Case study Assignment Example | Topics and Well Written Essays - 1500 words - 2

Case study - Assignment Example Management is essentially an act of fulfillment of objectives through people, and efficient management implies getting the maximum output from the people. Therefore, a good manager must encourage teamwork and enhance team spirit by meeting the needs of both the individual and the team. This paper will focus on a case study regarding problems of human resources. In any organization, managerial goal is to extract optimum performance from workers and employees for the benefit of the organization. The concept of High Performance Work Practices (HPWP) is a deliberate attempt to establish working patterns that will enhance the overall performance of the organization. This concept is not new and employees who embrace this concept are only implementing common sense approach to improve their performance level. HPWPs indicate assessment of own work, flexible working patterns, and other strategies to provide maximum results. HPWPs also encompass strategic recruitment policies and motivational schemes like promotions, financial rewards and flexible working hours (Sung & Ashton, 2005, p.2). According to research based on world reports, there are two major advantages of HPWPs. First, such practices maintain a steady improvement in the performance level of employees, and second, employee satisfaction can be enhanced both in terms of work and personal lif e. The combined impact of these two benefits is reflected in high level of employee commitment, improved financial performance, sustained competitiveness, and innovation (Sung & Ashton, 2005, p.8). In this section, I will be highlighting the problems of human resources in ServiceCo which is a â€Å"support services partner in the UK providing business solutions for clients across the local government, transport, education, health and defence sectors† (Alfes et al., 2010, p.8). Currently, 10,500 employees are engaged in 200 locations in UK. According to survey

Checkout paper # 3 Essay Example | Topics and Well Written Essays - 750 words

Checkout paper # 3 - Essay Example I love my dog because she is a good companion but of late she has been giving me problems. She messes around especially the carpet and my neighbors often complain about her. At one time she was injured by my neighbor’s child. I can see that you are angry for your dog because she makes the carpet dirty. However, I have done some researches and discovered that pet lovers ought to be patient with their pets since they have a habit of messing around in most cases. I then posed this question: What do you think must be done then? However, I realised that I had blundered by asking this question since the client was seeking help in order to address the problem. Therefore, for self disclosure, I sympathized with the client and indicated that as human beings, we always feel the same way when we clean the mess by the dogs. I paraphrased my question so that the customer could shed more light about her feelings towards this dog. She responded by saying: From this response, I realised that my customer was mainly concerned with finding a lasting solution to this problem rather than disposing the dog. I responded to the client by indicating that a dog can be trained but this can be done over time. This response gave my client renewed hope about changing the behaviour of her dog. I used strategies such as reflection, summarization paraphrasing as well as clarification in carrying out this task. I have learnt a lot of new things in as far as interviewing is concerned. In terms of non verbal communication, I maintained a steady eye contact and I would also use some facial expressions when talking to my client. I also listened very carefully to her as she spoke. However, one weakness I have noted about my interviewing technique is that some of my questions were too direct. For instance, I said: â€Å"What do you think should be done?† I do not think that this question should be asked to the client who has come for help. Essentially, the interviewer should suggest

Holidays Essay Example | Topics and Well Written Essays - 250 words - 1

Holidays - Essay Example ay a vital role date in observing holidays such as â€Å"Yom Kippur†, which is the Jewish Day of Atonement, Ramadan, which is the holy month that Muslims fast and pray, and Easter, which is the period where the Christians celebrate the commemoration of the resurrection of Jesus Christ (Gordon et.al 23). Although these holidays are both religious, they have different purposes and are celebrated on different times. For instance, when we look at the Ramadan and Easter holidays, they fall on different time. The second thing is that Ramadan holiday is marked after forty days of prayers and fasting by the Muslims. On the other hand, Easter holiday is marked by performing the commemoration of the resurrection of Jesus Christ. Not all holidays are associated with religion, some holidays are meant for thanksgiving, others are national holidays that are intended for countries to celebrate their foundation, independence, Veterans Day and other relevant appreciation. All people generally celebrate these holidays, but the effects they have on these people are different. When people tour new places or countries, they tend to bring their holiday celebration with them. They share their holidays with the people that they met and at the same time adopt other customs. The Irish, the Americans and the Italians also observe Holydays such as the Columbus Day. The New Year celebration is usually marked every first of January, but this is not the case the Jewish as their celebration is Rosh Hashanah that falls in September. It is the same situation in China, Korea and Vietnam that have their New Year holidays in February (Gordon et.al 34). Though many people travel everywhere during holidays, they get to learn new cultures from the people they meet, hence there is behavioral

Poverty in India Research Paper Example | Topics and Well Written Essays - 2750 words

Poverty in India - Research Paper Example About 29% of the population lives below the national poverty line; other estimates2 that are the indication of the current situation of India which will be used for further analysis of the situation include the infant mortality rate is 62 per 1000 births; child malnutrition for under 5 years old is 47%; around 86% people have access to an improved water source, and literacy is supposed to be around 61%. India was basically an agriculture based economy, in the year 2005, agriculture's proportion to GDP has been declining as the economy is progressing and agriculture was 18.3% of GDP and showed a growth was 6% year on year basis, industries' contribution was 27.3% and it posted a growth of 9.4% in which manufacturing grew at a rate of 9.1% whereas services now comprises more than half of GDP by contributing 54.4% to GDP and growing by 9.9%. Today, India faces problems such as escalating population and growing income inequalities; thus poverty remains quite a serious problem; although some social and demographic factors might seem to show some positives when compared over the years since India's independence in 1947 from the British rule. India: Poverty Retreats with Globalization's Advance (Nayar)3 suggests that with globalization of the world and the opening doors of the economy, India has shown a considerable growth has improved its own economic position. The reason for this is attributed to the deregulated policies that have now welcomed the multinationals to the country which has spurred the growth, employment, foreign direct investment into the boundaries of the country. But, the author still argues that with all the changes or step towards improvement is not quite visible in the masses of the country; that is the effect is not quite trickled down to the lower economic classes and only the top 20% have been benefiting from it. Though much of deregulation and liberalization have occurs but measures that are most reflective of poverty reduced situation has not shown quite remarkable improvements as reflected by calorie intake etc. Strategies for Combating Poverty in India, as mentioned earlier that the biggest challenge countries like India are facing today are to combat poverty; this article also highlights the same issue and discusses some of the ways poverty can be tackled in India. The article pinpoints that it is the policies of the government, and its priorities that are irrational and misplaced respectively; therefore, government over these last many years has failed to get rid of such a menace from the country. According to the author is important that the government should channel national resources in the right manner and to the desired objectives; first recommendation relates to unemployment, and suggestion is made regarding the law which should guarantee employment to be enacted, and if the state fails to provide employment then minimum wages in lieu should be paid to the unemployed too. Next, it suggests that for people it is necessary to develop skills, increase their productivity in areas inclu ding, health, education, agriculture, infrastructure, technology etc. because according to the author poor are poor because they lack such skills and there is no focus on their skill development. Poverty in India (Jaya)4 states the measures of poverty in India. The article points out that the most popular estimate of poverty measure is by making use of household consumer

E-business system Essay Example | Topics and Well Written Essays - 4000 words

E-business system - Essay Example On a broad analysis, the effect of e-commerce in people’s life has not been only in one dimension but through a wide spectrum of use, internet has been widely adopted for use in matters of shopping and transacting almost all bank procedures. Online shopping for various goods as well as services have not left consumer goods and services unattended to and according to the ‘Nielsen Global Consumer Report June 2010’ shopping for goods and services have had great evolution in the onset of online shopping (The Nielsen Company, 2010, p. 2). The advent of online stores through which sellers displays their goods and services and through which consumers shop for their consumer goods characterizes today’s commerce industry. Debates have however shaped the discussions about the topic of e banking; why the modern day banking institutions are adopting the e-commerce practices through adoption of such technologies as the internet for performing the transactions as against the traditional physical banking practices. Supporters of the practice of physical/manual banking procedures (who often are the older generation (Madden, 2010, p. 2), and who are opposed to the electronic banking practices, reasons that banking physically is easy and entails little logistics. It only gives one opportunities to conduct the banking procedures physically/manually where one-one interactions are preferred to the electronic practices. On the other hand, the supporters of the online banking practices affirm that the practice is more convenient than the physical banking in that one would have access to banking services such as withdrawals, transfers as well as transacting other complex banking transactions without physically visiting a banking facility (Hazel and Raphael, 2001, p. 4). The decisions to offer the online banking services by banking institutions may therefore stem from various reasons such as the convenience to customers, the good returns in use of internet fo r the procedures (which reduces the human labor costs incurred) and the general advancement of technology as is widely acknowledged in the current era. However, the evaluation of the advantages as well as associated factors that influence the adoption of online banking methods by different banking institutions takes to cognition that these services adopted vary from one region to another and from one country to another (Diniz, Porto and Adachi, 2004, p. 41-42). Institutional frameworks and culture within countries and the governments may have influence on the choice of methods of banking practices such as the internet banking. For instance, among some cultures, technological advancement is not appreciated and hence the effect to adoption of online practices such as banking would be unfavorable (Tan and Teo, 2000, p. 1-4). 2.0 DISCUSSION There has been noted evolution within the practice as necessitated by the

Energy and Environment Research Paper Example | Topics and Well Written Essays - 1250 words

Energy and Environment - Research Paper Example More than two-thirds of Americans (67%) agree that there is solid evidence that the earth’s temperatures have been increasing over the last decades. Despite a majority of Americans acknowledging the existence of global warming phenomenon, substantial partisan differences over climate change generated along party lines exist. Eighty-four percent of Democrats believe that there is solid evidence of global warming compared with only 46% of Republicans. The Republicans are greatly divided over the issue than Democrats (Pew Research Center 1). Only 25% of Tea Party Republicans agree that there is solid evidence of global warming and only 61% of non-Tea Party Republicans. Among the adults who say that there is solid evidence of the earth warming, 44% intimate that global warming is caused by human activities, 18% believe that the phenomenon is due to natural patterns in the earth’s environment, and 4% do not know. The opinions of Republicans and Republican-leaning parties are divided into four roughly equal quadrants. Twenty-five percent see no solid evidence of global warming and hence are convinced that it just not happening; 23% agree that there is solid evidence of global warming, and it is caused by human activity while 19% say global warming is happening, and it is caused by natural activities in the earth’s environment; 20% believe there is no solid evidence of warming of earth due to possession of minimal knowledge (Pew Research Center 1). Democrats are less divided over global warming as compared to Republicans.

The Assessment Process Essay Example for Free

The Assessment Process Essay Introduction Assessment is the process of judging a learner’s skills and knowledge within the work place or training environment, set against the National Occupational Standards. (NOS) These standards reflect best practice in the particular industry. Learners will be assessed as either competent or not yet competent and their evidence will be judged as sufficient or insufficient for them to have reached these standards. see more:identify ways of supporting an individual to make informed choices The assessor will work closely with the learner and work towards a National Vocational Qualification (NVQ) Note NVQs in the UK are now progressively being replaced with the Qualifications and Credit Framework (QCF) NVQ’s are typically arranged in levels which are structured into units each unit carries a number of credits, they are competency based i. e. they require the demonstration of abilities to perform a standard of job, both in skills and an understanding of what the learner does and why. Learners can undertake an NVQ at any time, they will be required to attend an initial induction session within which the learner will choose units to work on. Each unit covers a general area of work and carries a certain number of credits and outcomes. Learners are required to complete a number of mandatory units and then optional units are chosen to achieve the required number of credits. Learners will have regular meetings in the workplace, with their assessor to discuss evidence criteria, progress and set targets. The Assessment Process The assessment process can be broken down into the following sections :- 1 Recruitment, induction initial assessment Once the learner is recruited and inducted into the programme an Initial assessment is carried out. This involves the identification and collection of a wide range of information to enable the assessor to develop an effective, efficient, personalised and positive training programme for the learner. The assessor’s role is to aid the learner to gain an overview of the qualifications he or she hopes to gain and to plan their route to achieving it involving selecting the right units, in the right order and identifying any extra support they might need. Information collected during the initial assessment includes:- * Social/ethnic background. * Learning difficulties, disabilities and health or personal difficulties. * Previous abilities, experience, education, qualifications and achievements (RPL) * Learner strengths. * Areas for development – weaknesses. * Current job role. * Learners short and long term ambitions, goals, needs and expectations. * Time resources. * Available facilities and support. It is the assessor’s responsibility to determine the learner’s attitude and commitment and to ensure that he/she is fully involved in the process. Failure to carry out a thorough initial assessment can result in guiding the learner to unsuitable options, the training taking too long and wasting time, effort and resources, leading to frustrated learners and resulting in a high rate of â€Å"drop outs†. 2 – Planning Before the assessment of a learner begins, it is important to make a plan of how the assessor will carry out the assessment. The overall aim is to plan for the types of evidence needed to inform the assessor’s decisions. A holistic approach is important here i. e. the assessment process needs to be planned around what the learner is doing, then linking these activities to the occupational standards, not the other way round Important for learners in the working environment. Valuable steps for the assessor during planning are to :- 1. Ensure an overview of all the relevant units within the learners chosen path, taking into account the results of the initial assessment. 2. Have all necessary documents concerning the learners existing achievements to hand 3. Gauge the level at which the learner is currently working. 4. List day to day activities, responsibilities and functions and link units to these key activities It is vital that the learner is involved at every step of the process, and crucial that all details are agreed by him/her especially the learning goals and time scales. Assessment plans The results of the planning stage should be recorded by the assessor on a document called The Assessment Plan. Each assessment plan should record :- * Who is being assessed, where and when. * What activity is being assessed, and the units for which the evidence will be provided * What assessment methods will be used, how they will be recorded and where the evidence will be stored after the assessment. * When and how feedback will be given. * Who else needs to be informed of, or involved in the assessment. * What the arrangements are for reviewing progress and updating arrangements for assessment. * Anything the learner needs to bring on the day of assessment. 3 – The fundamental responsibilities of the assessor Good assessment practice relies greatly on an honest and trustworthy relationship between the assessor and the learner, vital for successful and credible results. Credibility in assessment is guaranteed by ensuring that all assessment practices and procedures are governed by the following set of principles :- Fairness, transparency objectivity. The assessor must :- * Give the learner the best opportunity to demonstrate their learning and knowledge and the assessment process must not hinder or advantage the learner in any way. * Consider the needs and characteristics of the learner. * Provide transparency i. e. communicate clearly with the learner to ensure he/she is fully informed about, understands and is able to participate in the process. * Inform of appeal opportunities and procedures. * Not discriminate on sex, race or disability (the equality act 2010) Validity. Validity is a measure of the accuracy of an assessment or is the assessment actually doing what it is supposed to be doing? Each assessment should be designed to allow learners to produce the evidence to show that they have the required knowledge, understanding and skills for the qualification they are aiming for. An assessment is valid when it :- * Is appropriate for the purpose, e. g. a practical assessment should be used to assess practical skills, a written assessment that asks learners to write about a skill rather than demonstrate it would have low validity. * Allows learners to produce sufficient evidence of the knowledge, understanding and skills that are required to satisfy standards of the qualification. * Allows assessors to make reliable assessment decisions for all learners. Reliability Reliability is a measure of the degree of consistency with which a learners responses to an assessment are judged. To be reliable, assessment decisions on learners performance must be consistent across all assessors for all candidates undertaking the same assessment task. In any assessment system, procedures have to be put in place to ensure this. Assessment decisions are reliable when :- * They are generated by valid assessments which are produced under conditions of assessment that are consistently applied. * They are consistent across the range of assessors applying the assessment in different situations, contexts and with different learners. * They are taken on the basis of clearly-defined standards of performance. * The authenticated work of the learner is being assessed. * They are consistent over time. The relationship between validity and reliability Validity and reliability are interdependent. An assessment that produces inconsistent results cannot provide valid information about a learner’s achievement. On the other hand, highly consistent results do not necessarily indicate high validity, since the test may be inappropriate for the competence being assessed. For example, the results of a maths test involving routine calculations may have a high degree of validity for indicating arithmetical skills but a low degree of validity for indicating problem-solving abilities. High validity and high reliability are more likely to be achieved when assessors :- * Measure learners against outcomes of learning which have clearly defined performance levels. * Use assessment instruments that are appropriate to the outcomes. * Minimise subjectivity. 4 Learning and development The learner undergoes training and development over time and :- * Acquires skills and knowledge. * Practises and applies what they have learned. * Starts to perform to the standards. * Consistently performs to the standards under a variety of conditions at work. Assessment for learning takes place at regular intervals to see how the learner is progressing. Learners are given feedback on their performance, targets are adjusted and further training and development are arranged as necessary. Formative Assessment Formative assessment is an informal process used by assessors and learners to recognise and respond to student learning in order to enhance that learning during the learning. It is a method of assessing for learning as opposed to assessment of learning (summative assessment) It takes place during the assessment, is an integral part of the learning process and involves the assessor indentifying the learner’s present standard of abilities and work. It provides feedback which supplies suggestions on how the learner can develop and helps the assessor to modify the learning process to suit the learner on an ongoing basis. Advantages :- * Provides the learner with a â€Å"safe place† allowing him/her to make mistakes and learn from them as opposed to the penalties of summative assessment. * Guides assessor into making decisions about future instruction enabling them to keep track of progress and adapt training to the needs of learners. * Improves learner motivation and achievement. * Engages the learner in self assessment. * Facilitates continuous improvement for both learner and assessor. Summative assessment Summative assessment focuses on learning completed, happens after a learning period and comes in a form of formal testing of what has been learned to produce marks or grades. Advantages:- * It acts as a formal measurement and evaluation of a learner’s growth and achievement after instruction. * Enables learners to enhance their achievements. * Provides rigorous, reliable and valid verification of a learner’s performance. * Develops learners as active participants in their own assessment, enabling them to develop as independent learners and effective professionals. 5 – Assessment methods There are many assessment methods available to the assessor. It is important to choose methods which are fair, valid and most effectively assess the objectives of the unit. See table below which lists the key methods and their application METHOD| DESCRIPTION| APPLICATION| Observation| Watching learners perform in the workplace or simulated environment | To see learners demonstrate their practical skills as they do their job activities. Most standards specify observation as a mandatory method| Examining or evaluating work products| The outcomes or products of a learners work activity or task| In conjunction with observation,questioning or professional discussion – must be the result of real work| Questioning| Using a range of questioning techniques either spoken or written| To find out whether the learner has learned necessary knowledge| Discussion| A conversation in which learners describe and reflect on their performance and knowledge in relation to the requirements of the standards| To test the validity and reliability of a learners evidence. Can often be used to cover a range of work activities and units. An affective way to test deep rather than superficial learning| Evidence from others (witness testimony)| Another person’s account of what the learner has done, usually to confirm existing knowledge from assessors own observation| To support an observation and to confirm consistent performance over time. May be used in conjunction with RPL to verify a learners claim to existing knowledge and skills| Learner statements| The learners account of what they have been doing in relation to the standards to be achieved| To support consistent performance over time. Or for evidence of reflection on, and improvements in, performance | Projects, assignments and case studies| Assessing the outcomes of case studies, projects and assignments that the learner has undertaken as part of their vocational learning against specified criteria| In conjunction with questioning or discussion (although projects and assignments set as part of the learning process provide no evidence of competence)| Simulation| Using a replica of the work environment to assess competence. When it is impossible or unsafe for the learner to perform in a real-life work environment| Skills tests| Formal testing of skills under test conditions| When it forms part of the requirements for independent assessment in certain qualifications. Usually where the learners need to acquire a range of technical skills before they can perform them in the work environment, or safety related knowledge and skill requirements. | Recognition of prior learning| Assessment of a learners existing level of knowledge and skill in relation to the standards| To match prior learning to units in a qualification so the leaner doesn’t have to repeat what they have already learned. Without detailed assessment it can be difficult to judge whether prior claims constitute valid, authentic and current evidence. | 6 – Evidence All the different methods of assessment have one thing in common the collection of evidence. Evidence can be defined as The proof produced by a learner that shows that he/she complies with the requirements of the criteria of the standards they wish to gain credits for. Evidence can come from a variety of sources, it is the responsibility of the assessor to ensure that the evidence collected is valid i. e. is authentic, sufficient and current before he/she can make an accurate judgement of the learners competence. Authenticity of evidence * Can the evidence be attributed to the learner? * Is the evidence the learners own work? The assessor has to verify that the evidence is the learners own work therefore the learner must be able to explain and substantiate the evidence produced. Sufficiency of evidence * Is there enough evidence to meet all criteria needed to judge the learner as competent? * Is the assessor confident that the learner has the relevant level of knowledge and skills and that performance can be repeated? Rather than focussing on quantity of evidence the assessor needs to ensure that assessment decisions are based on quality of evidence that demonstrates the learner is competent. To be sufficient evidence must show that :- * The learner has attained all of the relevant skills and knowledge outlined in the standards. * The learner has shown competence over a period of time. * The learner is confident to repeatedly demonstrate skills and knowledge. Currency of evidence * Is the evidence related to current competence? The assessor needs to judge the evidence as up to date with the latest developments and environmental factors such as legislation and must assure that it is the most recent available, especially important when assessing prior learning.