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A guide to accounting for business combinations (third edition)Download the executive summary. Download the guide. We developed and designed our guide, A guide to accounting for business combinations (third edition), to help assist middle market companies in accounting for business combinations under Topic 8. Business Combinations, of the Financial Accounting Standards Board. Applying the accounting model in Topic 8. Business Combinations. Comptroller’s Licensing Manual. This booklet deals with business combinations as defined in the Glossary, which. Accounting for business combinations – Applying IFRS 3 in practice. Navigating the Accounting for Business Combinations i Business combinations. Accounting for Business Combinations explains the requirements of ASC Topic 805. This two-day seminar provides an in-depth explanation of the accounting for business. IFRS 3 Business Combinations as issued at 1 January 2012. Includes IFRSs with an effective date after 1 January 2012 but not the IFRSs they will replace. The accounting for business combinations (ASC 805), discontinued operations, divestitures, intangible assets, impairments and segment reporting continue to pose many. International Financial Reporting Standard 3 Business Combinations Objective 1 The objective of this IFRS is to improve the relevance. To help alleviate this complexity, our guide explains the accounting for a business combination in plain English and illustrates many aspects of this accounting with detailed examples and illustrations. The list of topics explored in the guide spans the entire spectrum of issues related to the accounting fortain acquired items after the acquisition date to applying pushdown accounting. In addition, the guide provides checklists designed to promote the efficient and effective fir a business combination. The application checklist and disclosure checklist are available as paperless forms, making them easy to use for documentation purposes. Changes made by the FASB to existing guidance for which there are significantly deferred effective dates, as well as changes to existing guidance that are in the process of being made by the FASB, are highlighted in this edition of the guide. Additional information about these changes can be found in our summary, Business combinations: In motion. This summary is updated as significant standard- setting activities occur (e. ASU). To request a printed copy of the guide, please contact your RSM representative. Chapter 3 Business Combinations Introduction In the previous chapter, we pointed out that a corporation can obtain a subsidiary either by establishing a new. Business Combinations (Topic 805) No. 2010-29 December 2010 Disclosure of Supplementary Pro Forma Information for Business Combinations a consensus of the FASB.
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2016 RESULTS Mentoring Program - Enrolments Now Closed Just missed out? Call us NOW on 03 9890 5600 or register your interest here. Training and learning development training, coaching, mentoring, training and learning design - developing people. Conventional 'training' is required to cover essential work-related. MENTORING INTEREST SURVEY FOR PROSPECTIVE PARTICIPANTS. Introduction: The *SPSC Leadership Forum has created a team that is designing and will administer a prototype-mentoring program. The ROI of Mentoring, Coaching, and Other Employee Development Programs. It’s no secret that organizations that invest in their employees are top performers. Programs like mentoring and coaching are. Essential for Sustaining a Culture of Safety – PSQHMarch/April 2. Mentoring Programs: Essential for Sustaining a Culture of Safety. Seisser, MSN, RN, CPHRM, CPHQ, FASHRM; and Rosalie S. The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research Abstract This review critically examines 15 empirical studies, conducted since the mid 1980s, on the effects of support. This resume template is for the following job titles: Nursing Supervisor, Manager of Nursing, Nursing Manager, Nurse Manager, RN Unit Manager/Nursing Supervisor and RN Manager. Table of Contents INTRODUCTION 2 Why Organizations Implement Mentoring Programs 2 Types of Mentors 4 Formal and Informal Mentoring Programs 4 Benefits of Mentoring for the Mentor 4 Benefits of Mentoring for the Prot National Center for Women & information Technology www.ncwit.org . Strategic Partners: investment Partners: Brown, BA, MHA, RN, CPHRMAn effective mentoring program can strengthen a healthcare enterprise. By enhancing staff knowledge and team integration, mentoring programs help support an enterprise- wide culture of safety, which, in turn, helps minimize adverse patient occurrences and related financial losses. This article examines the theory and practice of mentoring, focusing on how adult learning strategies and ongoing managerial support can improve mentor- mentee rapport and produce better outcomes for participating individuals and the organization. Sample worksheets are included, to help create and evaluate a mentoring program. Understanding Mentoring. Mentoring is defined as . The goal is to foster relationships, behaviors, and activities that embody the organization. Internal mentoring is a key learning and teaching strategy that allows the organization to retain skills and create continuity, with positive implications for succession planning efforts and long- term sustainability. As mentoring activities proliferate, staff commitment to the program tends to intensify. The information that mentors share with mentees is later shared by mentees with others (Peddy 1. Mentoring also can help foster risk awareness, resulting in fewer errors and decreased liability exposure. Properly mentored employees learn through emulation to become leaders in patient safety and quality improvement efforts. When work teams exhibit mentoring behaviors. In one research study, three- quarters of surveyed organizations reported that mentoring programs were valuable for increasing retention (Barbian 2. Another study reported a decrease in turnover of 2. Alleman & Clarke 2. Mentorship helps sustain morale by demonstrating that the expertise and experience of veteran staff members are valued. Moreover, such programs personify a spirit dedicated to helping newcomers thrive and grow. Healthcare organizations with a reputation for successful mentoring programs are, therefore, inclined to recruit and retain better- motivated employees, increasing quality of care and reducing exposure. Mentoring partnerships can flourish only when mentees believe that openness is rewarded and issues can be discussed honestly, without fear of retaliation or impetuous blame. Without these protections, participants become over- cautious and disengaged, the program loses momentum, and the morale of both mentees and mentors may suffer. Successful mentorship is about more than one- on- one relationships; it involves an organization- wide commitment to personal accountability, communication, and trust. Mentorship also may exhibit multiple mentoring models, such as mentoring circles and peer and team mentoring (Ambrose 2. Working with Adult Learners. Mentoring involves adult learners, who tend to be self- directed and goal- oriented (Knowles 2. Mature adults, with their previously acquired knowledge and life experiences, are often motivated more by internal goals and personal satisfaction than younger learners. Mentoring programs thus should establish a vigorous and respectful educational environment that acknowledges mentees. Research shows that a failure to recognize past experiences can result in feeling devalued and ignored, which can undermine the learning process (Knowles 1. The mentoring process begins with development of the initial framework for a teaching plan, often created by an in- house team comprising human resources professionals, risk managers, education and training specialists, and clinical leaders knowledgeable about relevant operational processes. The framework should align objective job demands and expectations based on job descriptions, departmental policies and procedures, and established best practice, using worksheet formats (see Figures 1 and 2). The planning objective is to ensure that mentees understand: which skills and strengths are already present,what they need to learn,which capabilities require further development, andwhat is expected of them in their new role and how it differs from past situations. Figure 1. Sample Self- Appraisal Worksheet. Learning Objectives(adapted from job description)Competencies(adapted from policies and procedures, best practices)Actions(adapted from policies and procedure, best practice)Prior Knowledge? Yes/No. Performed. Independently? Sample Teaching Plan Worksheet. Learning Objectives(adapted from job description)Competencies(adapted from policies and procedures, best practices)Actions(adapted from policies and procedure, best practice)Prior Knowledge? Yes/No. Performed. Independently? The teaching plan worksheet: outlines mutual expectations for the mentoring experience; lists the core skills, knowledge, and actions needed to perform learning objectives; and describes teaching methods, peer observation/verification of learning behaviors, and next learning steps. The mentor can use the teaching plan worksheet to create an individualized experience that considers the level, history, and learning style of the mentee. This worksheet will reflect the teaching plans and mentee. In addition, the mentee will discover more about the organization and specific performance expectations. Observations and revised planning goals should be documented on this worksheet following mentoring sessions. Self- appraisal is a critical aspect of the mentoring process. It should be viewed positively, as a means of self- discovery for the mentee, intended to encourage discussion and strengthen the relationship with the mentor. Managing Issues. Mentoring involves establishing open and supportive interpersonal relationships, which can be a psychologically and emotionally challenging process. The following guidelines can help create healthy boundaries and mitigate some of the more common problems that may arise: Foster compatible relationships. Realistically, not every mentor is suitable for every mentee, and vice versa. Encourage both to be honest about the nature of comfortable partnership in terms of age, sex, personality type, and professional attainment, and respect these preferences to the extent possible. Maintain a clear distinction between mentor and supervisor. Mentorship emphasizes support rather than assessment, and combining these different functions can lead to confusion and conflict. Mentors and mentees should be able to discuss learning activities and related sensitive subjects honestly, without a fear that disclosures will go on the record in the form of negative performance evaluations. Encourage gradual autonomy and self- reliance. Mentoring relationships tend to create an initial dependence, as the mentee looks to the mentor for both guidance and approval. The mentor can bolster the mentee. While mentor- mentee relationships may continue, at least informally, beyond the agreed- upon time limit, they should taper off in intensity as the mentee gains in experience and poise. Mentor the mentors. Mentoring is a demanding process, and mentors should have access to a seasoned and reliable advisor with whom they can chart strategies, discuss conflicts, and vent feelings. The advisor should exercise some degree of supervision and offer an occasional tactful reminder of the need to model professional, respectful, and sensitive behavior toward mentees. Take steps to prevent mentor . Mentoring should be treated by leadership as a serious and time- consuming commitment, factored into performance evaluations, and rewarded in terms of recognition and career advancement. A successful mentoring program helps humanize the workplace by encouraging the treatment of staff not as passive order- takers motivated by avoidance of punishment, but as partners and potential leaders with an emotional stake in the enterprise. As the level of fear within an organization declines, commitment increases. A more compassionate, patient- focused culture and a lower level of risk are thereby achieved. Evaluating the Mentoring Experience Each learning experience should be evaluated jointly by the mentor and mentee in a timely manner, through use of the following threshold questions, among others: Were both parties adequately prepared and motivated? Did the mentee fully communicate his or her thoughts and questions? Did the mentee understand the learning objectives and address the associated core actions? Was the mentee able to identify his/her strengths and weaknesses objectively? Did the mentor incorporate narratives, examples, hypothetical situations, and other adult teaching strategies? Was the mentee able to identify risks, alternatives, and acceptable solutions? Did the mentor provide adequate guidance and support? Was the mentor objective about his/her own teaching strengths and possible biases? The duration of the mentoring experience depends on various objective and subjective factors, including the mentee. The mentor determines when the mentee is able to function independently, based on the ability to: consistently perform the core actions associated with specific learning objectives; apply learned concepts and principles to specific scenarios provided by the mentor (Figure 3), since not all types of experiences are available for learning ; andidentify appropriate resources that can be used to help solve actual or potential problem. Figure 3. Case Scenerio. Based upon findings arising from the previous patient safety rounds addressing medication safety, the team. What is your next step? All stakeholders. If the agreed- upon end date arrives, and goals have not been entirely met, the participants may request additional time together or, in consultation with management, may consider alternative strategies. Assessing the Mentorship Program. Leadership is ultimately responsible for evaluating the mentoring program. Corning. Splice Pak Splice Protector, Yellow, for Protecting 2. The Splice Pak Spl.
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