I have completed my LLM Employment Law and Practice course; this has increased my knowledge of the Equality Act 2010 (EqA) and its application in practice.
I noted that in order to ensure equality and diversity was in place staff needed to have the relevant training to understand the EqA.
I have previously worked as a law lecturer at South East Essex college teaching students AS law and vocational paralegal studies. In order to motivate the students I developed various forms of teaching methods, including one based on the “Who Wants to Be a Millionaire?” programme. I used this format to aid student’s revision; two students would be in the hot seat and the others in the audience. This method made learning fun and at the same time tested their
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My task was to reach a favourable outcome in an insolvency case; the hearing being due in two days. To set an action plan I reviewed my targets: alongside my other existing case load, which included matrimonial matters and employment matters, I had another major personal injury case with settlement valued at £1m. This case had an important meeting for settlement due that week too. I was eager to gain valuable experience from the Insolvency case and to demonstrate my skills and abilities to the employing organisations by reaching a successful outcome for this important client. This area of law was new to me and the case had been running for over 2 years at this point so I took control of the situation immediately by scheduling and undertaking time to read all the files relating to the insolvency case. Although my employer suggested trying to adjourn the hearing, I persuaded them to let the case continue to avoid setting back the case which would make the client displeased, having already waited for the case to progress for this period of time. I redesigned my work schedules, allocated newly arising responsibilities evenly across the team while keeping my current …show more content…
Furthermore, they were referring the clients inappropriately to third party organisations. Concerned that vulnerable clients were not given the expert guidance they required, I reviewed some of the cases to consider the facts; which confirmed that wrong advice was given. I suspected this was done to increase call numbers and the advisor was doing this on a regular basis. This behaviour runs counter to the company's ethos, and strongly runs counter to my personal sense of professionalism and best practice. As I had no physical evidence that my colleague was purposely mishandling calls, I decided it would be assertive to encourage my colleague to improve the quality of their advice rather than take disciplinary action. I arranged an informal, one-on-one discussion at a time of mutual convenience, to discuss improving customer service over a cup of coffee. I purposely made the meeting informal to create an atmosphere of collaboration. I introduced the matter by discussing which aspects of good customer service we agreed on. I then referred to examples of cases that could have been handled better and considered what was good and bad about the action taken. I politely asked if she considered the method of referring to third party organisation to be overzealous. My colleague agreed but stated that she felt pressured to achieve high
He remained an undischarged bankrupt when the proceedings were commenced against the respondent. The judge of the original trial struck out the appellant’s claims for damages, declaring it a nullity from the outset as the relief sought was vested in the appellant’s trustee in bankruptcy. The appellant made an appeal to the Court of Appeal, who stayed the decision, pending the completion of the trial. The trial resumed, subject to the outcome of the appeal regarding the appellant’s bankruptcy. The trial court found that the appellant was entitled to a 24-month notice period for termination, and the appellant was awarded damages for wrongful dismissal and aggravated damages in the amount of $15,000 for mental distress, for both tort and contract. However, the appellant was not awarded punitive damages. With regard to the bankruptcy issue, the Court of Appeal reversed the decision, concluding that the appellant was within his legal rights to continue the action without a trustee. The Court of Appeal also allowed a cross-appeal by the respondent, which saw the reasonable notice period reduced from 24 months to 15 months. The appeal court also overturned the trial court’s award of aggravated
Customer interactions – a good idea. Employees should be trained on appropriate interaction with customers. There are ethical and unethical behaviors that can be easily misunderstood and should be explained in detail. For example, gifts from customers should be discussed to make sure employees are clear on ethical behavior. Internal ethical behavior -.
When this happens I will remain calm and polite but will warn them of their behaviour. An example of this was when a customer’s order was delivered late she contacted Salons Direct and told me that she has just lost a week’s work because of her product not arriving on time. The customer was promised this but due to unforeseen circumstances it arrived a couple of days late. I listened to the customer and she became very abusive towards me and threatened me. The names she called me are not printable and I was quite upset with what she said. I put the phone down on her and informed my manager. Laura took the customer details and contacted the customer. Laura spoke to this person and informed them that they will no longer have an account with Salons Direct and that if they ever call again and speak to the advisors she will pass the recorded conversation to the authorities. Laura then ended the call. She then explained to me what she has done and thanked me for being professional and following
The facts of the case are the applicant in august 2004 asked his solicitor to begin proceedings against his employer due to a work-place injury. The applicant signed over authority to his solicitor so his solicitor could act on his behalf and deal with the matter. This did not go down well with his employer and his employer refused to abide by the authority signed by the applicant to deal directly with his solicitor. On the 25th of January 2005 judgement was given in favour of the applicant with an order for costs in his
My experience an educational assistant has been both challenging and rewarding. For example, Some students were certainly challenging to work with as they gave off a hue of discomfort and disinterest. During one class period, I was tasked with helping a student finish his Algebra assignment that required him to solve for variables on a worksheet. The student did not understand the assignment and was clearly reluctant to complete it, despite already being late to turn it in. I was able to demonstrate patience by spending two whole block periods with the student while working on the assignment until he was able to grasp the concepts being taught. During this experience, I tried not to appear demanding or frustrated since I knew this would only discourage the student from trying. Instead, I
This presentation has informed my knowledge about Ofsted greatly. As a student, I have only ever witnessed my previous teachers and schools being inspected and have never experienced the ‘behind the scenes’ of an Ofsted inspection. By completing this task, I feel that I am now able to understand the process that Ofsted follow in a clearer form and feel that this would be very beneficial towards my professional development. This is because as I aspire to be a primary school teacher, I am now aware of what Ofsted look out for in an inspection and feel that I would be able to implement the knowledge gained into my practice and work ethics.
Ashman, A & Elkins, J. (2009). Education for Inclusion and Diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia.
The principles that apply when considering whether two proceedings should be heard together were discussed by Hannon DPJ in Goodwin v City of Playford [2014] SAIRComm 5; Goodwin v Local Government Association of South Australia [2014] SAWCT 13 ('Goodwin'). In that matter, the applicant worker made an application for an unfair dismissal and workers compensation proceedings to be heard sequentially, with evidence given in one proceeding being received as evidence in the other. Both respondents opposed the application. The applicant's workers compensation claim stemmed from the suspension of employment pending investigation into allegations of serious and wilful misconduct at work.
In addition to these sanctions the matter could be referred to the Solicitors Disciplinary Tribunal and the conduct of employees or managers can be referred to an appropriate regulator if they are regulated by another body or require that a non-solicitor not be employed or remunerated by any solicitor etc. without the consent of the SRA. What we do Our experienced SRA Disciplinary solicitors regularly make a significant difference to other lawyers who are under investigation or who need regulatory advice on the following
According to Paul (1999), reflective practice has become a dominant paradigm in second language teacher education in recent years. Further, Biggs (2003) cited that learning new technique for teacing is like the fish that provides a meal for today which same as reflective practice that acts as the net that provides the meal for the rest of one’s life. To begin with, reflective practice has been a major movement since the eighties in teacher education (Calderhead, 1989; Cruickshank &Applegate, 1981; Gore, 1987; Zeichner, 1987). Even more, research acknowledges a number of potential benefits that arise from reflecting on ones’ teaching both for pre-service and in-service teachers (Bailey, 1997; Cruickshank, 1987; Mckay, 2002; Oterman and Kottamp,
According to Byman and Kansanen (2008, p605) ‘… teaching in itself does not imply learning’. The underachievement of young people in education has been a priority in British politics for over two decades (Ross, 2009). The estimates of academic underachievement at Key Stage 4 (KS4) are reportedly between one fifth and one third of the KS4 population in England (Steedman and Stoney, 2004). An Ofsted (2013) report identifies that pupils’ aged from 11 to 16 (early KS4) is below the national average. Underachievement in KS4 has become a recurring phenomenon (Wogboroma, 2014), with several academics and government bodies, identifying a range of significant implications, not only for the individual but also for wider society (Beinart, et al. 2002; McIntosh and Houghton, 2005; Hosie, 2007; Ofsted, 2013; DfE, 2014). This unseen cluster of learners that are academically underachieving is representative of an objectionable waste of potential, in addition incurring subsequent costs, from an individual viewpoint to a national scale (Ofsted, 2013). Consequently, recognizing and instigating timely interventions to tackle underachievement in KS4 and subsequently achieve social justice for this learner group should be a fundamental goal for schools. Motivation is recognised as an effective tool to overcome underachievement (Mega, et al. 2014) Furthermore, the intrinsic loci of motivation has developed to become an important phenomenon for educators, as it produces high-quality and effective learning in addition to creativity and achievement that can be progressively nurtured by teacher practices (Ryan & Stiller, 1991). Theories of motivation, self and society are critically evaluated to determine effective strategies...
In summary, as a customer representative, I have been in unpleasant situations that have required me to calm irate customers. I’ve discovered first hand, that an apology is worth a thousand words; from experience, I understand the impact of being a great listener, especially when dealing with irate customers. However, we know that providing great customer service doesn’t end with apologizing, or being a tentative listener. It is our duty as CSR’s to go above and beyond providing customer satisfaction. We must show our customers that we value and appreciate their services, by providing them with the value of service they will appreciate. In the process we will gain loyal customers, prevent customer defections and generate free advertising by word-of mouth.
...Elkins, J. (2008). Education for Inclusion and Diversity Third Edition. Frenchs Forest, NSW: Pearson Education Australia.
Today is the second session that I had counselor with this particle client. He came in to see me for the same problem that he had before. But except this time client had be doing a little than before. Before I started with the interview I had use the five stages and dimension of the interviews a client. I want to have an empathic relationship with my client, and gathering story and find the strength of my client is part of getting to know my client. This time I had set a realistic goal that my client can work toward without feeling that he is not in control of making the decision. The next is stage restoring finding what is not working now and trying to find an alternative that will work then take the action of letting the client go or
Reece, I and Walker, S (2005) Teaching, Training and Learning (5thed.) Sunderland: Business Education Publishers Limited.