Performance Management And Learning And Development Essay

Introduction In the 19th   century university was meant to be a theoretical theatre, while the factory was the place for formal training and learning. Education is broader in scope than training and it has a less specific application than training, as it is delivered in educational institutions. As a result, there has always been a tension between the needs of industry and the educational requirements of the individual, as society needs people who can contribute in a comprehensive way (Wilson, 2005). A century later, West moved beyond the factory and manufacturing as the basis for economic wealth have been achieved. Compared to earlier centuries now this century is able to demolish the   trading, political and economic   barriers, which hampered the progress in the old days. The arrival of mass media and technology is re-shaping our lives at a breathtaking speed; the concept of learning is now not a stagnant process, but in a flux and evolving every day (Beckett, 2000). The nature of work is changing with the knowledge economy in boom, giving rise to unparalleled demands for learning in work settings through consistent training. Enterprises need integrated approach to possess knowledge workers, which is the right prescription for businesses today. It is hard to create effective employment and training based policies which give high priority to education and training-both at a time. Countries like Korea and Singapore are seriously investing in their human resources, while the poor countries do not have sufficient funds to meet their growing needs. The overall goal of the global economy is provide opportunities to people and obtain productive work with dignity, which requires a framework to address worker and producer needs. To meet such requirements, the new millennium needs a shift from traditional approach and demands new human resources development and training policies. Learning and Training Learning can take place either in formal settings, such as school/university or in less formal organizational settings. Possessing knowledge is different from learning, as learning has limited value and is not a guarantee of being skillful, until   put to practice in real world. Wilson (2005) has defined learning as â€Å"a permanent change of knowledge, attitude or behaviour occurring as a result of formal education or training, or as a result of informal experiences. Learning, education and development are often muddled together, however   they carry specific meanings as explained below: Training = learning related to present job; Education = learning to prepare the individual but not related to a specific present or future job; Development = learning for growth of the individual but not related to a specific present or future job. It has been recognised by the enterprises that passive learning cannot not ensure an accurate developmental process necessary in the business world. The managers find it hard to believe, that, seminars and workshops can teach management. It is argued, that case methodology, lectures, discussions and theories are useful, but they never find its way into the corridors of business world. As a result, managers and educational theorists suggest experiential learning, which trains workers in work place more effectively. According to the Glossary of Training Terms (2005), training is â€Å"a planned process to modify attitude, knowledge or skill behaviour through learning experience to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to develop the abilities of the individual and to satisfy the current and future needs of the organisation†. Rothwell (2003) mentioned that, training equips individuals and groups in an organisation to improve their work performance. However, training alone cannot alleviate a poor work, which may be due to the lack of rewards and incentives. Training is put into practice for a variety of reasons, such as orientation training for new workers or sending employees for special assignments and preparing employees to support critical activities (Wilkinson, 2005). The HRD equips people with necessary skills in three ways (McGoldrickand, 2001). .Individual Development   addresses broad areas and addresses, such as skill development, interpersonal skills, career development, etc.   Occupational /Group Development occurs among the groups through a team building programs. It also applies to specific occupational groups, such as implementation of new legislation. Organizational Development covers the whole organization. It can be defined as a â€Å"collection of planned change interventions, built on humanistic-democratic values, that seek to improve organizational effectiveness and employee well-being†(Wilson and John, 2005). The well-known examples are; the introduction of a customer care programs across the organization; and the introduction of total quality management, which requires all individuals and groups to become involved. Mumfords (1995) mentions that, an organization where people continually expand their capacity to create the results- truly invent patterns of thinking for collective learning. This process can be defined as following:   Personal mastery, ensuring individual motivation to learn; mental models, creating an openness to misconceptions;   shared vision, building long-term commitment in people; team learning, developing group skills like cooperation, communication and so forth;   systems thinking, which constitutes   integration with other disciplines the other four. All these disciplines are to be practiced together to create an impact and must be practiced by all the members of organization to work together. Each problem and dilemma is crisis and workers learn from crisis and difficulties together and try to development process, where all workers profit from each other’s experiences. Shift of Training in Knowledge Economy Drucker (1993) has mentioned that, â€Å"Every few hundred years in western history there occurs a sharp transformation. Within a few short decades, society rearranges itself – its world view; its basic values; its social and political structure; its arts; its key institutions.† The shift   from industrial-based economies to enterprises   started 20 years ago, moving to market share and hierarchical management focusing on a knowledge   based economy. If the industrial economy was driven by cheap energy; today’s knowledge economy is driven by inexpensive microchips and knowledge management enabling businesses to take benefit of the new knowledge (Trask, 1996). The modern corporation is over and the postmodern corporation is different. Today companies may look the same from outside—but behind the faà §ade, everything is different. They are no longer connected to the boiler or routine machines, but now in the business of knowledge creation. The activity of knowledge-based organization is not producing machine or power toys, but producing and managing knowledge. The knowledge economy differs from the old one, as the new economy is ever-increasing in information intensity and packed with more knowledge, data, and ideas. Now knowledge resides in the magnetic strip, not the plastic. The knowledge-based economy has new rules and standards, which require new ways of living and working, business, which do not acquire knowledge workers, are destined to die.   Wolfensohn (1999) has mentioned that, the knowledge-based economy relies on ideas and applications of technology rather than physical strength, which was done on the exploitation of cheap labor. In this new economy knowledge is created, acquired, transmitted, and sold by individuals, enterprises, organizations, and communities for the promotion of economic development. In the industrial world, knowledge-based industries are growing fast, while labour market demands are also changing. The new technologies insist on highly skilled workers, diminishing demand for the low skilled workers.   One of the key factors that distinguish intelligent business enterprise of the 21st century is emphasis on knowledge and information. Knowledge management is an important means by which organizations can better manage information and knowledge. Knowledge management encompasses a range of concepts, ranging from management tasks to technological practices, all come under the umbrella of the management of knowledge (Gupta, 2003). The successful organizations are aggressive, fast paced and have the ability to create  Ã‚   knowledge to maximize organizational strategic success. In today’s world, knowledge is a resource, which is critical to an organization’s survival and success in the global economy.   As the nature of work is changing, knowledge is regarded as a primary resource-giving rise to the unprecedented demand for learning in the working environment. Enterprises need to offer this new learning at work and create knowledge workers, which have become inevitable part of the corporate world. The workplace has become a site of learning associated with development of the enterprise through contributing to production and innovation. Thus the development of the individuals by providing training to create new knowledge is the most wanted asset of the enterprises today. The knowledge economy has four basic features as described below (Trask, 1996). Knowledge developed and applied in new ways, especially through information revolution, which has provided not only new opportunities to access information, but it is also creating new opportunities for swift transfer of the knowledge speeding up the process of worldwide change. Today product cycles have become shorter due to growing demand for innovation. In 1990s, it would take six years from concept to production in the automobile industry; now it takes only two years. Worldwide trade is increasing with increased competitive demands on producers. The countries, which are able to assimilate into the world economy, will achieve higher economic growth. Small and medium-size enterprises in the service sector have become significant players, in terms of both economic growth and employment. In the industrialized countries the employment has risen, but the patterns of employment are changing. The employers have re-organized workers into fixed and variable categories, while the fixed workers are career-oriented, the variable have little career progression and low access to education and training. These trends show that labour markets are becoming ruthless in their treatment of un-skilled workers and these low skilled workers stand at an edge. As a result working poor have grown in number and those working are underpaid and forced to work in miserable working conditions. The speed of change in the knowledge economy depreciates much more quickly compared to the past. In order to compete effectively in this changing environment, organisation need to   upgrade their workers skills continuously. This rapid change in the knowledge economy is so swift that firms can no longer rely longer rely on fresh graduates. In order to meet such need, lifelong learning and training is crucial to enable workers to compete in the global economy. Formal education and training includes programs which are recognized by the    Universities and institutes and lead to approved certificates and degrees.   Non-formal education and training includes programs, which are not formally recognized by the national system, such as apprenticeship training programs and structured on-the-job training.   Informal education and training includes unstructured learning, which can take place almost anywhere, home, community   or workplace.   It includes unstructured on-the-job training, the most common form of workplace learning. This improvement in people’s ability will allow them to be not only useful for their organisation, but it will also enable them to function as a useful members of their communities.   In a modern economy, the production of goods and services still relies on workers despite machine revolution. The need is to develop learning and training strategies, which allow these workers to learn new skills for new working conditions. It is crucial for the organisation to prepare workers for this new environment, which requires a new mode of education and training ­. This lifelong learning framework encompasses learning throughout the life cycle, from early childhood to retirement. It includes formal, non-formal, and informal education and training. In traditional industries most jobs require employees to learn how to perform routine functions, which, for the most part, remain constant over time and most learning used to take place when a worker started a new job. In the knowledge economy, change is so rapid that workers constantly need to acquire new skills. Firms need workers who are willing and able to update their skills throughout their lifetimes. Enterprises and organisation need to respond to these needs by creating education and training systems that equip people with the appropriate skills. The new millennium main challenge is to be employable and contribute to the economic growth in the global economy. This novel approach has set new rules for education, training and strategies in the organisations. The reason is that training not only advances interests of the individuals and enterprises, but it also augments the economic development of the nations. These new skills formation leads to equity in employment and society at large and allow the enterprise to reap the fruit of this human resources development. Performance Management According to Bacal (2004) â€Å"performance management is about creating relationships and ensuring effective communication and focusing on what organizations, managers, and employees need to succeed.† It is a   strategic approach to manage the business and improve organisational effectiveness with existing capabilities. Performance management provides development specialists with an opportunity to be   innovative in influencing corporate strategy and contribute to the results. The goal of performance management is to ensure that the organization departments, teams, and employees are working in an optimum fashion to achieve the organization objective. At the end of twentieth century new performance management systems were born and cannibalizing the old systems, due to the presence of the technological expansions. Management in the twenty-first century faces the challenge of creating and re-creating effective performance systems and requires a unique understanding of this process. Performance management process is about professionalism and continuous learning and development. The overall goal of performance management is to ensure that the organization and all its subsystems departments, teams, employees are working together in an optimum fashion to achieve the results desired by the organization. According to Bacal (2004), performance management is based on the following beliefs. Optimism: Performance management is based on the belief that improvement is possible, and that the human and organizational conditions can be improved. Performance management is the view of the possibility that performance improvement is always there and change is possible as long as people are willing. A Pragmatic View: Performance management is keeping the optimistic view, but it does have realistic view of improvement, understanding the possibilities for improvement and recognizing the  Ã‚   barriers to success. Performance management addresses various threats in the system and try to solve it, rather than kill it A Balanced Approach: It is natural to resist change in any organisation as change means changing habits. Performance management design strategies, which are part of organizational decision-making processes to build greater support for the change. It capitalizes on the opportunity for further improvement and success. Leadership. Performance management is built on the ethical knowledge. The true leaders determine promote best practices in their organisation to further the success. Such practices require courage to bring change, yet adhering to professional ethics ensuring that the change is consistent with legal requirements. Performance management is meant to establish a shared understanding about what is to be achieved and how it is to be achieved for an organization. To improve performance, individuals need to have a common understanding about what performance (and success) in their jobs looks like. It can be a list of tasks, objectives, or results or it can also be a set of behaviors or both. These goals need to be defined clearly with the jobholder so that people know what they are working toward? And what is expected from them to increase the probability of success (Lance, 1999).   A continuous management process delivers clarity, support, feedback, and recognition to all staff. Performance Management Process Performance management process is a communication process between an employee and his or her immediate supervisor with established expectation and understanding. This process is not meant to threaten or intimidate employees into neither being more productive nor does it mean to attack the personality of the employees, but it is a broad set of tools used to optimize the success of each employee for the larger interest of the organisation. The smooth functioning of performance management depends on the developmental activity and management control. A developmental push is essential to motivate workers and let them concentrate on work and commitment towards their respective organisation. Performance Management process is meant to measure the employee performance. It involves the following steps (Handbook for the Core Performance Management, 2005). Performance planning The workers performance is recognized through employee performance plans. They are clearly told, what are the expectations? And what are the set standards. Thus it is essential to develop such standards, which are realistic and attainable. Individual at the level of induction stage clearly need understand their role in the organisation. Employee/Team Performance In many organizations, employees work together to achieve the organizational objectives. The difference between group performance and an individual’s contribution is that, the group performance is measured aggregately, while an employee’s performance is measured individually. Monitoring performance After the assignment of job the progress of the workers are monitored by the manager/supervisor, to check how much they are really working. Employee development Mentoring is essential process of employee development, the example can be set either by showing a high performer or by leader/manager, which helps the employee to overcome the difficulties. A frank discussion is essential to focus on employee areas of excellence, identifying the barriers to performance. Multiple Source of Feed back It is a process, which provides employees with performance information to enhance managerial feedback. It includes comments from various sources, such as collogues, supervisor report and direct reports as well. Figure: 1.1 Performance Management Process Source: Handbook for the core performance management, 2005 Evaluating Evaluation is a two-way discussion in the form of written documentation to concentrate on employee areas of excellence, and identify the areas for improvement and further development needs. Stupak and Leitner (2001) warns that performance management measurement should not be punitive, but should be positive and should help the organisation, what the work do and what they should not and continue for organisation improvement. It should not be as a tool to punish the guilty, but emphasis should be on finding the right direction for the organisation. Linkage of Learning and Development and Performance Management The learning and development and performance management have been discussed separately earlier. Recent studies have shown, these processes are interrelated and are linked (Harrison, 2005). For example, in small firms, resources are stretched and workers have to switch roles, it becomes crucial to train and develop these workers, as they often have switch tasks. Following are the essential points in case of training in the small firm scenario: A well-focused induction program. Basic training in firm unique systems. A probation period to evaluate the performance. Post confirmation development for further development. Badger (2001) has mentioned that in a situation where products and processes can be easily imitated, the only source of competitive advantage is to stimulate employee to learn.   Organizations always seek to reduce cost increase efficiency and productivity. Today’s enterprises have started to evaluate learning and training programs to achieve higher performance from their workers, as they understand that learning and performance management are interrelated and inevitable to achieve competitive advantage. This competitive advantage can be achieved through the development of human resources by deploying a strategy to support its workers and enhance the organizational performance. The performance management process can positively develop the workforce self-esteem and keep them motivated, thereby giving them job satisfaction, to let them focus on the job. However its not mere training which can bring result, employee participation in decision making is essential as noticed by Peon and Ordas (2005), that organizations need to provide individuals with enough incentives and allow them to participate in the decision-making process to achieve higher performance. The ability of nations and organizations to enhance the standard of living of the growing population depends on sustained increase in the productivity of the systems. In the inter-dependent global economy, productivity is essential to maintain economic advantage for individuals and societies. People and institutions are inter-connected, and today countries have mutual interests in the game of higher productivity of other nations. A nation may gain short-term advantage from a lesser productive contributor, but in the long term lower productivity is a bad omen for all the nations. Conclusion According to Business Intelligence Board (2005), enterprises need to formally link learning and performance management process to measure the employee performance, as this can explain, weather learning has really resulted in higher performance. This link between learning and performance management is clear and the ultimate objective of learning management is to have an educated workforce, which can sustain the competitive advantage in the cutthroat corporate world. Learning and development are essentially related to performance management process, same as performance management process is not complete unless it embrace learning and development  Ã‚   to fill the skill gaps identified in the workers. Various amounts of efforts have been done to linkage learning with performance, Thomson and Mabey  (2001) mentions, many organisations failed to have higher performance from their workers, despite enormous amount of training. It has not yet yielded enough clear evidence of a direct link between learning and performance management. However, learning and development activity does consistently emerge as a crucial intervening factor. L&D alone is not enough-it has to be an integral part of a cluster of appropriate HR strategies. Reference Thomson.A and Mabey.C, Changing Patterns of Management Development, Blackwell Publishing. Marchington, M. and A. Wilkinson (2005), Human Resource Management at Work, London, CIPD   Stupak.J and   Leitner.P (2001), Handbook of Public Quality Management, Marcel Dekker Publications Harrison R (2005), Learning and Development, 4th edition, London. Workplace Learning, Culture and Performance, London, IFTDO. Badger,B (2001),Organizational Learning: An Empirical Assessment of Process in Small U.K. Manufacturing Firms, Journal of Small Business Management, Vol. 39. Drucker.P (1993), The Practice of Management Quorum Books Business Intelligence Board, www.businessintelligence.com (2005) . Wilson, John.P (2005), Human Resource Development: Learning and Training for Individuals and Organizations, Kogan Page Limited. Rothwell.J (2003), What CEOs Expect from Corporate Training: Building Workplace Learning and Performance Initiatives That Advance Organizational Goals, Saranac Lake, NY, USA. Mumford.M (1995), Intercultural Sourcebook: Cross-cultural Training Methods, Intercultural Press Inc. Beckett.D (2001) Life, Work, and Learning: Practice and Postmodernity. Florence, KY, USA.   Trask.L (1996), Building New Skills for the Knowledge Economy,   Business Communications Review, Vol. 26.   Lance.Berger (1999), Compensation Handbook, McGraw-Hill Professional Book Group, USA. Glossary of Training Terms (2005) http://forum.bodybuilding.com/ Bacal.R (2004), How to Manage Performance. McGraw-Hill Companies, USA. McGoldrickand.J (2001),Understanding Human Resource Development: Philosophy Processes & Practice, Routledge Publisher. Peon.J and Ordas (2005), The Learning Organization,   International Journal World Bank Staff (2003), Lifelong Learning in the Global Knowledge Economy: Challenges for Developing Countries, World Bank Publications.    James D. Wolfensohn (1999), World Bank Publications Gupta, Jatinder (2003), Creating Knowledge Based Organizations. Idea Group Publishing,USA. Handbook for the core performance management (2005) Ohio State University, USA.   

On Leadership Essay

Leadership could very much be likened to a driver of an automobile. Without it, the stationary vehicle may warrant some amount of value, yet it doesn’t live up fully to what it is worth. Without anyone to man its steering wheel, it would end up unmoving, stagnant, and eventually wasting opportunities to travel vast lands and reach great summits. Without someone to operate the car, there will be no one to lend his sense of direction. Without this someone, there will be no destination, much less any means to arrive to it. Without this someone, the car would ultimately miss the chance to possess an attribute which is very crucial to attain any accomplishment: the attribute of being DRIVEN. Likewise, being driven is essential to attaining success in the real world, which is why I deem leadership a significant part of life. In a world where tough competition is present almost everywhere, it isn’t enough anymore to merely possess knowledge or skills. So that success could be attained, there is a need to manage these raw gifts effectively and turn them into something more. And leadership makes that possible. I believe that leadership is built on the foundations of vision, drive and direction. Coupled with hard work and dedication, it enables people to maximize whatever resources they have, and allows them to achieve whatever goals they set upon themselves. Because for a group to function efficiently and idyllically, it must have a clear sense of what it aspires, where it wants to go, and how it is going to make it all happen. However, leadership should not only concern the what, the where, and the how. It is equally important that significant consideration be given to the why. Doing so is what I call responsible leadership. I believe that the ideal leader doesn’t only empower his followers; he empowers the society as a whole. It is something which separates a leader from a manager: a manager simply does things right, and a leader, aside from doing this, also makes it a point that he does the right things. All these years I have kept faith in the power of aggressive yet responsible leadership: leadership which inspires trust amid difficulties, which upholds long-term thinking while conquering immediate challenges at the same time. I always make it a point that I myself embody my own ideals of being a leader who could challenge the status quo and be a steward of progress and development. Indeed a great number of people have attempted to encapsulate the term leadership. But through these attempts do we discern that there are a myriad of meanings that could be associated with the word. Although I do agree with a number of the descriptions given, I sum it all up to one idea: that leadership is the one powerful requisite that could bridge the gap between your present location and your target destination, between your situation and your ambition, between where you are now†¦ and where you want to be.

Q: Steve Jobs, the Founder of Apple, Was Asked to Come Back as Chief Executive in 1997 When the Business Was Making a Loss. Jobs Was Appointed to Provide a Clearer Vision for the Business and to Improve Its

Many companies throughout the world have suffered from bad leadership decisions or have not adapted well to business cultures brought in by new leaders. This can cause a spread of problems, both internal and external and often the new leader brought in has to make large changes to the way the business is run. The success of this change of leader often depends on their ability to find the shortcomings of the current business structure and to transform it into a competitive force in the future.Steve Jobs founded Apple as a computer company in 1976 and ran it alongside founders Steve Wozniak, Ronald Wayne and investor Mike Markkula. He was a strong minded visionary and often went against other workers ideas. Many rifts were created within apple because of the disagreements he had with other people about the way projects were being run within the company. Eventually, in 1985 Jobs left Apple after being removed as manager of the Mac project, something he had put together and built up.He a cquired Lucasfilm’s animation department Pixar and funded this whilst working on his ‘NeXT’ computer project. He worked at NeXT for a number of years until, in 1995 Apple were convinced by Jobs to buy out his computer company. He then returned to Apple in an informal advisory role at a time when Apple was making the biggest losses since it was founded. In early 1997 after 500 days in the job and over $1 billion in losses the, then CEO was sacked. Jobs agreed to become interim CEO and to take on the responsibility of getting the company back onto the right path.His first move was to dramatically cut the number of products being produced by Apple and focused on a simple matrix structure. He made a laptop for consumer users and a laptop for professional users and the same for desktop computers. This distinctly different structure cut costs and made Apple seem a lot more customer friendly as a company. The next step was looking towards preparing their products for th e future, through development and predictions. The result was a modern line of products that turned around Apple’s fortunes and made them a player in the personal computer market once again.His next focus was creating a media hub, this included the iPod and iTunes and proved extremely successful for Apple and showcased Jobs’ ability to see future trends and lifestyles. Jobs managed to completely transform Apple from a company making giant losses to one of the most valuable companies in the world by stripping it down and completely rebuilding the structure and culture. His critical decision making skills alongside his vision of the future allowed Apple to reconcentrate on innovating and staying ahead of competition.

Introduction To Human Resource Management Essay

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In the light of reverences Assignment Example | Topics and Well Written Essays - 250 words

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Progressive Era Essay Example | Topics and Well Written Essays - 500 words

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Event this week - Assignment Example This Greek government has fallen into conflict with other European countries after failing to honor previously set agreements. Moreover, there is a plunge in oil prices. This plunge will affect the British economy if it persists since the foreign exchange created by the sale of petroleum products will fall to low levels. The drop in the oil prices has brought a crisis in many oil-producing countries due to the low concentrations of income generated. It has also brought confusion in Futures markets and international stock exchange markets. Trading in oil and its products is becoming unpredictable and economically risky (Malcolmson, 2014). This collision with Greece implies that Britain will have one less trading partner. This change calls for urgent economic policy modifications and analysis to evaluate the best ways to move forward after the exit of such a crucial player in the Eurozone. An EU summit is expected to resolve this issue and come up with a reasonable solution (Fahrholz, 2007). This decision will affect the economic relationship of Greece with other countries that trade with Britain and other European nations. Some friends of Greece might decide to support them and break their trading ties with other European countries if Greece pulls out of the Eurozone. Others might decide to break their ties with Greece by weighing the benefits they will get when they trade with Britain, compared to trading with Greece only. This event helps students undertaking this course to understand the need of trading partners. It also touches on the effects of breaking trading ties due to failed contracts. The reading of a budget is essential in understanding and explaining a country’s current economic status. It also outlines future economic prospects and their intentions towards developing the country’s economy. Nick, F. (2015, March). Budget 2015: Oil Prices and Greece Threaten British Economy. The Guardian. Retrieved from

The impact of foreign direct investment in China Thesis

The impact of foreign direct investment in China - Thesis Example His hypothesis was based on relative efficiency and opportunity cost that determined the production of commodities by each countries and eventual exchange of the same between them leading to trade between them that can easily be visualized in terms of international trade (Ricardo, 1821). However, much before both Smith and Ricardo, in ancient times China was a trade superpower and was involved in active trade transaction with many European and other Asian countries. This might resembles with theorists favoring bullions or monetarist’s theory of economic thought but neither of them extends an absolute explanation. Chinese indigenous goods that mainly comprised of valuable and costly silk of highest quality, extremely fine porcelain products, gun powder, and compass and last but not the least printed papers made their way into other Asian lands through the famous silk root. The same had also swum through the seas and oceans to knock the shores of the European countries where the y made huge profit, along with great reputation (Bodde, 1942; Chow, 2005, p.1). This sort of trade was technology driven and came out of certain resource monopoly. Not only those were mere goods that helped the Chinese economy to reach the pinnacle of its success but ground breaking inventions and innovations that held the Chinese head high at the global arena. Ironically most of those inventions were later credited to the western world. Historically China is a country with huge population; the most populated country of the world and in terms of area it also holds a substantial position. Both of these together created a huge market in China that was wealthy and a point of immense attraction for other countries to set up business ties with the same. It would not be an exaggeration that Chinese technology at that time was far more improved than the rest of the world but a technological backwardness soon crippled the nation as the Chinese monarchy was coming to an end. Inequality of we alth among the Chinese people and absolute ignore on behalf of the late monarchs as well as the upper class of the basic needs of the common people might be considered as the rime cause of this decline. The Chinese monarchy was riddled with undercurrents and mutual conflicts that added to the problem and especially the European businessmen cemented their feet taking advantage of this situation. Greed of the upper class that were busy to reap the last fallen fruits of Chinese monarchy took no care of the common Chinese and dreamt of building their glass house over the flesh, blood and bones of the common people (Mou, 2009, p.483). Once a flourishing nation; was thus turned into a lucrative playground for the European business bullies who were lurking as opportunist vultures to make the most out of this wealthy but technologically backward trailing country that was wrestling among their own class conflicts. Through this process China lost their dominant global presence and entered a s tate of stagnation. Amidst this catastrophic environment the emergence of Sun Yat-sen might be considered as the first fresh air. Though his life was short lived yet he fought the war lords bravely and is

Project Management Research Paper Example | Topics and Well Written Essays - 1000 words

Project Management - Research Paper Example Some negative features of its structure as well as execution counteract the positive results that are being attained under the Act. The lack of a â€Å"trigger for greenhouse gas emissions† (Russell & Cohn, 2012) is a major gap in the dogmatic structure of issues of national importance. Addition of a greenhouse trigger within the Act is suggested to harmonize other greenhouse schemes of the Australian Government. Latest policy alterations in listing endangered ecological communities may ease a number of these setbacks; however, a process for â€Å"merits review of listing decisions† (Russell & Cohn, 2012) would improve the public responsibility and precision of the function of the Act. No individual should take any step that likely to have a major impact on the heritage standards of a confirmed property without the authorization of Environment Minister. Each heritage property, including South Western Historical Society Building, has its personal heritage standards. It i s the standards, and not merely the place itself, which are safeguarded. Any activity is likely to have a major effect if there is even the slightest likelihood or chance that it will cause one or more of the heritage standards to be lost, dishonoured, harmed or changed considerably. Activities outside the heritage property that have an effect on the heritage standards also require authorization (Hansen & Hoffman, 2010). It is a counselling body whose associates are hired by the Heritage Minister, together with delegates from the community, â€Å"Director General of the Department of Planning and Infrastructure†, a person with aptitude and expertise in historical heritage, and the â€Å"National Trust of Australia† (Lane et al, 2010). The functions of the EPBC are (1) giving suggestions and performing analysis, research and inquiries with respect to the items of environmental heritage; (2) maintaining a record, known as the State Heritage Inventory, recording places of State and local heritage importance. Thirdly, carrying out community learning about the nation’s environmental heritage, and (4) and giving views or reports on environmental heritage when needed. Any person or a company, who wants to renovate or refurbish a place, building or land listed as a historical heritage, should initially get authorization from the EPBC. Any activity that might harm some or all foliage on land or within limits of a heritage item needs authorization as well. These authorizations are not compulsory for State significant improvements that have been given development approval. Not each action that entails a matter â€Å"protected by the EPBC Act will have a significant impact† (Piddock, 2007), so it is essential that the person gives every available piece of information regarding the planned activity for renovation, in addition to the measures he will be taking to decrease undesirable effects on the building. The Australian Government has mutual c ontracts with every state as well as territory administration to authorize environment evaluation procedures that meet the already established values. If a person wants EPBC Act endorsement, besides state or territory administration authorization, it may be feasible to carry out a single evaluation, avoiding repetition. To make the most of this chance it is vital that the person takes an appointment with the minister at the beginning of drafting a

Plato's Reply to Glaucon's First Objection that Justice Is No More Term Paper

Plato's Reply to Glaucon's First Objection that Justice Is No More than a Compromise - Term Paper Example Politicians interpret justice in one way and sociologists and philosophers interpret it in another way. Different religions and different cultures have different views about justice. For example, capital punishment is an accepted way of punishing criminals in some of the most advanced societies like United Sates. However, it is prohibited in many other countries. Buddhists do believe that killing of a person or an animal under any circumstances is an inhuman and injustice act whereas some other communities do believe that killing of enemies of their culture or community is an acceptable act. In short, justice is interpreted in different ways by different people. Plato has argued that justice is no more than compromise as a reply to Glaucon’s first objection. This paper critically analyses the claims of Plato. â€Å"For Glaucon, stripping him of everything but his justice simply equates to removing his reputation and all the good things which accrue to him from that. Any good he achieves is another’s good, and why should anyone care about that† (Brown, p.54). Glaucon argued that one of the major consequences of justice is happiness. In other words, granting of justice will make a person happier at the expense of another person. For example, suppose capital punishment is provided to a criminal who brutally raped a female. This punishment may give happiness to the victim even though it provides displeasure to the offender. In other words, justice can be provided only at the expense of another person according to the views of Glaucon. In response to Glaucon’s argument, Plato replied that justice is no more than a compromise. In other words, justice is a compromise between good and evil. It should be noted that "in any compromise between food and poison, it is only death that can win. In any compromise between good and evil, it is only evil that can profit† (The Nature of Compromise). In other words, the ultimate beneficiary of a co mpromise would be the evil force. If we analyse Plato’s argument in that sense, justice will provide more benefits to the offender than the victim. Plato's answer lies in his account of the virtuous soul. The soul is a complex entity. Reflection will show that the best state of a complex is harmony. That can only occur in the soul when each part has and does its own - when reason rules and the other parts are subdued. Thus, as the health of the body, intrinsically desirable, is physical order, so the health of the soul is psychic harmony - and that is happiness. However, order in the soul is exactly like order in the State – and it is justice. The harmonious soul, then, is the just (virtuous) soul, where reason rules. Such an internal disposition is happiness, which is immune from the invasions of luck (Mackenzie, p.89). In Plato’s opinion, happiness has different dimensions. He has pointed out that happiness is highly subjective since it is associated with phys ical and mental factors. Health of a body is a physical order whereas happiness is a mental order according to Plato. For example, social recognition provides mental happiness whereas consumption of better foods will keep our body healthy. In the first case, our soul will become happy whereas in the second case, our body will become happy. It should be noted that human is believed to be the product of body and soul. It is definite that body cannot stay without its driving force soul whereas the survival of soul without body is controversial. â€Å"

Assessment Of Learning Essay Example for Free

Assessment Of Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind. †¢55 The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING. The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information: †¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide  ) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading. 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible.  Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning  Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind  Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? to enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? Each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning. †¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.

impact of feminism on fashion

impact of feminism on fashion Impact of Feminism on Fashion There has been a heated discussion on the equality of man and woman since a century ago when feminists began to strive for womens benefit. Compared to women in nineteenth century, women in this day and age have more rights and freedom. Women are now more considered to be independent individuals, as long time ago, they were possessions of men. Furthermore, women were compelled to follow every single order from men unconditionally. As an important impetus to fashion, feminism, which was mainly formed by three waves, has changed the stereotype significantly and lead to the decrease of restrictions on womens dressing. â€Å"Feminism encompasses many different theoretical, political and academic traditions. At the centre of feminist concerns, however, is the liberation of women from oppressive social practices and ideologies.†The first wave of feminist movement dated from nineteenth century to 1940s in United Kingdom and United States. Accompanied by anti-feudal movement, feminism finally became the most indispensable part and the criteria of social revolution. Originally it focused on the promotion of equal contract and property rights for women and the opposition to chattel marriage and ownership of married women (and their children) by their husbands. However, by the end of the nineteenth century, activism focused primarily on gaining political power, particularly the right of womens suffrage. Basically, it was the first time when women have the opportunity to vote. During this wave, World War I took place, which was another cause of changes in womens status. In order to defend national sovereignty, men were conscribed to fight in the battle front. Therefore, women had to do mens physical labour in factory. Females no longer stayed in the house only serving their own family, but also went out working to support the household and their country. Not accidentally, (see Illus. 1) Coco Chanels simple and practical designs catered to the needs of working women. In her shop, she sold â€Å"flannel blazers, straight linen skirts, sailor tops, long jersey sweaters and skirt-jackets†which were inspired by menswear. These convenient clothes enabled women to work with higher efficiency. †Chanel used such serviceable materials and relaxed patterns in the design of fashionable daywear for sophisticated urban women, safe in her knowledge of their aspirational and practical qualities.† Her accomplishment in fashion helped her situated in the roles of feminist pioneer. Simplicity has become a recognized characteristic of Coco Chanel and affected the fashion trend afterwards. Unfortunately, after the men returned from war when the WWI ended, women were dispatched back to the kitchen.†Still, an important new stage had been reached, since the induction of women into the war effort initiated the whole process of liberation.† Between early 1960s and late 1980s, it was the second-wave feminism. Though after the first-wave feminism women have won over some legal rights, they were still limited and oppressed in working place. Slightly different from the first wave, the second-wave feminism concentrated on issues of real equality of women such as eliminating discrimination. Feminists went all out marching and protesting in the street. Owing to their hard struggle, females gradually earned some equality in the working place and other aspects of life. In all their achievements, the most remarkable event was the release of some gynocentric legal reforms. Without the legal obstructions to womens personal freedom and professional achievement, women had a chance to prove themselves to be as capable as men. The 1960s, also called the Sixties, was a decade when tremendous changes happened to fashion. In this era, fashion was influenced by various factors such as â€Å"social mobility, daring fashion photography, easier travel abroad, the Vietnam War, new music of the Beatles and their much copied hairstyles, retro military and ethnic clothes, musicals, pop art and film all played a part†. Feminism was absolutely one of the most influential causes of all. Le Smoking (see Illus. 2), designed by Yves Saint Laurent in 1966, is a typical example of impact on fashion by feminism. Yves Saint Laurent wasnt the first person who created trousers for women. However, it was the first of its kind to draw attention in the fashion industry and the public. This innovative creation started androgynous style for women and pantsuits have been popular ever since. Its still one of the favourite outfits of office ladies in present-day society. The popularity of power suits demonstrates womens liberati on and equality between men and women to some extent. Besides, it provides women another choice in their wardrobes and dresses were not the only selection any more. In a word, the appearance of pantsuit is a symbol of women been considered to be an independent individuals in workplace. In group of people in younger age, some daring youths were seeking for something new in fashion as restrictions on women reduced.   Mary quants miniskirts (see Illus. 3), of which the hemline was set 6 or 7 inches above the knee, fulfilled their needs. It was controversial when it first came into the market, but then more people began to accept it in the mid-1960s and went into the major international trend. Miniskirt was reckoned to be a sign of womens liberation and enabled women to run and show their beauty without limits. The third-wave feminism began in the early 1990s, and the fashion in this decade was casual and comfortable. However, fashion and feminism dont always go hand in hand. The release of womens body didnt go further because every woman wants perfect body for both personal reason and attracting men. Wearing garments that show their nice body makes women feel better, more beautiful and sometimes even more confident. Fashion nowadays emphasized on silhouette and only slim and S-shape body is deemed to be beautiful. This brings stress on women and urges them to fit themselves into clothes that might be too tight. After struggling for equality for more than one hundred years, phenomena of inequality have decreased remarkably. But men have been in the dominant position for the majority of time in history. Reforms in laws are definitely not enough to change the status. To gain real equality, male chauvinism should be eliminated entirely. Anyway, its still a long way to go to have final equality of men and women.

Organizational Decision Making Approaches

Organizational Decision Making Approaches Introduction The main focus of this paper is about different approaches in making decisions in a business or company. Followed by insight into the process of making decision, and some influential factors. Finally, an assessment of manager approaches to risk and uncertainty in decision making is included too. Decision- making approachs The literature is rich in theories regarding decision making. Three main theories will be discussed and explained . they are as follow: the rational approach, naturalistic approach, and multiple-perspectives approach. The rational approach. In this theory the manager is expected to be fully aware about the whole situation before taking decision and at the same time to be rational (Turpin and Marais 2006). There are few elements must be available to facilitate the rational decision-making process (Turpin and Marais 2006). These elements are given by Simon ( 1997) : Intelligence : picking the right moment to take a decision. Design: creating, carrying out, and deep analyzing for all actions possibilities. Selecting : picking one choice from all available choices. Reviewing : analyzing possible consequences of the chosen course. (Simon 1960). In typical rationality, it is expected that the decision maker is aware of all possible choices, outcomes, have clear vision and methodology in prioritizing the outcomes, and be able to compare the outcomes and selecting the best (Kreitner, Kinicki et al. 2001). During the choice process, each possibility is linked to numerical value and the possibility with the highest value is determined to be the best choice (Turpin and Marais 2006). Naturalistic decision- making approach The concept of this theory is to put everything in its natural context before understanding and analyzing anything (Turpin and Marais 2006). What makes this theory unique from similar descriptive approaches is its empirical background (Turpin and Marais 2006). Recognition –Primed Decision (RPD) (Klein 1998) approach is the latest update of this theory. The RPD has been introduced by Gary Klein. He analyzed around six hundreds decisions taken in critical situations by ordinary and specialized people like doctors, military generals etc.. (Turpin and Marais 2006). IN RPD, experiences plays major role and the situation evaluation ability increases with the more experience the decision maker posses (Klein 1998). Based on his own previous experience the decision maker can assess the situation and what direction thing can take and then determines which choice to take. Once the plan has been implemented and things take unfamiliar course , the decision maker could collect new information and modify his decision (Turpin and Marais 2006). multiple-perspectives approach this approach has been presented by Mitroff and Linstone (1993) as an attempt to study a problem from all available perspectives (Mitroff and Linstone 1993). This approach has used Singer and Churchman’s (1971) idea of unbounded systems thinking, which considers any conflict is not isolated from any other conflicts (Churchman 1971, Turpin and Marais 2006). Perspectives in this approach are being categorized into three main areas. These areas are: technical, individual, and organizational (Turpin and Marais 2006). Technical refers to information collecting process in order to understand the system (Turpin and Marais 2006). Although some projects could be seen as rational or objective assumption of the situation, variety of technical perspectives could be obtained as a result of diverse analysts (Turpin and Marais 2006). Thus, it is highly recommended to develop and generate several technical perspectives of a system. Analyzing of major key-players and stakeholder to maximum limit is required to guarantee a comprehensive coverage of all possible organizational and individual aspects or perspectives (Turpin and Marais 2006). Despite of some decisions appears to be as brilliant and marvelous decisions , ethically these decisions are not accepted. Thus, In addition to three categories mentioned above, ethical perspectives should be always calculated (Mitroff and Linstone 1993). Decision-making process in depth Decision making process is a formula composed of two phases. The first phase is or expansive and the second is convergent (Russo and Schoemaker 2002). The first phase focuses on gathering and studying all possible decisions. The second phase is about eliminating some choices and coming up with one final decision (Russo and Schoemaker 2002, Turpin and Marais 2006). Decision makers usually the follow several different strategies. For example, creating several teams; within the company; with different approaches to coordinate and communicate , and come up with possible solutions. Another strategy is intuitive (Turpin and Marais 2006). Is this scenario, the subconscious plays vital role in the developing of some solutions. There are some similarities between the expansive stage and the design phase of the rational model of Simon’s (1977) and Mitrov and Linstones (1993) model of multiple perspectives style (Turpin and Marais 2006). In the divergent phase there are two possible scenarios. The first is when the person who is going to take the decision is reluctant and does not have the decisiveness or enough courage to live with uncertainties of his decision. Then the phase will be put on hold to the last second. The second scenario is when the decision maker is confident enough the convergent phase will not take long time and the decision is taken on the spot. However, there is very important factor in the convergent phase which is the balance factor. The balance factor means to be ready to receive and act accordingly to any new information. These information might not delay the speed of making the decision necessarily, even if they could influence it. On the other hand , in certain situations the balance factor might cause some disturbance in the convergent factor and lead the decision maker back to the expansive phase again. The decision making process is under the influence of many variables. For example , the sophistication of the conflict, limited time available, and surrounding environment (Turpin and Marais 2006). For instance, in dynamic and continuously changing environment such business the exploratory and convergent stages might be squeezed into one phase due to the time limit. Decision making influential factors These factors are as follow (Turpin and Marais 2006): full and comprehensive evaluation of the situation understanding the situation and putting everything thing in its context. Categorizing company processes into established frameworks, and appreciation of the value systems of people. Presenting data Overloading any decision maker with information could result in putting him/her in chaos. Effective organizing in of the information in elegant style could save the decision maker time and fasten the process . Implementing technology Nowadays, technology provides useful tools that can lead straight to the point and helps in analyzing the situation. Managerial Decision Making Under Risk and Uncertainty Risk in definition is a ( threat to success)(Chapman and Ward 2007). Risk importance comes from the fact it is inseparable part of any project or business plan and can be either positive or negative (March and Shapira 1987, RIPLOVà  2007) . While negative risk mean too low chances in success, positive risk equals great chances in getting successful results. Risk management main duty is to decrease risk possibilities in any project or business plan through systemic approach (RIPLOVà  2007). Attitudes to risk Attitudes to risk can be classified into three areas. These attitudes are neutral, in favor of, and overter (Boehlje and Eidman 1984). Averse risk person prefers to lose some possible revenue or gain in order to reduce risk probabilities. On the other hand, Risk pron- person has the attitude of accepting higher risk potential to gain extra. The risk neutral person has one main target or goal which is not to make huge outcome, but to establish sustainable gain on the long run. This person does not have that much worry about huge losses as long he is getting what he wants (Kaan 2002). to achieve successful decision planning and making , the decision maker must understand his own risk attitude and utilize it along other capabilities he has (Kaan 2002). Risk mamagment Risk management is well established method of how to identify the risk , analysis risk probabilities, track and assess risk continuously, and come out with best solutions to control the risk and reduce its influence or impact (Leonard 1999, RIPLOVà  2007). Leonard (1999) has divided the risk management process into 4 stages. These phases are as follow: Planning: Includes putting strategy; aim and targets, evaluating process, executing, and supervising actions; locating recourses, activates, and duties; setting up a criteria to track risk elements; and continuous and regular documentation and organize information (Leonard 1999). Risk assessment: The aim of risk assessment is to identify and analysis ; continuously, all possible risks linked to the system, as long the system is being active. The main purpose of risk identifying is recognize risks of concern. That could be achieved through identifying potential uncertainty/risk causes. Then converting uncertainty to risk. After that, quantifying risk ,creating probabilities, and prioritizing risk factors (Leonard 1999). Once identifying process is finished, the analyzing process starts. Risk analyzing process goal is to locate risk causes, evaluate the risk consequences, and what is the best substitutes. In addition to that, selecting which risk to be followed and what criteria to overcome that risk (Leonard 1999). Risk handling Risk mitigation is to follow planning and assessing risk. That can be done through many ways, such as, avoiding risk, controlling risk, and transferring risk (Leonard 1999). Monitoring and feedback: Supervising the progress of the risk assessment and collecting feedback about possible emerging risks. The outcome is yet to be informed to all participated facilities, so the integrity and smooth of the whole process is protected from risks (Leonard 1999).

Summary of Summer of my German Soldier :: essays research papers

In the town of Jenkinsville, Arkansas, twelve-year-old Patty Bergen witnesses Nazis being taken to a prison camp. When she runs off to her family’s store, her father does not seem enthused. Patty’s parents do not treat her the way she wishes to be treated. Still, she tries to show her parents love. One day at the department store, a group of Nazis come in to buy straw hats to protect them from the sun as they work in fields. Only one, Frederick Anton Reiker, speaks English. He and Patty have a nice conversation. He wishes to be called Anton. Before he leaves, he asks for a fake diamond pin. Patty is confused, but she sells it to him anyway. Patty’s father has forbidden her from hanging out with Freddy Dowd. One day when her father is not home, he sits next to her on the sidewalk. They play a game, Hit the Hubcap, where a person must throw a stone at a passing car’s hubcap. The window of the first car is accidentally broken. Patty’s father finds her and beats her. One night Patty sees Anton running to the station. She runs after him and he agrees to hide above her garage, a secret hiding place. When she brings him food, they get to know each other. Patty leans that Anton used the gaudy pin to escape from prison. He told a guard with financial problems that the pin was worth five thousand dollars. The guard took the pin and Anton was free. The F.B.I. was bothered with Anton’s escape. At the department store, they questioned Patty. A reporter, Charlene Madlee, takes Patty along as she interviews the prison camp. After going home and bringing food to Anton, Patty stays outside. Freddy Dowd comes at the wrong time, and Patty’s father chases after her. As she is being beat, she sees Anton running to her father. Patty yells at him to go away, and he backs into the garage. Ruth, the housekeeper, sees him and the next day, she questions who it is. Patty quickly explains that he is the escaped soldier but doesn’t act like a Nazi. Ruth promises that she will not tell. She has Patty and Anton eat. She soon joins them, and they have a long conversation. It is quickly stopped when they hear a car. Anton rushes to hide under Patty’s bed. It was only a neighbor with a question.

Organizational Design At Microsoft Essay -- essays research papers

ntroduction The ongoing case study presented by Microsoft and the scrutiny of the Justice Department and Congress serves as an excellent departure point to establish the nature and premises of organizational theory and design since it allows for examination from both the viewpoint of the public and the economic aspects of the situation in which Microsoft finds itself. While issues of organizational structure and corporate policies as related to costs, revenue, profit and market structure are inherent in the study of any company or organization, it is important to recognize the unique aspects of Microsoft. Microsoft, undeniably, has a larger presence throughout the computer software industry and the users of its many products since its operating system defines, to a great degree, how work is done in the modern business world. With a company that has virtually always been in a "near-monopoly" situation such as Microsoft, it comes as no surprise that there are many who believe the company should be split into two (or more) independent organizations. However, that has little to do with the organizational design reality that actually is the Microsoft Corporation. Most companies grew out of their perpetual search for profit and how to make that profit grow bigger each year and Bill Gates and Microsoft are certainly no exception to that rule. In fact, they are the personification of the rule! Such a determined search for ever-increasing profits has resulted in large, vertically integrated organizations. But it is essential to keep in mind the fact that economic growth does not end in profit accumulation. In the case of the computer and software industry, growth came in the form of reliance on external economies, that is, keeping apace with the technological progress of other companies in the same industry rather than each company going its own way. Microcomputer companies that remain active to this day are the ones that view computers as open ended machines, ready to be upgraded and improved from time to time, at pace with the current technology advances. Again, Microsoft presents the definitive example of such a company. Organizational Design for the 21st Century Any business or business process has had to face a certain level of re-engineering or reconstruction in order to fit into the managerial revolution of the 1990s and the move into the 21st cent... ...loyees and grand plans for the future. For both start-up ventures and existing firms, entrepreneurship carried on in the pursuit of business opportunities spurs business expansion, technological progress, and wealth creation. The Connor Model would certainly verify that fundamental fact. In order to adequately plan for the future, especially in terms of making the appropriate organization design plans for the future, Microsoft has had to broaden its collective understanding of information and other aspects associated with non-bureaucratic organizational design in order to appropriately commit to the ideas Connor advocates. Clearly, the current changes in organizational environments, are disturbing the century-long domination of the bureaucratic organization but a company such as Microsoft has not had to deal with such hidebound "traditions." However, it is also important that it not allow itself to be "married to" the unique traditions and processes it has established. Considering the past performance and accomplishments of the company, regardless of decisions made by the government, it is likely Microsoft will continue to evolve in ways that assure its success