Essay - 751 Words

France has always been in a constant struggle to become the hegemonic power of Europe, attempting to keep its own identity, culture, and preserve its way of life while expanding to different territories, this alone has led to countless wars and skirmishes resulting in devastation over Europe including the 30 year war, 100 year war, and the Napoleonic era. After the tragedy known as World War II, an attempt to integrate France along with other European states to form a supranational government resulted in the formation of the European union. Along the way France has battled with proponents and opponents going back and forth over issues of sovereignty and unity. The goal of this paper is to analyze how compliant France has been with†¦show more content†¦France has maintained its status as key power in Western Europe because of its size, location, strong economy, membership in European organizations, strong military posture and energetic diplomacy. France generally has worked t o strengthen the global economic and political influence of the EU and its role in common European defense and collective security. France supports the development of a European Security and Defence Identity (ESDI) as the foundation of efforts to enhance security in the European Union. France cooperates closely with Germany and Spain in this endeavor. France follows in the EU’s footsteps dispensing humanitarian aid to African, Asian, and Latin American countries. However one factor that is pushing people more towards a conservative ideology is the continuous terror attacks on happening across Europe especially those happening in France. France has followed the EU’s generally liberal immigration policy, allowing massive volumes of high skilled immigrants to live in EU member nations while also allowing many war torn refugees to seek asylum here. France has take over 250,000 permanent immigrants and roughly 70,000 asylum seekers in 2015. This has fueled the paranoia and fear that many French citizens have, as over 30Show MoreRelatedWhat Is an Essay?1440 Words   |  6 PagesBuscemi Essay #3 Rough Draft An essay is a creative written piece in which the author uses different styles such as diction, tone, pathos, ethos or logos to communicate a message to the reader using either a personal experience, filled with morals and parables, or a informative text filled with educational terms. Educational terms could mean the usage of complicated and elevated words or simply information you would get in schools. Some authors, such as Cynthia Ozick, claim that an essay has noRead Morenarrative essay1321 Words   |  6 PagesNarrative Essay A Brief Guide to Writing Narrative Essays Narrative writing tells a story. In essays the narrative writing could also be considered reflection or an exploration of the author s values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present. When you re writing a narrative essay, loosen up. After all, you re basically just telling a story to someone, something you probably do every day in casual conversationRead MoreApplication Essay : A Process Essay770 Words   |  4 Pagesassign an essay. The entire class lets out a groan that could be heard from miles away, however this doesn’t phase your professor. The essay is assigned: a process essay. Now what? What is a process essay? How do you go about writing one? How do you get the A you so desperately need? This paper will discuss everything one needs to know in order to write the perfect process essay such as the definition of a process essay, how to construct it, and how to use proper transitions to make the essay flow. Read MoreEssay763 Words   |  4 PagesCan’t be Built on Soccer Fever† and â€Å"Na Na Na Na, Hey Hey, Goodbye† In Jonathan Zimmerman’s essay â€Å"African National Identities Can’t Be Built on Soccer Fever† he describes how soccer brings the people of Africa together. He talks about the unity of Africans and how much soccer is a part of their lives. He also describes the underlying reason of why soccer is so heavily pushed. The perspective in the essay â€Å"Na Na Na Na, Hey Hey, Goodbye† Tim Bowling discusses his passion for hockey and his hate forRead MoreThe Colonel Essay1320 Words   |  6 PagesIn the essay, The Colonel, Michael Hogan illustrates the importance of the influential sport of tennis. Hogan writes about how tennis changed his life from an early age. When he was younger he saw tennis as a rich mans sport in which he had no interest. One of his much-respected neighbors, the colonel, approached Hogan’s father with the idea that his son might like to learn how to play tennis. After pondering the thought with his father, Hogan decided to take t he offer. The Colonel became his mentorRead MorePersuasive Essays : Persuasive Essay897 Words   |  4 Pagesbegan this class, I loved to write persuasive essays. I loved to write about my own opinions and I was quite good at convincing people to agree with my stand points. To convince others to agree on my point of view was an extraordinary feeling. I am very good at getting my point across and giving my reasons on why I feel the way I do about a certain situation. I loved writing persuasive essays because I love to read them as well. I love how persuasive essays have a call-to-action; giving the readers aRead MoreEnglish Composition One: To Be an Essay or Not to Be an Essay That Is the Question910 Words   |  4 Pages In the past, the mention to have to write a paper for an assignment caused me to break out in a sweat or my mouth instantly dries, well it does not have that kind of effect on me anymore. The key to successfully completing the essay on time is getting to researc h the topic at hand as soon as possible or before the process of writing begins. The next step for me would be to find the argument and take a side. Moreover, picking a thesis statement through brainstorming the information I gathered forRead More Flight Essay834 Words   |  4 Pages Essay on quot;Flightquot; amp;#9;It is always hard to get separated from someone you love and with whom you have shared every moment of his life until he decides to walk on a different path than yours. You dont know how to react and confusion dominates your mind. Should you be angry at him for leaving you, or should you support and respect his decision ? In her essay quot;Flight,quot; Doris Lessing illustrates the story of an old man who is learning to let go his granddaughter as she growsRead MoreEssay and Academic Life1117 Words   |  5 Pageslanguage learner? Discuss two or three problems with specific examples and details. Ex. 9 Analyzing students’ essays. Use the assignment and the Student Essays to answer the following questions. Assignment: Computers have become an important part of educational process. Write convincing illustration to this statement. Use specific and convincing examples and details. Student Essay 1 Computer as a multipurpose universal instrument of education. In our days computers have become an importantRead More Community Essay843 Words   |  4 Pagesan important effect on the shaping of a person’s character is key in both Pythia Peay’s essay, â€Å"Soul Searching† and Winona LaDuke’s interview transcribed in essay form entitled, â€Å"Reclaiming Culture and the Land: Motherhood and the Politics of Sustaining Community†. The two authors present ideas, similar and different, of what it means to live in and be a part of community. Through examining these two essays, summarizing and synthesizing, we can gain a better understanding of what community is and Essay - 751 Words Once upon a time there was a husband and his wife living happily ever after in their small community with their daughter. It seemed everything was perfect inside the 4 walls of their humble home. The little girl would play with her toys while her parents talked and laughed. Everything was perfect. Then the election was coming up with candidates and debates. Soon the candidate became the president and soon the community became unwelcoming. The president seemed to have made it seem that what he was saying was okay or should be the normal. The community stopped speaking openly afraid of the judgement of others. The wife on the other hand wanted to keep the girl from what was happening around her and told her stories instead of princesses and†¦show more content†¦She began spreading word about positivity and helped build the kingdom she had dreamed of. It was full of peace and positivity where people were not judged over what they cannot control. The wife went outside her community and held rallies for womens rights once again speaking of how they deserved a safe place to walk where they don’t need to be trapped behind a wall of fear. She spoke of how she didnt want her daughter thinking she did not have a say in the community she is forced to live in. The riots still continued despite the message she was trying to portray in her speeches. She decided that she should continue shielding her daughter until it stops. She spoke to her friends and neighbors for advice. â€Å"Homeschool the girl.† â€Å"keep an eye on her.† Later she withdrew her daughter and homeschooled her. â€Å"Don’t let her out it isn’t safe,† they said. The wife wanted to shield her so much she begged her husband for protection. In response he built her a white picket fence that no one could climb over. She planted roses alongside the fence like in the story so no one could climb over or walk around. She tended them and watered them so theyd grow tall. She made sure the house was secure so that no one could come in without them knowing. Her daughter didn’t know about what was happening outside the fences. The wife and husband no longer spoke about it around her. The house became strict and cold. One day in the coldShow MoreRelatedWhat Is an Essay?1440 Words   |  6 PagesBuscemi Essay #3 Rough Draft An essay is a creative written piece in which the author uses different styles such as diction, tone, pathos, ethos or logos to communicate a message to the reader using either a personal experience, filled with morals and parables, or a informative text filled with educational terms. Educational terms could mean the usage of complicated and elevated words or simply information you would get in schools. Some authors, such as Cynthia Ozick, claim that an essay has noRead Morenarrative essay1321 Words   |  6 PagesNarrative Essay A Brief Guide to Writing Narrative Essays Narrative writing tells a story. In essays the narrative writing could also be considered reflection or an exploration of the author s values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present. When you re writing a narrative essay, loosen up. After all, you re basically just telling a story to someone, something you probably do every day in casual conversationRead MoreApplication Essay : A Process Essay770 Words   |  4 Pagesassign an essay. The entire class lets out a groan that could be heard from miles away, however this doesn’t phase your professor. The essay is assigned: a process essay. Now what? What is a process essay? How do you go about writing one? How do you get the A you so desperately need? This paper will discuss everything one needs to know in order to write the perfect process essay such as the definition of a process essay, how to construct it, and how to use proper transitions to make the essay flow. Read MoreEssay763 Words   |  4 PagesCan’t be Built on Soccer Fever† and â€Å"Na Na Na Na, Hey Hey, Goodbye† In Jonathan Zimmerman’s essay â€Å"African National Identities Can’t Be Built on Soccer Fever† he describes how soccer brings the people of Africa together. He talks about the unity of Africans and how much soccer is a part of their lives. He also describes the underlying reason of why soccer is so heavily pushed. The perspective in the essay â€Å"Na Na Na Na, Hey Hey, Goodbye† Tim Bowling discusses his passion for hockey and his hate forRead MoreThe Colonel Essay1320 Words   |  6 PagesIn the essay, The Colonel, Michael Hogan illustrates the importance of the influential sport of tennis. Hogan writes about how tennis changed his life from an early age. When he was younger he saw tennis as a rich mans sport in which he had no interest. One of his much-respected neighbors, the colonel, approached Hogan’s father with the idea that his son might like to learn how to play tennis. After pondering the thought with his father, Hogan decided to take t he offer. The Colonel became his mentorRead MorePersuasive Essays : Persuasive Essay897 Words   |  4 Pagesbegan this class, I loved to write persuasive essays. I loved to write about my own opinions and I was quite good at convincing people to agree with my stand points. To convince others to agree on my point of view was an extraordinary feeling. I am very good at getting my point across and giving my reasons on why I feel the way I do about a certain situation. I loved writing persuasive essays because I love to read them as well. I love how persuasive essays have a call-to-action; giving the readers aRead MoreEnglish Composition One: To Be an Essay or Not to Be an Essay That Is the Question910 Words   |  4 Pages In the past, the mention to have to write a paper for an assignment caused me to break out in a sweat or my mouth instantly dries, well it does not have that kind of effect on me anymore. The key to successfully completing the essay on time is getting to researc h the topic at hand as soon as possible or before the process of writing begins. The next step for me would be to find the argument and take a side. Moreover, picking a thesis statement through brainstorming the information I gathered forRead More Flight Essay834 Words   |  4 Pages Essay on quot;Flightquot; amp;#9;It is always hard to get separated from someone you love and with whom you have shared every moment of his life until he decides to walk on a different path than yours. You dont know how to react and confusion dominates your mind. Should you be angry at him for leaving you, or should you support and respect his decision ? In her essay quot;Flight,quot; Doris Lessing illustrates the story of an old man who is learning to let go his granddaughter as she growsRead MoreEssay and Academic Life1117 Words   |  5 Pageslanguage learner? Discuss two or three problems with specific examples and details. Ex. 9 Analyzing students’ essays. Use the assignment and the Student Essays to answer the following questions. Assignment: Computers have become an important part of educational process. Write convincing illustration to this statement. Use specific and convincing examples and details. Student Essay 1 Computer as a multipurpose universal instrument of education. In our days computers have become an importantRead More Community Essay843 Words   |  4 Pagesan important effect on the shaping of a person’s character is key in both Pythia Peay’s essay, â€Å"Soul Searching† and Winona LaDuke’s interview transcribed in essay form entitled, â€Å"Reclaiming Culture and the Land: Motherhood and the Politics of Sustaining Community†. The two authors present ideas, similar and different, of what it means to live in and be a part of community. Through examining these two essays, summarizing and synthesizing, we can gain a better understanding of what community is and

Compare and Contrast Any Two Public Figure - 1717 Words

Abraham Lincoln was the 16th president as Martin Luther King Jr was not any president. The races are also different. Mr Luther King Jr was black himself so he was the one being affected in his time. Abraham Lincoln just noticed how horrible it must feel to be used as a slave. Martin Luther King, Jr., was a civil rights leader, an author, a minister, and an orator. Born in Atlanta, Georgia, to a middle-class family, King spent most of his career advocating for civil rights and protesting American social injustices. King entered Morehouse College at the age of 15 and graduated with a BA degree in sociology in 1948. Ordained as a minister, King graduated from Crozer Theological Seminary in Pennsylvania in 1951 with a BD degree. In 1955 he†¦show more content†¦In 1964, he was awarded the Nobel Peace Prize. In 1965, he led a campaign to register blacks to vote. The same year the US Congress passed the Voting Rights Act outlawing the discriminatory practices that had barred blacks from voting in the south. As the civil rights movement became increasingly radicalised, King found that his message of peaceful protest was not shared by many in the younger generation. King began to protest against the Vietnam war and poverty levels in the US. He was assassinated on 4 April 1968 during a visit to Memphis, Tennessee. Abraham Lincoln and Martin Luther King both influenced history at different time for very similar beliefs. They bought fought for civil rights of African Americans who did not always have the rights they have now. They were once slaves and owned by white people .As slaves they were required to do what they were told. A slave had no rights and was treated like a nobody. They were often beaten physically and mentally. Lincoln fought for the freedom of slaves and even went to war for this belief. Once the African Americans were now free from slavery they were not always treated as equals. They were once treated as outcasts and did not begin with white people. Times have changed due to the efforts of Lincoln and king. Lincoln fought for their freedom of slaves. while king fought for civil rights. They were also booth known for being great speakers. They booth have famous speeches that are still referenced today.Show MoreRelatedluncheon on grass1017 Words   |  5 Pages1863. The p ainting represents the contrast between a female nude with fully clothed men in a rural setting. By that time, normally woman in paintings didn’t look at viewers straight, especially with nudes. Traditionally, nude models mostly looked away from the view. But however, Manet’s naked female model straightly stares at the viewer. This was shocking, but also challenging at the same time. The Luncheon on the Grass, received a great attention by causing public scandal with nude female and paintingRead MoreCompare and Contrast the Representation of the Figure of the Slave, and of the Theme of Freedom, in Douglass’s â€Å"Narrative† and Twain’s â€Å"Adventures of Huckleberry Finn†.1445 Words   |  6 PagesCompare and contrast the representation of the figure of the slave, and of the theme of freedom, in Douglass’s â€Å"Narrative† and Twain’s â€Å"Adventures of Huckleberry Finn†. The two novels that I am studying are â€Å"The Adventures of Huckleberry Finn† by Mark Twain, and â€Å"The Narrative of Frederick Douglass – Written by Himself†. Both these texts give us an insight into the life of slavery and the societal beliefs of the South in America in the nineteenth century. The theme of freedom and the figure ofRead MoreYoung Good Brown By Nathaniel Hawthorne And Girl By Jamaica Kincaid1454 Words   |  6 Pagesas American Romanticism, American Feminism and Post Colonialism. For this paper, I am going to compare and contrast 2 readings, Young Good Brown by Nathaniel Hawthorne and â€Å"Girl† by Jamaica Kincaid. Hawthorne’s writing is from the American Romanticism week and â€Å"Girl† is from the Post Colonialism week. From my understanding and interpretations, the two of these readings share common themes such as public perception, gender roles, for lack of a better word and trust but they have differing views ofRe ad MoreMillett Argues, ‚Äà ºthe Private Sphere Is Just Like the Public Realm‚Äà ¹. How Far Do You Agree That This Criticism May Be Applied to the Yellow Wallpaper?1695 Words   |  7 Pagessphere is just like the public realm†. How far do you agree that this criticism may be applied to the Yellow Wallpaper? In the ‘Yellow Wallpaper’ the reader sees a parallel between the yellow wallpaper, and a female entrapped within the domestic sphere. When thinking about how the private sphere and public realm may apply to this metaphorical figure, it may be suggested that daytime represents the ‘public realm’ as this is when the wallpaper, alongside the metaphorical figure behind it, is most shownRead MoreThe Role of Surveys Essay910 Words   |  4 Pagesoften analyzed for bias, as a slanted survey can potentially cause a public figure or organization to make far reaching decisions. Two political surveys taken from surveymonkey.com are particularly interesting to compare and contrast. One examines the public’s specific view of President Obama’s healthcare reform law, while the other asks general questions which determine the respondent’s political leanings. A careful study of the two surveys shows some the strengths and weaknesses of each, as wellR ead MoreTomorrow And Tomorrow Or The Terror Dream Essay1345 Words   |  6 PagesBush is being depicted as a place and symbol of safety, security and strength. He resembles a comforting father figure, to a poor, emotional, victimized little girl. This image is directly related to the discussion of 9/11 and the public response to it, as discussed in the beginning of The Terror Dream. This image is a direct result of 9/11. As Faludi discussed, the media and the public post 9/11 focused and posed pictures and stories to paint the men as heroes, and all the women as victims that neededRead MoreART 108 Assignment 1 Essay915 Words   |  4 Pagesthe viewer. Nor do any of Giottos figures face the picture plane. Most focus on the dramatic confrontation between Christ and Judas. Judas and Christ turn and lock each others gaze. They are surrounded ominously by the helmets framing their heads. Over Christs head, there are two stakes that emphasize the rage of the mob against him. Giotto signals the violence of Christs death. Giotto is the first artist since ancient Rome to depict figures in back view. He places three figures as if in differentRead MoreThe Everlasting Jim Crow System973 Words   |  4 Pageseverlasting racial segregation system, it is necessary to compare the differences and similarities between the new Jim Crow and the Old Jim Crow in their purpose, method and consequence. With the initial racial caste system collapse after the Civil war, the promulgation of thirteenth, fourteenth and fifteenth amendment in the following Reconstruction Era granted African Americans the full right of American citizenship, including voting and public education. Unfortunately, some of the civil lawsRead MoreHofstede s Four Cultural Dimensions With Fons Trompenaars Models1560 Words   |  7 PagesA) Compare and contrast Geert Hofstede’s four cultural dimensions with Fons Trompenaars models. Geert Hofstede four cultural dimension are as below mentioned: Power Distance Index (PDI): The principle issue here is the means by which a general public handles disparities among individuals. Power Distance is the degree to which the least capable individuals from associations and establishments (like the family) acknowledge and it is the extent to which power is to be expected that it is dispersedRead MoreThe Political Economy Of The Media978 Words   |  4 Pagescountry and with a contrast in the number of print journalist in the country in different years such as 1920’s, 60’s, 90’s and the 2000’s. In the reading â€Å"The News Media as Political Institutions† by Michael Schudson, Schudson looks to determine if media influences political journalism or if it is politics that influences how journalist present ideas in the media. This article makes great points on how in today s culture media conveys issues of public opinion and the movement of public opinion as it

Brian Billick Free Essays

No one understands success better than Brian Billick. It is not because of his own achievements which include leading an NFL team to a Super Bowl victory, it is because leadership fascinates him. One of Brian’s most noted feats was leading the Baltimore Ravens to a 34-7 win over the New York Giants in the 2000 Super Bowl XXXV. We will write a custom essay sample on Brian Billick or any similar topic only for you Order Now Making the victory so much more rewarding was the fact that Brian took over the role as head coach for the Ravens a year earlier when they were ranked as one of the NFL’s most depressing teams. Two words are synonymous with Brian Billick – passion and accountability. Those two traits are what steers a person to success. Brian was born in Ohio but his family moved to California. He learned success early as an athlete at Redlands High School where he played both football and basketball. He etched his name into the state record books with 21 career interceptions, a record that has yet to be broken. Following high school, Brian was a freshman linebacker at the Air Force Academy before transferring to Brigham Young University where as a tight end, Brian earned an honorable mention in the 1976 All-America honors. He also earned a Bachelors Degree in Communications and currently endows a communications scholarship at the university. In 1977, Brian made it to the National Football League. He was picked in the 11th round of the NFL draft by the San Francisco 49ers and then traded to the Dallas Cowboys. However, as a player, Brian never got the opportunity to hit the field. Instead, he was hired as the assistant director of public relations for San Francisco for the next two years. He spent much of the 1980s coaching college teams such as San Diego State University, Utah State University and Stanford University. â€Å"BRIAN BILLICK† Page 2 As a coach, he quickly learned there is no â€Å"I† in team and that was something he instilled in each player. To Brian, coaching is more than teaching the plays of the game, it is teaching the values that make a team player. The success of a team is determined by working together towards a common goal. Each player must have the passion. As with any goal, reaching it requires 100 percent dedication. If a person can not commit to every aspect that comes with the territory then they lack the passion needed to survive. The other important influence in a successful team is accountability. The task requires working together without selfishness but a person must also be willing to take responsibility for one’s actions. Brian feels it is a sign of respect for the team. Brian practices what he preaches. He joined the Ravens in 1999 and led the team into post- season playoffs every year since except twice and he takes accountability for those two years. As the team’s leader, he felt responsible but it did not discourage him from finding new ways to guide the team in the right direction. Throughout his career, Brian earned the reputation of being more than just a great leader but also a motivator. He knows the values that make a person a leader are something that can be taught. Bringing out those qualities in a person by influencing their behavior, attitude and actions are what leadership is all about. Brian began his NFL coaching career with the Minnesota Vikings in 1992 when he was first hired as the tight end coach and by the following year, he was named offensive coordinator for the Vikings. His leadership skills brought out success in the Vikings’ camp and in 1994, the team captured the NFC Central title. He remained with the Vikings until the end of the 1998 season. â€Å"BRIAN BILLICK† Page 3 In 1999, he was hired as head coach of the Baltimore Ravens. Basically a new franchise founded four years earlier, the Ravens were struggling as a team. In Brian’s first year as coach, the Ravens won eight games. That was more wins than they had totaled in their first four years. The Ravens’ defense finished second overall in the NFL. In his second year with the team, Baltimore finished 16-4 overall in the 2000 season. They crushed their opponents in the playoffs and became only the fourth wild card team to go on to win the Super Bowl when they blew by the New York Giants. But domination had little to do with it. That October, the Ravens were on what looked to be a downward spiral when they failed to score a touchdown in five consecutive games. It was Brian who kept the team unified and focused on the primary goal. The team returned to the Super Bowl in 2001 but fell short when they lost 27-10 against the Pittsburgh Steelers. That was still a remarkable feat considering they were one of the youngest teams in the NFL with 19 rookies that season. In 2003, Brian put the young team back in the playoffs. They led the NFL in rushing and ranked third in the league in defense. The next year, the Ravens were one game away from making the playoffs. The 2005 and 2006 seasons were disappointing for the Ravens but things may turn around in 2007 since they hired five new coaches to the franchise. Brian’s leadership skills have an impact on more than just his players. In the seven years that he has been head coach of the Ravens, three of his assistants have moved on to become NFL head coaches. In 2001, Brian’s defensive coordinator Marvin Lewis joined Cincinnati and his linebacker coach Jack Del Rio joined Jacksonville. Three years later, he lost another defensive coordinator, Mike Nolan, to San Francisco. â€Å"BRIAN BILLICK† Page 4 It was shortly after winning the Super Bowl in 2000 that Brian, along with Dr. James A. Peterson wrote the book: Competitive Leadership: Twelve Principles for Success. This book talks about the keys to being successful and being a leader, not only on the football field but in life in general. The book also talks about how leadership is not about authority. Being a strong leader is being willing to always learn more and not think you already have all of the answers. An important key in any leader is the ability to ask questions. It is not about being perfect, it is about being effective. Brian also spends a large majority of his time speaking to corporations about leadership skills. Brian also spends time improving the community and doing his part for charities. NFL Hall of Fame coach Bill Walsh joined Brian and Dr. Peterson in writing the book: Finding the Winning Edge. This book focuses more on football and is a guide for developing a winning NFL team. Despite his coaching schedule, charity work and public speaking engagements, Brian still finds enjoyment in studying leadership. Whether it be from hands on experience on the field or from the history of past leaders, learning builds an effective leader. Brian values education and it is interesting to note that he was once a contestant on the game show Jeopardy and The Match Game in 1977. At age 53, Brian continues to help others build the characteristics needed to succeed. Along with the success comes the ability to be a leader, a teacher, a coach and a mentor. All of the qualities that make a person strong enough to take on that role can be learned through motivation. Brian prides himself on passion and accountability – the two traits that make him an admired leader. SOURCES The Baltimore Ravens. â€Å"Brian Billick. † (2006). Accessed 3 March, 2007. http://www. baltimoreravens. com/includes/bio. jsp? id+=1180personType=0 The Baltimore Worldwide Speakers Bureau. â€Å"Brian Billick. † (2005). Accessed 2 March, 2007. http://www. baltimorespeakersbureau. com/BrianBillick. html Stuhlmann, E.. â€Å"Leadership Principles: From the Football Field to the Executive Suite. † Accessed 2 March, 2007. http://www. refresher. com/! enesfootball. html Washington Speakers Bureau. (2003-2007). Accessed 3 March, 2007. http://www. washingtonspeakers. com/speakers/speaker. cfm? SpeakerID=3242 Wikipedia. â€Å"Brian Billick† Wikipedia, the free encyclopedia. (2007). Accessed 2 March, 2007. http://en. wikipedia. org/wiki/Brian_Billick How to cite Brian Billick, Papers

Opression of Women in Literature Essay Example For Students

Opression of Women in Literature Essay The following paper is in regard to Mary Wollstonecrafts novel Maria, or the Wrongs of Women and Kate Chopins novel titled The Awakenings. The two stories have a similar plot and both discuss the oppression of women in the institution of marriage. This paper will include how the two main characters in each story, Maria (in Maria) and Edna (in The Awakenings) challenge the oppressive ideology by finding a new love and how they also encountered problems as long the way.It was when the face and figure of great tragedian began to haunt her imagination and stir her senses. The persistence of the infatuation lent it an aspect of genuineness. The hopelessness of it colored it with the lofty tones of a great passion. (Awakenings, 1026) A passion that ultimately lost its novelty and was allocated to the shelf that held obscure yet relaxed delightful remembrances. The tragedian keeps fellowship with a visiting cavalry officer and an engaged gentleman. Though, in reality, the gentleman is probably no longer engaged, he will remain so in the mind of Edna Pontellier: one of the images of the infatuations of a little miss. (1026) With respect to her marriage to Leonce Pontellier, Edna is inhibited, not with the man himself, but with the concept he represents. When leaving Mississippi on Leonces arm, she defied her familys wish that she marries a non-Catholic. Cast to that equation a healthy dose of flattery from her intended and their union is as good as cemented. This is how Edna comes to be ensconced in the inescapable institution of marriage. One would presume that the speaking of the vows would discontinue her youthful allure, but that is not the case. Both the holy bounds of wedlock and the remonstrations of society hail to constrict her. Edna Pontellier experiences one last great infatuation. However, this beat upon her soul reverberates into a feeling that far surpasses what she had previously thought to be the climax of her fate. (1026) The single-tired fantasies of her youth are replaced with a sentiment that matures in nature as her awakening proceeds. Edna realizes that her marriage is not making her happy anymore. She no longer wants to be treated as property. You are burnthe added, looking at his wife as one looks at a valuable piece of personal property which has suffered some damage, (1014). Edna is upset; every thing shes longed for has become nothing but a joke. She soon begins her so-called feminine protest by not responding to her husbands questions. She said nothing, and refused to answer her husband when he questioned her. (1017) She begins to find herself by realizing her position on earth as a human being, rather then a piece of her husbands property. This realization is done by the feelings her had for Robert. Robert it seems made her feel human. In short, Mrs. Pontellier was beginning to realize her position in the universe as a human being, and to recognize her relations as an individual to the world within and about her. (1022) In the primary stages of the novel there is not very much description of Marias marriage to George. The novel starts off with Maria thinking about her child and she is in her chamber in the madhouse. Immediately we are informed of her feelings for her husband, Was it not to effect her escape, to fly to the succour of her child, and to baffle the selfish schemes of her tyrant her husband? (8) Primarily, the reader is uniformed of exactly what type of marriage was possessed by the couple. The only aspect that is clear is that Marias husband was able to convince society that Maria was mad and she was put into the madhouse and he was left with their children and all her money and possessions. .uf39dc3f62a34a1cec3aa4a3a6f1117f5 , .uf39dc3f62a34a1cec3aa4a3a6f1117f5 .postImageUrl , .uf39dc3f62a34a1cec3aa4a3a6f1117f5 .centered-text-area { min-height: 80px; position: relative; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5 , .uf39dc3f62a34a1cec3aa4a3a6f1117f5:hover , .uf39dc3f62a34a1cec3aa4a3a6f1117f5:visited , .uf39dc3f62a34a1cec3aa4a3a6f1117f5:active { border:0!important; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5 .clearfix:after { content: ""; display: table; clear: both; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5:active , .uf39dc3f62a34a1cec3aa4a3a6f1117f5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5 .centered-text-area { width: 100%; position: relative ; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5:hover .ctaButton { background-color: #34495E!important; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5 .uf39dc3f62a34a1cec3aa4a3a6f1117f5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf39dc3f62a34a1cec3aa4a3a6f1117f5:after { content: ""; display: block; clear: both; } READ: The Effects of Stress, Alcohol Outcome Expectancie Essay It is clear that Marias problem with the marriage was that she wasnt being treated equally, Was not the world a vast prison, and women born slaves. (11) It seems that Maria is not bothered by her marriage being a failure; there is more evidence that she misses her child and is deeply wounded by that fact that her

Wuthering Heights Short Analysis Essay Example For Students

Wuthering Heights Short Analysis Essay Conflict is the basic foundation for Emily Brontes Wuthering Heights. Much of this conflict results from a distinct division of classes and is portrayed through personal relationships, for example the unfriendly relationship between the higher-class Lintons and the lower-class Heathcliff. Conflict is also portrayed by the appearance of characters the setting. The division of classes is based on cultural, economic, and social differences, and it greatly affects the general behaviour and actions of each character. The setting of Wuthering Heights and Thrushcross Grange provides a clear example of social contrast. While the Heights is depicted as simply typical and domestic, the Grange is described as a scene of unprecedented richness. Each house is associated with behaviour fitting the description. For example, when Catherine is taken into the Grange, she experiences drastic changes, thus going from a savage to a lady. While at this house, she rises in status, learns manners, and receives great privileges such as not having to work. Heathcliff, on the other hand, learns to classify himself as a member of the lower class, as he does not possess the qualities of those at the Grange. We will write a custom essay on Wuthering Heights Short Analysis specifically for you for only $16.38 $13.9/page Order now Catherines decision to marry Edgar Linton rather than Heathcliff widens the gap between social classes because Edgar Linton is a wealthy man of high status, and Heathcliff is poor and possesses no assets. Catherine does not consider personal feelings, but instead, she focuses on her outward appearance to society. This is shown when she says, Edgar Linton will be rich and I shall like to be the greatest woman of the neighbourhood whereas if Heathcliff and I married, we should be beggars. In Wuthering Heights wealth signifies social class because Catherine strives to achieve high status by marrying the rich man over the poor man. The story concludes in resolution and reconciliation. After Heathcliffs death, the classes seem to converge and accept one another which is shown by the union of the high-class young Cathy and lower-class Hareton. Initially Thrushcross Grange is symbolic of Catherine in that it is refined and high-class. Wuthering Heights is symbolic of Heathcliff in the opposite manner. After conflict between the two properties during Heathcliffs range the properties are eventually restored to being peaceful. This symbolises a resolve within the setting.

The Dangers of Genetic Engineering essays

The Dangers of Genetic Engineering essays Chances are you have already eaten genetically modified organisms (GMOs). Look at the ingredient list on any packaged food in your cupboard. Any food with ingredients from corn, soy, canola, or cottonseed is likely to be made with GMOs. Thousands of products on supermarket shelves are made with GMOs. There are already over 50 million acres of GMO crops growing in the U.S. These foods contain genetic material that has never before been part of the human diet, from crops that have not evolved in any natural environment. Genetic engineering is not traditional breeding. A genetically modified organism is a plant, animal or microorganism that is created by means that overcome natural boundaries. Genetic engineering can involve crossing species which could not cross in nature. For example, genes from a fish have been inserted into strawberries and tomatoes. It can also involve putting chemicals into food. Almost all GMOs grown today are in one of two varieties: "insect resistant" and "herbicide tolerant" crops. The crop produces an insect toxin as it grows, in every cell of the plant throughout the entire growing season. When you eat GMO insect resistant corn you are eating a pesticide. Despite these alarmingly unnatural modifications, you won't find "genetically engineered" on the label of any of these products. The industry doesn't want you to know that it has embarked on an experiment unique in human history, an experiment that doctors and scientists around the world are warning may not be safe. One area of concern is biological pollution. While chemical pollution has been the scourge of the 20th century, biological pollution from GMO crops poses even more hazards as we enter the new millennium. Unlike chemicals that are released into the environment, GMOs are living beings that will reproduce and spread uncontrollably, with no possibility of containment or clean-up. Another consequence of GMOs is the increased use o...

Methods of Engagement in Afghanistan Research Paper - 1

Methods of Engagement in Afghanistan - Research Paper Example The researcher states that Afghan citizens deserve a better life. They have witnessed the worst experience ever: the killing and torture of fathers, mothers, sisters, brothers, and destruction of property. The Americans also need to yearn for the war to stop. The war is making their economy suffer as they are the ones who foot the bill of the war. The whole world wants to see the war stopped. The present measures to stop the war are not bringing positive development. Real changes that bring an end to the war must be implemented so that peace and stability in Afghanistan prevails. The insurgent groups like the Taliban, Tehreek-e-Taliban, Al-Qaeda and their incarnations, the differences in religious doctrines and the great poppy farming in Afghanistan are the major causes of the war and insecurity. These insurgent groups terrorize both the local and the international community’s causing unrest. Afghans believe in Islam. Some doctrines in Islam teach negative morals. The poppy fa rming brews the illegal heroin trade which the western world highly discourages. Sending military troops to Afghanistan is not the ultimate solution. Diplomacy is the greatest tool to peacebuilding in Afghanistan. Using the counter Insurgency strategy of closely working with the NGOs is one of the sure ways of stabilizing Afghanistan. The local community must also be involved in the peace process. Peace solution will not be achieved without the local community participating in the peacemaking process. This brings the mutual respect among the Afghans and the international community. Afghanistan is one of the largest poppy producing countries in the world. Poppy farming increases the heroin trade which is illegal. Nongovernmental Organizations, USDA has come in to uplift the agricultural status in Afghanistan. This is through irrigation and providing alternative crops like fruits.

The Differences in Performance Between Various Companies Research Paper

The Differences in Performance Between Various Companies - Research Paper Example There are a number of Work/Life events where employees at SAS get guidance on other matters that may affect their productivity at the workplace. During these events, all the employees interact and share the problems as a collective unit. All these activities give the employees motivation to work hard as well as creating a cohesive group. According to Thibaut and Kelley’s classic (1959) interdependence theory, alternatives give rise to options. As such, if the costs are more than the rewards, they are likely to leave the group, but if the rewards are more than the costs, they are likely to stay on and work hard to ensure that there is a success in the group (Attractions). The work environment at the SAS Company is unique making the employees motivated from the rewards within the group. This makes them stay in the company and work hard towards its success. Another successful company that deals in computer software are Cisco. The company provides high salaries to its employees in comparison to other companies. Cisco communicates the long-term strategy indicating that the work, which employees do, is more than just a job (CNN, 2011). They, therefore, strive to change the way employees work and live by giving them a comfortable pay. This gives the employees motivation since they work hard hence the success of the company. Further insight into Thibaut and Kelley interdependence theory highlights the issue of rewards and costs comes in place (Attractions). The salary, which the employees at Cisco Company receive, is high thus their allegiance to the company. The Company trains its employees on the culture to embrace.

Detailed Character Analysis for Hally, Sam, and Willie Essay

Detailed Character Analysis for Hally, Sam, and Willie - Essay Example We learn about Willie through what Sam says to him concerning his dance partner: â€Å"You hit her too much. One day she’s going to leave you for good† (7). From this, we can gather that Willie does not like to admit his mistakes, as Sam had to draw the information out of him that Willie had beaten his dancing partner, Hilda. Willie also likes to blame others for his problems: â€Å"Before that I use to be happy. And is you and Miriam who bring me to Hilda and say here’s partner for you† (37). We can see that Willie can’t take responsibility for his own actions and takes his frustrations out on others, but we can see how he learned this type of response from the way he’s been treated and seeing how others around him react. Willie functions as a foil to Hally. We can see the same kind of reactions in Willie as we see in Hally. The difference is that Hally thinks of himself as superior to Willie when he really does the same things as that Willie does. This is one reason that Willie isn’t as well developed as the other two characters; he has served his function. We already have one main character that treats people poorly, but Willie functions as the character that highlights Hally’s hypocrisy, and so we don’t need to know that much else about Willie. As previously mentioned, the main portion of the play takes place in conversations between Sam and Hally. Hally is a young, white, school age boy that has picked up his attitudes towards Sam and Willie, the servants, from his parents. It extends further than just how he degrades them when he’s angry at them; it includes how he feels superior to them as revealed in his everyday speech with them: â€Å"Act your bloody age†¦Cut out the nonsense now and get on with your work. And you too, Sam. Stop fooling around† (13). Even though the boy is does not earn the best grades in school, he considers himself intellectually superior to Sam and feels the need to instruct him: â€Å"Tolstoy may

Benefits of Continuous Workplace Training

Benefits of Continuous Workplace Training Abstract Training is widely used as a learning process whereby employees acquire new skills, knowledge and competence. In this fast changing world, training can be both an anchor and a lifeline. An anchor if it has a clear, focused objective, and a lifeline if it enables employees to keep up with the pace of change and allows companies to survive or even succeed. However, investment in training appears to be under-utilized. Many companies do not evaluate the impact of training programs. Many Human Resources Department (HRD) believe that they have fulfilled their duty of care after organizing training courses for employees. After an extensive literature search, it was found that many companies do not have a system of evaluation or follow-ups to ensure that trainees put into practice the knowledge and skills acquired during training programs. Human Resource (HR) managers believe that it is the responsibility of the trainer and the Head of department to ensure that employees put the learning into practice. But both of them deny this responsibility and hold the HRD accountable. It is in this context that the aim of this study is to investigate the effectiveness of training at the Hong Kong and Shanghai Banking Corporation Ltd (HSBC). This study uses exploratory as well as descriptive research designs. Survey research was conducted by way of a questionnaire among a sample number of employees who followed training courses and a face-to-face interview with the Recruitment and Development manager. The interview was audio taped, and the data obtained from the questionnaire was analysed using Statistical Package for the Social Sciences (SPSS) version 16. The study reveals that while the employees including the Recruitment and Development manager acknowledge the importance of training, unfortunately there is not a specific evaluation system and follow-ups ensuring that the learning is transferred back into the workplace. It is also discovered that while HSBC is planning to use more e-learning as a method of training, most employees prefer classroom-based, raising serious concerns over training effectiveness at HSBC. Focusing only on this study, it can be concluded that training at HSBC is not completely effective. However more in-depth research could be conducted to compare the effectiveness of different training methods available at HSBC 1.0 Introduction A hundred years ago, change was slow, like the steady flow of an untroubled river. The world is now a much different place to what it was even ten years ago. Most of the time the changes are unpredictable. The current global financial crisis is a vivid proof that the world does not stand still. With approximately eighteen banks currently operating in Mauritius, the banking sector is exposed to increasing levels of international and domestic competition. To innovate and become competitive, its human resources have to innovate in everything they do, be it their minds, their thinking, their skills and competence. While in the manufacturing sector, employee performance failures end up in the reject pile, in the service sector such as the banking sector; employee performance failures are external failures. Those mistakes are visible to the customer and thus every failure has a direct impact on customer satisfaction. Therefore, investing in people through training is a prerequisite. Employees who have the necessary skills can create powerful business advantages that can be very difficult for competitors to duplicate. Countries like Japan are trying to substitute human beings with robots. Indeed, human beings are non substitutable because they possess intelligence and potential that can never be equaled and their inventions proved it. The Taj Mahal, the Eiffel Tower, the Pyramids, the Great Wall and now the computer are all the creation and invention of humans. In Mauritius, government wants to make the Knowledge Hub another pillar of the economy. However, Mauritius is currently suffering from a massive brain drain. Many who are emigrating are highly skilled, such as Doctors, Accountants and IT Developers. School leavers who go abroad for further education rarely come back. As such, the best and brightest are lost to their home country, resulting to a lack of young and skilled people to drive the expanding market place. Therefore, the Human Resources Development Council is offering training grants where employers can recover up to 75% of training costs to encourage companies to provide training to a maximum number of employees. However, it is still debatable whether the training grant is being used effectively since measuring training effectiveness has often been neglected. But simply having all employees attend a training event does not necessarily translate into an improved workplace. The main challenge for any training program is to ensure that the learning is transferred back into the workplace. 1.1 Structure of Dissertation This study is structured as follows: Chapter 1 provides a small overview of HSBC. Chapter 2 offers a theoretical and critical background of the literature review. Chapter 3 summarizes the research approach to conduct the study. Chapter 4 provides a thorough analysis of the data obtained from the survey. Chapter 5 consists of recommendations and provides concluding comments. 1.2 Benefits of the Research The findings of this study are of major importance to HSBC as well as other companies as they assist them in adding value to their company by improving their position as an employer of choice through the delivery of effective training. The findings may also prove useful to lecturers, university students and anyone else with an interest in effectiveness of training programs. 2.0 Company Background 2.1 The HSBC Group HSBC Holdings plc, the parent company of the HSBC Group, is headquartered in London. The Group serves customers from around 9,500 offices in the main regions of the world such as Europe, Asia-Pacific, America, Middle East and Africa. With assets of US$2,527 billion at 31 December 2008, HSBC is one of the worlds largest banking and financial services organizations. In 2002, HSBC launched a campaign to differentiate its brand from those of its competitors, with that pithy phrase: â€Å" The worlds local bank†. In July 2009, HSBC was named â€Å"Best Global Bank† by Euromoney magazine. In addition, HSBC was awarded the â€Å"Best Global Debt House† and the â€Å"Best Global Transaction Banking House†. 2.2 HSBC in Mauritius In Mauritius, HSBC operates 11 full-service branches and an offshore unit, which for many years has played a leading role in facilitating cross-border investment activity. It offers a wide range of products and services to diverse domestic and cross border customer base, from accounts services to credit cards, savings, investments, loans and custodian services. Through its locally incorporated subsidiary, the HSBC Bank (Mauritius) Ltd (HBMU), the bank is able to offer many of its global customers more sophisticated financial products and structures that benefit from the extensive range of international double taxation avoidance treaties that Mauritius has negotiated. In addition, HSBC Mauritius is a leading provider of financial services to local companies across the whole spectrum from SMEs to local Top 100 companies as well as locally listed conglomerates. For three consecutive years, 2005-2007, HSBC has been bank of the year. It is also the second largest credit card issuer in Mauritius. As HSBC Mauritius continues to expand, it has decided to bring together all its non-retail operations under one site in the fast growing Ebene Cybercity in 2008. In May 2009, HSBC Mauritius has launched two Islamic banking products. It becomes the first bank in Mauritius to offer Syariah-compliant banking services. HSBC vision: To be a key value creator by identifying, developing, designing and delivering learning and employee development solutions for business success. HSBC mission: Partnering with our business lines to create value for our shareholders and our external customers. Maintaining a learning culture that energizes and motivates employees to maximize their full potential. Aligning training and employee development support with HSBC strategic imperatives. Core business principles: Outstanding customer service Effective and efficient operations Strong capital and liquidity Prudent lending policy Strict expense discipline HSBC Values: Perceptive Progressive Responsive Respectful Fair 3.0 Literature Review 3.1 Definition of training Training has been defined many times over the years. The Manpower Services Commission (1981 cited by Armstrong 1999) defined training as a planned process to modify attitude, knowledge or skills to achieve effective performance. Similarly, the Chartered Institute of Personnel and Development (CIPD) defined training as â€Å"an instructor-led and content-based intervention leading to desired changes in behaviour.† For Armstrong (2003, p.549), training is â€Å" the use of systematic and planned instruction and development activities to promote learning.† Moore (2005) found the importance of retaining staff through training by defining training as not only a way to achieve a specified standard of staff competence, but also about investing in employees to retain them. Similarly, Cartwright (2003) viewed training as an investment in people. 3.2 Definition of effectiveness Being effective implies producing powerful effects. According to Bartol et al. (1997), effectiveness is the ability to choose appropriate goals and to achieve them. Similarly, Fraser (1994) defined effectiveness as a measure of the match between stated goals and their achievement. Often, there is confusion between â€Å"effectiveness† and â€Å"efficiency† because there is a degree of inter-relationship. This relationship can best be understood by considering effectiveness as doing the right thing and efficiency as doing things the right way. According to Hunter (2005), efficiency and effectiveness are often mutually exclusive. The latter viewed efficiency as a measure of speed and cost and effectiveness as a measure of quality. For Hearn Wendy, effectiveness comes from taking the time to stop and evaluate, rather than running faster and faster. According to her, people should work smarter not harder. Similarly Ferriss (2007) believed that what people do is more important than how they do things. He also saw efficiency as useless if it is not applied to the right things. 3.3 Objectives of training Business Environment Changes and Challenges Learning Implementation Business Excellence The main aim of training is to bring about suitable changes in employees to equip them with the skills required to do their work properly. According to Armstrong (2003) the main objective of training is to achieve companies human resource development strategies by ensuring that the employees have the skills, knowledge and competence to meet present and future needs. 3.4 Importance of training Training is crucial to a companys success. It plays a large part in determining the effectiveness and efficiency of the establishment (Sharma 1997). The latter agreed that training is a must and that management has no choice between training and no training. According to him, the only choice is to select a suitable training method. Similarly, Truelove (1997) believed that workplace skills have to be refreshed from time to time just as professional soldiers and top sports people train regularly to maintain their skills. Bird (1993) also saw training as important to give employees the necessary knowledge to bring about quality improvement across the company. Batten (1992 cited by Vermeulen and Crous 2000, p.61) described the importance of training by the following words: â€Å" Train, Train, Train!† If people are to do things better, they must have the skills and knowledge to do so. If employees cannot do their jobs because they have not been trained, that will reflect in the departments performance. This is supported by Miller et al. (1998 cited by Moore 2005, p.200): When good training is lacking there is likely to be an atmosphere of tension, crisis and conflict all the time, because nobody is quite sure how the various jobs are supposed to be done and who is responsible for what. Similarly, Smith et al. (2003) viewed training as an essential ingredient for the success and longevity of teams. Eder (1990) wrote about the successful opening of the Mirage mega-casino in Las Vegas due to the training imparted to employees months before the opening of the casino. Clegg (2000) believed that developing staff to their full potential is important and is doubly required during hard times. According to an article published in the journal of â€Å" Development and Learning in Organizations† in 2004, it is exactly when times are tough and businesses are sailing through rough seas that companies need to update employees skills since to do otherwise is like throwing the lifeboats overboard to save on weight. Yet, despite a higher profile for training, there is still little evidence showing that a large number of employers accept the importance of training to organisational success. According to Clegg (2000, p.2), employees are unlikely to mention training as the most important department of the company. The author observed that: Many training departments have a bad image. Many companies will say that training is among their top priorities but almost always they change their mind when money is short. Too much training that is currently undertaken has very little impact on what the trainees do when they return to the workplace at the end of the course. Too much training is uninspiring. As rightly said by Hallier and Butts (2000, p.397), in many companies â€Å" Training is perceived to be a less varied sphere of activity and not necessarily essential to the running of the organization.† Indeed, in any economic environment, it makes no sense to throw money at training because training is still regarded as an unnecessary function. 3.5 Benefits of training Even though training costs money, in most cases the benefits outweigh the costs. Sloman (2005) believed that investing in staff through training bring long-term benefits. Sharma (1997) inferred that training provides the following benefits: Increase in productivity Improve individual and business performance thus obtaining a competitive edge. Improve morale of employees. Reduce supervision Reduce dissatisfactions, complaints, absenteeism and turnover Less accidents and wastage Enable employees to obtain job satisfaction and to progress within the organisation, thus helping the organisation to retain its workforce. Increase in organisational stability and flexibility. Avoid human obsolescence 3.6 Training: an investment or a cost? Sutherland (1999) stipulated that the most important of all capital is that invested in human beings. Law (1998), Vermeulen and Crous (2000) and Sloman (2005) took a position very similar to Sutherland (1999) by stating that people are indeed the most valuable asset of any enterprise. Sharma (1997, p.244) rightly stated: â€Å"There is no greater organizational asset than the trained motivated personnel.† Buzan and Keene (1996) in their book â€Å" The Age Heresy† argued that humans could appreciate in value whilst machinery depreciate in value fast and become redundant. Simarly, Law (1998) commented that human capital is more valuable than property or fixed assets. In contrast to many authors opinion about employees being the most important asset, many companies still consider the development of people as a discretionary cost rather than a necessary investment. For many economists, the worth of something is not determined by its purpose but to its price. Prahalad (1972, p.169) rightly stated: â€Å" To most line-managers, training has been by far an optional extra, to be indulged in when profits are good and to be dispensed with during lean periods.† He further added that traditional accounting practices considers all intangibles such as â€Å" organizational capability and worth of human resources as expenses† but all tangibles such as investment in plant and equipment as investment. Cunningham (2002, p.90) commented that for many organisations training is â€Å" nice to have†, but not an essential. The training budget is the easier option when a company has to reduce costs. As such, companies tend to cut corners which render the training ineffective (Clements and Josiam, 1995). This is an oxymoron. On the one hand, we have companies stating that employees are the most important assets but on the other hand, the same companies contradict themselves by viewing training as a cost rather than a worthwhile investment. All companies talk a lot about people development. But the moment things get tough; companies reduce training budgets, which may be a very short-sighted policy. If companies really believed about employees development, this is the one thing they would ring fence (Clegg 2000). Managers often complain about giving them a better class of workers and their problems will go away. Brown (1992) argued that employers are already equipped with a pretty good class of workers since after all they chose them. Indeed it is managers responsibility to help employees improve. The contributions of employees are often taken for granted though employees contribute a lot. Managers tend to believe in things that are visible to them but those whose contributions they cannot see tend to be neglected by them. Cartwright (2003,p.6) rightly stipulated: Consider what Mickey Mouse is worth to Disney or what a gifted program writer is worth to Microsoft. The value may be impossible to calculate in absolute terms, but it is likely to be many times the conventional worth of either asset. Barrows and Power (1999 cited by Moore 2005, p.200) believed that the alternative to training, that is not to train may even be more expensive because this lead to poor customer service. A lost customer may never return. As such, the lost revenue from poor service exceeds the costs of training a worker properly. 3.7 Effective Training Porter and Parker (1993,p.19) identified four features for successful training: Training must be viewed as a continuous process. Training must be focused so that people receive appropriate courses at the appropriate level of their needs. Training must be planned for the future to include the development of total quality skills and techniques. Training materials must be made customized to suit the particular organization. Organizations tend to believe that training â€Å" delivered en masse will mean that they have fulfilled their duty of care† (Shuttleworth 2004,p.62). The symptoms of ineffective and poor training are many. The most self- evident are dissatisfied customers, haphazard work, performance and quality standards not met, untidy work, low productivity, high production costs, excessive waste, employee dissatisfaction, poor discipline and high labour turnover. In fact, the most effective way to develop people is quite different to conventional skills training, which let us face it most employees regard as a pain in the neck. Clegg (2000) argued that it is no longer good to rely on the way things have always been done and the only way to make training more effective is to be creative. Sloman (2005) suggested that if an effective training program is in place, it could help employees realize their potential and thus benefit both the employees and the organization. According to Vermeulen and Crous (2000), for training to be effective, it must not only be planned in a systematic and objective manner but it must also be continuous to meet changes in technology, changes involving the environment in which an organisation operates, its structure and most important of all, the employees who work there. However, Harris (1995) concluded that managers tend to select training programmes according to budgets and time available, but not according to the needs of employees. Conversely, Cunnigham (2002) argued that if training remains focused on the needs of employees, important changes in developing the performance of the organization might be missed out. As such, it can be inferred that creating effective training programs require balancing the needs of the learner and the needs of the organization. In addition, Sloman (2005, p.349) commented: Training is not about constructing courses based on identified training needs. It is about making a whole series of interventions that encourage a climate in which committed learners are willing and able to acquire relevant knowledge and skills. If employees take part in training half-heartedly, it may prove costly for the organization. Even the best-planned training sessions may prove ineffective if employees are unwilling to participate. Similarly, Barrett and OConnell (2001) observed that a company can provide training to its employees, but the extent to which the training courses are then applied at work depends on the extent to which employees devote effort to learning and apply the new skills. The values projects model of learning also emphasized the importance of motivation, where the employees are willing to implement their learning. I do (Action) I will (Motivation) I Can (Skills) I Know (Knowledge) 3.8 Training Cycle For training to be effective, companies must complete the full training cycle. But as Beardwell and Claydon (2007) rightly said, the popularity of the training cycle is more evident in the rhetoric of the literature than in organizational reality. Stage 1 Identification of Training need Stage 4 Evaluation of training Stage 2 Plan of training required Stage 3 Implementation of training 3.8.1 Identification of training needs Arthur et al. (2003, p.236) stated that it is important to carry a Training Needs Analysis (TNA) before providing training because â€Å"it provides a mechanism whereby the questions central to successful training programs can be answered.† Prior to training, companies must have a clear idea of what it wants to achieve (Shuttleworth 2004) and whether the organisations needs, objectives and problems can be addressed by training (Arthur et al. 2003). Matens (HRfocus 2005b, p.11) suggested that companies should ask these key questions: Where are we now? Where do we want to go? How do we get there? How can we get commitment from key individuals? McGehee Thayer (1961) recommended a three-tier approach to determine training needs. Arthur et al. (2003) three-step process for assessing training needs is similar to McGehee Thayer (1961). They are as follows: Organisational analysis: Where training should be emphasized within the organization and which organizational goals and problems can be achieved and solved through training. Operational analysis or Task analysis: The skills, knowledge and attitudes necessary for employees to perform their jobs at the desired level. Man analysis: How well the employees are performing their tasks, who needs to be trained and for what. In the process of TNA, managers have to identify relevant training needs through the use of annual performance appraisal procedure to examine the individuals aspirations, how their jobs may change and what training is required (Hallier and Butts 2000). According to HRfocus (2005b), companies should get input about what employees want to be trained in. Although TNA is time-consuming and expensive, it provides greater financial, organizational and individual benefits. Also, training must be top-down, starting with the top team and cascading down the organization to show management commitment and to create an effective, healthy and versatile workforce. While in some organisations, training is considered to be for managers only, in other organisations managers think training is only relevant to workers, but not for them. Indeed, both these attitudes are wrong because training is for everybody (Reynolds, 1994). Similarly, Matens (HRfocus, 2005b) agreed that commitment and support from top management is vital. According to him, management has to show up for classes too. 3.8.1.1 The skills gap It is important for managers to identify skills gap, which is the difference between the skills needed to perform the required task and the skills employees already possess. The Skills Gap Skills needed Skills already acquired 3.8.2 Plan of training required Using a variety of training methods, the skills gap can be filled. In fact, Barrett OConnell (2001) observed that different training methods could encourage or discourage employees to participate in training programs. Similarly, The Learning and Skills Council (2004 cited by Beardwell Claydon 2007, p.317) commented that companies tend to choose inappropriate training methods which are â€Å" costly, time consuming, have a deleterious effect on employees perceptions of the value of training† and ultimately do not lead to increase skills levels in organizations. 3.8.2.1 Matching skills or tasks and training delivery methods Skills and tasks can be classified into three broad categories (Farina and Wheaton 1973; Fleishman and Quaintance 1984; Gold-stein and Ford 2002; cited by Arthur et al. 2003, p.236): Cognitive This relates to the thinking, idea generation, understanding, problem solving, or the knowledge requirements of the job. Interpersonal This relates to interacting with others in a workgroup or with clients and customers, which entails a variety of skills including leadership, communication, conflict management and team-building. Psychomotor This relates to physical or manual activities involving a range of movement from very fine to gross motor coordination. For a specific skill or task, a given training method may be more effective than others. This relationship has been backed by studies from Wexley and Latham (2002) who emphasized on the need to consider skills and task characteristics required to determine the most effective training method. 3.8.2.2 Training techniques On-the-job It is the most popular training method because it is job-specific, relevant, immediate and flexible. A 2006 study by CIPD conveyed that 56% of learning and development professionals agree that on-the-job training is the most effective way for people to learn in organizations (Beardwell and Claydon 2007,p.308). Conversely, Smith et al. (2003) commented that training delivered internally by employees who carry other duties apart from their responsibilities of training might lead to ineffective training because they have not received much training in how to train. On-the-job training includes the following: Demonstration It involves telling or showing trainees how to do a job and then allowing them to get on with it. It is the most commonly used training method (Armstrong 2003) because it is immediate and accessible to most employees. This method is effective if the person giving the demonstration clearly defines what results have been achieved and how they can be improved. However this method can result in the passing of bad or even dangerous working practices. Also, it does not provide a structured learning system where trainees understand the sequence of the training they are following. Job rotation The aim is to increase employees experience by moving them from job to job or department to department. It can be an inefficient and frustrating method of acquiring additional knowledge and skills if it is not carefully planned and controlled (Armstrong 2003). For this method to be effective, a program has to be designed stating what trainees are expected to learn in each department or job. Also, there must be a suitable person to assess whether the trainees are given the right experience and the opportunity to learn. Coaching It is a person-to-person technique to develop individual skills, knowledge and attitudes (Armstrong 2003). It can be very effective if it takes place informally as part of the normal process of management. Coaching consists of providing guidance on how to carry out specific tasks to help individuals learn rather than force-feeding them with instructions on what to do and how to do it. Mentoring It is the process of using specially selected and trained individuals to provide guidance and advice to develop the careers of the employees (Armstrong 2003). The aim is to complement learning on the job. The mentor provides personal support and should not be an immediate superior to enable the employees to talk openly about problems and discuss any concerns frankly. Secondment or attachment It involves the employees widening their skills or learning other skills by visiting other departments. It can also be used to increase awareness and understanding of other departments roles and concerns. Off the job It usually takes place in training areas or centres, away from the employees immediate work positions. It includes lectures, case study, seminars and role-playing amongst others. This method is mainly theoretical. As rightly criticised by Beardwell and Claydon (2007, p.322) this method is frequently pigeon-holed as the old way of doing things and typified as teacher centred, classroom based, process-focused and providing learning that is difficult to Benefits of Continuous Workplace Training Benefits of Continuous Workplace Training Abstract Training is widely used as a learning process whereby employees acquire new skills, knowledge and competence. In this fast changing world, training can be both an anchor and a lifeline. An anchor if it has a clear, focused objective, and a lifeline if it enables employees to keep up with the pace of change and allows companies to survive or even succeed. However, investment in training appears to be under-utilized. Many companies do not evaluate the impact of training programs. Many Human Resources Department (HRD) believe that they have fulfilled their duty of care after organizing training courses for employees. After an extensive literature search, it was found that many companies do not have a system of evaluation or follow-ups to ensure that trainees put into practice the knowledge and skills acquired during training programs. Human Resource (HR) managers believe that it is the responsibility of the trainer and the Head of department to ensure that employees put the learning into practice. But both of them deny this responsibility and hold the HRD accountable. It is in this context that the aim of this study is to investigate the effectiveness of training at the Hong Kong and Shanghai Banking Corporation Ltd (HSBC). This study uses exploratory as well as descriptive research designs. Survey research was conducted by way of a questionnaire among a sample number of employees who followed training courses and a face-to-face interview with the Recruitment and Development manager. The interview was audio taped, and the data obtained from the questionnaire was analysed using Statistical Package for the Social Sciences (SPSS) version 16. The study reveals that while the employees including the Recruitment and Development manager acknowledge the importance of training, unfortunately there is not a specific evaluation system and follow-ups ensuring that the learning is transferred back into the workplace. It is also discovered that while HSBC is planning to use more e-learning as a method of training, most employees prefer classroom-based, raising serious concerns over training effectiveness at HSBC. Focusing only on this study, it can be concluded that training at HSBC is not completely effective. However more in-depth research could be conducted to compare the effectiveness of different training methods available at HSBC 1.0 Introduction A hundred years ago, change was slow, like the steady flow of an untroubled river. The world is now a much different place to what it was even ten years ago. Most of the time the changes are unpredictable. The current global financial crisis is a vivid proof that the world does not stand still. With approximately eighteen banks currently operating in Mauritius, the banking sector is exposed to increasing levels of international and domestic competition. To innovate and become competitive, its human resources have to innovate in everything they do, be it their minds, their thinking, their skills and competence. While in the manufacturing sector, employee performance failures end up in the reject pile, in the service sector such as the banking sector; employee performance failures are external failures. Those mistakes are visible to the customer and thus every failure has a direct impact on customer satisfaction. Therefore, investing in people through training is a prerequisite. Employees who have the necessary skills can create powerful business advantages that can be very difficult for competitors to duplicate. Countries like Japan are trying to substitute human beings with robots. Indeed, human beings are non substitutable because they possess intelligence and potential that can never be equaled and their inventions proved it. The Taj Mahal, the Eiffel Tower, the Pyramids, the Great Wall and now the computer are all the creation and invention of humans. In Mauritius, government wants to make the Knowledge Hub another pillar of the economy. However, Mauritius is currently suffering from a massive brain drain. Many who are emigrating are highly skilled, such as Doctors, Accountants and IT Developers. School leavers who go abroad for further education rarely come back. As such, the best and brightest are lost to their home country, resulting to a lack of young and skilled people to drive the expanding market place. Therefore, the Human Resources Development Council is offering training grants where employers can recover up to 75% of training costs to encourage companies to provide training to a maximum number of employees. However, it is still debatable whether the training grant is being used effectively since measuring training effectiveness has often been neglected. But simply having all employees attend a training event does not necessarily translate into an improved workplace. The main challenge for any training program is to ensure that the learning is transferred back into the workplace. 1.1 Structure of Dissertation This study is structured as follows: Chapter 1 provides a small overview of HSBC. Chapter 2 offers a theoretical and critical background of the literature review. Chapter 3 summarizes the research approach to conduct the study. Chapter 4 provides a thorough analysis of the data obtained from the survey. Chapter 5 consists of recommendations and provides concluding comments. 1.2 Benefits of the Research The findings of this study are of major importance to HSBC as well as other companies as they assist them in adding value to their company by improving their position as an employer of choice through the delivery of effective training. The findings may also prove useful to lecturers, university students and anyone else with an interest in effectiveness of training programs. 2.0 Company Background 2.1 The HSBC Group HSBC Holdings plc, the parent company of the HSBC Group, is headquartered in London. The Group serves customers from around 9,500 offices in the main regions of the world such as Europe, Asia-Pacific, America, Middle East and Africa. With assets of US$2,527 billion at 31 December 2008, HSBC is one of the worlds largest banking and financial services organizations. In 2002, HSBC launched a campaign to differentiate its brand from those of its competitors, with that pithy phrase: â€Å" The worlds local bank†. In July 2009, HSBC was named â€Å"Best Global Bank† by Euromoney magazine. In addition, HSBC was awarded the â€Å"Best Global Debt House† and the â€Å"Best Global Transaction Banking House†. 2.2 HSBC in Mauritius In Mauritius, HSBC operates 11 full-service branches and an offshore unit, which for many years has played a leading role in facilitating cross-border investment activity. It offers a wide range of products and services to diverse domestic and cross border customer base, from accounts services to credit cards, savings, investments, loans and custodian services. Through its locally incorporated subsidiary, the HSBC Bank (Mauritius) Ltd (HBMU), the bank is able to offer many of its global customers more sophisticated financial products and structures that benefit from the extensive range of international double taxation avoidance treaties that Mauritius has negotiated. In addition, HSBC Mauritius is a leading provider of financial services to local companies across the whole spectrum from SMEs to local Top 100 companies as well as locally listed conglomerates. For three consecutive years, 2005-2007, HSBC has been bank of the year. It is also the second largest credit card issuer in Mauritius. As HSBC Mauritius continues to expand, it has decided to bring together all its non-retail operations under one site in the fast growing Ebene Cybercity in 2008. In May 2009, HSBC Mauritius has launched two Islamic banking products. It becomes the first bank in Mauritius to offer Syariah-compliant banking services. HSBC vision: To be a key value creator by identifying, developing, designing and delivering learning and employee development solutions for business success. HSBC mission: Partnering with our business lines to create value for our shareholders and our external customers. Maintaining a learning culture that energizes and motivates employees to maximize their full potential. Aligning training and employee development support with HSBC strategic imperatives. Core business principles: Outstanding customer service Effective and efficient operations Strong capital and liquidity Prudent lending policy Strict expense discipline HSBC Values: Perceptive Progressive Responsive Respectful Fair 3.0 Literature Review 3.1 Definition of training Training has been defined many times over the years. The Manpower Services Commission (1981 cited by Armstrong 1999) defined training as a planned process to modify attitude, knowledge or skills to achieve effective performance. Similarly, the Chartered Institute of Personnel and Development (CIPD) defined training as â€Å"an instructor-led and content-based intervention leading to desired changes in behaviour.† For Armstrong (2003, p.549), training is â€Å" the use of systematic and planned instruction and development activities to promote learning.† Moore (2005) found the importance of retaining staff through training by defining training as not only a way to achieve a specified standard of staff competence, but also about investing in employees to retain them. Similarly, Cartwright (2003) viewed training as an investment in people. 3.2 Definition of effectiveness Being effective implies producing powerful effects. According to Bartol et al. (1997), effectiveness is the ability to choose appropriate goals and to achieve them. Similarly, Fraser (1994) defined effectiveness as a measure of the match between stated goals and their achievement. Often, there is confusion between â€Å"effectiveness† and â€Å"efficiency† because there is a degree of inter-relationship. This relationship can best be understood by considering effectiveness as doing the right thing and efficiency as doing things the right way. According to Hunter (2005), efficiency and effectiveness are often mutually exclusive. The latter viewed efficiency as a measure of speed and cost and effectiveness as a measure of quality. For Hearn Wendy, effectiveness comes from taking the time to stop and evaluate, rather than running faster and faster. According to her, people should work smarter not harder. Similarly Ferriss (2007) believed that what people do is more important than how they do things. He also saw efficiency as useless if it is not applied to the right things. 3.3 Objectives of training Business Environment Changes and Challenges Learning Implementation Business Excellence The main aim of training is to bring about suitable changes in employees to equip them with the skills required to do their work properly. According to Armstrong (2003) the main objective of training is to achieve companies human resource development strategies by ensuring that the employees have the skills, knowledge and competence to meet present and future needs. 3.4 Importance of training Training is crucial to a companys success. It plays a large part in determining the effectiveness and efficiency of the establishment (Sharma 1997). The latter agreed that training is a must and that management has no choice between training and no training. According to him, the only choice is to select a suitable training method. Similarly, Truelove (1997) believed that workplace skills have to be refreshed from time to time just as professional soldiers and top sports people train regularly to maintain their skills. Bird (1993) also saw training as important to give employees the necessary knowledge to bring about quality improvement across the company. Batten (1992 cited by Vermeulen and Crous 2000, p.61) described the importance of training by the following words: â€Å" Train, Train, Train!† If people are to do things better, they must have the skills and knowledge to do so. If employees cannot do their jobs because they have not been trained, that will reflect in the departments performance. This is supported by Miller et al. (1998 cited by Moore 2005, p.200): When good training is lacking there is likely to be an atmosphere of tension, crisis and conflict all the time, because nobody is quite sure how the various jobs are supposed to be done and who is responsible for what. Similarly, Smith et al. (2003) viewed training as an essential ingredient for the success and longevity of teams. Eder (1990) wrote about the successful opening of the Mirage mega-casino in Las Vegas due to the training imparted to employees months before the opening of the casino. Clegg (2000) believed that developing staff to their full potential is important and is doubly required during hard times. According to an article published in the journal of â€Å" Development and Learning in Organizations† in 2004, it is exactly when times are tough and businesses are sailing through rough seas that companies need to update employees skills since to do otherwise is like throwing the lifeboats overboard to save on weight. Yet, despite a higher profile for training, there is still little evidence showing that a large number of employers accept the importance of training to organisational success. According to Clegg (2000, p.2), employees are unlikely to mention training as the most important department of the company. The author observed that: Many training departments have a bad image. Many companies will say that training is among their top priorities but almost always they change their mind when money is short. Too much training that is currently undertaken has very little impact on what the trainees do when they return to the workplace at the end of the course. Too much training is uninspiring. As rightly said by Hallier and Butts (2000, p.397), in many companies â€Å" Training is perceived to be a less varied sphere of activity and not necessarily essential to the running of the organization.† Indeed, in any economic environment, it makes no sense to throw money at training because training is still regarded as an unnecessary function. 3.5 Benefits of training Even though training costs money, in most cases the benefits outweigh the costs. Sloman (2005) believed that investing in staff through training bring long-term benefits. Sharma (1997) inferred that training provides the following benefits: Increase in productivity Improve individual and business performance thus obtaining a competitive edge. Improve morale of employees. Reduce supervision Reduce dissatisfactions, complaints, absenteeism and turnover Less accidents and wastage Enable employees to obtain job satisfaction and to progress within the organisation, thus helping the organisation to retain its workforce. Increase in organisational stability and flexibility. Avoid human obsolescence 3.6 Training: an investment or a cost? Sutherland (1999) stipulated that the most important of all capital is that invested in human beings. Law (1998), Vermeulen and Crous (2000) and Sloman (2005) took a position very similar to Sutherland (1999) by stating that people are indeed the most valuable asset of any enterprise. Sharma (1997, p.244) rightly stated: â€Å"There is no greater organizational asset than the trained motivated personnel.† Buzan and Keene (1996) in their book â€Å" The Age Heresy† argued that humans could appreciate in value whilst machinery depreciate in value fast and become redundant. Simarly, Law (1998) commented that human capital is more valuable than property or fixed assets. In contrast to many authors opinion about employees being the most important asset, many companies still consider the development of people as a discretionary cost rather than a necessary investment. For many economists, the worth of something is not determined by its purpose but to its price. Prahalad (1972, p.169) rightly stated: â€Å" To most line-managers, training has been by far an optional extra, to be indulged in when profits are good and to be dispensed with during lean periods.† He further added that traditional accounting practices considers all intangibles such as â€Å" organizational capability and worth of human resources as expenses† but all tangibles such as investment in plant and equipment as investment. Cunningham (2002, p.90) commented that for many organisations training is â€Å" nice to have†, but not an essential. The training budget is the easier option when a company has to reduce costs. As such, companies tend to cut corners which render the training ineffective (Clements and Josiam, 1995). This is an oxymoron. On the one hand, we have companies stating that employees are the most important assets but on the other hand, the same companies contradict themselves by viewing training as a cost rather than a worthwhile investment. All companies talk a lot about people development. But the moment things get tough; companies reduce training budgets, which may be a very short-sighted policy. If companies really believed about employees development, this is the one thing they would ring fence (Clegg 2000). Managers often complain about giving them a better class of workers and their problems will go away. Brown (1992) argued that employers are already equipped with a pretty good class of workers since after all they chose them. Indeed it is managers responsibility to help employees improve. The contributions of employees are often taken for granted though employees contribute a lot. Managers tend to believe in things that are visible to them but those whose contributions they cannot see tend to be neglected by them. Cartwright (2003,p.6) rightly stipulated: Consider what Mickey Mouse is worth to Disney or what a gifted program writer is worth to Microsoft. The value may be impossible to calculate in absolute terms, but it is likely to be many times the conventional worth of either asset. Barrows and Power (1999 cited by Moore 2005, p.200) believed that the alternative to training, that is not to train may even be more expensive because this lead to poor customer service. A lost customer may never return. As such, the lost revenue from poor service exceeds the costs of training a worker properly. 3.7 Effective Training Porter and Parker (1993,p.19) identified four features for successful training: Training must be viewed as a continuous process. Training must be focused so that people receive appropriate courses at the appropriate level of their needs. Training must be planned for the future to include the development of total quality skills and techniques. Training materials must be made customized to suit the particular organization. Organizations tend to believe that training â€Å" delivered en masse will mean that they have fulfilled their duty of care† (Shuttleworth 2004,p.62). The symptoms of ineffective and poor training are many. The most self- evident are dissatisfied customers, haphazard work, performance and quality standards not met, untidy work, low productivity, high production costs, excessive waste, employee dissatisfaction, poor discipline and high labour turnover. In fact, the most effective way to develop people is quite different to conventional skills training, which let us face it most employees regard as a pain in the neck. Clegg (2000) argued that it is no longer good to rely on the way things have always been done and the only way to make training more effective is to be creative. Sloman (2005) suggested that if an effective training program is in place, it could help employees realize their potential and thus benefit both the employees and the organization. According to Vermeulen and Crous (2000), for training to be effective, it must not only be planned in a systematic and objective manner but it must also be continuous to meet changes in technology, changes involving the environment in which an organisation operates, its structure and most important of all, the employees who work there. However, Harris (1995) concluded that managers tend to select training programmes according to budgets and time available, but not according to the needs of employees. Conversely, Cunnigham (2002) argued that if training remains focused on the needs of employees, important changes in developing the performance of the organization might be missed out. As such, it can be inferred that creating effective training programs require balancing the needs of the learner and the needs of the organization. In addition, Sloman (2005, p.349) commented: Training is not about constructing courses based on identified training needs. It is about making a whole series of interventions that encourage a climate in which committed learners are willing and able to acquire relevant knowledge and skills. If employees take part in training half-heartedly, it may prove costly for the organization. Even the best-planned training sessions may prove ineffective if employees are unwilling to participate. Similarly, Barrett and OConnell (2001) observed that a company can provide training to its employees, but the extent to which the training courses are then applied at work depends on the extent to which employees devote effort to learning and apply the new skills. The values projects model of learning also emphasized the importance of motivation, where the employees are willing to implement their learning. I do (Action) I will (Motivation) I Can (Skills) I Know (Knowledge) 3.8 Training Cycle For training to be effective, companies must complete the full training cycle. But as Beardwell and Claydon (2007) rightly said, the popularity of the training cycle is more evident in the rhetoric of the literature than in organizational reality. Stage 1 Identification of Training need Stage 4 Evaluation of training Stage 2 Plan of training required Stage 3 Implementation of training 3.8.1 Identification of training needs Arthur et al. (2003, p.236) stated that it is important to carry a Training Needs Analysis (TNA) before providing training because â€Å"it provides a mechanism whereby the questions central to successful training programs can be answered.† Prior to training, companies must have a clear idea of what it wants to achieve (Shuttleworth 2004) and whether the organisations needs, objectives and problems can be addressed by training (Arthur et al. 2003). Matens (HRfocus 2005b, p.11) suggested that companies should ask these key questions: Where are we now? Where do we want to go? How do we get there? How can we get commitment from key individuals? McGehee Thayer (1961) recommended a three-tier approach to determine training needs. Arthur et al. (2003) three-step process for assessing training needs is similar to McGehee Thayer (1961). They are as follows: Organisational analysis: Where training should be emphasized within the organization and which organizational goals and problems can be achieved and solved through training. Operational analysis or Task analysis: The skills, knowledge and attitudes necessary for employees to perform their jobs at the desired level. Man analysis: How well the employees are performing their tasks, who needs to be trained and for what. In the process of TNA, managers have to identify relevant training needs through the use of annual performance appraisal procedure to examine the individuals aspirations, how their jobs may change and what training is required (Hallier and Butts 2000). According to HRfocus (2005b), companies should get input about what employees want to be trained in. Although TNA is time-consuming and expensive, it provides greater financial, organizational and individual benefits. Also, training must be top-down, starting with the top team and cascading down the organization to show management commitment and to create an effective, healthy and versatile workforce. While in some organisations, training is considered to be for managers only, in other organisations managers think training is only relevant to workers, but not for them. Indeed, both these attitudes are wrong because training is for everybody (Reynolds, 1994). Similarly, Matens (HRfocus, 2005b) agreed that commitment and support from top management is vital. According to him, management has to show up for classes too. 3.8.1.1 The skills gap It is important for managers to identify skills gap, which is the difference between the skills needed to perform the required task and the skills employees already possess. The Skills Gap Skills needed Skills already acquired 3.8.2 Plan of training required Using a variety of training methods, the skills gap can be filled. In fact, Barrett OConnell (2001) observed that different training methods could encourage or discourage employees to participate in training programs. Similarly, The Learning and Skills Council (2004 cited by Beardwell Claydon 2007, p.317) commented that companies tend to choose inappropriate training methods which are â€Å" costly, time consuming, have a deleterious effect on employees perceptions of the value of training† and ultimately do not lead to increase skills levels in organizations. 3.8.2.1 Matching skills or tasks and training delivery methods Skills and tasks can be classified into three broad categories (Farina and Wheaton 1973; Fleishman and Quaintance 1984; Gold-stein and Ford 2002; cited by Arthur et al. 2003, p.236): Cognitive This relates to the thinking, idea generation, understanding, problem solving, or the knowledge requirements of the job. Interpersonal This relates to interacting with others in a workgroup or with clients and customers, which entails a variety of skills including leadership, communication, conflict management and team-building. Psychomotor This relates to physical or manual activities involving a range of movement from very fine to gross motor coordination. For a specific skill or task, a given training method may be more effective than others. This relationship has been backed by studies from Wexley and Latham (2002) who emphasized on the need to consider skills and task characteristics required to determine the most effective training method. 3.8.2.2 Training techniques On-the-job It is the most popular training method because it is job-specific, relevant, immediate and flexible. A 2006 study by CIPD conveyed that 56% of learning and development professionals agree that on-the-job training is the most effective way for people to learn in organizations (Beardwell and Claydon 2007,p.308). Conversely, Smith et al. (2003) commented that training delivered internally by employees who carry other duties apart from their responsibilities of training might lead to ineffective training because they have not received much training in how to train. On-the-job training includes the following: Demonstration It involves telling or showing trainees how to do a job and then allowing them to get on with it. It is the most commonly used training method (Armstrong 2003) because it is immediate and accessible to most employees. This method is effective if the person giving the demonstration clearly defines what results have been achieved and how they can be improved. However this method can result in the passing of bad or even dangerous working practices. Also, it does not provide a structured learning system where trainees understand the sequence of the training they are following. Job rotation The aim is to increase employees experience by moving them from job to job or department to department. It can be an inefficient and frustrating method of acquiring additional knowledge and skills if it is not carefully planned and controlled (Armstrong 2003). For this method to be effective, a program has to be designed stating what trainees are expected to learn in each department or job. Also, there must be a suitable person to assess whether the trainees are given the right experience and the opportunity to learn. Coaching It is a person-to-person technique to develop individual skills, knowledge and attitudes (Armstrong 2003). It can be very effective if it takes place informally as part of the normal process of management. Coaching consists of providing guidance on how to carry out specific tasks to help individuals learn rather than force-feeding them with instructions on what to do and how to do it. Mentoring It is the process of using specially selected and trained individuals to provide guidance and advice to develop the careers of the employees (Armstrong 2003). The aim is to complement learning on the job. The mentor provides personal support and should not be an immediate superior to enable the employees to talk openly about problems and discuss any concerns frankly. Secondment or attachment It involves the employees widening their skills or learning other skills by visiting other departments. It can also be used to increase awareness and understanding of other departments roles and concerns. Off the job It usually takes place in training areas or centres, away from the employees immediate work positions. It includes lectures, case study, seminars and role-playing amongst others. This method is mainly theoretical. As rightly criticised by Beardwell and Claydon (2007, p.322) this method is frequently pigeon-holed as the old way of doing things and typified as teacher centred, classroom based, process-focused and providing learning that is difficult to