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In many instances, the achievement of success in any endeavors is supported in a very huge manner with transparent systems that advocate for accountability of each stakeholder who is involved in that course. The advances in the field of technology and other related fields have since led to the acquisition of other methods that has belittled this idea thereby leading to questions on the authenticity of accountability in as far as success achievement is concerned. Special reference is made to the education sector where the proper utilization of instructions on the part of students and accountability on the part of the educators is key to producing excellent results. This essay examines the importance of these two processes in the achievement of quality results not only in the education sector but other regions that would require quality results to remain active like for instance the industrial sector that would require systems of production that would result into effective output levels.
Instructions are normally issued as guiding points on how to attain certain-end points in as far as result-oriented processes are concerned. For instance, the education sector is where this aspect of instruction is most evident. It is paramount for educators to issue instructions to the students to help them clearly understand what should be done and how in the course of achieving quality results. Technology, for instance, is a subject that could be administered to students in various learning institutions. Considering the national bodies could have stipulations on what content ought to learnt by the students different from what the content standards would agitate for, it is important all the concerned players to find an equal footing. (Gordon, 1988) The ‘No Child should be Left Behind’ (NCLB) act has stipulations on how to handle such situations with efficient outcomes. In the state of Georgia for instance, it stipulates through the Georgia Alternate Assessment provision that all alternate assessment standards must align to the content standards set by the state. In this case, therefore, it would imply that standards set by national bodies would have to be aligned to those of the state (content standards) for proper outcomes. This alignment should be coupled with proper contextualization, progression as well as generalization. It is, therefore, important that teachers teach from the state-developed standards (content standards) rather than from any other standards. The Georgian NCLB act, just like in any other state, recognizes student performance based on the content standards.
In many instances, the performance of students has been squarely left at the mercy of the teachers through their inputs. This therefore implies that the teachers are solely to blame for the performance of students. What has never been clear, though, is how to hold them accountable on this account. Firstly, it is imperative that the teachers offer lessons on the importance of instructions to the students. The students ought to be aware of the need to follow instructions considering they act as a road map on achievement of success. Considering the educators and the teachers are held accountable by the community for the success of their children, value added tests should be carried out periodically to ascertain the progress of teachers. Subjecting teachers to such tests mean that their performance levels will increase. Efficient results could, therefore, be realized from increased efforts by the teachers. (Phillips, 2002) The use of performance contracts could also be used in holding the educators responsible for their actions. Performance contracts stipulate the output levels required from teachers within a certain time frames. Failure to attain these stipulations would make the teachers accountable or any stakeholders tasked with imparting knowledge on the students. In a setting of content standards, it is important that the key competencies of national or any alternate standards be prioritized. Since these national standards relate directly to the issues being addressed, they are very important in the derivation of content standards that only act to regulate the content administered at each educational level.
Just like mentioned before, accountability is a prerequisite in many other sectors such as the industrial sector. There exists a difference in the way the learning process is measured in these two circumstances. For this case, the Kirkpatrick evaluation model could be used to attain success. In this model, the learning process is measured in four distinct stages namely; reaction, learning, behavior and results. At the reaction stage, the participant’s relation and reaction to what is taught is measured while the content absorbed from the process is measured in the subsequent stage (learning stage). The behavior stage is aimed at checking the implementation of what has been absorbed at the learning stage.Lastly, any business oriented institutions must rely on the results. The results are measured and compared to the set objectives. Generally, this model could characterize the Return on Investment evaluation system that is majorly applied for monetary schedules.
Just to note, the nature or manner in which a presentation is made determines a lot the efficiency of the outcomes especially in the case of students and the idea of following instructions. Therefore, in measuring the success of any presentation, we must check out for the following; the value added in terms of the goals and results attained in as far as the presentation was concerned. Added to this, certain aspects need to be considered; the number of trainees, the costs incurred (direct and indirect), efficiency (the learning achieved with reference to the input made), the performance to schedule i.e. the ability to realize set goals within the set time frames, the ability of trainees to interact freely and to some extent the ROI.
To make these processes more efficient, certain qualitative measures must be implemented to achieve efficiency. Such measures could include embracing strategies such as recognizing the employees and their relative strengths, management of programs, training and any relevant events. Embracing management as responsibility and planning communication systems efficiently could be important aspects to be considered too.