It is widely known that knowledge management systems are key to success in multinational companies. Imagine that you are vice president of a company that is ramping up to go global. Your task is to design a comprehensive best-practices policy list for managing existing knowledge and any new knowledge as it becomes available. The best-practices policy should include a task list that will help your company to handle unexpected events such as earthquakes, demonstrations, and bomb threats as well as mundane issues of conducting business in any country or countries into which you will be expanding. The policy list should also take any unique challenges that your company may face into account.
Please choose one of the following industries for this assignment:
Consumer electronics or electronic components.
Medical supplies or equipment.
Bins, totes, crates, material handling.
Children’s clothing, toys, and other products.
Note: You may make all assumptions needed to complete this assignment.
Write a 6–8 page paper in which you:
Design a comprehensive best-practices policy list that includes policies on the following:
Sanitation (hand washing, toilet facilities, etc.).
Eating and drinking (at desks, on the company grounds, inside in the manufacturing area at designated locations, etc.).
Conflict resolution (mediation and/or arbitration with designated mediator on staff, etc.).
In-house team leadership and meeting management (e.g., minimum meeting times, scribes, appointed leaders).
Online team (24-hour coverage on phone due to time differences, etc.).
Security (e.g., leaving doors open, locks, key return policy for departing workers).
Emergency evacuation procedures.
Determine the key benefits of creating such policies. Provide a rationale for your response.
s a trainee teacher, to date my focus has been on the development of my craft and my effectiveness in delivering to students the academic content of their chosen courses to study. I have spent little time considering the reasons behind why I teach, what I teach and the potential impact it can have on students beyond the classroom. It can be argued that ‘education’ has, by educational institutions, become more and more focused on progress scores, school performance and league tables. Whereby students see ‘education’ as a pathway to ‘the next stage’ in life, rather than feeling empowered with knowledge, skills and perspectives of the world they’d never had before. This idea of educations primary purpose being to empower and equip, strongly correlates with the work of Michael Young regarding what he terms ‘powerful knowledge’. According to Young and Muller (2010) powerful knowledge is in essence knowledge bestowed upon learners who are then able to comprehend and analyse beyond their own personal experiences – the building upon what has been discovered previously in past generations and can now be developed, challenged or changed. In real terms this is ‘education’ provided by institutions which transcends that on the curriculum of a given subject area (Young, 2013). In this writing therefore, I will seek to portray the meaning of powerful knowledge in an Economics and Business Education context beyond that on the scheme of work, specification or national curriculum. I will then draw upon my past experience in teaching BTEC Level 3 classes a module in Marketing, and how through the topics covered, aspects of powerful knowledge were passed on to the receiving students. I will aim to demonstrate how my approach to teaching these lessons was considered in a way that would engage the students with the knowledge being shared – with a contextual consideration for the students and the educational institution being taken. An understanding of powerful knowledge It has been highlighted by Young (2013) that a crisis exists within the education system, the curriculum in particular. As already alluded too it has been said that too much of the education system is about measuring progress and attainment and has detracted from the real purpose and value of education – providing empowering knowledge to young people through which they may challenge the conventional. Young (2013) highlights this crisis in what could be argued to be a result of former Education Secretary, Michael Gove’s controversial education reforms to the national curriculum. According to Gove, these reforms were issued as a result of the UK education system falling on the global standings, compared to the performance of other countries, such as Finland, Hong Kong and Singapore, arguing that those from the UK were losing their competitiveness and missing out on greater opportunities (Gove, 2014; Dominiczak, 2013). This battle of politics and power from those in influential positions is what Young (2013) suggests as being the cause of the curriculum crisis and its inability to provide powerful knowledge to learners. Furthermore, Young (2013) pays reference to the need to establish a theory of knowledge which is based on social-realism rather than social constructivism, to provide a firm foundation for curriculum development (Wheelahan, 2010). This theory of knowledge based on realism, should primarily consider the entitlement of each student to learn and that all pupils should have maximised access to the best knowledge (Young, 2013). Contrary to Gove’s reforms in the national curriculum, which have been criticised for widening the gap between those of different social backgrounds, Young (2013) suggests that the national curriculum locks people out from being recipients of powerful knowledge. He develops on this in saying that a knowledge-based curriculum which eludes to powerful knowledge for all learners, is the solution to the curriculum crisis.>GET ANSWER