SUNY University at Albany Acceptance Rate, SAT/ACT Scores, GPA

SUNY University at Albany is a public research university with an acceptance rate of 52%. Located in the capital of New York state and founded in 1844, SUNY Albany has a rich history and strategic location. It is also one of the top research universities in the states system of higher education. SUNY Albany offers over 50 undergraduate majors and 70 minors. For its strengths in the liberal arts and sciences, SUNY Albany was awarded a chapter of  Phi Beta Kappa.  In athletics, most SUNY Albany teams compete in the NCAA Division I  America East Conference. Football competes in the Division I Football Championship Subdivision Northeast Conference. Considering applying to SUNY Albany? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, SUNY Albany had an acceptance rate of 52%. This means that for every 100 students who applied, 52 students were admitted, making SUNY Albanys admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 27,679 Percent Admitted 52% Percent Admitted Who Enrolled (Yield) 19% SAT Scores and Requirements SUNY Albany requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 89% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 550 630 Math 550 630 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of SUNY Albanys admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to SUNY Albany scored between 550 and 630, while 25% scored below 550 and 25% scored above 630. On the math section, 50% of admitted students scored between 550 and 630, while 25% scored below 550 and 25% scored above 630. Applicants with a composite SAT score of 1260 or higher will have particularly competitive chances at SUNY Albany. Requirements SUNY Albany does not require the SAT writing section or SAT Subject tests. Note that SUNY Albany participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements SUNY University at Albany requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 21% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile Composite 22 27 This admissions data tells us that most of SUNY Albanys admitted students fall within the  top 36% nationally  on the ACT. The middle 50% of students admitted to SUNY Albany received a composite ACT score between 22 and 27, while 25% scored above 27 and 25% scored below 22. Requirements Note that SUNY Albany does not superscore ACT results; your highest composite ACT score will be considered. SUNY University at Albany does not require the ACT writing section. GPA In 2019, the middle 50% of SUNY Albanys incoming freshmen class had high school GPAs between 3.4 and 3.8. 25% had a GPA above 3.8, and 25% had a GPA below 3.4. These results suggest that most successful applicants to SUNY Albany have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph SUNY University at Albany Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to SUNY University at Albany. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances SUNY University at Albany, which accepts just over half of applicants, has a selective admissions process. Most admitted students have grades and standardized test scores that are well above average. However, SUNY Albany also has a  holistic admissions  process involving other factors beyond your grades and test scores. A strong application essay and a glowing letter of recommendation can strengthen your application, as can participation in meaningful extracurricular activities and a rigorous course schedule. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and test scores are outside SUNY Albanys average range. In the graph above, the blue and green dots represent students accepted to SUNY Albany. The majority of successful applicants had high school averages of B or better, combined SAT scores (ERWM) of 1050 or higher, and ACT composite scores of 21 or better. If You Like SUNY University at Albany, You May Also Like These Schools Binghamton UniversityStony Brook UniversitySkidmore CollegeUniversity of DelawareDrexel UniversityPennsylvania State UniversityRutgers University - NewarkRamapo College of New Jersey All admissions data has been sourced from the National Center for Education Statistics and SUNY University at Albany Undergraduate Admissions Office. SUNY University at Albany Acceptance Rate, SAT/ACT Scores, GPA SUNY University at Albany is a public research university with an acceptance rate of 52%. Located in the capital of New York state and founded in 1844, SUNY Albany has a rich history and strategic location. It is also one of the top research universities in the states system of higher education. SUNY Albany offers over 50 undergraduate majors and 70 minors. For its strengths in the liberal arts and sciences, SUNY Albany was awarded a chapter of  Phi Beta Kappa.  In athletics, most SUNY Albany teams compete in the NCAA Division I  America East Conference. Football competes in the Division I Football Championship Subdivision Northeast Conference. Considering applying to SUNY Albany? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, SUNY Albany had an acceptance rate of 52%. This means that for every 100 students who applied, 52 students were admitted, making SUNY Albanys admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 27,679 Percent Admitted 52% Percent Admitted Who Enrolled (Yield) 19% SAT Scores and Requirements SUNY Albany requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 89% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 550 630 Math 550 630 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of SUNY Albanys admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to SUNY Albany scored between 550 and 630, while 25% scored below 550 and 25% scored above 630. On the math section, 50% of admitted students scored between 550 and 630, while 25% scored below 550 and 25% scored above 630. Applicants with a composite SAT score of 1260 or higher will have particularly competitive chances at SUNY Albany. Requirements SUNY Albany does not require the SAT writing section or SAT Subject tests. Note that SUNY Albany participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements SUNY University at Albany requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 21% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile Composite 22 27 This admissions data tells us that most of SUNY Albanys admitted students fall within the  top 36% nationally  on the ACT. The middle 50% of students admitted to SUNY Albany received a composite ACT score between 22 and 27, while 25% scored above 27 and 25% scored below 22. Requirements Note that SUNY Albany does not superscore ACT results; your highest composite ACT score will be considered. SUNY University at Albany does not require the ACT writing section. GPA In 2019, the middle 50% of SUNY Albanys incoming freshmen class had high school GPAs between 3.4 and 3.8. 25% had a GPA above 3.8, and 25% had a GPA below 3.4. These results suggest that most successful applicants to SUNY Albany have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph SUNY University at Albany Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to SUNY University at Albany. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances SUNY University at Albany, which accepts just over half of applicants, has a selective admissions process. Most admitted students have grades and standardized test scores that are well above average. However, SUNY Albany also has a  holistic admissions  process involving other factors beyond your grades and test scores. A strong application essay and a glowing letter of recommendation can strengthen your application, as can participation in meaningful extracurricular activities and a rigorous course schedule. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and test scores are outside SUNY Albanys average range. In the graph above, the blue and green dots represent students accepted to SUNY Albany. The majority of successful applicants had high school averages of B or better, combined SAT scores (ERWM) of 1050 or higher, and ACT composite scores of 21 or better. If You Like SUNY University at Albany, You May Also Like These Schools Binghamton UniversityStony Brook UniversitySkidmore CollegeUniversity of DelawareDrexel UniversityPennsylvania State UniversityRutgers University - NewarkRamapo College of New Jersey All admissions data has been sourced from the National Center for Education Statistics and SUNY University at Albany Undergraduate Admissions Office.

What Maritime Certification or License is Best

Its difficult to unravel the choices you face when deciding how to pursue your professional maritime career. The choice, of course, depends mostly on your career goals. Understanding the most common options is essential for the beginner. Its very easy to find yourself in a situation where you have invested the time and money into a poor choice, so know what to expect in advance. The choices of school and academic programs are hard to separate, but because the certification and testing are based on international standards you will get the same basics in any program. Its recommended that you choose a certification or license as your goal, then take a look at our tips for choosing a school. This will limit your bias and let you take the best path to your goal. What Do You Want to Do? Are you looking for a few years of working travel? Are you involved in a family business? Do you want to make shipping, maritime technology, or naval architecture your lifelong career? Your choice depends on many factors that only you know best. One useful technique is to visualize your ideal job, and work back to the necessary training. New directives are increasing the amount of initial training required, and frequent recertifications are always necessary, so keep in mind that your training will be an ongoing process. Basic Maritime Certifications These programs include basic safety training and vessel operations. To be hired as crew on private yachts you will need some basic proof of your competency. The same is true for short term employment like seasonal positions where the turnover is high and employers see a lot of applicants. A basic certificate is still an investment of a couple of thousand dollars so be sure that elusive job driving a tour boat in some ideal location is worth the time and money. STCW: This is the do-it-all multipurpose certificate. You will learn boat terminology, vessel handling, laws and regulations, safety, and first aid. The course curriculum is based on the International Maritime Organization (IMO) conventions on Standards for Training, Certification and Watchkeeping (STCW) which is internationally recognized and used as core training in all other courses.Technical Certifications: There are too many of these specialties to list, but they have some common threads. A certification for vessel communications will include basic electrical practices for marine environments. The same training would be offered in the first classes of a radar technician so its possible that some classes could count towards more than one certification. The combination of STCW and a technical certification will make a skilled technician a valuable member of any crew. This can be accomplished in small steps if you also include things like basic networking classes that are available online. Advanced Maritime Certifications The most advanced maritime license is Master. This license can be thought of as an advanced degree in management since a Master manages other specialists. Because of this responsibility the Master needs to know the temperament of the Engineer as well as the condition of the equipment. The Master also oversees all crew and services, so knowledge and good management of the galley are important in more way than one. A sailor crusted in salty ice is in a much better mood after a hot meal. Any officer position requires similar training and many career sailors hold a Masters license while acting as engineer, pilot, or some other position. Most of the other advanced certifications build off of a Masters training and sea hours. Sea time is an important part of advancing in your career and will become more stringent with the new STCW rules.

Animal Farm By George Orwell - 1299 Words

Napoleon Always Said, ‘Life Was Like a Box-er of Workers’ The working class of a society include people employed for harsh, physical labor. In the novel Animal Farm, written by George Orwell, Napoleon enslaves the creatures of Animal Farm under his dictatorship. In this allegory, Orwell uses animals to represent various people in former Soviet Russian society. Boxer, the horse, symbolizes the Russian working class, or proletariats. Both embody qualities of strength, dedication, and blind obedience. As the farm animals face oppression from Napoleon, Boxer and the proletariat’s personality traits allow the tyrannical leader to take advantage of them. When the farm animals drive Mr. Jones, their abusive and negligent farmer, Boxer displays his physical strength during the Battle of Cowshed. While defending Animal Farm, Boxer helps ambush the attacking humans. The narrator writes, â€Å"But the most terrifying spectacle of all was Boxer, rearing up on his hind legs and striking out with his great iron-shod hoofs like a stallion† (Orwell 42). In this passage, Boxer demonstrates a loyalty and eagerness to protect for his farm. Additionally, readers observe his considerable might. However, during the conflict, Boxer accidentally harms a stable boy. Boxer mournfully says, â€Å"He is dead†¦ Who will believe that I did not do this on purpose†¦ I have no wish to take life, not even human life† (42-43). Even though Boxer has the physical ability to be a great warrior, he would rather not hurtShow MoreRelatedAnimal Farm And George Orwell By George Orwell1034 Words   |  5 Pages Eric Arthur Blair, under the pseudonym of George Orwell, composed many novels in his lifetime that were considered both politically rebellious and socially incorrect. Working on the dream since childhood, Orwell would finally gain notoriety as an author with his 1945 novel Animal Farm, which drew on personal experiences and deeply rooted fear to satirically critique Russian communism during its expansion. Noticing the impact he made, he next took to writing the novel 1984, which similarly criticizedRead MoreAnimal Farm By George Orwell1397 Words   |  6 PagesAn important quote by the influential author of Animal Farm, George Orwell, is, â€Å"Every line of serious work that I have written since 1936 has been written, directly or indirectly, against totalitarianism.† George Orwell, a Democratic Socialist, wrote the book Animal Farm as an attack on the Communist country of Russia (â€Å"The Political Ideas of George Orwell,† worldsocialism.org). He had a very strong disliking of Communism and the Socialist party of Russia. However, he insisted on finding the truthRead MoreAnimal Farm, By George Orwell1545 Words   |  7 Pagesallow because an this elite institution of people often use this gear to dominate and oppress society. In George Orwell’s story, Animal Farm, Orwell demonstrates that education is a powerful weapon and is a device that can be used to at least one’s benefit. Living in a world where strength is a straightforward to benefit, the pigs quick use education to govern the relaxation of the animals on the farm to serve themselves worked to their advantage. This story in shows the underlying message that   firstRead MoreAnimal Farm By George Orwell944 Words   |  4 Pageslegs(Orwell 132). He carried a whip in his trotter(Orwell 133). In the novel Animal Farm by George Orwell, animals have the ability to talk and form their own ethos, Animalism. Animal Farm is an intriguing allegory by George Orwell, who is also th e author of 1984, includes many enjoyable elements. More knowledge of the author, his use of allegorical elements, themes, symbols, and the significance in the real world, allows the reader to get more out of this glance into the future. George OrwellRead MoreAnimal Farm, By George Orwell876 Words   |  4 Pagesrebellious animals think no man means freedom and happiness, but they need to think again. The animals of Manor Farm rebel against the farm owner, Mr. Jones, and name it Animal Farm. The animals create Animalism, with seven commandments. As everything seems going well, two of the animals get into a rivalry, and things start changing. Food starts disappearing and commandments are changed, and the power begins to shift. Father of dystopian genre, George Orwell writes an interesting allegory, Animal FarmRead MoreAnimal Farm by George Orwell1100 Words   |  4 PagesIntroduction: Widely acknowledged as a powerful allegory, the 1945 novella Animal Farm, conceived from the satirical mind of acclaimed author George Orwell, is a harrowing fable of a fictional dystopia that critiques the socialist philosophy of Stalin in terms of his leadership of the Soviet Union. Tired of their servitude to man, a group of farm animals revolt and establish their own society, only to be betrayed into worse servitude by their leaders, the pigs, whose initial virtuous intentionsRead MoreAnimal Farm By George Orwell1538 Words   |  7 PagesMecca Animal Farm The Russian Revolution in 1917 shows how a desperate society can be turned into a military superpower filled with terror and chaos. George Orwell uses his book, Animal Farm, to parallel this period of time in history. This book is an allegory of fascism and communism and the negative outcomes. The animals begin with great unity, working toward a common goal. The government then becomes corrupted by the temptations of power. George Orwell uses the characters in Animal Farm to showRead MoreAnimal Farm by George Orwell1175 Words   |  5 PagesAn enthusiastic participant in the Spanish civil war in 1936, George Orwell had a great understanding of the political world and made his strong opinions known through his enlightening literary works, many of which are still read in our modern era. Inspired by the 1917 Russian Revolution and the failed society it resulted in, Animal Farm by George Orwell is an encapsulating tale that epitomises how a free utopian society so idealistic can never be accomplished. The novella exemplifies how influencesRead MoreAnimal Farm, By George Orwell1089 Words   |  5 PagesIn George Orwell’s â€Å"Animal Farm†, the pigs as the farm leaders, use unknown language, invoke scare tactics and create specific laws, thereby enabling them to control other animals, to suit their greedy desires, and to perform actions outside their realm of power. Because of the pigs’ use of broad language, and the implementation of these tactics they are able to get away with avoiding laws, and are able to convince other animals into believing untrue stories that are beneficial to the pigs. The firstRead MoreAnimal Farm, By George Orwell1212 Words   |  5 PagesShe stood there over the dead animals thinking to herself what have we come to? We try to become free but we just enslave ourselves to a so called superior kind. Napoleon killed the animals in front of the whole farm and said that this was to be the punishment for the traitors. Snowball was known as a traitor now and anyone conspiring with him would be killed. Snowball and Napoleon both represent historical characters during the Russian revolution in 1917.Snowball who was one of the smartest pigs

Todays Teaching and Learning Porcesses - 1197 Words

In today’s dynamic classroom, the teaching and learning processes is becoming more nuanced, more seamless and it flows back and forth from student to teacher. Digital Pedagogy is needed, in impact digital technologies have on student’s engagement and motivation. In progressive schools pens and pencils are fast getting obsolete now, rather than â€Å"soft skills† are needed for work. Education now focus on how to make the most effective use of digital technologies in teaching and learning. Due to extensive use of digital tools in classes, teachers are more co-collaborators or moderators rather than just teachers. Teaching has become more of an attitude towards and aptitude with digital technologies. Even before the digital age, educators were experimenting with computer-supported learning. The Interactive Learning System (ILM) are capable of managing the delivery of individualized instruction to large number of students at a variety of achievement levels and providing instant feedback on their performance. This provide educators with extremely fine-grained diagnosis of student’s abilities. According to Marc Prensky, either we are Digital Natives or Digital Immigrant. Since our generation was in period of learning when digital technology revolutionized, we consider ourselves as digital natives with some traces of digital immigrants. This has facilitated teachers to understand the two worlds and help them to bridge the gap with their expertise. The schooling system need to equip

The Effects of Technology on Modern Life Free Essays

Television has truly changed the lives of most people in Britain. Nearly all British households have at least one colour television. The amount of time people spend each day watching TV is increasingly significantly every year. We will write a custom essay sample on The Effects of Technology on Modern Life or any similar topic only for you Order Now In the first three months of 2010 British viewers watched a record of more than four hours of TV a day on average. Some children have become addicted to watching TV and watch it all day when not in school. Referring to Passage B, children will have watched about 25,000 hours of TV by the age of 18. I believe parents need to be stricter with their children and get them involved with sports and clubs to prevent them from watching too much TV or playing games indoors. A lot of the programs on TV today including Big Brother, The only way is Essex, etc, are reality programmes that are meaningless to our everyday lives. People will do anything to get on TV nowadays! Technology is getting more advanced each day and has taken over our lives. From small fuzzy TV’s with few channels to plasma screen TV’s with hundreds, from writing letters to instantly texting someone on a touch screen phone. These are all amazing advances in technology and have changed people’s lives. Although as it says in Passage B, TV violence contributes to real violence and it influences people into bad language, sex and pain. The Internet has also changed many people lives. In Passage A, it mentions a new technology called VOIP – Voice Over Internet Protocol, so now people can phone there friends, wherever they are, for as long as you want, for absolutely free. I think this is good and bad because all though it is fast and doesn’t cost, people may then spend to much time on their phone, knowing there are no restrictions. There are also many social network sites where you can chat to friends instantly and share personal information. People as young as 10 have an account on these social network sites, which can be highly dangerous. There are pedophiles on these sites that can easily manipulate young kids. The sites try to stop these things from happening but with so many people online, it’s almost impossible to stop them all. Facebook is one of the biggest online social networking sites with over 850million users and over 3000 employees. It is one of the fastest ways to communicate with friends and share personal information. Facebook is the fastest growing social networking site and was created in 2004. You must be 13 or older to have an account on Facebook but there 7.5 million children under 13 with accounts and 5 million under 10, violating the site’s terms of service. Technology is a massive thing in our everyday lives and we use it for almost everything. People can accomplished so many things using technology and it helped companies become more known, millions of people can watch the same thing at once, but its not just TV and Internet. With new technology we can fly jumbo jets around the world, visiting 100’s of different countries each day. Technology has changed massively within the last 20 years, which is very good, but could also be very bad. We need to control how we use technology, especially watching TV and the internet, because it is wasting our lives when they are many things to do and things t accomplish. This is what we have come to. How to cite The Effects of Technology on Modern Life, Essays

Team Learning in Human Resource Development - myassignmenthelp.com

Question: Discuss about thTeam Learning in Human Resource Development. Answer: Human resource development refers to the process of helping the employees of an organization to develop their personal and organizational skills. This process initiates positive change in the personnel recruitment in the management of an organization and due to this process, the efficiency in an organization also increases. Human resource is the most important asset of the organization and development of that asset will always result in driving benefit for the company. Team learning in an organization refers to the process of learning in an organization collectively. Under this process, all individuals who are recruited in an organization are collaborated with a view to shares their opinions and learn together (Armstrong, and Taylor 2014). The essay further includes an explanation of the activities of human resource development with respect to team learning process. It provides a critique and reflection on the essence of team learning process implementation in an organization. The concept of team learning is concerned and made focused on the potential and the abilities of the group which is working as a team. The term involves an interaction of the team mates and also learning from each other and the tasks allotted to them. In this concept learning process is executed by the transfer of skills by observing subordinates in action, solving the issues collectively, experimentation questioning assumptions and monitoring and reviewing the results as a group. Team learning is the concept which aids the team mates and the group as a whole through various ways (Burke 2017). For instance, the prior skills, potential and experience enhancing is shared which lead to an enhancement in the learning experience for the team. In this methodology, the team mates are forced to be present, promote and negotiate their views and ideas so as to increase the retention. The below executed is the critical analysis, which has been conducted on the team learning and involves the following arguments. It has been noted that one of the biggest advantages of team learning is that there is an equal division of labor (Cummings, and Worley 2014). So there will be a reduction in the issues due to the monitoring of the tasks of each and every individual, as the leader is required to check the aspects of the team project only. Smaller tasks will be requiring less time and expense and working in a team will cut down the both the aspects and work load will also be reduced significantly. But at the same time, it has also been observed that working in teams can also be problematic. In case of any error or crisis, it will be very much easier for the team member to point out the finger at the other employee and indulge in the blame game. Things become more difficult when one is doing correct things and other makes a mistake and this mistake affects and reflects the wo rking of the team (Herisi, Khodabakhsh 2011). Sharing of responsibilities can be done when due to some reason the project fails. The team will stand by one another in such a manner that they will be able to take the responsibility and shoulder the blame. Those teams who resort, pointing fingers at the other while they are facing a crisis, this dictates lack of team spirit (Joo, McLean, and Yang 2013). Whereas, it has also been noticed that, it is very much challenging to work in a team when each and every-one is not trying to give their best efforts and this can be proven problematic for the team productivity. There are two type of individuals in a team, the one who is working for long hours and the others are those are laid back and do not adhere to any of their tasks and deadlines. And this is due to these lazy individuals that the team suffers failure (Kumpikaite 2008). It is of very much essential for a team mate to communicate with the other team members and also with the superiors so as to attain the success. If an individual is working on a task, then also there will be a need of providing updates to the team leads and the other team mates. This regular communication process will tend to bring an enhancement in the interaction skills of the individual (McGuire 2014). But in some cases, it has also been observed that the communication process which occurs and creates exchanges of ideas and thoughts will become a reason for some issues. As each and every individual have different perceptions and opinions, distinct sets of thoughts and ideas and things can go incredibly wrong when there will be differences in the working and thinking methods. For instance, there are many individuals which have a habit of working in advance whereas some belief in working last minute. And this develops chances of clashes in the ideas (Noruzy, et. al., 2013). Though being a leader, the leaders working with a team also gets a number of challenges and which will enable the leader to upgrade the skills and potential. The team leader acts as a link between the team members and bridging the communication gaps between the employees will enable the leaders to enhance their interaction skills. But in some cases, there can be a possibility of a biased leader, means he can be partial towards some individuals (Rock 2014). This will degrade his image and also there will be chances of conflicts and issues among the team mates. Moreover, this will also affect the performance of the individual and also of the team. Also, there can be chances of having an overbearing leader and authoritative leader, who will not be willing to listen to the team mates. These types of leaders do not even consider the ideas and thoughts of the team members and by which the team will get demotivated and lack of determination and dedication level will be observed. This will r educe the productivity and performance level of the team members (Schaubroeck, et. al., 2016). As per my opinion team learning is important for the management to function well in an organization. It is a collaborative effort which leads to the fulfillment of organization objective. Under the process of team learning, all the employees of the organization are aligned together in a group so that the conflicts are resolved easily and discussion are practiced in the organization. According to me, team learning is not mandatory for a particular organization but it is important for all organizations having optimum recruits. It also helps the managementto effectively communicate with their employees and seek to their problems and ideas as well. Team learning is not a sole process instead it is a collective process which includes many activities. In my views, every organization should implement this process in their organizational culture so that collective learning is initiated along with which the employees become familiar with the environment and easily open up as well. The process is implemented in an organization by using a tool that is learning agenda. Learning agenda refers to the process of setting up questions that identify the needs and aspects which shall be learned through the process. The process is based on three major parts that are: set of learning questions, set of activities to solve the questions and a plan to share and circulate the following information. Learning agendas are the basic set of plans on the basis of which the whole program of team learning works. Teamwork collectively helps the organization to improve its efficiency and it also helps the organization understanding the human resource management system adequately. According to the Fifth Discipline Fieldbook, the team learning process is defined as a discipline that starts with a "dialogue" which means the capacity of the members of an organization to collectively provide assumptions on a case and ends at a genuine process of "thinking together." This process is important in an organization because no individual is left alone in the task given by the management and the process of fundamental learning unit is formalized in the modernized organizational structure (Heathfield 2016). Lastly, as per my understandings, every person in their respective personal lives also gets to enjoy the usefulness and essence of team learning. As this process helps them individually to adapt with people of different natures and share and receive ideas of people coming from different communities. The human resource behavior is improved with the initiation of this process (Gold, et. al., 2013). With the above-mentioned analysis, the fact that shall be noted is that team work is the essence of efficient management in an organization. The process of team works provides a positive impact on the human resource development of an organization, it has the potential to create and change a complex organization culture into a simple organizational culture. Participation of team in learning and development phase helps the organization to share views and initiate development of the whole team, not just one person. Thus, it shall be noted that every organization shall take the initiative to develop and implement team learning in their organization system so as to improve its efficiency. References Armstrong, M. and Taylor, S., 2014. Armstrong's handbook of human resource management practice. Kogan Page Publishers. Burke, W.W., 2017. Organization change: Theory and practice. Sage Publications. Cummings, T.G. and Worley, C.G., 2014. Organization development and change. Cengage learning. Gold, J., Holden, R., Iles, P., Stewart, J. and Beardwell, J. eds., 2013. Human resource development: Theory and practice. Palgrave Macmillan. Heathfield, S. M., 2016. What Is Human Resource Development (HRD)?. Viewed on September 13, 2017 from https://www.thebalance.com/what-is-human-resource-development-hrd-1918142 Herisi, M. M., Khodabakhsh, M., 2011. Learning Organizations and Human Resource Development. Viewed on September 13, 2017 from https://www.wbiconpro.com/472-Mahboubeh.pdf Joo, B.K., McLean, G.N. and Yang, B., 2013. Creativity and human resource development: An integrative literature review and a conceptual framework for future research. Human Resource Development Review, 12(4), pp.390-421. Kumpikaite, V., 2008. Human resource development in learning organization. Journal of Business Economics and Management, 9(1). Pp. 25-31 McGuire, D., 2014. Human resource development. Sage. Noruzy, A., Dalfard, V.M., Azhdari, B., Nazari-Shirkouhi, S. and Rezazadeh, A., 2013. Relations between transformational leadership, organizational learning, knowledge management, organizational innovation, and organizational performance: an empirical investigation of manufacturing firms. The International Journal of Advanced Manufacturing Technology, pp.1-13. Rock, D., 2014. Quiet leadership. HarperCollins e-books. Schaubroeck, J., Carmeli, A., Bhatia, S. and Paz, E., 2016. Enabling team learning when members are prone to contentious communication: The role of team leader coaching. human relations, 69(8), pp.1709-1727.