How to Negotiates an Enterprise Agreement in Australia Research Paper

How to Negotiates an Enterprise Agreement in Australia - Research Paper Example Through an enterprise agreement, employees, employers as well as bargaining representatives (including unions) negotiate to create a set of employee entitlements bridging the gaps between organizational aims and employee interests. Accordingly, an enterprise agreement can have terms that are added to the National Employment Standards in Australia (Aged & Community Services, n.d.). This paper highlights the process of negotiation of enterprise agreement generally followed in Australia. Ways to Negotiate an Enterprise Agreement in Australia An enterprise agreement in Australia is regulated by the New Fair Work System, which was enacted during the year 2009. This agreement works as a tool that allows employers and employees to bridge the misalignment and develop an agreement based on mutual interests concerning the rights that may better suit the needs of the individual in the respective workplace. There are basically three types of enterprise agreements available in Australia, viz., Si ngle-enterprise agreements, Multi-enterprise agreements and Greenfields agreements. Single- enterprise agreements take place between the employees and a single employer emphasizing a particular interest, rather than taking into account multiple interests. Correspondingly, a multi-enterprise agreement is signed between employees and employers involving more than one interest. Unlike the single and multi-enterprises agreements, the Greenfields agreements are made between an employer and an employee in the organization and can be formed both in the manner of a single?enterprise or a multi?enterprise agreement (Fair Work Australian Government, 2013). Commencing  Bargaining The first step of negotiation in signing an enterprise agreement in Australia is to commence bargaining between the employee and the employer. There are the two ways through which a bargaining may start in enterprise agreements in Australia. Initially, the employees and employer need to agree to negotiate, following which, employee bargaining process shall instigate. Correspondingly, the union may approach the employer with a proposed agreement or a list of demands, often regarded as a ‘log of claims’, conveying those attributes they would like to see in the proposed agreement, or the changes they wish to make to an existing agreement. In broader terms, if approached by the union or the employees, the employer must negotiate and must do so in good faith. If the employer refuses to negotiate, the other party may apply to fair work provisions in Australian Fair Work Commission to obtain a majority support determination, mandatory to obtain statutory approval for the negotiated changes (Australian Fair Work Commission, 2013). Low-Paid Bargaining The recently followed negotiating process of enterprise agreements in Australia provides a new scheme of bargaining for industrial development of low paid employees. To facilitate the entry of this particular group of employees, rendering equ al significance to the interests of their respective organizational employers, the provision in Australia provides with a special low?paid bargaining benefit. In precise, the provision dictates that Fair Work Australia may convene and chair conferences and guide the parties through the negotiating process in order to secure the interests of low-wage earners within the economy (Teicher & et. al., 2013). Good Faith Bargaining The Fair Work Commission of Australia is also regarded as a determinant and noteworthy aspect in constructing enterprises agreem

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

African American Psychology Essay -- essays research papers

Breaking the Chains of Psychological Slavery: Liberation from Mental Slavery The author of this article, Dr. Na’im Akbar, begins by explaining human nature and tries to communicate what makes human beings a special species and concludes that self-consciousness is the one characteristic that sets us apart from all other forms of animal life on this planet. The fact that we have a feeling of who we are and as a group of people; we do not feel that we have limitations. Moreover, because of this self-knowledge, we are able to make progress. However, the author makes it clear that we do have at least one major limitation that can keep us from making progress and that rests in out ignorance. She states that we are ignorant in who we are and what we can do. We do not have to remain ignorant; if we gain consciousness, our true human capacity is open to us. Just as we have the potential to be an amazing species, we also have the potential to be an amazingly cruel and despicable species. The author notes that we are the only life form who can engage in collectiv e and individual self-murder with no acceptable motive. Dr. Akbar goes on to explain that human beings have always worked to create circumstances to maximize their consciousness. People knew that by working the other way and minimizing other human beings’ consciousness, this would be the basis for oppression. The article notes that human slavery is a gradual process in which the mind of a people is brought under control and ...

Family run business Wyncraft Essay

As a Family run business Wyncraft produces high quality decorative home wear, ranging from mainly wooden products as well as high quality pottery, decorative metals and table decorations. Wyncraft will produce these quality products by using wood from only sustainable Norwegian Forests to maintain the future of the business and the environment from which the products naturally and originally derive from. Objectives: Staff levels of Wyncraft – Wyncraft operates with different levels including: Technical – the practical job roles involved with production of goods, staff perform tasks set out by manager and supervisors etc. Workforce are usually without authority and controlled by managerial and community level staff. Staff at this level- * Jack in addition to one full-time and one part-time member of staff in the sanding and varnishing department * Fred, Albert (â€Å"Tub†) and JR (John Roberts) are hands on in the cutting department and 8 full-time production staff, * Despatch employees – 3 full time staff and one driver Graham * Part-timers and home workers – assembly assistance * Assistant/secretary Jean Hudson, * Yvonne human resources role, * Harry sales, personnel as well as the books Managerial – the technical level interrelates with the managerial level, which is concerned with the co-ordination and integration of work at the technical level. Generally supervisors/managers, the main role is to outline the specific requirements to the technical level form the community level. Other roles include dealing with customers, clients and suppliers. Staff at this level – * Harry manages and oversees all operations of the company providing him with high responsibility and authority. * Jack manages the sanding/varnishing department * JR oversees the production department Community – the board of directors, this level makes decisions of how the company is to be run by the other interrelated levels. They are responsible for the operation of the organisation as a whole they have authority to provide regulations/requirements in which the rest of the organisation must comply with. In addition this level interrelates with the managerial level to inform of such procedures. Staff at this level – * Harry * Jack * Albert * Fred All the brothers above are the owners/directors of Wyncraft where as Harry has more of a managing director role. Although the brothers are at the community level they do operate in the technical level and most operate in the managerial level too. The three levels community, technical and managerial can be represented in a diagram to show the interdependence and authority levels. The diagram highlights the fact that each level could not survive without the other levels. Wyncraft Memorandum To: Harry Roberts From: Ryan Johnson Date: 5/12/04 Re: The importance of good organisational structure Although there are many factors and constraints, which can affect a company structure there is a need to establish a framework of order and system of command by which the work to be undertaken is accomplished successfully. This implies that attention be given to the design and implementation of the company structure. â€Å"Structure can make or break an organisations† (Mullins 2002 p.536) Organisations are groups of people brought together for a specific purpose, for this to be achieved successfully people need to be organised within the best possible structure. (Mullins 2002) In relation to Wyncraft it is necessary to organise and formalise the company into a structure in order to expand successfully and attract and recruit new staff. Good organisational structure can be a means of dividing responsibilities and tasks equally and fairly amongst executives to ensure a simple, effective and functional process for Wyncraft. At present it would appear that Harry Roberts has a higher responsibility level than his co-owners, it can cause pressure for one person to have the majority share in responsibility. It is not good for the company or Harry to oversee all departments and company functions, the role should be shared to ensure that quality is being produced within Wyncraft. If there were shared roles in high responsibility tasks then this could guarantee service and production are of an acceptable standard for Wyncraft. Furthermore specialist staff within managerial department roles could provide Wyncraft with higher standards and production leaving the executives more time to concentrate on further selling and expansion. Wyncraft Proposed Organisation Chart There are many possible structures for organisations to use when considering producing an organisational chart, function, area, process, product and customer. * Function – most common structure used, involving the company being split up into departments or specialisations. * Area – used by large national or multinational businesses, the concept being that co-ordination is implemented from Head Office to ensure that efforts are not duplicated when different locations carry out similar activities. * Process – this is used when requirements for different skills are needed, for example when product is manufactured it passes through several stages requiring different skills for the stages of the process. * Product – This is used in large organisations or for companies that have wide product ranges. * Customer – this is used when a business has different types of customers who need different and specialised treatment or modified service or products. Most organisations will structure themselves in a way that a variety of structure options are used, different departments could be structured using a different format. In relation to Wyncraft it is appropriate to consider using chart structures that are relevant to its production and process. Although all options should be considered I propose that Process and Function are more practical in terms of Wyncraft. Looking at the above descriptions of structure options Product, customer and area can be ruled out, this is due to the size of the company being relatively small in comparison to large multinational companies and the product range generally quite limited. It is important to remember the main function of the company: production of environmentally friendly quality home wear, which leads on to the need for clear process and function management. Read more:  Family Run Business Proposed Process chart for Wyncraft: How Wyncraft’s product is manufactured requires different departments/functions with different skills etc. The diagram above illustrates the process in which the product is made which highlights the need for a clear functional process. With a sufficient functional chart or structure then the process above can be implemented. Departments such as personnel are necessary to be part of the company but are not necessarily part of the process involved in the production of the product. Therefore although personnel and marketing etc. need to be considered a separate structure chart is not necessary at this stage. Proposed function chart for Wyncraft: Organisation Functions An organisation consists of departments they usually take the following format: * Personnel – the function of Personnel is typically to control recruitment, provide staff training, promote legal and safety requirements and create policies and procedures. In relation to Wyncraft personnel Yvonne manages issues and although she does not work full time for the company she takes a leading role in this department. Harry oversees this department and manages this role if necessary to cover any period of time Yvonne is not present. Being a company that only employs 48 people many of the typical functions of a Personnel department are not carried out. The kind of issues Yvonne would deal with within Wyncraft would be the less formal and personal aspects of Personnel for example staff absence etc. * Production – typically the function of the production department includes manufacturing the product, establishes priority order for consumer demand, works within standards and budgets and maintains flow of production. In relation to Wyncraft the main focus for the company is production, the list above does reflect the function of this department in Wyncraft well. The production department is responsible for cutting; shaping, drilling and preparing all the wood used in the production of their home wear products. They are heavily reliant on machinery and control machinery maintenance and must adhere to safe practice as well as storing and controlling materials. * Sales – typically this department sells the product and continually looks to expand and increase sales for the company. In relation to Wyncraft Harry mostly undertakes this role and concentrates on targeting major department stores and smaller (high quality) independent china/gift stores. Sales for Wyncraft is different to most organisations as selling direct to customers would actually most likely loose custom for the company. Sales for Wyncraft are expanding overseas due to the success of their web page; the main function of this department now is to concentrate on expansion overseas to supplying to the major department stores. * Marketing – generally consists of establishing consumer demand, promotes the product, examines the market and conducts market research. In relation to Wyncraft it seems apparent that there is no actual department for this function. Harry oversees this role and perhaps as part of his sales he also implements some form of marketing, however as Wyncraft is a small company it is realistic that there is no specific marketing department. Strong client relationships with major department stores could provide Harry with enough knowledge on consumer demand and market research etc. * Finance – this department deals with all monetary aspects of the company. Typical roles include, balancing accounts, planning and expenditure, wage and salary administration and account management. In relation to Wyncraft Yvonne is responsible for wages and accounts Harry takes control of the company accounts, all companies no matter what size need to manage their accounts and obviously pay their staff. Wyncraft does not have a specific finance department due to the small size of the company. * Purchasing – this department would generally be in charge of buying in materials required for production. In relation to Wyncraft all wood is bought from sustainable Norwegian Forests and quantities are provided from the production department, the product range for Wyncraft is small and therefore no specific department is required to buy repeat materials. * Research and Development – this department usually provides improvement for production methods and processes through research, identifies new technology and researches new products. In relation to Wyncraft there is no research and development department although progress has been made on the technological aspect with the implementation of the successful web page. Interdependence between these departments can vary between companies in the case of Wyncraft where not many specific departments exist then it could be assumed that the dependence occurs without recognition. The finance department will provide obvious constraints to all departments because without funding they cannot function. The main function of Wyncraft is obviously production and without this the other functions would have no purpose. Sales department is reliant upon production and vice versa because without demand production is pointless and without production sales are not attainable. Relationships within Wyncraft: = Line relationship = Functional relationship = Staff relationship = Lateral relationship Staff can operate with more than one relationship an example of this is Harry who operates in a staff relationship with his secretary, a line relationship with JR and Jack Roberts and also a lateral relationship with many of the other members of staff.

John’s Termination Essay

This paper is about Mr. John who has been terminated by his boss and the reason behind this termination was the unsatisfactory standard of work that he did. This was really surprising for John as no one had ever objected about the work he did and so he was taken aback when he came to know about the termination. However, it was not entirely the fault of John as he had never been corrected before due to which he did not know about his mistakes. It is always wise for the management to opt for certain steps prior to the termination and even after the termination as it can have adverse affects on the other employees working in the organization. Before terminating John, it was the duty of the management to inform and to warn him about his performance at work as it is not ethical to terminate him in this way. Since the time an employee is hired, it is the responsibility of the human resource department of an organization to look after the employees. Firstly, they must conduct an effective recruitment process and securitizing of employees should be done carefully so that the employee is able to meet the expectations of the job. Once the employee is hired, proper training must be provided, however still if any employee is not capable he should first be warned and should be asked to improve but if he does not show any progress, he must be transferred to some other department or must be given some other job that suits his qualification and experience as termination should always be the last option for the management to opt for. The reason behind this is that termination always leaves a negative impact not just on the employee who has been terminated but on the existing employees as well as they might fear that even they can also be terminated in future. (Leat, 2001).

Free Essays on Baptist Church

Baptist Church I attended Coral Baptist Church on February 23, 2003 in Coral Springs, FL. Coral Baptist is a Southern Baptist Church. Coral Baptist Church teaches and practices â€Å"discipleship†. CBC believes that the most important thing that Jesus Christ does is â€Å"radically and wonderfully change lives† (coralbaptistchurch.org/AboutCBC.htm). The modern Baptist denomination began in England and Holland in the seventeenth century. There were two major groups that were classified as General Baptist and Particular Baptist. There are four major views from which the Baptist movement is thought to have originated from. One view is the outgrowth of English Separatism. Another is the influence of Anabaptists. The third and fourth views are the continuation of biblical teachings and the succession of Baptist churches. There are over 23,000,000 Baptists in the US today which belong to different types of Baptist churches such as: Southern Baptist, American Baptist, Primitive Baptist, Separate Baptist, Reform Baptist, and Regular Baptist. About 520,000 Baptists live in the Ft. Lauderdale/Miami area according to adherents.com. This is about 16.2% of the areas population. I felt extremely comfortable walking into Coral Baptist Church. I was greeted at the door and handed a pamphlet, which I failed to look at until the end of the service. I did remember some parts, which I later wrote filled in the blanks of the â€Å"message notes† that I have attached. The church was large and filled with a good mixture of people of all colors and ages. I ended up sitting in the balcony and mostly kept my eyes on the TV monitors, which had the Pastor’s sermon notes on, somewhat like a power point presentation. The church’s interior was very plain, with no major icons on the pulpit. There were banners hanging around the room that said things such as â€Å"God is great†, and messages of peace. The sermon ... Free Essays on Baptist Church Free Essays on Baptist Church Baptist Church I attended Coral Baptist Church on February 23, 2003 in Coral Springs, FL. Coral Baptist is a Southern Baptist Church. Coral Baptist Church teaches and practices â€Å"discipleship†. CBC believes that the most important thing that Jesus Christ does is â€Å"radically and wonderfully change lives† (coralbaptistchurch.org/AboutCBC.htm). The modern Baptist denomination began in England and Holland in the seventeenth century. There were two major groups that were classified as General Baptist and Particular Baptist. There are four major views from which the Baptist movement is thought to have originated from. One view is the outgrowth of English Separatism. Another is the influence of Anabaptists. The third and fourth views are the continuation of biblical teachings and the succession of Baptist churches. There are over 23,000,000 Baptists in the US today which belong to different types of Baptist churches such as: Southern Baptist, American Baptist, Primitive Baptist, Separate Baptist, Reform Baptist, and Regular Baptist. About 520,000 Baptists live in the Ft. Lauderdale/Miami area according to adherents.com. This is about 16.2% of the areas population. I felt extremely comfortable walking into Coral Baptist Church. I was greeted at the door and handed a pamphlet, which I failed to look at until the end of the service. I did remember some parts, which I later wrote filled in the blanks of the â€Å"message notes† that I have attached. The church was large and filled with a good mixture of people of all colors and ages. I ended up sitting in the balcony and mostly kept my eyes on the TV monitors, which had the Pastor’s sermon notes on, somewhat like a power point presentation. The church’s interior was very plain, with no major icons on the pulpit. There were banners hanging around the room that said things such as â€Å"God is great†, and messages of peace. The sermon ...

The Great Gatsby - symolism

The Great Gatsby - symolism There is much color symbolism in this novel, but there are two main colors that stand out more than the others. The colors green and white influence the story greatly. Green shows many thoughts, ideas, attitudes, and choices that Gatsby has throughout the story. White represents the stereotypical faÂÆ'Â §ade that every character is hiding behind.The color green, as it is used in the novel, symbolizes different choices the character, Gatsby, can make during his life. The green element in this novel is taken from the green light at the end of the dock near Daisy's house. The color itself represents serenity, as in everything is perfect. This warns Gatsby that he should not pursue his dream for getting Daisy back, because his chance has passed and everything is as it should be. This is shown with Nick's insight, "...His dream must have seemed so close that he could hardly fail to grasp it.The Great Gatsby (1974 film)He did not know that it was already behind him... (Pg.189)"Another sy mbolization of the color green, which contradicts the first, is the meaning "go." As in a traffic light signal, most people associate green with the word and action "go." This can be interpreted as meaning Gatsby should go for his dream without hesitation. It implies that Gatsby and Daisy are meant to be together and nothing should stop Gatsby from his destined happiness and love with Daisy. It inspires hope for Gatsby that he is on the right path, heading towards the best years of his life. He believes that things will soon be as they once were, only better. ""I'm going to fix everything just the way they were before," he said nodding determinedly. "She'll see."(Pg. 117.)"The last symbolization the color green has in this novel is an urge to strive...

What German Learners Need to Know About the Genitive Case

What German Learners Need to Know About the Genitive Case This article  examines some of the finer points concerning the use of the Genitive case and assumes you already know the basics. If you do not, you may want to check out The Four German Noun Cases article first. It may offer you some comfort to know that even Germans have problems with the genitive. A common error made by native-speakers of German is to use an apostrophe - English-style - in possessive forms. For instance, they will often write â€Å"Karl’s Buch† instead of the correct form, â€Å"Karls Buch.† Some observers claim this is an influence of English, but it is an influence that is often seen on store signs and even on the sides of trucks in Austria and Germany. For non-Germans, there are other genitive problems of more concern. While it is true that the genitive case is used less in spoken German, and its frequency even in formal, written German has declined over the last few decades, there are still many situations when mastery of the genitive is important. When you look up a noun in a German dictionary, whether bilingual or German-only, youll see two endings indicated. The first indicates the genitive ending, the second is the plural ending or form. Here are two examples for the noun  Film: Film, der; -(e)s, -e  /  Ã‚  Film  m  -(e)s, -e The first entry is from a paperback all-German dictionary. The second is from a large German-English dictionary. Both tell you the same thing: The gender of  Film  is masculine (der), the genitive form is  des Filmes  or  des Films  (of the film) and the plural is  die Filme  (films, movies). Since feminine nouns in German dont have any genitive ending, a dash indicates no ending:  Kapelle, die; -, -n. The genitive form of most neuter and masculine nouns in German is fairly predictable, with an -sor -es  ending. (Almost all nouns ending in  s,  ss,  ÃƒÅ¸,  sch,  z  or  tz  must end with -es  in the genitive.) However, there are some nouns with unusual genitive forms. Most of these irregular forms are masculine nouns with a genitive -n  ending, rather than -s  or -es. Most (but not all) words in this group are weak masculine nouns that take an -n  or -en  ending in the  accusative  and  dative  cases, plus some neuter nouns. Here are a few examples: der Architekt  -  des Architekten  (architect)der Bauer  -  des Bauern  (farmer, peasant)der Friede(n) -  des Friedens  (peace)der Gedanke  -  des Gedankens  (thought, idea)der Herr  -  des Herrn  (sir, gentleman)das Herz  -  des Herzens  (heart)der Klerus  -  des Klerus  (clergy)der Mensch  -  des Menschen  (person, human)der Nachbar  -  des Nachbarn  (neighbor)der Name  -  des Namens  (name) See a full list of  special masculine nouns  that take unusual endings in the genitive and other cases in our  German-English Glossary of Special Nouns. Before we take an even closer look at the genitive case, lets mention one area of the genitive that is mercifully simple: the genitive  adjective endings. For once, at least one aspect of German grammar is plain and simple! In genitive phrases, the adjective ending is (almost) always -en, as in  des roten Autos  (of the red car),  meiner teuren Karten  (of my expensive tickets) ordieses neuen Theaters  (of the new theater). This adjective-ending rule applies to any gender and the plural in the genitive, with almost any form of the definite or indefinite article, plus  dieser-words. The very few exceptions are usually adjectives that are normally not declined at all (some colors, cities):  der Frankfurter Bà ¶rse  (of the Frankfurt stock exchange). The genitive -en  adjective ending is the same as in the dative case. If you look at our  Adjective Dative and Accusative  Endings  page, the genitive adjective endings are identical to those shown for the dative case. This applies even to genitive phrases without an article:  schweren Herzens  (with a heavy heart). Now lets continue with our look at some additional exceptions to the normal genitive endings for some neuter and masculine nouns. No Genitive Ending The genitive ending is omitted with: Many foreign words -  des Atlas, des Euro  (but also  des Euros),  die Werke des BarockMost foreign geographical names -  des High Point, die Berge des Himalaja  (or  des Himalajas)Days of the week, months -  des Montag, des Mai  (but also  des Maies/Maien),  des JanuarNames with titles (ending on title only) -  des Professors Schmidt, des amerikanischen Architekten Daniel Libeskind, des Herrn MaierBut...  des Doktor (Dr.) Mà ¼ller  (Dr. considered part of the name) Formulaic Genitive Expressions The genitive is also used in some common idiomatic or formulaic expressions in German (which are not usually translated into English with of). Such phrases include: eines Tages  - one day, some dayeines Nachts  - one night (note irreg. genitive form)eines kalten Winters  - one cold wintererster Klasse fahren  - to travel in first classletzten Endes  - when all is said and donemeines Wissens  - to my knowledgemeines Erachtens  - in my opinion/view UsingVonInstead of the Genitive Case In colloquial German, especially in certain dialects, the genitive is usually replaced by a  von-phrase or (particulary in Austria and southern Germany) with a possessive pronoun phrase:  der/dem Erich sein Haus  (Erichs house),  die/der Maria ihre Freunde  (Marias friends). In general, the use of the genitive in modern German is viewed as fancy language, more often used at a higher, more formal language register or style than that used by the average person. But the genitive is preferred in place of a  von-phrase when it may have a dual or ambiguous meaning. The dative phrase  von meinem Vater  can mean either of my father or from my father. If the speaker or writer wants to avoid possible confusion in such cases, the use of the genitive  des Vaters  would be preferable. Below youll find some guidelines regarding the use of  von-phrases as a genitive substitute: The genitive is often replaced by a  von-phrase... to avoid repetition:  der Schlà ¼ssel von der Tà ¼r des Hausesto avoid awkward language situations:  das Auto von Fritz  (rather than the old-fashioned  des Fritzchens  or  Fritz Auto)in spoken German:  der Bruder von Hans, vom Wagen  (if the meaning is clear) The genitive  must  be replaced by a  von-phrase with... pronouns:  jeder von uns,  ein Onkel von ihra single noun without an article or declined adjective:  ein Geruch von Benzin,  die Mutter von vier Kindernafter  viel  or  wenig:  viel von dem guten Bier As  mentioned in this article about prepositions that take the genitive case, even here the dative seems to be replacing the genitive in everyday German. But the genitive is still a vital part of German grammarand it delights native speakers when non-native speakers use it correctly.

A Day at Belton Lake Essay Example | Topics and Well Written Essays - 750 words

A Day at Belton Lake - Essay Example The most common is sand though mud can also be up the Leon River that drains to Lake Belton and the cowhouise arms. Lake Belton has no aquatic vegetation, but some investigation reveals little presence of some vegetation in the lake. The water of the lake is usually cool in the summer time making the environment cool for swimming and in water relaxation. I had great anticipation that morning to participate in the activities that are in the lake. I hurriedly rush to my drawer containing my swimsuit. I pulled out my favorite blue swimming costume. I rush down the stairs to start off the daddy with daddy’s famous chocolate, grapes and biscuits for the morning. That is an original breakfast that we do have every time before we spend our day in Belton Lake. Lak Belton is a public lake that is open for all public access facilities. Ramping using boats, bank fishing, camping and picnics are all available. This place forms the best are to spend some time with family members and enjoy the weekend (Carpenter et al. pg. 163). The serene environment altogether with the hot summer makes the atmosphere and the lakes water cool for swimming to take place. My parents and I love swimming in Lake Belton and nearly every summer we take a day to send in the cool waters of the lake. Along the lakes beach, there is 300 foot plus the water slide curve that plunges from the start tower down to the splash pool that is four foot. The family picnics are usually located just adjacent to the lakes beach (Hoare and Hoare. pg. 225). Before taking off on our boat, we have to make sure that every equipment is in place, and we are fully prepared for any circumstance. My duty is to ensure that all essentials items including lotion, drinks, snack food, beach towels and sunscreen are all packed. As I do that, my brother and dad are always busy our boat fuel tank is full of gas, life jackets in plenty and intertube that is usually fun but dangerous

Business Ethics Research Paper Example | Topics and Well Written Essays - 1250 words

Business Ethics - Research Paper Example One such area that a business organization should adequately address involves the issue of ethics in business. In line with this, the definition of business ethics vary based on the conception of the topic under discussion. One topic of discussion in business ethics involves the issue of child labor, which is crucial as business organizations seek to achieve a global perspective in conducting business. In effect, it is important to understand the issue of child labor, as an important topic in business ethics, and highlight approaches that business organizations take in order to deal with this issue. To begin with, it is crucial to understand the concept of child labor. There are varying international principles provided by labor organizations, such as ILO, which provide different definitions of intolerable and tolerable forms and definitions of child labor. For tolerable work, the ILO Convention No. 138 (1973) identifies work that does not make children fail to attend school with the work being light and harmless to the growth and development of the child as tolerable work (ILO, n.d.). Consequently, the convention stipulates the right age for this work being 13 years although the age can go down to 12 years depending on various circumstances such as the economic situation of the child and their family, which is crucial since such work can be crucial for the growth and the development of the child in question (UNICEF, 1997). On the other hand, intolerable work is abusive and dangerous with the work being exploitive on children. In this case, the ILO Convention No. 182 (1999) identifies child labor as any form of slavery or practices that are similar to slavery with actions related to the sale of children, debt bondage using children, serfdom, and the involvement of children in armed conflicts (ILO, n.d.). Importantly, this definition covers the use of children in issues related to child prostitution, using children in illegal activities, and in other areas that might harm the growth and development of children in regard to their moral values, health, and their safety. At this juncture, it is crucial to point out this convention, and other international codes and standards such as the UN convention on the rights of children, define a child as any individual below the age of 18 years (UNICEF, 1997). Nonetheless, it is important to point out that perceptions about child labor may vary depending on the culture although business organizations should use the definitions provided by ILO and other international organizations such as the UN. According to data from the International Labor Organization, one in every seven children is in some form of child labor. This puts the figure at 218 million children involved in child labor, which is a decrease from the 240 million children involved in labor in 2002 (ILO, 2006). Nonetheless, it is crucial to point out that this is not ethical practice in business since children are supposed to enjoy their child hood and not working under harmful conditions. In line with this, these children work in various sectors of the global economy with these sectors located in various parts of the world. However, a majority of these children work in the agricultural sector, which is a result of the non-regulation of this sector in terms of regulating the human resource capital working in the sector (Kolk & Tulder, 2002). In

Research Methods for Business Students Paper Example | Topics and Well Written Essays - 5000 words

Methods for Business Students - Research Paper Example Moreover, some attempts at acquiring data from customers have resulted in unethical behavior, most of which are the prime target of customer privacy policies. Therefore, firms should decide the most efficient and effective approach to data mining without culminating in unethical or illegal practice (Tan, Steinbach and Kumar, 2006). Laws have changed to reduce the avenues available for data collection, mainly the policies that touch on the sensitive topic of customer privacy. Previously, firms collected customer data without limitations from various sources including online and offline customer surveys, customer records at their premises, phishing through websites and other sources (Monk and Wagner, 2006). This raised concerns because some unscrupulous firms handled customer data without due diligence; this compromised integrity of the data and exposed it to unauthorized access. Theft of personal information reduced the viability of the internet as a medium for business transactions; laws had to be passed to act as guidelines in order to correct this anomaly (Haughton et al., 2003: 305). Since these policies were implemented recently, many firms still have an unclear picture of how to use the data effectively within the confines of the new guidelines. This study will identify the best approach to take in line w ith the recent policy changes. Data mining is a management approach to customer relations and involves the short-term and long-term effects on a firm’s profitability. Instead of contacting all customers and potential customers with all offers for products, a business uses data mining in identifying customers who seem most likely to respond with positive action. Therefore, data mining would help the firm to make investments where and when they are likely to realize anin increased revenue (Liu, 2007). Various criteria are used to predict the potential of a venture, after which the customer is contacted with the offer directly

Automated Process of Accounting Information Systems Essay

Automated Process of Accounting Information Systems - Essay Example The parts of development for payroll are with the time clocks and reporting of the statements to accounting and human resources. A worker must clock in to an electric time clock that will send the information to server that creates a time card report on every worker. Finally of the pay time, management signs off on every workers time and prints statements into pay checks signed by the treasurer. The accounts payable method runs quite easily with the exemption of cash on delivery dealings. Like accounts payable, accounts receivable is uncomplicated. Most dealings happen by point of sale, meaning when a consumer takes goods from the store, it is paid for by credit card or cash straight away. Occasionally, with approval from management, a consumer can charge the goods to an in store account. When this occurs, the industry sends invoice to the client. Later, the industry deposits the cash in the bank. The inventory method poses the largest cost to the industry. Additionally, when inventory is too small and unavailable, it reasons the industry sales. To combat this difficulty, the industry should execute a small and too high stock alert method. This will assist the industry to meet successor 95% stock level goal. The recommended changes, for instance using electronic system that tracks inventory and implementing industry specific software, account receivables and payables would give a reliable, secure and useful way to track natural resources from the point of replenishment, to the post of the finished goods, and at last through invoicing management. The alteration would put the industry incomes, expenses, and returns in one electronic platform accessed by the administration of Kudler industry. â€Å"Kudler needs to define the marketing problem and the opportunity for increased customer satisfaction. At this time the problem seems to be related to gathering research and information to expand their current service offerings into areas such