RESEARCH: WHAT IS TRANSPARENCY?

1.  Introduction
Transparency is an omnibus concept and can be used in virtually all aspect of human endeavour. Transparency is operating in such a way that it is easy for others to see what actions are performed. Transparency is further opinionated to be the perceived quality of intentionally shared information from a sender. For instance, a cashier in a named organization giving out a balance to an esteemed customer after transaction offers a record of items purchased in the form of receipt. This demonstrates transparency. In fact, transparency is one of the ethics of an organisation and as such, the management, the workers, and every stakeholder in such an establishment are expected to be transparent in all their dealings to ensure the overall success of the organization Corporate Transparency

Corporate transparency describes the extent to which a corporation’s actions are observable by outsiders. Employees need to see what is happening at their organisation, yet that is not obtainable. Most persons fail to understand the organisation’s goal, know how the company is doing or the challenges the organisation is facing.

2. Types of Transparency
a) Internal transparency: this is a measure of how open a company is with its employees.
b) External transparency: This is a measure of how open a company is with its Customers, partners, shareholders, and the public.

3.  Corporate Transparency
Corporate transparency describes the extent to which a corporation’s actions are observable by outsiders. Employees need to see what is happening at their organisation, yet that is not obtainable. Most persons fail to understand the organisation’s goal, know how the company is doing or the challenges the organisation is facing.

4. Types of Transparency
(i) Internal transparency: this is a measure of how open a company is with its employees.
(ii) External transparency: This is a measure of how open a company is with its Customers, partners, shareholders, and the public.

5. Importance of Corporate Transparency
Transparency can greatly improve productivity in business, employee morale, and company’s culture and most investors sort for organizations that are transparent for security purpose. So therefore the need to keep the work process transparent to everyone is vital to everyone.
The importances are itemized below:

• Transparency brings assurance: 
When financial statements are not transparent, investors can never be sure about a company’s real fundamentals and true risk, so, transparency boosts the confidence of the investors.

• Blurring vision: 
Transparency exposes and projects the vision and mission of an organization with a view to drawing the attention of the customers and /or investors. It gives investors the information that they need to value their investment.

• Transparency pays: 
Research shows that the market gives a higher value to firms that are upfront with investors and analyst. According to Robert Eccles, companies with fuller disclosure win more trust from investors.

• Consumer trust:
Consumers trust companies that are open and truthful with them, just as they trust family members and friend who do the same.

• Positive public perception:
A transparent approach to business shows the public that you have nothing to hide. This is especially effective when your operations include open, straightforward communications via your publicity department, being upfront rather than spinning corporate information, even if the information is not favourable, demonstrates integrity.

• Image management:
Being open and transparent allows you to manage public perception of your company. If crisis arises, you will have established channels to disseminate information. This positions you to release information in a period that is beneficial to your organization, allowing you to manage even the most difficult of all situations.

• Respect:
Operating a transparent business demonstrates respect Operating a transparent business demonstrates respect for employees and customers alike. When outsider have the opportunity to see and understand how you business operates behind the scenes and processes that are involved in all of your business operations. They are more likely to have respect for your company. This is especially helpful for non-profits organizations, which are entrusted with donated funds.

• Transparent reporting of revenues and expenditures from the private sector will help bring illegal flows of income under control.

• Employee commitment and innovation:
Transparency in business makes it possible for employees to see where the business is striving and areas of weakness. This goes a long way to bind employees closer to the goals of the organization.

• Problem solving:
The point of transparency is not only to identify, but also to provide solution.

6. How can organizations/companies be more transparent in their operations?

• Align customer’s expectation with reality:
One of the quickest ways to drive your company into ground is to promise what you cant deliver. Always assume that your clients and customers will share their experiences with other, so align their expectations before they engage your products or servoces 
Transparency means telling the truth about your organization, your goals, your products, and your services. Do not attempt to lie about what you can do and what you can’t do, because that will greatly affect your credibility.

• Nurture a culture of open feedback:
As an employer or a manager, encourage your subordinate to ask you anything, so that they won’t guess or assume your thoughts or intensions concerning any issue that needs attention because it is very bad to make decisions based on assumptions. Also endeavour to build a client relationship on a foundation of mutual trust.

• Share news with employees: 
Share news with employees, be it good news or bad news, rather than attempting to keep it a secret, this is because in the absence of tangible information, rumour can be spread and this can spread unnecessary anxiety and uncertainty among the employees.

• Improve the quality of their report:
Organizations need to focus on the quality of their data, and also improve on their non-financial reporting to meet both future regulatory and investors requirement.

• Communication:
Equally important is communication, engagement, and organizational readiness. It is important to ensure that reports with relevant stakeholders and that they act as conversation starters. Companies also need to ensure that stakeholders who work directly with various departments in the organization are properly trained and able to communicate the salient points in their report to their stakeholders and interested public.

7. Conclusion
 Transparency is a key driver of corporate reputation, but it is also an area in which many organizations commonly under-perform. There is increasing external and internal pressure from organizations all over the world to become more transparent, not only from stakeholders but also from customers, employees, media, regulators and investors. Transparency makes analysis easier and this debilitates investors’ risk during investment. Organizations are therefore encouraged to imbibe the culture of transparency in their dealings with everyone who they do business with.  


Cynthia Dare
Research Assistant
For: Institute of Attitudinal Change Managers

Didio Plaza, 
No. 66, Oko-Central Road G.R.A, Benin City, Nigeria. 
Website: www.iacmng.org
Phone Number: 08165386825, 08186681577. 

Email: info@iacmng.org or iacmng@gmail.com

Change Managers Conference Live (November 17th – 19th, 2015)

NOVEMBER 2015 CONFERENCE

The Institute of Attitudinal Change Managers will be holding its Conference this year November 2015. Participate and meet like minded Professionals from different region and become a Change Manager in your workplace and society.

THEME: THE POWER OF ATTITUDINAL CHANGE IN DEVELOPMENT QUEST

SUB-THEME:

 (i)      Building the Nigerian Nation What Went Wrong?

(ii)      The Change we need

(iii)      Attitudinal issues in Leadership and Fellowship: The way Forward

(iv)      Syndicate Session

CONFERENCE OBJECTIVE/OBJECTIVES:

At the end of the Conference, participant would be able to:

(i)        Understand what it takes to build a nation, and the Nigeria of our dream

(ii)        Know what went wrong in our National building process, and how it can be remedied

(iii)        Know the kind of Change that will lead Nigeria to develop

(iv)        X-ray, analyse and adopt a remedied measure to attitudinal issues in leadership and fellowship

(v)        Understand the strength of attitude in the developmental equation of any individual organization and Nation

FEE:

N 50,000 per participant and non-members

N 40,000 for members.

The fee covers lectures, workshop, materials, and tea/lunch

DATE: November 17^th – 19^th, 2015

SPEAKER:

(i)        Rev. Father (Dr) Emmanuel Oramah FACM

(ii)        Dr. Chika Ossai Ugah

All payments are to be made into any of our Bank Account Details with the information below:

Account Name: Institute of Attitudinal Change Managers

Bank Name: Access Bank

Account Number: 0690375406

Account Name: Institute of Attitudinal Change Managers

Bank Name: Diamond Bank

Account Number: 0046333244

To participate visit us at our Head Office with the details below or contact us via email

Institute of Attitudinal Change Managers

Didio Plaza, 

No. 66, Oko-Central Road G.R.A, Benin City, Nigeria. 

Website: www.iacmng.org

Phone Number: 08165386825, 08186681577

Email: info@iacmng.org or iacmng@gmail.com

Obtain a Professional Certification on Attitude Change (Next Induction 17th - 19th November, 2015)

The Institute of Attitudinal Change Managers is holding its Induction Ceremony Coming up (17th - 19th November, 2015)

Register and become a member and Obtain a Professional Certification to boost your career, promotion at work place and job prospect. Visit our blog for more information.

Do you know that bad attitude is the bane of every society?

Have you noticed the increasing cases of deviant behaviour and bad attitude cases in our workplaces, educational institutions, government, and even in our homes?

Do you know that no school in Nigeria offers any course or subject in attitude Change, and also the present government has set out a mandate of change for this administration?

And do you also know, that this much talked about change, can only be achieved when you and I make conscious effort to change our bad attitudes, to good productive attitudes. Especially when entrusted with a task or a position of responsibility?

The Institute of Attitudinal Change Managers has come with a solution to the problem of bad attitudes in our workplace, organizations, institutions of learning and our homes, by putting together, a fantastic program that aims to change bad and counter-productive attitudes in every aspects of our daily and national lives thereby, producing a generation of change managers that will stand out in their jobs, organizations, families, and set the Nigerian nation on the path of progress.

Take advantage of this unique 3 days Training and Certification program designed for Students, Corpers, Workers, Managers, Organizations, Individuals, and become a Change Manager today. 

The benefits been a member include:-

(1) Membership cuts across every profession/discipline (e.g. An Accountant could be a Change 
Manager also).
(2) Certificate can help you meet business/employment requirements.
(3) Enhances Promotion at Workplace
(4) It is a Foundational Professional Certificate that can stand alone or enhance your existing profession
(5) Receive the Institutes newsletter and journal free.
(6) Function as an Attitudinal Change Manager in public or private organizations, (such as Government, Companies, Schools, NGO, Religious bodies etc)
(7) Creating a new vista of professional employment area as Certified Attitudinal Change Managers.
(8) Use the Institutes designatory letters (AACM), (MACM) and (FACM) for professional categories as Associate, Member and Fellow respectively.

So register now and become a member by visiting our website: www.iacmng.org or Call 08165386825, 08186681577, you can also visit our Head Office or email us at:

Institute of Attitudinal Change Managers
Didio Plaza, 
No. 66, Oko-Central Road G.R.A, Benin City, Nigeria. 
Website: www.iacmng.org
Email: info@iacmng.org or iacmng@gmail.com

Vacancy: Representatives Needed Nationwide

The Institute of Attitudinal Change Managers is in need of Representatives (Salary is based on Commission) in the 36 States of the Federation including Abuja, FCT:

Only those that reside in the State Capitals are to apply and should be persons who are willing to work and also with reputable character.

REQUIREMENT
NCE, OND, HND, BSc and MSc.

Send your CV via email to us and position applied for and your location as subject.

Like us on facebook to receive updates on vacant positions -->> http:///1gpIRvO
You can also follow us on twitter @iacmng.
Also visit our blog for updates: changemanagers.blogspot.com

Institute of Attitudinal Change Managers
Website: www.iacmng.org
Email: iacmng@gmail.com

Research: Anger Management

Managing Anger.
A lot of us get angry from time to time, after all anger is as much a part of our emotional make-up as love, hope anxiety, Sadness and fear. Anger that is controlled and expressed in a proper way can serve a useful purpose .for example anger can be productive if it boost one’s determination to overcome certain obstacles or problem while uncontrolled anger can be hurtful and destructive to the self and people around. 

Those with anger problem bring grief not only to their self but their loved ones and others around them. For someone with anger issues, even seemingly trivial matters can spark a violent outburst that rings tragic consequences.

This article addresses the issue of unhealthy anger which can be harmful emotionally, physically, and spiritually.

Why Anger?
There is a general agreement among mental health professionals that all of us react to certain “anger triggers”.

 What triggers anger in persons varies, it can be something frustrating or annoying e.g., injustice or unfairness, insults or disrespect etc. Reactions to anger also vary from person to person, culture, gender, and age. 

Other reasons that could trigger anger in persons are parental example, cramped cities, economic despair, influence of entertainment programs, and influence of wicked spirits among others.
Attitudes to Anger

Human beings react to angry situations in various ways such as;
1 Holding back, and keeping to self and withdrawing from anger-producing situations.
2 Turn angry feelings inward
3 Act out by attacking the source of the anger or some substitute
4 Face and deal directly with the source of the anger
5 Channel the anger into something positive.

Ways of Controlling Anger
Austrian Neurologist Sigmund Freud is of the reviews that if people bottled up or repressed negative emotions, they would later resurface as a psychological disorder such as hysteria. Thus he maintains that anger should be expressed rather than repressed.
Human anger can be controlled in the following ways;

1 Acknowledge the fact that you are angry
2 Restrain outburst , weigh the situations carefully instead of engaging in sinful verbal abuse
3 Avoid ruminating over issues and resist vengeance 
4 Forgiveness should be freely given
5 Love must be cultivated, this will make us overlook some cases of anger and deal with anger in           an honest, controlled and respected manner.

Management of Anger
Collins (2007) addressed this subject succinctly and his views form the bedrock of these solutions. The counselor, change agent or attitudinal change manager is advised to adopt the following procedures in the management of anger;

1.  Help the affected individual admit his anger
2.  Help the individual concerned express his anger in a healthy such sports exercise, listening to              soothing music, doing chores and repairs around the house
3.  Help the client identify the cause of his anger and how to prevent it
4   He should be encouraged to focus on humility, confession, and forgiveness
5.  Teach anger management strategies such as relaxation techniques and cognitive therapy.

Conclusion
The dangers inherent in the manifestation of temper tantrums and destructive anger are overwhelming. For this reason, we should pay special attention to this subject matter as we endeavour to change the orientation of members of the society and encourage them to cultivate and exhibit positive attitudes in all undertakings.  

Cynthia Dare

Research Assistant

For:Institute of Attitudinal Change Managers

Website: www.iacmng.org

Comments are also needed on this work.

Like us on facebook to receive updates.--->> http://on.fb.me/1Tpjw7j

You can also follow us on twitter @iacmng. Please help share to your friends who also need this info....God Bless

Vacancy: Representatives Needed Urgently

The Institute of Attitudinal Change Managers is in need of Representatives (Commission Based) in the following States:

1) Ibadan

2) Portharcourt

3) Enugu

4) Anambra

5) Calabar

6) Akwa Ibom

7) Benin City

8) Lagos

9) Abuja

REQUIREMENT

NCE, OND, HND, BSc and MSc.

Send your CV via email to us and position applied for and your location as subject.

Like us on facebook to receive updates on vacant positions -->> http://on.fb.me/1Tpjw7j

You can also follow us on twitter @iacmng. Please help share to your friends who also need this info....God Bless

Institute of Attitudinal Change Managers 

Website: www.iacmng.org

Email: iacmng@gmail.com

Research: Appropriate Language In Business and Workplace

In business, making a good impression and projecting yourself as mature, intelligent, confident and professional is important for long term success. Inappropriate language whether spoken or written can affect your credibility and put off or even offend those you work with. Proper language in the workplace should entail the following;

(i) Use standard English and follow the rules of grammar; no matter who your audience is, use proper English (the form of English used in publication, media and government documents) even if you are from a background where English is not your first language but English, being language of business in Nigeria means you should make conscious effort to speak well, pay attention to the way other professionals speak and write at work and begin to improve your own speech and writing.

(ii) When conversing in an informal situation or when writing a less formal correspondence, use a level of formality appropriate for your audience and remain respectful and professional at all times.

(iii) Do not use profanity; swearing is never acceptable in the work place.

(iv) Avoid derogatory or biased comments. Do not use language that is biased against any ethnic group or tribe, religion, age, race or other group. Also avoid making generalization or jokes that affirm or perpetuate stereotypes.

(v) Avoid the use of slangs generally in the workplace or expression that are commonly accepted in other settings. Be wise in the use of idiomatic expression and proverbs and use only in related context.

(vi) Be cautious when using jargons. Jargons should be used sparingly and only when speaking to audience that will be familiar with the terms used.

(vii)  Be polite; please and thank you are important, not only in the home but also in business, you will accomplish more and have better relationship with co-workers and colleague if you treat them respectively and show appreciation by using courtesy words.

Benefit of Using Appropriate Language in Business and Workplace

When you are able to acquire proper business language skills it gives your business the following advantage;

(i) A professional outlook; using proper language denotes a professional approach by constructing a well-written response to a query, you give your customers and client’s the impression that is a professional, you are treating all your transactions seriously and you value them highly.

(ii) Convey the right message; the way you speak has a great impact on how it is received by your audience. Poor grammar affects your marketing strategies and even hinders your efforts to strengthen your relationship with your. By using the right words; you are able to get better responses from your audience. 

(iii) You become an authority figure; this happens when you are able to give detailed information about your products or services through proper sentences. If you use poor grammar, people won’t take you seriously because it will indicate that you are guessing and do not know much 
about your niche. Therefore strive to impress the audience from the start and earn their loyalty. 

Cynthia Dare
Research Assistant
For: Institute of Attitudinal Change Managers
Website: www.iacmng.org

Like us on facebook to receive updates on vacant positions -->> http://on.fb.me/1gpIRvO
You can also follow us on twitter @iacmng.

What is Forensic Psychology?

The term ‘forensic psychology’ is the application to all aspects of the law and management of crime and criminals, through professional practice, of principles, theories, and methods derived from the scientific and clinical studies of human actions and experience.

"Forensic psychology is the application of the science and profession of psychology to questions and issues relating to law and the legal system. The word "forensic" comes from the Latin word "forensis," meaning "of the forum," where the law courts of ancient Rome were held. Today forensic refers to the application of scientific principles and practices to the adversary process where specially knowledgeable scientists play a role."

Forensic psychology is a specialized branch that deals with issues that connect psychology and the law. Interest in forensic psychology has grown significantly in recent years. Increasing numbers of graduate programs offer dual degrees in psychology and law, with others providing specialization in forensic psychology.

While forensic psychology is considered a rather new area specialty within psychology, the field dates back to the earliest days in psychology's history.

The field has experienced dramatic growth in recent years as more and more students become interested in this applied branch of psychology. Popular movies, television programs and books have help popularize the field, often depicting brilliant heroes who solve vicious crimes or track down killers using psychology.

While depictions of forensic psychology in popular media are certainly dramatic and attention-grabbing, these portrayals are not necessarily accurate. Forensic psychologists definitely play an important role in the criminal justice system, however, and this can be an exciting career for students interested in applying psychological principles to the legal system.

Learn more about forensic psychology, including the subjects it focuses on, its history and career options.

What Is Forensic Psychology?

If you enjoy learning about the science of human behaviour and the law, then forensic psychology will probably interest you quite a bit. The field has witnessed dramatic growth in recent years, as more and more students become interested in this applied branch of psychology. However, forensic psychology is about much more than the glamorized views portrayed in television shows, movies and books.

Typically, forensic psychology is defined as the intersection of psychology and the law, but forensic psychologists can perform many roles so this definition can vary. In many cases, people working within forensic psychology are not necessarily "forensic psychologists." These individuals might be clinical psychologists, school psychologists, neurologists, or counselors who lend their psychological expertise to provide testimony, analysis or recommendations in legal or criminal cases.

For example, a clinical psychologist might provide mental health services such as assessment, diagnosis and treatment to individuals who have come into contact with the criminal justice system. Clinicians might be asked to determine if a suspected criminal suffers from a mental illness, or may be asked to provide treatment to individuals suffering from substance abuse and addiction issues.

Another example is that of a school psychologist. While people in this profession typically work with children in school settings, a school psychologist working in forensic psychology might evaluate children in suspected abuse cases, help prepare children to give testimony in court or offer testimony in child custody disputes.

Some of the functions typically performed within forensic psychology include:

Competency evaluations

Sentencing recommendations

Evaluations of the risk of reoffending

Testimony as an expert witness

Child custody evaluations

The History of Forensic Psychology

Forensic psychology is a relatively new specialty area. In fact, forensic psychology was just officially recognized as a specialty area by the American Psychological Association in 2001. Despite this, the field of forensic psychology has roots that date back to Wilhelm Wundt's first psychology lab in Leipzig, German. Learn more about some of the major events and key figures in the history of forensic psychology.

Careers in Forensic Psychology

While forensic psychology may not be all about solving crimes and getting inside the mind's of criminals, there are still plenty of challenges for forensic psychologists. There are a wide range of job options within the field of forensic psychology. For example, some forensic psychologists work directly in the criminal justice system to assess, evaluate and treat individuals who have committed crimes or have been the victims of crimes. 

Other forensic psychologists investigate cases of alleged child abuse, work with child witnesses, evaluate individuals involved in child custody disputes and assess mental competency. Learn more about some of the exciting career options in forensic psychology.

How Does Forensic Psychology Differ From Other Areas?

So what exactly makes forensic psychology different from another specialty area such as clinical psychology? Typically, the duties of a forensic psychologist are fairly limited in terms of scope and duration. A forensic psychologist is asked to perform a very specific duty in each individual case, such as determining if a suspect is mentally competent to face charges.

Unlike the typical clinical setting where a client as voluntarily sought out assistance or evaluation, a forensic psychologist usually deals with clients who are not there of their own free will. This can make assessment, diagnosis and treatment much more difficult, since some clients wilfully resist attempts at help.

Forensic psychology is the interaction of the practice or study of psychology and the law. Psychologists interested in this line of applied work may be found working in prisons, jails, rehabilitation centers, police departments, law firms, schools, government agencies, or in private practice, to name a few. They may work directly with attorneys, defendants, offenders, victims, pupils, families, or with patients within the state's corrections or rehabilitation centres. 

Other psychologists interested in forensic psychology focus on the study of psychology and the law. They may work in colleges, universities, government agencies, or in other settings interested in researching and examining the interaction of human behavior, criminology, and the legal system.

Psychologists working in forensic psychology often come from a wide variety of education, training, and work experiences. All hold a doctorate degree in a field of psychology. Some graduate training programs now offer specializations in the field. Some of these psychologists also have education or training in the law or even hold a Jurist Doctor - the degree earned by attorneys. 

Most working in applied settings such as a private practice or prison also hold a license to practice granted from their state's board of psychology following the successful completion of an approved doctoral degree, pre and post doctoral training years, and passing scores on a series of board examinations. The exception to this is that some governmental agencies are considered exempt settings, which allows unlicensed psychologists to practice with supervision for a period of time.

Psychologists working in applied forensic psychology settings may provide a multitude of services, too many to fully describe here. Generally though, psychologists working in corrections may attend to the mental healthcare needs of inmates including, screening, psychological assessment, individual therapy, group therapy, anger management, crisis management, court-ordered evaluations, or daily inpatient rounds. 

They may also consult with prison staff, inmate attorneys, advocates, and court systems on a variety of mental health related topics or recommendations garnered as a result of psychological assessment. Psychologists working directly with attorneys may provide psychological assessment, personality assessment, assessment of mitigating factors, assessment of sexual offenders, competency evaluations, and recommendations for parental custody or visitation, to list just a few. Psychologists working in police departments often provide services for the department employees, such as counselling or crisis management

Research Department

For Institute of Attitudinal Change Managers

Website: www.iacmng.org

Vacancy: ICT Personnel Needed Urgently

A Consulting firm in Benin City is in need of a Good ICT personnel.

Qualification: NCE, OND, HND, BSc and MSc.

Forward your CV and Application Letter to:
Email: info@interarcconsultants.com 

Like us on facebook to receive updates on vacant positions-->> http://on.fb.me/1P9fWbA
You can also follow us on twitter @iacmng

Please help share to your friends who also need this info....God Bless

President Address at First Induction 2014

PROTOCOLS
I am greatly delighted to welcome our highly esteemed inductees and their guests to the First Induction Ceremony of the Institute of Attitudinal Change Managers. I congratulate everyone present here today for being part of this historic occasion.

OUR CREDO
The Institute of Attitudinal Change Managers formally commenced full-scale, operational activities on 15th May, 2014 with its headquarters in Benin City, Edo State. The Institute is a professional body established in 2014 under CAM ACT LFN 2004 with the approval of the Federal Ministries of Education and Justice. Its main mandate is to produce a generation of Managers, duly equipped to change negative attitudes of people and re-orientate them towards productive ventures and good behaviour in organizations, the society and our nation.
 

Our cardinal objectives as a professional and examining body may be summarized as follows:
 

i. To institutionalize positive attitudes in all aspects of our society through seminars, workshops and conferences.
 

ii. To train people on positive behavioural attitudes.
 

iii. To certify the beneficiaries of our programmes through the issuance of certificates as “Attitudinal Change Managers.”
 

iv. To inculcate high moral values, ethical standards and positive attitudes in people through public awareness campaigns.
 

v. To serve as a Research Institute for the development of positive behavioural patterns in the work place and the society and publish the outcome for the benefit of the society.

THE INSTITUTE’S MOTTO
Our highly respected Ladies and Gentlemen, I consider it expedient to adduce your minds to the motto of our Institute which is: “Attitude Changes Everything.” The two critical terms worthy of note here are “attitude” and “change”. I crave your indulgence to permit me to make a passing reference to them because of their relevance to our core mandate.
I am particularly happy that we are beginning to realise and appreciate the fact that attitudes play a vital role in affecting our behaviour. They influence the way we feel and behave towards others in our environment. It is a well known fact that people tend to act favourably towards things they like and unfavourably towards things they dislike ceteris paribus. At one point or the other, we try to influence someone’s attitudes or we are influenced by the attempt of someone else to change our attitudes.
 

Maxwell (1993), a highly respected scholar once asserted that an attitude is an inward feeling expressed by behaviour. He observed that a hardened attitude is a dreaded disease. It causes a closed mind and a dark future. But, when an attitude is positive and conducive to growth, the mind expands and progress begins. Herein lies the crux of the matter. It is from this perspective that I enjoin you to appreciate the beauty of our social crusade. Our goal is to get rid of bad attitudes and make individuals to learn good ones. Our mission is to create a better understanding of attitudes and how they change.

I am sure that everyone present in this gathering today is aware that change is natural to existence and common to all creations. It is a principle of creation and indeed, one of the most important factors in life. Yet, most people do not manage change effectively and positively. Many of us neglect to initiate positive changes that would make significant difference in their lives and the lives of others. The Institute has evolved far-reaching measures to assist individuals to manage changes in a desirable way, change their negative perceptions and adopt the right attitude to life. 

PROF. (REV) NATHANIEL OIGIANGBE

PRESIDENT

INSTITUTE OF ATTITUDINAL CHANGE MANAGERS

WEBSITE: www.iacmng.org

Visit our website for more information about us and how to register and become a member. Second Induction date: (August 27th-29th, 2015) 

Please help share to friends who might need this.

God bless.

Who is a Professional and What is Professional Development?

The term “professional” carries a lot of different meanings and connotations. It’s also connected with a wide range of practices: sports, entertainment, medicine, law, engineering, etc.

Professional development is important for all those involved in education from the support staff right up to the administrators. Professional development that includes participants from support, teaching and administration at the same time can help to bridge the divisions between groups. 

When different groups work together, there is a greater chance for understanding each other work and also for forging bonds between the groups to work towards a common purpose. Developing a culture of continuous learning and modelling the use of personal learning networks will be key to engaging students and the community.

Who is a Professional?

A professional is said to have specialized knowledge and skills set that are a product of many years of education. A lawyer or doctor, for instance, needs to spend much more time studying than individuals from many other fields. When an expert theoretical background eventually translates to an even stronger set of skills, people are sometimes called a professional.

A professional is a member of a profession or any person who earns their living from a specified activity. The term also describes the standards of education and training that prepare members of the profession with the particular knowledge and skills necessary to perform the role of that profession. In addition, most professionals are subject to strict codes of conduct enshrining rigorous ethical and moral obligations. 

Professional standards of practice and ethics for a particular field are typically agreed upon and maintained through widely recognized professional associations. Some definitions of "professional" limit this term to those professions that serve some important aspect of public interest and the general good of society.

The Concise Oxford Dictionary (11th Edition 2006) defines a professional as a person having impressive competence in a particular activity and a profession is a paid occupation carried out by professionals and not amateurs. 

From this definition, we can infer that a professional is someone who has undergone a long period of training or rigorous apprenticeship and who has been certified to have acquired enough knowledge and skills as to be deemed competent or proficient to render services in a given vocation. A professional has formal qualifications and has been articled or registered and licensed to practice by his/her professional body or association. 

Webster’s New World College Dictionary (4th Edition 2001) defines a professional as one who is engaged in an activity for money or as a means of livelihood, and not as a hobby or for amateurish purposes or as a pastime.

In some cultures, the term is used as shorthand to describe a particular social stratum of well-educated workers who enjoy considerable work autonomy and who are commonly engaged in creative and intellectually challenging work.

What is Professional Development

Professional development refers to the development of a person in his or her professional role. According to Glattenhorn (1987), by gaining increased experience in one’s teaching role they systematically gain increased experience in their professional growth through examination of their teaching ability. 

Professional workshops and other formally related meetings are a part of the professional development experience (Ganzer, 2000). Much broader in scope than career development, professional development is defined as a growth that occurs through the professional cycle of a teacher (Glattenhorn, 1987). 

Moreover, professional development and other organized in-service programs are deigned to foster the growth of teachers that can be used for their further development (Crowther et al, 2000). One must examine the content of those experiences through which the process will occur and how it will take place (Ganzer, 2000; Guskey, 2000).

This perspective, in a way, is new to teaching in that professional development and in-service training simply consisted of workshops or short term courses that offered teachers new information on specific aspects of their work (Brookfield, 2005). Champion (2003) posited that regular opportunities and experiences for professional development over the past few years had yielded systematic growth and development in the teaching profession.

Many have referred to this dramatic shift as a new image or a new module of teacher education for professional development (Cochran-Smith & Lytle, 2001: Walling & Lewis, 2000). In the past 15 years there have been standards-based movements for reform (Consortium for Policy Research in Education, 1993; Hord, 2004; Kedzior & Fifield, 2004: Sparks, 2002). 

The key component of this reform effort has been that effective professional development has created a knowledge base that has helped to transform and restructure quality schools (Guskey, 1995; Willis, 2000).

Much of the available research on professional development involves its relationship to student achievement. Researchers differ on the degree of this relationship. Variables are the school, teacher, student level related to the level of learning within the classroom, parent and community involvement, instructional strategies, classroom management, curriculum design, student background knowledge, and student motivation (Marzano, 2003). 

Based upon a review of several studies, Marzano (2003) concluded that the professional development activities experienced by teachers have a similar impact on student achievement to those of the aforementioned variables.

Opportunities for active learning, content knowledge, and the overall coherence of staff development are the top three characteristics of professional development. Opportunities for active learning and content specific strategies for staff development refer to a focus on teacher application of learned material.

 Overall coherence refers to the staff development program perceived as an integrated whole and development activities building upon each other in a consecutive fashion. Marzano (2003) warned, however, that standardized staff development activities which do not allow for effective application would be ineffective in changing teacher behaviour.

Richardson, (2003) published a list of characteristics associated with effective professional development, stating that such programs would optimally be: “statewide, long term with follow-up; encourage collegiality; foster agreement among participants on goals and visions; have a supportive administration; have access to adequate funds for materials, outside speakers, substitute teachers, and so on; encourage and develop agreement among participants; acknowledge participants existing beliefs and practices; and make use of outside facilitator/staff developers.” 

Kedzior and Fifield (2004) described effective professional development as a prolonged facet of classroom instruction that is integrated, logical and on-going and incorporates experiences that are consistent with teachers’ goals; aligned with standards, assessments, other reform initiatives, and beset by the best research evidence. Elmore (2002) described professional development as sustained focus over time that is consistent with best practice.

Ways Professionals are Developed

Almost every job requires that you continue learning and strengthening your skills. Doing so enables you to receive a promotion or empowers you to lead others in your organization. By learning how to develop professional expertise, you will discover ways to grow in your knowledge and skills. You could also become a recognized expert in your professional field.

1) Become a life-long learner: Part of developing your professional expertise is keeping up with new information that is relevant to your field of study.

• Continue your education. Get your graduate or post-graduate degree or a special certification.

• Read books, articles, and journals related to your field. These more scholarly resources provide you with information that is likely to be an important part of your continuing professional development.

• Follow blogs and social media accounts. Find other professionals in your field and connect with their online content. Many post thoughts that are new to the field and will introduce you to different perspectives and theories.

• Attend conferences. Conferences allow you to network with other professionals in your field and participate in thought-provoking discussions and workshops.

2) Find mentors: Mentors are more experienced individuals in your profession who can guide you and teach you. The mentor relationship can be as formal or as casual as you would like.

• Ask older employees or leaders at your workplace to mentor you

• Read biographies about people in your field who made a major impact or contribution.

• Listen to podcasts or seminars from experts in your field who may not be available for a one-on-one relationship.

3) Join a group of colleagues: Meeting with other individuals in your profession can sharpen your skills and develop your expertise in ways that no textbook or blog article can.

• Find a professional society in your field and become a member. Members often have access to resources non-members do not, and they are able to network with other professionals in their field.

• Form a discussion or learning group with others at your workplace. Meet during lunch or breaks and talk about problems or experiences that you have encountered recently.

4) Write about your profession: By posting reflections on your professional blog or publishing articles in a peer-reviewed journal, you put your thoughts out there for others to read and give feedback on. Plus, the process of writing can help you clarify your thoughts.

5) Build your skills: Identify skills you would like to strengthen and then find opportunities to do that. For example, if you are a counselor and want to learn how to better comfort someone when they are hurting, read books or talk to others about different methods they use. Then practice your skills as you interact with clients or friends.

Research Department

For Institute of Attitudinal Change Managers

Website: www.iacmng.org

   

References

Concise Oxford Dictionary (11th Edition 2006), ACCA      Paper 1 2008. Professional Accountant London: BPP Learning Media Ltd.

Brookfield, S. (2005). Power of critical theory for adult learning and teaching. Berkdire, Great Britain: McGraw-Hill Education.

Champion, R. (2003). Taking measure: The real measure of professional development program’s effectiveness lies in what participants learned. Journal of Staff Development, 24(1), 1–5.

Cochran-Smith, M., & Lytle, S. L. (2001). Beyond certainty: Taking an inquiry stance on practice. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 45–61). New York, NY: Teachers College Press.

Elmore, R. (2002). Bridging the gap between standards and achievement: The imperative for professional development education [Brochure]. Washington, DC: Albert Shanker Institute.

Ganzer, T. (Ed.) (2000). Ambitious visions of professional development for teachers [Special Issue]. National Association for Secondary School Principals, (84)618

Glattenhorn, A. (1987). Cooperative professional development: Peer centered options for teacher growth. Educational Leadership, (3)45, 31-35.

Guskey, T. R. (1995). Professional development in action: New paradigms and practices. (T. R. Guskey & M. Huberman, Eds.) New York: Teachers College Press.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Hord, S. M. (Ed.). (2004). Learning together leading together: Changing schools through professional learning communities. New York, NY: Teachers College Press.

Kedzior, M., & Fifield, S. (2004). Teacher professional development. Education Policy Brief, 15(21), 76–97.

Marzano, R. J. (2003). What works in school: Translating research into action. Alexandria,, VA: Association for Supervision and Curriculum Development.

Miles, K. H., Olden, A., Fermanich, M., & Archibald, S. (2004). Inside the blackbox of school spending on professional development: Lessons from comparing five urban districts. Journal of Education and Finance 30(1) 1-26.

Richardson, V. (2003). The dilemmas of professional development. Phi Delta Kappan, 84(5), 401–406.

National Staff Development Council (2001). NSDC’s Standards for Staff Development. 

Oxford, OH. Author.

National Staff Development Council (2007). Professional development. Retrieved

March 15, 2009, from http://www.NSDC.org/connect/about/index.cfm.

Walling, B., & Lewis, M. (2000). Development of professional development pre-service teachers: Longitudinal and comparative analysis. Action Teacher Education, 22(2a), 63-67