Color in the Examples of Art Deco Essay Example | Topics and Well Written Essays - 1500 words

Color in the Examples of Art Deco - Essay Example Art Deco Movement was introduced to the world by the collective effort of various artists and designers, who converged together to present the world with new vision of future. The experiment and avant-garde process of modern designing was organized in the form of an exhibition which was then called as Exposition Internationale des Arts Decoratifs et Industriels Modernes hosted in the City of Lights, Paris in the year 1925. Moreover, the Tutankamun Exhibition held in Paris in the year 1922 gave rise to cross fertilization of ideas between various sects of designers such as architects, artists, fashion designer, etc. The treasuries during his exhibit had large impact all over and the colors and design of the jewelries were bold and rich and launched a mania for Egyptian, Turkish and various other exotic styles of ornamentation. The art deco examples present modernistic and stylistic work, which was vastly recognized and which laid the foundation of transition of cultures and mindset. I t is from this era that women started to occupy the men’s apparel and spread the new style statement. This rapid shift of style during this era raises eyebrows as how the various forms of colors were identified and the avant-garde shift in designs of furniture, interior, textiles, clothing, architecture, etc. This paper presents the identification, importance and significance of colors used in Art Deco Expo through collection of data and views from various renowned artists and architects, fashion designers, models and consumers.... ris in the year 1925.1 Moreover, the Tutankamun Exhibition held in Paris in the year 1922 gave rise to cross fertilization2 of ideas between various sects of designers such as architects, artists, fashion designer, etc. The treasuries during his exhibit had large impact all over and the colors and design of the jewelries were bold and rich and launched a mania for Egyptian, Turkish and various other exotic styles of ornamentation. The art deco examples present modernistic and stylistic work, which was vastly recognized and which laid the foundation of transition of cultures and mindset. It is from this era that women started to occupy the men's apparel and spread the new style statement. This rapid shift of style during this era raises eyebrows as how the various forms of colors were identified and the avant-garde shift in designs of furniture, interior, textiles, clothing, architecture, etc. This paper presents the identification, importance and significance of colors used in Art Deco Expo through collection of data and views from various renowned artists and architects, fashion designers, models and consumers of specified area so that crystal clear views can be formed. The history of Art Deco goes back to 1912 when Louis Se founded the Atelier Francais in Paris and attempted to make modern style statement relating to French tradition. The manifesto for making of Art Deco style was presented by Louis Se associates, Andre Vera, which was later published in L'Art dicoratiff.3 It was mentioned in the manifesto that contrasts of rich and bold should be used for decoration. Paul Follot created a design using all the characteristics of Louis Se, which is considered to be as the first Art Deco work. (Campbell, 2006: 42) Art Deco shifted the importance from historic

Reporting Practices & Ethics Essay Example for Free

Reporting Practices Ethics Essay Financial management can be defined as both an art and a science of organizing the financial resources of an organization in such a way as to achieve maximum output from the finances that are available to the organization. (Brigham Ehrhardt, 2004). Financial management is one of the key aspects that each organization including healthcare facilities need to put more emphasis on to increase efficiency. The four elements of financial management There are four fundamental elements that guide the art of financial management (Baker Powell, 2005) these include: i) Financial accounting and reporting This element of financial management enables both the financial managers and the general managers to be able to undertake the legal reporting responsibilities by providing the information and data that can be scrutinized. ii) Financial Analysis It is an indicator of the performance of an institution or a company. It can be used to expose potential shortcomings or any weaknesses which the management should put more focus on to be able to meet both short and long term goals of the institution. iii) Financial planning Budgeting The first two elements of financial management i. e. financial accounting and reporting and financial reporting, lead to the third element which is financial planning and budgeting. The financial plans and budgets are prepared from the first two tools and will help to guide the company or institution in both the short run and the long run (Brigham Ehrhardt, 2004). This is an important financial tool that can help to identify any shortfalls or deficits in the internal funds in an institution and thus point to the need for external funding such as debt or equity financing. iv) Financial Activities These are the activities which a company can explore to be able to make up for any deficit in the internal budget. These sources of financing could include: retained earnings, contributions from donors and governments, equity and debt financing and leases or concessions. Generally acceptable accounting Principles There are several principles that can be considered as acceptable in financial management and these include: i) Consistency-this means that across all time periods, all information that is gathered and presented should be the same. It holds that a company/institution cannot for example change the way in which they do their inventory without a valid reason for the change being included in the financial statements. ii) Relevance-this stands for the appropriateness of the information that is contained in the financial statements presented. These statements should be able to help one to predict the future financial state of the company or institution. Reliability-an independent party should be able to verify the information that is presented in the financial statements. The institution must be sure that an independent auditor would come up with the same findings if they were to carry out the same analysis (Brigham Ehrhardt, 2004). This is a great way for the company or institution to prove that it is transparent and can be trusted. iv) Comparability- this means an institution’s financial statements can relate with similar businesses within the same industry. This enables investors to note the differences within an industry to compare the performance of a company in relation to others in the industry. These generally acceptable principles ensure that all the companies are on the same level playing grounds. General Financial Ethical Standards The ethical standards that should be closely observed in financial management include: i) Conflict of Interest It occurs as a result of a clash of the private interests of an individual with the interests of the company. As a result of these actions one is unable to effectively carry out the duties due to him/her in the organization. This can also be as a result of an individual or a member of his/her family receiving personal benefits in an improper way due to the position they hold in the organization (De Boers etal, 2007). Another case that can bring about a conflict of interest is when one at the time of working for a company has associations with a competitor. Thus all staff of a company should report to the executive officers any transaction that is likely to bring about any conflict of interest. ii) Corporate opportunities This deals with the fact that one should always help the company to advance its interests first wherever possible and there should be no use of corporate property or information for improper personal gain. Employees are also prohibited from competing with the company or organization either directly or indirectly. This ensures that the institution always gets top priority from its employees and at such improves business practices. iii) Compliance and Reporting All the employees of financial institutions should make it top priority to identify any potential problematic issues. They should also seek for help whenever they have doubts about the codes of conduct in the financial institution (De Boers etal, 2007). Any violation of this should lead to subsequent disciplinary action. This standard is important as it helps the institution to identify any potential problem way before they occur if all the employees observe this standard keenly. iv) Public Disclosure The information in the public domains should not only be fair and accurate, but also timely and understandable and should include the interest of all the key stakeholders in the institution. Information should not be knowingly misinterpreted or omitted or be presented in such a way as to cause others to do the same. This standard helps the institution to win the confidence of the public and more so the shareholders as it displays that their operations are transparent. v) Fair Dealing Each employee in the institution should strive to be fair in their dealings with all the involved parties and especially the clients, suppliers and service providers as well as employees and competitors alike. This helps the institution to gain goodwill of all the people the deal with and it helps to build the reputation of the institution (Baker Powell, 2005). Reporting Illegal and Unethical Behavior It is the duty of all employees to report any one that is deemed to be going against these ethical standards. This reporting can either be internal or external and it should be treated with utmost confidentiality. References Brigham, E. Ehrhardt, C. (2004). Financial Management: Theory and Practice. Boston Massachusetts: South Western College Publishing. De Boers, P. , Ruud, B. , Wim, K. (2007). The Basics of Financial Management: An introductory course in finance, management accounting and financial accounting. New York : Routledge Publishers. Baker, K . , Powell ,G. (2005). Understanding Financial Management: A Practical Guide. New Jersey: John Wiley Sons Inc.

Main Objectives of Training in Employment

Main Objectives of Training in Employment The training, development and education of employees at all level of hierarchy in an organization are considered as an essential tool in maintaining competitiveness in the international arena. The chance for workplace learning to improve individual and organizational performance has been acknowledged for a very long time. Training is a fundamental component in helping to resolve major organizational or management problem. Training is an ideal way to learn a job. Today, Management of the skills of the workforce is an essential aspect of doing business, and employee development will likely grow in the future (Noe, 1999). The benefits of employee development extend beyond the actual skills gained and their contribution to an individuals productivity (Benson, 2002). Training is the use of systematic and planned instruction activities to promote learning. This approach can be summarized in the phrase learner-based training. (Armstrong, 2001) Training has an opposite role to play in accelerating learning: that is, training should be reserved in circumstances justifying a more directed expert-led approach instead of viewing training as a comprehensive and all-pervasive solution for the development of the people. (Reynolds, 2004) 2.1. Learning Learning is defined as a method of increasing an individuals ability to take action. (Kim, 1993) The definitive aim of learning policies and programs of any organisation is to make provision of skilled, knowledgeable and competent workforce necessary to meet present and prospective needs. (Armstrong, 2001) However, Reynolds et al (2000) explained that there is a need to make difference between learning and training as learning is a process of acquiring new knowledge, skills and capabilities whilst training is one of the actions an organisation can take for the promotion of learning. Similarly, Sloman (2003a) distinguished between learning that lies within the domain of the individual and training that lies within the domain of the organization. Today, The approach is to focus on the individual learning by ensuring that it happened when needed that is, just-for-you and just-in-time learning. 2.2. Definition of Training In General, Training is defined as a planned and systematic effort to modify or develop knowledge, skills and attitudes through learning experiences, to achieve effective performance in an activity or range of activities. (Garavan et al., 1995; Harrison, 1993; Reid et al., 1994). The Manpower Services Commission (1981) described training as a designed process aiming at the development of attitude, knowledge or skill behaviour through the knowhow of learning in order to achieve performance in an activity or series of activities. The idea behind training in the situation of the work is to increase the capabilities of an individual so as to satisfy the current and prospective needs of the organisation. Training is the systematic modification of behaviour through learning which occurs as a result of education, instruction, development and planned experience. (Armstrong, 1999) Decenzo and Robbins (1996) defined training as a learning experience that seeks a relatively permanent change in an individual that will improve the ability to perform on the job. As well, Decenzo and Robbins pointed out that training bring about changes in skills, knowledge, attitudes, or behaviour. Many other definitions provided in literature lay emphasis on a current job focus. Being a very popular activity, it appear to cross all the limits including on- the- job training, off- the- job training , training to young employees , adult training, formal and informal training through work experience. Looking forward critically to the views on training concepts revealed the same thing in appearance what really differs is the alternative of words. 2.3. Aim of Training The central aim of training is to aid an organisation achieving its purpose by adding value to its key resources, that is, the people it employs. Consequently, to attain the overall effectiveness and efficiency of an organisation, it needs to invest in its people to enable them to perform better and to empower them to make the best use of their natural abilities. 2.4. The three main objectives of Training pointed out by Armstrong (1999) are as follows: Training develops the ability of the employee to enhance their performance. Assist in the growth of the people in the organisation as far as possible, as such its future Human Resources can be met within the organisation, The learning time for employees starting new jobs on appointment, transfer or promotion are lessened and also ensure that the latter are totally competent as promptly and cost-effectively as possible. 2.5. The need for training is justified in many ways: Learning can take place through formal training as: Formal instruction can develop the skill for the works requirements. Various skills are needed for the number of employees which have to be developed quickly so as to meet new demands and cannot be obtain through relying on experience. In order to ensure that employees meet their responsibilities critical information need to be imparted. Common learning need has to be met, which can be dealt through training programs. 2.6. The Systematic Approach to training The influential factors in conflict with the good performance of employees are the inadequacy of training. With simple recruitment, no seriously minded organisation can be staffed by employees having expertise and potentials in variety of discipline desired for the total functioning. Through, a systematic approach to training of the personnel on a continuous basis connects the totality of the workforce towards higher productivity in the organisation. The Manpower Services Commission (1981, p.59) defined systematic training as training undertaken on a planned basis as a result of applying a logical series of steps. In practice, the number and description of these steps tends to vary, but in general terms they would cover such aspects as the development of training policy, identification of training needs, development of training objectives and plans, implementation of planned training and validation, evaluation and review of training. Typically, the systematic model consists of 5 components: analysis of training needs, design of training curriculum, development of training curriculum, implementation or delivery and finally the evaluation. (Carnevale et al, 1990). 2.7. Models of Training: 2.7.1. ADDIE model The most common conceptual model for systematic training is the ADDIE model. The ADDIE model presents a systematic process for determining training needs, the design and development of training programs and materials, implementation of the program, and evaluation of the effectiveness of the training (Gagne et al, 2005). The ADDIE model has been evolved through written or oral tradition both formally and informally (Molenda, 2003). Figure 1-ADDIE Model: Phases, System Functions, and Quality Improvement Source: Department of the Air Force (2001) Note: ADDIE = analyze, design, develop, implement, and evaluate. The ADDIE illustrated above is one of the revised model. The model shows that: Evaluation is the focus of the ADDIE process. ADDIE is a continuous process with flexibility to enter and reenter various phases when necessary so as to develop, update or revise instruction. The ADDIE activities take place within and are dependent on system functions. Cooperation is necessary among personnel performing in the system function and those who design develop and implement instructional systems. All activities and system function is based on continuous improvement for the overall system. The entire process of this model is the ADDIE model takes place with the sphere of Quality improvement. ADDIE depends on the mission and job analysis for required data in order to design, develop and implement instruction. There are more than 100 different variations of the model; however, almost all of them reflect the generic ADDIE process. 2.8. Performance improvement focus Models There are normally three models related to training for performance improvement. The following three models, performance-based instruction, training for performance system, and training for impact, take a performance improvement focus. They each work from the assumption that it is unlikely that training by itself will improve individual or organizational performance. These models emphasize the analysis and evaluation phases and their connection to the host organization The performance-base instruction Training for performance system Training for impact. However, these three models work on the assumption that training by itself would not improve the performance of employee or the organisation as emphasize must be on the analysis and evaluation phase. 2.8.1.The performance-base instruction Model Performance-base instruction (PBI) model was developed by Dale Brethower and Karolyn Smalley in 1998. The PBI model was specially designed to add value to individuals and organizations performance through which the gap between the novice and the excellent performance is reduced. Holton et al (2000) stated that the model is learner and organisation centered and seeing that there is an improvement in performance, it hereby adds value to the organization. Figure 2-Performance-Based Instruction Source: Brethower and Smalley (1998). The benefit of this systematic training approach is to enhance the high ratio of benefit to the high ratio of cost as it uses a systematic and efficient development process. Brethower and Smalley (1998) pointed out the application of the PBI model is put into practice through: (1) Guided observation, (2) Guided practice, (3) Demonstration of mastery. 2.8.2. Training for performance system The Training for performance system (TPS) model was initially developed by Richard A. Swason in 1978 which have begin with the composition of the ADDIE model as discussed previously and thus have expand one each phase to mitigate rigidity and shortcomings. Swason(2002) defined the TPS as a process for the development of human expertise for the purpose of improving individual, organizational and process performance. Normally, the TPS analyzes the requirement for basic organisational performance and also deal with the development of the expertise in the field of knowledge work and system work. Figure 3 Training for Performance System, Source: Swanson (2002). TPS give rise to a systematic training model with the potential to produce outstanding outcomes in the training environment for all content. Thus this is accomplished in 2 ways: The traditional 5 phases of training is supported by a solid leadership function. The basis of leadership includes the tasks of: Championing the training and development mission and goals of training, Managing the training and development process, Ensuring the continuous improvement of the process. Each phase is divided into two specific steps which further describe the major processes that make up the phase which is backed up by a an easy-to-use support system for every step. The analysis phases (Swanson, 1996) and the evaluation phase (Swanson, 1996; Swanson Holton, 1999) in the TPS model is emphasis as being the key to success. 2.8.3. Training for impact model This model links training with the specific goal of an organization. That is, the need that drives the request for training is identified in the organization. This model helps the trainer to document their training efforts. The Training for impact model states a mandatory need assessment. That is, the business result expected to take place from the improvements are recognized on the front end. This model helps the Human Resource Development (HRD) professional to focus on the requirement and delivery for the improvement in skills and knowledge whereas, management to focus on the needs required in the working environment to support new skills or knowledge. Then, the results must be measured. (Cowell et al, 2006). Figure 4-Training for impact Source: Robinson and Robinson (1989). Robinson and Robinson (1989) outlined 12 steps of progression through the Training-for-impact model. Step 1: Identify business need and client: This means that training should help in maximizing opportunities, and thus be more projects driven than curriculum base. Step 2: Form a collaborative relationship with client: the learning experience and work environment us examined. Step 3: conduct initial project meeting: This is a key step in the training process. Step 4: Conduct Performance effectiveness assessment: Front-end assessment is mandatory as it identifies. What gap exists? What should be? What should not be? What is the difference between the two? Step 5: Conduct cause analysis: In this step the cause of the gap that exists should be identified. Steps 6 and 7: tabulate, interpret and report results to the client: the HRD manager must present the result in a way to encourage management to take expected action. Step 8: design the reaction and learning evaluation system: In this step, the reaction evaluation that is, receiving information from participant and learning evaluation that is, assessment of the degree of skill and knowledge which have been learn should be designed. Step 9: design tracking system: The behavioural, non-observable and operational results should be identified clearly and must be specific to allow measurement. Step 10: conduct training: maximum impact to the organisation is assured because of the time and efforts devoted in the need assessment. Step 11: collect, tabulate and interpret evaluation and tracking data: comparison of the date collected with the base data for evaluation of outcome evidence. Step 12: report to the client: the results from all evaluation with emphasis on tracking studies should be reported. Clients will assist with evaluation and follow up actions. 2.9. The Systematic training process 2.9.1. Training needs analysis The analysis phase was originally based on the understanding that training was needed and that analyzing the content was the starting point. Goldstein (1986) described needs assessment as an effort to analyse and diagnose the organization, task and person, to determine if a cure is necessary and what cure is most likely to produce the desired results. Needs analysis is a systematic attempt to identify current and future organizational problems. (Anderson, 1993; Roscoe, 1995). Training need analysis is a process of determining what ought to be (goals) and assessing the amount of discrepancy between what ought to be and what actually is (needs). (Briggs, Gustafson and Tillman, 1991). The purpose of a training needs analysis is to close the gap between the actual and desired situations by determining discrepancies in outcomes, placing them in order of priority and selecting the most important for closure or reduction. (Rothwell and Kazanas, 1998). It is important to carry out training needs analysis before organizing any training activities as it guaranteed the success of the activities. The analysis ensures synergy among the learning need of individual and quest for effectiveness, job performance and strategic organisational development. (Potter et al., 2003) Normally the TNA refers to the process of examining needs for training in order to determine how they might actually be met. It attempt to define gaps between what people know and can do and what they should know and be able to do. To gain a meaningful analysis, it is crucial to use the system approach. Following certain steps will be beneficial as it provide direction and focus in the process. As such, it provides a framework within which to work and to report results to management. The steps that are normally used to analyse training needs are as follows: Step 1: Perform a gap analysis Step 2: Identify priorities and importance Step 3: Identify causes of performance problems and/or opportunities Step 4: Identify possible solutions and growth opportunities Step 5: Present your findings A Training Needs Assessment is normally conducted so as to determine what the actual performance problem(s) is (are) (Rossett, 1999). However, in some cases, a problem is not due to the of lack in instruction but to deficiencies within the job structure or environment (Clark, 1999). 2.9.2. Designing the training program The next step consists of designing the training program. It is imperative for organisations to realize while designing the program that is equally important to consider what trainees should know or be able to do after the training is complete. One thing that should be considered before designing the training program us what the program is to accomplish, that is the objectives. Without knowing what the program is to accomplish it is very difficult to design the program. 2.9.2.1. Determining training objectives and training plan After the need analysis, it becomes easier to establish training objectives and to determine what the learners must be able to perform after the training program. However, Mckenna and Beech (2002) stated the importance for a sound basis to be established for other elements of Human Resource Management practice such as performance management, reward management combined with training and development. That is, training and development itself cannot help in the total development of employee without the complement of appraisal and motivation. 2.9.2.2. Determine the content Once, attainable and measurable objectives have been set, it is crucial to determine the content. This can be either a complete training program or ne task only. In the content details of the course content and time, resources required, method of training, who should do the training and who should be trained information should be available. 2.9.2.3. Implementing training The success of the training program totally depends on how well it is implemented. The establishment of a suitable learning environment is one of the most important elements determining the success of the training provided. There should be the right provision for the availability of training facilities as such trainers will be able to gain the interest of the audience, maximize understanding and participation. The method of training used is normally based on the identified needs, training objectives, an understanding on part of the trainees, resources available and the awareness of the learning principle. The most popular training and development techniques used by organizations can be classified as either on the job training and off the job training. (DeCouza et al, 1996) On the job training This is the most widely use method of training as it is simple and less costly to operate. It is normally conducted at the work site and in context of the actual job. Here, there is a close collaboration between the trainer and learner. There are 3 common methods used for on the job training are: learning by doing, mentoring, and shadowing and job rotation. Off the job training Off the job training involves employees taking training course away from their place of work. It might also be provided by the organsation training department or by external providers. The training methods are: Lectures Demonstration Role play Case study Demonstration 2.9.3. Evaluation of training program A review of literature on evaluation of training was conducted to identify methods of effectiveness evaluation for training programs. Upon checking the effectiveness of training, Kenny et al (1992) stated that both during and after the completion of the training, it must be reviewed by training officers, the line manager and if required by the trainee also. Evaluation helps to measure the cost benefits of the training program not only based on the achievement of its laid down objectives. Phillips (1991) defined evaluation as a systematic process to determine the worth, value, or meaning of something whereas, Holli and Calabrese (1998) defined evaluation as contrast of an observed value or a standard quality or criteria of comparison. Therefore, Evaluation is the process of forming value decision about the quality of programs, products, and goals. 2.9.3.1. Methods of training effectiveness evaluation Training can be evaluated in several ways. Beardwell and Holden (1993) have cited some of these methods as follows: Questionnaires : this is the most common approach of obtaining responses about the training program from the trainee. Tests : An important evaluation program for measuring learning. This help to show the change in skills, knowledge or ability of the trainee attribute from the program. These are common on formal courses. Structured exercises : this provides the opportunities to apply the learned skills and techniques under observation of evaluators. Interviews : this is a direct way of gathering information from trainees. This can be formal and informal; individual or group, face to face or by telephone. 2.9.3.2. Approaches to evaluation of training Upon the definition of evaluation, the Kirkpatrick Model was the most commonly reported model. Phillips (1991) pointed out that the Kirkpatrick Model was one of the most well known frameworks for the classification of evaluation areas. This was confirmed by America Society for Training and Development (ASTD) in 1997 when carrying a survey on human resource development. 2.9.2.3. The Kirkpatrick Model: Level one : reaction Level two : Learning Level three : Behavior Level 4 : Results Level one: Reaction Normally, stakeholder reactions provide useful insight into factors that contribute to learner motivation and satisfaction but do not directly measure training results. Typically, reaction data includes the learn ability data collected from trainees and teach ability data collected from trainers. Level 2: Learning The determination of the learning gain is an essential measure. Did the training programs achieve its objectives? Have the trainees mastered the knowledge, skills and attitudes at which the training was directed? If the training does not result in learning, training has no value to an organization. However, there are ample evidences that learning from training is often quickly lost or not transferred to the job in a way that improves employee performance. Therefore, measuring learning alone does not provide adequate evidence of trainings value to the organisation. (Collins, 2002; Dionne, 1996). Level 3: Behaviour It is argued the trainee work performance is the most meaningful and critical factor in judging the training effectiveness. That is, it determines the extent to which changes in behaviour and job performance have occurred as a result of the training event and also involves both the employees and managers evaluation of changes in job related activities. Level 4: Results Finally, the impact of the training event on the organisation performance is measures as it is views as many or equals to more important than individuals work performance. However, organisational performance can only be achieved through individual performance. 2.10.Training and Employees Performance Overview The quality of the workforce and their development through training are key factors in determining long term profitability and the optimum performance of organisations. Therefore, to hire and retain quality employees, it is crucial to invest in their development of their skills, knowledge and abilities so that the individual and eventually the organizations performance can increase. Traditionally, training is given to new employees only. However, this is a mistake as ongoing training for existing employees helps them to adjust to changing job requirement quickly. Figure 5-Bramleys individual model of training Source:Swart et al(2005) The model in general assumes that employee knowledge, skills and attitudes will change by the adoption of a training program; however, this does not always end in that way. If the employee believes, there is an improvement in his knowledge and skills; then it may be safe to also assume that, there will be an increase in the persons individual performance. Through training the persons competencies will be reinforced and will enable him or her to execute the tasks assigned effectively and efficiently. As a result, according to the model, there will be an increase in the overall performance of the organization. Nevertheless, individual job performance is also influenced by the culture and the structure of the organization, by the job design, the reward systems used to motivate employees and the power and politics that exist in the organization and the group processes. Individuals may not achieve their goals and thus not perform well, due to problems associated with the reasons above and not necessarily due to lack of skills. Wright and Geroy (2001), argued to ensure training effectiveness, certain issues must be taken into account. Management style may need to change and training also, has to fit with the culture of the organization. Some companies may offer training programs that, the organization itself is not prepared to accept the ensuing changes. Besides, Eisenberger et al. (1986) proposed that employees are more likely to become committed to an organization, if they believe that the organization is committed to them and management should make efforts to create a positive work environment. Managers, also have the responsibility, to ascertain which factors inhibit effectiveness and make the appropriate decisions, to ameliorate the situation (Swart et al., 2005). Although in theory training seems to increase organizational performance, in actuality the evidence for such a claim is scant. Bartel (1994), in a survey 2.11. Performance Management Definition of performance management Fisher et al (2003) defined performance management as the integration of performance appraisal systems with broader human resource systems as a means of aligning employees work behaviors with organizational goals. Performance management should be an ongoing, interactive process that is designed to enhance employee capability and facilitate productivity. 2.11.1 Criteria for assessing employees performance Productivity Productivity can be said to be the raison dà ªtre of management. According to Armstrong (1999) productivity represents the output of goods and services that can be obtained from a given input of employees. The sources of productivity gains includes (Schiller, 2002) Higher skills- increase in the skills of labour More capital- An increase in the ratio of capital to labor Improved management- better use of available resources in the process. Technological advancement- development and use of better capital equipment. Training leads to the development of higher skill and thus impacts on employee performance. The focus is that employee will not perform better at work no matter how hard they try and regardless of how they want until they know what they are supposed to do and how they are supposed to do it (Zaccarelli, 1997). Productivity is one of the most important elements for assessing employee performance. Motivation and Job Satisfaction Job satisfaction refers to an employees overall assessment of his or her work and work-related experiences, which is influenced by an individuals values, ideals and belief.( Baron, 1976; Chan et al., 2004). Research has been reporting job satisfaction as an important predictor of several critical negative and positive work outcomes. Job satisfaction is a very important motivator for employees performance and has been found to inversely relate to turnover.(Mak and Sockel, 1999; Rust et al., 1996). On the other hand, the offering talented employees training to retain them on their current job function and allowing them to learn to new skills can be utilized to improve employee satisfaction within the organisation (Rice et al, 1991). Evidence suggest that suggests that training is more likely to have a positive impact on employee satisfaction where the employers develop formal, structured approaches to training that link skill formation to job tenure, career progression, recognition and rewards (Heyes and Stuart, 1994). Therefore, these factors lead to the employee being happy and thus performance better. Level of customers satisfaction There is a positive relationship between happy employees and satisfied customers. It would seem that if people feel good about their jobs, their happiness would be reflected in the quality of their work and in positive feedback from their customers. People are an integral part of customer relationship management as it is not just about technology. However, unless the employee is trained and empowered to manage the customer base within the correct organisational structure there will be an impact on the success of the implementation. Employees need to work at the levels of their abilities and have responsibilities commensurate with these if they are not to feel under-utilized which can lead to dissatisfaction. Staff members who manage customers are usually capable of much more than they are asked to do. That is why policies that empower your staff to manage customers better work so well (Stone et al., 2000). Degree of Coordination Coordination is a part of all organizations that have a certain degree of specialization or differentiation among their parts, commanding some sort of coordinated effort across them. A mechanism of coordination can be considered any administrative tool used for achieving integration among different units within an organization. Coordination as compared with control should be less direct and less costly (Cray, 1984). The greater the level of interdependence within the organization, the greater the need for integration. Employees are assessed on the relationship between department and colleagues. Relationship management is very crucial in any orgnisation as it is a social arrangement where all people work together to achieve common goal. Commitment towards the organisation Commitment is a very important concept as it helps to enhance performance of employees. Employees who feel committed to their organisation are more valued and thus perform better. As such investing in people is one important aspect which leads to organisational commitment. Employee may view an effective training experience as an indication that the company is willing to invest in them and cares about them; this, training may enhance their commitment to the organization(Tannenbaum et al., 1991) References Stone, M., Woodcock, N. and Mactynger, E. (2000) Customer Relationship Marketing, Kogan Page, London. Cray, D. (1984), Control and coordination in multinational corporations

Comparing Beggar Woman by William King and To His Coy Mistress by Andre

Comparing Beggar Woman by William King and To His Coy Mistress by Andrew Marvell 'Beggar Woman'(William King) and 'To His Coy Mistress'(Andrew Marvell) are two poems written in the 17th century when society was very different to how it is today: women had no status, rights, or independence. All aspects of society were male dominated, they ruled, and so all laws and acts were in the favour of males. The poems are great examples of how society was when they were written, they also mirror the roles each gender played in the various aspect of life, the males active and controlling, the women passive, and they had to be compliant. At the beginning of this poem, there is a description of a gentleman out hunting, which is an upper class activity, as they are the only people who could afford to take part in such an expensive activity, also by the fact he is described as a 'Gentleman' suggests he belongs to the upper class or 'Gentry'. The 'Gentleman spots the 'Beggar Woman' and she is described as 'game', because really to the man that is all she (the Beggar Woman) is, due to her gender and social status. When he wants the Beggar Woman's attention he addresses her as 'mistress' which shows respect, yet not so much as to call her a lady, just enough to keep on the right side of her until he gets what he wants, I think. The man then proceeds to issue commands to the lady, due to his class and gender this, at this period in time was socially accepted. The man thinks that the woman is going to give him what he wants, sex; however, the situation he is left with the end is very different to the outcome he hoped, and from his view, probably considerably greater commitment than he had hoped for. Aside for the obvio... ...ionship, both women I assume, would rather not be in their respective positions. Many of the attitudes expressed in the poem are understandable such as the Beggar Woman's views, as shown at the end of 'The Beggar Woman' may have been revolutionary and uproarious at the time, are now seen as the correct and fair way to do things. However this is the only view in the poem I find acceptable, the rest I find dated such as, as I have explained the class divide, and also the sexual inequalities, women being treated as a inferior species almost. Still many of the views etc. expressed in these poems are applicable today, the 'Carpe Diem' attitude is still adopted, rather foolishly I think, by many young people. The modern reader of the poem should learn from the way some things were how not to do things again, to learn from the mistakes of previous generations.

American Fall Apart

Kevin Nguyen Professor Dulaney English 122 October 8, 2012 Will America Collapse? Did you ever stop to think though the richest country in the world, the United States, known to be the country where all dreams come true; it seems like over the generations it has fallen apart? I mean come on now we don’t even have to open the news to know that this world is falling apart, yet we sit in our own confusion as to why our own country is in despair.Despite being one of the most successful countries in the world we struggle to be one of the best due to individual struggles and needs, as we strive for more individualistic freedoms, we limit our strive to become a better country as a whole. When we look at a country as a whole what better idea than to target the head of state, the government for all the problems that we face in the United States. Yes we can say that most of our problems has a correlation with the government but as a whole country, everyone contributes to this idea of a capitalist society just by being a part of it.Because many of our United States citizens have learnt to work the capitalist system, we’ve as humans learnt how to be selfish not caring for others desires, and most other’s needs. We’ve somehow forgot what it means to be righteous, and have been influenced by society that feeding for ourselves is what will get you through. Through our actions, we have become a cold generation, and desirable one, like the economist just like author Anthony Burgess says, the United States, known to be the country where all dreams come true, seems like over the generations it has fallen apart.When we look at a country as a whole, there is no better target to blame than the government and denunciate them straight away for our downfall. Yes we can say that most of it has to do with the government but as a whole country, everyone is at fault and they just look for ways to pass it off as, â€Å"How is it my fault? † it’s the presidents fault for not fixing all our problems he’s the leader and he’s not doing a good job otherwise we would be become more successful as a country rather than decline.Despite the fact that America is still one of the best places to live due to financial opportunities and freedom, if United States continues its course that it is going on America is doom to fall in the future due to our people not being united under the same cause. Individualism and freedoms will become the ultimate downfall to this glorious nation. â€Å"Is America Falling Apart? † an essay by Anthony Burgess critiques the United States.Burges, a British citizen lived in New Jersey a year in the 1970s while being a visiting professor at Princeton University and expressed his opinion of what is wrong with America. Anthony Burgess wrote â€Å"Is America Falling Apart? † to highlight the faults of America with the hope that America would change rather than disintegrate. The central the me of his essay was that America was too individualistic and would benefit from giving up some of that individualism in order to be a healthier society. Where private ownership prevails, public amenities decay or are prevented from coming into being† (Burgess 287). His view of American individualism and how America needs to change is warped by his limited experience of large metropolitan areas and believing those experiences gave him an understanding of America. Burgess claims that Americans are finally realizing that obtaining goods is not the primary goal of life. I agree on his statement that America is focusing too much on individual needs and destroys others by striving to heights on their own.I truly believe that if America gave up some freedom and sacrificed some of it for the whole country we can benefit a lot in our society and we can continue to be one of the most successful countries in the world. Burgess also states, â€Å"America, the world’s biggest consu mer is the world’s biggest polluter,† using examples such as the Los Angeles smog and the tons of garbage Americans produce. Besides having terrible schools and government, Burgess wants the United States to have a more socialist view on our government just like Britain or Canada.Although he is highly critical of America, he wants to return there because of its importance in the world’s future. Many may argue that Burgess’ analysis of the United States is mostly wrong, but is the trouble not being caused by our very own citizens? One may argue that Americans are not greedy but are the most generous people on Earth. Americans are known for charity and not just through government programs. But having these charity programs do not outweigh the poverty the other countries face. As an American, I believe we do have a problem with the consumerism and pollution to the extent that he claims.Although, there is pollution in the United States, many people would compa re it to China however despite China’s pollution problem, their population as a whole country more than doubles our United States population. The United States individual ecological footprint for individual citizens outweighs an individual that lives in China. Burgess has concluded with some solutions that may fix our problems here in the United States and although many of our citizens may not like it, it seems like a very viable option.Burgess proposed more socialism as the solution for America (291). The dilemma is that when the government becomes involved in any area of life, freedoms are taken away. For example, Vietnam is perfect examples in which the choices we made were very much socialistic. Although the Vietnam War was a very controversial topic, the fact that our country united under the draft helped to fight for one cause, and again although it may not have been the best idea, nonetheless it did unite us and made us as a country stronger to fight in the war.Many ma y argue that freedom is what made this country the great place that it is and the pursuit of one’s individual happiness is never a bad thing so why strip such great roots. Although I agree that I also love my freedoms to do what I want where I want very much, I do not like the idea of letting a thousand suffer just for my individual freedoms, if I had my freedoms striped away tomorrow in exchange for others people prospering so be it. As long as all those who suffer without anything that are living on the streets get proper living conditions.For example, I was at the gas station the other day and this lady came up to me begging for help, begging for her life and I see all the suffering she has gone through with her cold eyes and her rotting teeth and bad hygiene. While I was standing there listening to her story all that came into my head was I have so much more in my life than this lady and why does she deserve to suffer so much and sleep on the street while I go home to a n ice warm house. Was it just the matter of luck being born in the right place at the right time into the right family?So the idea of America being individualistic creates a big gap in society, the rich, the middle class, and poverty. This will make America as a whole crumble more as we get more homeless and poor people every day and help is out of their reach. Although at first the idea of socialism is completely denied by a lot of United States citizen’s, there are many cases in which Socialism works and does not interfere so much in one’s life. I wanted to experience what living conditions were like first hand by talking to someone who actually lived in one of the top communist countries today, China. Well, I grew up in China and I kind of had a really happy childhood. My family was alright with enough money for luxuries and stuff, and there are a lot of people so I was never bored and had so many friends to play with. It was a happy life. Though one thing was when yo u enter adulthood things start to get stressful especially from work, but otherwise it’s a good life (She Smiles) just cause there are many people to hang around and chat with yeah and not many racism issues since everyone is the same so there were less hatred, and don’t listen to other people about china being communist and bad, they’re idiots that have never been there†.After talking to her I got the vibe that she favors the communist government and she thinks nothing wrong of it and judging by her tone of voice she loved life in China. After she tells me this I push on to ask her would you rather live in a free nation like the United States or would you rather return to Communist China? She replies again that it is not as bad as many people make it out to be and that understands that China does what it does to benefit the whole country so she wouldn’t mind, in the end she said she would rather live in China just because she is more comfortable th ere.Analyzing our conversation, I realized that it just depends on the type of environment you are born in and in China everyone should be born as equals and therefore China there is less individual strive to be better and therefore no competition which ultimately leaves no pain and suffering anybody has to face. Political arguments about the justice of economic inequality in America do not challenge these basic assumptions. From the republican view the argument is that the race or pursuit of happiness is indeed fair; the poor have failed to take advantage of the opportunities offered to them and to everyone else and so deserve their poverty.The argument from the democrats is the reverse; the playing field is not level, therefore those players who fail are not at fault and should be helped to achieve equality. In the article â€Å"How Capitalism differs from Socialism† the author Rosemary Peavler states that â€Å"Capitalist economies are money-driven without much regard for people unless they are owners or shareholders of business firms. In a capitalist economy, there is fierce competition and, perhaps, unfair competition†.This so called fierce competition will make the rich become even richer while the poor become poorer and it will also create tension and dispute among people. Both sides accept without debate a cultural belief inherited from getting their views influenced by their peers as they are growing up, however ultimately many people believe that to seriously escape poverty they must really strive for it, if you are the lazy type that does not strive for a better tomorrow then many claim they do not deserve aid.But eventually it all leads back to that idea of individualism and the needs that a person requires, it’s just a never ending struggle for individual dominance which will lead to then fall of America with this selfish mindset intact. Personally I support the democratic view in society and I very much agree that not everyon e is granted the equal opportunity to life as some were born into poverty and they cannot do anything to prevent that.The republican argument will probably use people that rose from rags to riches but what are the chances that majority of the people living in poverty rise to riches, it is highly unlikely. Therefore we I agree with the democratic view of more government interaction (Socialism) rather than more individualism to unite the country and strive for a better nation as a whole, â€Å"Through government, we should do together what we cannot do as well for ourselves† (Abraham Lincoln). Many may argue that we fought so hard to achieve this level of freedom and opportunity why would you want to just throw it all away?I believe that all the freedom and opportunities were bestowed on us to help the people live a better life and we did back then when the poverty line was relatively low, however nowadays the same freedom and opportunities are restricting a lot of the people t herefore I believe it some of it should be stripped to help those in needs because I at the end of the day believe that America does not completely stand for freedom and opportunity but it stands for helping people in their time of need. There will always be a never ending debate about how do we reach the next level?How do we strive for a better future? How do we prevent ourselves from repeating the horrible things in the past? How do we keep America from falling apart? Although there may not be one right answer, I truly believe that having more socialistic ideas implanted in America can truly give that wiggle room to achieve higher greatness then where we are now. In the end our nation will never truly prosper if we do not unite as a country as a whole and neglect our individual needs more and think about all those who are less fortunate than us. If we become more considerate and sacrifice our eeds for others we can truly become the great nation we were once again. A great presiden t once said: â€Å"Ask not what your country can do for you but what you can do for your country†. * John F. Kennedy Note to Dulaney I decided to choose this topic because this particular subject always interested me and I myself believed that America isn’t what it used to be and it is falling apart. When I did some research I was amazed with what I found and it made me think deeply about the so what if America is a capitalist society and my views have changed drastically.Although so people may call me a communist now, I truly believe that socialism works better than capitalism. Capitalism is a greedy form of government and I now see clearly why the rich just get richer while the poor get poorer. The gap is only getting bigger as the days go by and I often get scared of the thought of our society just collapsing one day into the Great Depression, Riots, War etc. All these are results of having capitalist society. By having a socialist government, they shall keep the pe ace and maintain everything and everyone but however I would still protest if the things they did were uncalled for.But most choices they make should make sense as the make choices for the population as a whole. Bibliography Burgess, Anthony. â€Å"Is America Falling Apart. † The Norton Reader. Ed. Linda Peterson, John Bereton, Joseph Bizup, Anne Fernald, & Melissa Goldthwaite. 13th ed. Ner York; W. W. Norton & company, 2012. 295-304. Print Pleaver, Rosemary. â€Å"How capitalism and Socialism Differ†. Website http://bizfinance. about. com/od/smallbusinessissues/qt/CapvsSoc. htm

Intervening Variable Definition and Examples in Sociology

Intervening Variable Definition and Examples in Sociology An intervening variable is something that impacts the relationship between an independent and a dependent variable. Usually, the intervening variable is caused by the independent variable, and is itself a cause of the dependent variable. For example, there is an observed positive correlation between level of education and level of income, such that people with higher levels of education tend to earn higher levels of income. This observable trend, however, is not directly causal in nature. Occupation serves as the intervening variable between the two, since education level (the independent variable) influences what kind of occupation one will have (the dependent variable), and therefore how much money one will earn.  In other words, more schooling tends to mean a higher status job, which in turn tends to bring a higher income. How an Intervening Variable Works When researchers conduct experiments or studies they are usually interested in understanding the relationship between two variables: an independent and a dependent variable. The independent variable is usually hypothesized to be the cause of the dependent variable, and the research is designed to prove whether or not this is true. In many cases, like the link between education and income described above, a statistically significant relationship is observable, but it is not proven that the indirect variable is directly causing the dependent variable to behave as it does. When this occurs researchers then hypothesize what other variables could be influencing the relationship, or how a variable might intervene between the two. With the example given above, occupation intervenes to mediate the connection between level of education and level of income. (Statisticians consider an intervening variable to be a kind of mediating variable.) Thinking causally, the intervening variable  follows the independent variable but precedes the dependent variable. From a research standpoint, it clarifies the nature of the relationship between the independent and dependent variables. Other Examples of Intervening Variables in Sociology Research Another example of an intervening variable that sociologists monitor is the effect of systemic racism on college completion rates. There is a documented relationship between race and college completion rates. Research shows that among 25 to 29-year-old adults in the U.S., Asian Americans are most likely to have completed college, followed by whites, while Blacks and Hispanics have much lower rates of college completion. This represents a statistically significant relationship between race (independent variable) and level of education (dependent variable). However, it is not accurate to say that race itself influences level of education. Rather, the experience of racism is an intervening variable between the two.​ Many studies have shown that racism has a strong effect on the quality of K-12 education that one receives in the U.S. The nations long history of segregation and housing patterns today mean that the nations least-funded schools primarily serve students of color while the nations best-funded schools primarily serve white students. In this way, racism intervenes to affect the quality of education. Additionally, studies have shown that implicit racial biases among educators lead to Black and Latino students receiving less encouragement and more discouragement in the classroom than white and Asian students, and also, that they are more regularly and harshly punished for acting out. This means that racism, as it manifests in the thoughts and actions of educators, once again intervenes to impact college completion rates on the basis of race. There are numerous other ways in which racism acts as an intervening variable between race and level of education.