Diversity at Novartis Essay -- Novartis Diversity Strategy

Diversity is vital to the success of today’s business model. Companies small and large have demonstrated benefits from an economic standpoint as well as talent management perspective. Canas & Sondak outline four pillars of change necessary for a successful program. These pillars are described as â€Å"demonstrate leadership support†, â€Å"engage employees as partners†, integrate diversity with management practices† and â€Å"link diversity goals to business goals† (Canas & Sondak, 2014). Novartis as a global company validates the theory to lead diversity within its organization. Company Profile Novartis is well known as a pharmaceutical company and emerging healthcare solutions provider. â€Å"It is engaged in the research, development, manufacture and marketing of branded drugs, generic pharmaceutical products and preventive vaccines, diagnostic tools and consumer health products† (Novartis AG, 2013). Novartis is uniquely positioned with a wide breadth of product offerings under one umbrella providing innovation and a diversified product offering to the marketplace. Its competitors are GlaxoSmith Kline, Bayer, Eli Lily, Merck & Co. and Johnson and Johnson to name a few. A big player in the field, Novartis has annual revenue of 57.9 billion. The company is headquartered in Basel, Switzerland and employees approximately 136,000 associates and operates in more than 140 countries around the world (Novartis Annual Report, 2013). Novartis was created in 1996 through the merger of Ciba-Geigy and Sandoz. Geigy started in 1798 selling dyes, chemicals and drugs of all kinds. In the meantime a competitor in the marketplace, Alexander Clavel is producing and selling his silk dyes which eventually emerge as Ciba (Chemical Industry Basel). S... ...and Inclusion a Priority. Profiles in Diversity Journal, 14(2), 52 Novartis Annual Report (2013). Retrieved from http://www.novartis.com/investors/financial-results/annual-results.shtml Novartis Company History (2013). Retrieved from http://www.novartis.com/about-novartis/company-history/index.shtml Novartis Diversity and Inclusion Report (2012). Retrieved from http://www.novartis.com Novartis AG SWOT Analysis. (2013). Novartis AG SWOT Analysis, 1-8. Novartis Foundation (2013). Biography of Daniel Vasella. Retrieved from http://www.novartisfoundation.org/platform/content/element/298/cv_daniel_vasella.pdf Royal, M. A., & Stark, M. J. (2006). Why some companies excel at conducting business globally. Journal of Organizational Excellence, 25(4), 3-10. Waltmann, F. (2013). East Meets Best: Developing Novartis Talent in Asia. Chief Learning Officer, 12(6), 68-72.

Assessment Process

A1 Award 1 – Understand the principles and requirements of assessment. 1. 1 Explain the functions of assessment in learning and development. ? ? ? What is initial assessment and how does this identify learner’s needs? What is formative assessment and how does this track learner’s progress? What is summative assessment and how does this assess learner’s achievement? 1. 2 Define the key concepts and principles of assessment. ? ? ? ? ? How do you make assessment using set criteria in order to make judgements of learners’ knowledge, skills and competence?What is meant by validity and reliability? What role does evidence have in making assessment decisions? What is meant by evidence being authentic, sufficient and current the importance of objectivity and fairness to learners? What is the importance of transparency for the learner? 1. 3 Explain the responsibilities of the assessor: ? ? ? ? ? ? ? ? ? ? How do you ensure that you understand and apply the s tandards and requirements of the award you are assessing? How do you plan assessments to meet learner needs? How do you communicate assessment requirements to learners? Similar essay: Legal Issues, Policies and ProceduresHow do you carry out assessments? How do you compare evidence with set standards? How do you make assessment decisions? How do you record the assessment process and decisions? How do you provide feedback to learners? How do you take part in standardisation processes? What do you do that ensures you take part in continuing professional development? 1. 4 Identify the regulations and requirements relevant to assessment in own area of practice ? How do you ensure you implement the assessment requirements for the awarding organisation (i. e.City and Guilds) or regulatory body (i. e. Ofsted)? ? What do you have to do in order to comply with the above? ? Why do you need to comply with the relevant assessment strategy for that particular qualification? What is the importance of this process? 2. Understand different types of assessment method. 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the n eeds of individual learners Looking at a range of assessment methods and their strengths and weaknesses of each. 3. Understand how to plan assessment. 3. Summarise key factors to consider when planning assessment ? ? ? ? ? ? ? ? ? ? ? ? How do you know what standards/criteria to be used when planning assessments? How do you pick what type and volume of evidence is required? How do you decide what assessment method to use? What do you communication to the learner about the assessment plan? What needs to be communicated to other people involved in the assessment process? How do you consider location and resources when planning assessments? How do you decide what time and duration the assessment planning process should take?How do you plan specific learner needs and decide on any support required? How do you manage the assessment process? How do you record the assessment processes and the decisions that you have made? How do you feedback to the learner? How do you comply with the relev ant assessment strategy of planning the assessment of a qualification? 3. 2 Evaluate the benefits of using a holistic approach to assessment. ? ? ? ? How can you ensure that you are efficient in the collection of evidence for the learner and for you as an assessor? How can you plan for evidence that can be used for more than one unit?How can you identifying how the learner integrates different areas into their practice to ensure that holistic assessment takes place. Understanding into their practice. 3. 3 Explain how to apply holistic assessment when planning assessment. How do you plan assessments so that a variety of required evidence can be derived from one assessment occasion? 3. 4 Summarise the types of risks that may be involved in assessment in own area of responsibility. How do you ensure that you assess risks in your role as assessor: 3. 5 Explain how to minimise risks through the planning process.How to manage assessments to minimise risks associated with, health and safet y, learner stress and potential for inauthentic evidence, collusion, unjustifiable support to the learner, fairness. 4. Understand how to involve learners and others in assessment 4. 1 Explain the importance of involving the learner and others in the assessment process. What are the benefits of involving learners in the assessment process? 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process.What information should be given to learners and others involved in the assessment process? 4. 3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. Why should the learner and others contribute to formative assessment? What are the benefits of the learning developing a sense of ownership over the learning and the assessment process? 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. What types of adapts regarding assessment may need to take place in order to meet the needs of the following: – language requirements / physical disabilities / particular learning needs and working patterns. 5. Understand how to make assessment decisions 5. 1 Explain how to judge whether evidence is valid, authentic, current, and sufficient? 5. 2 How do you ensure that assessment decisions are made against specified criteria and are valid, reliable, and fair? 6. Understand own contribution to the quality assurance of assessment 6. Evaluate the importance of quality assurance in the assessment process How do you ensure that you meet the requirements of quality assurance? How do you ensure the reliability of assessment decisions and the fairness to individual candidates? 6. 2 Summarise quality assurance and standardisation procedures in own area of practice What are the quality assurance and standardisation procedures for the qualifications that you assess? 6. 3 Summarise the r elevant procedures to follow when there are disputes concerning assessment in own area of practice. What are the appeals procedures relevant to own area of assessment practice? . Understand how to manage information relation to assessment of occupational competence 7. 1 Explain the importance of following procedures for the management of information relating to assessment. How do you ensure that you provide accurate information on learner achievement and contribute to quality and standardisation? How do you ensure that feedback is given to the learner and review the learning progress? How do you maintain records if required in regards to an appeal? 7. 2 Explain how feedback and questioning contributes to the assessment process.How does feedback help the learner develop? 8. Understand the legal and good practice requirements in relation to assessment 8. 1 Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welf are. What is the organisation, legal and awarding bodies policies and procedures in regards to the following areas: Health and safety, including leaner emotional welfare, confidentiality, transparency, record keeping, equal opportunities and diversity, compliance with the relevant assessment strategy if assessing a qualification.

Organizational Behavior Module Sharon Hiltons Case Study

Organizational Behavior Module THE CASE: Sharon Hiltons job turning happily hoped successful interview months earlier Identify and justify three key OB issues in this case First, there is an issue with the grouping together of many individuals with varying academic qualifications, high qualifications, skills, and experience. All these workers are working under a less qualified Hilton. As a result, there is questioning and failed satisfaction over the performance of Hilton in the unit resulting in subdued motivation among the employees. Second, there is an issue with team togetherness in that the workers are not accorded the respect and the chance to have their own leader within any given unit. This makes it difficult to have appropriate communication between the workers and the leader of the group. As such, the objectives of the companys production strategies are not being met. The aspect of organizational leadership is another issue that is raised in the case study. It is pointed out that she came to manage the company with little experience while the person she was expected to with was some old man. Her leadership skills are irrelevant at some point because she leads some team of researchers and pharmacists, yet she does not have experience in this field. Relevant organizational behavior theory in these issues The issues above are relevant to the analysis and exemplification using the systems theory of organizational behavior. This theory is quite