Relationship between Infant-Directed Speech and Word Segmentation Research Paper - 1

Relationship between Infant-Directed Speech and Word Segmentation - Research Paper Example The writer will  analyze different aspects of both concepts, and provide appropriate conclusions on their relationship. Also known as caretaker speech, and informally as â€Å"mommy talk,† IDS is a central aspect of child development. Contrary to popular opinion, its influence is not restricted to language development alone. IDS also considerably improves the cognitive abilities of infants by encouraging them to use their senses and practice functions like grasping and holding (Aitchison, 1996:26). In the language development aspect, word segmentation is the dimension that attracts the most interest from researchers regarding IDS. Infants’ ability to segment words develops variable and is influenced by a number of factors. However, IDS has so far been linked with many features of word dimension, such as recognition of repetitive words and comprehension of new words and phrases. When parents and minders talk to infants, they indoctrinate them in their dialect. They int roduce them to novel phrases and terms that they will, inevitably, learn as they grow. However, research seems to show that depending on how early they are exposed to IDS, children can exhibit extremely contrasting proficiencies in language development and speech (Fabbro, 1999:46). Parents who involve their children in IDS as much as possible have reported better language and speech development, as well as refined cognitive abilities. According to Harley (2013:48), the impact of IDS on word segmentation can be better explained when we consider that it is relatively easy to manipulate the cognitive abilities of infants and children. Infants, specifically, adapt to new environments and habits depending on the extent and frequency with which they are exposed to them. For example, we can consider the dialects used by different parents when communicating with their children to show how IDS affects word segmentation.

Service quality assessing and profiling of KPMG's organisation Essay

Service quality assessing and profiling of KPMG's organisation - Essay Example Specifically the two models are Lovelock and Wirtz’s Flower of Services Model, and the Molecular Model developed by Shostack. KPMG’s attributes as service company KPMG is a service company. It possesses the characteristics as detailed by Ronen and Pass (2010, p. 845) which are herein applied and discussed. (1) Its products are not physical in nature. KPMG specializes in audit, tax and advisory services as its principal products. It also provides â€Å"industry insight† – that is, the Company guides its clients in addressing the market challenges of their businesses. The services may be physically represented by the audit reports and advisories, but the content and substance, which comprise the service itself, are not physically tangible. (2) There is a large variance among KPMG and its competitors, in terms of customers, service types, service providers and service procedures. Often, audit and advisory providers specialize in a particular industry or busin ess. Furthermore accounting standards allow the accountant some discretion in their choice of accounting procedures, such as depreciation methods (Needles, Powers, & Crosson, 2010). Coupled with these small differences are the larger differences between businesses even in the same industry, which would justify the tailoring of services to that specific customer. (3) Compliance and control are not trivial. The services which KPMG extends to its clientele are of a highly specialized nature. The audit and tax procedures are strictly regulated by law and by the principles laid down by the accounting industry. Persons who serve in these capacities must be accountants duly... The firm that is analyzed in the paper is KPMG, a service company. It possesses the characteristics as detailed by Ronen and Pass which are herein applied and discussed. KPMG specializes in audit, tax and advisory services as its principal products. It also provides â€Å"industry insight† – that is, the Company guides its clients in addressing the market challenges of their businesses. The services may be physically represented by the audit reports and advisories, but the content and substance, which comprise the service itself, are not physically tangible. Often, audit and advisory providers specialize in a particular industry or business. Furthermore accounting standards allow the accountant some discretion in their choice of accounting procedures, such as depreciation methods. Coupled with these small differences are the larger differences between businesses even in the same industry, which would justify the tailoring of services to that specific customer. The servi ces which KPMG extends to its clientele are of a highly specialized nature. The audit and tax procedures are strictly regulated by law and by the principles laid down by the accounting industry. Persons who serve in these capacities must be accountants duly certified by the government, who are sworn to meet the high standards of their profession, failure in which may be penalized by disbarment. Furthermore, the professionals who provide advisory services and industry insights to clients are highly skilled and possess the mandatory qualifications in the technical, market, and business fields.

Advantages and disadvantages of domestic and international franchising

Advantages and disadvantages of domestic and international franchising Introduction Buying a Franchise offers many benefits over starting a business on your own. The franchisees benefit from the training and ongoing support that they receive whilst trying to make their business successful. People starting a business on their own often have no help or guidance in the day to day running of the business! The franchisees receive guidance on location, fixtures and fittings, marketing and operation of the business model. This guidance is based on years of experience the franchiser has gained not only from running the business model but also from advising other franchisees. Buying a franchise business is at least a five year commitment and as such should not be taken lightly. It is important to make the right lifestyle choice rather than basing the decision to buy purely on profitability of the business model. A prospective franchisee should always look at the market trends to ascertain whether the need and requirements of the products of the franchise opportunity are predicted to grow or decline over the medium and long term. Getting advice from an experienced accountant can help in this respect. What makes the franchisers products better than the competition? Is the franchisor continually investing in improving the products to reflect changes in latest trends and requirements of the customers? Analysing which products have been changed and new ones introduced over the last five years will help in this regard. The territory is just as important as the franchise model. Not all franchises work in all territories as each area has their demographics and buying patterns. Decent knowledge of the local area is invaluable and the choice of which type of franchise business to buy should be made with regards to this information. Making the right choice of franchise that is based on individual skills as well as the individual requirements of each particular territory should serve to ensure that the business model works both in the short term and the long term International Franchising International franchising refers to a domestic businesss expansion into foreign countries and markets. International franchising is a complex process that requires thorough considerations of many factors, such as feasibility, adaptability, and benefits versus risks. Replication: During the process of international franchising, companies often strive to replicate successful domestic business models in foreign markets. Challenge: Differences in language, laws and financial systems, between franchising business and host foreign market can pose serious challenges during international expansion. Benefits: International franchising means new markets with new customers and selling potentials. International franchising also places companys name and presence in a global market. Adaptability: learning to adapt to the needs and demands of a new foreign market can attract local customers and buyers and lead to higher business success in a new country. Counsel: International franchising experts help companies understand a foreign market before expansion. Consultants advise businesses on a number of subjects, from financing to culture gaps. Advantages: There is a higher likelihood of success since a proven business formula is in place. The products, services, and business operations have already been established. Bankers usually look at successful franchise chains as having a lower risk of repayment default and are more likely to loan money based on that premise. The corporate image and brand awareness is already recognized. Consumers are generally more comfortable purchasing items they are familiar with and working with companies they know and trust. Franchise companies usually provide extensive training and support to their franchisees in effort to help them succeed. Many times products and services are advertised at a local and national level by the main franchise companies. This practice helps boost sales for all franchisees, but individual franchisees dont absorb the cost. Disadvantages: Franchises can be costly to implement. Also, many franchises charge ongoing royalties cutting into the profits of franchisees. Franchisors usually require franchisees to follow their operations manual to a tee in order to ensure consistency. This limits any creativity on the part of the franchisee. Franchisees must be very good at following directions in order to maintain the image and level of service already established. If the franchisee is not capable of running a quality business or does not have proper funding, this could curtail success. Sometimes franchisors may be lax on their commitment to support the franchisee. Also, they may make poor decisions that would have an ill effect on the franchisee. Therefore, it is important to research any franchise concept thoroughly before signing any agreements. Benefits on International Franchising Purchasing a franchise is one way for an entrepreneur to get started in business. Franchises offer a proven business model to follow as well as support in areas like financing and training. International franchises can provide the opportunity to take advantage of growing global markets, although the franchisee will need to overcome the hurdles associated with adapting to the ways of a new country. Cultural Adaptation Franchises provide the business owner with a full range of support services. This proves beneficial when it comes to adapting to the ways of a foreign country. The company can help you hire local management and workers who are familiar with the methods of doing business in the country, which can make the transition much smoother. Business Expansion If you already own an established franchise and are looking to expand, adding units in another country can provide a more profitable alternative to an already saturated market. This is particularly meaningful if you sell a product or service that is rather common in your home country. Cornering the Market You may even be fortunate enough to open a franchise in a country where there is little competition and there is a great need for your product or service. This will enable you to corner the market and possibly open several locations, establishing you as the leader in your business before the inevitable entrance of competitors occur. Change of Lifestyle Owning a franchise in another country can result in a new and exciting way of life. Franchisees from a cold climate may relish the opportunity to move to a warm, sunny locale to open a business. Some may also look forward to expanding their horizons by experiencing and assimilating into a new culture. Taking Advantage of Growth If current franchisees are experiencing slow business due to the home countrys stagnant economy, they can seek to open another unit in an area experiencing strong growth. Countries and areas exhibiting growth as of 2010 include China, Latin America and the Middle East. Advantages of international franchising Franchising is a unique form of business arrangement. The original company (called the franchisor) enters into a contract with a second business (called the franchisee) in which the original company offers the second business the right to operate under the original businesss name and the right to sell its product. The franchisor usually offers guidance and expertise to the franchisee. All of this is done for a fee, and though having a franchise isnt the same as starting a business from scratch, there are a number of advantages to the system. This is also true for international franchises. Reputation The major benefit of a franchise is that franchises reputation. If a franchise is well known for offering a certain type of product or service and a new branch of that franchise opens up locally, then people know roughly what to expect. For international franchises there are some additional issues of reputation to consider. For instance, the country of origin that the franchise comes from could be viewed as exotic, which will bring in additional business. Financing Franchises are viewed as a business plan thats already undergone a trial by fire and succeeded. Generally speaking, this makes them much easier to finance, as far as getting loans from banks is concerned. If a franchises reputation and success can be clearly shown, then the bank knows the franchisee has a much better chance of succeeding than he would if he were trying to start up a new and independent business. This is even truer for companies that are known internationally, which makes banks feel even more generous when it comes to assisting with business financing. Support Regardless of whether or not the franchisee sets up in the franchises hometown or on the other side of the world, an international franchise has the capability of extending support, advice and training to franchisees. The franchise offers training manuals, access to supply networks, advice and other forms of help to the franchisees. This is especially true where an international franchise is concerned, because every franchisee impacts the franchises reputation and reach. If all of the franchisees do well, then it will increase the franchises reputation, reach and even their brand recognition. Franchising primary benefit is risk minimization. Starting a new business is risky. Most studies show that over 90 percent fail within three years. The primary reason that the failure rate is so high is because the owners have to go through the learning curve of operating that specific type business. Franchising reduces that curve substantially. Another reason to buy a franchise is that a franchise investment can be thoroughly researched before any significant expenditure is made. Existing franchisees offer a wealth of information about the business so that new franchisees can try the business on before they buy to make sure its a good fit for them. Franchisers sell a defined, proven business format or method of operation, offering a product or service that has sold successfully. An independent business is based on both an untried idea and operation. The experience of the franchisers management team increases the potential for success. This experience is often conveyed through formal instruction and on-the-job training. Franchisees can often buy lower-cost goods and supplies through the franchiser, resulting from the group purchasing power of all the franchises. Established franchisers offer national or regional name recognition. While this may not be true with a new franchiser, the benefit of starting with one is the potential to grow as its business and name recognition grow. Franchising provides a uniform system of operation, so that consumers receive uniform quality, efficiently and cost-effectively. A uniform system brings with it the advantages of mass purchasing power, brand identification, and customer loyalty, capitalizing on the proven format. A franchiser also provides management assistance, including accounting procedures, personnel and facility management. An individual with experience in these areas may not be familiar with how to apply them in a new business. The franchiser helps a franchisee overcome this lack of experience. Franchisors help franchisees develop a business plan. Many elements of the plan are standard operating procedures established by the franchisor. The most difficult part of a new business is its start-up, since even experienced managers lack the knowledge to set up a new business. One of the biggest benefits to franchising is marketing. The franchiser can prepare and pay for the development of professional advertising campaigns. Regional or national marketing done by the franchiser benefits all franchisees. In addition, the franchiser can provide advice about how to develop effective marketing programs for a local area through a cooperative marketing fund, to which the franchisees contribute a percentage of their gross income. Its possible to receive assistance in financing a new franchise through the franchiser, who often makes arrangements with a lending institution to lend money to a franchisee. The franchisee must still accept responsibility for the loan, but the franchisers involvement usually increases the likelihood that a loan will be approved. A franchiser also provides training for the franchisee. This is especially important if the concept is complex. The best training combines classroom or one-on-one training at the franchisers facility with field training at the franchisees place of business. Finally, franchising has found a solid economic niche that caters to specialized needs. Many American consumers no longer want a muffler installed by a service station, a hamburger from a diner, a pizza from someone who wont deliver it within 30 minutes or their hair cut by a local barber. Specialists, it seems, do it better, and the franchise industry is only too willing help. Once you become a franchisee and part of a franchise organization, What are your roles and responsibilities? Financial The first function you have in your new endeavour is as an investor into your business. You will need to invest financially with an initial franchising fee, but also be prepared to pay any additional costs that might be necessary to get the business up and running such as equipment costs. Also, there will be ongoing royalty fees that you will need to be aware of. Time Secondly, you will need to be sure that you can invest an adequate amount of time in the business. Although the system is basically set up in franchising, you will still need to initially spend extra time learning how the system works. The franchisor usually offers training and continuous support, hence the ongoing royalty payments. Like anything else, once you know the ins and outs of the system, the time investment decreases somewhat. Leadership and Partnership One of the most important skills you need to possess as a franchisee is the ability to be pro-active and take initiative. You should be able to easily assume a leadership role. You need to be certain that you understand how the entire system works and not be afraid to ask the franchisor questions. It is especially important to communicate with the franchisor anything that you notice that doesnt seem right to you. After all, you are basically assuming a partnership role with the franchisor. Therefore, you should be able to work together, share ideas, and resolve issues together. You may notice something that the franchisor was not aware of since you are much closer to the business. The franchisor would probably appreciate your bringing concerns or discrepancies to the table, especially if you offer possible solutions. Communication With all of the responsibilities that the franchisee holds, communication and organizational skills are key skills to possess as a franchisee. As mentioned, it is important to keep in close communication with your franchisor. In addition, you will need to be able to communicate effectively with your customers, employees, vendors, and other business contacts. Furthermore, it can be quite beneficial to team up with other franchisees on a regular basis. It can help you run your business more smoothly if you share ideas and solutions to problems experienced with others in the same capacity. Organization In your role as franchisee, you should be prepared to wear many hats. In operating the business, you will most likely have to manage all the daily operations involved in operating a business, including ordering supplies, meeting with customers and vendors, preparing payroll, resolving discrepancies, etc. These are just a few of your sub-roles depending on the type of business you are running. It is essential to be able to organize all of your responsibilities so that everything gets done accurately and in a timely manner. In conclusion, as long as you understand your role as a franchisee and make every effort to carry it out thoroughly, you should be able to manage a successful franchise.

Herbal Medicine :: essays research papers fc

Herbal Medicine I would like to start out by saying a verse from Genesis 1:29-30 â€Å"And God said, behold, I have given you every herb bearing seed, which is upon the face of all the earth, and every tree, in the which is the fruit of a tree yielding seed; to you it shall be for meat. And to every beast of the earth, and to every fowl of the air, and to everything that creepeth upon the earth, wherein there is life, I have given every green herb for meat: and it was so.† This verse from the bible has a powerful, but simple meaning; all herbs shall be taken in to our body as the meat for healing. I not only believe in herbs because it is said in the bible, but because herbal medicine has the power to prevent & heal. Why?, well, its quite simple really, our bodies are organic, so, why would you want to take in something that’s inorganic, would it not be wiser to allow the body to heal with organic products. That’s exactly what you are doing when taking pain relievers, heparin, and antihypertensive medications just to name a few. In herbal medicine, the patient is empowered, and since herbs are certainly more convenient, without prescriptions or limitations, more patients can enjoy their benefits. The benefits which I’m speaking of is the ability to prevent & heal. Let’s take cardiovascular disease for example, which just happens to be the leading cause of death in the U.S., and according to Dr. David Vastola in his book To y our good health, he wrote out a section with a natural alternative for CAD and hypertension, how, well he says by taking in Omega 3, L-Carnitine, and Coenzyme Q10, that these 3 things can help a person to cope with CAD, and as for hypertension all they have to do is either to take Coenzyme Q10 or Hawthorne. Have we all here heard one time or another that ulcers are cause by stress, well, the NIH said that ulcers are caused by the helicobacterpylori bacteria, not by stress, and the NIH said that they can be â€Å"cured† with a combination of the trace mineral bismuth and tetracycline. The number two cause of death in America as we all know is Cancer, well, the NCI (Sept 1993) and Harvard Medical School performed a study on cancer patients, and the results were that they found an anti-cancer diet.

Calcutta University Essay

It is a great pleasure for one who engages oneself in writing a preface of this nature relating to a noble cause – cause of spreading education in a region suffering from many shortcomings in the field of higher education. North Bengal as a region is full of rich social systems with diversified cultural heritage and only through proper educational facilities can these sociocultural diversities be made known to other parts of this country. With this definite purpose in view, our University started imparting higher education through the Distance Education mode – a mode hitherto unpractised and untested. As the seat for higher learning in this vast region, is well aware of its social commitment – commitment to reach every nook and corner with the lamp of education. We believe and it is admitted that Universities and other Educational Institution should play the role of a catalyst for social change which is again dependent on large scale participation of the young people in the policy formulation process, may be directly or indirectly. In fact, with this end in view, the University decided and decided rightly, to open the door of higher education to the lakhs of young but aspiring people in this region. It is really heartening to note that the response the University has received and is receiving is simply overwhelming. It shows that the decision of offering education through Distance Education mode is not only justified but also relevant. Distance Education programme which is being carried through the Directorate of Distance Education, University of North Bengal cannot be successful without the support and cooperation from all sections of the population. Such an enterprise by University runs on a reciprocal basis – a reciprocity which can build a solid foundation in this respect. The University should be considered as a rallying point around which all the education loving people of different cross section of the society should come closer. The enterprise is loaded with ambition – the idea of making a brighter tomorrow. What is needed is the application of collective wisdom and in this respect, our region does not, in any way, lag behind. Sincere effort and dedication will ultimately win. Prof. Pradip Kumar Sengupta Director 5 6 TH E C O LLEG E STU D Y C EN TR ES Balurghat College Distance Education Centre P. O. Balurghat, Dt. Dakshin Dinajpur, PIN – 733 101 Co-ordinator Shri Purushottam Haldar, Department Of Chemistry Phone – (03522) 255392 (O)/ 257521 (R) Jalpaiguri A. C. College Distance Education Centre P. O. & Dt. Jalpaiguri, PIN – 735 101 Co-ordinator Dr. Dhiraj Kumar Basak, Reader in Physics Phone – (03561) 255554 (O), 255861 (R) Kurseong College Distance Education Centre P. O. Kurseong, Dt. Darjeeling, PIN – 734 203 Co-ordinator Sri Rohit Sharma, Senior Lecturer in Commerce Phone – (0354)2344223(O), 2330196 (R). Malda College Distance Education Centre P.O. & Dt. Malda, PIN – 732 101 Co-ordinator Md. Jafrullah, Selection Grade Lecturer in Accountancy Phone – (03512) 220807 (O), 250175 (R) Raiganj College (University College) Distance Education Centre P. O. Raiganj, Dt. Uttar Dinajpur, PIN – 733 134 Co-ordinator Dr. Chinmoy Basu, Reader in Physics Phone – (03523) 252564 (O), 253733 (R) Siliguri College Distance Education Centre P. O. Siliguri, Dt. Darjeeling, PIN – 734 401 Co-ordinator Prof. Mrinal Kanti Ghosh, Reader in Physics Phone – (0353) 2436590 (O), 2512770 (R) University B. T. & Evening College Distance Education Centre P. O. & Dt. Cooch Behar, PIN – 736 101 Co-ordinator Sri Aniruddha Burmon, Lecturer in English Phone – (03582) 222714 (O), 226729 (R) Dambar Singh Degree College, Gangtok, Sikkim Sri Suresh Chettri, Lecturer in -charge Phone- (03592) 281743 7 1. THE UNIVERSITY OF NORTH BENGAL : The University of North Bengal was established by an Act of the West Bengal Legislative Assembly in November 1962 and affiliated to the University Grants Commission under section 2(f) & 12(B). It was assigned the mandate during the course of its establishment of providing teaching, training and research in various branches of advanced learning and promoting the dissemination of knowledge to fulfill growing socioeconomic and technical manpower needs in the six northern districts of West Bengal known as North Bengal and the neighbouring state of Sikkim. The campus occupies an area of about 330 acres, 9 km outside Siliguri Town, the gate way of North East India and Bagdogra Airport, the only Air Port in North Bengal in the Terai region of Darjeeling district. The University Act was revised under West Bengal Act of XXV of 1981 and it came into force with effect from September 16, 1981. The University has played a pioneering role since inception in spreading higher education and inculcating scientific attitudes within the predominantly rural areas that comprise its vast jurisdictional territory. Well over 36,000 undergraduate students and over 1500 postgraduate students and scholars now enroll at different courses under the formal system of the University during any given year. Besides the territory under its immediate jurisdiction, the University also gets students and scholars from adjoining areas in Bihar and the North Eastern states of the country, as also from SAARC countries like Bhutan, Bangladesh and Nepal. Several pioneering contributions made by researchers at the university have contributed to wider understanding of the special problems that confront the Eastern Himalayan and sub-Himalayan region and have provided practical inputs for current developmental interventions in the region. The University offers courses in various disciplines under the faculties of Arts, Commerce & Law, Science and in Medicine through its 73 Under Graduate Colleges including Engineering, Pharmacy, Medicine, Dentistry, Management and 21 Post Graduate Departments and 12 Centres. A part from the traditional programmes, the University has played a pioneering role in launching various professional job-related courses to help students interested in acquiring special skills to enhance their learning and earning capabilities. Besides the University is also offering various courses under the Distance Education mode to cater to the needs of further education of thousands of deserving students, particularly in remote areas through its Directorate of Distance Education. 2. THE DIRECTORATE OF DISTANCE EDUCATION : The Directorate of Distance Education of the University of North Bengal was established in the year 2000 by a decision of the Executive Council of the University. It has introduced M. A. / M. Sc. / Bridge Courses in Bengali, 8 English, Nepali, History, Political Science, Philosophy and Mathematics under the Distance Education mode. It has also introduced B. A. (General) course at the Under Graduate level under the same mode. So far the Directorate has developed College Study Centres (see section 5 for details) in any one of which a candidate can pursue distance learning according to his/ her convenience. 3. OBJECTIVES OF THE DISTANCE EDUCATION COURSES : The main objective of the Distance Education is to widen the base of higher education among students who do not get opportunities to avail such education in the formal sector through admission as regular students in a University. Distance Learning or teaching through Distance Education courses is now a popular mode. It is recognized as an effective method of instruction in all advanced countries of the world. In the fast developing socio-economic milieu of today, educational facilities need constant refurbishing and augmentation. It is now acknowledged by the academics of all shades that it is learning, which is important, and not the channel or the process through which one gets enrolled for education. The educational system in India has been transforming from time to time taking into consideration the socio- political needs and economic conditions of the society. Although the contribution to several of branches of learning by the conventional educational system cannot be underestimated, the fact remains that education through the formal mode is accessible only to a few. The distance or open educational system has become an alternative mode of imparting instruction and has been meeting the demand for education of millions of people at different levels. It is an effort not only to solve the problem of over crowding in our educational institutions but also to equip the community with tools and skills to gain professional competence. However, every system has its own limitations and similarly every branch of study can not be opened through its system. Realizing the importance of the system the University of North Bengal has opened up its gate to this system of study to selected branches of disciplines at the PostGraduate level only at the initial stage. Later on it has introduced the same at Under-Graduate level within the given constraints. It may be noted that the Government of West Bengal has issued Order/ Notifications to the effect that Degrees obtained through Distance Education/ Correspondence modes shall be treated on a par with those in the formal/regular modes. The University Grants Commission has also recognized this course on a par with regular courses. 4. ELIGIBILITY FOR ENROLMENT: B. A. (General) : Any person having passed Higher Secondary (10+2) or equivalent examination from any recognized Board/ Council of Higher Education are eligible for enrolment provided he/she has obtained qualifying marks in each of minimum five subjects. The enrolled students shall be eligible to appear at the Part I/ II examination in the year corresponding to the regular students. A candidate securing at least 30% marks at the B. A. Part -I examination in each subject and in the aggregate 9 shall be eligible to appear at the B. A. Part-ll examination. Elective subjects to be offered other than compulsory subjects at the B. A. (General) course are Bengali, English, Nepali, Political Science, History, Sociology, Education and Philosophy. Bridge Course: Any graduate in the B. A. / B. Sc. (pass) (10+2+2 Pattern) from any recognized University is eligible for enrolment to this course provided that anyone of the subjects mentioned below must have been studied in the graduation level as an elective subject. Subjects: Bengali, English, Nepali, Political Science, History, Philosophy & Mathematics. B. A. / B. Sc. (Honours) graduates (10+2+3 pattern/ equivalent) who have not studied any of those subjects as an elective subject in the third year but only in previous years are also eligible for enrolment. Duration of the course is one year. A candidate securing at least 34% marks shall be eligible for enrolment at the Post-Graduate Part – I on that subject under Distance Education mode. 5. ENROLMENT SCHEDULE : Candidates are required to submit the Application form for enrolment at the Directorate in the prescribed application form either in person or by post along with prescribed fee in cash in the University cash counter/ S. B. I. NBU Campus Branch counter or demand draft drawn in favour of the University of North Bengal on S. B. I, N. B. U. Campus Branch. Besides, candidates may also submit the Application form for enrolment along with prescribed fee through a crossed demand draft drawn in favour of the University of North Bengal payable at S. B. I, N. B. U. Campus Branch at N. B. U. Calcutta Camp Office, S-2/ 1, flat No. 1, Sector III, Block – FC, Shrabani Abashan, Salt Lake, Kolkata – 700 091 and the following colleges : Balurghat College, Malda College, Raiganj College (University College), Siliguri College, Kurseong College, Ananda Chandra College, Jalpaiguri a University B. T and Evening College, Coochbehar and Dambar Singh Degree College, Gangtok. Prescribed Application Form and Prospectus will also be available in these colleges and N. B. U. Calcutta Camp Office on payment of price of application Form and Prospectus through a crossed demand draft following the procedure mentioned earlier. 6. FEE STRUCTURE (IN RS. ) : Particulars B. A. Part -I 200 3,000 500 50 150 – 200 B. A. Part – II 200 2,000 500 – 150 150 – Bridge Course 200 2,500 500 50 150 – 200 Enro1rolment Fee Cost of Study Material Examination Fee Identity Card Centre Fee Diploma Fee Registration Fee* 10 Late Fee Other Fees Examination reappearance Fee Defaulters Fee for not completing students sheets (assignment) Response 100 100 100 500 500 500 500 500 500 *For students other than North Bengal University. All fees shall be payable in one installment at the time of enrolment. Additional fees (if applicable) are to be paid at the time of filling up of the examination forms. Note : In cases where application forms are downloaded from University’s Website, the candtdate have to deposit Rs. 200/- in cash or through Bank Draft as fee for application and prospectus. 7. MODE OF PAYMENT : All payments should be made through a crossed Demand Draft drawn in favour of the University of North Bengal payable at State Bank of India, N. B. U. Campus Branch. Payments may also be paid in cash in the Cash Counter of the University Finance Branch and State Bank of India, N. B.U. Campus Branch. 8. MEDIUM OF INSTRUCTION : Study materials will be supplied to the students either in Bengali or English at their choice mentioned in the application form for enrolment but one can write both in Bengali, English or Nepali on his/her answer papers in the examinations and also on assignment sheets, subject to the condition that only one particular language shall be used during examination. 9. SYLLABUS : The syllabi to be followed in the B. A. (General) course under Distance Education mode shall be similar to the regular B. A. (General) courses in the subjects concerned. For Bridge courses, the syllabi will be supplied to the enrolled students. Qualifying marks for appearing/taking the B. A. (General) part II examination are similar to that of the regular students. A candidate is required to complete the course in maximum four academic years from the date of joining to this course. Those who will not be able to complete the course within four years shall have to re-register as fresh candidates. 11 10. METHOD OF INSTRUCTION : Study Material : Instruction/Course Materials for each paper will normally be available from the college Study Centres as per choice of the students. Enrolment cards of the students will be dispatched to the students by post. Those intending to collect enrolment cards in person may collect the same from the Directorate of Distance Education. Assignments: There shall be assignments for every paper both for Part – I & Part – II examinations carrying 15% marks. Candidates shall be required to complete the respective assignments and send it to the competent authority by post or in person within the stipulated time. There shall be two periodic assignments for each paper, the best of which in terms of marks shall be counted. The same is applicable for Bridge Course students. Personal Contact Programmes (PCP) : Personal Contact Programmes (PCP) to be organized in the colleges mentioned in item 5 or elsewhere within North Bengal will involve interaction with the teachers/counsellors. Duration of Personal Contact Programmes will normally be 8 – 10 days each for B. A. (General) Part – I, Part – II & Bridge Course. PCPs may be organized in College Study Centres other than that where a candidate has taken admission in cases whose subject wise clusters of Colleges have been made due to insuffiency of students in a subject at a College Study Centre. Personal Contact Programmes shall be compulsory for a candidate for appearance at a University examination. 11. EXAMINATIONS: Examination Forms for all the courses shall be sent to the concerned students with all relevant information well in advance from the Controller of Examinations. The students shall have to fill the Examination Form as per given instructions and send the same to the university along with the Demand Draft of all fees by Registered Post so as to reach the University before the specified date. Admit Cards shall be issued to the candidates along with the  programme schedule well in advance of commencement of the examinations. 12. SCHEME OF EXAMINATION: B. A. (General) Part –I and Part – II Examinations will be held at the end of second year and third year respectively. Examination for Bridge Courses in Bengali, Nepali, English, History, Political Science, Philosophy, Mathematics will be held at the end of the course (one-year). 12 13. AWARD OF CLASS/ DIVISION : Students will be awarded Class/ Division as per rules of the University applicable for the Regular Courses. 14. RULES FOR REGISTRATION/ MIGRATION CERTIFICATE : The candidates who have obtained their Graduate/ Post graduate Degrees of North Bengal University and have not migrated to any other University will be required to mention the Registration Number along with the session. Candidates who are from outside North Bengal University shall be required to submit Migration Certificate in Original at the time of enrolment. Otherwise the enrolment shall remain as provisional upto two months, after which the Directorate of Distance Education reserves the right to cancel the enrolment without any financial liability on its part. 15. ENROLMENT/ROLL NUMBER : Every candidate who is admitted to the Directorate shall be assigned an Enrolment/ Roll No. which shall be valid during the entire period of the course when he/ she continues to be a student of the Directorate of Distance Education. In all communications addressed to the Directorate, the student must mention his/ her Enrolment/ Roll No. in full. Correspondence without the Enrolment no. will entail delays and difficulties both to the Directorate and the students and at times the office may not be in position to respond. 16. IDENTITY CARD : The Directorate shall supply each candidate an Identity Card. The blank Identity Card sent with Prospectus containing the Application Form must be filled up properly. The particulars may be attested by a College/ University Teacher/ Officer. The Identity Card must be preserved till completion of the course. This Card must be produced whenever required by the authorities and at the time of Personal Contact Programme (PCP), University examination and other purposes. The candidate shall be responsible for the safe-keeping of the I. D.  card ,the loss of which must be reported to the local police station before a duplicate card will be issued. A mutilated card must be replaced by paying requisite fees. 17. DOCUMENTS TO BE ATTACHED WITH THE APPLICATION FORM FOR ADMISSION : The following documents must be attached with the Application Form and any lapse in this connection may result in the delay in finalization of the admission process: 13 a) Prescribed fees by Demand Draft in favour of North Bengal University payable at State Bank of India, North Bengal University Campus Branch. b) Original proof for date of Birth i. e. Admit Card/ Certificate (M. P. / H. S. or equivalent), Marksheets, University Registration Certificate, other testimonials (to be returned on the same date) and attested copies of them is to be submitted. Original documents will be returned by post after the admission to the students who apply by post. The same can also be collected in person. c) Migration Certificate in original from the University studied (if applicable). The Migration Certificate shall not be returned. d) Recent stamp size photographs of the candidates (not to be attested) are to be pasted on the application form and on the Identity Card. 18. GENERAL INSTRUCTIONS : a) If a candidate desires to obtain Migration Certificate from the Directorate of Distance Education by discontinuation of study, all the prescribed fees including those for the Part – II course shall have to be paid. There shall not be any fee concession to any category of students. Fee once paid by the candidate will neither be refunded nor adjusted. b) Candidates are not eligible for concessional Bus Fare Bus). (University c) If any of the dates mentioned in the Notification/ Circular etc. happen to be a holiday/ bandh, the relevant documents shall be accepted on the next working day. d) At the backside of the Demand Draft all particulars of the candidate must be provided. 19. CONTACT ADDRESS : All correspondences should be addressed to – The Director Directorate of Distance Education University of North Bengal Raja Rammohunpur P. O. North Bengal University Dt. Darjeeling, PIN – 734 430 West Bengal, India Phone : (0353) 2582116/ 2582117/ 2582218 Fax : 0353 2581546 Visit us at http//dddnbu. tripod. com E-mail:dee_soumitra@yahoo. com 14 NBU Kolkata Camp Office: S-2/1, Sector 3, Block FC, Shrabani Abasan, Salt Lake, Kolkata-91. Ph. No. (033) 23371836. 15 16.

Why do people criticize types of music like metal

Since that decade heavy metal was divided in many branches where they born different types of heavy metal as: Nu metal, dark metal, doom metal, metal core, rock metal, alternative metal, death metal, Christian metal, trash metal, etc then they generalized heavy metal as metal, and heavy metal started making part of metal. So this music stared to be a door for the teenagers that wants to highlight from others that's why the majority of metal heads have piercing and tattoos. Society didn't accept them and judging from their appearance the stereotype metal as† satanic†.The people that don't listen to metal because just didn't like this genre just prefer to don't comment and keep distance. But metal is strongly criticized by society and there are people that said that metal is only an excuse to use drugs and alcohol, because in all the genres metal is the one that has the most drug addict followers. Others said Metal Heads are dark and satanic as the famous singer Justine bib ber that said:† I reject metal. Why? Because is an insipid, violent and dark music that incite teenagers to follow the path of the sin and to lock n a melodramatic and melancholic way of life without sense. Metal constantly resave critics by another famous genre called regulate, with comments as: â€Å"those teenagers are violent they express their self in a bad way and live their live like a punish, like something bad. † â€Å"Regulate wants to contagious world with happiness and Metal Heads just try to cloud happiness with their gloomy and sad thoughts. † â€Å"metal is not music there are just screams without harmony. † As metal is a different type of music that express rebellion and rudeness, metal is present to the ones who didn't know about his genre as bad music, also people get scare about the content of the lyrics.Many religious people or Scientific' use phrases like:†all metal is satanic. † ‘the members of that band love Satan. † ‘the lyrics of that song backward and translated in an old Portuguese language is part of a indigenous ritual to call Satan spirit. † These arguments aren't valid and aren't proven. One thing is for certain, that there are satanic bands but these are very few, and are part of one of the branches call death metal or black metal, this branch is for satanic ands only, and this one's didn't have hide their intentions. Metal change personality' no, people look them different because they present a different attitude, Metal Heads didn't fallow modes they just are unite because of the feeling of the music. All this disturbance is because the hypocrisy of the society that talk about values but they didn't practice, Metal Heads show their self as they are, they do not hide their likes or feelings, that's why the rude lyrics an strong sounds.Play metal is not easy the complexion of the music is ere low as Metallic, system of a down, avenged sevenfold or AC/dc, and people c riticized them for them is very sad that all their effort is not considerate. As James Hatfield the first voice o the famous group Metallic that said â€Å"Honestly, all my years of carrier have been disqualified by inexperienced people that move masses in a way I don't like. † Boring in mind the both sides of the coin, there is a very interesting opinion. â€Å"All the likes and dislikes have to be respected, but when someone criticized metal has to have arguments to catalog metal as satanic.

The portrayal of women Essays

The portrayal of women Essays The portrayal of women Essay The portrayal of women Essay Women are portrayed very differently in these pre-twentieth short stories than they are in real life today. This helps to show how differently women were looked at generally before 1900. Women were seen at as inferior and the second sex in these stories. They are also seen as breeding machines and if they did not have a husband to support them with money, then they would die. This is in stark contrast to today, where they are independent and lead their own lives. Women no longer need a man to survive. In The Half Brothers by Elizabeth Gaskell, women are regarded as needing a husband to stay alive. This is shown in the very first line of the story, My mother was twice married. Even in this small statement, we can see from the fact that she was married twice that she needed a husband. When her first husband died, the mother was left with a huge mountain to climb, and the farm on her hands for four years more by the lease, with half the stock on it dead, or sold off one by one to pay the more pressing debts, and with no money to purchase more. This quote shows that without a husband, her life is a struggle. She has been left with a farm which she does not know how to run, with dying animals, and with no money whatsoever. The fact that she was expecting another child meant that her life would have been full of fear of not having enough money to be able to support her and her family. I can see that she is desperate from when her sister comes over and together they, planned and plotted how to make every penny they could raise go as far as possible. We also know that food is short when the story says, but my mother knew that they were pinched, and that aunt Fanny herself had not as much to eat, even of the commonest kind of food, as she could have done with; and as for Gregory, he was not a strong lad. The question of money is eradicated when William Preston asks the mother to marry him. He is a wealthy man and he promises to look after her and her boy. She would never have to do anything ever again because William Preston can provide her with everything she would ever need, and as William Prestons wife she would never need to do anything, if she chose to sit with her hands before her; and a boy was a great charge to a widowed mother; and now there would be a decent, steady man to see after him. The only problem is that she does not love William Preston but it seems as if the offer of marriage is too good to refuse. Indeed it was too good to refuses and she and William Preston were married. This situation again highlights the need of a woman for a husband. Here the woman has married a man purely for money, so that she can have a comfortable life with her children. She does not even love the man, and never smiled after the day when she promised William Preston to be his wife.

Memory2 essays

Memory2 essays Memory is defined as the faculty by which sense impressions and information are retained in the mind and subsequently recalled. A persons capacity to remember and the total store of mentally retained impressions and knowledge also formulate memory (Webster, 1992). We all possess inside our heads a system for declassifying, storing and retrieving information that exceeds the best computer capacity, flexibility, and speed. Yet the same system is so limited and unreliable that it cannot consistently remember a nine-digit phone number long enough to dial it (Baddeley, 1993). The examination of human behavior reveals that current activities are inescapably linked by memories. General competent (Baddeley, 1993) behavior requires that certain past events have effect on the influences in the present. For example, touching a hot stove would cause a burn and therefore memory would convey a message to not repeat again. All of this is affected by the development of short-term memory (STM) and lo ng-term memory (LTM). Memories can be positive, like memories of girlfriends and special events, or they can be negative, such as suppressed memories. Sexual abuse of children and adolescents is known to cause severe psychological and emotional damage. Adults who were sexually abused in childhood are at a higher risk for developing a variety of psychiatric disorders, anxiety disorders, personality disorders, and mood disorders. To understand the essential issues about traumatic memory, the human minds response to a traumatic event must first be understood. The memory is made up of many different sections with each having different consequences on one another. Can people remember what they were wearing three days ago? Most likely not, because the memory only holds onto what is actively remembered. What a person was wearing is not important so it is thrown out and forgotten. This type of unimportant information pa...

How to Write a Letter of Complaint

How to Write a Letter of Complaint Heres a project that will introduce you to brainstorming and give you practice in group writing. You will join with three or four other writers to compose a letter of complaint (also called a claim letter). Consider Different Topics The best topic for this assignment will be one that you and the other members of your group truly care about. You may write to the dining hall supervisor to complain about the quality of the food, to an instructor to complain about his or her grading policies, to the governor to complain about cuts to the education budgetwhatever subject the members of your group find interesting and worthwhile. Begin by suggesting topics, and ask one member of the group to write them down as they are given. Dont stop at this point to discuss or evaluate the topics: simply prepare a long list of possibilities. Choose a Topic and Brainstorm Once you have filled a page with topics, you can decide among yourselves which one you would like to write about. Then discuss the points that you think should be raised in the letter. Again, have one member of the group keep track of these suggestions. Your letter will need to explain the problem clearly and show why your complaint should be taken seriously. At this stage, you may discover that you need to gather additional information to develop your ideas effectively. If so, ask one or two members of the group to conduct some basic research and bring their findings back to the group. Draft and Revise a Letter After collecting sufficient material for your letter of complaint, elect one member to compose a rough draft. When this has been completed, the draft should be read aloud so that all members of the group can recommend ways to improve it through revision. Each group member should have the opportunity to revise the letter according to the suggestions made by the others. To guide your revision, you may want to study the structure of the sample complaint letter that follows. Notice that the letter has three distinct parts: An introduction that clearly identifies the subject of the complaint.A body paragraph that (a) clearly and specifically explains the nature of the complaint, and (b) provides the reader with all of the information needed to provide an appropriate response.A conclusion that clearly states what actions are needed to remedy the problem. Annie Jolly110-C Woodhouse LaneSavannah, Georgia 31419November 1, 2007Mr. Frederick Rozco, PresidentRozco Corporation14641 Peachtree BoulevardAtlanta, Georgia 303030Dear Mr. Rozco:On October 15, 2007, in response to a special television offer, I ordered a Tressel Toaster from your company. The product arrived in the mail, apparently undamaged, on October 22. However, when I tried to operate the Tressel Toaster that same evening, I was distressed to find that it did not fulfill your claim to provide fast, safe, professional hair-styling. Instead, it severely damaged my hair.After following the instructions to set up the toaster away from other appliances on a dry counter in my bathroom, I inserted the steel comb and waited 60 seconds. Then I removed the comb from the toaster and, following the instructions for a Venusian Curl, ran the hot comb through my hair. After just a few seconds, however, I smelled burning hair, and so I immediately placed the comb back into the toaster. When I did this, sparks flew from the outlet. I reached to unplug the toaster, but I was too late: a fuse had already blown out. A few minutes later, after replacing the fuse, I looked in the mirror and saw that my hair had been scorched in several spots.I am returning the Tressel Toaster (along with the unopened bottle of Un-Do Shampoo), and I expect a full refund of $39.95, plus $5.90 for shipping costs. In addition, I am enclosing a receipt for the wig I purchased and will have to wear until the damaged hair grows out. Please send me a check for $303.67 to cover the refund for the Tressel Toaster and the cost of the wig.Sincerely,Annie Jolly Notice how the writer has delivered her complaint with facts rather than emotions. The letter is firm and direct but also respectful and polite. Revise, Edit, and Proofread Your Letter Invite one member of your group to read aloud your letter of complaint and respond to it as if he or she had just received it in the mail. Does the complaint sound valid and worth taking seriously? If so, ask the members of the group to revise, edit, and proofread the letter one final time, using the following checklist as a guide: Does your letter follow the standard format shown in the example above?Does your letter consist of an introduction, a body paragraph, and a conclusion?Does your introductory paragraph clearly identify what you are complaining about?Does your body paragraph clearly and specifically explain the nature of the complaint?In the body paragraph, have you provided the reader with all of the information needed if he or she is to respond effectively to your complaint?Have you conveyed your complaint calmly and clearly, relying on facts rather than emotions?Have you clearly organized the information in your body paragraph so that one sentence leads logically to the next?In your conclusion, have you clearly stated what action(s) you want your reader to take?Have you proofread the letter carefully?

Bowman's Strategy Clock and Other Business Strategies Assignment

Bowman's Strategy Clock and Other Business Strategies - Assignment Example Bowman’s strategy clock is an extension of the three porter generic strategies. Owing to the decrease in the profit margin, pharmaceutical companies have adopted innovative marketing strategies in a bid to sustain and neutralize the impact of price regulation such as exploring new markets, establishing the effectiveness in distribution and building customer loyalty. Some of the challenges in the global pharmaceutical industry that the managers are facing include increased globalization, increase in competition, lack of new products despite the improved research and quick development of generic markets among others.The application of Bowman’s strategy clock in the establishment of competitive advantage among the global pharmaceutical companies will result in value improvement and product promotion with minimal reliance on drug pricing. This is because the industry is bound by legal and medical restrictions that make application of marketing strategies difficult. The stra tegy is normally focused on value, product promotion, and differentiation. Most pharmaceutical companies improve the value for their products while maintaining product standards or increasing prices for drugs. The industry ensures value for pharmaceutical products through conducting pharmaco-economic evaluations meant to show the efficacy and effectiveness of a new drug. For instance, a study on the cost of diabetes confirmed that fewer patients applied for pharmaceutical medicine in managing it (Holland, 2005: 552). This provided an opportunity for pharmaceutical companies to invest in disease management initiatives that created awareness among the population on the existence and effectiveness of their products.

Alternative working capital policy Essay Example | Topics and Well Written Essays - 750 words

Alternative working capital policy - Essay Example btain funding through this method is that EHC should have an average operating margin greater then 0% over the last three years along with a debt coverage ratio greater than 1.25x. the third option is to go for sourcing investment from private banks, which obviously come with a higher rate of interest (4.50%) compared to the other available options. Further, there is a difference in prepayment limitations in this case at 2% of the principal amount. The inflow from operating activities totaled nearly $50 million. However, the high operating expenses to the tune of $40 million means that EHC is left with a mere $497,000 in terms of net income. This is insufficient to fund the proposed expansion worth $75 million nor is it adequate to manage the related loan repayment increases in case the required funds are sourced from outside. The cash conversion cycle (CCC) will help determine the period up to which EHC will not be able to seek cash in case an increase in investment towards expansion is initiated in a bid to offer a wider range of services. CCC is this a measurement of the liquidity risk associated with any proposed initiative towards growth. Clearly, CCC is negative which means EHS is highly dependent on collecting cash from customers before paying suppliers and for the maintenance of equipment. Although this represents a strict policy of collections, this approach is not sustainable in the long run and the company will not be able to consider any expansion in this setup. Amongst the three options available, it is recommended to opt for low tax revenue bonds as it comes with a manageable rate of interest and moreover, such bonds come from governmental bodies, thereby having the least risk associated with them. the advantage of a revenue bond also arises from the fact that repayment is done solely from the revenues generated by the new expansion, which will facilitate easy book keeping and have the least influence on EHC’s management of existing

Should regular gasoline be replaced by hybrid cars in the next 20 Essay

Should regular gasoline be replaced by hybrid cars in the next 20 years - Essay Example Bursting fossil fills causes certified air defilement and harms the earth, since there is at some point to use up fossil fortifies. Gas is the rule fossil powers for planet force supply and the examination of power approach by Shahriar Shafiee and Erkan Topal in the University of Queensland acknowledges a steady compound rate and registers that spare utilization times of gas is harshly until 2036. That means there are only 23 years left for us to use up gas. Today air pollution is growing in perspective of nursery gases from cars. Cars accept a significant part in the social request however the natural effect by them is the vital issues on the planet additionally. Fortunately, designing in making cars is moved all around the years, hybrid automobiles have been composed and upgraded in the latest century, which is an alternate choice with environmtal and cash identified supportability. Thusly, gas cars should be exchanged by hybrid automobiles from now on. Above all, the issue of air tainting is coming to be dead serious in these decades. Dependable with Union of Concerned Scientists, "Todays on-way vehicles handle in overabundance of a third of the carbon monoxide as well as nitrogen oxides in our surroundings and over twenty percent of the a vast temperature support pollution." The investigation and examination profited by diverse experts and also specialists exhibit that automobiles release is one of the key segments to crumble the earth. Besides, there are two sorts of air sullyings through automobiles. Above all else, drain transmissions, which join risky gases, for instance, carbon monoxide, hydrocarbons and particulates. Second, vanish surges, which the nursery gases (carbon dioxide, methane and nitrous oxide) are released into nature (Carey 12-17) while duplicating fossil forces. One of the resultant desire of gas cars is the rising of an all inclusive temperature support. Defilements especially from gas automobiles are releas ed all around

Coca-Cola HBC Case Essay Example | Topics and Well Written Essays - 2500 words

Coca-Cola HBC Case - Essay Example al understanding on giving high importance for customer value, CCHBC was able to formulate essential moves in order to achieve its strategic aims through its operations management practices. In great detail, the success of CCHBC in achieving its strategic aims includes its operation strategy, operation model, operation process and supply network. One important reason why operations management practices of CCHBC enabled it to achieve its strategic aims is simply made possible by activating control within its target market, an integral part of its supply network operation. This is made evident by ensuring that its supply chain management (SCM) could function efficiently. When it comes to what is efficient, CCHBC was able to invest in technology, infrastructure and organisational practices especially in its demand-driven SCM. The main point of CCHBC is to reach its target market at a highly affordable cost so it is important that its service delivery together with its associated custome r value is controlled through its efficient SCM. Product availability, operational performance and reliability, the nature of demand are some of the most important factors to be considered in understanding the nature and implementation of efficient SCM (Mentzer, 2001; Li, 2007). For instance, CCHBC wants to optimise positively some certain costs associated with inability of certain products so it is important that primary attention should be focused on product availability and monitoring. In fact, this is one of its reasons why there is a need to diversify its product offerings up to certain range anywhere and at any time ensuring availability whenever customers would need them. Its operation management practices enabled the company to put everything in order to meet the organisation’s... The intention of this study is Coca-Cola Hellenic Bottling Company (CCHBC) as a company that essentially looks forward to how it could present the best part it could offer to its customers. In today’s highly advanced economy, every firm or organisation is faced with the need to achieve their competitive advantage through giving focus on providing value for customers and ensuring teamwork and efficient working organisational structure and system. This paper tries to establish some important strategic issues associated with Coca-cola HBC (CCHBC), one of the largest bottlers of non-alcoholic beverages in Europe. In this paper, the proponent discusses relevant issues concerning how CCHBC provides value for its customers, its capacity management, issues concerning its suppliers, and the role of management information system and data mining in improving its effort to increase the value it provides for its customers. Creating the best value for customers is therefore tantamount to ac hieving the right possible approach within the bound of both internal and external business environment and including economic and non-economic factors and other related business concerns. It is therefore recommended that CCHBC has to explore further in great detail other relevant strategic moves that could help enhance its capacity of creating the best value for its customers. At some point, it is important on its part to explore more about the impact of MIS and sophisticated data mining approach on its strategic objectives prior to understanding its customers and creating a need and value for them.

Financial and Human Resource Management Essay Example | Topics and Well Written Essays - 2250 words

Financial and Human Resource Management - Essay Example The present study would analyze the case of Progres that is a ship manufacturing company engaged in manufacture of small commercial vessels. The Balanced Scorecard approach is a well crafted strategy in this regard that can help in the overall development of the organization. In this study an analysis of the literature would be done to identify the theoretical aspects associated with the Balanced Scorecard approach. The literature review would be followed with an analysis of the methods that would contain the framework of the Balanced Scorecard that would be designed for the organization.The present study would analyze the case of Progres that is a ship manufacturing company engaged in manufacture of small commercial vessels. The Balanced Scorecard approach is a well crafted strategy in this regard that can help in the overall development of the organization. In this study an analysis of the literature would be done to identify the theoretical aspects associated with the Balanced Sco recard approach. The literature review would be followed with an analysis of the methods that would contain the framework of the Balanced Scorecard that would be designed for the organization. An analysis of the implication of the Balanced Scorecard and its overall impacts on the business prospects of the organization would also be discussed in the study so as to help the company critically analyze the effects of its strategies on all the departments of the organization including the key stakeholders. ... aplan and Norton is a strategic management and planning system which can be used extensively in businesses, industries, government and all nonprofit organizations to align business activities with the strategies and visions of the organization and measure the performance of the organizations against its strategic goals. Recognizing the various weaknesses and vagueness’s of the previous strategic management approaches this score card was presented a clear prescription about the parameters which companies were required to measure to balance the financial perspectives. From the perspective of HRM also, a strategic management system has been designed and implemented based on the scorecard proposed by Kaplan and Norton. This HR balanced scorecard was implemented keeping in mind the new organizational dynamics. It provides the means of monitoring the performance of the workforce, analyzing the workforce statistics, diagnosing the workforce issues, calculating the negative impacts on the company finances and then providing solutions for the same and then finally tracking improvements (Walker & MacDonald, 2001). The project seeks to present the various issues faced by Shipyard Progres which was engaged in building of ships for Shortsea shipping. The first issue is the limitations issued on the shipyards along Winscotencanal on the dimensions of the ships. This meant that the ships which customers demanded could no longer be built among the coast and required to be completed at some other place. However, this means that the building costs would go up considerably. Some issues were also likely to arise from the employees as they would be reluctant to commute more. Moreover a radical change program such as the incorporation of a balanced scorecard are likely to be resisted by

Critically evaluate the benefits and disadvantages of expansion via Essay

Critically evaluate the benefits and disadvantages of expansion via organic growth versus expansion via acquisition. using real - Essay Example This global business related news is encouraging in the context of financial downturn of the year 2008, still casting its shadow on the global growth of large businesses. Luypaert & Huyghebaert (2007) attempt a statistical analysis of the expansion via acquisition strategy becoming a trend, as in 2005 only, 29,585 acquisitions got materialised. Companies prefer to grow and expand through acquisitions rather than organically because it is the quicker way of growth relatively to internal growth as the aimed company is well positioned with its production, distribution and customer base. It also minimises the risk of investing for the increasing growth of the company. Otherwise also, expansion via acquisition could prove to be cost-efficient way out relatively to organic growth, especially when the replacement cost of assets is higher than the concurrent worth of the aimed assets. Another benefit of the expansion via acquisition is that in comparison to organic growth, it can be acquired by paying through the stock as well. It can be a way-out for companies facing cash-crunch or for those companies already deficient in debt power. Literature reveals that during flourishing stock market behaviour, bidding companies prefer to pay for the acquisition through stock. Irrespective of this fact, expansion via organic growth and via acquisitions is mutually inclusive investment decision for a firm; it can be an added advantage to choose any of the expansion methods rather than selecting a single alternative. Before taking a decision to go either for internal expansion or expansion via acquisition, thorough research needs to be made to gather industry impact and aggregate market variables for opting out external expansion. There might be the possibility that firm size may artificially hold the impact of industry concentration whereas the market-to-book ratio may reveal the comfort of bidding firms to reward aimed shareholders with stock if stock markets are flourishing. Ind ustry features are crucial factors like the potential for economies of scale, industry concentration, sales growth and deregulation, and aggregate market variables, like historical volume of merger and acquisition, stock prices, GDP growth and the output spread (Luypaert & Huyghebaert, 2007). In a mutually inclusive relationship between internal growth and expansion via acquisition for making investment, a company may opt for growth via expansion additionally to organic or internal growth. Financially sound companies with enough investment possibilities would prefer to practice both options of growth for leveraging from competitive advantage as early as possible. In case, firms face cash crunch, they might prefer an alternative of the two. Strategies for both kinds of growth options need not to be necessarily related. Statistical research on the connection between external and internal growth is limited with complicated outcomes. Hay and Liu, as cited by Luypaert & Huyghebaert (2007 ) evaluate M&A in the UK across 1971–1989 and find that M&A and organic expansion are supportive to each other. On the opposite side, Dickerson et al., as cited by Luypaert & Huyghebaert (2007), employing data on UK listed companies in manufacturing during 1948–1970 and 1975–1990, note that the connection between organic growth and the possibility of expansion through acquisition is surely negative, which underscores that these growth strategies are to be used alternatively (Luypaert & Huygh

Financial and Human Resource Management Essay Example | Topics and Well Written Essays - 2250 words

Financial and Human Resource Management - Essay Example The present study would analyze the case of Progres that is a ship manufacturing company engaged in manufacture of small commercial vessels. The Balanced Scorecard approach is a well crafted strategy in this regard that can help in the overall development of the organization. In this study an analysis of the literature would be done to identify the theoretical aspects associated with the Balanced Scorecard approach. The literature review would be followed with an analysis of the methods that would contain the framework of the Balanced Scorecard that would be designed for the organization.The present study would analyze the case of Progres that is a ship manufacturing company engaged in manufacture of small commercial vessels. The Balanced Scorecard approach is a well crafted strategy in this regard that can help in the overall development of the organization. In this study an analysis of the literature would be done to identify the theoretical aspects associated with the Balanced Sco recard approach. The literature review would be followed with an analysis of the methods that would contain the framework of the Balanced Scorecard that would be designed for the organization. An analysis of the implication of the Balanced Scorecard and its overall impacts on the business prospects of the organization would also be discussed in the study so as to help the company critically analyze the effects of its strategies on all the departments of the organization including the key stakeholders. ... aplan and Norton is a strategic management and planning system which can be used extensively in businesses, industries, government and all nonprofit organizations to align business activities with the strategies and visions of the organization and measure the performance of the organizations against its strategic goals. Recognizing the various weaknesses and vagueness’s of the previous strategic management approaches this score card was presented a clear prescription about the parameters which companies were required to measure to balance the financial perspectives. From the perspective of HRM also, a strategic management system has been designed and implemented based on the scorecard proposed by Kaplan and Norton. This HR balanced scorecard was implemented keeping in mind the new organizational dynamics. It provides the means of monitoring the performance of the workforce, analyzing the workforce statistics, diagnosing the workforce issues, calculating the negative impacts on the company finances and then providing solutions for the same and then finally tracking improvements (Walker & MacDonald, 2001). The project seeks to present the various issues faced by Shipyard Progres which was engaged in building of ships for Shortsea shipping. The first issue is the limitations issued on the shipyards along Winscotencanal on the dimensions of the ships. This meant that the ships which customers demanded could no longer be built among the coast and required to be completed at some other place. However, this means that the building costs would go up considerably. Some issues were also likely to arise from the employees as they would be reluctant to commute more. Moreover a radical change program such as the incorporation of a balanced scorecard are likely to be resisted by

Ethnicity and Education Essay Example for Free

Ethnicity and Education Essay Most studies found that overall ethnic minorities tend to do less well than other members of the population when it comes to educational achievement. The government sponsored â€Å"Swann report† found that â€Å"Asians† did almost as well as â€Å"Whites† however not as well, one Asian group in particular the â€Å"Bangladeshi’s† did particularly badly and â€Å"West Indians† preformed considerably worse than â€Å"Whites†. Many factors which occur inside the school are the cause of educational achievement however other factors contribute. The expectations of teachers on ethnic minorities have caused differences in educational achievement. Bernard Coard believes that teachers expect â€Å"Black† children to fail therefore labelling the child as a failure. Interactionalists are concerned with how teachers â€Å"pidgeonhole† students this is the labelling theory, this is where the teacher makes a judgement of the child based on the child’s appearance, behaviour, previous family members and relationships with other students. However most labels are based on stereotypes rather than evidence, the reality is that once a label starts it is difficult to get rid of and this can cause problems for a student’s educational achievement. Teachers will discuss the students label in the staff room and other teachers will attach the same label to the child and this can lead to the child not being allowed to attend school trips. If a student is labelled as a failure by a teacher then the teacher is likely to put the student into a lower tier exam thus the pupil can only achieve a maximum of a grade C and can’t achieve to the best of their ability. When a student is labelled as a failure the student can begin to believe that the label is true and begin to make it part of their part of their identity, become a failure this is known as the self-fulfilling prophecy thus creating ethnic differences in educational achievement within the school system. David Hardgreves argues that anti school sub cultures can be formed as a result of negative labelling. However Maureen Stone and Swann both indicate that those who are labelled may not accept their labels. Institutional Racism within schools can lead to educational achievement and the differences it causes within ethnic minorities. The â€Å"Swann report† found that a small number of teachers are consciously racist however there are a great deal of teachers who are â€Å"unintentionally† racist. Bernard Coard states that the British educational system makes children become educationally subnormal he states that â€Å"West Indian children are told that their language is second rate and unacceptable† he states that within the British educational system the word â€Å"White† is associated with â€Å"good† and the word â€Å"Black† with evil. Coard also states that the attitudes portrayed in the classroom are reinforced by the pupils outside of the classroom. Many sociologists would also argue that the mispronunciation of student’s names and not learning them can be classed as racism within the school system. Cecile Wright found that majority of staff are committed to ideals of equality but despite these ideals there are still considerable amounts of discrimination in the classroom. Asian children were often excluded from discussions and teachers expressed an â€Å"open disapproval of their customs and traditions†, these comments from teachers made Asian children feel more isolated from other pupils. Martin Hammersley found that racist comments in the staffroom did not lead to racism in the classroom. J. Taylor found that â€Å"most teachers are concerned to have a fair policy towards the treatment of black pupils†. Mac an Ghaill studied 25 afro Caribbean and Asian students studying A levels. He found that â€Å"although they disagreed over the extent of racism within education, this did not directly determine their attitude to education and their levels of academic success. The way that students responded to schooling varied and this was influenced by their ethnic group†. This could eventually lead to the formation of anti-school sub cultures. These are pupils who have rejected some or all of the values and rules set down in the school ethos. Peter Woods identified 8 different groups ranging from Ingratiation total conformity to Rebellion outright rejection of school rules and values. This can cause ethnic differences in educational achievement within the school system. The Ethocentric curriculum can cause ethnic differences in educational achievement this is the school being biased towards one particular culture. Many sociologists argue that the curriculum is geared towards white middle class students. The curriculum is set in place for white middle class students and this means that ethnic minorities will not understand the curriculum and will fall behind and not do well thus leading to educational underachievement. Parents from ethnic minorities may not be able to afford or have the right experience to make an informed choice on the best school to suit their children’s needs whereas middle class parents have the money and correct experience to make an informed decision on the best school for their child. Ethnic differences in educational achievement are the result of school factors however other factors have significance. Material Deprivation is the effect poverty has on educational achievement. Poorer parents from ethnic minorities may not be able to provide their children with the educational toys needed such as computers. Cramped housing means less space to study. High rate of illness can lead to missing days of school. Children from poorer backgrounds may need to contribute to the financial running of the home thus getting part time jobs which will affect their studies and will leave school at the earliest opportunity to start work. Harker states that overcrowding causes a negative effect on educational achievement which can cause differences in ethnic minorities which can cause bullying and truancy. Cultural Deprivation is the term used to describe serious inadequacies in the socialisation process and its effects on educational achievement. Poor parenting means children underachieving in education. Many sociologists argue that ethnic minorities tend to be more fatalistic meaning that parents tend to have low aspirations and expectations for their child meaning less emphasis is placed on doing well in education. Whereas â€Å"White† middle classes would have high aspirations and high expectations. Socialisation focuses on the values, expectations and norms transmitted from parents to children. Children from Ethnic tend to focus on immediate gratification where they try to reep their rewards at the earliest opportunity such as leaving school at 16 to earn money. Whereas â€Å"White† middle class children aim for a bright future described as deferred gratification which is putting off short term rewards to gain better rewards in the future. Cultural Deprivation can affect the way parents prepare their children for school. Working class children would sit and watch T. V. whereas middle class parents would take their children to museums. Driver and Ballard state that high achievement in Asian groups may be linked to the fact that they live in close knit families that can help each other. Price highlighted a high rate of single parent families in black Caribbean communities which may explain high underachievement. Linguistic Deprivation is the ability to use appropriate language which is an important factor in educational success. Bernstein came up with two codes of language Restricted and Elaborate codes. The Restricted code is used in casual situations. This is limited vocabulary and Simplistic grammar which can only be understood if you are aware of this topic. The Elaborate code is used in formal situations. This is sophisticated grammar and vocabulary and can be understood if aware of the topic. Bernstein found that White middle class children had the ability to switch between the two codes whereas children from ethnic minorities were limited to using the restricted code. This means they are severely disadvantaged in education where the language is all formal. In conclusion, it is probable that a number of factors work together in producing the lower levels of achievement found in some ethnic groups. The Swann report concluded that racial discrimination inside and outside school along with social deprivation were probably the main factors. Others would add that cultural factors also play some part in explaining the differences.

Training Needs Theories and Principles

Training Needs Theories and Principles Chapter 2 Literature Review 2.1 Introduction Training has become a key focus for many organizations wishing to increase their capability, to pursue their strategy and to achieve their goals. It has a great impact not only on efficiency and organizational performance, but also on employees behaviour within the organization. Flexible training programmes may also help an organization to be more responsive to changes in its environment. Therefore, the first objective of this chapter is to explore the meaning of training and of training needs, while the second is to examine the theories dealing with these concepts. It then turns more specifically to an exploration of literature examining training needs in police organizations. 2.2 Developing Countries According to Kinsey (1988), developing country is a term used to describe countries outside the so-called Western bloc of technically advanced nations (North America, Western Europe, Japan, Australia and New Zealand) and the communist bloc. However, due to the rapid economic development in some countries (NICs) and the political and economic disturbances in the communist bloc which have resulted in dramatic changes during the last two decades, the above definition must be amended. Other terms which have been used to designate these countries include industrializing, less-developed and underdeveloped. Each tends to have certain connotations, some being more complementary than others, and some gaining popularity while others disappear. Whatever term is used, these countries are distinguished by widespread poverty. Beside this basic characteristic, Kinsey (1988) describes developing countries as having certain similarities, including low income per capita and per worker, small industria l sectors, few economies of scale, primitive technology, lack of specialization, low capital per worker, small savings per head for the bulk of the population, lack of enterprise, inadequate physical and social infrastructure, low volume of international trade per head and low efficiency. The question is: how could developing countries influence our country in management training? 2.3 Organizational Characteristics Organizations may be characterized in many different ways, depending on the reason for the classification. For the purposes of the present research, the characteristics of the Dubai Police must be examined in relation to the need for training; several authors have suggested that organization size, type of ownership and industrial sector are the main variables affecting the management of training needs (Abdalla and AlHomud, 1995). Alternatively, Wright and Geory (1992) connect training needs with management strategy, organizational structure and corporate culture. In theory, organizations can be characterized in many ways, but there is general agreement that the size of the organization is of prime importance, followed by structure, strategy (e.g. short or long term), technology use, environment and organisational culture. These are the theoretical concepts which will be examined in this study as quantifiable conditions and variables in the management of the Dubai Police. Definitions of Training Training is a very important process in any organization, allowing it to develop its employees skills and improve their performance at work. This section considers the definitions of training suggested by a number of authors. Thus, training can be described as a perfect way to learn a job or to develop employees skills. The organization of individual skills is a significant characteristic of business responsibility today, and employee motivation potentially grows in the process (Noe, 1999). The profit from employee development extends further than the concrete skills gained and their effect on an individuals efficiency (Benson, 2002). Among the many important definitions of training, the following selection is organised chronologically for convenience. Training has historical definitions; for example, Schuler and MacMillan (1984) defined it as part of human resource management (HRM) practice which has the potential to contribute to gains in competitive advantage. But this definition was incomplete because in 1984 there was a lack of information on HRM, which was still a new concept for many organizations. There was also a focus on competitive advantage among organizations, ignoring employee development and direct benefit to the organizations business. Rainbird and Heyes (1994) then defined training as employee development via engaging employees in a commitment to the organization. But this definition only involved employees in commitment and did not state how they were to be developed at work, so Heyes and Stuart (1996) refined this definition by adding that training is a development process which evolves through strategic stages. This definition indicates that development in any organization, whether short or long term, involves organizational commitment. Buckely and Caple (1995) defined training as a strategy to develop employees in skills, knowledge and attitude through a learning experience to achieve effective performance in a range of activities. Again, this definition was subject to important refinements, when Montesino (2002) pointed out that many factors may affect the effectiveness of training, including individual employees behaviour, the training programme, the local environment and the amount of support from each trainees immediate supervisor. Earlier, when Smith and Hayton (1999) defined training, they also attempted to show how certain factors impact on training needs and the decision to train employees. First, employee performance is very important and should be improved. Secondly, improvement is needed in the flexibility and adaptability of employees. Finally, training always needs new technology and investment in training needs to achieve high performance in an organization. This definition indicates the importance of high performance for training decisions, of changing the roles within the organization to increase flexibility and adaptability at work and of using new technology to achieve high performance. The authors also claim that it is a more sophisticated system of human resources management. According to Sparrow (1998), training can be managed to elicit the desired attitudes and behaviours in employees and to enhance involvement, motivation and organizational commitment. The main point of this definition is to motivate and involve employees in organizational commitment; the result could be to change employees behaviour, but these processes are controlled by the organization. Bartlett (2001) adds to this perspective by noting that there are many ways to motivate employees, the best being to improve access to training and the motivation to learn from training, as well as emphasising the perceived benefits of training. This definition shows the importance of motivating employees in training programmes and the benefit to be gained from supervisory support for training within the organization. Finally, Palo and Padhi (2003) define training as the process of developing skills, updating knowledge, changing employees behaviour and attitudes in order to improve their performance and abilities and so to enhance the efficiency and effectiveness of the organization. 2.5 Training Theories 2.5.1 Training and Behaviour Theories Luthans (1998) considers that training can help organisations to change employees behaviour and that one technique of behaviour modification, encouraging desired behaviours and discouraging unwanted ones, is operant conditioning. Such behaviourist techniques were first used for the treatment of mental disorders and phobias, in psychiatric rehabilitation and in recovery from accident and trauma. Applications have since been extended to organisational settings. As developed by Fred Luthans (Luthans and Kreitner, 1985; Luthans et al., 1998), organisational behaviour modification theory has five mains steps. The first step is to identify the critical, observable and measurable performance-related behaviours to be encouraged. The second is to measure the current frequency of those behaviours, to provide a baseline against which to measure improvement. Next, the triggers or antecedents for those behaviours are identified, as are their consequences, positive, neutral and negative. The fourth step is to develop an intervention strategy to strengthen desired behaviours and weaken dysfunctional behaviours through the use of positive reinforcement (money, recognition) and corrective feedback, noting that punishment may be necessary, for example to inhibit unsafe behaviour. Finally, there is a systematic evaluation of the effectiveness of the approach in changing behaviour and improving performance over the baseline. Training can appear particularly attractive to managers, who are often in ideal positions to manipulate the reinforcement of certain employee behaviours. They also tend to find this approach attractive because it argues that what has to be changed is behaviour, and that to achieve this one needs to know very little about the complex internal workings of the people concerned. Desirable workplace behaviours include speaking courteously to customers, attending training to develop new skills and being helpful to colleagues. Undesirable ones include lateness, the production of poor quality items and being uncooperative. Training should eliminate undesired behaviour and increase the frequency of desired work behaviour. Suppose a manager wants more work assignments completed on time and fewer submitted beyond deadline. The behaviour modification options are summarized in Table 2.5.1. Luthans (1998) gives some ideas for improving performance through training, which failed to work. But Luthans argues that behaviour modification should be designed to suit organisational applications. Firstly, training should be applied to clearly identifiable and observable behaviours, such as timekeeping, carrying out checks and repairs, and the use of particular work methods. Secondly, to change organisational behaviour there should be a good strategy of rewards which are contingent on the performance of the desirable behaviours. Thirdly, training should focus on positive reinforcement, which can take a number of forms, from the praise of a superior to cash prizes, food or clothing. Finally, training can lead to sustained modification of behaviour only if positive reinforcement is continued (albeit intermittently). Training and Motivation Theories Smith and Hayton (1999) identify the following theories, which mention the role of training in organizations. i. Human capital theory This theory focuses on training in terms of economic investment. Human capital theory sees training as improving efficiency (Becker, 1964; Mincer, 1974; Strober, 1990). It is concerned with developing ideal training conditions. In the 1980s neo-human capital theory stated that organizations should train their employees consecutively to develop the flexibility and suppleness of the workforce and their receptiveness to modernisation (Bartel and Lichtenberg, 1987). ii. Human resource management theory This theory concerns the commitment of employees to the organization and views training and employee development as a means of engaging it (Rainbird, 1994; Heyes and Stuart, 1996). The early formulation of a hypothetical structure for HRM came from the Harvard Business School in the early 1980s (Beer et al., 1984). Training is seen as a strategy for managing the human resource flow of a venture which, with other human resource policies, creates commitment, competence, congruence and cost-effectiveness. iii. Training and high performance theory This is among the most widely adopted theories in organizations in Britain and the USA. It concerns the skills trajectory and proposes a distinction between those occupations which are becoming increasingly skilful and others which are deskilling over time (Gallie and White, 1993; Cappelli, 1993). Studies of high-performance employment practices and HRM strategies have resulted in the concept of human resources bundles (MacDuffie, 1995; Dyer and Reeves, 1995) which highlight the significance of implementing a number of HRM practices collectively in bundles in order to enhance performance. Training is always cited as a critical measure within the set. Training Needs Analysis Training needs analysis (TNA) is a very important stage in the methodical training cycle of design, delivery and evaluation. The purpose of TNA is to take account of unusual meanings and perspectives depending upon a variety of actors in the process, avoiding misunderstandings about prospects and what can be achieved. In addition, external trainers and consultants are able to acknowledge the importance of a challenge when they rely upon TNA which has been conducted prior to their involvement with an organization. For instance, the excellence of feedback provided by the TNA process might differ significantly, from a very detailed search to a cheap and cheerful canvassing of opinions about what is needed. In addition to the challenges noted above, there are considerations about whose benefit is served: Is the training compulsory? Does it represent the needs of individual people, their managers, the organization, etc? 2.6.1 Definition of Training Needs Analysis Williamson (1993) defines TNA as a systematic approach to determining the real training needs which exist within an organization or department. This indicates that TNA involves collecting information, for example by examining the training programmes of different organizations. A number of managers will refer to the total procedure of identifying the essential training needs, after which the next step is to analyze and address them by the best available method. The pure understanding of the term describes the last procedure simply. Although understanding can differ, it is significant that there is supposed to be constancy of practice within any organization and all employees are assumed to be completely conscious of the sense of local terminology in this field. The term training need can be difficult to define in practice, with serious consequences. On other hand, there are many authors who have defined training needs analysis as the examination or diagnostic portion of the training system. In addition, it seeks to determine whether there exists a case of supposed performance deficiency in many organizations (Camp et al., 1986). This view applies to TNA. That is to say, needs evaluation in a training needs analysis is, in truth, a diagnostic attempt, rather than an effort to identify an apparently deficient performance, because TNA does not have direct access to employees performance. Conversely, Goldstein (1986) defines TNA as an attempt to analyze and diagnose an organization, task or individual, to decide if a cure is required and if so, which is the most likely to produce the desired results. Once more, TNA is seen as a diagnostic process at an organizational level. 2.6.2 Approaches to TNA One of the earliest writers on TNA was Boydell (1976), who planned a methodical approach to training needs that had its roots in analyzing supplies using a method based on organizational objectives. For Boydell (1976, p. 4), A training need exists when the application of systematic training will serve to overcome a particular weakness. He also argues that training needs must be identified before training begins. A similar perspective is presented by Bartram and Gibson (1994, p. 3): Analyzing training needs provides a focus and direction for the investment an organization has to make in its people. Likewise, Bee and Bee (2003) assert that organizations needs are the drivers for training solutions to close any performance gap. Two supporting considerations which influence TNA are also noted by Reay (1994). Firstly, establishing who has ownership of the TNA is likely to determine whether the findings are ignored or implemented. Secondly, the person who really pays for it will point to t he real employees and this is usually senior management. On the other hand, this methodical approach to TNA tends to adopt organizational perspectives. Reid and Barrington (1999) accept these perspectives, but warn that the needs may sometimes conflict, e.g. long-term development for an individual and lack of support opportunities might contradict each other. Similarly, Sloman (1994, p. 24) notes that in the training sphere there can be a singular divergence of interests between the organization and the individual. This viewpoint is shared by Palmer (2006), who warns against assessing training needs solely from the viewpoint of the organization. Many individual employees correctly follow their own training and development agendas and strategies. There are also sound business and motivational reasons for organizations to help employees to complete their self-development needs. Learning and development are continuing and practical (Sloman, 2003). They are supposed not to have to wait for business needs and training objectives to be set before embarking on a programme. Therefore, individuals need to take more responsibility for their own learning, rather than waiting for the organization to lead them. 2.6.3 Important TNA Factors in a Changing Competitive Environment There are important factors which affect TNA in a competitive environment for any organization and which a professional approach to change requires those responsible to consider. These are now examined in turn. i. Cross-competitive environment The abolition of collective differences in vocational results can be maintained by training programmes for diverse employees in a competitive environment, which can produce admiration for individual differences in attitudes, values and behaviours, according to DNetto and Sohal (1999), who recommend certain practices in the field of training. These include identifying exact training needs which are connected to the organizations goals and objectives; assessing individual training needs to facilitate a contribution within the training programme; developing individual annual training strategies which take account of knowledge, operational and interpersonal skills, attitudes to the job and technological skills training; evaluating literacy, language and numeracy to assess the ability to undergo training; connecting training to rewards, project agreements, development procedures and pay scales; and identifying the complementary skills of employees through a review process. ii. Diversity Moore (1999) suggests that a diversity needs analysis is required for the effective integration of diverse group members. Two contrasting approaches to diversity of background are to ensure that the organization is diversity blind or to provide a diversity-negative environment. According to Moore (1999), an important starting point in an environment of diversity in TNA is awareness of different challenges faced by people from different backgrounds within the organization. Training programmes should facilitate the understanding and appreciation of actual differences between people, which can apply in communicating and using language, in learning styles, in methods of dealing with conflict and in task and relationship orientation. Developing and integrating competencies and skills in culturally diverse employees is the next step presented by Moore (1999). It should create a mechanism whereby individuals learn to avoid damaging processes due to dysfunctional interpersonal conflict, miscommunication, higher levels of stress, slower decision-making and problems with group cohesiveness. Moore (1999) states that the development of important communication skills is needed in order to achieve effective integration of competencies. These skills are the ability to consider viewpoints that may differ from ones own, to communicate, to negotiate and to face difficulties appropriately. iii. Leadership According to Silverthorne (2005), leadership plays an important role in decision-making and organizational achievement. In order to develop effectively in a cross-competitive environment, leaders must understand and control their own behaviour, as this affects employees perceptions of leadership. They must also ensure that environmental issues are considered when choosing the best management style. However, appreciating the differences in leadership styles is not sufficient to be an effectual leader, as the necessary insight also varies with the environment. Silverthorne (2005) states that an effectual leader knows which leadership style to employ and when to employ it. There are four contrasting leadership styles: active or involved, supportive, participative and attainment-oriented. Active leaders tell subordinates what is required and put into effect individual systems to direct them; the supportive leader creates a friendly environment and is responsive to her subordinates needs; the participative leader engages them in the decision-making process; and the achievement-oriented leader applies high standards to the decision-making process and appears confident that subordinates will reach them. Silverthorne (2005) argues that an effective leaders choice of leadership style is based on the context of the task and the needs of the subordinates. iiii. Communication Silverthorne (2005) also suggests that one way to achieve better communication between individuals with different competitive backgrounds is to apply TNA to managers on how to work in a competitive environment. He proposes four ways of reducing cross-environment communication problems. First, managers should focus on differences in communication styles. Understanding that employees are different means describing a behaviour, rather than the individual. This will give the manager the time to understand the subject being discussed. Thirdly, the manager should attempt to understand the subject from the employees perspective. Seeing the employees point of view gives the manager an opportunity to better understand what the employee is trying to communicate. Finally, the manager must listen more openly than normal and engage in exercises to improve the communication process. 2.7 Management Training Many organizations today have training programmes for their employees but the reasons for conducting them vary widely. Some provide job orientation for new recruits; others training on new equipment for existing employees or strategic planning courses for managers. Successful managers need multi-skills training and detailed information about the organization. Training programmes for managers should cover different skills than those for employees; examples are functional, administrative, planning and leadership skills. Assessing changes in performance following training is complicated by the fact that while some of these skills can be easily observed in the short term, others will be apparent only from long-term changes in the performance of the manager, the department or the entire organisation. 2.7.1 Different types of training needs All employees should be aware of the types of management training their organization offers, because many will be planning to be line-managers in the future, so will require certain skills. McConnell (2003) lists twelve types of training which are very useful in ones current job and helpful for the future. These are now examined in turn. i. Group Training Group training involves three or more individuals who participate in a common learning activity, generally led by a group facilitator. ii. Coaching Coaching is one-on-one job training. Generally it includes demonstrations, lectures and observation of practice. iii. Mentoring This is a process in which experienced employees are assigned to assist newer employees through guidance. Sometimes it takes a formal approach; at others it is informal. It is also used to introduce employees to a companys culture and environment. iiii. Self-Paced Learning This is any learning activity in which the learner determines the speed at which the material is covered. Generally, it is an individualized form of instruction, but it can be used with groups, the speed being set either individually or by the group. V. E-Learning This is a term used to describe learning activities conducted from the users desktop via the Internet or e-mail. It is generally an individual activity. Vi. Computer-Assisted Instruction This is the delivery of training via a computer. Again it is generally individualized. It can include programmes on modelling, simulation, practice and knowledge. Vii. Distance Learning Training This describes instruction in which the teacher is geographically separated from the learner. Connection can be via satellite or phone line with the instruction delivered to a PC or to a room specially equipped with video or audio conferencing equipment. Viii. Self-Study Self-study refers to learning activities initiated and participated in by an individual. Programmed or computer-assisted instruction and reading assignments can all be self-study activities. Viiii. Simulations These are controlled and standardized representations of a job, activity or situation used as a basis for developing skills in dealing with the simulated situations. VV. Lectures These are structured oral presentations delivered for the transfer of information. VVi. Job Assignments Job assignments place an individual into an actual job, generally for a limited period of time, the primary goal being to learn all or part of the job. VVii. Job Rotation This is similar to job assignment but generally includes several assignments in a planned order or the exchange of jobs with another person. 2.7.2 Different levels of training needs The objective of a training needs analysis is the identification of the training required to meet the recognized needs. In point of fact, while these may be accepted or revised by the employees, a senior person may be assigned to decide what training is necessary. The person conducting the training or assessing the needs is not always the individual who develops or recommends the training. On the other hand, the most important step in TNA is to translate the recognized needs into objectives. Then individual objectives can be used to develop or choose a training approach at individual and organization level. Beside the types of training, McConnell (2003) specifies the levels of needs for individual and organization and the personnel who will conduct the training. i. Supervisors These are the people who manage the people being trained. ii. Human Resources These are the professionals in the human resources department. If training is a function of the HR department, it is treated separately. iii. Operating Department Employees These are the employees of the department for which an individual is to be trained. iiii. Training Department Personnel These are generally training professionals employed by the training department. Their strengths are their skills and knowledge of training techniques and procedures. The most common criticism of such people is that they lack specific job or operational knowledge. Some organizations assign their trainers to specific areas-sometimes even to temporary work in the operating departments-to overcome such weaknesses. V. Operating Department Personnel on Temporary Assignment to Training These are people who usually have excellent job knowledge but often lack training skills. Many organizations use this approach because it gives greater credibility to the training sessions, while the operating personnel on such an assignment benefit greatly from the experience and learning of training techniques. Vi. External Professionals These are usually training consultants, supplier employees, or academics. Generally, they are used when the required degree of knowledge or skill is not available within the organization. These people are usually excellent trainers, but they can be expensive to use. If they offer similar classes on a regular basis, consistency may be lost if the same external person does not conduct all classes. Vii. External Organizations Local schools and professional organizations often conduct registration programmes in general subjects. Knowing the types of training currently being used by an organization and who conducts each training type provides an initial indication of what can be done. However, in some cases the training will have to be designed and/or obtained elsewhere. 2.7.3 The Roles of HR, Trainers and Line-Managers The many roles within the training function can be analyzed and their strengths and weaknesses identified. The training function within an organization should have as part of its mission the meeting of the organizations requirements; its success at accomplishing that will be the basis for the analysis. HR people and line-managers in the training function should help the organization to improve and involve employees in training courses which could be helpful in enhancing their skills and hence their performance, so HR people and line-managers must undertake a number of tasks, summarised below. Training organization: the mission of the training function, its internal structure, and internal and external relationships. Training personnel: the selection, qualifications, and motivation of department employees. Employee training in the requirements of specific jobs or activities. Employee development training in the requirements of future jobs and broadening their abilities in their current posts. Remedial training, conducted to correct inadequate basic skills such as mathematics, reading and writing. Organizational development: improving communication and understanding throughout the organization in order to produce effective, functioning teams; establishing or changing to a desired culture; and responding to changing conditions. Internal and external communication of the training departments abilities, results, and offerings. Training facilities: the physical space and equipment allocated to conduct training. Identifying training needs: determining the training required by individual employees and the organization. Training design and development: creating, structuring, or obtaining a training programme to meet specific ob Training Needs Theories and Principles Training Needs Theories and Principles Chapter 2 Literature Review 2.1 Introduction Training has become a key focus for many organizations wishing to increase their capability, to pursue their strategy and to achieve their goals. It has a great impact not only on efficiency and organizational performance, but also on employees behaviour within the organization. Flexible training programmes may also help an organization to be more responsive to changes in its environment. Therefore, the first objective of this chapter is to explore the meaning of training and of training needs, while the second is to examine the theories dealing with these concepts. It then turns more specifically to an exploration of literature examining training needs in police organizations. 2.2 Developing Countries According to Kinsey (1988), developing country is a term used to describe countries outside the so-called Western bloc of technically advanced nations (North America, Western Europe, Japan, Australia and New Zealand) and the communist bloc. However, due to the rapid economic development in some countries (NICs) and the political and economic disturbances in the communist bloc which have resulted in dramatic changes during the last two decades, the above definition must be amended. Other terms which have been used to designate these countries include industrializing, less-developed and underdeveloped. Each tends to have certain connotations, some being more complementary than others, and some gaining popularity while others disappear. Whatever term is used, these countries are distinguished by widespread poverty. Beside this basic characteristic, Kinsey (1988) describes developing countries as having certain similarities, including low income per capita and per worker, small industria l sectors, few economies of scale, primitive technology, lack of specialization, low capital per worker, small savings per head for the bulk of the population, lack of enterprise, inadequate physical and social infrastructure, low volume of international trade per head and low efficiency. The question is: how could developing countries influence our country in management training? 2.3 Organizational Characteristics Organizations may be characterized in many different ways, depending on the reason for the classification. For the purposes of the present research, the characteristics of the Dubai Police must be examined in relation to the need for training; several authors have suggested that organization size, type of ownership and industrial sector are the main variables affecting the management of training needs (Abdalla and AlHomud, 1995). Alternatively, Wright and Geory (1992) connect training needs with management strategy, organizational structure and corporate culture. In theory, organizations can be characterized in many ways, but there is general agreement that the size of the organization is of prime importance, followed by structure, strategy (e.g. short or long term), technology use, environment and organisational culture. These are the theoretical concepts which will be examined in this study as quantifiable conditions and variables in the management of the Dubai Police. Definitions of Training Training is a very important process in any organization, allowing it to develop its employees skills and improve their performance at work. This section considers the definitions of training suggested by a number of authors. Thus, training can be described as a perfect way to learn a job or to develop employees skills. The organization of individual skills is a significant characteristic of business responsibility today, and employee motivation potentially grows in the process (Noe, 1999). The profit from employee development extends further than the concrete skills gained and their effect on an individuals efficiency (Benson, 2002). Among the many important definitions of training, the following selection is organised chronologically for convenience. Training has historical definitions; for example, Schuler and MacMillan (1984) defined it as part of human resource management (HRM) practice which has the potential to contribute to gains in competitive advantage. But this definition was incomplete because in 1984 there was a lack of information on HRM, which was still a new concept for many organizations. There was also a focus on competitive advantage among organizations, ignoring employee development and direct benefit to the organizations business. Rainbird and Heyes (1994) then defined training as employee development via engaging employees in a commitment to the organization. But this definition only involved employees in commitment and did not state how they were to be developed at work, so Heyes and Stuart (1996) refined this definition by adding that training is a development process which evolves through strategic stages. This definition indicates that development in any organization, whether short or long term, involves organizational commitment. Buckely and Caple (1995) defined training as a strategy to develop employees in skills, knowledge and attitude through a learning experience to achieve effective performance in a range of activities. Again, this definition was subject to important refinements, when Montesino (2002) pointed out that many factors may affect the effectiveness of training, including individual employees behaviour, the training programme, the local environment and the amount of support from each trainees immediate supervisor. Earlier, when Smith and Hayton (1999) defined training, they also attempted to show how certain factors impact on training needs and the decision to train employees. First, employee performance is very important and should be improved. Secondly, improvement is needed in the flexibility and adaptability of employees. Finally, training always needs new technology and investment in training needs to achieve high performance in an organization. This definition indicates the importance of high performance for training decisions, of changing the roles within the organization to increase flexibility and adaptability at work and of using new technology to achieve high performance. The authors also claim that it is a more sophisticated system of human resources management. According to Sparrow (1998), training can be managed to elicit the desired attitudes and behaviours in employees and to enhance involvement, motivation and organizational commitment. The main point of this definition is to motivate and involve employees in organizational commitment; the result could be to change employees behaviour, but these processes are controlled by the organization. Bartlett (2001) adds to this perspective by noting that there are many ways to motivate employees, the best being to improve access to training and the motivation to learn from training, as well as emphasising the perceived benefits of training. This definition shows the importance of motivating employees in training programmes and the benefit to be gained from supervisory support for training within the organization. Finally, Palo and Padhi (2003) define training as the process of developing skills, updating knowledge, changing employees behaviour and attitudes in order to improve their performance and abilities and so to enhance the efficiency and effectiveness of the organization. 2.5 Training Theories 2.5.1 Training and Behaviour Theories Luthans (1998) considers that training can help organisations to change employees behaviour and that one technique of behaviour modification, encouraging desired behaviours and discouraging unwanted ones, is operant conditioning. Such behaviourist techniques were first used for the treatment of mental disorders and phobias, in psychiatric rehabilitation and in recovery from accident and trauma. Applications have since been extended to organisational settings. As developed by Fred Luthans (Luthans and Kreitner, 1985; Luthans et al., 1998), organisational behaviour modification theory has five mains steps. The first step is to identify the critical, observable and measurable performance-related behaviours to be encouraged. The second is to measure the current frequency of those behaviours, to provide a baseline against which to measure improvement. Next, the triggers or antecedents for those behaviours are identified, as are their consequences, positive, neutral and negative. The fourth step is to develop an intervention strategy to strengthen desired behaviours and weaken dysfunctional behaviours through the use of positive reinforcement (money, recognition) and corrective feedback, noting that punishment may be necessary, for example to inhibit unsafe behaviour. Finally, there is a systematic evaluation of the effectiveness of the approach in changing behaviour and improving performance over the baseline. Training can appear particularly attractive to managers, who are often in ideal positions to manipulate the reinforcement of certain employee behaviours. They also tend to find this approach attractive because it argues that what has to be changed is behaviour, and that to achieve this one needs to know very little about the complex internal workings of the people concerned. Desirable workplace behaviours include speaking courteously to customers, attending training to develop new skills and being helpful to colleagues. Undesirable ones include lateness, the production of poor quality items and being uncooperative. Training should eliminate undesired behaviour and increase the frequency of desired work behaviour. Suppose a manager wants more work assignments completed on time and fewer submitted beyond deadline. The behaviour modification options are summarized in Table 2.5.1. Luthans (1998) gives some ideas for improving performance through training, which failed to work. But Luthans argues that behaviour modification should be designed to suit organisational applications. Firstly, training should be applied to clearly identifiable and observable behaviours, such as timekeeping, carrying out checks and repairs, and the use of particular work methods. Secondly, to change organisational behaviour there should be a good strategy of rewards which are contingent on the performance of the desirable behaviours. Thirdly, training should focus on positive reinforcement, which can take a number of forms, from the praise of a superior to cash prizes, food or clothing. Finally, training can lead to sustained modification of behaviour only if positive reinforcement is continued (albeit intermittently). Training and Motivation Theories Smith and Hayton (1999) identify the following theories, which mention the role of training in organizations. i. Human capital theory This theory focuses on training in terms of economic investment. Human capital theory sees training as improving efficiency (Becker, 1964; Mincer, 1974; Strober, 1990). It is concerned with developing ideal training conditions. In the 1980s neo-human capital theory stated that organizations should train their employees consecutively to develop the flexibility and suppleness of the workforce and their receptiveness to modernisation (Bartel and Lichtenberg, 1987). ii. Human resource management theory This theory concerns the commitment of employees to the organization and views training and employee development as a means of engaging it (Rainbird, 1994; Heyes and Stuart, 1996). The early formulation of a hypothetical structure for HRM came from the Harvard Business School in the early 1980s (Beer et al., 1984). Training is seen as a strategy for managing the human resource flow of a venture which, with other human resource policies, creates commitment, competence, congruence and cost-effectiveness. iii. Training and high performance theory This is among the most widely adopted theories in organizations in Britain and the USA. It concerns the skills trajectory and proposes a distinction between those occupations which are becoming increasingly skilful and others which are deskilling over time (Gallie and White, 1993; Cappelli, 1993). Studies of high-performance employment practices and HRM strategies have resulted in the concept of human resources bundles (MacDuffie, 1995; Dyer and Reeves, 1995) which highlight the significance of implementing a number of HRM practices collectively in bundles in order to enhance performance. Training is always cited as a critical measure within the set. Training Needs Analysis Training needs analysis (TNA) is a very important stage in the methodical training cycle of design, delivery and evaluation. The purpose of TNA is to take account of unusual meanings and perspectives depending upon a variety of actors in the process, avoiding misunderstandings about prospects and what can be achieved. In addition, external trainers and consultants are able to acknowledge the importance of a challenge when they rely upon TNA which has been conducted prior to their involvement with an organization. For instance, the excellence of feedback provided by the TNA process might differ significantly, from a very detailed search to a cheap and cheerful canvassing of opinions about what is needed. In addition to the challenges noted above, there are considerations about whose benefit is served: Is the training compulsory? Does it represent the needs of individual people, their managers, the organization, etc? 2.6.1 Definition of Training Needs Analysis Williamson (1993) defines TNA as a systematic approach to determining the real training needs which exist within an organization or department. This indicates that TNA involves collecting information, for example by examining the training programmes of different organizations. A number of managers will refer to the total procedure of identifying the essential training needs, after which the next step is to analyze and address them by the best available method. The pure understanding of the term describes the last procedure simply. Although understanding can differ, it is significant that there is supposed to be constancy of practice within any organization and all employees are assumed to be completely conscious of the sense of local terminology in this field. The term training need can be difficult to define in practice, with serious consequences. On other hand, there are many authors who have defined training needs analysis as the examination or diagnostic portion of the training system. In addition, it seeks to determine whether there exists a case of supposed performance deficiency in many organizations (Camp et al., 1986). This view applies to TNA. That is to say, needs evaluation in a training needs analysis is, in truth, a diagnostic attempt, rather than an effort to identify an apparently deficient performance, because TNA does not have direct access to employees performance. Conversely, Goldstein (1986) defines TNA as an attempt to analyze and diagnose an organization, task or individual, to decide if a cure is required and if so, which is the most likely to produce the desired results. Once more, TNA is seen as a diagnostic process at an organizational level. 2.6.2 Approaches to TNA One of the earliest writers on TNA was Boydell (1976), who planned a methodical approach to training needs that had its roots in analyzing supplies using a method based on organizational objectives. For Boydell (1976, p. 4), A training need exists when the application of systematic training will serve to overcome a particular weakness. He also argues that training needs must be identified before training begins. A similar perspective is presented by Bartram and Gibson (1994, p. 3): Analyzing training needs provides a focus and direction for the investment an organization has to make in its people. Likewise, Bee and Bee (2003) assert that organizations needs are the drivers for training solutions to close any performance gap. Two supporting considerations which influence TNA are also noted by Reay (1994). Firstly, establishing who has ownership of the TNA is likely to determine whether the findings are ignored or implemented. Secondly, the person who really pays for it will point to t he real employees and this is usually senior management. On the other hand, this methodical approach to TNA tends to adopt organizational perspectives. Reid and Barrington (1999) accept these perspectives, but warn that the needs may sometimes conflict, e.g. long-term development for an individual and lack of support opportunities might contradict each other. Similarly, Sloman (1994, p. 24) notes that in the training sphere there can be a singular divergence of interests between the organization and the individual. This viewpoint is shared by Palmer (2006), who warns against assessing training needs solely from the viewpoint of the organization. Many individual employees correctly follow their own training and development agendas and strategies. There are also sound business and motivational reasons for organizations to help employees to complete their self-development needs. Learning and development are continuing and practical (Sloman, 2003). They are supposed not to have to wait for business needs and training objectives to be set before embarking on a programme. Therefore, individuals need to take more responsibility for their own learning, rather than waiting for the organization to lead them. 2.6.3 Important TNA Factors in a Changing Competitive Environment There are important factors which affect TNA in a competitive environment for any organization and which a professional approach to change requires those responsible to consider. These are now examined in turn. i. Cross-competitive environment The abolition of collective differences in vocational results can be maintained by training programmes for diverse employees in a competitive environment, which can produce admiration for individual differences in attitudes, values and behaviours, according to DNetto and Sohal (1999), who recommend certain practices in the field of training. These include identifying exact training needs which are connected to the organizations goals and objectives; assessing individual training needs to facilitate a contribution within the training programme; developing individual annual training strategies which take account of knowledge, operational and interpersonal skills, attitudes to the job and technological skills training; evaluating literacy, language and numeracy to assess the ability to undergo training; connecting training to rewards, project agreements, development procedures and pay scales; and identifying the complementary skills of employees through a review process. ii. Diversity Moore (1999) suggests that a diversity needs analysis is required for the effective integration of diverse group members. Two contrasting approaches to diversity of background are to ensure that the organization is diversity blind or to provide a diversity-negative environment. According to Moore (1999), an important starting point in an environment of diversity in TNA is awareness of different challenges faced by people from different backgrounds within the organization. Training programmes should facilitate the understanding and appreciation of actual differences between people, which can apply in communicating and using language, in learning styles, in methods of dealing with conflict and in task and relationship orientation. Developing and integrating competencies and skills in culturally diverse employees is the next step presented by Moore (1999). It should create a mechanism whereby individuals learn to avoid damaging processes due to dysfunctional interpersonal conflict, miscommunication, higher levels of stress, slower decision-making and problems with group cohesiveness. Moore (1999) states that the development of important communication skills is needed in order to achieve effective integration of competencies. These skills are the ability to consider viewpoints that may differ from ones own, to communicate, to negotiate and to face difficulties appropriately. iii. Leadership According to Silverthorne (2005), leadership plays an important role in decision-making and organizational achievement. In order to develop effectively in a cross-competitive environment, leaders must understand and control their own behaviour, as this affects employees perceptions of leadership. They must also ensure that environmental issues are considered when choosing the best management style. However, appreciating the differences in leadership styles is not sufficient to be an effectual leader, as the necessary insight also varies with the environment. Silverthorne (2005) states that an effectual leader knows which leadership style to employ and when to employ it. There are four contrasting leadership styles: active or involved, supportive, participative and attainment-oriented. Active leaders tell subordinates what is required and put into effect individual systems to direct them; the supportive leader creates a friendly environment and is responsive to her subordinates needs; the participative leader engages them in the decision-making process; and the achievement-oriented leader applies high standards to the decision-making process and appears confident that subordinates will reach them. Silverthorne (2005) argues that an effective leaders choice of leadership style is based on the context of the task and the needs of the subordinates. iiii. Communication Silverthorne (2005) also suggests that one way to achieve better communication between individuals with different competitive backgrounds is to apply TNA to managers on how to work in a competitive environment. He proposes four ways of reducing cross-environment communication problems. First, managers should focus on differences in communication styles. Understanding that employees are different means describing a behaviour, rather than the individual. This will give the manager the time to understand the subject being discussed. Thirdly, the manager should attempt to understand the subject from the employees perspective. Seeing the employees point of view gives the manager an opportunity to better understand what the employee is trying to communicate. Finally, the manager must listen more openly than normal and engage in exercises to improve the communication process. 2.7 Management Training Many organizations today have training programmes for their employees but the reasons for conducting them vary widely. Some provide job orientation for new recruits; others training on new equipment for existing employees or strategic planning courses for managers. Successful managers need multi-skills training and detailed information about the organization. Training programmes for managers should cover different skills than those for employees; examples are functional, administrative, planning and leadership skills. Assessing changes in performance following training is complicated by the fact that while some of these skills can be easily observed in the short term, others will be apparent only from long-term changes in the performance of the manager, the department or the entire organisation. 2.7.1 Different types of training needs All employees should be aware of the types of management training their organization offers, because many will be planning to be line-managers in the future, so will require certain skills. McConnell (2003) lists twelve types of training which are very useful in ones current job and helpful for the future. These are now examined in turn. i. Group Training Group training involves three or more individuals who participate in a common learning activity, generally led by a group facilitator. ii. Coaching Coaching is one-on-one job training. Generally it includes demonstrations, lectures and observation of practice. iii. Mentoring This is a process in which experienced employees are assigned to assist newer employees through guidance. Sometimes it takes a formal approach; at others it is informal. It is also used to introduce employees to a companys culture and environment. iiii. Self-Paced Learning This is any learning activity in which the learner determines the speed at which the material is covered. Generally, it is an individualized form of instruction, but it can be used with groups, the speed being set either individually or by the group. V. E-Learning This is a term used to describe learning activities conducted from the users desktop via the Internet or e-mail. It is generally an individual activity. Vi. Computer-Assisted Instruction This is the delivery of training via a computer. Again it is generally individualized. It can include programmes on modelling, simulation, practice and knowledge. Vii. Distance Learning Training This describes instruction in which the teacher is geographically separated from the learner. Connection can be via satellite or phone line with the instruction delivered to a PC or to a room specially equipped with video or audio conferencing equipment. Viii. Self-Study Self-study refers to learning activities initiated and participated in by an individual. Programmed or computer-assisted instruction and reading assignments can all be self-study activities. Viiii. Simulations These are controlled and standardized representations of a job, activity or situation used as a basis for developing skills in dealing with the simulated situations. VV. Lectures These are structured oral presentations delivered for the transfer of information. VVi. Job Assignments Job assignments place an individual into an actual job, generally for a limited period of time, the primary goal being to learn all or part of the job. VVii. Job Rotation This is similar to job assignment but generally includes several assignments in a planned order or the exchange of jobs with another person. 2.7.2 Different levels of training needs The objective of a training needs analysis is the identification of the training required to meet the recognized needs. In point of fact, while these may be accepted or revised by the employees, a senior person may be assigned to decide what training is necessary. The person conducting the training or assessing the needs is not always the individual who develops or recommends the training. On the other hand, the most important step in TNA is to translate the recognized needs into objectives. Then individual objectives can be used to develop or choose a training approach at individual and organization level. Beside the types of training, McConnell (2003) specifies the levels of needs for individual and organization and the personnel who will conduct the training. i. Supervisors These are the people who manage the people being trained. ii. Human Resources These are the professionals in the human resources department. If training is a function of the HR department, it is treated separately. iii. Operating Department Employees These are the employees of the department for which an individual is to be trained. iiii. Training Department Personnel These are generally training professionals employed by the training department. Their strengths are their skills and knowledge of training techniques and procedures. The most common criticism of such people is that they lack specific job or operational knowledge. Some organizations assign their trainers to specific areas-sometimes even to temporary work in the operating departments-to overcome such weaknesses. V. Operating Department Personnel on Temporary Assignment to Training These are people who usually have excellent job knowledge but often lack training skills. Many organizations use this approach because it gives greater credibility to the training sessions, while the operating personnel on such an assignment benefit greatly from the experience and learning of training techniques. Vi. External Professionals These are usually training consultants, supplier employees, or academics. Generally, they are used when the required degree of knowledge or skill is not available within the organization. These people are usually excellent trainers, but they can be expensive to use. If they offer similar classes on a regular basis, consistency may be lost if the same external person does not conduct all classes. Vii. External Organizations Local schools and professional organizations often conduct registration programmes in general subjects. Knowing the types of training currently being used by an organization and who conducts each training type provides an initial indication of what can be done. However, in some cases the training will have to be designed and/or obtained elsewhere. 2.7.3 The Roles of HR, Trainers and Line-Managers The many roles within the training function can be analyzed and their strengths and weaknesses identified. The training function within an organization should have as part of its mission the meeting of the organizations requirements; its success at accomplishing that will be the basis for the analysis. HR people and line-managers in the training function should help the organization to improve and involve employees in training courses which could be helpful in enhancing their skills and hence their performance, so HR people and line-managers must undertake a number of tasks, summarised below. Training organization: the mission of the training function, its internal structure, and internal and external relationships. Training personnel: the selection, qualifications, and motivation of department employees. Employee training in the requirements of specific jobs or activities. Employee development training in the requirements of future jobs and broadening their abilities in their current posts. Remedial training, conducted to correct inadequate basic skills such as mathematics, reading and writing. Organizational development: improving communication and understanding throughout the organization in order to produce effective, functioning teams; establishing or changing to a desired culture; and responding to changing conditions. Internal and external communication of the training departments abilities, results, and offerings. Training facilities: the physical space and equipment allocated to conduct training. Identifying training needs: determining the training required by individual employees and the organization. Training design and development: creating, structuring, or obtaining a training programme to meet specific ob