Cheating In Relationships Essay

Many people today have sought the cruel and unfair reasons for relationship problems and cheating. Philosophers of the past have analyzed various contributing factors such as flirting with others, not happy with one another anymore, too much time spent with the opposite sex, other is not sexually active with the other anymore, or one just doesn’t want to be in the relationship any longer but simply knows of no other way to get out. All of these are the causes of cheating in relationships. There is a quote that states â€Å"A relationship is not a test so why cheat?† This quotes says a lot. There are so many causes to cheating in relationships but why do it? Why should you let someone or something get in the way of your love life and your feelings for your loved one? If you truly love someone, other things or people won’t matter to you or catch your eye and make you develop feelings for them and lose your feelings for your partner. You should always think about the effects of cheating on your partner/spouse. The effects of cheating in a relationship can be very severe or could not mean anything at all to someone. Some effects of cheating cold result in suicide, violence, depression or maybe even death. To me, those effects are extremely severe and could be life-changing. I have heard many stories about a partner or spouse cheating on one another and it resulting in death of one or the other. Cheating is very harmful to people and should not be done in any way at all possible, not physically, emotionally or sexually. In the bible, cheating is defined as Adultery and it is illegal which I fully believe it should be illegal to this day. Now that you know the causes and the effects that cheating in relationships has on your partner, maybe you will think twice about doing it. Hopefully you won’t think about doing it all though. Just remember that there is a strong possibility that you could be putting someone’s life in danger because of the effect of cheating. Works Cited Williams, Lila Rankin. â€Å"â€Å"He cheated on me, I cheated on him back†: Mexican American and White adolescents’ perceptions of cheating in romantic relationships.† Phoenix, Arizona. Elsevier Ltd. 2011. Hickle, Kristine E. â€Å"â€Å"He cheated on me, I cheated on him back†: Mexican American and White adolescents’ perceptions of cheating in romantic relationships.† Phoenix, Arizona. Elsevier Ltd. 2011.

Economic Commentary: Public Good, Market Failure Essay

Paper Edition | Page: 5 Jakarta has long been infamous for its repeated floods, such as those that crippled the capital and all its government and economic activities last week. Over 15,000 people were displaced and the material losses from infrastructure destruction and damage inflicted on personal property have reportedly reached Rp 20 trillion (US$ 2 billion). The devastating impact of the disaster on government activities and public services under the central government’s auspices has revived a debate over the need for the country to move its capital from floodridden Jakarta. Even President Susilo Bambang Yudhoyono, according to his aides, has considered relocation of the capital, albeit as a last resort, as part of an all-out, comprehensive effort to solve the problems facing Jakarta. With or without major floods, which strike every five or six years, Jakarta can no longer sustain the population burden with all its consequences. The city no longer has space to provide housing to all of its nearly 10 million citizens or build roads for the 6 million cars and motorcycles thronging the capital. This is quite apart from the city’s lack of infrastructure to protect residents from disasters like the annual floods. Jakarta today is typified by frustrating traffic gridlock, slums that encircle high-rise buildings, makeshift huts built along riverbanks, food stalls and groceries that occupy sidewalks, traditional markets that spill onto public thoroughfares, clogged drains, illegal parking along busy streets and other forms of disorderliness resulting from the state of over-population. Not to mention the city’s crime rate, which tends to increase year-on- year. Every time Jakarta voters chose their leader, they elect a candidate who they consider able to live up to their high expectations, which of course gives them false hope. Jakarta has turned into a megalopolis without enough resources to deal with its gigantic problems and challenges. What the founding fathers failed to anticipate when they chose Jakarta as the capital city was perhaps its evolution as the country’s commercial hub. About 60 percent of the nation’s money circulates in Jakarta, where foreign companies assign their representatives. Many countries have become aware of the problems in developing their capital city as both the center of government and the heart of economic activities. Then they have got to the point where relocating the capital city becomes unavoidable. Brazil did it in 1960 when it moved its capital from densely populated Rio de Janeiro to newly built Brasilia City, our Southeast Asian neighbors Malaysia and Myanmar moved their capitals to Putrajaya and Naypyidaw in 1999 and 2005 respectively. Indonesia moved its capital to Yogyakarta from January 1946 to December 1949 due to the war of independence. In that time Bukittinggi in West Sumatra also briefly served as the capital city when founding president Sukarno established an emergency government prior to his arrest by the Dutch between December 1948 and June 1949. Unless Jakarta takes drastic measures to shore up its increasing burden, Indonesia will have to consider an alternative capital. Sooner or later saying good-bye to Jakarta will no longer be a matter of choice, but of necessity. Commentary: The article tells us about the recent flood in Jakarta, which has brought huge impacts to the nation financial cycle. The flood was happened because many factors, but the most significant factor is because the lack maintenance of the flood controls system in Jakarta. The capacity of the drains has not been maintain to what level it should be. Therefore, due to heavy rain during the rain season the flood control system could not handle the pressure which resulting the massive flood in most of part the city. Public Good is defined as a good that is both non-excludable and non-rivalrous. Nonrivalrous; its consumption by one person does not reduce consumption by someone else; Non-excludable; it is not possible to exclude someone from using the good. Flood in Jakarta happened because the government has created a market failure since they have under provided the flood control system in Jakarta. The flood control system is an example of an environmental public goods: flood cont rol system, which nobody would provide on their own, even though everybody benefits from it being available. This suggests that since flood control system is a public good (because it is over consume, and underprovided based on what is needed for society) it clearly shows that it is an example of a market failure. Since the market fails to allocate resources to the production of the public goods it means that there are external costs. The article mentioned that the flood has resulted massive looses: over 15,0000 people were displaced and material losses from the city infrastructure, damage inflicted on personal property have reportedly reached Rp 20 trillion (US$ 2 billion). About 60 percent of the nation’s money circulates in Jakarta, where foreign companies assign their representatives; the flood has also interrupted the economic activities, as Jakarta is the â€Å"heart of economic activities† Through this tragedy there are different effect resulted. Seeing the disaster, we could clearly see the disadvantages. Most Jakartans living in flood-prone areas will probably answer mud or garbage after the flood, Citizen loss their property, illness such as fever and other water-borne diseases has also spread wildly.It means, there are external cost needed to recover houses and infrastructure as well as for the health care. In the other hand, other stakeholder got more benefit : trash picker and food seller on the street. Local news reported that the trash picker help to picked up motorcycle from one point to another; they got paid for Rp. 20.000/one way. The food seller on the street increases their income as there is increase in consumer,people were trying to see the flood from closed distance. Jakarta’s government must step in to ensure that flood control systems are produced at socially desirable levels. The flood control system should be provided up to the point where MB=MC so the flood would not be happen again and it would not interrupt the economic sector as well as creating disadvantage for the whole citizen. There are many ways to correct the market failure. Government could make an effective legislation to limit number of urbanization. As we know, Jakarta does not have an appropriate city planner. People build shift huts in the area where it is inappropriate such as the riverbanks. These people are not paying for the house tax since their house is also illegal. This will distort the city infrastructure and also decrease government revenue since they are not paying tax. Government could also do implication of direct provision in using economic criteria to determine which public goods and in what quantity of the public good should be produced. To make government direct provision to be happen, tax should be imply. With implying indirect tax government will increase the revenue which could be use for the spending on public goods, in this case is to increase the number the flood control system and maintain its quality. In long run, this issue will add another problem including the nation government and economic sectors. Based on the article, the President of Indonesia has stated there would be a probability of relocation of the capital. This will bring huge cost on all government, public services, and the whole economic activity within the country, unless the flood issue in being solved. Works Citied: â€Å"Editorial: Good-bye Jakarta.† Jakarta Post. N.p., 26 Jan. 2013. Web. 01 Feb. 2013. Tragakes, Ellie. â€Å"Market Failure.† Economics for the IB Diploma. Cambridge: Cambridge UP, 2009. 119+. Print.

Men and Mice

Literature Criticism Essay In essence, Of Mice and Men is a novella about dreams and aspirations. John Steinbeck sets the novel linked to the American Dream during the 1930s Great Depression, when high unemployment made plenty of poor drifters struggle in California with a naive assumption of starting a new life by owning a small piece of land. The two mostly represented characters under that background, George and Lennie, who are itinerant workers from California searching for work on ranches in Soledad, share an innocent dream of â€Å"live off the fatta the Ian† (14). Hence, dreams re integrated with hope, reality, and fate.Firstly, as a true reflection of the 1930s Great Depression in American, the story suggests that the nature of human dreams is a hope to escape from grim reality with the integral point of being independent and living happily. By creating dreams, the life is infused with a driving motive of ambition; while, without dreams and aspirations, life would lack direction and meaning, which is possible to make human sinking into despair. To George and Lennie, the dream of having a small acreage farm means Joys of self dependence, ecurity, and being their own boss, like: â€Å"we'll have a big vegetable patch and a rabbit hutch and chickens.And when it rains in the winter, we ‘II Just say the hell with goin to work, and we'll build up a fire in the stove and set around it an' listen to the rain comin' down on the roof†Nuts! † (14-15) Through the comparison to other ranch hands, George recognizes that he cannot simply accept such a meaningless life with the grind and poverty of working on ranch, as George described in the book: â€Å"Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don ‘t belong no place†¦They ain't got nothing to look ahead to. â€Å"(13-14) This makes George believe that Lennie and him are in a unique situation, because they share a â€Å"sym biotic relationship† ( Halyersmcq) by depending each other to provide a sense of yearning for a small land to dwell in happiness, after their enduring hardship on ranch. So, this is why George claims that â€Å"With us it ain't like that. We got a future. We got somebody to talk to that gives a damn about us. † (14) Secondly, through Lennie ‘s killing of Curleys wife which eventually results in their dream lost,Steinbeck shows his audience that Just simply having and sharing a dream is not enough to bring it to reality, due to the unavoidable obstacles. Each person must be aware that obstacles against their dream tend to be difficult but not insurmountable, as long as they work hard and focus entirely on the eventual objective; otherwise, the dream would be never within reach, or even crushed by the cruel world. The intellectual handicap of Lennie limits the possibility of achieving their dream, which makes George feel that it is always hard to keep Lennie out of trouble and keep them on track for dream.As a result, Lennie's innocent preoccupation with touching soft objects becomes the undoing of their dream in the end. In the story, when Lennie strokes the hair of Curley's wife by irritating herself, he tries to make her calm with yelling that â€Å"Oh! Please don't do none of that, George gonna say I done a bad thing. He ain't gonna let me tend no rabbits. â€Å"(91), but finally Lennie unintentionally kills her of did that. George'll be mad. â€Å"(92) At this point, it is the seeming desire of Lennie to keep dream safe but actually his fixation on the hair of Curley ‘s wife that destroys heir dream eventually.Therefore, this irony also confirms the ultra negative assertion from Crooks, who is a black stable-hand in the novel, that it is as impossible for ranch hands to get as a piece of land. â€Å"l seen hundreds of men come by on the road an' that same damn thing in their heads. Hundreds of them. They come, an' they quit an' go on; an' every damn one of 'em's got a little piece of land in his head. An' never a God damn one of 'em ever gets it. Just like heaven. Ever'body wants a little piece of Ian'. I read a plenty of books out here. Nobody never gets to heaven, and nobody gets no land. It's Just in their head.The're all the time talkin' about it, but it's Jus' in their head. â€Å"(74) Thirdly, the idea that dream is to a large extent reigned over by the philosophy of fate is reinforced in the story. Steinbeck hints to the reader that â€Å"fate keeps you set where you are, and no matter what you do, fate will keep you controlled by what is available to you in your life style. â€Å"(Haylersmcq) In the story, because George and Lennie are unable to enjoy their position in the ranch all the ime, they desire to own a piece of land and start a new life; but yet fate is against them and breaks their dream, when the goal seems Just within their grasp.Then, George and Lennie are â€Å"once again stuck w here they had started, with nothing. † (Haylersmcq) Perhaps, this ending makes George to some extent perceive that their dream is bound to be a failure regardless how much effort they make, due to the uncontrolled fate. So, this is why he says softly to Candy at the end of story that â€Å"†l think I knowed from the very first. I think I knowed we'd never do her. He usta like o hear about it so much I got to thinking maybe we would. (94) However, another main character, Slim, who is known as â€Å"the prince of the ranch† (33), seems different from George and Lennie in the story, because he is not enslaved by dreams; instead, he shows his happiness and satisfaction on working as a mule skinner in the ranch. Steinbeck's depiction on Slim makes him a bit of a perfectionist with charismatic personality and excellent skills, as: â€Å"†¦ capable of driving ten, sixteen, even twenty mules with a single line to the leaders. He was capable of killing a fly on the heeler's butt with a bull whip without touching the mule.There was a gravity in his manner and a quiet so profound that all talk stopped when he spoke. His authority was so great that his word was taken on my subject, be it politics or love. This was Slim, the Jerkline skinner. † (33) It allows us to see that Slim is one of those odd and rare individuals who are able to find and accept their position in the work and life, instead of to challenge the fate, because the nature of this acceptance is a kind of inner peace which could let people have a clear vision of what they want to get (Mwestwood).To conclude, in Of Mice and Men, dreams are integrated with hope, reality, and fate. The nature of dreams is a hope but there are still obstacles to overcome in reality. In addition, dreams are controlled by the fate, which is always so irresistible and unchallenged that to accept your position in the world is more important than to have a dream. Reference List 1 . Steinbeck, John. Of Mice and Men. New York: Penguim, 1993. 2. Hylersmcq. Characters dreams for a better life within mice and men? Web. Jan 28, 2012. 3. Mwestwood. Why doesn ‘t Slim share other men ‘s dreams in Of Mice and Men?

Development and Towns and Cities Essay Example | Topics and Well Written Essays - 1000 words

Development and Towns and Cities - Essay Example In cases where the growth factor ceases, there is likelihood of the city gradually dying because of lack of activity. This may explain the reason why some known cities in history such as the walled market towns of the 9th century in north UK died. These were replaced by the medieval towns that were motivated by the agricultural productivity during their time and need for produce storage and marketing such as the Newton city, Newport and Newmarket. As we consider the growth and development of cities from the ancient through the medieval to the present age and project the growth into the future, it is important to note that a city, like a liviing thing is born, can grow, can be sustained and has potential to die. What may be important in this case is to note that the growth of towns and cities is a transformational process based on differnent influences. Past influences over the growth of towns and cities Growth of towns and cities traced to the 1st century BC was a culmination of mult iple factors but most pronounced was the economic factor. Most of the towns in the UK grew as trade hubs to facilitate trade of goods. Most of the growth is traced to the medieval age when there was a boom in agricultural production where most lords and barons wanted channels to distribute or market their produce. This saw the development of walled cities like Oxford and Hereford which were basically trade cities. Because of the need to move the products, most of these cities grew along major trade routes where transportation was easiest. Therefore transport network in the UK became an important factor that influenced growth and development of towns and cities. These developed as hubs and interconnections where commodities would be collected in readiness for transportion to the market. For this reason most of the ancient cities were harbor cities because of the formidable water transport system by then using steamships and rafts. Because of human sociology as a result of economic gr owth, social needs of residents and internal migrants promoted development of other cities in the UK. These included â€Å"cathedral cities† like in Wales (where magnificence of churches is evident), administrative cities like Canterbury, Silchester, Wroxeter, and Winchester which were used as Roman capitals while others like Caerleon, Gloucester and Chester were fortresses and defence cities. Although the administrative factor became important later, yet it was routed in the need to watch over the economics. It is therefore imperative to say that the two most important factors that influenced growth of towns and cities in teh UK are need to control markets and the issues of human sociology that demanded social structures and formal city and town formation (Smith, 2006 p 5). Present day influences on growth These can be traced back to the industrial revolution time in the 18th century where growth was mainly transformed by the textile industry which is said to lead to the gro wth of Dublin (British second largest city after London) (Fraser, 1980 p 465). Growth of towns and cities in this time was fuelled by the need to source raw materials, manufature goods and distributing them to the market as was seen in Birmingham and Manchester which doubled up as admistrative towns as well. Because of the increased wealth the present day growth shifted its focus slightly from economics to social factors. This led to growth of towns for recreation such as the Brighton

Retail marketing Essay Example | Topics and Well Written Essays - 2250 words

Retail marketing - Essay Example They take small supplies from the suppliers and then sell them in an open market. They need to keep their eyes on every aspect of the market. In fact they are the real salesmen of the products. The normal buyer goes to the retailers for shopping. A normal buyer does not have access to the manufacturers or the suppliers. Simply, a retail shop is the last place in the chain of selling the products that is from the producer to the consumer. Before analyzing the marketing strategies to be adopted by retailers we need to understand what the retailers and public relationship actually are and what their functions are. This will make us capable enough to make some strategies for the retailers to achieve good PR coverage. RETAILERS Business dictionary defines retailers as â€Å"A business or person that sales goods to the consumers, as opposed to a wholesaler or supplier who normally sell their goods to another business†. A place where a retailer commences business is known as retail s tore or departmental store. A departmental store is defined as "The department store is characterized by a store with wide variety and deep assortment and good level of customer service. An example is the shopping center to attract consumers who value comfort, safety, quality, famous brands and greater variety of options in specialty stores. The variety stores are those that offer a wide variety of products and limited services and low prices. They sell similar products that could be found in department stores, but usually are not brands, or brands of self-standard of quality and service system is self service† (Kotler, 2000, p. 129) There are certain characteristics of retailers that make them different from producers and whole sellers. They are like they deal in different varieties of the products where as producers produce the products of their brand only. Retailers have a very limited and small percentage of total consumers and they try to satisfy consumers by providing di fferent types of the products and acting as a bridge between the producers and the consumers. Retailers establish and maintain a permanent contact with the consumers and they purchase as well as sell small quantities of the many products. Retailers perform different functions for different stake holders. They may include functions for the consumers, suppliers, and manufacturers. The main general functions include sale of goods and establishing a good relationship with the consumers. A retailer acts as a middle man between producers and the consumers. Moreover he acts as an advisor to both the supplier and the buyer. He also acts as a marketing agent for different companies as he attracts consumers by briefing them about different products. The functions that are specifically performed for the customers are provision of a good stock of different finished products and maintaining enough stock of the goods to fulfill desirable demand of the normal consumers. A retailer does not bind hi mself to sale the products of some specific producer he even sales products of two competitors. Hence he offers a variety of products to the consumers. Nowadays most of the retailers also offer free home delivery service and very few of them charge for such a service. In case of any fault or dissatisfaction from the products purchased, a retailer offers after sales

Information power inside an organization Research Proposal

Information power inside an organization - Research Proposal Example The aim of this research work is to study and identify the fundamentals of information power that exist within an organization in association with organizational behavior. Additionally the role played by information power in decision making shall also be discussed. Power distance supports the concept of inequality on physical and intellectual basis within an organization. Women in Canada are able to seek career promotions because over there people are more concerned about individualism as opposed to India where women have comparatively less chances of promotions due to power distance and lack of individualism (Aruna Chandra, 2002). First of all I shall be discussing the main aims and objectives of the research work along with the basic definitions of the terminologies. Then there would be a detailed literature review related to the topic. Subsequently I will mention the conceptual framework, research methodology and finally the findings followed by a brief and comprehensive conclusion. The author has critically analyzed the business activities in India and subsequently its comparison is built with US and Canada. This book will be helpful for me so as to define power distance with respect to Indian and Canadian organization. This research article has discussed the role of information in relation to power exercised over the employees in Finish Food Industry. The relationship between buyer and seller is greatly influenced by the information power and therefore it must be handled carefully. I shall be doing the primary research which includes collection of related data, facts and figures. It would be an online data collection process. Research articles from well-known and authentic websites shall be used. Additionally some of the renowned books published on the subject shall also be considered. Deadline for submission is 9th April, 2013. Therefore the

Management 3000 Term Paper Example | Topics and Well Written Essays - 2000 words

Management 3000 - Term Paper Example However, achieving effective interpersonal skills is a process. The initial stage in the process of efficient interpersonal skills involves an individual’s understanding of self. It is common knowledge that, an individual cannot seek to understand others before effectively understanding self. After the individual has effectively understood self, the next stage involves understanding other individuals they work with. The next step involves understanding the team and its dynamics. Once an individual accomplishes these stages effectively, they are ready to manage and lead others in a workplace organization. In effect, the stages eventually lead to successful management and consequent productivity in the workplace. The journey to effectively achieving interpersonal skills starts with an individual developing self-awareness. Through self-awareness, an individual develops the ability to understand their own feelings, the reason for those feelings, and the impact of the feelings on their behavior (De Janasz, Dowd and Schneider 5). It is crucial to note that, feelings are crucial in guiding an individual to exhibit some reactions when they are in a situation. Case in point, in the movie Twelve Angry Men, one juror’s feelings about slum people as drunks and liars who fought all the time made him consider the suspect guilty since he was from the slum. In this case, the feeling about slum people this juror had, circumstantially led him to passing a guilty verdict without carrying out an effective and rational assessment of the evidence available. In a management career, self-realization and awareness are crucial and a manager should follow certain steps in order to achieve realization. The fundamental step towards the self-awareness process is creating a list of an individual’s strength. In effect, the individual should analyze and utilize these strengths in guiding their career

Strategic Marketing Product Mix and New Product Development Strategies Essay

Strategic Marketing Product Mix and New Product Development Strategies - Essay Example The Pepsi Company already has a lot of products including business ties with Lipton Iced Tea, but that doesn't stop them from creating more new products. After the production of more than four hundred products you can't say that The Pepsi Company will stop creating new products or new drinks, that's not going to happen, not if they want to maintain to be the number one non-alcoholic beverage company in the world, not if their top competitors such as Coca Cola and Cadbury Schweppes are still around. (Hoover's.com) So, the idea of developing of another product is very much possible. And a creation of a new product, coffee for example, The Pepsi Company would like to create a new product line like coffee. This new product would require new machineries for the coffee beans and the skilled people in the coffee industry. With the development of a coffee brand of in the Pepsi Company, the organizational structure of the production division would be changed. For example the employees from ot her department that has the "know how" to operate the coffee machines would be "repositioned" into the coffee department. Therefore, this would create a great deal of transferees of department within the organizational structure. ... tion objectives of marketers to market the new Pepsi products, the use of internet, advertising campaign, sales promotion and sponsorship must be implemented as the IMC tools. The use of these IMC tools may help Pepsi Cola to communicate with the other target segment. For example, with the popularity of the Internet ever increasing, it has now become one of the most common ways of doing business: e-commerce. Through the Internet the Pepsi product will emerge quickly because Internet acts a shop window for many businesses today, this will also allow consumers to view the different features Pepsi products, its contents in terms of minerals and vitamins or purchase the product features and unique benefits online. In addition, the Internet can also be used as a marketing tool, in meaning on a purely promoting the products, which will aim to result in a more sales from other distribution channels. The rationale for choosing this channel is that Internet can help target consumers worldwide not only on the market and this could be a great opportunity to be develop and in order for consumer quickly recognized the product. Herein, the entire campaign element must be integrated in order to achieve the desirable marketing communication objectives. Consumer does not separate or divide advertising, sales promotion, sponsorship and internet as marketing communications techniques. They tend to receive the messages from various sources and buildup either favourable or unfavourable image of Pepsi products. As far as they are concerned, the source of the message is unimportant. What they will be concerned with is the content of the message and to what degree the brand promise is actually delivered (Fill & Yeshin, 2001). Basically, all campaign activities lead down to marketing

Assessment of Chinese culture Research Paper Example | Topics and Well Written Essays - 2000 words

Assessment of Chinese culture - Research Paper Example These cultural aspects included different religious beliefs, eating habits and diverse beliefs towards family planning methods. Through cultural biasness created, the researcher realized that Chinese distance themselves when communicating with other, avoid too many question by keeping silent and have a sense of humor. The researcher recommended nurses to build trusting relationships, advance their medical training programs and learn to communicate effectively in a multicultural environment. Lastly, the conclusion summarized what the researcher discussed under the research topic. Assessment of Chinese Culture Introduction Culture is an essential aspects and it plays significant roles in life of many people across the globe. Chinese culture is one of the oldest cultures that have been studied across the globe. The Chinese culture is dominant in the Eastern Asia whereby tradition, norms and values vary significantly among the provinces. They have different cultural components such as ma rtial arts, music, cuisine and many others. Cultural diversity enriches Chinese, yet it also poses varied challenges for nurses. This is because Chinese have cultural beliefs towards traditional medicines and such beliefs influences them on the way they treat illness and what constitutes good healthcare. They have beliefs on the way a person experiences and respond to pain or when one needs treatment. Nurses work with different people from diverse cultural backgrounds in order to deliver culturally competent healthcare. Therefore, nurses must embrace and understand varied cultural aspects in order to offer their patients culturally acceptable pain management. They should also be aware of the cultural beliefs, values and customs that might influence the patient’s responses to pain. Cultural belief can impact the role of nurses; thus, it is significant for nurses to stereotype patients in regard to cultural aspects. This will help nurses to understand the cultural patterns in o rder to deliver effective services. Thus, the research offers an assessment of Chinese culture and the way these cultural beliefs can impact the role of nurses; thus offering effective recommendations vital for improving nursing care in a multicultural environment. Summary of Chinese Cultural Aspects Chinese have different cultural aspects ranging from lifestyles, health practices, health beliefs and other different cultural aspects. A comprehensive interview was carried out in order to examine the way nurses build their nursing relationship with patients from different cultural areas. The qualitative data were collected through open-ended interviews in order to determine in case cultural lifestyles, health practices and health beliefs among the Chinese impact nursing roles. One man who is an M.D from a private health care organization and well conservative of Chinese culture, but living in America was interviewed. It was found that Chinese have varied health beliefs and practices t hat should be taken into consideration when dealing with Chinese patients. First, it was found that many Chinese avoid direct eye contact when communicating with others. For instance, many Asians consider it being disrespectful when looking at someone directly into the eye and this is likely to impact the roles of nurses in the hospital settings (Sagar, 2011). A Chinese patient may avoid eye

Stages of criminal trial Essay Example | Topics and Well Written Essays - 250 words

Stages of criminal trial - Essay Example The choice of this paper is in the case of a admitting a guilty verdict and the process of sentencing. 1984 The US Sentencing Commission issued guidelines: what kind of sentence, length, if fined, how much, whether supervised released and multiple sentencing. Honesty in sentencing. Guidelines applied to facts. Statistical data tables to establish sentencing range. In Government document. (2011 Sentencing has been standardized. Everything has been quantified to a point system. A person who is guilty of having tried to sell over 500g of an illegal substance and has never committed a felony is liable to 51-63 months of prison. If the prison sentence is over 11 months. He will have 4 years of and there is now a book of tables showing if the guilty person . Because of the having committed manslaughter, the judge did not take into account the probation report according to Fisher (2011) because he was given 5 years of parole after his 12 months in jail. Rule 32 establishes the number of poi nts by the Probation officer. The probation officer also supplies the judge with a detail report with intimate information about the guilty person including his background, his participation with the authorities and whether he helped in his conviction by plea bargaining. Probation officers gives presentence reports(rule 32) to the judge.

Privacy on the Web Essay Example | Topics and Well Written Essays - 1000 words

Privacy on the Web - Essay Example Although web providers guarantee the confidentiality of user data, security of customer information is often compromised due to several reasons and this situation negatively affects users’ privacy on the web. This paper will apply the decision making framework to analyze ‘privacy on the web’ and discuss the ethical approach that comes closest to the decision made. Decision Making Framework Reynolds (2011, P. 18) has outlined five phases in the decision-making process such as developing problem statement, identifying alternatives, evaluating and choosing alternatives, implementing decision, and evaluating results. Stakeholders affected by the decision are identified in the problem statement phase without making any assumption. Evidently, internet users are the primary stakeholders of any decision regarding the privacy on the web because they face increased threat to confidentiality and security of their personal data on the web. In addition, marketers represent ano ther major stakeholder group because the way the privacy on the web is protected can greatly affect the users’ confidence in organizations, which in turn would significantly influence organizations’ business growth. The government and other official authorities concerned are some other main stakeholders because they are responsible for securing the privacy of users on the web. There are many ways to protect users’ privacy on the web. First, strict website policies can greatly promote user privacy on the web because websites directly receive and store abundant customer data such as name, contact numbers, and credit card details. Secondly, well stated technical and privacy policy protections can enhance privacy on the web to a great extent. Thirdly, some recent proposals for government regulations can be a better alternative to promote the confidentiality of internet users. As Tracy, Jansen, Scarfone & Winograd (2007) report, tt seems that organizations often comp romise their website policies to entertain their personal interests and this situation in turn negatively affects security of user information on the web. Similarly, technical and privacy policy protections may not often ensure privacy on the web considering the growing prevalence of computer hacking and other malware attacks. Hence, it is better to choose new proposals for government regulations as a potential strategy to enhance privacy on the web. When the government directly regulates organizations’ privacy protection policies, privacy on the web is likely to be protected effectively. In order to ensure government intervention in user privacy protection on the web, it is vital to define the areas where the government can regulate and restrict websites’ activities. It is advisable for the government to strictly limit websites’ rights to use customer information/data beyond the purpose for which the data/information was actually collected. Finally, it would be better to establish a separate governmental agency to monitor websites’ efforts to secure privacy on the web. The governmental agency must comprise policymakers, law professionals, and technical experts. Undoubtedly, the direct government control over websites’ privacy protection practices can be effective to manage different challenges to privacy on the web. This approach will certainly promote the interests of organizations, online customers, and government authorities. However, this privacy protection

Problems Identified By The Narasimham Committee Essay Example for Free

Problems Identified By The Narasimham Committee Essay 1. Directed Investment Programme : The committee objected to the system of maintaining high liquid assets by commercial banks in the form of cash, gold and unencumbered government securities. It is also known as the statutory liquidity Ratio (SLR). In those days, in India, the SLR was as high as 38.5 percent. According to the M. Narasimhams Committee it was one of the reasons for the poor profitability of banks. Similarly, the Cash Reserve Ratio- (CRR) was as high as 15 percent. Taken together, banks needed to maintain 53. 5 percent of their resources idle with the RBI. 2. Directed Credit Programme : Since nationalization the government has encouraged the lending to agriculture and small-scale industries at a confessional rate of interest. It is known as the directed credit programme. The committee opined that these sectors have matured and thus do not need such financial support. This directed credit programme was successful from the governments point of view but it affected commercial banks in a bad manner. Basically it deteriorated the quality of loan, resulted in a shift from the security oriented loan to purpose oriented. Banks were given a huge target of priority sector lending, etc. ultimately leading to profit erosion of banks. 3. Interest Rate Structure : The committee found that the interest rate structure and rate of interest in India are highly regulated and controlled by the government. They also found that government used bank funds at a cheap rate under the SLR. At the same time the government advocated the philosophy of subsidized lending to certain sectors. The committee felt that there was no need for interest subsidy. It made banks handicapped in terms of building main strength and expanding credit supply. 4. Additional Suggestions : Committee also suggested that the determination of interest rate should be on grounds of market forces. It further suggested minimizing the slabs of interest. Along with these major problem areas M. Narasimhams Committee also found various inconsistencies regarding the banking system in India. In order to remove them and make it more vibrant and efficient, it has given the following recommendations. Narasimham Committee Report I 1991 The Narsimham Committee was set up in order to study the problems of the Indian financial system and to suggest some recommendations for improvement in the efficiency and productivity of the financial institution. The committee has given the following major recommendations:- 1. Reduction in the SLR and CRR : The committee recommended the reduction of the higher proportion of the Statutory Liquidity Ratio SLR and the Cash Reserve Ratio CRR. Both of these ratios were very high at that time. The SLR then was 38.5% and CRR was 15%. This high amount of SLR and CRR meant locking the bank resources for government uses. It was hindrance in the productivity of the bank thus the committee recommended their gradual reduction. SLR was recommended to reduce from 38.5% to 25% and CRR from 15% to 3 to 5%. 2. Phasing out Directed Credit Programme : In India, since nationalization, directed credit programmes were adopted by the government. The committee recommended phasing out of this programme. This programme compelled banks to earmark then financial resources for the needy and poor sectors at confessional rates of interest. It was reducing the profitability of banks and thus the committee recommended the sto pping of this programme. 3. Interest Rate Determination : The committee felt that the interest rates in India are regulated and controlled by the authorities. The determination of the interest rate should be on the grounds of market forces such as the demand for and the supply of fund. Hence the committee recommended eliminating government controls on interest rate and phasing out the concessional interest rates for the priority sector. 4. Structural Reorganizations of the Banking sector : The committee recommended that the actual numbers of public sector banks need to be reduced. Three to four big banks including SBI should be developed as international banks. Eight to Ten Banks having nationwide presence should concentrate on the national and universal banking services. Local banks should concentrate on region specific banking. Regarding the RRBs (Regional Rural Banks), it recommended that they should focus on agriculture and rural financing. They recommended that the government should assure that henceforth there wont be any nationalization and private and foreign banks should be allowed liberal entry in India. 5. Establishment of the ARF Tribunal : The proportion of bad debts and Non-performing asset (NPA) of the public sector Banks and Development Financial Institute was very alarming in those days. The committee recommended the establishment of an Asset Reconstruction Fund (ARF). This fund will take over the proportion of the bad and doubtful debts from the banks and financial institutes. It would help banks to get rid of bad debts. 6. Removal of Dual control : Those days banks were under the dual control of the Reserve Bank of India (RBI) and the Banking Division of the Ministry of Finance (Government of India). The committee recommended the stepping of this system. It considered and recommended that the RBI should be the only main agency to regulate banking in India. 7. Banking Autonomy : The committee recommended that the public sector banks should be free and autonomous. In order to pursue competitiveness and efficiency, banks must enjoy autonomy so that they can reform the work culture and banking technology upgradation will thus be easy. Some of these recommendations were later accepted by the Government of India and became banking reforms. Narasimham Committee Report II 1998 In 1998 the government appointed yet another committee under the chairmanship of Mr. Narsimham. It is better known as the Banking Sector Committee. It was told to review the banking reform progress and design a programme for further strengthening the financial system of India. The committee focused on various areas such as capital adequacy, bank mergers, bank legislation, etc. It submitted its report to the Government in April 1998 with the following recommendations. 1. Strengthening Banks in India : The committee considered the stronger banking system in the context of the Current Account Convertibility CAC. It thought that Indian banks must be capable of handling problems regarding domestic liquidity and exchange rate management in the light of CAC. Thus, it recommended the merger of strong banks which will have multiplier effect on the industry. 2. Narrow Banking : Those days many public sector banks were facing a problem of the Non-performing assets (NPAs). Some of them had NPAs were as high as 20 percent of their assets. Thus for successful rehabilitation of these banks it recommended Narrow Banking Concept where weak banks will be allowed to place their funds only in short term and risk free assets. 3. Capital Adequacy Ratio: In order to improve the inherent strength of the Indian banking system the committee recommended that the Government should raise the prescribed capital adequacy norms. This will further improve their absorption capacity also. Currently the capital adequacy ration for Indian banks is at 9 percent. 4. Bank ownership : As it had earlier mentioned the freedom for banks in its working and bank autonomy, it felt that the government control over the banks in the form of management and ownership and bank autonomy does not go hand in hand and thus it recommended a review of functions of boards and enabled them to adopt professional corporate strategy. 5. Review of banking laws : The committee considered that there was an urgent need for reviewing and amending main laws governing Indian Banking Industry like RBI Act, Banking Regulation Act, State Bank of India Act, Bank Nationalisation Act, etc. This upgradation will bring them in line with the present needs of the banking sector in India. Apart from these major recommendations, the committee has also recommended faster computerization, technology upgradation, training of staff, depoliticizing of banks, professionalism in banking, reviewing bank recruitment, etc. Evaluation of Narsimham Committee Reports The Committee was first set up in 1991 under the chairmanship of Mr. M. Narasimham who was 13th governor of RBI. Only a few of its recommendations became banking reforms of India and others were not at all considered. Because of this a second committee was again set up in 1998. As far as recommendations regarding bank restructuring, management freedom, strengthening the regulation are concerned, the RBI has to play a major role. If the major recommendations of this committee are accepted, it will prove to be fruitful in making Indian banks more profitable and efficient.

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