Artur Victoria asked:


We will reach the Organizational Analys through the following topics:

An assessment of ethical climate possibly utilizing a credible, tested and available tool, such as Victor & Cullen’s Ethical Climate Survey (ECQ). A survey of employee staff attitudes about general management issues (not ethics per se) to gauge the organizational climate (as distinct from the ethical climate). An internal stakeholder analysis through significant consultation with a range of people in the organization, preferably taking a horizontal slice so as to tap all areas and all levels, to determine the degree of resistance or support for an integrity implementation strategy and the various potential elements of it. A values analysis, to determine by what fundamental values the organization currently operates, the sources of these values, what matters of principle are sacrosanct and the degree to which these values are entrenched and have been adopted and adhered to. A corporate governance assessment, examining the degree to which the organization has embraced good governance practices and the degree to which integrity and ethics are seen as integral element of governance or external to it. A fraud and corruption risk assessment, to determine the level of risk inherent in the organization. An external stakeholder analysis to determine the level of satisfaction (or otherwise) of all external stakeholders, with the integrity of the organization, client/customer attitudes towards the organizations

 It is stressed that these steps are the ideal, but may not be practicable, acceptable or appropriate in every setting. To do all would be a mammoth task, so this is a wish list, but some are crucial. However, the degree to which one can go into an implementation phase well-prepared and armed with these types of parcels of knowledge, can be a determinant of the likelihood of getting the implementation strategy right, accepted and thereby achieving positive outcomes.

Characterizing the “Ethical Organization”

Three overlapping elements:

1- Matters of Principle: the degree to which these have been adopted and adhered to;

2 – Stakeholder Analysis: the level of satisfaction of all stakeholders, with the ethics of the organization;

and

3 – Corporate Governance: the degree to which the organization has embraced good governance practices. (From: Kitson, A & Campbell, R., The Ethical Organisation, Macmillan, London, 1996.)Ethics Audits (incl: Self-auditing processes)

  The Influence of Ethical Climate

 Clearly the climate of an organization can directly influence individual responses to ethical dilemmas. One very useful example of work in this area is by Victor and Cullen, through their use of their Ethical

 More recently moved to six climate types: “Professionalism”, “Caring”, “Rules”, “Instrumental”, “Efficiency” and “Independence”.

“Caring” climates are perceived as having a strong positive link with ethical behaviour c/f for example with “Instrumental” climates

Organisational ethical climate appears to be a key defining factor in influencing individual ethical decision-making and behaviour.

Caring: An expectation of a concern for people, combined with a concern for efficiency; Law and Code: An expectation that people will follow legal and professional standards; Rules: An expectation that people will follow organisational rules and procedures; Instrumental: An expectation that whatever needs to be done to further organisation’s interests, should be done; and Independence: An expectation that decisions will be guided by people’s own individual values and principles.

 

 Awareness Raising, Education & Training

The methods employed and usefulness (or otherwise) of raising awareness, as well as educating and training people in ethical standards and expectations.

Key Elements:

 ”Public” statements of values & expectations of organisation Information sessions outlining values, standards, principles and guidelines Open Forums on Ethics Training in ethical decision-making processes Specific Training for Specialists (eg: auditors, purchasers, HRMs nurses, police etc.) Integral to all Management Training Include in all Employee Orientation

 

Awareness Raising

For any organisation or profession that wishes to raise awareness of, and promote, ethical behaviour, the following are possible areas of need:

 Initial “Launch” preferably by the CEO, or head of Professional Institute etc. firmly and widely announcing the new strategy, code, practices, expectations. Information packages & briefings for senior staff or members of the profession, highlighting theirspecific responsibilities for setting examples, awareness raising, ensuring compliance etc. An abridged version   of the strategy / code, covering key principles distributed to allinterested parties, explaining points of access for enquiries or complaints about unethical behaviour. Articles, interviews, items in newspapers/journals, eg: dailies, periodicals, local & communitynewspapers, ethnic press, professional journals etc. (as appropriate).

Accepting/offering lectures and talks on the Strategy/Code at venues, conferences, seminars etc. Inputs into the formal education system, eg: conferring with teachers/academics to influence coursecontent, making presentations to students etc; and. Collaborative projects (research, surveys etc) with other organisations carrying out ethics research: Industry Associations, Trade Unions, Universities, Public Sector, Professional bodies etc.

 

Ethics Education & Training: Common Deficiencies

 No values analysis done of the organisation on which to base learning No established standards within the organisation (nothing to teach !) No person or body charged with the responsibility for the integrity and ethics agenda Few, if any, other training programs include an ethics component (eg: Management Development) Few, if any, specially designed programs dealing with ethics for specific groups, professionals withspecial needs/interests (eg: auditors, purchasing and contracts staff, HR staff etc.), especially “at risk”

groups.

 

Ethics Education & Training: Basic Principles

 If possible, should be mandatory for all members of the organisation or entity and sometimes othersperipheral to the organisation (suppliers, consultants)

It is not possible to “train” people to behave ethically, merely to make them aware of the issues, thebenefits of integrity and the penalties for transgression; Must mention but minimise the negative and not be accusatory or confrontational; Needs not only to deal with the obvious, but the unconscious behaviours that people do not alwaysassociate with ethics; Emphasis given to how ethics can permeate other systems and processes, eg: IT, selection &recruitment, use of property, cash handling, supervision of staff, EEO etc.; Training should be participative and interactive, using believable “real-life” situations in case studies/scenarios, and small group discussions to bring out principles and standards; The purpose of changing people’s behaviour and to have ethical standards reflected in and incorporated into all decision making processes and management systems

should demystify ethics and communicate standards in the most straight forward and accessible terms; and Ultimately the majority of basic ethics training should be subsumed within normal training activities as simply “best practice” such as induction, sales training, management development etc.

 

Who should be included ?

 All employees from CEO down (in order of priority as to need) All new employees through orientation (all levels of recruits) Specialised training for people in marketing, advertising, HRM, product safety etc. Priority for those perceived to be at potentially high risk of susceptibility (EG: direct public contact,security, contracts, property management, cash-handling etc., distant from HQ etc.).

 

General content of ethics training

 Reasons why Ethics is important; Introduction to the theory of Ethics and to terminology; Minimum standards that apply to the organisation or entity; Coverage of the range of issues pertinent to organisation or profession; Examples of situations that can arise and how they should be dealt with; and Questions and Answers on any aspect of ethics in organisation / entity

Training should be evaluated and monitored over time to ensure that it is having an effect on behaviour.

 

 Some possible generic programs for various groups:

CEOs and senior executives

 Introduction to ethics issues and the scope of ethical considerations, as these apply to the organization or profession; Special roles of CEO and senior managers; Ethics issues and their roles within industry-wide context and, if relevant, internationally; Ethics and management systems eg: impact on areas such as HRM, financial management, property and assets management, purchasing, sales, contracts etc (as appropriate); Self-assessment techniques for senior managers; The right way to approach instances of alleged improper conduct (investigations etc.); Legal issues related to ethics relevant to the industry, organisation or profession; and Where to seek further advice and/or consultancy.



Middle Managers & Supervisors

Introduction to ethics issues and the scope of ethical considerations, as these apply to their roles in the industry, organization or profession; The role of the manager and supervisor in dealing with ethics (advising staff, setting examples, being vigilant regarding potential ethical issues within their areas of control etc.). Identifying and resolving ethical issues ( eg: conflicts of interest). Ethics and management systems eg: impact on areas such as HRM, financial management, property and assets management, purchasing, sales, contracts etc (especially where these are devolved) etc. Ethical issues in the provision of products and services to customers (eg: marketing, supply, quality etc). Self-assessment techniques for managers; The right way to approach instances of alleged improper conduct (investigations etc.) Where to seek further advice and/or consultancy.



New Employees

 Roles and responsibilities within organisation or profession, expectations; Following the right behavioural examples at work (custom and practice may not be the right conduct to emulate); Maintaining your own values and setting yourself high standards of ethical behaviour; Introduction to ethics issues and the scope of ethical considerations relevant to the industry, organisation or profession; Confidentiality, security of information, privacy and Freedom of Information (the customer’s expectations and rights etc.); Appropriate and inappropriate ways of handling matters, seeking information, seeking cooperation or action and how to seek assistance with ethical problems; Penalties for non-compliance with standards / Codes etc.



Human Resource Managers

 Ethics issues generally as these apply to HRM; The special role(s) of the HRM and staff in training and awareness raising (if this is in their charter). Ethics and HRM Systems, eg: staff selection, discipline, grievances, performance management, conflict of interests, proper conduct etc. Non-compliance, case-handling and investigations. Professional roles and responsibilities (balancing dual loyalties) Where to seek and support and advice



Special advisors and/or ministerial staff (mainly in the public sector)

Ethics and the Public Sector: An introduction to ethics issues and the scope of ethical considerations,as these apply to public sector employees at all levels. The proper and improper roles of public sector employees. The special role of ministerial staff and their responsibilities in dealing with agency staff (“do’s and don’ts”, particular ethical issues which can arise etc.). Appropriate and inappropriate ways of handling matters, seeking information, seeking cooperation or action etc. Proper and improper points of access. Central agency roles, responsibilities and support (advisory and consultancy) services available to them.

An example of an “Ethics Training Matrix” used by one organisation

Ethics Subject CEOs Managers All Employees

Ethics in this industry

Purchasing / Sales

Staff Selection

Confidentiality / Privacy

Freedom of Information

Conflicts of Interest

Fees, Rewards, Gifts,

Gratuities, Bribes

Interaction with

Boards, Committees &

outside bodies

Working with senior executives

Lawful / unlawful

instructions

Working with Consultants

Investigations &

Inquiries



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Marcilio David asked:


Sustainable development is a broad concept that refers to meeting the needs of people without hurting the environment. The concept covers meeting economic, environmental and social needs of everyone without hurting anyone or anything in the process.

What is sustainable development? The concept was brought to life and named by The World Commission on Environment and Development in 1987. Since it’s conception, the concept has become a major focus in the 1990s to the present time.

What is sustainable development related to hunger? The concept would attempt to make sure that all people have enough to eat no matter what their income is. Whether you are well off or live in absolute or relative poverty, you would legally have the right and the ability to purchase foods to provide you and your family with an adequate number of calories each day to maintain health.

What is sustainable development related to economics? All people in the workforce have a right to economic growth without undermining the environment, natural resources and the incomes of the next and future generations. Safeguards are put in place by the world government so that labor standards are put into effect along with mechanisms for compliance internationally. People that work with hazardous materials have rules to follow to keep themselves and the environment safe. People that work in high places must use safety equipment to ensure they don’t slip and fall. Accidents do happen; however, many times accidents are related to human error when the rules of safety are not followed correctly.

What is sustainable development related to food service? Domestic foods are regulated by the Center for Food Safety and Applied Nutrition (CFSAN); it also regulates foods that are imported at the point where they were received into the US. The US Department of Agriculture and the FDA require that workers in the food service industry have people in place to educate and train all food handlers how to prevent food-born illnesses though applied safety measures.

What is sustainable development related to preventing food-born illnesses in the food industry? Foods meant to be served cold must sit in ice when left in the open. Staff is responsible for recording the temperature of food, and if the temperature falls below the safe zone it must be discarded at once. All foods left out in the open for the public to serve themselves, such as in a salad bar or a buffet must have a shield between the food and the customers that serve themselves. This shield is to prevent contamination from people breathing, sneezing or coughing.

What is sustainable development related to dairy and meat farming? Sustainable farming does not use practices such as giving antibiotics or hormones, and once processed, the meat cannot be irradiated. In factory farming animals are almost driven insane with fear and cramped conditions, but in sustainable farming the animals are treated humanely. What is sustainable development? It is all the things mentioned above and so much more.

Goals of Sustainable Development in Urban and Rural Industries

The goals of sustainable development concerning the world system are to promote freedom of sociopolitical expression, economic freedom, as well as to protect human rights. The Goals also include that the governments are willing to invest in their citizens health, education and welfare. Workers and business people in the urban and rural regions of the world join in a team effort to make a living while preserving economic and environmental resources.

The goals of sustainable development are to preserve raw materials, conserve our natural resources such as water and energy. Learning to be conservative starts at home; we can start by recycling or reusing the items that would be detrimental to the environment. Articles such as plastic bags, plastic bottles do nothing more than clog up the landfills. As an individual, you can help fulfill the goals of sustainable development by separating paper, plastics, aluminum, and glass; these items will be re-manufactured into new products.

In the workplace, the goals of sustainable development are similar; you may be asked to reduce waste in your job. One of the goals of sustainable development is conservation of energy. Everyone can conserve by shutting off lights that are not in use. Tossing out the old incandescent light bulbs and putting in the new energy saving light bulbs saves energy and lasts much longer. Some light bulbs last up to 5 years.

In farming businesses, where our food originates, are reaching goals of sustainable development by changing over from fossil fuels to renewable forms of energy. The approaches the farmers use to achieve the goals of sustainable development may differ from businesses in the urban sector. A cattle farmer may divide his pasture land into subdivisions so that the cows can graze on different sections of the land in a rotation. The advantage to doing this is to manage the integrity of the soil, and the cattle can get adequate food to promote weight gain. To provide shade and cut the wind, farmers sometimes plant trees; this helps the livestock and also prevents lost soil through soil erosion.

In the food farming business, goals are to preserve the integrity of the soil, control or eliminate pests, and produce large crops that produce a good income to take care of their families. Goals of sustainable development are quite broad; one goal is to plant more than one kind of crop. This is called diversification; unlike mono-farming, where the farmer grows one crop, the grower is more likely to make a good profit even if the weather doesn’t cooperate. A farmer that is banking on one crop may lose that crop and lose his income; however, a diversified farmer that grows two or more crops is more likely to have a good yield of at least one of his crops. The goals of sustainable development vary from industry to industry; but in the end the the goals are met to promote socioeconomic growth, while preserving the environment.



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Todd J. Anderson asked:


If you’re a little like me, you may think that you are open minded and look for ways to learn things everywhere that you go. When I pause to think about my own learning habits, I easily convince myself that I am open minded and that my learning has led to me having a tremendous sense of reality and understanding of what is going on in the world. I occasionally go so far as to attempt to prove to myself that I am truly a perpetual learner.

I believe that we suffer from an incomplete approach to learning. Much of what we understand about learning was developed and engrained over many years using traditional deductive approaches. Going to school, sitting in tidy rows, listening to speeches and lectures, reading scholarly books and accumulating knowledge was and is the de facto education practice.

At a recent event that I hosted, I was reminded how difficult it was to suspend judgment and opinions of what’s right and what’s wrong with what is being discussed. Fundamentally, I believe that it’s imperative to listen with an open mind in order to seek insights that ultimately bring clarity to issues that we grapple with. Nevertheless, the road to hell is paved with good intentions. Try as we might, we often slip into judgment and opinions while at the same time missing most of the opportunity to learn new insights. This is frustrating after the fact, and compromises our ability to learn in the moment.

To offset our inability to listen deeply and make new meaning out of others’ experiences, we need to develop a few techniques to help us learn. I have committed myself to mastering this; although I acknowledge that being a flawless learner in reality is something that one can only approach yet can never arrive as a destination. As I get older and have more learning opportunities (i.e. failures, screw ups and stupid mistakes) under my belt, I have become more comfortable with the notion that I will never know enough – whatever enough is. I think knowledge to the learning individual or learning organization is analogous to money for Dale Carnegie. When Carnegie was asked, “how much money is enough money for a wealthy person?” He is purported to have said, “just a little bit more.”

I think this needs to be carried into our lives and organizations and business as leaders. Enough knowledge, skill and learning in order to be a world class entity can only be satisfied by seeking a little bit more (or perhaps a lot bit more).

I like the way Stanford professor Bob Sutton makes reference to learning and teaching. He states, “It’s important to learn how to convince people as if you are right and listen as if you are wrong: It helps you develop strong opinions that are weakly held in the face of new ideas or creative approaches.”

Back to the event. The events that I host are not the type where “nobody goes anymore because it’s too crowded.” Quite the opposite. I limit the group size to eight so that we can go deeper with some fundamental yet critical topics. At our last event, we explored the challenges of creating high trust relationships. This brought out all kinds of insights that had us all buzzing.

Here are a few things that I learned and would like to share (as if talking to myself):

1) Quiet your mind and listen intently. See how you can apply what is being said to your own situation. If you find yourself going down the road of critiquing others as if trying to help them, you may be running the risk of thinking you know something that they don’t, rather than learning from and building upon what they are sharing.

2) Write stuff down. If you can’t frame it in a way that makes sense to yourself, how are you going to frame it for someone else?

3) Talk about what you have recently learned or are learning. If you don’t create a regular forum for dialog, how can you continue to refine so that you continue to sharpen your competitive advantage.

The overall message here may seem quite simple, but I would suggest to you that being a master of learning is challenging and rigorous work that separates the wheat from the chaff in business.



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Sandy Huntress asked:


You really wanted it to work this time, you spent your hard-earned money and time in the hopes that THIS would be the one, THE solution to all your organizing problems.

The real problem is, they don’t understand the problem.  It hasn’t been defined properly.  Organizing is not about having the right organizers, nifty baskets, multi-compartment drawers, expandable trays or any of the like.  Organizing is really a way of thinking.  People who think a certain way and have a certain set of habits are naturally organized.  It doesn’t make them better than anyone else, just different.  Some of us are athletic, others good with numbers, and some, well, we’re organized.

The wonderful news is that anyone can learn these new habits and become organized.  It is a skill, and like any other skill, it can be learned.  I just spoke with a woman who not very long ago told me she was hopelessly disorganized.  She told me that not having a home for things, just putting stuff where ever and never being able to find anything was a way of life for her.  Then she bought my book, 16 Secrets of Naturally Organized People and started by putting into practice secret #1: labeling.  She told me she has now become a “labeling fanatic” and is so very excited about the changes already happening (so is her husband, lol.)  I can’t wait to see how she progresses!

There are a few things you should keep in mind when trying to choose an organizing system:

·        First of all, remember that that are hundreds of ways of sorting & organizing available.  Not all of them will suit you; some may be more suitable than others.  It really is more important that you put into practice good principles of organization and let the system follow.

·        When considering which system to try, choose one that sounds appealing to you.  Don’t worry if it’s “perfect,” most won’t be.  The important thing here is to make a decision and start with something.

·        The absolutely most important thing with any organizing system is that you have to stick with it and use it.  Now if you find that that is difficult, then perhaps you need to change your system a bit to suit you better.

·        If the thing is utterly frustrating and you hate it, then please don’t feel like a failure, get rid of it and try something else. 

Remember that the most important component of any organizing system isn’t anything made of wood, paper, metal or plastic, but YOU.  You must consider how you think, how your mind works, how you prefer to manage things, your priorities and your general way of life.  Only then will you be able to develop the perfect organizing system for you.  Even then, you can be constantly working it, making it fit better and better.  It’s a lifelong skill and one definitely worth the care & attention it takes to learn.



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Jane Saeman asked:


If you are interested in furthering your education, but the prospect of attending regular classes in a traditional school or college leaves you cold, then you could consider becoming one of the increasing numbers of distance learning students. In a distance learning program, you can study in the comfort of your own home (or even at your workplace during your lunch period if you prefer), and at the hours that fit your schedule. However following an education program on your own isn’t for everyone and so you need to develop some good study habits in order to successfully complete your course.

The first thing you need to do is organize yourself. When will you study? Where will you study? Create some kind of a timetable that shows the times you will be at a desk with your books. This timetable won’t be cast in stone, but it should be kept as much as possible. Organizing your time is imperative to good distance learning outcomes as it is too easy to lapse into a “tomorrow” attitude and you’ll soon find yourself lagging behind with your course work and assignments. You should also set up a wall calendar where you can plainly see it every day so that you can mark on any due dates for assignments/examinations.

As soon as you receive your material from the distance learning unpack the box and check the items off the checklist if one is included. Immediately inform the institution if anything is missing — even if it doesn’t seem very important. Next mark up any dates that are relevant to your course (start dates, end dates, online lectures, assignments due, etc) onto the wall calendar. Make a note of contact names and numbers, then leave the rest of the package until your next scheduled study session.

Your first study session should be the time you actually program your workload. Take a look at what you’ve been sent as a study plan. Mark up your material so you know what you will be studying and when. If you want to, mark up your wall chart, or put a note in your PDA/diary about what you will be studying each week. This keeps everything fresh in your mind and you know if you’re on schedule with your studying, or falling behind.

Make sure that you keep the right number of study sessions each week. If you have to cancel one because of attending a meeting, or going to a party, make sure that you substitute that session with another one before your next scheduled session. If you find that you’re falling behind, adding a couple of additional sessions into your week will help you catch up.

Distance learning is a great experience if you who have the organizational ability and self-motivation to keep yourself on track. Before signing up for any program be very clear that you will be doing this more or less on your own, with no-one ringing you up asking for work, or reminding you about an exam. If you are independent and have the necessary skills however, there are an increasing number of established colleges offering distance learning packages and it might be just the thing to help you need to secure that next promotion.



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Shannon Martin asked:


Many companies face the question of the value of investing in organizational learning.

Consider this: A four-year study by the American Society for Training and Development (ASTD) shows that firms that invest $1,500 per employee in training compared to those that spend $125 experience on average 24 percent higher gross profit margins and 218 percent higher income per employee.

While those impressive statistics may occur over a long period, it’s also possible to evaluate how learning contributes to the performance of your company in a more immediate manner. Some measures are directly quantifiable, but intangibles can also provide indicators of organizational learning. It’s important to recognize and track a variety of measures, from the global down to the specific, the tangible to the intangible.

Meeting Business Goals and Objectives. A recent client wanted greater penetration into key markets, but the sales force lacked the skills. They invested in a new sales analysis system together with direct training in data analysis, presentation and negotiation skills. Their clear measure of success was in hitting financial and business goals.

Measuring Effectiveness of Employees. Metrics include skill testing, competency certification and surveys. The client described above revises and repeats its sales force skills survey annually to determine whether employees have remained up to speed and up to date.

Valuing Speed of Decision Making. Perhaps the best indicator of the continuous progress of organizational learning is continuous reduction in the time it takes to make business decisions.

Sharing Best Practices. The most successful companies track the sharing and implementation of internal and external best practices. This lends itself to both process and business improvement measures when a practice is adopted.

Retaining Future Leaders. Your most talented employees and future leaders want to gain new skills, meet new challenges and earn recognition and rewards. Another clear indicator of [lack of] learning is how many of these talented individuals choose to leave in a given time period.

Recognizing the Cost of Not Learning. Calculate the lost productivity from failing to use best practices known elsewhere in the corporation. Or the cost of delay in everyone recognizing a marketplace shift of delays in bringing a new product or service to the market. If you repeat mistakes, how many customers do you lose? What’s the impact to the bottom line? These measures can be more anecdotal than systematic, but they can reveal a pattern.

“If it’s worth doing, it’s worth measuring.” “That which is measured improves.” Don’t let the breadth and types of potential measures become a barrier to action. People will often use the argument that results are too hard to quantify in order to resist making an investment in learning. Once you make the commitment to be a learning organization, the willingness to measure results will shift. You will find new ways to track the effectiveness of initiatives, allowing you to learn better and faster the next time. The need to prove the business value of learning will also diminish as people will be involved in their own learning on a daily basis. You will become a learning organization.

What is a Learning Organization?

David Garvin, Harvard Business School professor, captures the essence of a learning organization in his book, “Learning in Action”:

An organization skilled at:

Creating, acquiring, interpreting, transferring and retaining knowledge

Purposefully modifying its behavior to reflect new knowledge and insights.

With a culture which…

Stimulates, tests and adopts new ideas

Encourages and rewards skills development

Recognizes and accepts differences

Provides timely, accurate feedback

Encourages appropriate risk-taking and learns from mistakes

Shares knowledge widely and rewards collaboration

Do you have a learning organization? Ask yourself the following questions:

1. Do you have a defined learning agenda?

2. Are you open to unfavorable feedback?

3. Do you avoid repeating mistakes?

4. Do you lose critical knowledge when people leave?

5. Do you act on what you know in a timely fashion?

6. Do you view learning as vital to growth?



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Bailey asked:


When you are a parent it can sometimes be difficult to know which are the best resources to use to help your child when they are learning. You may be tempted to buy textbooks from bookstores which can help with at home learning you might want to buy DVDs on different subjects. One great way to help your child to learn and have fun at the same time is to use free graphic organizers. Graphic organisers are printable sheet which have different information on them and they can be used by preschoolers all the way up to teenage students.

To save money you should try to use free graphic organizers whenever you can as they will not cost you a penny. To find the best free graphic organizers you should go online and take a look at the different websites that will offer you free graphic organizers that you can save to your computer and print out whenever you want to. There are different sites that will tell you that they have the best graphic organizers online books you have to pay for them – forget about these and just concentrate on the amazing variety of free graphic organizers that are available to anyone.

As children enjoy using graphic organizers so much often there will not even realise that they are learning when you let them draw on them. This is a very good approach to learning and it can be massively beneficial for anyone who has a child who is reluctant to join in with more traditional approaches to education. Even if you have children who are older you can benefit from using free graphic organizers as these can help them to plan out homework timetable and can be really useful for planning for exams. Many students find their using free graphic organizers to help them to compile revision notes is invaluable as using a graph or table is much more user-friendly than trying to study page after page of plain text.

Once you have found a website offers free graphic organizers you can then start to search through them and find ones which best meet the needs of your child. Usually on such websites the free graphic organizers are split into easy to understand sections all categories so that you can access the ones that will be the most use to you. Then as soon as you are found which free graphic organizers you would like you can then print them out or choose to save them to your PC so that they can be used by your child or children at a later date. Learning is an important part of life but it is also important to make learning fun so that children are encouraged to learn and want to learn. Using free graphic organizers can help any parent or teacher to get children onto the right path for learning quickly and easily by using a fun and exciting approach to subjects that are sometimes quite difficult to master.

 



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