Role Of Vision In Managing Change Essay Example | Topics and Well Written Essays - 500 words

Role Of Vision In Managing Change - Essay Example A vision is a realistic, credible and attractive plan for the future of an organization. A vi sion describes a set of ideals and priorities depicting a picture of the future that makes the company special and unique. A vision defines a core set of principles by which the company abides in order to achieve success. A clear vision today is indispensable for organizational success.† How could any group or individual strive toward greatness and mastery without a vision? That's exactly the point. They can't. They can maintain they can survive; but they can't expect to achieve greatness†. (Mapes 1991) . A clear vision attracts commitment and energizes people; the motivational effect of vision. Vision generates enthusiasm about the course the organization intends to follow and the change it is implementing and increases the commitment to work toward adapting to the change effectively. It gives a meaning to the change. A vision allows people to accept the challenge and move on an d get better. It establishes a higher standard of excellence. Considering the example of a bank where the old hand written trend of file making and documenting is replaced by modern technology and computers, a vision serves a very important function in establishing a standard for mastering the change. A clear vision bridges the present and the future. The right vision takes the organization out of the present, and focuses it on the future. A good vision orients the workers on the future, and provides positive direction to the change. .Without a vision, the organization will have difficulty understanding and cooperating with the new plans and procedures. A vision is a road map on which, it has to be identified where the organization is currently and where it wants to be, in the future. A clear vision is critical for any project. It addresses the overarching goals of the initiative and is relevant and meaningful to all people being affected by the change. A clear vision enables to ach ieve a consistency of beliefs and actions among those responsible for implementing the change.

Research Paper NT1430 Essay Example for Free

Research Paper NT1430 Essay When it comes to IPv6 there are a lot of topics that can be discussed. It will change the Internet forever as we know it. IPv4 is the fourth version of protocol using a 32 bit address space whereas IPv6 will be using 128 bits of hexadecimal addressing to allow for drastically more addresses. Currently IPv4 allows roughly 4,294,967,296 possible addresses and with the current allocation practices it limits the number of public address to a few hundred million. In contrast, the 128 bit address space that IPv6 uses can provide roughly 3. 4 x 1038 possible addresses. The sheer size of the IPv6 address allows for the subdividing of the address into a hierarchical routing structure that in turn can reflect the current topology of the Internet. This will provide great flexibility for the addressing and routing in the future where the IPv4 obviously lacks in comparison. It would hard to imagine a world where we do have anymore Internet addresses to go around. This should hopefully solve that problem, at least for a while to come. When configuring DHCP on Linux to use IPv6 one must be sure that they have everything in order. The two most used means of auto configuration IPS are on the router advertisement and dhcpv6. When you are using the RA a server daemon needs to advertise a network prefix which is typically a /64, gateway and sometimes a DNS server. Then the Client machines can auto configure their IPv6 addresses when they have initialized a bootup based on their current MAC address using EUI64. When addressing the same situation with dhcpv6, dynamic or static addresses can always be assigned to the current client machines. Unfortunately the gateways cannot be assigned due to the design of the dhcpv6 protocol. If you must use dhcpv6 you have to use RA. You can configure RA to advertise only the gateway leaving the IP and DNS server configuration all up to the dhcpv6, or only the DNS servers. In order to run dhcpd in IPv6 mode you  need to add a -6 argument. The arguments should define the configuration file and lease file. Here is an example of a startup command; /usr/sbin/dhcp -6 –cd/etc/dhcpd6.conf –lf/var/state/dhcpd6.leases eth1. The -6 enables the IPv6 mode and the –cf defines the IPv6 configuration file. Here’s an example of the dhcpd6.conf; # dhcpd6.conf authoritative; option dhcp6.name-servers 2001;db8;1;1;;200; option dhcp6.domain-search ‘internal.1an’; In conclusion, I hope that after this you understand why IPv6 is such a game changer and why it is so important for our world going forward. Without it our planet would cease to exist and everything would stop. Obviously IPv4 is still around and will be for a few more years, but the days of thinking that IPv4 would last forever or definitely over and it’s time for something new will hopefully last a little longer. References http://technet.microsoft.com/en-us/library/cc780310(v=WS.10).aspx //www.cisco.com/web/about/security/security_services/ciag/documents/v6-v4-threats.pdf http://linux.ardynet.com/ipv6setup.php

Relationship Between Training and Employee Commitment

Relationship Between Training and Employee Commitment Is there a connection between a high level of commitment to training and development of employees? 1.0 Introduction This paper will discuss training issues within the UK, and what organisations and the government are doing to address a skill shortage. The labour force in competitor countries is educated to higher levels than those in the UK, and that higher education qualifications will ever more be in demand to address future skills needs, particularly at the technical, associate professional and customer service level (M. Doyle 2003). This skills shortage is being addressed by the government by encouraging individuals and organisations to take more interest in training. There are many organisations within the UK that have very good policies on training, the question is does training employees equate on the bottom line. The government has introduced several policies aimed at tackling the skills shortage. D Blunkitt (2000) discussed. â€Å"that our education reforms are all about the development of an educated citizenry democracy in which people are educated in and are able to participate in active self-government. Individuals that are knowledgeable are equipped to make moral judgements, and will be able to construct solutions to the challenges they face, both locally and globally†(Blunkett, 2000, p. 13). This has shifted the emphasis from organisations training employees to individuals taking more responsibility for their own training. The skills are then transferable between organisations, aiding to the mobility of the individual. But organisations still require employees ‘to be trained in their culture and core values. Organisations seek the competitive edge of rivals; they use training to increase the level of service they offer customers. This in turn will create loyalty with their customers, therefore increasing turnover. The human resource is discussed as the most valuable, and perhaps the last edge organisations can have. If all organisations trained to the same level, would this then eliminate the competitive edge? Organisations are implementing strategic HR as a change agent, not to replace an out dated personnel department. Although there is still evidence within the UK that once these interventions are implemented, they just replace the role of the personnel department. To be effective belongs on the board of an organisation. The organisation that will be reviewed is Tesco’s; during the past decade they have introduced strategic HR with increased training of employees. The role of HR within the organisation has increased in importance. Their practice of training and the importance of HR will be reviewed with the current theory. Tesco’s’ operates in a very competitive market; the consumer has choice where to shop for their groceries. They have expanded their portfolio to include CD’s, DVD’s, electrical goods and clothing. Recently they have expanded into the financial services offering customers products from Credit cards to insurance. All their products are available on the internet 24 hours a day. Their slogan â€Å"every little helps† is used to show their commitment to customers, this has been used to reduce prices and to increase the level of customer service. This slogan is now used in their staff training, that any intervention will increase the knowledge of the workforce. The organisation is widely reported in newspapers, this is due to the success of the business. They are rapidly expanding in the UK with the opening of their Metro stores and into new and foreign markets. This has taken a great deal of their resources in the planning and implementing stage of expansion. The core units need to remain focused, to retain the reputation they have built. Reinforcing the culture and values through training will focus employees on their roles. Whilst writing this paper it was identified that further paper could be written on cost analyses of the organisation, to identify if the extra resources they have placed on training has been value for money. This was outside the scope of this paper. 3.0 Methodology This chapter discusses the research methods used for the project and the justification for the choice of methods. It discusses methods that were not used, with justification of why they were not included. Included is a critique of methods selected, and with hindsight this identifies any changes that would have enhanced the research. This paper critically evaluates training within the UK and focuses on the training issues within Tesco. It will compare the HR and training practices at Tesco to the theory. The organisation was chosen as they had put themselves to forefront of training a decade ago, by becoming investors in people. Selection of the topic was stimulated and formed out of heightened political awareness on the subject area. The government has recognised skills gap between the UK and competitor countries. To address this issue they have introduced policies that included lifelong learning. The government’s green and white papers were used to review these policies. The nature of the research was discussed with colleagues and fellow students, this not only added practical ideas and suggestions; it also opened new avenues of thought. This was the discussed with lecturers sounding out ideas, gauging opinions and clarifying the question. Focusing in on the question was obtained by employing relevance trees, narrowing the research area. This gave direction to the research, although with reviewing the literature this direction changed several times (Buzan, J. 1995). Next, a research proposal was compiled, with the benefit of organising ideas and setting a time-scale for research. Theoretically, the proposal would highlight any difficulties with the research question and access to data. Creating a time-scale would focus on targets and meet deadlines in the completion of the paper. The literature review, discussing theories and ideas that exist on the topic formed the foundation of the paper. The findings from the research are then tested on theories for validity (Saunders, M. et al1997). The literature review was challenging, there is a vast amount of articles on the subject. Books journals and newspaper articles formed the back bone for the review. Tertiary data sources, such as library catalogues and indexes were used to scan for secondary data. This produced journals and newspaper articles, and Internet addresses. With the amount of literature, it took time to sort out relevant material to the research. Narrowing down the search Bell’s (1993) six point’s parameters was applied. Applying key words that were identified in the first search produced relevant and up-to-date material (Bell, J.1993). A limitation on the literature search was the amount of time to read all articles and books on the subject. Whilst reviewing the literature references to other relevant publications was followed and reviewed. Bells checklist on identifying the relevance of literature found was a practical method to reduce the amount of reading (Bell, J. 1993). The Case study material was compiled from the organisations web site and from articles that discussed their training policy. Tesco’s appear to be rarely out of the papers, with daily reports on their success. The organisation disseminates a lot of information on their web page, only relevant material was chosen. To produce primary data on organisations training proved to be a vast task, taking a lot of time to produce results. Instead it was decide to review previously published interviews and surveys. This was then compared to the literature review. Interviewing people within organisations was an option for primary research. The target of the interview would be the person that held enough power to influence decisions that the organisation makes. This was rejected due to the time limitations of the paper. The major limitation of the study lies in its relatively small sample size and the limited coverage. This was mainly attributable tithe limited time and resources available for the study. Although thesis a small sample it will conclude on the findings with recommendations for further research papers into the subject. 4.0 Literature Review 4.1 Introduction This chapter will review current and recent articles and books of the topics of Training, HR and government policy. 4.2 What is training? Training can be defined as a planned process to change attitudes, knowledge or skills and behaviour through a range of activities to achieve effective performance. When this training is in the work situation, it develops the employee to satisfy current or future needs of the organisation (Beardwell, I et al 2004). It is generally accepted that methods of training can usually be separated into two categories: on-the-job, and, off-the-job. On-the-job training is implemented at the trainees workplace, while off-the-job training is conducted away from the trainees workplace and takes them outside of their work environment (Mullins, L. 2005). Training can be used as a change agent, to change the culture of an organisation. It is also a tool to improve organisational effectiveness, especially in fiercely competitive markets. All too often organisations that are facing financial problems will cut back the training program, where as they could be used to increase overall performance. The training budget is viewed too often as an expendable, and the first to cut or even go in crises (Rogers 2004). 4.2 Why Train Nobody in business would disagree with the clichà © that a company is only as good as the people in it. But opinions differ on how that translates into practice, and what it means in terms of the way a firm goes about gathering and developing a world-class staff line-up. With near full employment in the UK, the fight for talent is as ruthless as ever, and getting, hanging on to and developing those people remains the HR issue of the moment. The principal function of any organisation is to increase the value of the business and therefore enhance the wealth of its Owner(s). This is obtained by efficient use of the limited â€Å"resources† available to them(T Blackwood, 1995). Garrick (1998) discussed that training inextricably linked to market economics, that knowledge is prized ins far as it can generate a market advantageâ€Å"(Garrick 1998:5). This leads to the assumption that though training and developing employees, it can give the organisation advantage, increasing profit. Best (2001) discussed the â€Å"new economy, as a knowledge-based economy without borders, where the race is between companies and locales over how to learn faster and organise more flexibly to take advantage of technology-enabled market opportunities† (Best (2001) cited in DeFillippi, R. 2002). Organisations have changed in the way they operate, shifting from immobile-wired infrastructures to mobile, miniature, and wireless modes of communication, computing, and transacting. Customers now demand 24 hour service, with â€Å"anytime, anyplace solutions of their problems (DeFillippi, R. 2002). Radical shifts are taking place in management theory; these shifts need to be reflected in the theory of training and development. The move towards a knowledge economy makes these shifts vital to the survival of the organisation. Ideas of training tend to focus on results; typically they are short-term and assume transferable skills. Ideas of personal development may be insufficiently focused on the workplace. Therefore for an organisation to enter the knowledge economy, it is vital for them to review their training and development to a broader aspect (Bryans, P. Smith, R. 2000). Increasingly, as the nature of business and organisations change, its ‘leaders are recognising that their most valuable assets are their skilled employees and, more significantly, the knowledge, both tacit and explicit, that is possessed by these employees. The knowledge is power clichà © has never been more accurate than in todays corporate world. This added value that this can be seen in products and services is now dependant on knowledge based intangibles (Rogers 2004). Since the late 1990s the business environment has drastically changed(Mullins, L. 2005). Chaos theorists have argued that the world of the organisations is â€Å"turbulent and chaotic, making it impossible for them to predict the future† Therefore conventional approaches to strategic decision making are no longer appropriate (Harrison, R. 1997:78).Competition and the pace of change in business require continuous improvement, therefore it means continuous learning. From this demand the market for business education has grown with a proliferation of courses, full- and part-time, open and bespoke (Mullins, L. 2005). 4.3 The Role of HR Recognition of the importance of HR has increased in recent years; thesis a result of competition from overseas economies. In countries for example Japan, Germany and Sweden investment in employee development is higher than the UK. This has led to some organisations reviewing their policies on training introducing continuous investment in their employees (Beardwell, I. et al 2004). This increase in training priority has been supported by a rise inhuman Resource Management. This practice emphasises that increased growth can only be maintained in the long run; by equipping the workforce with the skills they need to complete their tasks (Mullins, L.2005). Although it is argued that HR departments are within UK organisations mostly administration based. Rogers (2004) stated that â€Å"the threat revolves around a fundamental mismatch between the functions of Departments today and the real strategic human resource needs of modern business, which those departments it should be servingâ€Å". The image of training and development has changed and can be used a key driver for delivering shareholder value (Rogers 2004:25). The role of HR should not be administrative based; it should be a part of the long term strategy of the organisation. Appointed an HR manager to the board is the only way this can happen (Beardwell et al2004).Rogers (2004) discussed the â€Å"role of developing human capital strategies that HR has a real opportunity to shine†. There are numerous departments are failing to deliver the goods. This is caused by â€Å"too many departments are dominated and viewed by the board as fulfilling mainly administrative role, dominated by endless form filling† (Rogers2004 :25). For HR to succeed it must take on a proactive role within the organisation. Strategic HR creates value by providing opportunities for organic learning, development of intellectual capital and enhances core competencies. This value is crucial to the organisations future success (Treen, D. 2000). Employers are increasing extorting the best possible performance from employees. Best practice will increase the skills of the current workforce, and with recruiting it will reinforce the culture of a highly skilled work force (Mullins, L. 2005).Strategic HRM has gained both credibility and popularity over the past decade, specifically with respect to its impact on organisational performance (Paauwe, J Boselie P. 2003). To fully exploit the wealth of knowledge contained within an organisation, it must be realised that it is in human resource management that the most significant advances will be made. As result, the human resource department must be made a central figure in an organisations strategy to establish a knowledge basis for its operations (Mullins, L. 2005). There are fundamental differences in the approach to HR. Storey(1987) discussed these as hard and `soft’ versions of HRM.. The ‘hard version places little emphasis on workers’ concerns and, therefore, within its concept, any judgments of the effectiveness form would be based on business performance criteria only. In contrast, ‘soft HRM, while also having business performance as its primary concern, would be more likely to advocate a parallel concern for workers’ outcomes (Storey cited in Guest, D. 1999). These models of HR theory, will justify why there has been an increase in this management practice. Walton (1985) defined HR as â€Å"mutual goals, mutual influence, mutual respect, mutual rewards, and mutual responsibility† Walton further added that the psychological contract ‘under this guitarist, high commitment model is one of mutuality, but it is a mutuality strictly bounded by the need to operate within an essentially unitary framework (Walton cited in Beardwell, l. et al2004) There is a need for a higher value to be placed on employees. And therefore get the best performance from the employees. According toDelany (2001) â€Å"successful organisations keep people issues at the forefront of their thinking and at the core of their decision making and planning†. Delany adds â€Å"organisations that get the people things right are the organisations likely to be around in the future† (Delany (2001)cited in Mullins, L. 2005:748). The role of human resource explicitly views employees as another resource for managers to exploit. In the past, managements had failed to align their human resource systems with business strategy and therefore failed to exploit or utilise their human resources to the full. The force to take on HRM is therefore, based on the business case of a need to respond to an external threat from increasing competition(Guest, D 1999). This view reflects a longstanding capitalist tradition in which the worker is viewed as a commodity. The consequential exploitation may be paternalist and benevolent; but, equally, it may operate against the interests of workers. Essentially, workers are simply resources to be squeezed and disposed of as business requirements dictate. More importantly, the interests of workers and their well-being are of no significance in themselves. As John Monks (1998) stated â€Å"In the wrong hands HRM becomes both a sharp weapon to prise workers apart from their union and a blunt instrument to bully workers† (Guest, D 1999). 4.5 HRD HR and training literatures highlights the organisational benefits tube gained from adopting a systematic approach to HRD, therefore thronging development of employees skills underpins the wider business objectives (Keep, 1989). This systematic approach to training often includes models that identifying needs, planning, delivery and evaluation. Harrison developed an eight stage model to identify monitor and evaluate training. The evaluation stage is possibly the most problematic part of the training process (Reid and Barrington, 1997). Therefore using that theory HRD should be viewed as a vital function offal organisations, and not just there to satisfy training issues, a proactive role. Caravan et al (2000) discusses the emergence of strategic HRD practices, which are directly linked to the organisation’s strategies, with profit maximising paramount, HRD is atoll that should be employed to obtain and support this (Caravan et al,2000). Strategic HRD is not embraced by all organisations; some view other resources as more valuable. There are many individual interconnected components, that impact on the performance of the organisation. The human resource is in theory the most valuable resource, but does not always receive the respect, and the financial recognition to develop(Walton 1999). Mumford (1997) agreed with this stating that â€Å"other resources within the organisation have a higher value placed on them and they are protected by rules and regulations† (A Mumford 1997:78). The theory of HRD appeals more to academics that the practioners. Garrick (1999) noted that academics rather than practitioners are more eager to pursue the learning perspective. This opinion defines HRD as being solely concerned with employees rather than organisational Strategy (Garrick 1999). Although this view is not shared by all authors. Caravan et al. (2000) defines the learning perspective that defines HRD as â€Å"responsible for fostering the long-term, work related learning capacity at an individual, group and organisational level†(Caravan et al. 2000:66). A research undertaken by Robertson and OMalley Hamersley reinforces this view of HRD. A two-year qualitative study composed from eighteen semi-structured interviews concluded that continuous professional learning was important to professional workers. To conclude from the study, learning does not have to directly correlate with organisational strategy. Therefore HRD can also be defined as a continuous learning programmes and encouragement of self-directed learning (Robertson and O’Malley Hamersley cited in Caravan et al. 2000:71). Continuously during the late 1990s and into the current century there has been a shift in organisational HRD rhetoric. Walton (2004) has discussed this shift in practice as â€Å"from how to support learning to how to manage knowledge, from the learning organisation to knowledge management†. These are new implications for the HRD practitioner in what has loosely been named the new economy (Walton 2004). 4.6 Managers and facilitators Education, training and development for managers, especially in the UK, has traditionally fallen into the â€Å"nice to have† category rather than the â€Å"must have† This view of business is persistent, with the assumption that managers are born and not made (Stern, S 2002). The majority of managers have learnt their skills through on-the-job experience. The conventional assumption, that managers learn best through â€Å"doing† whenever possible (Reader, A. 1998). Focussing on the concept that the human resource is the highly valued, systems should be in place to protect their importance. Development for managers who manage employees is a basic component of management development (Marching ton Wilkinson 1996). Mumford(1997) discussed the reason for failure of some of the processes has been â€Å"clearly been due in some instances to the absence of the required skills† (Mumford 1997:78). The majority of Managers would profit from training, but they are not capable of managing even with the intervention of training. These managers would still find in difficult to transfer the new skills and practices into their work place. The people who should train are not trained themselves (Walton 1999). In the UK the majority of managers have been trained in a skilled occupation, and consequently promoted through the system (Beardwell Holden 1994). Although highly trained in their primary occupation, the challenges of the managerial role are foreign to their skills. Rees commented that â€Å"few people start their careers off in managerial role; they have to acquire skills in organising employees effectively in an ever increasing competitive environment† (Rees cited in Beardwell Holden 1994:373). Good employee developers make a difference to the individual employee and/or their organisational performance. A new employee with a skills gap can be made to feel part of the organisation when he is developed into his role. Employees can be identified who have the potential for more demanding work or promotion but who require support to make this change. This can then set up a cycle of good behaviour that is passed on when the receivers become managers and developers themselves. Anises study found examples of increased skills and knowledge, work experience, self-confidence, improved motivation, job performance and job satisfaction, all thanks to the developers (Sparrow 2004). 4.7 Learning Theories Organisations have an economic need for all employees to be flexible within the workplace. The culture should encourage them to use their own initiative and apply the knowledge to undertake a variety of tasks. Cognitive learning lets the workforce learn strategies, and then transfer the learning to be able to solve problems. Lewis (1958) broke the learning down into three key stages. The first stage is the disposal of the old level (unfreezing), second stage is to implement the new structures and processes (moving) and the final stage involves stabilising the company with its new structure (refreezing). This technique was used so the organisation and the employees would be able to understand and implement improvements to their methods of working. Problems that arise from organisational change, which it is not flexible and cannot adapt swiftly to situations such as economic recession (Lewis (1958) cited in Buchanan, D and Hucczynski, A 1991). Wilson (1999) summarised on three main adult learning theories. Behaviourist theories of learning recognise learning as a response to external stimuli. Maintenance of the new behaviour is enforced by positive and negative reinforcement, a system of punishment and reward. Cognitivist theories of learning emphasise the proactive nature of development. This school of thought perceives human beings as seekers of knowledge in an attempt to understand our own identities and positionality. Humanist theories believe that learning occurs as result of our natural inclination towards it. People learn because in an environment of â€Å"warmth, care and understanding† (Wilson, 1999:197)we cannot help it. In this sense education is learner-centred; the student initiates the development environment and needs assessment. People continue to learn throughout their life, whether this is formally taught or just experienced. The process of lifelong learning requires continuous adaptation. This is gained from increased knowledge and improved skills, which aid the individual to adapt to or change the environment. This allows for new possibilities and outcomes from situations that they face. These changes can raise the individuals self-esteem and confidence. Therefore the learning can generate far reaching changes in both the individual and the environment (Beardwell I et al2004) Reinforcing learning within in an organisations, requires what Hawkins (1994) called a change at the heart† this change is in â€Å"the understanding of learning, a shift from viewing learning as being abrupt facts to learning as a more multi-faceted and dynamic process†. As Hawkins suggests, it is not that we are learning any differently than before but our understanding of how we learn has begun to catch up with what happens in practice (Hawkins, 1994:9). The learning process has been challenged to create a culture that allows continual learning throughout the organisation. As knowledge is what matters, organisations and individuals alike must become continuous learners(Hawkins, 1994). 4.8 Identification of training The UK government has introduced the National Occupational Standards(NOS). These are used as benchmarks of good practice in learning, and to identify the benefits to organisations and individuals that use them. These agreed statements of competence, describe the work outcomes required for an individual to achieve the standard expected of them(Wagner, L. 2004). These benefits can be used as a tool for the Human Resource Management function, to review and identify competencies in the work place. This process can start with recruitment and selection, measuring people’s experiences that will be transferred to the role, identifying any skills gaps in the existing work force (Harrison, R.2002). Employees appraisals is a tool used as to identify development issues within the organisation. Harrison (1993) suggests that they are â€Å"system and process for the provision of both feedback to employees on all aspects of their performance, and the opportunity for discussion to agree actions to assist their future development† (Harrison1993:256). Mullins defined the advantages of regular staff appraisals as â€Å"a formalised and systematic appraisal scheme will enable a regular assessment of individuals’ performance, highlight potential and identify training and development needs† (Mullins 1996:639). The information collected from the appraisals can be used for strategic development of employees. Outcomes can be used as measurement of success from the initial objectives. Harrison (1997) defined three outcomes that should come from appraisals, feedback on performance, work planning and diagnosis of training and development needs. If these outcomes are satisfied in the appraisal, then it will have a motivating effect on employees. IPhone of these outcomes is not satisfied, then the others cannot be satisfied (Harrison 1997). 4.9 Psychological contract Organisations no longer offer â€Å"a job for life† there is no longer guaranteed employment, with a pension as a reward for loyalty and compliance. The psychological contract between employer and employee has shifted. Employees are increasingly mobile, changing employment for promotion, reward and job satisfaction; top employees have more choices to where to work. To retain these key employees the organisations culture needs to allow an environment of personal growth (Harrison2002). With less job security, the best reward an organisation can give an employee is transferable skills (M Marching ton Wilkinson, 1997). Workers have been forced to take more responsibility for their own careers, going where the work is rewarding and where they can develop skills that will guarantee their employability in whatever organisation. This mobility and free agency has created greater competition for skilled workers between organisations. Good workers have more choices than before, and are more liable to use them. Withal the costs involved in recruiting and training new employees, organisations need to retain them. And key to this is the intrinsic rewards (Harrison 2002). Career development is important to the individual employee; Harrison(2002) noted this as an organised planned effort comprised of structured activities or processes that result in a mutual career-plotting effort between employees and the organisation. This Isa central component of the psychological contract that binds the individual to the organisation (Harrison 2002). This further complicates the role of the HRD PR actioner, balancing organisational needs with the individual’s expectations. Some employees will develop their career with one employer, while others require transferable skills. The organisation requires employees with the right skills to ensure and sustain competitive advantage (Gilley and England, 1989:48). 4.10 The Facts in the UK When organisations do not employ the resources to evaluate the benefit gained from training, the needs analysis is not completed. Therefore any benefit gained is not known to the organisation. A studying 1989 revealed that only 3 per cent of UK organisations reviewed any cost-benefit analysis of their training intervention (Deloitte et al(1989) cited in Santos and Stuart 2003). This approach within the UK has barely changed in fifty years. Evaluation of training intervention does not receive the consideration that accepted opinion demands; it is not an important factor in determining the allocation of resources to training. The important factor within an organisation is the focus of HR on the training and development needs, so they are focused on the learning needs of theorganisation.UK organisations fail when assessing the effect of training, to both the individual and the organisation (Sloman 2004). A survey from the CIPD of 1,180 HR professionals agreed that the role of the HR department requires change to move forward. Mike Emmett, head of employee relations at the CIPD agreed with the survey stating â€Å"Theory community has internalised the message that it needs to spend less time on administration and operational issues and more time on business strategy and adding valueâ€Å" The role that HR has adopted in the Appears to follow on from the role of the personnel department. For Hardtop be successful the HR department should hold a strategic position within the organisation (Mike Emmett cited in Zneimer and Merriden 2004:38). The trend in the UK o Relationship Between Training and Employee Commitment Relationship Between Training and Employee Commitment Is there a connection between a high level of commitment to training and development of employees? 1.0 Introduction This paper will discuss training issues within the UK, and what organisations and the government are doing to address a skill shortage. The labour force in competitor countries is educated to higher levels than those in the UK, and that higher education qualifications will ever more be in demand to address future skills needs, particularly at the technical, associate professional and customer service level (M. Doyle 2003). This skills shortage is being addressed by the government by encouraging individuals and organisations to take more interest in training. There are many organisations within the UK that have very good policies on training, the question is does training employees equate on the bottom line. The government has introduced several policies aimed at tackling the skills shortage. D Blunkitt (2000) discussed. â€Å"that our education reforms are all about the development of an educated citizenry democracy in which people are educated in and are able to participate in active self-government. Individuals that are knowledgeable are equipped to make moral judgements, and will be able to construct solutions to the challenges they face, both locally and globally†(Blunkett, 2000, p. 13). This has shifted the emphasis from organisations training employees to individuals taking more responsibility for their own training. The skills are then transferable between organisations, aiding to the mobility of the individual. But organisations still require employees ‘to be trained in their culture and core values. Organisations seek the competitive edge of rivals; they use training to increase the level of service they offer customers. This in turn will create loyalty with their customers, therefore increasing turnover. The human resource is discussed as the most valuable, and perhaps the last edge organisations can have. If all organisations trained to the same level, would this then eliminate the competitive edge? Organisations are implementing strategic HR as a change agent, not to replace an out dated personnel department. Although there is still evidence within the UK that once these interventions are implemented, they just replace the role of the personnel department. To be effective belongs on the board of an organisation. The organisation that will be reviewed is Tesco’s; during the past decade they have introduced strategic HR with increased training of employees. The role of HR within the organisation has increased in importance. Their practice of training and the importance of HR will be reviewed with the current theory. Tesco’s’ operates in a very competitive market; the consumer has choice where to shop for their groceries. They have expanded their portfolio to include CD’s, DVD’s, electrical goods and clothing. Recently they have expanded into the financial services offering customers products from Credit cards to insurance. All their products are available on the internet 24 hours a day. Their slogan â€Å"every little helps† is used to show their commitment to customers, this has been used to reduce prices and to increase the level of customer service. This slogan is now used in their staff training, that any intervention will increase the knowledge of the workforce. The organisation is widely reported in newspapers, this is due to the success of the business. They are rapidly expanding in the UK with the opening of their Metro stores and into new and foreign markets. This has taken a great deal of their resources in the planning and implementing stage of expansion. The core units need to remain focused, to retain the reputation they have built. Reinforcing the culture and values through training will focus employees on their roles. Whilst writing this paper it was identified that further paper could be written on cost analyses of the organisation, to identify if the extra resources they have placed on training has been value for money. This was outside the scope of this paper. 3.0 Methodology This chapter discusses the research methods used for the project and the justification for the choice of methods. It discusses methods that were not used, with justification of why they were not included. Included is a critique of methods selected, and with hindsight this identifies any changes that would have enhanced the research. This paper critically evaluates training within the UK and focuses on the training issues within Tesco. It will compare the HR and training practices at Tesco to the theory. The organisation was chosen as they had put themselves to forefront of training a decade ago, by becoming investors in people. Selection of the topic was stimulated and formed out of heightened political awareness on the subject area. The government has recognised skills gap between the UK and competitor countries. To address this issue they have introduced policies that included lifelong learning. The government’s green and white papers were used to review these policies. The nature of the research was discussed with colleagues and fellow students, this not only added practical ideas and suggestions; it also opened new avenues of thought. This was the discussed with lecturers sounding out ideas, gauging opinions and clarifying the question. Focusing in on the question was obtained by employing relevance trees, narrowing the research area. This gave direction to the research, although with reviewing the literature this direction changed several times (Buzan, J. 1995). Next, a research proposal was compiled, with the benefit of organising ideas and setting a time-scale for research. Theoretically, the proposal would highlight any difficulties with the research question and access to data. Creating a time-scale would focus on targets and meet deadlines in the completion of the paper. The literature review, discussing theories and ideas that exist on the topic formed the foundation of the paper. The findings from the research are then tested on theories for validity (Saunders, M. et al1997). The literature review was challenging, there is a vast amount of articles on the subject. Books journals and newspaper articles formed the back bone for the review. Tertiary data sources, such as library catalogues and indexes were used to scan for secondary data. This produced journals and newspaper articles, and Internet addresses. With the amount of literature, it took time to sort out relevant material to the research. Narrowing down the search Bell’s (1993) six point’s parameters was applied. Applying key words that were identified in the first search produced relevant and up-to-date material (Bell, J.1993). A limitation on the literature search was the amount of time to read all articles and books on the subject. Whilst reviewing the literature references to other relevant publications was followed and reviewed. Bells checklist on identifying the relevance of literature found was a practical method to reduce the amount of reading (Bell, J. 1993). The Case study material was compiled from the organisations web site and from articles that discussed their training policy. Tesco’s appear to be rarely out of the papers, with daily reports on their success. The organisation disseminates a lot of information on their web page, only relevant material was chosen. To produce primary data on organisations training proved to be a vast task, taking a lot of time to produce results. Instead it was decide to review previously published interviews and surveys. This was then compared to the literature review. Interviewing people within organisations was an option for primary research. The target of the interview would be the person that held enough power to influence decisions that the organisation makes. This was rejected due to the time limitations of the paper. The major limitation of the study lies in its relatively small sample size and the limited coverage. This was mainly attributable tithe limited time and resources available for the study. Although thesis a small sample it will conclude on the findings with recommendations for further research papers into the subject. 4.0 Literature Review 4.1 Introduction This chapter will review current and recent articles and books of the topics of Training, HR and government policy. 4.2 What is training? Training can be defined as a planned process to change attitudes, knowledge or skills and behaviour through a range of activities to achieve effective performance. When this training is in the work situation, it develops the employee to satisfy current or future needs of the organisation (Beardwell, I et al 2004). It is generally accepted that methods of training can usually be separated into two categories: on-the-job, and, off-the-job. On-the-job training is implemented at the trainees workplace, while off-the-job training is conducted away from the trainees workplace and takes them outside of their work environment (Mullins, L. 2005). Training can be used as a change agent, to change the culture of an organisation. It is also a tool to improve organisational effectiveness, especially in fiercely competitive markets. All too often organisations that are facing financial problems will cut back the training program, where as they could be used to increase overall performance. The training budget is viewed too often as an expendable, and the first to cut or even go in crises (Rogers 2004). 4.2 Why Train Nobody in business would disagree with the clichà © that a company is only as good as the people in it. But opinions differ on how that translates into practice, and what it means in terms of the way a firm goes about gathering and developing a world-class staff line-up. With near full employment in the UK, the fight for talent is as ruthless as ever, and getting, hanging on to and developing those people remains the HR issue of the moment. The principal function of any organisation is to increase the value of the business and therefore enhance the wealth of its Owner(s). This is obtained by efficient use of the limited â€Å"resources† available to them(T Blackwood, 1995). Garrick (1998) discussed that training inextricably linked to market economics, that knowledge is prized ins far as it can generate a market advantageâ€Å"(Garrick 1998:5). This leads to the assumption that though training and developing employees, it can give the organisation advantage, increasing profit. Best (2001) discussed the â€Å"new economy, as a knowledge-based economy without borders, where the race is between companies and locales over how to learn faster and organise more flexibly to take advantage of technology-enabled market opportunities† (Best (2001) cited in DeFillippi, R. 2002). Organisations have changed in the way they operate, shifting from immobile-wired infrastructures to mobile, miniature, and wireless modes of communication, computing, and transacting. Customers now demand 24 hour service, with â€Å"anytime, anyplace solutions of their problems (DeFillippi, R. 2002). Radical shifts are taking place in management theory; these shifts need to be reflected in the theory of training and development. The move towards a knowledge economy makes these shifts vital to the survival of the organisation. Ideas of training tend to focus on results; typically they are short-term and assume transferable skills. Ideas of personal development may be insufficiently focused on the workplace. Therefore for an organisation to enter the knowledge economy, it is vital for them to review their training and development to a broader aspect (Bryans, P. Smith, R. 2000). Increasingly, as the nature of business and organisations change, its ‘leaders are recognising that their most valuable assets are their skilled employees and, more significantly, the knowledge, both tacit and explicit, that is possessed by these employees. The knowledge is power clichà © has never been more accurate than in todays corporate world. This added value that this can be seen in products and services is now dependant on knowledge based intangibles (Rogers 2004). Since the late 1990s the business environment has drastically changed(Mullins, L. 2005). Chaos theorists have argued that the world of the organisations is â€Å"turbulent and chaotic, making it impossible for them to predict the future† Therefore conventional approaches to strategic decision making are no longer appropriate (Harrison, R. 1997:78).Competition and the pace of change in business require continuous improvement, therefore it means continuous learning. From this demand the market for business education has grown with a proliferation of courses, full- and part-time, open and bespoke (Mullins, L. 2005). 4.3 The Role of HR Recognition of the importance of HR has increased in recent years; thesis a result of competition from overseas economies. In countries for example Japan, Germany and Sweden investment in employee development is higher than the UK. This has led to some organisations reviewing their policies on training introducing continuous investment in their employees (Beardwell, I. et al 2004). This increase in training priority has been supported by a rise inhuman Resource Management. This practice emphasises that increased growth can only be maintained in the long run; by equipping the workforce with the skills they need to complete their tasks (Mullins, L.2005). Although it is argued that HR departments are within UK organisations mostly administration based. Rogers (2004) stated that â€Å"the threat revolves around a fundamental mismatch between the functions of Departments today and the real strategic human resource needs of modern business, which those departments it should be servingâ€Å". The image of training and development has changed and can be used a key driver for delivering shareholder value (Rogers 2004:25). The role of HR should not be administrative based; it should be a part of the long term strategy of the organisation. Appointed an HR manager to the board is the only way this can happen (Beardwell et al2004).Rogers (2004) discussed the â€Å"role of developing human capital strategies that HR has a real opportunity to shine†. There are numerous departments are failing to deliver the goods. This is caused by â€Å"too many departments are dominated and viewed by the board as fulfilling mainly administrative role, dominated by endless form filling† (Rogers2004 :25). For HR to succeed it must take on a proactive role within the organisation. Strategic HR creates value by providing opportunities for organic learning, development of intellectual capital and enhances core competencies. This value is crucial to the organisations future success (Treen, D. 2000). Employers are increasing extorting the best possible performance from employees. Best practice will increase the skills of the current workforce, and with recruiting it will reinforce the culture of a highly skilled work force (Mullins, L. 2005).Strategic HRM has gained both credibility and popularity over the past decade, specifically with respect to its impact on organisational performance (Paauwe, J Boselie P. 2003). To fully exploit the wealth of knowledge contained within an organisation, it must be realised that it is in human resource management that the most significant advances will be made. As result, the human resource department must be made a central figure in an organisations strategy to establish a knowledge basis for its operations (Mullins, L. 2005). There are fundamental differences in the approach to HR. Storey(1987) discussed these as hard and `soft’ versions of HRM.. The ‘hard version places little emphasis on workers’ concerns and, therefore, within its concept, any judgments of the effectiveness form would be based on business performance criteria only. In contrast, ‘soft HRM, while also having business performance as its primary concern, would be more likely to advocate a parallel concern for workers’ outcomes (Storey cited in Guest, D. 1999). These models of HR theory, will justify why there has been an increase in this management practice. Walton (1985) defined HR as â€Å"mutual goals, mutual influence, mutual respect, mutual rewards, and mutual responsibility† Walton further added that the psychological contract ‘under this guitarist, high commitment model is one of mutuality, but it is a mutuality strictly bounded by the need to operate within an essentially unitary framework (Walton cited in Beardwell, l. et al2004) There is a need for a higher value to be placed on employees. And therefore get the best performance from the employees. According toDelany (2001) â€Å"successful organisations keep people issues at the forefront of their thinking and at the core of their decision making and planning†. Delany adds â€Å"organisations that get the people things right are the organisations likely to be around in the future† (Delany (2001)cited in Mullins, L. 2005:748). The role of human resource explicitly views employees as another resource for managers to exploit. In the past, managements had failed to align their human resource systems with business strategy and therefore failed to exploit or utilise their human resources to the full. The force to take on HRM is therefore, based on the business case of a need to respond to an external threat from increasing competition(Guest, D 1999). This view reflects a longstanding capitalist tradition in which the worker is viewed as a commodity. The consequential exploitation may be paternalist and benevolent; but, equally, it may operate against the interests of workers. Essentially, workers are simply resources to be squeezed and disposed of as business requirements dictate. More importantly, the interests of workers and their well-being are of no significance in themselves. As John Monks (1998) stated â€Å"In the wrong hands HRM becomes both a sharp weapon to prise workers apart from their union and a blunt instrument to bully workers† (Guest, D 1999). 4.5 HRD HR and training literatures highlights the organisational benefits tube gained from adopting a systematic approach to HRD, therefore thronging development of employees skills underpins the wider business objectives (Keep, 1989). This systematic approach to training often includes models that identifying needs, planning, delivery and evaluation. Harrison developed an eight stage model to identify monitor and evaluate training. The evaluation stage is possibly the most problematic part of the training process (Reid and Barrington, 1997). Therefore using that theory HRD should be viewed as a vital function offal organisations, and not just there to satisfy training issues, a proactive role. Caravan et al (2000) discusses the emergence of strategic HRD practices, which are directly linked to the organisation’s strategies, with profit maximising paramount, HRD is atoll that should be employed to obtain and support this (Caravan et al,2000). Strategic HRD is not embraced by all organisations; some view other resources as more valuable. There are many individual interconnected components, that impact on the performance of the organisation. The human resource is in theory the most valuable resource, but does not always receive the respect, and the financial recognition to develop(Walton 1999). Mumford (1997) agreed with this stating that â€Å"other resources within the organisation have a higher value placed on them and they are protected by rules and regulations† (A Mumford 1997:78). The theory of HRD appeals more to academics that the practioners. Garrick (1999) noted that academics rather than practitioners are more eager to pursue the learning perspective. This opinion defines HRD as being solely concerned with employees rather than organisational Strategy (Garrick 1999). Although this view is not shared by all authors. Caravan et al. (2000) defines the learning perspective that defines HRD as â€Å"responsible for fostering the long-term, work related learning capacity at an individual, group and organisational level†(Caravan et al. 2000:66). A research undertaken by Robertson and OMalley Hamersley reinforces this view of HRD. A two-year qualitative study composed from eighteen semi-structured interviews concluded that continuous professional learning was important to professional workers. To conclude from the study, learning does not have to directly correlate with organisational strategy. Therefore HRD can also be defined as a continuous learning programmes and encouragement of self-directed learning (Robertson and O’Malley Hamersley cited in Caravan et al. 2000:71). Continuously during the late 1990s and into the current century there has been a shift in organisational HRD rhetoric. Walton (2004) has discussed this shift in practice as â€Å"from how to support learning to how to manage knowledge, from the learning organisation to knowledge management†. These are new implications for the HRD practitioner in what has loosely been named the new economy (Walton 2004). 4.6 Managers and facilitators Education, training and development for managers, especially in the UK, has traditionally fallen into the â€Å"nice to have† category rather than the â€Å"must have† This view of business is persistent, with the assumption that managers are born and not made (Stern, S 2002). The majority of managers have learnt their skills through on-the-job experience. The conventional assumption, that managers learn best through â€Å"doing† whenever possible (Reader, A. 1998). Focussing on the concept that the human resource is the highly valued, systems should be in place to protect their importance. Development for managers who manage employees is a basic component of management development (Marching ton Wilkinson 1996). Mumford(1997) discussed the reason for failure of some of the processes has been â€Å"clearly been due in some instances to the absence of the required skills† (Mumford 1997:78). The majority of Managers would profit from training, but they are not capable of managing even with the intervention of training. These managers would still find in difficult to transfer the new skills and practices into their work place. The people who should train are not trained themselves (Walton 1999). In the UK the majority of managers have been trained in a skilled occupation, and consequently promoted through the system (Beardwell Holden 1994). Although highly trained in their primary occupation, the challenges of the managerial role are foreign to their skills. Rees commented that â€Å"few people start their careers off in managerial role; they have to acquire skills in organising employees effectively in an ever increasing competitive environment† (Rees cited in Beardwell Holden 1994:373). Good employee developers make a difference to the individual employee and/or their organisational performance. A new employee with a skills gap can be made to feel part of the organisation when he is developed into his role. Employees can be identified who have the potential for more demanding work or promotion but who require support to make this change. This can then set up a cycle of good behaviour that is passed on when the receivers become managers and developers themselves. Anises study found examples of increased skills and knowledge, work experience, self-confidence, improved motivation, job performance and job satisfaction, all thanks to the developers (Sparrow 2004). 4.7 Learning Theories Organisations have an economic need for all employees to be flexible within the workplace. The culture should encourage them to use their own initiative and apply the knowledge to undertake a variety of tasks. Cognitive learning lets the workforce learn strategies, and then transfer the learning to be able to solve problems. Lewis (1958) broke the learning down into three key stages. The first stage is the disposal of the old level (unfreezing), second stage is to implement the new structures and processes (moving) and the final stage involves stabilising the company with its new structure (refreezing). This technique was used so the organisation and the employees would be able to understand and implement improvements to their methods of working. Problems that arise from organisational change, which it is not flexible and cannot adapt swiftly to situations such as economic recession (Lewis (1958) cited in Buchanan, D and Hucczynski, A 1991). Wilson (1999) summarised on three main adult learning theories. Behaviourist theories of learning recognise learning as a response to external stimuli. Maintenance of the new behaviour is enforced by positive and negative reinforcement, a system of punishment and reward. Cognitivist theories of learning emphasise the proactive nature of development. This school of thought perceives human beings as seekers of knowledge in an attempt to understand our own identities and positionality. Humanist theories believe that learning occurs as result of our natural inclination towards it. People learn because in an environment of â€Å"warmth, care and understanding† (Wilson, 1999:197)we cannot help it. In this sense education is learner-centred; the student initiates the development environment and needs assessment. People continue to learn throughout their life, whether this is formally taught or just experienced. The process of lifelong learning requires continuous adaptation. This is gained from increased knowledge and improved skills, which aid the individual to adapt to or change the environment. This allows for new possibilities and outcomes from situations that they face. These changes can raise the individuals self-esteem and confidence. Therefore the learning can generate far reaching changes in both the individual and the environment (Beardwell I et al2004) Reinforcing learning within in an organisations, requires what Hawkins (1994) called a change at the heart† this change is in â€Å"the understanding of learning, a shift from viewing learning as being abrupt facts to learning as a more multi-faceted and dynamic process†. As Hawkins suggests, it is not that we are learning any differently than before but our understanding of how we learn has begun to catch up with what happens in practice (Hawkins, 1994:9). The learning process has been challenged to create a culture that allows continual learning throughout the organisation. As knowledge is what matters, organisations and individuals alike must become continuous learners(Hawkins, 1994). 4.8 Identification of training The UK government has introduced the National Occupational Standards(NOS). These are used as benchmarks of good practice in learning, and to identify the benefits to organisations and individuals that use them. These agreed statements of competence, describe the work outcomes required for an individual to achieve the standard expected of them(Wagner, L. 2004). These benefits can be used as a tool for the Human Resource Management function, to review and identify competencies in the work place. This process can start with recruitment and selection, measuring people’s experiences that will be transferred to the role, identifying any skills gaps in the existing work force (Harrison, R.2002). Employees appraisals is a tool used as to identify development issues within the organisation. Harrison (1993) suggests that they are â€Å"system and process for the provision of both feedback to employees on all aspects of their performance, and the opportunity for discussion to agree actions to assist their future development† (Harrison1993:256). Mullins defined the advantages of regular staff appraisals as â€Å"a formalised and systematic appraisal scheme will enable a regular assessment of individuals’ performance, highlight potential and identify training and development needs† (Mullins 1996:639). The information collected from the appraisals can be used for strategic development of employees. Outcomes can be used as measurement of success from the initial objectives. Harrison (1997) defined three outcomes that should come from appraisals, feedback on performance, work planning and diagnosis of training and development needs. If these outcomes are satisfied in the appraisal, then it will have a motivating effect on employees. IPhone of these outcomes is not satisfied, then the others cannot be satisfied (Harrison 1997). 4.9 Psychological contract Organisations no longer offer â€Å"a job for life† there is no longer guaranteed employment, with a pension as a reward for loyalty and compliance. The psychological contract between employer and employee has shifted. Employees are increasingly mobile, changing employment for promotion, reward and job satisfaction; top employees have more choices to where to work. To retain these key employees the organisations culture needs to allow an environment of personal growth (Harrison2002). With less job security, the best reward an organisation can give an employee is transferable skills (M Marching ton Wilkinson, 1997). Workers have been forced to take more responsibility for their own careers, going where the work is rewarding and where they can develop skills that will guarantee their employability in whatever organisation. This mobility and free agency has created greater competition for skilled workers between organisations. Good workers have more choices than before, and are more liable to use them. Withal the costs involved in recruiting and training new employees, organisations need to retain them. And key to this is the intrinsic rewards (Harrison 2002). Career development is important to the individual employee; Harrison(2002) noted this as an organised planned effort comprised of structured activities or processes that result in a mutual career-plotting effort between employees and the organisation. This Isa central component of the psychological contract that binds the individual to the organisation (Harrison 2002). This further complicates the role of the HRD PR actioner, balancing organisational needs with the individual’s expectations. Some employees will develop their career with one employer, while others require transferable skills. The organisation requires employees with the right skills to ensure and sustain competitive advantage (Gilley and England, 1989:48). 4.10 The Facts in the UK When organisations do not employ the resources to evaluate the benefit gained from training, the needs analysis is not completed. Therefore any benefit gained is not known to the organisation. A studying 1989 revealed that only 3 per cent of UK organisations reviewed any cost-benefit analysis of their training intervention (Deloitte et al(1989) cited in Santos and Stuart 2003). This approach within the UK has barely changed in fifty years. Evaluation of training intervention does not receive the consideration that accepted opinion demands; it is not an important factor in determining the allocation of resources to training. The important factor within an organisation is the focus of HR on the training and development needs, so they are focused on the learning needs of theorganisation.UK organisations fail when assessing the effect of training, to both the individual and the organisation (Sloman 2004). A survey from the CIPD of 1,180 HR professionals agreed that the role of the HR department requires change to move forward. Mike Emmett, head of employee relations at the CIPD agreed with the survey stating â€Å"Theory community has internalised the message that it needs to spend less time on administration and operational issues and more time on business strategy and adding valueâ€Å" The role that HR has adopted in the Appears to follow on from the role of the personnel department. For Hardtop be successful the HR department should hold a strategic position within the organisation (Mike Emmett cited in Zneimer and Merriden 2004:38). The trend in the UK o

The Fallibility of Man Exposed in The Bible Essays -- Religion Biblica

The Fallibility of Man Exposed in The Bible The story of the Golden Calf illustrates the inherent fallibility of man. It starts out when the people ask Aaron to â€Å"make us gods, which shall go before us.† Despite the fact that God had spoken to them just days earlier commanding them not to make themselves any graven images, Aaron doesn’t argue too strongly against this, immediately asking them to turn over any gold jewelry they have so that he may make them a figure of worship. This choice of material symbolizes man’s covetous nature, perhaps also implying that Aaron feared to go against God’s wishes directly, and so he chose gold in the hope that the people would be loathe to part with it. However, they readily hand over their wealth, which Aaron makes into a statue of a golden calf. In this too, Aaron compromises; while the people asked him to make them â€Å"gods,† he chooses to make a single figure, and states that it is the God that brought them out of Egypt. This concession is intended to sooth God’s wrath when he sees what the Israelites have done. The people seem to be remarkably unconcerned with Moses’ whereabouts at this point considering the fact that he just brought them out of Egypt and is leading them to the Promised Land. In this story they seem to treat him with a great deal of suspicion, stating that they â€Å"wot not what is become of him,† which implies that he’s abandoned them, and that they’re ready to move along without his guidance. This seems ironic, given that he is all that saves them from God’s wrath for this very incident. Upon seeing this idolatry, the Lord becomes enraged, and tells Moses to leave so that he may d... ...ll every man who played a part in the creation of this false icon, even friends or kin. This done, Moses returns to face God in hopes of prevailing upon him to forgive his people. In the conclusion of the story, Moses confesses to the Lord, stating that â€Å"this people have sinned a great sin, and have made them gods of gold,† reiterating the prior thought that men were worshipping material values over God himself. Moses asks that God destroy him with the rest of his people if he will not grant them forgiveness, implying that the thought of god’s displeasure so disturbed him that he would rather die in hopes of averting this disaster. While God denies him this, he grants that those guilty of the sin shall only be plagued with misfortune, rather than destruction, as he planned earlier. Thus the people are given mercy, but not forgiveness.

The Reluctant Fundamentalist Impressions

After reading for a few pages, it seemed almost as if the main character of the book, Changez, implicates the reader (us) as the person who he is talking to, and I thought that was a unique aspect of this book, unlike many other books. The American man that Changez is actually speaking to, I thought it was very strange how he was wearing a full suit, especially in a place like Lahore where the weather is extremely humid and hot. Throughout the reading, I found it even stranger how the American is so jumpy and cautious, sticking his hand into his coat pocket as if he is going to pull out a gun, when approached by the waiter and server of the place him and Changez are at. Though the American man is very suspicious when reaching his hand into his pocket, I believe Changez is playing dumb by saying things like â€Å"there is no need to pay the waiter before the meal,† and I think that Changez can read the American like a book. It is very obvious that the American has some sort of gun under his coat, and I know that Changez realizes that as well. When Changez began recounting his experiences with his interview with Underwood Samson, I thought right away that Changez would not get the job as he lost his temper when the interviewer Jim started probing into his economic status and life back in Pakistan. Instead, I was surprised when Jim was actually impressed with Changez’s temper, and revealed that he also was a Princeton alumnus and the first person in his family to attend college as well. Nearing the end of the interview, I was surprised once again how Changez could predict the value and profits right on the spot of the imaginary company that Jim told him to value. After reading about Erica, I would have found it extremely awkward if I were Changez, learning that Erica’s first true love was now deceased. For some reason, I am not surprised after reading that Changez had ranked first in his Class. I was impressed that Jim’s house reminded Changez of The Great Gatsby, because in my opinion, from what I pictured after reading The Great Gatsby, the house must had been amazing. Pages 51-100) I understand that Changez is attracted to Erica and would most likely not mind â€Å"getting with her,† but I still find it awkward when reading (I know for a fact that I would feel awkward if I was attracted to a woman that loved a man who had recently died of lung cancer). If I was Changez, I would have felt very out of place when Erica explained that the detaile d sketch of the island within an island picture, was a picture her late boyfriend, Chris, had drawn. I found it amusing when Changez went against Muslim traditions and accepted wine from Erica’s father at dinner, and when the American asserts that drinking is a sin according to Islam, I found it funny when Changez replied with â€Å"so, for that matter, is coveting thy neighbor’s wife. † I was impressed when Changez held his own after Erica’s father â€Å"bashed† Pakistan about it’s crumbling economy, tyrannical government, how the elites had â€Å"raped that place well and good,† and about it’s religious fundamentalists. I would have snapped if someone disrespected my country like that. At this point, I look forward to what Changez says when the American reaches his hand into his coat. If I was the American, I would have noticed by now that Changez is not dumb enough not to realize that there is a gun under the coat, but I suppose he is also playing along as well. When Changez reminisces about â€Å"flying foxes,† I couldn’t picture myself in a pleasant state at all. I’ve seen what flying foxes look like, and they are extremely large for a â€Å"bat. † They average at about 3-4 feet tall, and have heads that resemble foxes. If I were to see a flying fox in person, I would immediately faint†¦ or run for my life. I found it very strange after I read how Changez smiled at the site of the World Trade Center towers collapsing. I understood why the American got angry of course, but when found it someone peculiar that Changez was happy and took pleasure in seeing the American military bombing Iraq. I felt a bit sad for Changez when he had to be stripped searched at the airport, and how the other passengers on the plane were unsettled at the sight of him sitting on the plane with them. After reading how Changez and Erica probably had the most awkward experience in bed ever in history, I found it even weird how Changez asked Erica to tell him what it was like to make love to Chris†¦ even if it did seem to put her at ease. I would have felt extremely uncomfortable, especially since Erica cried as well. At this point, I began to realize that Changez is in some sort of denial. His newfound lifestyle, â€Å"love,† and work all seem too good to be true in my opinion (except the â€Å"love of course, being Erica). After reading how Changez was panicked at the images of his neighbor country being invaded and attacked, and how he drank himself to sleep, I knew he beginning to â€Å"crack. † (Pages 101-150) When Changez told Erica to pretend that he was Chris, I felt that was probably the strangest, and most awkward thing I have ever read. How Changez felt it to be violent, as if Erica’s vagina was a wound and he kept imagining he smelled blood, all of it was very gross, and I agree with the American that it also disgusted me. After reading this, I lost respect for Changez now. Although he is extremely smart, successful, attends Princeton, etc. , I would feel extremely ashamed and disgraced if I was him. I don’t understand how Changez did not realize that Erica needs space. After Erica’s mother told him â€Å"She doesn’t need a boyfriend. She needs a friend† I thought maybe finally Changez would get the message and leave Erica alone. After reading how Changez was verbally harassed in the parking lot by a man, I somewhat felt his anger/pain. When the man in the parking lot said â€Å"Fucking Arab,† which ironically he is not, I understood what he was going through because I have been through similar experiences in my life. Instead of being called Vietnamese, which is what I am, because I am Asian, I have been called â€Å"Chinese,† â€Å"chink,† etc. , so I know what Changez went though. Though it does not effect my any longer, I understand Changez’s emotions because it is most likely the first time he has experienced ethnic prejudice. When the food arrives and the American asks about the utensils, it made me smile when Changez replied with â€Å"allow me to suggest that the time has now come for us to dirty our hands. We have, after all, spent some hours in each other’s company already; surely you can no longer feel the need to hold back. There is great satisfaction to be in touching one’s prey† I liked the last sentence for some reason. I understand that Changez continued to grow his beard to be different from the other Americans he works with, but that only made him more susceptible to prejudice. Personally if I was him, I would have shaved it off, especially due to the fact that it could impact my job. When Changez goes to visit Erica at the hospital and is greeted by the nurse, I would have felt very unsettled after hearing the nurse tell him that he was what made things harder for Erica by being â€Å"the most real† thing she knew, disturbing her own world of her imagination which she felt was more vibrant and tolerable than the real world. Now, I know for a fact that Changez knows that something will happen soon with the American when he encourages him to â€Å"sugar his tongue before undertaking†¦ the bloodiest of tasks. Also when Changez notices that the American has a bulge in his shirt where an armpit holster would be and assumes that the bulge is a travel wallet, it is obvious that Changez knows what the American is really there for. I know that Changez has a successful job, is making a good salary, but when Juan-Bautista asks him â€Å"Does it trouble you†¦ to make your living by disrupting the lives of others? † It would have made me feel bad about myself. By this point I know that Underwood Samson is not only a company that values other businesses, but also takes then over, causing many to lose their jobs. Personally, I would not feel comfortable working for a company that destroys other’s lives. (Pages 151-End) I was not surprised when Changez left Underwood and Samson, despite his loyalty to Jim, the need for money, and his visa’s dependence on his job. I found it sad that out of all of Changez’s colleagues, only Wainwright said goodbye. I felt a bit sad after reading that Erica had committed suicide. Instead of living through all of her depression, sadness, distraught, I suppose taking her life to â€Å"end it all† was her only solution. I was in someway glad that Changez finally came to terms with the fact that, whatever happened to Erica, â€Å"she had chosen not to be part of his story. † I felt bad for Changez; his only love was not in love with him, and now had committed suicide. Up to this point, I have finally realized that the old Changez, excited about and loving America, is no more. Instead, I feel that Changez is now angry at America, and by teaching/convincing students to disassociate from America and to take part in the movement towards Pakistani international independence, is his way of combating America. As the American and Changez walked faster and faster towards the hotel, I knew that something was about to happen. I thought at first that the other people on the street were going to start firing guns at any moment, but I was wrong. â€Å"It seems an obvious thing to say, but you should not imagine that we Pakistanis are all potential terrorists, just as we should not imagine that you Americans are all undercover assassins. After finishing the book, I believe that that quote somehow relates to the American, because I see the American as an agent sent to murder Changez. Though the end of the story does not say if anyone was killed, I believe that Changez was indeed murdered, and he knew that whole time as he was talking to the American, that he was going to be murdered that night. What I don’t understand is why the American would sit hours upon hours with Changez, listening to his stories and becoming acquainted with him, only to delay himself in his task to murder him.

Goals After Graduation †Essay Essay

When I found out I was going to be a mother for the first time I had feelings wash over me that I never knew you could feel all at once. Some feelings I suddenly felt I didn’t even know existed until that very moment. Sitting there thinking about having a life inside me to care for and love, yet at the same time thinking I am to young, not ready, under educated, and just plain scared to death. All I knew is I wanted nothing more than to have a child that I have waited for, for so long. While I was expecting I had such dreams of what that blessed event would be like, could be like. I was very guilty of setting my expectations too high for something I knew absolutely nothing about. Being a first time mother who had read every conceivable magazine, book, and internet web site on the subject of giving birth I considered myself to be an expert. It was about the same time as the first labor pains started that I forgot everything I had ever read in my entire life; not just everything I had ever read about giving birth. During the lulls between the hours of labor pains I would still imagine what my child would be like. At that very moment when I went into labor (August 4, 1995) with my daughter Kaitylyn, all that seemed unimportant. The only thing that matter was seeing my daughter and holding her for the very first time! I first saw her face while I was delivering her and I remember her little lip quivering right before she cried her first cry. At that very moment I felt a peace with her and I wash over me and all I wanted was to take my daughter and hold her forever. When they took and placed my daughter in my arms I could not speak nor could I do anything, but look into that little face and be amazed at the miracle lying in my arms. Then the feelings started washing over me all at once fast and fleetingly. First came love which never went away and I know never will! After came fear which, was quickly replaced by determination. Determination that I would make the best life for her that I could. Then came joy! Joy that my little girl had all ten toes and fingers and was doing great. Then came overwhelming feelings that even now I can’t find the one term to categorize them in. Feelings of pure wonderment, pride, and motherly love are the only way I can ever explain. Looking into those little brown eyes knowing we  would be just fine that life had just begun, for not just her, but also for me. I was a mother and her life depended on mine. I was unafraid. I knew deep in my heart this child was a fresh start in life and that I was strong enough, determined enough to make sure we could take on life. Now sixteen years later I know that becoming a mother for the first time can be the hardest thing in the world. Now at thirty eight years old I have three children and it is clear to me that not all the feelings of becoming a mother for the first time go away after the first time! I still have feelings that I had then like fear, hope, and yes the second guessing my choices. However, seeing the young adult my daughter has become lets me know WE WOULD BE FINE!

Free Essays on Tourism Targets The Baby Boomers

Tourism Targets the Baby-Boomers Your 40+ and you’re days as a backpacking hitchhiker are behind you. However, you’re still young enough to cringe at the idea of a bus tour. All you want is a comfortable, memorable, adult experience with a tad of adventure. This is what the baby-boomer generation is looking for in a travel experience. Eco-tourism has begun to target the baby-boomer generation. â€Å"In general, people are looking for a more stimulating experience,† said Susan Delgado, manager of the federation’s expeditions travel program. â€Å"They want to go away on vacation and learn something. They want to say it made a difference in them.† Lately there has been a significant upturn in Eco- and soft-adventure tours, especially those that are targeted toward the baby-boomers. The baby-boomers that came of age in the 60’s started their travels early in life; the rode trains around Europe and lived out of their backpacks. Now, 30 years later they are still seeking the same type of adventure. Because the baby-boomers do not have time to take a month off of work for vacation, the travel programs are designed to be short but have a lasting residual value. Eco-tourism introduces people back to nature, and lets them experience wildlife. Many travel programs are targeting the baby-boomer generation because many people of that generation have started to travel more. There are no longer children in the home to bring along. Therefore, a more relaxing, valuable experience is wanted. There is no need to have activities to entertain children. The vacations are targeted toward adult activities. Baby-Boomers are looking for more practical vacations, which is why they are a good target market.... Free Essays on Tourism Targets The Baby Boomers Free Essays on Tourism Targets The Baby Boomers Tourism Targets the Baby-Boomers Your 40+ and you’re days as a backpacking hitchhiker are behind you. However, you’re still young enough to cringe at the idea of a bus tour. All you want is a comfortable, memorable, adult experience with a tad of adventure. This is what the baby-boomer generation is looking for in a travel experience. Eco-tourism has begun to target the baby-boomer generation. â€Å"In general, people are looking for a more stimulating experience,† said Susan Delgado, manager of the federation’s expeditions travel program. â€Å"They want to go away on vacation and learn something. They want to say it made a difference in them.† Lately there has been a significant upturn in Eco- and soft-adventure tours, especially those that are targeted toward the baby-boomers. The baby-boomers that came of age in the 60’s started their travels early in life; the rode trains around Europe and lived out of their backpacks. Now, 30 years later they are still seeking the same type of adventure. Because the baby-boomers do not have time to take a month off of work for vacation, the travel programs are designed to be short but have a lasting residual value. Eco-tourism introduces people back to nature, and lets them experience wildlife. Many travel programs are targeting the baby-boomer generation because many people of that generation have started to travel more. There are no longer children in the home to bring along. Therefore, a more relaxing, valuable experience is wanted. There is no need to have activities to entertain children. The vacations are targeted toward adult activities. Baby-Boomers are looking for more practical vacations, which is why they are a good target market....

Loneliness in John Steinbeck s Novel “of Mice and Men “ Essays

Loneliness in John Steinbeck s Novel â€Å"of Mice and Men â€Å" Essays Loneliness in John Steinbeck s Novel â€Å"of Mice and Men â€Å" Paper Loneliness in John Steinbeck s Novel â€Å"of Mice and Men â€Å" Paper Essay Topic: Of Mice and Men Of Mice and Men is a powerful and moving novel by John Steinbeck, telling of two men following their dream of independence in the midst of the Depression. The story begins in the foothills of Salinas, California, in the middle of the Great Depression. Throughout this entire novel, there are many examples of loneliness. Steinbeck stresses the theme of loneliness through the characters working on the ranch, particularly Crooks, Candy, and Curleys wife. George and Lennie are two ranch hands that travel together, with George watching over the mentally inferior Lennie. When they start work at a new ranch, several different characters are introduced. One affliction that seems to face several characters is loneliness, created by factors such as the character’s lifestyles and by social standards of the time period. The book begins with a calm and peaceful setting of nature. ‘A few miles south of Soledad, the Salinas River drops close to the hill-side and runs deeps and green. The water is warm too, for it has slipped twinkling over the sands in the sunlight before reaching the narrow pool. This shows the peaceful world of nature, it is very calm and tranquil. The pool shows signs of innocence, as it are only a branch of the Salinas River. The river is a sign of the secrets and the future in nature and the novel. The deep green makes it unable to see the riverbed; this shows signs of a faint and perhaps a dangerous view of the future. Despite the movement and the motion of the river, there are still signs of loneliness; there is only the c yclical of nature. The language Steinbeck uses to describe the setting is sophisticated and formal. Steinbeck’s theme that loneliness is unhealthy and dangerous to a person’s well being is emphasized throughout the novel. This underlying theme is first introduced in the novel when George talks to Lennie about the advantage they have over other travelling workers of the time. Steinbeck presents the theme of loneliness through the characters. The language he uses to describe the landscape and characters show signs of loneliness. The character’s past reflect their loneliness and the death of both Candy’s dog and Lennie create the major theme of loneliness. Nature and animals play a large role in the story, the main comparison of man and nature is when Lennie is described as a bear. George described how other ranch hands like themselves who travelled alone had nothing to look forward to, and no one to look after them. He told Lennie how other workers would just work up a stake and blow it at a bar because they had no where else to go, no one else to look after them. George and Lennie share a bond so strong that when one is destroyed, the other inevitably is as well. Steinbeck often stresses how ranchers are loners, and George and Lennie are the only ones who travel in pairs. They seem to be two halves of the same person, and they know how special together they truly are. Guys like us, that work on ranches, are the loneliest guys in the world They got no family. They dont belong no place They aint got nothing to look ahead to With us, it aint like that. We got a future. We got somebody to talk to that gives a damn about us . George appreciates Lennie’s friendship because he knows that being alone can lead to a more negative view on life. Towards the end of section one, before George and Lennie reach the ranch, they camp for the night in a beautiful clearing and George assures Lennie of their special relationship. In this passage, George explains their friendship, which forms the heart of the novel. One of the first friends they make on arrival at the new ranch is a man named Candy. Candy is another character who deals with loneliness. He is the oldest man on the ranch and is disabled. The only work he can do is cleaning out the bunkhouse and other odd jobs. His only companion is his old dog who stays by his side. His only company, his faithful, old, blind, toothless dog, is stripped away from him and killed. Now left with nothing Candy fears that he will be treated the same way in the future and begs Lennie and George to let him work on their future ranch. Candy says, I wont have no place to go, an I cant get no more jobs. Candy says this because he knows after he gets canned he wont have anything to live for, he will just live out in the country all by himself. After Carlson shot Candy’s dog, reality hit because he can’t work because of his missing hand and he lost his only friend he had for years. When candy was ease dropping on George and Lennie’s conversation about their future plans when they get enough money, he was eager to join and help out because he had nothing left at the ranch for example â€Å"I’d make a will an’ leave my share to you guys incase I kick off, cause I ain’t got no relatives nor nothing† (59). This quote relates to loneliness because once Candy dies, he doesn’t have no family or friends to leave his belongings to and there’s nothing else on the ranch Candy can do so he might as well leave with George and Lennie. Crooks is an African American who experiences loneliness and isolation in the ranch. First of all, Crooks fascination to George and Lennies friendship demonstrates his loneliness and solitude. As Crooks says hesitatingly, If you guys would want a hand to work for nothing- just his keep, why Id come an lend a hand. I aint so crippled I cant work like a son-of-a-bitch if I want to. (76). Crooks shows that he can do everything to be with others. Crooks aspires to find a friendship by joining the dream of George and Lennie, to live off the fatta the lan' (14) with them. This is Crooks desperate attempt to make friends and be with others in order to overcome the loneliness and isolation he faces in the ranch. Moreover, the the jealousy and curiosity of George and Lennies friendship lead to Crooks desire to make friends with Lennie. Crooks expresses his loneliness and anguish to Lennie, A guy goes nuts if he aint got nobody. Dont make no difference who the guy is, longs hes with you. I tell ya a guy gets too lonely and he gets sick. (72). Curley’s wife is one of the loneliest characters in the novel; she has no identity, she is seen as an object, a possession of Curley’s She wants attention and by gaining that attention, she act the way people think. Curley’s wife tries to talk to somebody besides her own husband, whom she can never find, but everybody in the ranch refuses, due to her husband’s reactions and anger problems when somebody tries to talk to her. She likes to dress up and wear a lot of make up, to attract the men. The men on the other hand do not flirt with her, as they are afraid of what Curly might do. For example Curley’s wife was trying to talk to Lennie when he was alone in the barn but Lennie refuses because George warns him about her. â€Å"I get lonely, you can talk to people but I can’t talk to nobody but curly† (87). This quotation relates to loneliness because no one, not even Lennie, will have a conversation with Curley’s wife and that’s all she pleads for. Like Curley’s wife, Crooks also has no name, it is just a nickname the other ranch-hands use because he is crippled. He is intelligent and very well organised; he has his own room where he keeps his books and possessions. For him, his room is a haven or an oasis. ‘For, being alone, Crooks could leave his things about†¦this room was swept and fairly neat, for Crooks was a proud, aloof man. ’ This shows signs of isolation, as there is no one to comment on the tidiness of his room. He feels isolated and bitter. He is the victim of oppressive violence and prejudice on the ranch. When he first meets Lennie, there is an immediate rejection of friendship mainly due to the anguish of his loneliness. ‘Well, I got a right to have a light. You go on get outa my room. I ain’t wanted in the bunkhouse, and you ain’t wanted in my room. ’ He does not know that Lennie is unlike the other men, he has been criticised and made fun off, so he does not appreciate the company of others until he gets to know them and their attitude towards him. He tells Lennie of his hopes of having some one to talk to. ‘I tell ya a guy gets too lonely, an’ he gets sick. ’ He admits to feeling isolated, he wishes for a friend to talk to. For a moment, Lennie seems to be a new friend, Lennie sees Crooks as an individual, a person in his own right. Crooks respects him for this and is excited about his new companionship. Again the reader only finds this out when Crooks tells Lennie about his feelings. Crooks admits to not having a dream as he is afraid of disappointment, he does however get caught up in working with George and Lennie in the dream farm. His hopes are shattered by George’s dismissive attitude. ‘I didn’ mean it. Jus foolin’. I wouldn’t want to go no place like that. ’ The lonely characters feel they can confide in Lennie, as they know he will not tell anyone. Crooks is treated as an outcast due to the perspective of race and black people of the time. Black people were seen as outcasts that had no right to mix with the whites. Curley is a small ex-boxer. He is one of the most violent characters on the ranch. He hopes that by being violent and aggressive towards the weaker characters, he will gain authority. He however avoids those he considers to be strong and with authority, such as Slim. He sees everyone with a lower status and sees people as a ladder. Through this novel, Steinbeck illustrates the loneliness results from racial discrimination and prejudice in ranch life during that time period. He demonstrates that the extreme loneliness would eventually lead to peoples desperate attempts at making friends. Loneliness, is humans major enemy that caused by discrimination and prejudice among humans. Only friendship can prevent humans from suffering from loneliness.