Why is it important for managers to know about motivation theories?

Why is it important for managers to know about motivation theories? Introduction The key function of managers is getting things done through employees. The following assignment looks at the role of motivation and why it is essential for managers to be aware of the various motivational theories and how the motivational theories could be implemented in a professional context to achieve organisations goals and objectives. Motivation has been defined as: the psychological process that gives behaviour purpose and direction (Kreitner, 1995); a predisposition to behave in a purposive manner to achieve specific, unmet needs (Buford, Bedeian, Lindner, 1995); an internal drive to satisfy an unsatisfied need (Higgins, 1994); and the will to achieve (Bedeian, 1993). Organisations exist to achieve corporate objectives and employees working in those organisations aide in achieving those objectives by working towards their individual goals and targets. In an ideal world, if every individual was providing his best performance then organisational goals would be met sooner too; however in the real world it is often not the case. Organisations lag behind and more often than not the reason is a demotivated staff. An understanding of the basic human nature is important for effective employee motivation in the workplace and also for effective management and leadership. In todays business world with rapid changes happening all around, it has become even more important for managers to motivate their staff and help their staff in optimising their performance. Besides, research and observation proves that motivated employees are more creative and productive in the work place. Several theories of motivation have been presented amongst which Maslows theory states the purpose of human existence is Self-actualisation and the only way that state can be attained is when the basic human needs are met. Thus according to Maslow, human needs can be represented in the form of a pyramid. According to Maslow, the basic human needs are: Physiological needs Safety needs Love needs Esteem needs Self-actualisation. Whilst Herzberg theory states that in a work environment context there are mainly two factors which determine the motivation levels of employees. The first set of factors which he termed as the hygiene factors do not lead to positive motivation, however a lack of those hygiene factors could lead to de-motivation. Herzbergs theory is particularly useful as it discussed the importance of providing a good working environment and to a certain degree highlighted the importance of a good working environment in achieving a better performance from employees. Herzberg’s work categorized motivation into two factors: motivators and hygienes (Herzberg, Mausner, Snyderman, 1959). Motivator or intrinsic factors, such as achievement and recognition, produce job satisfaction. Hygiene or extrinsic factors, such as pay and job security, produce job dissatisfaction. McGregors theory stated that staff would contribute more to the organisation if they were treated as responsible and valued employees. Likert (1967) suggested that for an organisation to perform better, managers must adopt a participative-group system, whereby, leadership is by the superiors who have complete confidence in their employees and motivation takes the form of economic rewards which is further based on goals set by participation. Various other theories presented by Vroom, equity theory etc all discuss how employees can be motivated and should be motivated to enhance performance. As stated above individual performance taken collectively determines organisational performance and when organisational performance is not up to the required level, the organisation would not be able to sustain itself and might loose out in competition. Motivation theories provide an insight into what makes an employee perform better. It provides managers with a tool to motivate employees and helps them in understanding how the staff can be managed better. It is therefore no surprise that the area of human resource management and organisational behaviour is looking into how important it has become for organisations to focus on retaining employees. Recent literature has emphasised the importance of knowledge management. It is a known fact that high labour turnover, costs the company which results in lowering the level of profits. Profit maximisation is the ultimate corporate objective, it would be fair to say that is the sole reason why companies exist to maximise profit, generate revenue and anything that can result in increasing profit levels will be looked upon favourably. Lack of knowledge about motivation theories might lead the managers to believe that monetary incentives are the only way of motivating staff, however, the theories has helped the managers in understanding that individuals have different needs. It might be that employee A prefers to have more responsibility as compared to employee B. Hence increasing As responsibility and appreciating A motivates him more than B who would be satisfied with getting a monetary incentive. Similarly, employee C might be a single mother who would prefer to have more flexibility in the job and would be able to perform better if the work that she is doing enables her to look after her child and work. The above examples prove that in a professional environment for a manager it has become even more important to understand the needs of his internal customers. A concept which can be borrowed from marketing is if the customers needs are met the organisations objectives can be achieved. The argument can be extended in this context as well where it can be said that when internal customers are kept happy, external customers will automatically be happy. The above is an example to explain Vrooms theory, according to which rewards and incentives should be based on what the employee perceives to be important rather than what the managers perceives to be important. Thus he aimed to explain employee motivation by explaining the link between how individual goals influence individual performance. Thus the knowledge of motivational theories provides a deeper insight into the psychology of employees and staff. The importance of organisational performance cannot be highlighted enough. Research and surveys are being conducted to understand what can improve the organisational performance and the obvious link is individual performance. Performance more generally is defined as a function of ability and motivation. However, in order to motivate staff it is important to have an effective performance management system. In order to provide rewards to the staff it is imperative to have appropriate benchmarks to measure the performance. Literature in this area has highlighted the importance of having formal appraisal systems which can either be in the form of self-evaluation or 360 degree appraisal, top-down, bottom up etc. The above mechanism enables managers to scientifically assess and then provide appropriate rewards and incentives to the staff, whether monetary or non-monetary in nature. In addition to the performance levels, retaining staff by continuously striving to motivate them helps managers to retain knowledge which the employees have acquired over the period, it helps the employees to complete tasks faster as they are already aware of how things are done around here and more importantly it helps the systems to be developed so that work can be done quickly. It helps in achieving specialisation and employees acquiring key skills. Thus the main tools a manager must have to motivate his/her staff are: Approval, praise and recognition Trust, respect and high expectations Loyalty Removing organisational barriers which might stand in the way individual performance Job enrichment Providing Financial incentives Good communication. Even though there is not a perfect formula for motivation in the workplace however, an understanding of how the human nature works can help managers to perform better and keeping the end goal (corporate objective) in mind the challenge for every leader and manager to reach a balance where organisational and individual performance can be maximised to reach the same goal. Conclusion From the preceding paragraphs it can be concluded that it is imperative for managers to have a thorough understanding of the motivation theories. However, it is easier said than done. There is no simple answer of how to motivate people, though an understanding of the theories does help. It enables the managers in enhancing not only the individual but also the organisational performance. The primary objective of organisations is to survive, sustain and grow and the objective can be met when the employees and staff are happy. This can be achieved by understanding the motivation theories and implementing them effectively to achieve optimal results for the organisation. Thus it can be said that effective implementation of the motivation theories can help the organisations to have a competitive edge and it can serve to be a source of sustainable competitive advantage which would ensure its growth, survival and maximised revenue generation in the long run. Thus, it can be concluded for managers to perform efficiently it is imperative for them to have knowledge of the motivation theories. Bibliography Armstrong, M., A Handbook of Human Resource Management Practice, (2003), Kogan Page. Bratton, J. and Gold, J., Human Resource Management: Theory and Practice, (2003), Palgrave Macmillan Hall, L., Torrington, D. and Taylor, S., Human Resource Management, (2004), FT Prentice Hall Hook, C. and Foot, M., Introducing Human Resource Management (Modular Text for Business and Economics), (2005), FT Prentice Hall Marchington, M and Armstrong, A., Human Resource Management at Work, (2005), Chartered Institute of Personnel Development Mullins, L.J., Management and Organisational Behaviour, (2004), FT Prentice Hall Purcell, J and Boxall, P., Strategy and Human Resource Management (Management, Work and Organisatons), (2002), Palgrave Macmillan Schwarz, R.M., The Skilled Facilitator: A Comprehensive Resource for Consultants, Facilitators, Managers, Trainers and Coaches, (2002), John Bass and Wiley.

Employee Rights & Managing Discipline

Employee Rights & Managing Discipline All corporations strive to have strong employee relations, recognizing employee rights and effectively administering discipline are two vital aspects of developing this relationship. These aspects, meticulously executed, generate increased job satisfaction amongst employees and improved performance. Identifying and observing various employee rights is an integral piece of managing discipline. Management must be cognizant of these employee rights, divided into three separate categories: statutory rights, contractual rights, and other rights (Gomez-Mejia, Balkin, and Cardy 441).Statutory rights, particular rights protected by specific legislation are often regulated by an agency of a state or federal government. A crucial right, developed by the Civil Rights Act of 1964 is the protection from discrimination based on race, sex, religion, national origin, age, or handicap. The Equal Employment Opportunity Commission of the federal government monitors employers to ensure that current and/or potential employees do not suffer from unfair discrimination.Protection against unsafe or unhealthy working conditions, another vital statutory right, falls under the regulation of Occupational Safety and Health Administration (Gomez-Mejia, Balkin, and Cardy 441). Contractual rights, granted by the law of contracts, derived from a legally binding promise created by two or more competent parties with remedies for non-compliance are another key element. Employment contracts, a classic example, clearly define the terms and conditions of employment for all involved parties.An advantage of such contracts entitles an employee to compensation if he/she is discharged for reasons other than nonperformance; this particular privilege is usually only available to individually negotiated contracts. Yet, benefits sheltered by union contracts include the right to due process and wrongful discharge remedies. Due process, the impartial investigation of discip linary actions allow members under a union contract to claim back pay and other job rights if found to have been wrongfully discharged (Gomez-Mejia, Balkin, and Cardy 441-442).However, these contracts are rare in the work force; most individuals, commonly employed at will, grant employer and/or employee an opportunity to terminate the relationship at any time for any cause. Employee rights, neither statutory nor contractual are other rights, encompassing, the right to ethical treatment, a limited right to privacy, and a limited right to free speech. Fair and ethical treatment by an employer is a reasonable expectation of employees, thus management needs to devise a culture promoting such treatment.Developing this culture include, but not limited to, techniques, such as, developing trust, acting consistently, demonstrating integrity, and ensuring that employees are treated equitably. Incorporating some of these practices will aid organizations to avoid high turnover rates, which can be damaging to the bottom line. The limited right to privacy, another defined other right, enables employees from unreasonable and unwarranted invasions of their personal affairs. Searches of an employee’s personal workspace or listening to their conversations should be limited situations initiated by reasonable cause or acquiring prior consent.Mark Dupont and Roy Clarke, shareholders of Richards, Watson, & Gershon, outline an effective method in which a corporation can acquire consent from employees: â€Å"Cover everything. Make the policy as broad as possible to cover all types of electronic communications that occur on work equipment, including those that may be developed and implemented in the future [cell phone, e-mail, text messaging, instant messaging, and so forth). The policy should be set up to evolve with the rapid pace of technology. . . Make sure the policy matches practice. . .Take care that mid-level managers do not undermine the policy with stray comments and assurances that are contrary to the policy. Make sure that the policy matches up with actual practice. If the policy intends a no-personal-use policy, do not undermine that directive with mixed messages. It is also advisable to have employees sign an acknowledgement that they have read and understand the policy, . . At the same time, make sure the policy is practical if incidental personal use is inevitable, understand the implications of such a policy, and address it (Privacy rights). Another privacy issue arises from the handling of employees’ personnel files, containing sensitive personal information. These essential files ought to be available only to a limited population of the corporation in order to protect an employee’s privacy. Individuals vigorously protect the right to free speech, a cornerstone of the U. S. Constitution; nonetheless, this is limited within the private sector. An employee publicly disagreeing with corporate strategies is to expect disciplin e. Moreover, inflammatory or abusive language insulting superiors, peers, and/or clients warrant negative onsequences (Gomez-Mejia, Balkin, and Cardy 442-445). Successful implementation of discipline while adhering to the standards and expectations of employee rights does encounter adversity; random drug testing, whistle blowing, and the restriction of office romances consist of a few challenges management must confront (Gomez-Mejia, Balkin, and Cardy 447). Many employees view random drug testing as a direct violation of their right to privacy, claiming the practice is an unreasonable invasion. The intent of random drug testing is to create a safer work environment by the most equitable means, but it continually meets resistance.Therefore, many private corporations have opted for other avenues to ensure workplace safety. One method utilized by private firms is pre-employment drug testing, a test given to all potential employees, as a step in the hiring process dissipates tension bet ween employee and management concerning the issue, in essence, an applicant’s failure of this drug test enables a firm the right not to extend an employment opportunity. Another alternative is probable cause drug testing, occurring when an employee engages in unsafe or suspicious behavior.Both forms of testing do not arise randomly, but transpire for a predetermined reason, alleviating the issue of invasion of privacy (Gomez-Mejia, Balkin, and Cardy 447-449). The act of whistle blowing, an instance when an employee discloses illegal, immoral, or illegitimate practices of an employer, presents another delicate situation for corporations. A whistle blowing incident requires a tempered response from a firm’s management team, compelling them to retain authority without trampling an employee’s right to free speech.Managers must refrain from behaving inappropriately and encouraging dire measures, such as, ostracizing, harassing, or firing the vocal employee. Despite a reasonable response from management, whistle blowing is still a risky endeavor and an individual should accumulate the proper documentation before going forward. Yet, such undertakings have produced valuable legislation; the Sarbanes-Oxley Act of 2002, provides protection to whistle blowers and holds offending parties accountable for their infractions (Gomez-Mejia, Balkin, and Cardy 451-453). Administering restrictions on office romances commands another balancing act from managers.Management must determine the appropriate measures to limit the firm’s liability from sexual harassment litigation, but not infringe upon employees’ off-duty relationships and behaviors, invading their privacy. A few corporations elect to establish a no-dating policy even with this policy’s drawbacks; namely, the difficulty of enforcing the policy or being compelled to terminate a valuable employee for a violation of this policy despite no illegal activity occurring. Conversely, othe r firms encourage office romances acknowledging the benefits of a happier and more stable work force.These two scenarios are the extremes, most companies find comfort with the middle ground of neither condemning nor condoning office romances, rather accepting them as long as they do not involve a supervisor and his/her direct subordinate (Gomez-Mejia, Balkin, and Cardy 453-454). Effectively disciplining employees while respecting their rights may be cumbersome, but two different approaches, commonly used, are a progressive style and a positive style of discipline, both consisting of the manager discussing questionable behavior with an employee (Gomez-Mejia, Balkin, and Cardy 454).Progressive discipline, multiple interactions giving employees opportunities to correct deviant behavior before dismissal, typically addressing minor infractions comprise of three to five steps. The initial step, a verbal warning, describes the behavioral miscue and notifies the employee of possible consequ ences if the undesired behavior persists. An employee committing another infraction of the same policy within a specified period will be subjected to a written warning.This recorded documentation, entered into the employee’s personnel file, reiterates the issue and describes further repercussion if the problem continues. The severity of the situation increases with each successive step of the progressive discipline process, thus not heeding these warnings, an employee may face unpaid suspension and/or eventual discharge from a company (Gomez-Mejia, Balkin, and Cardy 455-456). Another multiple step form of discipline, positive discipline, is similar to the progressive method without the adversarial aspect.This process encourages cooperation among managers and employees, opening a dialogue to correct deficient behaviors. The first step involves a discussion of the poor performance and a verbal solution to the problem. If this proves ineffective, the subsequent step is another c ounseling session, but the agreed upon resolution is now documented. Squandering both these opportunities still results with the employee taking time away from the work, as with progressive discipline, however, under the positive method this is paid.This approach attempts to avoid ill-mannered behavior from the offending employee upon return with hope that the performance is improved, if not, separation of employment is the final action. While the initial implementation is costly and the administering of this method is time-consuming, both, managers and employees prefer this process. The cooperative construct of counseling eliminates apprehensions regarding discipline, creating managers more apt to intervene when an issue arises, fostering better working relationships with their employees (Gomez-Mejia, Balkin, and Cardy 455-457).Incorporating basic principles within the management of discipline regardless of the severity of the infraction creates uniformity and understanding. Manage ment should communicate the rules, expectations, and performance criteria to all employees clearly, thus creating a workforce knowledgeable of the policies, procedures, and consequences of their violation. All information, properly documented, enables both, management and employees, to present and/or dispute only facts.Furthermore, discipline administered quickly, consistently, and without discrimination is the most effective. Michael S. Lavenantan, attorney at the law firm of Landegger & Baron, specializing in labor & employment law suggest: â€Å"To avoid liability for harassment, discrimination, or wrongful demotion or termination, every organization should train its supervisors to follow these six non-negotiable rules of discipline. 1. Be fair. 2. Be consistent 3. Be uniform. 4. Be honest. 5. Be objective. 6. Be prepared.Following these six rules will help you minimize liability when an employee makes a claim. Educating supervisors about these rules will give them the right bal ance between authority and receptivity. The result will be low turnover and high productivity for your organization† (The Art of Employee Discipline). In conclusion, recognizing employee rights and managing discipline is a complicated task requiring the attention to numerous details, yet, done in an efficient, effective manner will generate a stronger work force prepared to succeed.Works Cited Gomez-Mejia, Luis R. , David B. Balkin, and Robert L. Cardy. Managing Human Resources. 6th ed. Upper Saddle River, NJ: Pearson/Prentice Hall, 2010. Print. Dupont, Norman, and Roy Clarke. â€Å"Privacy rights: employee use of electronic devices in the workplace. † Public Management 92. 10 (2010): 24+. Academic OneFile. Web. 30 Nov. 2010. Lavenant, M.. â€Å"THE ART OF EMPLOYEE DISCIPLINE: How to Retain Control & Increase Production. † Nonprofit World 1 Jul 2010: ABI/INFORM Global, ProQuest. Web. 1 Dec. 2010.

Western Australian Excursions: Off School Site Activities Policy

EDP120 Introduction to Teaching WA Excursion Policy: Off school site activities document analysis This intention of this report is to analyse the Western Australian (WA) Excursions: Off school site activities policy document and discuss action plans for three potential scenarios. Effective 1 July 2003, (Western Australian Department of Education, (WA DoE), 2003) the rationale behind the policy is to set out and provide principals, teachers, and supervisors from both government and privately run schools with consistent, comprehensive standards and expectations whilst being off school grounds.The WA school excursion policy, written by the Western Australian Department of Education recognises that a well planned, properly managed and curriculum aligned off site school excursion can contribute to the educational benefits for a student. (WA DoE, 2003, p. 4 2. 1) With an excursion not being a regular occurrence in a school year, and therefore a variation to the routine of a typical school day. It is essential to note that with any variation to a routine and environment, that there is an increase in the potential of risks and hazards. WA DoE, 2003, p. 4 2. 1) Especially, when students are in the public arena and the actions of others cannot be determined. In addition, schools have a moral obligation to provide a ‘duty of care’ to their students on and offsite school grounds. The care provided by the teacher/s-in-charge essentially needs to be increased in relation to these newfound potential risks. (Department of Education, Training, and Employment, (DETE), 2013) Hence, the importance of using such a policy in today’s teaching environment.With the education and safety of students being paramount, schools are bound by common law to protect students, teachers, and others. (DETE, 2013). It is therefore not only health and safety concerns of students’, but a legal requirement to demonstrate that an excursion’s are planned efficiently, man aged and risk assessed. (Tronc, K. 2004) In the event of an emergency, effective planning minimises the risk of confusion and empowers teachers to make informed decisions.Furthermore, by adhering to the key points in the WA school excursion policy, the school is thus reducing the chances of a costly and lengthy litigation if a court deems that the school has not breached its duties. (Tronc, K. 2004). Key points of the policy include information on assessing risks in relation to; the environment of the excursion, transportation of participants, a students’ capacity; in relation to health, skill level and cultural requirements, establishing the skills of the supervisor/supervisory team and competency levels of involvement by external providers.The policy then provides guidelines on; establishing supervision strategies, providing information and seeking consent from parents, developing communication strategies, emergency response planning, briefing students and supervisors, reco rds that need to be retained, gaining approvals for excursions; whether it be interstate or international and then makes note on privately arranged activities. Scenario One The parents of a student are experiencing financial difficulties and cannot afford to pay for their child to participate in the excursion.Whilst the policy does not give advise pertaining to financial hardship, the policy does clearly state, â€Å"Where financial hardship is understood to be the reason for a student’s non-participation, schools should endeavour to provide financial assistance†. (WA DoE, 2003, p. 11) It would be fair however to assume, that before an excursion is planned that the related costs would have already been deemed as reasonable and affordable and approved by the principal to allow students to participate. (NSW Government, Education & Communities, 2009).Hence, it would stand to reason that if a parent was under financial burden due to the excursion, then the appropriate cour se of action would be to discuss their given situation with the principal to obtain available financial assistance. The issues with the policy regarding financial assistance is that there are no formal guidelines as to determining eligibility requirements, nor as to how much assistance should be provided and what would indeed be deemed financial hardship in the policy. Based on this lack of guidance it would be reasonable to expect that the principal would determine the assistance level based on the severity of hardship.However, the foreseeable issue with this is that parents/guardians could place undue burden back on the school for ongoing assistance or indeed take advantage of the funding available. Interestingly to note The ACT Government provides information on their information portal website regarding financial assistance for families and they determine low income status by photocopying a government issued health care card or Centrelink card as these are means tested. (ACT Gov ernment, Education and Training Directorate, 2013, para. 7) Scenario TwoA student is injured during a class excursion to the museum. The student is under the care of a parent helper and requires medical assistance. Assuming that the excursion does not require an overnight stay and the parent teacher has been given the relevant approvals by the principal and/or teacher-in-charge (WA DoE, 2003 p. 14, 3. 10. 1). The teacher-in-charge would have already deemed that the parent helper has a working with children check or completed a Confidential Declaration, has the skills to perform a supervisory role and to manage an emergency should one arise. (WA DoE, 2003, p. 8, 3. 2. ) Prior to the commencement of the excursion a risk assessment and management plan would have been arranged and discussed in some detail with the staff and education officer at the museum. At the point of being alerted to the injury the supervisor would signal to the group of students the emergency signal that was commu nicated and practiced prior to arriving at the museum. (WA DoE, 2003, p. 12, 3. 6). Being that the museum has recommended student to supervisor ratio’s and does not offer supervision whilst on the excursions (Western Australian Museum, Government of Western Australia, 2013b, p. ) the parent helper will not be able to leave the students alone to seek medical attention as this would be negligent to the other students being left unsupervised. The museum according to their excursion essentials information booklet expects the teacher-in-charge to bring their own first aid supplies. (Western Australian Museum, Government of Western Australia, 2013a, p. 4) Depending on the nature of the injury the parent helper or teacher-in-charge would administer basic first aid and if possible with the assistance and/or guidance of the museums Senior First Aid trained Visitor Service Officer. Western Australian Museum, Government of Western Australia, 2013b, p. 3) If urgent medical attention shou ld be required, it would be at the discretion of the trained first aid officer and/or parent/guardian once notified and medical appointments would be at the discretion of the parent/guardian as costs associated with the accident are the parent/guardians responsibility WA DoE, 2003, p. 25, Appendix E). During this time, the parent helper would have had access to the management plan that also includes student health forms and student emergency contact information, (WA DoE, 2003, p. 2, 3. 7) Either the parent helper or the teacher-in-charge would call and advise the parent/guardian and would then contact the principal. Being a museum that is a government owned building, the museum is fully compliant with the public liability insurance requirements (WA DoE. Page 9, 3. 2. 5, 2003). Scenario Three Three students miss the bus for their class excursion. The school principal asks you a (teacher) to transport the three students to the excursion using your private vehicle.As part of the Ã¢â‚¬Ë œduty of care’ of students, it is reasonable for a teacher to transport students in the event that they miss the bus for an excurison. However, according to the policy document guidelines â€Å"Private vehicles should only be used when there is no other option. † (WA DoE, 2003 p. 7, 3. 2. 2) As the principal has asked you, as a teacher to transport the students it would be fair to determine that all other avenues had been previously exhausted. It should also be noted, that it would not be reasonable to assume that a student could make their own way to the excursion without being at risk of injury or danger.The duty of care for a student is not limited to the school grounds and may require a higher level of duty of care than that of a parent’s duty of care. (Association of Independent Schools, (AISSA) 2000) It would be good practice, not necessarily a requirement of the policy to contact the parent/guardian to inform them that the student had missed the bus and t o advise them that they would be travelling with a teacher in a private vehicle. The implications of not informing the parent/guardian could be far reaching, as the parent/guardian may not approve the transport by a teacher in a private vehicle.The teacher-in-charge of the excursion also has a responsibility and could be held liable, to ensure that you the teacher, driving the private vehicle has comprehensive private motor vehicle insurance and the vehicle complies with the Road Traffic Act 1974. (WA DoE. Page 7, 3. 2. 2, 2003) Conclusion In conclusion, all schools have a ‘duty of care’ to the teachers, students, and others whilst onsite and offsite school grounds. A breach in a ‘duty of care’ can result in a costly and lengthy legal negligence case.Hence, all teachers that supervise students have a moral and legal liability to be concerned for the welfare and safety of students. By adhering to the policy guidelines, this allows for a consistent approach t o the welfare and safety of participants whilst on excursions. Furthermore, completing risk assessments and management plans, allows teachers to be empowered and to assess potential risks and avoid foreseeable and avoidable injuries. References ACT Government, Education and Training Directorate. (2013) Financial Assistance for families. Retrieved from http://www. det. act. gov. u/school_education/starting_school/financial_assistance_for_families Association of Independent Schools. (AISSA) (2000). Year 2000 Ncisa Conference, The duty of care of schools. Retrieved from http://www. ais. sa. edu. au/resources/Duty%20of%20Care%20of%20Schools. pdf Department of Education, Training and Employment (DETE). (2013). School Excursions. Queensland: Queensland Government. Retrieved from http://ppr. det. qld. gov. au/education/management/Pages/School-Excursions. aspx NSW Government, Education & Communities. (2009) Excursions Policy Implementation Procedures. New South Wales. NSW Government.Retriev ed from https://www. det. nsw. edu. au/policies/student_admin/excursions/excursion_pol/implementation_1_PD20040010. shtml? query=excursions Pack N Go Educational Tourism. (2011) Why school should have education trips? Retrieved from http://www. educationaltourism. org/why-us. html Tronc, K. (2004). â€Å"Schools and the law: closing the rhetoric and reality gap. † The Practising Administrator. Vol. 26, no. 1, p. 22-24. Western Australian Museum, Government of Western Australia (2013a) Excursion Essentials. Retrieved from http://museum. wa. gov. au/explore/education/perth/excursion-essentialsWestern Australian Museum, Government of Western Australia (2013b) Excursion Management Plan 2013 – Western Australian Museum – Perth. Retrieved from http://museum. wa. gov. au/explore/education/perth/excursion-management-plan-2013-western-australian-museum-perth Western Australian Department of Education (WA DoE). (2003). Excursions: off school site activities. Western Austr alia: Department of Education. Retrieved from http://www. det. wa. edu. au/policies/detcms/policy-planning-and-accountability/policies-framework/policies/excursions-off-school-site-activities. en? oid=au. edu. wa. det. cms. contenttypes. Policy-id-11684723

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