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

An Analysis of Two Literary Works of Douglas Adams Essay -- Literary

Douglas Adams, an English writer, may in fact be one of the most spontaneously humorous writers of all time; he exhibits this in many unique ways, although many could overlook this and think of his works as elementary. He is a writer of humor, personality, and subtile theme that is passes up by most. In many ways, one could argue that the aspects of his writing are juvenile, but one must see past this front that he puts on and realize that there is far greater thought and meaning behind it if one were to delve. His novels are spectacular, and they keep the reader interested while still providing a leisurely easygoing atmosphere in which to read. In the truly sidesplitting novels The Hitchhiker’s Guide to the Galaxy and The Restaurant at the End of the Universe (the latter is the sequel to the former), Adams incorporates the following: a sarcastic, agreeable style, ironic theme within this style, and a humorously diverse set of characters that only he could have portrayed. One aspect of Adams’ style is that he is exceptional at creating dry humor out of anything. What is dry humor? Cambridge Dictionaries speculates in a webpage entitled â€Å"Dry (Humor)† that â€Å"Dry humor is very funny in a way which is clever and not loud or obvious† (â€Å"Dry (Humor) 1). When people read one of Adams’ novels, this is exactly the kind of humor that they experience. When one reads a passage in which Adams uses this type of humor, one can only think that if Adams were speaking right in front of someone, he would have a face of stone while telling one some incredibly outlandish phenomenon. In Chapter 17 of The Hitchhiker’s Guide to the Galaxy, Adams explains that â€Å"The next thing that happened was a mind-mangling explosion of noise and light† (88). ... ...ificant as he thinks he is; Adams would agree that the earth is just an insignificant blue and green speck of a planet in a vast universe of nothingness. Finally, he has a group of characters which he creates that are unmatched in individuality, and the interactions that they share are truly amusing. Works Cited Adams, Douglas. The Hitchhiker’s Guide to the Galaxy. New York: Harmony, 1980. Print. Adams, Douglas. The Restaurant at the End of the Universe. New York: Harmony, 1981. Print. â€Å"Douglas Adams’ Biography.† Wikipedia.org. 12 Feb. 2012. Web. 16 Feb. 2012. â€Å"Dry (Humor).† Dictionary.Cambridge.org. Web. 29 Mar. 2012. Garland, Robert. â€Å"Douglas Adams’ Writing Style.† Galactic-guide.com. 13 Jun. 1996. Web. 4 Mar. 2012. Menhart, Maximillian. â€Å"Tone in Douglas Adams’ The Hitchhiker’s Guide to the Galaxy.† Bookstove.com. 9 Mar. 2009. Web. 29 Mar. 2012.

Racial Diversity Worksheet

According to Wikipedia Encyclopedia African Americans have experienced significant changes in their economic, social and political standings since the Civil Rights Movement. African Americans have more access to getting a higher education, a better paying job, and they are more involved in the American political process than any other minority group in the United States. Even though you still see many African Americans living in poverty, struggling to survive, and having limited access to healthcare, you also see many African Americans working extremely hard to accomplish many great things.Many of them have great jobs, own their own homes, and are living a wonderful life all together. For example, Barrack Obama beat all the odds and became the first African American President of the United States. Barrack Obama survived being and â€Å"average† American to complete school, go to college, raise a family, and eventually becoming the President. He is changing the way the â€Å"a verage† African American and Americans in general are viewed and what their potential standings in economic, social, and political America will be.  I know that President Obama is having a lot of issues right  now and not looking like a good role model, but at one point he was someone that African Americans and all Americans did look up to.1. There are two definitions for racism. The first definition of racism is the belief that race accounts for differences in human character or ability and that a particular race is superior to others. The second definition of racism is discrimination or prejudice based on race. There are many ways that racism affects diversity. Racism keeps people away from people of different races and with that happening they are not learning about all the different ethnic backgrounds.2.  According to the National Journal the interactions of racial groups has become more positive than negative or neutral. Many people do not see their friends and neig hbors as different races even though they are. Today many people are open to diversity. They are willing to learn more about the different cultural backgrounds, because of the potential day to day interaction with friends, family, and neighbors.3. Even though we the people believe that we are all equal there is still existing social inequities based on race. African Americans and Latinos are more likely to live in high- poverty communities than poor white people.  This means that African Americans and Latino are at high risk of not being to have quality schools, housing, healthcare, affordable consumer credit, or anything else that will help them to get out of poverty.4. I believe that the causes of racial prejudice and discrimination in today's society is people are afraid to give a person of another racial group a chance to prove who the really are. Many people live in the past and are brought up to believe that their racial group is superior over any other racial group. Many of these people are stuck in their own ways and are not open to any change.

Classical imagery and structure Essay Example

Classical imagery and structure Essay Example Classical imagery and structure Paper Classical imagery and structure Paper The seasons each poet has chosen to set their poem in are different. Wordsworth has opted for Spring, identifying the Cuckoo as darling of the Spring! Spring represents the fresh and unspoilt nature. It represents blossoming and warming. Keats sets his poem in Summer, the height of the year. Keats summer is somewhat stale and uncomfortable, as if it is dying into Autumn. This is reflected in the mood of Keats poem. Romantic poetry generally attempted to break away from the mould of neo-Classicism, that is to not try to recreate Classical imagery and structure. Wordsworth obeys this theorem perfectly, with not one Classical reference. Keats however frequently makes references to Classical and Biblical mythology. Lethe, the river of forgetfulness, Hippocrene, the fountain at which Muses were born, Bacchus, God of Wine and Ruth, a biblical character, are all used by Keats. Structurally, the two poems are also comparable. Both poets use iambic pentameter, which does not make any allusions in itself. However, Keats deviates from a rigid metre and in the eighth line of each stanza uses trimeter. Wordsworth uses more modern four-line stanzas and Keats uses longer, more explicit ten-line stanzas. Wordsworths rhyme scheme is the simple ABAB in each stanza. The effect of this is to give an echo of the Cu-Ckoo sound the bird makes. The monotonous and rigid structure of the poem adds to this. Keats uses ABABCDECDE, which may reflects the more varied melodious song of the Nightingale. Another interesting aspect to analyse when comparing two poems such as these is quality of poetry. Although we can compare style and theme, the quality must always be considered as it adds to or detracts from any motif in poetry. In the case of these two poems, I feel that Ode to a Nightingale is a poem of superior quality to To the Cuckoo. Keatss poem is better in many ways. Wordsworths content is overstated. He uses the same motifs and imagery throughout this poem and many of his others, for example Tintern Abbey. What he says is obvious and straightforward; there is no use of equivocation and little hidden meaning. Keats is more realistic and more relevant. He discusses issues instead of wandering aimlessly. He has much more direction and development than Wordsworth. In such a short and simple poem, Wordsworth needed to be as deep-meaning as possible and explore his subject matter as much as he could. Keats structure too is far more impressive than Wordsworths. Wordsworth is too simple in his language, structure and rhyme. His poem is neither fired up nor passionate. His poem comes across as vague and verbose, using tawdry expressions and clichi s such as Still longd for, never seen! He does not display his intellect and the result is he does not write to his capacity. Keats carries on for eighty lines in comparison to Wordsworths thirty-two, but not once does he lose his drive or allow a lapse in quality. He exhibits his ability to rhyme and narrate. He displays contextual knowledge of Europe and Classical mythology and uses it effectively to create imagery and effect. As I feel that one poem is better than the other, this contributes to any comparison, and makes direct comparison more difficult if the poems are on different levels. In a better poem, the meaning and desired effect is received effortlessly by the reader and the reader is much more appreciative of the authors style and themes.

Women in the Maltese Falcon Essay Example

Women in the Maltese Falcon Essay Example Women in the Maltese Falcon Essay Women in the Maltese Falcon Essay All of the women except for Effie are corrupt in the novel. They dont seem to have any important duties or roles throughout the story, but they do the dirty work for the men and participate in Illegal and immoral activities such as murder and having affairs. Sam Spade is a womanlier and thinks of women as people to do things for him and he likes to love them and leave them. It Is obvious that he does not Like to have relationships or get too close to anyone, so Instead he doesnt treat women the greatest. Spade orders Effie, his secretary, around and Is always giving her orders. She lights his cigarettes, takes his phone calls, runs his errands and listens to his problems. He gives her his dirty work to do and she does It all Immediately without saying a word or complaining. Spade also uses Burgled to benefit himself. He takes a lot of money from her, not knowing If he Is partaking In anything Illegal, and agrees to help her. She Is portrayed as a liar and can never keep her story straight. She Is a murderer, but falls in love with spade very quickly. He gets Information from her to solve the case, she becomes his lover, but in the end he turns her into the police. Finally, there is Via. She has an affair with her husbands partner, Spade. Spade pays no attention to Via after her husband is killed and has a relationship with Brigit. Even though he is never there for her, she is waiting for him at the end of the novel still. I think this shows women as being weak. She puts up with him treating her badly and she cheats on her husband. This portrays women as not having any morals and settling for how men treat them no matter if it is good or bad. Overall, the novel depicts men as getting all of the women and money. The women murder, cheat and stick with men such as Spade even though they are not appreciated or treated well.

Oral Language Development Essay Example | Topics and Well Written Essays - 750 words

Oral Language Development - Essay Example As projected by psychologists oral language development effectively takes place from the child’s early years, where in a child is capable of learning two or more languages easily as compared with adult learners. It is vital for a child to learn to communicate from a very early age, in order to become a fully literate and educated person. Since so much is developed and learned by a child early on, the education and proper training should be the most important component of the child’s life and into adolescent’s. Early literacy is defined as the stages undergone by a child in developing their language skills which includes reading and writing. Oral language performs essential functions in the development and enhancement of the child’s thinking skills. Through the development of oral language the critical thinking ability of a child undergoes the same pace. Familiarizing themselves with the vocabulary and the language basically makes them think of the proper a nd appropriate words on how to present and express their thoughts with other people. The aforementioned things provide a strong link between the child’s oral language development and early literacy. The more a child can interpret and deeply understand oral language, the greater the possibility that a child has the capacity to interpret, analyze, and understand written texts. Research findings have revealed that a child at his/her young age possessing an exemplary oral language development is more likely to reach a commendable literacy level; while in the reverse, a child with poor oral language development has a greater probability of having low level of literacy skills. Oral language, despite of its being one of the foundations of literacy, is often neglected or given lesser importance in emphasizing the enhancement of literacy skills. Oral language performs various essential roles in academic success as studies with monolingual English speakers illustrated. The skills used in deciphering knowledge and information cultivated by having oral language proficiency is the threshold toward the development of reading comprehension among these young learners. This shows the interrelationships among the four macro skills in language learning such as listening, speaking, reading, and writing. The vocabulary words that a child learned from his or her environment through listening and used in speaking are essential in developing his or her reading comprehension. IMPORTANCE OF READING SKILLS According to the article entitled â€Å"Reading, Literacy, and Your Child†, research has distinguished five basic reading skills which are all important in improving the literacy level of every child such as phonemic awareness, phonics, vocabulary, reading comprehension, and fluency. Phonemic awareness is the ability to hear, distinguish, and play with isolated sounds known as â€Å"phonemes† in oral language; Phonics is the capability of connecting with the lette rs of the written language with the inclusion of the phonemes of the spoken language; Vocabulary which is considered as the words that a child needs to recognize in order to communicate proficiently; reading comprehension is the ability to deeply understand and derive meaning from

Dell vs Hewlett Packard Essay Example | Topics and Well Written Essays - 2500 words

Dell vs Hewlett Packard - Essay Example Michael Dell, the founder of Dell Inc. who owns 10% of the common stocks, customers, suppliers and the stockholders are the major stakeholders. The global recession brought tough conditions on loans in 2008 as banks became more cautious about lending. Investors are also hard to find as the people do not have liquid cash in hand. Therefore it is hard to find investments for expansion in such conditions. The dollar has sunk in comparison to Euro to a new low and oil prices have risen to above 100$ per barrel. A depreciated exchange rate means that the imports cost higher to the US. Consumers are shopping conservatively and are trying to avoid shopping because of shortfalls in income and higher unemployment. The unemployment rate has plunged to 10% which means that every 1 in 10 American in unemployed. The consumer expenditure was down by 4.3% in 2008 since the last year. Youngsters, who are the main target market of Dell, are facing difficulties in finding jobs. This is because the companies are hiring more experienced and trained personnel instead of youngsters. This means that the target market of Dell has reduced income. The instability of government policies could affect the business environment in the US. Policy changes such as corporate tax rate and interest rates changes by the Fed could affect all the firms present in the US. The demand of data storage was on high as the use of computers increased. The demand was huge from the industrial side as there was a trend of recording and storing data in data drives. The consumers wanted high-speed data storages which ensure data protection and recovery features. Almost all the nations were going through a financial crisis in 2008 which forces the businesses in the global arena to cut down their costs in order to survive. This was forcing the companies to shift to cheaper options in the market such