifies potential areas of improvement, ensuring partnerships are focused on outcomes. Works effectively with colleagues in all departments. A Blaenau Gwent Manager Understands partnerships in the context of the â€Å"big picture† Promotes and contributes to multi-agency partnerships to continually improve services for the citizen Networks effectively internally and externally Identifies the expertise of others Proactively shares knowledge and information Seeks out the most appropriate people to contribute to partnership working, both inside and outside the service A Blaenau Gwent Manager does not Pay lip service to partnerships or work in isolation Promoting a Citizen Centred Culture Drives and promotes an outward-facing culture and service that is genuinely citizen focused. A Blaenau Gwent Manager Recognises the importance of contributions from the community to setting and achieving continually improving services Promotes and develops a continually improving citizen-focused culture within the service Contributes to initiatives enabling regular consultation and feedback from citizens on the quality and appropriateness of service delivery. Engages with the community appropriately and respectfully Is an ambassador for the organisation and the community it serves A Blaenau Gwent Manager does not Deliver services that meet organisational needs rather than the needs of citizens Working With Councillors Understands the political context and is aware of own role and responsibilities when communicating with Councillors or referring to others. A Blaenau Gwent Manager Establishes and continually improves positive and appropriate interaction with all Councillors Provides timely, constructive, high quality professional advice to assist the political decision making process Abides positively with the protocols relevant to the political relationship Is confident to refer enquiries to others when appropriate A Blaenau Gwent Manager does not Allow self or colleagues to be intimidated or fail to adhere to appropriate protocols when self or colleagues interact with Councillors, including inappropriately influencing, or being influenced, to the detriment of the organisation Pushing the Boundaries Is creative and innovative in seeking to continually improve the service. Manages change effectively and is willing to take calculated risks. Challenges where appropriate. A Blaenau Gwent Manager Regularly and constructively challenges the status quo Proactively thinks how potential change will affect the citizen Taps into the innovative and creative potential of others Considers different methods/approaches Encourages others to suggest new ideas Supports and develops others’ ideas Looks creatively inside and outside the organisation for new ideas and actively shares good practice A Blaenau Gwent Manager is not Satisfied with maintaining the existing arrangements and performance of the service

Google HRM Term Paper Example | Topics and Well Written Essays - 3750 words

Google HRM - Term Paper Example The current paper presents Google as one of the most well known online companies in the world. Many internet companies came into existence after the internet bubble of last decade of 20th century. It is important to note that not all of them were extremely successful and many reported heavy losses. Google was an exception in the internet industry because it was not only successful in surviving but was also successful in growing into a giant corporation. The progress the company has made is tremendous and it is one of the most successful internet firms that are still standing tall today. The rapid growth of Google is mainly because of its innovative culture and leadership. The reasons behind the success of Google are its management style, leadership, innovative culture, and eye opening human resource management practices. The company is such a big name today because of its employees. Google employees are known to be innovative and out of the box thinkers. The company has set new prece dents in the field of human resource management and organizational behavior. Constant innovation has made Google what it is today. The company never stopped after their famous search engine rather they used their search engine to start an advertisement program which helped them grow even more. Today Google is still coming up with newer products so that its name remains in the minds of the consumers. It is because of this approach that Google has earned the reputation of trend setter in the internet industry. ... The company is such a big name today because of its employees. Google employees are known to be innovative and out of the box thinkers. The company has set new precedents in the field of human resource management and organizational behavior. Constant innovation has made Google what it is today. The company never stopped after their famous search engine rather they used their search engine to start an advertisement program which helped them grow even more. Today Google is still coming up with newer products so that its name remains in the minds of the consumers. It is because of this approach that Google has earned the reputation of trend setter in the internet industry. Human Resource Management at Google The human resource management policy and practice of Google is exemplary. The position that Google has attained today in the world is mainly due to its innovative employees and HR policies. Employees are given a free hand to a great extent in the company. Employee freedom is one of the main characteristics of organizational culture at Google. The company has a clan culture where everyone interacts with each other freely. Treatment of employees at Google is also quite different from other companies. Facilities offered by Google are so amazing that every computer science related person on the planet wants to work in the company. Below we will discuss different functions of human resource management at Google. Job design, training, recruitment, selection, performance appraisal, promotion system, pay, and general supervisory style of Google will be discussed in detail below. Job Design Issues The main jobs at Google are innovative in nature. Employees are required to come up with new

Basic Quantitative Analysis Essay Example | Topics and Well Written Essays - 1000 words

Basic Quantitative Analysis - Essay Example The glossary- like essay is prepared based principally on the typical book by Paul C. Cozby titled Methods in Behavioral Research. Some other established and authentic books are also cited. It is used to compare between two or more individual students of two or more divisions, classes or schools or the performance of two or more classes or schools, or the performance of an individual under two or more dissimilar testing conditions in terms of possession of some attributes or characteristics. Gravetter, Forzano (2008) assert that when the data is presented not in numerical values we have no alternative other than comparing the proportions or percentiles (p.452). In order to compare the achievements of two individuals or groups, the means are compared. It is possible when the scores are distributed in numerical figures. We compare mean score first, and then we do means. Contrary to both, in co relational study, we compare two variables for each and every individual, included in a particular group, and the score of different groups. If the data is numerical we resort to co relational studies, if not we use chi-square. (p.453) The name pie chart is given to a circle diagram. In determining the circumference of a circle we have to take into consideration a quantity known as ‘pie’. In this form of graphical representation, the data is represented through the sections or portions of circle. It is a graph in which frequencies are represented by bars, arranged one touching the next. The height of the bar will represent the frequency of the class. The area of the rectangle is proportionate to its frequency. In this way the total area of a bar graph which includes all those rectangular bars will represent the total frequency or ‘N’. A polygon is a many-sided closed figure. A frequency polygon is a graphic representation of a given frequency distribution. In this graph, the midpoints of the classes are plotted on the X-axis, to

Diversity Management Essay Example | Topics and Well Written Essays - 3000 words

Diversity Management - Essay Example Diversity management was considered as the best method in handling this particular situation in the workplace that concerns multiculturalism. Generally defined as the â€Å"systematic and planned commitment by organizations to recruit, retain, reward, and promote a heterogeneous mix of employees,† diversity management offers policies that would handle the various ethnic minorities in the industries such that their needs and competitiveness are met by the industry. Its theories and techniques were applied and further developed by a large number of officers, training specialists, consultants, and even academics to enhance its strategies in order to adapt to the multicultural work environment. Diversity management was thought to help improve organizational effectiveness and competitive advantage to organizations if managed well. But instead of fixing the dilemma of multiculturalism in the workplace and as well as the individual needs of the ethnic minorities in the workplace, div ersity management were found to have its concealed effect that further made the situation more difficult for them. Moreover, there are at the same time some issues that need to be addressed brought about by this new trend in the industries. Racial discrimination is one of the most common and the most prominent issues that rises above all others. Various ethnicities that are now associated with the industries globally, face different forms of discrimination that prevents them from realizing their fullest potentials in the workplace. What they have now is a continuing struggle against racial discrimination that limits their chances of attaining the highest possible role in the company they are connected with. Since its focus is more on the individual differences of each minority, diversity management contends with the individual roles as well as the role of each ethnic minority in enhancing labour productivity, innovation and efficiency. This further challenges and limits the development of an organizational structure that encourages a heterogeneous workplace environment. Diversity management's excessive focus on the individual and unique strengths based on his ethnicity confronts one's ability of integrating and associating himself in the group. (cited in Tomei, 2003) Diversity Management and Valuing Individual Differences in Europe/UK Equality among the members of a multicultural organization or industry remains as the most critical part in management strategies. And the introduction of diversity managem