Motivation to Pursue a Healthcare MBA program Essay Example for Free

Motivation to Pursue a Healthcare MBA program Essay Early in life, my family taught me the value of work, the importance of managing, respecting, gratifying the needs of the employees satisfactorily and the rigors of establishing and maintaining a business. For over 20 years, my family has owned and operated a chain of 11 convenient stores and other small businesses. Surrounded and influenced by the ups and downs of daily business life I developed the impetus to succeed in a business setting. With this business experience, the compilation of science courses taken throughout college and the experience gained in the industry, I am determined to further develop my stance on how I could be most valuable in the society; as a healthcare administrator or hospital CEO. Throughout the years I have acquired the basics of understanding the health care set up, but a Healthcare MBA from George Washington University is thus the master key to give me the knowledge and skills necessary to conscientiously and professionally execute the responsibilities of hospital CEO. During my time whilst at UNC, I was involved with the agency, Communities in Schools, whereby I offered to mentor and/or tutor high school students. A particular experience I cherish is when I helped a certain weak student, who had lost hope in school, to build confidence and motivation to study hard and pass his exams. The student is now attending college and attributes his success to my helping him discover his own potential. These endeavors have allowed me to assume the role of a mentor and an instructor, and have further taught me to become a communicative leader who can guide others in their development. Moreover, the sheer amount of pleasure I received from aiding the students in achieving their goals reflects my commitment to a career of service, which your program will steer me towards perfecting. I have perfected my abilities to work well under pressure with minimum supervision throughout the years; the necessary virtues of a good administrator. Perhaps even more important, throughout my experience, I have discovered the importance of sharing and accepting criticism. I understand how to deliver feedback without judging or discouraging others, and I use the advice of others to improve my own behavior. I admit that throughout my college education, my academic performance was sub-par; however, I attribute this to spending ample time participating in various non-academic activities. I was pushed to my limit as I was compelled to balance my time between studying and maintaining involvement in other aspects of my life that I am passionate, serving others and dancing. Although being an active person affected my scholastic performance, it was my involvement in those activities that stimulated my leadership potential, trained me to network with various agencies, and allowed me to give something small back to my community. It takes perseverance, drive and passion to rise above set-backs that we create for ourselves along the way and my long-term goal has served as the light at the end of the tunnel. My goal is simple: intellectual enrichment and to use my knowledge to help build a better society. The experience, knowledge and skills I have accumulated this far, put me in a position to successfully embark on new challenges. I want to pursue a higher degree because I know I have the potential to achieve academic success and thus redeem my undergraduate academic experience. It is my belief and conviction that a person is educated if they constantly strive to attain knowledge while simultaneously recognizing the usefulness of this knowledge towards society. Confident in my ability to adapt well and learn new techniques, I am ready to commit and follow the advice of my mentors; pursue a Healthcare MBA from George Washington University.

Birth Control Should Be Available in Schools

Birth Control Should Be Available in Schools In recent years the amount of pregnant teenagers in the United States has skyrocketed; free contraceptives should be available and provided for middle and high school students within schools around the country in order to help prevent the amount high school students that experience unintended pregnancies before graduating from their high school. The United States has the highest teen pregnancy rate (nine times higher) of any other country in the world. In New York, teen pregnancy costs taxpayers at least $421 million dollars per year. Most of the cost is caused because of the negative consequences for the children who are born to teen mothers or parents. The costs are made up of health care costs for Medicaid, child welfare, public assistance, foster care, lost tax revenue and incarceration. Teen moms are more likely to drop out of school and live in poverty; their children are more likely to be delivered at low birth weight, grow up poor, and live in single-parent households, experience abuse and neglect, and enter the child welfare system. Daughters of teen mothers are more likely to become teen parents themselves and sons of teen mothers are more likely to be incarcerated (Hoffman, By the Numbers: The Public Costs Of Teen Childbearing In New York). The consequences of teenage pregnancy are both far-reaching and cyclical. They are far-reaching in the sense that teenage parenthood circumscribes the lives of young people and has severe implications for the education, health, and well-being of both parents and offspring; and also in the sense that both parents and offspring may never recover sufficiently to become productive members of society. They are cyclical in the sense that the children of teenage parents frequently become teenage parents themselves and thus become subject to the same consequences that their parents faced (A young woman who has not developed a sense of autonomy will have difficulty establishing a relationship with her infant because of her impede ability to empathize with the child. An egocentric teenager cannot possibly tune into her infants needs or respond to its cues; she therefore lacks the ability to provide an appropriate nurturing environment (Compton and Hruska 14.) In Sullivan County, The percentage of births to teens (10-17 years old) from 2006-2008 was 2.3%, compared to the New York State rate of 2.2 (Family Planning Indicators, 2011.) Lewin (2010) states that the pregnancy rate among teenagers increased 3 percent from 2005 to 2006, after it had declined 14% between 1990 and 2006. There was a slight decline again in 2008 until the present. Social programs for the purpose of decreasing teen pregnancy have slowly started to disappear during the recession; President Obama is still providing some limited financial investment but for evidence based programs only. These programs are gradually become non existent, like BOCES Adolescent Pregnancy Prevention Program, have been taken away and the service providers have gone out of business. Programs like Planned Parenthood, which provide free or low cost birth control and sex education for teenagers, have been the victim of repeated cuts caused by conservatives, religious groups and Republicans. For th e decades, our primary means of preventing teenage pregnancies was to demand that teenagers not have sex, a tactic akin to ordering a hungry tiger not to maul you, states Greg Fish (Fish, Schools Should Give Kids Free Contraceptives.) Miller (1973) stated that 50% of unwed women have had sexual intercourse by the age of 19. At that time, over 30 years ago, most of the respondents in his research revealed that their parents and doctors were not an good source of information about sex, and that they did not consistently use contraception. In 2002, the National Center for Health Statistics, Fertility, Family Planning, and Reproductive Health of U.S. Women conducted a survey of women from the ages of 15 to 54, which showed that the average age of teens starting to have intercourse, was 17.3 years, with men averaging at the slightly younger age of 17. Those who lived with both parents or who were involved in religion tended to be slightly older. Boys and girls were equally likely to have engaged in sex. Omran et al. (2006) studied the initiation of sexual behavior among 2,300 urban teens in Baltimore, and found that 42 percent had engaged in sexual intercourse by the age of 14, and that the average age for teens to hav e sexual intercourse was 14.8 years. In 2008, more than 10,000 girls participated in an anonymous survey on the Tyra Banks TV show (Coffey, Survey, Unprotected Sex Common Among Teens). The results showed that on average, girls had lost their virginity at 15 years of age. Fourteen percent of teens who were having sex said they were doing it at school, and 52 percent of survey respondents said that they did not use protection when having sex. Only 2% of girls were using long-acting reversible contraceptives (Vital Signs, 2011). More than 6 in 10 high school students will have sex before they graduate (Get the Facts, NY, 2011.) Why are sexually active teenagers failing to protect themselves from pregnancy and sexually transmitted infections? In Risky Business, a 2000 poll, 3 out of 10 teens admitted they had not used protection the last time they had sex, although 9 out of 10 said that they believed it was important to use protection every time. Half of them stated that they didnt because their partners didnt want to, and they felt pressured to have sex without it. Half also said that drugs or alcohol were the reasons they didnt use protection. Brown and Guthrie (2010) interviewed English women between the ages of 16 and 24 who had just had an abortion. They explained that all the women had been fully aware of the importance of contraception and knew where they could obtain it, but had forgotten to do so, gotten carried away in the moment, or gave into pressure from partners who did not want to use a condom. Some teenagers choose to get pregnant. There have been a number of recent films like Juno and reality shows, which both normalize and glamorize teen pregnancy and teen parents. For teens unsure about themselves and their relationships, the desire for some form of unconditional love leads many to think motherhood will satisfy that longing, and that it will bring the attention from others that the teen may want. For some, they are carrying on the tradition of multi-generational poverty; they may have themselves been the child of a teen. Childbearing may be a role that they feel they will bring attention, success and social status as a baby-mama, also giving themselves a adult role as a mother, helping them to escape the confusion of the teen years. Teen-age girls also feel that getting pregnant is a way to secure their relationship with their partner (Lowen, Teen Pregnancy Pact Teens Choose to Become Pregnant) However, A young woman who has not developed a sense of autonomy will have difficulty establishing a relationship with her infant because of her impeded ability to empathize with the child. An egocentric teenager cannot possibly tune into her infants needs or respond to its cues; she therefore lacks the ability to provide an appropriate nurturing environment (Compton and Hruska) In rural schools, teens face obstacles in obtaining contraception. Within smaller towns and counties, there are very few services for the prevention of Teen Pregnancy. Places which are in greater need receive the small amount of money for such programs. Which leaves the duty of teen pregnancy prevention is on the schools staff. Planned Parenthood clinics could be located very far away in these rural areas and their hours could be very inconvenient to students. Bringing up the problem of getting there, because of the lack of transportation. The local general stores do carry condoms, but students are unlikely to buy them there, due to their concerns about their privacy and confidentiality in a small town where all the store staff know most customers by name. Also in a poor rural community, the students have very few opportunities for employment so that they cant afford to buy their own birth control. Depending on when a student elects to take Health Class, they may have little or no ac curate information about sexual health issues or contraception until their senior year. According to the Guttmacher Report on School-Based Health Centers and the Birth Control Debate (2000), there were 1,135 school based health centers in the United States, located in 45 states; there are now 230 approved and operating School-based health centers in New York State, 64% of which are in urban areas (School-Based Health Centers Fact Sheet) Services are paid for by Medicaid, private insurance, Child Health Plus, and 23% of services are provided free for the uninsured. These clinics offer services on site, including reproductive health services, such as pregnancy testing, testing and treatment for sexually transmitted diseases, and gynecological exams. However, 3 out of four were prohibited from dispensing contraceptives (besides condoms) per school district policy. They were at least able to provide birth control counseling and referrals to outside agencies. An AP Poll taken in 2007 indicated that 67% of Americans favored letting schools provide contraceptives (CBS News, Birth Control at School? Most Say Its OK). However, most also preferred that the contraceptives be given to children who had their parents permission. The poll was given after much attention in the media to the events at King Middle School, in Maine, where middle and high school students (aged 11 to 18) were allowed to have free access to birth control pill prescriptions through their onsite health center (Fox News, School Board Approves Birth Control Prescriptions at Maine Middle School.) Although there was a lot of disagreement to this proposal from opponents who felt that birth control was the students parents responsibility, that giving out birth control was giving permission to teens to have sex, and that it violated parental rights, more people felt that the policy was needed in order to protect those students who didnt have strong support from their parents. In conclusion, at many schools within the country nurse practitioners and doctors conduct health exams for students with parental permission. The existing program should be expanded to also provide reproductive care and education, and the school nurses could be aloud to promote and provide information about contraception and protection from sexually transmitted infections and non-prescription birth control methods. It is very important that schools and the communities develop new strategies which will prevent unintended teen pregnancy and promote health.

The Importance of Duncan’s Murder in Macbeth Essay -- Macbeth essays

The Importance of Duncan’s Murder in Macbeth  Ã‚        Ã‚  Ã‚   In Shakespeare’s Macbeth, the repercussions of Macbeth murdering his King are very numerous. Through themes that include, imagery, soliloquies, atmosphere, and supernatural beings, Shakespeare enforces the magnitude of Macbeth’s crime. Most of these factors are linked together. One of the main ways in which the horror of the murder is underlined is through the Great Chain of Being. At the time this play was written, it was believed that there was a hierarchy in the universe, with God being at the top, then angels, then the King, then man, and finally animals. This meant that the King was God’s representative on earth, and so if a rebel were to attack the King, he would be seen to be attacking and rebelling against God. This is seen in Act One, Scene Two, when the Thane of Cawdor rebels against King Duncan, where the Sergeant says – â€Å"Ship wracking storms and direful thunders break† (L.26). This thunderous weather symbolizes God’s anger at his representative of Scotland being attacked. The darkness during the play (all but two of the scenes are set in darkness) shows how the night is strangling the earth, representing the anger of God at the events in Scotland. The â€Å"Dark night strangles† (Act Two, Scene Four, Line Seven) the earth, showing God’s, overall grip on the world. The King at this time had an absolute monarchy (power of life and death over everyone in his kingdom). The belief was that God had passed special powers to all Kings, such as that for healing, which Malcolm identifies in Edward the Confessor (the King of England) in Act Four, Scene Three – â€Å"He cures†¦the healing benediction†¦he hath a heavenly gift of prophecy† (L.152-157). Shakespeare later uses Edwa... ...elm.   Criticism on Shakespeare s Tragedies . A Course  Ã‚  Ã‚   of Lectures on Dramatic Art and Literature. London: AMS Press, Inc., 1965.  Ã‚   Shakespeare, William.   Tragedy of Macbeth . Ed. Barbara Mowat and Paul  Ã‚   Warstine. New York: Washington Press, 1992.  Ã‚  Ã‚   Steevens, George. Shakespeare, The Critical Heritage. Vol. 6. London:  Ã‚   Routledge & Kegan Paul, 1981.  Ã‚   T.W. Shakespeare, the Critical Heritage. Vol. 5. London: Routledge & Kegan  Ã‚   Paul, 1979.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wills, Gary. Witches & Jesuits. Oxford: Oxford University Press, 1995.     Epstein, Norrie, The Friendly Shakepeare, New York, Viking Publishing, 1993. Harbage, Alfred, Macbeth, Middlesex England, Penguin Publishing, 1956. Magill, Masterplots- Volume 6, New Jersey, Salem Press, 1949. Staunten, Howard, The Complet Illustrated Shakespeare, New York, Park Lane Publishing, 1979.      

A Biological Look at Suicide Essay -- Biology Essays Research Papers

Efficiency Above All: A Biological Look at Suicide "And let me ask you this; the dead, where aren't they?" – Franz Wright, New Yorker Magazine, Oct. 6, 2003 "Dear Mom and Dad," the letter begins benignly, "Thank you for all of your commitment. But I am not a suitable daughter, and you will all be better off without me. Please realize I have done this for your own good." Nothing more. And beside it, Mr. and Mrs. A find their daughter, dead by her own hand. So begin the episodes of anguished soul-searching, of horrific "if-onlys" experienced by the family members of countless suicides. Anyone who has faced what Mr. and Mrs. A now grapple with knows that the girl is wrong: they will not be better off, not feel happier, without her. Yet each year, thousands of suicide victims express similar convictions: I am killing myself, they reassure us, for your own good. This thinking – this appeal for selflessness that our society cannot condone – where does it come from? Why, in truth, do people kill themselves? The problem of suicide ravages the minds of its survivors – of philosophers – and, more recently, of psychologists. We simply cannot understand it. Why suicide? While many non-biological scientists are inclined to define suicide as a conscious act – thereby excluding, perhaps, all non-human self-inflicted deaths (1), (2) – lets us stick with the more basic definition of suicide as self-murder, with or without cognitive "knowledge" or "intent" (***). And, as the concerned psychologists plunge on in their direction, let us examine this problem from a different standpoint, that of biology. In order to make sense of the biology of suicide, however, we must first understand the more general omnipresent phenomenon: death.... ...ants, a good description of self-destruction of cells, this time in plants http://www.sebiology.org/bulletin/july2002/plant.htm 9)Foucault , Michael. Discipline and Punish: The Birth of the Prison. Random House: New York, 1977. 10) Weizmann Institute of Science: Death of a Cell, a discussion of one series of studies of cellular apoptosis http://wis-wander.weizmann.ac.il/site/EN/weizman.asp?pi=422&doc_id=436&interID=138&sq=138 NOT CITED IN TEXT 11) http://www.sciencedaily.com/releases/1997/07/970722090258.htm>Stopping "Cellular Suicide" Could Boost Production in Biotech Labs, a look at some of the cons of cellular suicide in terms of technology 12)Researchers Find New Way to Trigger Self-Destruction of Certain Cancer Cells, a scheme for putting cellular suicide to use for humans! http://www.eurekalert.org/pub_releases/2003-06/sjcr-rfn061803.php

Presidential Power :: essays research papers

Richard E. Neustadt, the author of Presidential Power, addresses the politics of leadership and how the citizens of the United States rate the performance of the president's term. We measure his leadership by saying that he is either "weak or "strong" and Neustadt argues that we have the right to do so, because his office has become the focal point of politics and policy in our political system. Neustadt brings to light three main points: how we measure the president, his strategy of presidential influence, and how to study them both. Today we deal with the President himself and with his influence on government action. The president now includes about 2000 men and women, the president is only one of them, but his performance can not be measured without focusing on himself. Richard Neustadt today is a professor of politics and has written many books on subjects pertaining to government and the inter workings of governments. He has many years of personal experience working with the government along with the knowledge of what makes a president powerful. He has worked under President Truman, Kennedy and Johnson. His credibility of politics has enhanced his respect in the field of politics. His works are studied in many Universities and he is considered well versed in his opinions of many different presidents. It is true that he seems to use Truman and Eisenhower as the main examples in this book and does show the reader the mistakes he believes were made along the way in achieving power. Neustagt begins with President Franklin D. Roosevelt, whom he believes is the one president that knew how best to yield his power. He uses other examples throughout the book of Presidents from FDR to Reagan and endeavors to show the reader the ways in which power and persuasion was used in order for the presidents too perform at the best of their ability and still retain the power to persuade in order to govern the country and appease the public. Neustadt points out to the reader his opinion of the ways the president power is seen by others and how affective it is when certain strategies are applied correctly.

Management and Steps

|Name: |Date: | Graded Assignment Test Part 2: Thinking and Feeling 1. Write one short-term goal for enhancing your sense of self, and list all of the steps necessary to achieve the goal. The steps to your goal must include how you will deal with the positive and negative influences on your sense of self. (15 points) One goal to enhance my sense in self would to probably be to go to the gym and work out my muscular shape.The steps would include going to the gym daily and following the trainer's instructions on how to build my muscle. The steps might go as follows: 1. Go to gym every day to increase muscular mass. 2. Every night preform a few exercises and such to maintain muscle mass 3. Eat healthy and lots of protein. 4. Take trainers advice of what else must be done. Some positive influences on my sense of self might be my social environment (Lots of close friends who actually will go to the gym with me so it applies to my goal as well).My friends also encourage me in whatever I choose to do. I will welcome this encouragement and it will definitely help me reach my goal. A negative influence might be an internal critic saying that I can't reach my goal and that its way too hard and takes too much time. I will try to ignore this idea and focus on succeeding my goal and won't stop until I do. 2. Imagine you are teaching a fifth grader about health. Write a paragraph for the fifth grader that explains why effective communication is related to health.Include a definition of â€Å"effective communication† in your paragraph. (15 points) Effective communication is being able to talk with someone in a better way, a way that both talkers will understand each other more clearly. Good communication first requires that you know what you are trying to talk to. If you don't know what you are trying to say, it is difficult to communicate an effective message. It also means being able to listen to others, to let them know what you are thinking and feeling, and to sa y â€Å"no† when you need to.Effective communication is important to health because people understand each other a lot better with effective communication. Most people already think they know how to communicate well, that may be true, but how many times have you felt frustrated that someone didn't really understand what you were trying to say? Or that you didn't â€Å"get† what someone was telling you? Or that you agreed to do something you didn't want to do? With effective communication you can learn how to talk and communicate with people better, which is a lot better for your health. 3.Pick a specific mental or emotional problem. List at least 5 signs or symptoms of that problem. Then list at least 3 actions you would take if a friend showed these signs. Then write down one reliable source of help you would use if your friend needed immediate help. (15 points) Five symptoms of depression are: 1) Deep sadness or emptiness 2) Feeling hopeless, guilty, helpless or wort hless 3) Unable to make decisions 4) Weight or appetite changes 5) Wanting to be alone most of the time To help my friend with his problems, first I would suggest a counselor for him to go to.I would never leave him alone and always comfort him at all times. I would always make it clear for my friend that I am there for him and will help him deal with all his problems. 4. Write down one source of stress in your life. List the 3 steps of self-management, and create a plan to manage that stress in a healthy way. Your plan should have at least 4 stress management techniques. (15 points) One source of stress in my life is the large amount of summer course work I have to do. The three steps of self-management include: Identify the stressor. What's bothering you? This is the most important step. * Change or manage the way you respond to the stressor. * Ask for help from a parent or guardian, a trusted friend, a counselor, or another trusted adult. My plan is to practice the three steps of self-management and then practice the following 4 steps: 1. Set realistic goals and prioritize what has to be done 2. Eat nutritious foods and get enough sleep. 3. Relax by deep breathing 4. Take time to do entertaining stuff (play sports, watch tv)

Employee Training and Career Development

â€Å"The biggest job we have is to teach a newly hired employee how to fail intelligently. We have to train him to experiment over and over and to keep on trying and failing until he learns what will work,† (Kettering, 2010). Employee training is important in any job if an employer wants to be sure the job is done correctly. Training can help further an employee’s career because he or she will get better at his or her current job so the employee needs a new challenge. Career development is an employee’s responsibility so if they want to continue in the same company, they must think long-term when they first start. If you wish to achieve worthwhile things in your personal and career life, you must become a worthwhile person in your own self-development,† (Tracy, 2010). In this paper the subjects discussed are the role of training in an organization’s development, different employee development methods, relationship between employee development and organizational development, and the role of human resource management in career development. The role of training in an organization development is making the employee a better work for better productivity in the organization. Training involves changing skills, knowledge, attitudes, or behavior. Organizations spend billions of dollars on formal courses and training programs to develop worker’s skills. When organization spends that amount on money, they want to get the most out of their money. An organization wants to make a better employee to help the organization so the company does not want to waste money on training. Typically an organization will test an applicant to see if the skills the organization is looking for match what the applicant holds. An organization will sometimes take an applicant who holds the best matched skills for the job and that way the organization does not have to spend too much money on training. If an applicant holds a degree in human resources, it is not possible for him or her to go out and do the job compared to someone who has been trained in the company so it will take on-the-job training to get their skills up to what the organization needs. Training is a need in any job for an employee who just comes into the job or even when a new program comes out because the employee will need to know how to use the program. Employee development consists of six different methods. Job rotation is a method where employees moved from various jobs in the organization. This helps employees expand their skill, knowledge, and abilities. This can help with broadening an employee’s exposure about what the companies different operations are within the company. This can help with reducing boredom and stimulate development of new ideas. Assistant-to positions are employees with demonstrated potential to work under a successful manager. This type of method work as assistants on special boards, these individuals will perform many duties under supervision. This helps with employees experiencing a wide variety of management activities, and will help with moving them to the next level in their career. Committee assignment allows employees to share in decision making, learn by watching others and investigate specific organizational problems. This is a temporary committee that is assigned to solve a problem in the organization to recommend a solution. These can become permanent positions that can increase the employee’s exposure to other employees in the organization. Lecture courses and seminars revolve around formal instruction. These help acquire knowledge and develop their conceptual and analytical abilities. Through the development of training and technology this type of development is not just offered off-the-job but through distant learning. Simulations are artificial environment that attempts to closely mirror a real problem. Case studies have become popular because these can take real situations that have accrued and attempt to find the right solution that fit the problem. Case studies help develop discussions among the group and help let people defend their reason for finding that solution. Another form of simulations are decision games and role-playing, this puts people in the same place as the problem. When using a computer to decide this decision, they can see what happens with the decision they chose without seeing the reactions of actual people. Role playing lets people act these problems out and deal with people. This lets people put their words to action and find how their actions can affect those around them. This type of development method allows people to simulate the situation, see how deal with certain situations and how the decision chosen can turn out. Outdoor training is the last development method. This method can sometimes be referred to as wilderness or survival training. The importance of this training is work as a team player; it involves some physical and emotional challenges. This helps see how certain employees will handle certain situations and help employees become better leaders. In today’s society most employees do not stand alone because there is usually a team for everything inside an organization. These are the six different employee development methods and the benefits. There are always differences and similarities between employee development and organizational development. Employee development deals with individuals’ on-their-own and organizational development deals with the whole organization as a team. When developing the individual’s and making him or her better for the organization, then the organization needs to be better to deal with the differences in every team member. In an organization there are always changes inside because new employees come in and others leave so the diversity and improvements must be developed. Employee and organization development both work on long-term changes in attitudes and values among the team members. As long as there is open communication between all team members; then most problems can be solved and continuing to develop employee and the organizations developments. Career development is put on individuals themselves. Human resource management use to provide information to assist employees in advancing their work lives. Human resource management would usually give assessment test to see where individuals stood in their career goals. Career development helped organizations attract and retain highly talented personnel. Human resource management no longer in today’s society have a big role in an employee’s own career development, it is left up to the individual. As for my own career I hope to find a job that I enjoy, and can learn new things every day. I do not want to get into a field where it will become boring that is why I choose to go into human resources. I believe that even though you do about the same tasks you are always learning new things in your job and deal with different people for different reasons. I want to own a business but in today’s economy it looks like a long-term plan for now. I want to work for a company that has a large diversity of people. I will continue my education until I run out of things to learn at school or until I find a career that I need to take specific classes to further my career. I know in the past I have worked for a diverse workforce and knew my company would have helped my education had I wanted to do that. An organization has a job of not only developing an employee but also the organization. Employee development and organization development has a benefit of making each team member better, so that team will continue to develop. There is a different role that human resource management plays in career development, but it is put on the employee to find out those options. This paper discussed several subjects about the role in training in an organization, employee development methods and benefits, the relationship between employee development and organizational development, and the role in human resource management in career development.