Cause and Effect of Corruption

There is a growing worldwide concern over corruption at the present time. Several factors are responsible for this. A consensus has now been reached that corruption is universal. It exists in all countries, both developed and developing, in the public and private sectors, as well as in non-profit and charitable organizations. Allegations and charges of corruption now play a more central role in politics than at any other time. Governments have fallen, careers of world renowned public figures ruined, and reputations of well-respected organizations and business firms badly tarnished on account of it.The international mass media feeds on it and scandals and improper conduct, especially of those in high places. The rising trend in the use of corruption as a tool to discredit political opponents has brought scandalous and corrupt behavior to international attention. Corruption can be a major obstacle in the process of economic development and in modernizing a country. Many now feel that i t should receive priority attention in a country’s development agenda. This greater recognition that corruption can have a serious adverse impact on development has been a cause for concern among developing countries.In a recent survey of 150 high level officials from 60 third world countries, the respondents ranked public sector corruption as the most severe obstacle confronting their development process. Countries in the Asia and Pacific region are also very worried about this problem and they are in substantial agreement that corruption is a major problem that is hindering their economic, political and social development, and hence view it as a problem requiring urgent attention at the highest level. Increasing public interest and concern over corruption have resulted in a large amount of scholarly research on the subject.Admittedly, there are still wide gaps in the current state of information and knowledge on the matter and much more remains to be done. Nevertheless, the oretical and empirical research that has been conducted thus far has yielded fresh insights into the problem. We now have a clearer understanding of the underlying causes of corruption, its consequences, and ideas and approaches on possible measures to combat it. At the same time, a better perspective has been obtained on the reasons why corruption persists in so many countries, and why it is difficult to deal with, although people throughout he world view it with disfavor. It is a common practice in many developing countries to institute price controls and to provide essential goods and services at subsidized prices to consumers. The official price for a key food item, such as rice, is fixed by paying a low administratively set price to farmers, while gasoline, electricity and charges for public transport and other essential items are provided at low subsidized prices. These mostly benefit city dwellers as they are the main consumers of these subsidized goods and services.The urban bias in the provision of subsidized food and other necessities stems from the political reality that city dwellers, especially the large masses at the lower end of the income scale, are more politically conscious, better organized and are easier to be instigated into civil unrest than the rural poor. It is usually discontent in the cities that ignites social and political upheavals in a country. Fixing prices at artificially low levels lead to demand exceeding supply for the subsidized goods so that the all too familiar shortages, rationing, corruption and black markets result.Several undesirable consequences follow. There is a loss of potential government revenue. For example, when those that have access to subsidized gasoline, such as government officials and car owners, sell it on the black market at several times the official price, they make large profits. These profits could be taken as revenue by the government, if there is no subsidy, no price distortion, and gasoline is va lued at its true opportunity cost, that is, charged by the government at its market clearing price.Setting low farm prices on rice and other agricultural products, to provide cheap food for city dwellers, means farmers are subsidizing the people in the cities. Likewise, low prices set on gasoline and energy contributes to deficits in the government budget. Fixing low prices on rice and agricultural products, in the wake of sharp increases in the prices of other domestically produced and imported goods, turns the terms of trade against farmers. This adversely affects their incentive to produce and hinders agricultural output. Low prices set on energy result in huge losses for the government enterprises engaged in this area.Consequently, they do not have the resources to invest in new facilities, to buy spare parts or to properly maintain existing machinery, and equipment that are falling into disrepair. The outcome is frequent breakdowns, unreliable and poor service, and general inab ility to meet requirements in terms both of generating capacity and in the quality of energy produced. Under-pricing energy has other harmful effects. Cheap energy leads to its uneconomic and wasteful use. When energy prices are kept at a level much below cost for decades, there is little incentive for its users to adopt energy efficient technologies and methods of production.So they are not sufficiently prepared for the large price adjustment that inevitably comes when low prices are no longer sustainable due to an internal or an external shock. The result is disruption in production, more corruption as bribery will be resorted to order to avoid payment of the higher charges, and increased inflationary pressures as higher energy costs will be passed on to consumers by raising prices. Thus, price controls, subsidies and the corruption and black markets they generate, can lead to undesirable social and economic consequences.This also illustrates the point that dismantling controls, g etting rid of subsidies and preventing price distortions form a key element in economic reforms and for the establishment of a properly functioning market economy. Unfortunately, corruption places severe constraints on a country’s capacity to undertake economic reforms. The rich and the powerful, the main gainers of a corrupt system, will therefore oppose reforms. The leadership in a country has a key role to play in combating corruption. It is an Asian tradition to hold leaders and those in authority in high regard and esteem.Hence the top leadership must set a good example with respect to honesty, integrity and capacity for hard work. Since fighting corruption will involve taking difficult decisions, the leadership must also display firmness, political will and commitment to carry out the required reforms. Honest and dedicated leaders are an essential, but not a sufficient, condition to counter corruption. Several other conditions are needed as well. Credibility is one of t hem. For success, the offenders both on the demand and supply side of a corrupt deal must be convinced that the government is serious about fighting corruption.Publicly try and punish some well-known corrupt people in the country. Some highly publicized trials and convictions of important officials and businessmen on charges of corruption have taken place in several countries. A publicity campaign to create greater awareness on the adverse effects of corruption and a clear and unmistakable official announcement on the desirability to bring it under control would be helpful. Ordinary citizens have a lot of firsthand experience with corruption, they are a good source of information and their help and cooperation should be solicited for the successful launch of an anti-corruption drive.Once people are convinced that a sincere and genuine effort to combat corruption is underway, they will respond and extend their full cooperation in resolving the problem. Just a little opening up and pr oviding opportunities for them to express their views on the matter will bring forth an outpouring of information, ideas and suggestions. A responsible press to gather, analyze, organize, and present information is considered vital to create greater public awareness and to provide the momentum for undertaking reforms to overcome corruption.Secretiveness has been a key factor that has enabled public officials and politicians to get away with corruption. A responsible and an investigative press has played an important role in many countries, both developed and developing, in exposing misconduct as well as in serving as a watchdog to limit corruption and preventing it from getting out of hand. The press has not always acted in a responsible manner, and like everything else in this world, it is not perfect. Nevertheless, its power to limit misconduct and improper behavior should not be underestimated.Views on the effectiveness of anti-corruption oversight or watchdog bodies are mixed. T here are instances where they have proved useful. However, in surveys and interviews of public officials and members of civil society organizations, most respondents do not have a high opinion of them. Improving institutions involves such things as improving the legal framework, promoting efficiency of the police force, strengthening the auditor general’s office, and appointment of a responsible inspector general empowered to investigate and prosecute corruption.A useful conclusion that has emerged from the current discussion and ongoing debate on the corruption issue is that corruption is a symptom of economic, political, and institutional weaknesses in a country. To be effective, measures against corruption must therefore address these underlying causes and not the symptoms. Emphasis must be placed on preventing corruption by tackling the root causes that give rise to it through undertaking economic, political and institutional reforms.Anti-corruption enforcement measures s uch as oversight bodies, a strengthened police force and more efficient law courts will not be effective in the absence of a serious effort to address the fundamental causes. Another observation that may be useful to bear in mind is that corruption is most prevalent where there are other forms of institutional weaknesses, such as political instability, bureaucratic red tape, and weak legislative and judicial systems. The important point is that corruption and such institutional weaknesses are linked together and that they feed upon each other.

First Impressions Essay

First impressions are very important to every day life. They are the basis of how relationships start and how perceptions are formed. The opinions could begin many things and lead towards success or these opinions could be ones that are misleading and have a negative impact on how people relate to you. First impressions are very important on people’s social life, in your education and in employment. In your social life, first impressions come from your friends, family, and even new people who come into your life. First impressions on employment go from your current co-workers, boss, and former employers. They are very significant in job interviews. First impressions are important, but are not always the final word. First impressions from the social perspective is the issue at hand, when viewing the importance of first impressions, and then taking in account the environment that one is in, then lastly viewing the important role that first impressions play throughout the course of a relationship such a friendship. The importance of first impressions is essential to the development of relationships be it for a friendship or just merely business acquaintances, the role of first impressions is resounded throughout the course of that relationships. How you are perceived has a very basic bearing as to how you are treated. Your outward appearance plays a pivotal role in the compiling of a first impression, when you are viewed by others, a snap decision is made about you that people will hold in their minds whether subconsciously, or conscientiously that first moment that they laid eyes on you. Also the way that you portray yourself comes into play at this point, your social skills are the main focus of the first impression after the mental image of you is implanted in the person’s mind. Studies have shown that humans have developed the ability to quickly decide whether a new person will hurt or enrich us. First impressions or what are called â€Å"thin slices† are generated in the most primitive areas of the brain, where feelings are processed. It’s a very primal process and has evolved from our ancestors as a way to protect themselves. Applying both the thin slices theory, along with our own values and beliefs, it appears that first impressions are processed from the feeling part of our brains, as a way to protect or safeguard our belief and value structures. Research also shows  that the power of knowledge to organize, select, learn and judge comes from values and beliefs as much as information and logic. Attitudes also enter into our calculations of first impressions. While subtle, they can cause real world damage, that’s why it’s imperative to nature relationships with others. People who spend time observing and listening tend to ha ve a higher percentage of correct snap judgments. While first impressions can never be changed, we can allow movement in our processing and value systems. To contribute effectively to society we must evaluate who we are as individuals and how we form judgments.

Emotional, Behavioral, and Physical Disabilities Essay

When it comes to students, teacher’s roles in determining how to teach a student with emotional and behavior disorder, Physical disabilities and Health Impairments, Traumatic Brain injury, Hearing impairments, and Visual impairments is to create an environment in which all students can feel safe and can participate to the best of their abilities. When it comes to proving a positive learning environment for students who has disabilities it can be a great challenge within the classroom cause each student has their very own needs, intellectual and physical abilities, perceptions and most of all learning styles which may vary for each student. It is very important to know the students needs and identify and areas of curriculum before teaching a student because may present problems for them. In order to do that a teacher most have some teaching strategies that they can modify in order to help teach their student who have disabilities where it can help identify the students special needs and it will offer strategies for the teachers to put within a lesson plan to teach and give all students a change to success in learning. There are lots of strategies teachers can use for example, when it comes to students with emotional and behavior disorders may students may have gifts or even learning disabilities in which case can divide from expectations or even from standards of behaviors. Some teaching strategies that teaching can use for a student with emotional and behavior disorders are a teacher need to work long term improvements without expecting immediate and strong success from the student, try to expose students with behavior disorder to students who are not special need. Try and allow students to walk around classroom and talk with the students about what they like or dislike helping learn about the student strength and weakness to be able to started making an outline of a lesson plan for them. Structure rules, a schedule for the student, arrange the room for students comfort for a more conductive learning environment for the students to learn in. teachers need to setup students a way to other outlets ways to reduce frustration and angry by model and role playing appropriate behavior for them to see. 2010 McGraw Hill) Most important I think a teacher and do also is create a cool off spot within the class for the student to calm down once they become frustrated or angry it can help model and reinforce proper behavior from the students one they have common down which will help the teacher to keep everyone else calm. Lastly they need to communicate with other teachers and the student parent to keep the line of communication open about the student educat ion. There are lots of different characters of students with emotional and behavior disorder and some examples are fighting and hitting, getting out of their sets, disturbing others by yelling and talking loud, destroying things by throwing, do not like to follow orders and some curses a lot in which cases some cannot help it. Next there are Physical disabilities and Health Impairments where student are not able to learning easy without help. For example students with Physical disabilities are those who have are orthopedic impairment in which one or more limbs are severely restricted and there are those who have health impairment. 2010 McGraw Hill) Some teaching strategies for teachers are to learn about special devices or procedures, help other students and adults understand and accept physically disabled students and to keep in mind that some students in wheelchairs have full uses of their hands and others do not. Most important allow student to participate in all activities like field trips, special events , projects and make sure they have full access to the classroom and nothing is blocked them in like them going down narrow hallways and heavy doors where they cannot get out. 2010 McGraw Hill) Some characteristics of Physical and health impairments are Mobility issues, fatigue, weak muscle, attention involvement and Hypotonic-low muscle tone. Lately there is traumatic brain injury (TBI) is a form of Acquired brain injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. 2013 National Institute of Neurological Disorders and Stroke) Some teaching strategies for teachers are reduce distractions in the student’s work area like remove extra pencils and books, Divide work into smaller sections where the teacher have the student complete one section at a time, Ask the student to summarize information orally that has just been presented, Use cue words to alert the student to pay attention like â€Å"listen,† â€Å"look,† and â€Å"name† lastly establish a nonverbal cueing system by using eye contact and touch to remind the student to pay attention. 2000 TBI Challenge Vol. 4, No. 2) Some Characteristics of a person who has traumatic brain injury are headache, confusion, behavioral or mood changes, and trouble with memory, concentration, attention, or thinking. A person with a mild TBI may remain conscious or may experience a loss of consciousness for a few seconds or minutes. 2013 National Institute of Neurological Disorders and Stroke) In conclusion what can I do to nurture the self-esteem and self-determination, and enhance the self-advocacy skills, of students with emotional and behavioral disorders, physical and health impairments, and traumatic brain injury is to teach knowledge and skills to each students in other to become self determined. Also by set personal goals for each student and create actions plans to achieve the goals each and every day. Second Make good choices that re appropriated and that applies to the students everyday lives. When it comes completely down to the bottom line I will help my entire student achieve academic success. What can be done to help regular students understand, respect, and respond appropriately to students with disabilities in a class? I will post respect rules on my classroom walls, door, even in the school hallways. I will tell other students not to stereotype students that have disabilities because it is not nice to mock or tease students who are different and if I do catch them they will let them know that is disrespectful. I will tell them to show respect to them and try to get to know them better before making fun of the disable if that do not work and they are not trying to understand student with disabilities I will keep making sure that every student I come across so disrespect or even feel like they do not want to be around one of the student I will just tell them in a calm but nice voice â€Å"Try to walk in their shoes for once. †

Primate Conservation Essay Example | Topics and Well Written Essays - 1000 words

Primate Conservation - Essay Example The IUCN has classified 114 out of 379 existing species of primates on the high risk of extinction. Before knowing the steps we can take for conserving them, the reasons behind their extinction should also be known. The immediate threat to primate extinction is ignited through the unfair activities of the humans, which may be directly through habitat disturbance or hunting (intrinsic factors) and indirectly through the introduction of exotic species or a chain of secondary extinctions (extrinsic factors). There are other reasons behind it too, like any natural calamity-drought, famine or floods, or, because of any kind of disease. Also, extinction risk is higher in species of primates with a small population rather than a big one. This happens largely due to predation or a certain kind of any life risking disease which might spread from one primate to another in a particular group and hence lead to their extinction. The intrinsic factors, habitat change and hunting, are the most impo rtant threats to the survival of primates than any other factor (Extinction, n.d). Primates are succumbed to habitat changes because they are losing their homes and food which are most vital for their survival. Trees that are used for home and food by these primates are being cut down extensively to fulfill the market demand for lumber which is considered as a very good source for building material and for fuel. Secondly, farm land which has been cleared of forest trees are in huge demand by plantation owners for setting up business farming industry. Medical advances leading to higher birth rate and increase in immigration is also leading to further decrease in the number of primates in their territory. Thus, the problem of loss of habitat is made worse by human pressure on the forests. Primates require big area enough as homes and if not provided with ultimately lead their death and as we know, chances of existence of small population is very grim (Science daily, 2007). Another cru cial threat that is being faced by our so called relatives is hunting. There is an insatiable demand for bush meat that leads to hunting. Also, many body parts of these primates are used for making traditional Chinese medicine especially in the South East Asia. They are also hunted for the private pet trade (IUCN, 2008). As we all know primate conservation needs to be taken a step forward but in certain areas they are causing excessive damage to the farmer’s fields which is also a matter for concern. According to a research done in the adjoining areas of Budongo Forest Reserve in Uganda, they spoiled the crops of maize and cassava in that area extensively (Journal of Primatology, 2000). Any farmland closely situated to any forests or reserves has to face these consequences thus incurring a huge loss to the farmers. Another study done in Ambroseli National Park, Kenya, stated that there is a lot of aggressiveness amongst the inter group of primates. They try to snatch non natu ral foods from the tourists of the park. Many tourists also complained of monkeys attacking and injuring them around the lodge (African Journal of Ecology, 1998). Dr. Joves Engel, a research scientist in the division of International programs at the UW’s Washington National Private Research Centre says â€Å"

Role of race, class, and gender in criminal justice policy development Research Paper

Role of race, class, and gender in criminal justice policy development - Research Paper Example Criminologists have also developed a substantial literature examining sex effects, and there has been some attention to the class-based nature of court decisions. Most studies emphasize only one of these dimensions at a time, however, and generally they focus solely on the defendant. Nevertheless, a few researchers have developed more complex analyses of the subtle and dynamic ways in which race, gender, and class converge. Sex and gender are sometimes used interchangeably. As I use these terms, sex refers to the classification of people as men or women on the basis of biological criteria; gender refers to socially learned aspects of human identity. Thus, gender is not simply a category, attribution, or role, it is a dynamic process of constructing particular ways of being masculine or feminine (see similarly Martin and Jurik 1996). Gender was largely ignored by criminologists until the late 1970s and 1980s, and even then attention spotlighted sex differences in crime commission and sanctioning rather than questioning the gendered nature of crimes by men and of the criminal justice system’s response to men’s crimes (Daly and Chesney-Lind 1988; Simpson 1989). Nevertheless, a growing body of scholarship has coalesced around the question of sex differences in sentencing. This research examines whether sex differences exist, how gender conditions leniency, and why sex differences arise. The first question concerns whether sex differences arise. The most comprehensive recent summary of this research is provided by Daly and Bordt (1995). They analyzed published findings from 50 court datasets to assess whether significant sex differences favoring women were related to the statistical procedures used, court contexts, sample composition (including race), and how the research was conceptualized (e.g., gend er focused or not). Approximately half of the

BOOTS and ALLIANCE in talks over 7.5bn merger Essay

BOOTS and ALLIANCE in talks over 7.5bn merger - Essay Example Companies and Supermarkets now have the liberty to set up in-store pharmacies, which poses a danger to key pharmaceutical players like BOOTS and Alliance. In an analysis published in biotech-info.net- Due to the softening of rules and the law, BOOTS is facing stiff competition from other pharmaceutical retailing majors such as TESCO, which enjoyed and continues to enjoy a place of dominance and monopoly in the market. Tougher competition from the supermarkets has forced Mr. Baker of BOOTS to cut the price of his products in an attempt to prop up the so far lukewarm sales, although this has put some further pressure on the profit and operating margins. As such, both the firms have decided that it is time to join hands in order to compete effectively in the market and also to improve upon their current individual deficiencies. The present deal is expected to give the new firm an industry share of nearly up to 20%. But the present deal has been met with a lot of speculation especially f rom the institutional shareholders who generally regard such nil-premium mergers with skepticism. The companies, intend to seek support for the deal by outlining the capacity of the new merged outfit’s capacity to generate significant cost and purchasing synergies and boost margins. The company ascertains that it would be in a better position to handle the competition faced by it from TESCO. The company also proposes to start smoking and weight-loss clinics and creating beauty parlors in the group’s stores throughout Europe.

Resort management Assignment Example | Topics and Well Written Essays - 250 words - 1

Resort management - Assignment Example The final community association is the business association community that is the most significant. This type is associated with corporate meetings and economic necessities. Amenities are important in that they add value to the resort and they provide the users of the resort facilities to be able to fully enjoy the resort serves (Stringam, 189). The value addition that is associated with the amenities ensures that the customer loyalty is ensured. When developing an amenity strategy, the first step is the identification of the target market and the potential clients. This s then followed by the identification of the possible amenities that can be beneficial to the potential clients and amenity users (Stringam, 203). The important of this step is that it ensures that the right amenities that will be useful are identified. The final step is the implementation and the development of the chosen strategy. This should then be followed by reevaluation of the amenities so that they serve their intended

An Assessment and Critique of Crisis Management in the Oil and Gas Dissertation

An Assessment and Critique of Crisis Management in the Oil and Gas Industry in Ensuring Company Continuity - Dissertation Example Note: Delete this text, but do not remove the section break that follows—if you can’t see it, click on the  ¶Show/Hide button on the formatting toolbar. Dedication The dedication, if desired, is a numbered page, but â€Å"Dedication† does not appear in the Table of Contents. Note that if the Abstract is two pages long, the page number of the Dedication must be changed to iv. Acknowledgments The â€Å"Acknowledgments† entry does appear in the Table of Contents. Table of Contents Acknowledgments 2 List of Tables 5 List of Figures 6 CHAPTER 1. INTRODUCTION 7 Introduction to the Problem 7 Background of the Study 8 Statement of the Problem 9 Purpose of the Study 9 Rationale 10 Research Question 10 Significance of the Study 11 Definition of Terms 11 Assumptions and Limitations 13 Nature of the Study (or Theoretical/Conceptual Framework) 14 Organization of the Remainder of the Study 18 Overview 19 Crisis Management 19 Business continuity 25 The concept of crisi s distinguished from issue 26 The issue and crisis management relational model 27 Crisis Communication Theory 29 Crisis Leadership 41 Structural implications of crisis management on the organization 42 Low Probability, High Consequence Events 45 Assessment of the Crisis Prevention and Management System: The Exxon Valdez 46 Assessment of the Crisis Prevention and Management System: The BP Gulf Oil Spill 58 Synthesis of literature review 66 CHAPTER 3. METHODOLOGY 69 Research Design 69 Sample 70 Setting 72 Instrumentation/Measures 72 Data Collection 73 Data Analysis 74 Validity and Reliability 75 Ethical Considerations 76 List of Tables Table 1. Crisis Response Strategies by Postures 31 Table 2. SCCT Match for Crisis situation with Recommended Crisis Response 32 Table 3: Example of Risk Management Structure 43 List of Figures Figure 1. Issue and Crisis Management Relational Model 16 Figure 2. Disaster Management Cycle 29 Figure 3: Nine Steps of Crisis Response 35 Figure 4: Crisis Leade rship Continuum 42 Figures 5 & 6: Pictures from the Exxon oil spill site 52 Figure 7: Comparison of Exxon and CNN responses in the Exxon Valdez crisis 54 Figure 8: Picture from the BP Deep-water Horizon oil rig and spill site 61 Figure 9: Picture of fish washed upon in Galveston, Texas 65 Figure 10: Process Flowchart for Data Collection 74 (Note: Do not remove the section break that follows this paragraph.) CHAPTER 1. INTRODUCTION Introduction to the Problem Ranked among the most disastrous man-made crises attributable to commercial operations are the 1989 Exxon Valdez oil spill in Alaska, and more recently, the 2010 BP oil spill in the Gulf of Mexico. Damage from these incidents affected the lives and livelihoods of people distributed over a broad geographical area, and experts expect the repercussions to extend to subsequent generations because of their effect on the environment and wildlife. The oil industry, unfortunately, did not see the Exxon Valdez as sufficient precedent to have prompted the development of a standard crisis prevention and mitigation protocol to apply in the future. Taken together, oil and natural gas pipeline accidents have occurred over decades, often resulting in a significant number of fatalities. In 2011, a pipeline fire killed 100 people and seriously injured 120 in Nairobi. In 2010, a Pemex (Petroleos Mexicanos) pumping station in Central Mexico exploded, killing 27 and injuring 50 (Ellingwood, 2010). In 2006, a pipeline explosion in Nigeria killed up to 500 people (BBC News, 2006), but the

How to Reduce Environmental Pollution Using Alternative Energy Sources Essay

How to Reduce Environmental Pollution Using Alternative Energy Sources - Essay Example Nature not only exists for humans alone but also for all species and as such, argues Miller et al. (2008 p, 17) there is need to encourage environmentally friendly forms of economic growth and development and discourage earth degrading forms (such as toxic emission from fossil fuels). It is here that the renewable sources of energy come in to help avert the dangers posed to the environment by the fossil fuels. To what level, it should be asked, do alternative energy sources help arrest the situation? And how ‘clean’ are the alternative sources? The benefits of alternative sources are well known, authoritatively asserts Renewable Energy Resources (2007, p, 207). They produce little or no pollution emissions and reduce dependency on the finite resources. The National Atlas of the US website (2012) also confirms this, but is quick to point out that even though the renewable sources are non-polluting, the structures built to harness them are two edged: they impact both posit ively and negatively on the environment. The intensity of the environmental impact or emissions caused by power generation depends on a number of factors such as the electricity generation technology used, how much electricity is generated, air pollution control devices used, the geographical location among other factors( US Environmental Protection Agency ,2012). A closer look at each of the renewable sources in many ways tries to answer the questions asked above. Solar Power Solar power is arguably the best thing going, at least from the environmental perspective. With it there are no acid rains, no urban smog or pollution of any kind (Alternative Energy, 2013). Clean and sustainably energy, that’s how the US Environmental Protection Agency (2012) describes solar power. Solar... As such, environmental impacts differ depending on the conversion and cooling technology applied Hydropower refers to the use of water to produce electricity. The hydroelectric power plants use dams to store water which is released from behind the dam flowing through a turbine. The water then spins the turbine, turning a generator to produce electricity. It is one of the least expensive sources of electricity. Not only does the dams provide power but also other substantial benefits such as recreation opportunities on upstream reservoirs, habitat for aquatic and terrestrial organisms, diversion of water for irrigation and control of destructive flooding. The environmental impacts of dams vary widely, but current regulations and policies have attempted to address the issues. For example, fish migration has been having been addressed with the use of fish ladders and other structures.In conclusion, renewable sources of energy provide a better alternative to the conventional energy source s, at least with the aim of curbing global warming and pollutant emissions. A shift from the fossil fuels to the renewable sources, therefore, promises a healthier environment. However, there seem to be other factors such as economic growth, population, and consumption of the energy and other resources that are proving to be hindrances in this mission of relieving the overburdened Mother Nature. Unless there is a reduction in energy use and other resources, renewable energy alone cannot achieve this mission of combating global warming.

International Investment In China Essay Example | Topics and Well Written Essays - 2500 words

International Investment In China - Essay Example However, associated with these opportunities are also risks confronting the businesses in the context of international investment. This essay primarily encompasses the direct investment concerns in the international business spectrum and also presents the case of Shell plc as an example of UK's direct investment in China. There has recently been an increasing trend on the part of the multinational corporations from the developed world to enter into trade and investment with emerging economies of the world. There happen to be several factors responsible to induce the foreign companies to invest in less developed or emerging markets. Samli and Kaynak (1984) refer to the concept of emerging markets as similar to less developed countries characterised primarily with agriculture based economy, high population growth levels, lower income levels, low literacy level, lack of substructure, and lack of capital etc. China is also one of the emerging economies of the Asian world, which is speedily climbing the ladders of economic progress and prosperity through a remarkable growth in various industrial and economic sectors. The recent rapid economic boom in China and open market policy has projected the country's image in the world as an attractive market for international investment (Sun and Chai, 1998). ... Chinese government and financial environment purposefully support and encourage multinational companies to enter the market so that it can affirm the consistent progress of the Chinese economy (Zhao, 2003). In the same vein, several UK companies having identified and analysed the opportunities in the Chinese market are making direct and indirect investment in the country that brings foreign reserves to the country as well as happens to be profitable for the these corporations. Huaning and Colin (2004) refer to the United Kingdom as the pre-eminent investor in China during the recent years among all the European Union countries. Case: Shell's Investment In China Shell happens to one of the major investor in Chinese market. In the year 2002, it entered the oil market of China with an investment of 255m (FT.com News, 2002). The company further expanded its business activities in the country and recently the company confided to a project concerning coal exploitation in a joint venture with a Chinese partner with a prospective investment of about 2.7b, probably the largest ever investment received by the country (FT.com, News, 2006). In this way, Shell plc invested in the Chinese market by way of direct investment. The increasing interest of Shell plc in the Chinese market is reflective of the investment attractiveness of the country with regard to its inexpensive labour, growing economy and surging demand. Determinants And Merits Of Investment By UK Companies In China Changhong and Weili (2002) propound that there happen to be two significant forms through which the multinational corporations invest in a developing country viz.

Article writing about corrlational stuies Example | Topics and Well Written Essays - 750 words

Writing about corrlational stuies - Article Example Patrowski. Substantially, the researcher bases on general assumptions regarding ESL students and thus, tries to establish its validity. Apprehensions regarding learners who use minority language are deemed to be limited in their studies due to the perceived language barrier. The problem therefore is that they are oftentimes stuck in furthering ESL courses instead of attaining an elevated comprehensive learning experience. They become in essence improperly restricted in their apposite learning process. The 271 students were selected as they were part of the ESL program at CUNY. Primarily, the researcher chose them for their inclusion in the program. Another important aspect was the availability of their records to the researcher as they are within the same academic institution. The information collected by the researcher includes their entrance exam scores which integrated their aptitude in math, reading and composition. It also incorporates their ‘persistence’ which involves how they perform academically together with their diligence in pursuing tertiary education. The subjects were chosen perceptibly for their significance in what the author is trying to establish. He also recognizes that its relevance may be fragmentary as it is only focused in one university but he still maintain that it is of import in terms of the issue the research is trying to attain. In particular this is also because of the variance that is palpable in today’s ‘ethnolinguistically diverse institutions.’ Students’ success were measured by (1) their CPA or their cumulative grade point averages through a grading system based in the usual â€Å"4 point† system wherein O=F and 4=A and (2) based on six criterion. Referred to as â€Å"SCS rating† this composed of; completing their courses on development, a 2.0 GPA or higher, finishing their freshman papers, gaining the required 6 units Core Curriculum, a minimum 50 credits and a 70% attempted

Crusades and Pope Urban Essay Example for Free

Crusades and Pope Urban Essay The Christian Crusades occurred around the 11th and the 12th century are very many and complex. The Christian Crusades has built a tense relationship between the Christians and Islamic. This essay will explain the causes and effects of the Medieval Crusades. The importance of the holy lands as stated in the Islamic bible, Koran, and the Christian bible is the most significant cause of the Christian Crusades. Religious rivalry between the 2 religions was caused by the fact that both of these religions believed in 2 different gods. The Islam’s thought that there god was the true god whilst the Christians believed that there god was the one and true god. The fact that the Islam’s believed there god was the one and true, brought anger to the Pilgrims who were on a quest to take back the Holy lands which were Bethlehem, Nazareth and Jerusalem, which were controlled currently by the Muslims since 638AD. But as more and more pilgrims came to visit the Holy lands, Seljuk Turks, Saracens, took over the lands and denied more Pilgrimages to the Holy Lands. This brought great anger to Pope Urban II. Pope Urban II was responsible for the very first Christian Crusade. He started this by giving an extremely influential speech to all Christians in Europe and Medieval time saying that the Saracens were turning Christian Churches into Mosques which were Muslim churches. Pope Urban II then told all Christian men and European Christian Princes to go on a crusade to take back the Holy lands. The Pope also stated to these Christian men that by fighting in this holy war they would reach heaven. So the Christian Crusaders set their target on regaining one of the Holy lands which was Jerusalem. The result of the first crusade was not too good for the Muslims as 70,000 Muslims had died trying to flee from the city or fight to protect their city. A reason that explains the cause of the Christian Crusades, are the Christian men, the Knight class and Princes. Prior explains how Pope Urban II speech influences the Christian men, Knight classes and Princes of Europe to go on a crusade against their rivalry religion and to gain back the Holy Lands. Pope Urban II says to all these men that go on to their crusade, that if they do not fight back against the Saracens, god will not clear there sin. This was another reason for the Christian Crusade. Pope Urban II â€Å"blackmailing† these men to go to the Holy lands was a reason for why the Christian Crusades began in the first place. The Knight class were all men that wanted to fight. Since the age of seven, pagers, who were the first stage into becoming a knight, were taught special skills to fight. Every Crusader that was going on to gain back the lands had a sign on their tunics when they went to fight. This sign resembled St Johns Cross. The medieval Crusades have brought a strong intensity in these to religions that are still quite tense nowadays. Pope Urban II speech had urged men to go on this holy crusade and both the Koran and bible having two of the same holy places caused tension between these two religions. This essay has given the causes and effects of the holy crusades.

Training Needs Theories and Principles

Training Needs Theories and Principles Chapter 2 Literature Review 2.1 Introduction Training has become a key focus for many organizations wishing to increase their capability, to pursue their strategy and to achieve their goals. It has a great impact not only on efficiency and organizational performance, but also on employees behaviour within the organization. Flexible training programmes may also help an organization to be more responsive to changes in its environment. Therefore, the first objective of this chapter is to explore the meaning of training and of training needs, while the second is to examine the theories dealing with these concepts. It then turns more specifically to an exploration of literature examining training needs in police organizations. 2.2 Developing Countries According to Kinsey (1988), developing country is a term used to describe countries outside the so-called Western bloc of technically advanced nations (North America, Western Europe, Japan, Australia and New Zealand) and the communist bloc. However, due to the rapid economic development in some countries (NICs) and the political and economic disturbances in the communist bloc which have resulted in dramatic changes during the last two decades, the above definition must be amended. Other terms which have been used to designate these countries include industrializing, less-developed and underdeveloped. Each tends to have certain connotations, some being more complementary than others, and some gaining popularity while others disappear. Whatever term is used, these countries are distinguished by widespread poverty. Beside this basic characteristic, Kinsey (1988) describes developing countries as having certain similarities, including low income per capita and per worker, small industria l sectors, few economies of scale, primitive technology, lack of specialization, low capital per worker, small savings per head for the bulk of the population, lack of enterprise, inadequate physical and social infrastructure, low volume of international trade per head and low efficiency. The question is: how could developing countries influence our country in management training? 2.3 Organizational Characteristics Organizations may be characterized in many different ways, depending on the reason for the classification. For the purposes of the present research, the characteristics of the Dubai Police must be examined in relation to the need for training; several authors have suggested that organization size, type of ownership and industrial sector are the main variables affecting the management of training needs (Abdalla and AlHomud, 1995). Alternatively, Wright and Geory (1992) connect training needs with management strategy, organizational structure and corporate culture. In theory, organizations can be characterized in many ways, but there is general agreement that the size of the organization is of prime importance, followed by structure, strategy (e.g. short or long term), technology use, environment and organisational culture. These are the theoretical concepts which will be examined in this study as quantifiable conditions and variables in the management of the Dubai Police. Definitions of Training Training is a very important process in any organization, allowing it to develop its employees skills and improve their performance at work. This section considers the definitions of training suggested by a number of authors. Thus, training can be described as a perfect way to learn a job or to develop employees skills. The organization of individual skills is a significant characteristic of business responsibility today, and employee motivation potentially grows in the process (Noe, 1999). The profit from employee development extends further than the concrete skills gained and their effect on an individuals efficiency (Benson, 2002). Among the many important definitions of training, the following selection is organised chronologically for convenience. Training has historical definitions; for example, Schuler and MacMillan (1984) defined it as part of human resource management (HRM) practice which has the potential to contribute to gains in competitive advantage. But this definition was incomplete because in 1984 there was a lack of information on HRM, which was still a new concept for many organizations. There was also a focus on competitive advantage among organizations, ignoring employee development and direct benefit to the organizations business. Rainbird and Heyes (1994) then defined training as employee development via engaging employees in a commitment to the organization. But this definition only involved employees in commitment and did not state how they were to be developed at work, so Heyes and Stuart (1996) refined this definition by adding that training is a development process which evolves through strategic stages. This definition indicates that development in any organization, whether short or long term, involves organizational commitment. Buckely and Caple (1995) defined training as a strategy to develop employees in skills, knowledge and attitude through a learning experience to achieve effective performance in a range of activities. Again, this definition was subject to important refinements, when Montesino (2002) pointed out that many factors may affect the effectiveness of training, including individual employees behaviour, the training programme, the local environment and the amount of support from each trainees immediate supervisor. Earlier, when Smith and Hayton (1999) defined training, they also attempted to show how certain factors impact on training needs and the decision to train employees. First, employee performance is very important and should be improved. Secondly, improvement is needed in the flexibility and adaptability of employees. Finally, training always needs new technology and investment in training needs to achieve high performance in an organization. This definition indicates the importance of high performance for training decisions, of changing the roles within the organization to increase flexibility and adaptability at work and of using new technology to achieve high performance. The authors also claim that it is a more sophisticated system of human resources management. According to Sparrow (1998), training can be managed to elicit the desired attitudes and behaviours in employees and to enhance involvement, motivation and organizational commitment. The main point of this definition is to motivate and involve employees in organizational commitment; the result could be to change employees behaviour, but these processes are controlled by the organization. Bartlett (2001) adds to this perspective by noting that there are many ways to motivate employees, the best being to improve access to training and the motivation to learn from training, as well as emphasising the perceived benefits of training. This definition shows the importance of motivating employees in training programmes and the benefit to be gained from supervisory support for training within the organization. Finally, Palo and Padhi (2003) define training as the process of developing skills, updating knowledge, changing employees behaviour and attitudes in order to improve their performance and abilities and so to enhance the efficiency and effectiveness of the organization. 2.5 Training Theories 2.5.1 Training and Behaviour Theories Luthans (1998) considers that training can help organisations to change employees behaviour and that one technique of behaviour modification, encouraging desired behaviours and discouraging unwanted ones, is operant conditioning. Such behaviourist techniques were first used for the treatment of mental disorders and phobias, in psychiatric rehabilitation and in recovery from accident and trauma. Applications have since been extended to organisational settings. As developed by Fred Luthans (Luthans and Kreitner, 1985; Luthans et al., 1998), organisational behaviour modification theory has five mains steps. The first step is to identify the critical, observable and measurable performance-related behaviours to be encouraged. The second is to measure the current frequency of those behaviours, to provide a baseline against which to measure improvement. Next, the triggers or antecedents for those behaviours are identified, as are their consequences, positive, neutral and negative. The fourth step is to develop an intervention strategy to strengthen desired behaviours and weaken dysfunctional behaviours through the use of positive reinforcement (money, recognition) and corrective feedback, noting that punishment may be necessary, for example to inhibit unsafe behaviour. Finally, there is a systematic evaluation of the effectiveness of the approach in changing behaviour and improving performance over the baseline. Training can appear particularly attractive to managers, who are often in ideal positions to manipulate the reinforcement of certain employee behaviours. They also tend to find this approach attractive because it argues that what has to be changed is behaviour, and that to achieve this one needs to know very little about the complex internal workings of the people concerned. Desirable workplace behaviours include speaking courteously to customers, attending training to develop new skills and being helpful to colleagues. Undesirable ones include lateness, the production of poor quality items and being uncooperative. Training should eliminate undesired behaviour and increase the frequency of desired work behaviour. Suppose a manager wants more work assignments completed on time and fewer submitted beyond deadline. The behaviour modification options are summarized in Table 2.5.1. Luthans (1998) gives some ideas for improving performance through training, which failed to work. But Luthans argues that behaviour modification should be designed to suit organisational applications. Firstly, training should be applied to clearly identifiable and observable behaviours, such as timekeeping, carrying out checks and repairs, and the use of particular work methods. Secondly, to change organisational behaviour there should be a good strategy of rewards which are contingent on the performance of the desirable behaviours. Thirdly, training should focus on positive reinforcement, which can take a number of forms, from the praise of a superior to cash prizes, food or clothing. Finally, training can lead to sustained modification of behaviour only if positive reinforcement is continued (albeit intermittently). Training and Motivation Theories Smith and Hayton (1999) identify the following theories, which mention the role of training in organizations. i. Human capital theory This theory focuses on training in terms of economic investment. Human capital theory sees training as improving efficiency (Becker, 1964; Mincer, 1974; Strober, 1990). It is concerned with developing ideal training conditions. In the 1980s neo-human capital theory stated that organizations should train their employees consecutively to develop the flexibility and suppleness of the workforce and their receptiveness to modernisation (Bartel and Lichtenberg, 1987). ii. Human resource management theory This theory concerns the commitment of employees to the organization and views training and employee development as a means of engaging it (Rainbird, 1994; Heyes and Stuart, 1996). The early formulation of a hypothetical structure for HRM came from the Harvard Business School in the early 1980s (Beer et al., 1984). Training is seen as a strategy for managing the human resource flow of a venture which, with other human resource policies, creates commitment, competence, congruence and cost-effectiveness. iii. Training and high performance theory This is among the most widely adopted theories in organizations in Britain and the USA. It concerns the skills trajectory and proposes a distinction between those occupations which are becoming increasingly skilful and others which are deskilling over time (Gallie and White, 1993; Cappelli, 1993). Studies of high-performance employment practices and HRM strategies have resulted in the concept of human resources bundles (MacDuffie, 1995; Dyer and Reeves, 1995) which highlight the significance of implementing a number of HRM practices collectively in bundles in order to enhance performance. Training is always cited as a critical measure within the set. Training Needs Analysis Training needs analysis (TNA) is a very important stage in the methodical training cycle of design, delivery and evaluation. The purpose of TNA is to take account of unusual meanings and perspectives depending upon a variety of actors in the process, avoiding misunderstandings about prospects and what can be achieved. In addition, external trainers and consultants are able to acknowledge the importance of a challenge when they rely upon TNA which has been conducted prior to their involvement with an organization. For instance, the excellence of feedback provided by the TNA process might differ significantly, from a very detailed search to a cheap and cheerful canvassing of opinions about what is needed. In addition to the challenges noted above, there are considerations about whose benefit is served: Is the training compulsory? Does it represent the needs of individual people, their managers, the organization, etc? 2.6.1 Definition of Training Needs Analysis Williamson (1993) defines TNA as a systematic approach to determining the real training needs which exist within an organization or department. This indicates that TNA involves collecting information, for example by examining the training programmes of different organizations. A number of managers will refer to the total procedure of identifying the essential training needs, after which the next step is to analyze and address them by the best available method. The pure understanding of the term describes the last procedure simply. Although understanding can differ, it is significant that there is supposed to be constancy of practice within any organization and all employees are assumed to be completely conscious of the sense of local terminology in this field. The term training need can be difficult to define in practice, with serious consequences. On other hand, there are many authors who have defined training needs analysis as the examination or diagnostic portion of the training system. In addition, it seeks to determine whether there exists a case of supposed performance deficiency in many organizations (Camp et al., 1986). This view applies to TNA. That is to say, needs evaluation in a training needs analysis is, in truth, a diagnostic attempt, rather than an effort to identify an apparently deficient performance, because TNA does not have direct access to employees performance. Conversely, Goldstein (1986) defines TNA as an attempt to analyze and diagnose an organization, task or individual, to decide if a cure is required and if so, which is the most likely to produce the desired results. Once more, TNA is seen as a diagnostic process at an organizational level. 2.6.2 Approaches to TNA One of the earliest writers on TNA was Boydell (1976), who planned a methodical approach to training needs that had its roots in analyzing supplies using a method based on organizational objectives. For Boydell (1976, p. 4), A training need exists when the application of systematic training will serve to overcome a particular weakness. He also argues that training needs must be identified before training begins. A similar perspective is presented by Bartram and Gibson (1994, p. 3): Analyzing training needs provides a focus and direction for the investment an organization has to make in its people. Likewise, Bee and Bee (2003) assert that organizations needs are the drivers for training solutions to close any performance gap. Two supporting considerations which influence TNA are also noted by Reay (1994). Firstly, establishing who has ownership of the TNA is likely to determine whether the findings are ignored or implemented. Secondly, the person who really pays for it will point to t he real employees and this is usually senior management. On the other hand, this methodical approach to TNA tends to adopt organizational perspectives. Reid and Barrington (1999) accept these perspectives, but warn that the needs may sometimes conflict, e.g. long-term development for an individual and lack of support opportunities might contradict each other. Similarly, Sloman (1994, p. 24) notes that in the training sphere there can be a singular divergence of interests between the organization and the individual. This viewpoint is shared by Palmer (2006), who warns against assessing training needs solely from the viewpoint of the organization. Many individual employees correctly follow their own training and development agendas and strategies. There are also sound business and motivational reasons for organizations to help employees to complete their self-development needs. Learning and development are continuing and practical (Sloman, 2003). They are supposed not to have to wait for business needs and training objectives to be set before embarking on a programme. Therefore, individuals need to take more responsibility for their own learning, rather than waiting for the organization to lead them. 2.6.3 Important TNA Factors in a Changing Competitive Environment There are important factors which affect TNA in a competitive environment for any organization and which a professional approach to change requires those responsible to consider. These are now examined in turn. i. Cross-competitive environment The abolition of collective differences in vocational results can be maintained by training programmes for diverse employees in a competitive environment, which can produce admiration for individual differences in attitudes, values and behaviours, according to DNetto and Sohal (1999), who recommend certain practices in the field of training. These include identifying exact training needs which are connected to the organizations goals and objectives; assessing individual training needs to facilitate a contribution within the training programme; developing individual annual training strategies which take account of knowledge, operational and interpersonal skills, attitudes to the job and technological skills training; evaluating literacy, language and numeracy to assess the ability to undergo training; connecting training to rewards, project agreements, development procedures and pay scales; and identifying the complementary skills of employees through a review process. ii. Diversity Moore (1999) suggests that a diversity needs analysis is required for the effective integration of diverse group members. Two contrasting approaches to diversity of background are to ensure that the organization is diversity blind or to provide a diversity-negative environment. According to Moore (1999), an important starting point in an environment of diversity in TNA is awareness of different challenges faced by people from different backgrounds within the organization. Training programmes should facilitate the understanding and appreciation of actual differences between people, which can apply in communicating and using language, in learning styles, in methods of dealing with conflict and in task and relationship orientation. Developing and integrating competencies and skills in culturally diverse employees is the next step presented by Moore (1999). It should create a mechanism whereby individuals learn to avoid damaging processes due to dysfunctional interpersonal conflict, miscommunication, higher levels of stress, slower decision-making and problems with group cohesiveness. Moore (1999) states that the development of important communication skills is needed in order to achieve effective integration of competencies. These skills are the ability to consider viewpoints that may differ from ones own, to communicate, to negotiate and to face difficulties appropriately. iii. Leadership According to Silverthorne (2005), leadership plays an important role in decision-making and organizational achievement. In order to develop effectively in a cross-competitive environment, leaders must understand and control their own behaviour, as this affects employees perceptions of leadership. They must also ensure that environmental issues are considered when choosing the best management style. However, appreciating the differences in leadership styles is not sufficient to be an effectual leader, as the necessary insight also varies with the environment. Silverthorne (2005) states that an effectual leader knows which leadership style to employ and when to employ it. There are four contrasting leadership styles: active or involved, supportive, participative and attainment-oriented. Active leaders tell subordinates what is required and put into effect individual systems to direct them; the supportive leader creates a friendly environment and is responsive to her subordinates needs; the participative leader engages them in the decision-making process; and the achievement-oriented leader applies high standards to the decision-making process and appears confident that subordinates will reach them. Silverthorne (2005) argues that an effective leaders choice of leadership style is based on the context of the task and the needs of the subordinates. iiii. Communication Silverthorne (2005) also suggests that one way to achieve better communication between individuals with different competitive backgrounds is to apply TNA to managers on how to work in a competitive environment. He proposes four ways of reducing cross-environment communication problems. First, managers should focus on differences in communication styles. Understanding that employees are different means describing a behaviour, rather than the individual. This will give the manager the time to understand the subject being discussed. Thirdly, the manager should attempt to understand the subject from the employees perspective. Seeing the employees point of view gives the manager an opportunity to better understand what the employee is trying to communicate. Finally, the manager must listen more openly than normal and engage in exercises to improve the communication process. 2.7 Management Training Many organizations today have training programmes for their employees but the reasons for conducting them vary widely. Some provide job orientation for new recruits; others training on new equipment for existing employees or strategic planning courses for managers. Successful managers need multi-skills training and detailed information about the organization. Training programmes for managers should cover different skills than those for employees; examples are functional, administrative, planning and leadership skills. Assessing changes in performance following training is complicated by the fact that while some of these skills can be easily observed in the short term, others will be apparent only from long-term changes in the performance of the manager, the department or the entire organisation. 2.7.1 Different types of training needs All employees should be aware of the types of management training their organization offers, because many will be planning to be line-managers in the future, so will require certain skills. McConnell (2003) lists twelve types of training which are very useful in ones current job and helpful for the future. These are now examined in turn. i. Group Training Group training involves three or more individuals who participate in a common learning activity, generally led by a group facilitator. ii. Coaching Coaching is one-on-one job training. Generally it includes demonstrations, lectures and observation of practice. iii. Mentoring This is a process in which experienced employees are assigned to assist newer employees through guidance. Sometimes it takes a formal approach; at others it is informal. It is also used to introduce employees to a companys culture and environment. iiii. Self-Paced Learning This is any learning activity in which the learner determines the speed at which the material is covered. Generally, it is an individualized form of instruction, but it can be used with groups, the speed being set either individually or by the group. V. E-Learning This is a term used to describe learning activities conducted from the users desktop via the Internet or e-mail. It is generally an individual activity. Vi. Computer-Assisted Instruction This is the delivery of training via a computer. Again it is generally individualized. It can include programmes on modelling, simulation, practice and knowledge. Vii. Distance Learning Training This describes instruction in which the teacher is geographically separated from the learner. Connection can be via satellite or phone line with the instruction delivered to a PC or to a room specially equipped with video or audio conferencing equipment. Viii. Self-Study Self-study refers to learning activities initiated and participated in by an individual. Programmed or computer-assisted instruction and reading assignments can all be self-study activities. Viiii. Simulations These are controlled and standardized representations of a job, activity or situation used as a basis for developing skills in dealing with the simulated situations. VV. Lectures These are structured oral presentations delivered for the transfer of information. VVi. Job Assignments Job assignments place an individual into an actual job, generally for a limited period of time, the primary goal being to learn all or part of the job. VVii. Job Rotation This is similar to job assignment but generally includes several assignments in a planned order or the exchange of jobs with another person. 2.7.2 Different levels of training needs The objective of a training needs analysis is the identification of the training required to meet the recognized needs. In point of fact, while these may be accepted or revised by the employees, a senior person may be assigned to decide what training is necessary. The person conducting the training or assessing the needs is not always the individual who develops or recommends the training. On the other hand, the most important step in TNA is to translate the recognized needs into objectives. Then individual objectives can be used to develop or choose a training approach at individual and organization level. Beside the types of training, McConnell (2003) specifies the levels of needs for individual and organization and the personnel who will conduct the training. i. Supervisors These are the people who manage the people being trained. ii. Human Resources These are the professionals in the human resources department. If training is a function of the HR department, it is treated separately. iii. Operating Department Employees These are the employees of the department for which an individual is to be trained. iiii. Training Department Personnel These are generally training professionals employed by the training department. Their strengths are their skills and knowledge of training techniques and procedures. The most common criticism of such people is that they lack specific job or operational knowledge. Some organizations assign their trainers to specific areas-sometimes even to temporary work in the operating departments-to overcome such weaknesses. V. Operating Department Personnel on Temporary Assignment to Training These are people who usually have excellent job knowledge but often lack training skills. Many organizations use this approach because it gives greater credibility to the training sessions, while the operating personnel on such an assignment benefit greatly from the experience and learning of training techniques. Vi. External Professionals These are usually training consultants, supplier employees, or academics. Generally, they are used when the required degree of knowledge or skill is not available within the organization. These people are usually excellent trainers, but they can be expensive to use. If they offer similar classes on a regular basis, consistency may be lost if the same external person does not conduct all classes. Vii. External Organizations Local schools and professional organizations often conduct registration programmes in general subjects. Knowing the types of training currently being used by an organization and who conducts each training type provides an initial indication of what can be done. However, in some cases the training will have to be designed and/or obtained elsewhere. 2.7.3 The Roles of HR, Trainers and Line-Managers The many roles within the training function can be analyzed and their strengths and weaknesses identified. The training function within an organization should have as part of its mission the meeting of the organizations requirements; its success at accomplishing that will be the basis for the analysis. HR people and line-managers in the training function should help the organization to improve and involve employees in training courses which could be helpful in enhancing their skills and hence their performance, so HR people and line-managers must undertake a number of tasks, summarised below. Training organization: the mission of the training function, its internal structure, and internal and external relationships. Training personnel: the selection, qualifications, and motivation of department employees. Employee training in the requirements of specific jobs or activities. Employee development training in the requirements of future jobs and broadening their abilities in their current posts. Remedial training, conducted to correct inadequate basic skills such as mathematics, reading and writing. Organizational development: improving communication and understanding throughout the organization in order to produce effective, functioning teams; establishing or changing to a desired culture; and responding to changing conditions. Internal and external communication of the training departments abilities, results, and offerings. Training facilities: the physical space and equipment allocated to conduct training. Identifying training needs: determining the training required by individual employees and the organization. Training design and development: creating, structuring, or obtaining a training programme to meet specific ob Training Needs Theories and Principles Training Needs Theories and Principles Chapter 2 Literature Review 2.1 Introduction Training has become a key focus for many organizations wishing to increase their capability, to pursue their strategy and to achieve their goals. It has a great impact not only on efficiency and organizational performance, but also on employees behaviour within the organization. Flexible training programmes may also help an organization to be more responsive to changes in its environment. Therefore, the first objective of this chapter is to explore the meaning of training and of training needs, while the second is to examine the theories dealing with these concepts. It then turns more specifically to an exploration of literature examining training needs in police organizations. 2.2 Developing Countries According to Kinsey (1988), developing country is a term used to describe countries outside the so-called Western bloc of technically advanced nations (North America, Western Europe, Japan, Australia and New Zealand) and the communist bloc. However, due to the rapid economic development in some countries (NICs) and the political and economic disturbances in the communist bloc which have resulted in dramatic changes during the last two decades, the above definition must be amended. Other terms which have been used to designate these countries include industrializing, less-developed and underdeveloped. Each tends to have certain connotations, some being more complementary than others, and some gaining popularity while others disappear. Whatever term is used, these countries are distinguished by widespread poverty. Beside this basic characteristic, Kinsey (1988) describes developing countries as having certain similarities, including low income per capita and per worker, small industria l sectors, few economies of scale, primitive technology, lack of specialization, low capital per worker, small savings per head for the bulk of the population, lack of enterprise, inadequate physical and social infrastructure, low volume of international trade per head and low efficiency. The question is: how could developing countries influence our country in management training? 2.3 Organizational Characteristics Organizations may be characterized in many different ways, depending on the reason for the classification. For the purposes of the present research, the characteristics of the Dubai Police must be examined in relation to the need for training; several authors have suggested that organization size, type of ownership and industrial sector are the main variables affecting the management of training needs (Abdalla and AlHomud, 1995). Alternatively, Wright and Geory (1992) connect training needs with management strategy, organizational structure and corporate culture. In theory, organizations can be characterized in many ways, but there is general agreement that the size of the organization is of prime importance, followed by structure, strategy (e.g. short or long term), technology use, environment and organisational culture. These are the theoretical concepts which will be examined in this study as quantifiable conditions and variables in the management of the Dubai Police. Definitions of Training Training is a very important process in any organization, allowing it to develop its employees skills and improve their performance at work. This section considers the definitions of training suggested by a number of authors. Thus, training can be described as a perfect way to learn a job or to develop employees skills. The organization of individual skills is a significant characteristic of business responsibility today, and employee motivation potentially grows in the process (Noe, 1999). The profit from employee development extends further than the concrete skills gained and their effect on an individuals efficiency (Benson, 2002). Among the many important definitions of training, the following selection is organised chronologically for convenience. Training has historical definitions; for example, Schuler and MacMillan (1984) defined it as part of human resource management (HRM) practice which has the potential to contribute to gains in competitive advantage. But this definition was incomplete because in 1984 there was a lack of information on HRM, which was still a new concept for many organizations. There was also a focus on competitive advantage among organizations, ignoring employee development and direct benefit to the organizations business. Rainbird and Heyes (1994) then defined training as employee development via engaging employees in a commitment to the organization. But this definition only involved employees in commitment and did not state how they were to be developed at work, so Heyes and Stuart (1996) refined this definition by adding that training is a development process which evolves through strategic stages. This definition indicates that development in any organization, whether short or long term, involves organizational commitment. Buckely and Caple (1995) defined training as a strategy to develop employees in skills, knowledge and attitude through a learning experience to achieve effective performance in a range of activities. Again, this definition was subject to important refinements, when Montesino (2002) pointed out that many factors may affect the effectiveness of training, including individual employees behaviour, the training programme, the local environment and the amount of support from each trainees immediate supervisor. Earlier, when Smith and Hayton (1999) defined training, they also attempted to show how certain factors impact on training needs and the decision to train employees. First, employee performance is very important and should be improved. Secondly, improvement is needed in the flexibility and adaptability of employees. Finally, training always needs new technology and investment in training needs to achieve high performance in an organization. This definition indicates the importance of high performance for training decisions, of changing the roles within the organization to increase flexibility and adaptability at work and of using new technology to achieve high performance. The authors also claim that it is a more sophisticated system of human resources management. According to Sparrow (1998), training can be managed to elicit the desired attitudes and behaviours in employees and to enhance involvement, motivation and organizational commitment. The main point of this definition is to motivate and involve employees in organizational commitment; the result could be to change employees behaviour, but these processes are controlled by the organization. Bartlett (2001) adds to this perspective by noting that there are many ways to motivate employees, the best being to improve access to training and the motivation to learn from training, as well as emphasising the perceived benefits of training. This definition shows the importance of motivating employees in training programmes and the benefit to be gained from supervisory support for training within the organization. Finally, Palo and Padhi (2003) define training as the process of developing skills, updating knowledge, changing employees behaviour and attitudes in order to improve their performance and abilities and so to enhance the efficiency and effectiveness of the organization. 2.5 Training Theories 2.5.1 Training and Behaviour Theories Luthans (1998) considers that training can help organisations to change employees behaviour and that one technique of behaviour modification, encouraging desired behaviours and discouraging unwanted ones, is operant conditioning. Such behaviourist techniques were first used for the treatment of mental disorders and phobias, in psychiatric rehabilitation and in recovery from accident and trauma. Applications have since been extended to organisational settings. As developed by Fred Luthans (Luthans and Kreitner, 1985; Luthans et al., 1998), organisational behaviour modification theory has five mains steps. The first step is to identify the critical, observable and measurable performance-related behaviours to be encouraged. The second is to measure the current frequency of those behaviours, to provide a baseline against which to measure improvement. Next, the triggers or antecedents for those behaviours are identified, as are their consequences, positive, neutral and negative. The fourth step is to develop an intervention strategy to strengthen desired behaviours and weaken dysfunctional behaviours through the use of positive reinforcement (money, recognition) and corrective feedback, noting that punishment may be necessary, for example to inhibit unsafe behaviour. Finally, there is a systematic evaluation of the effectiveness of the approach in changing behaviour and improving performance over the baseline. Training can appear particularly attractive to managers, who are often in ideal positions to manipulate the reinforcement of certain employee behaviours. They also tend to find this approach attractive because it argues that what has to be changed is behaviour, and that to achieve this one needs to know very little about the complex internal workings of the people concerned. Desirable workplace behaviours include speaking courteously to customers, attending training to develop new skills and being helpful to colleagues. Undesirable ones include lateness, the production of poor quality items and being uncooperative. Training should eliminate undesired behaviour and increase the frequency of desired work behaviour. Suppose a manager wants more work assignments completed on time and fewer submitted beyond deadline. The behaviour modification options are summarized in Table 2.5.1. Luthans (1998) gives some ideas for improving performance through training, which failed to work. But Luthans argues that behaviour modification should be designed to suit organisational applications. Firstly, training should be applied to clearly identifiable and observable behaviours, such as timekeeping, carrying out checks and repairs, and the use of particular work methods. Secondly, to change organisational behaviour there should be a good strategy of rewards which are contingent on the performance of the desirable behaviours. Thirdly, training should focus on positive reinforcement, which can take a number of forms, from the praise of a superior to cash prizes, food or clothing. Finally, training can lead to sustained modification of behaviour only if positive reinforcement is continued (albeit intermittently). Training and Motivation Theories Smith and Hayton (1999) identify the following theories, which mention the role of training in organizations. i. Human capital theory This theory focuses on training in terms of economic investment. Human capital theory sees training as improving efficiency (Becker, 1964; Mincer, 1974; Strober, 1990). It is concerned with developing ideal training conditions. In the 1980s neo-human capital theory stated that organizations should train their employees consecutively to develop the flexibility and suppleness of the workforce and their receptiveness to modernisation (Bartel and Lichtenberg, 1987). ii. Human resource management theory This theory concerns the commitment of employees to the organization and views training and employee development as a means of engaging it (Rainbird, 1994; Heyes and Stuart, 1996). The early formulation of a hypothetical structure for HRM came from the Harvard Business School in the early 1980s (Beer et al., 1984). Training is seen as a strategy for managing the human resource flow of a venture which, with other human resource policies, creates commitment, competence, congruence and cost-effectiveness. iii. Training and high performance theory This is among the most widely adopted theories in organizations in Britain and the USA. It concerns the skills trajectory and proposes a distinction between those occupations which are becoming increasingly skilful and others which are deskilling over time (Gallie and White, 1993; Cappelli, 1993). Studies of high-performance employment practices and HRM strategies have resulted in the concept of human resources bundles (MacDuffie, 1995; Dyer and Reeves, 1995) which highlight the significance of implementing a number of HRM practices collectively in bundles in order to enhance performance. Training is always cited as a critical measure within the set. Training Needs Analysis Training needs analysis (TNA) is a very important stage in the methodical training cycle of design, delivery and evaluation. The purpose of TNA is to take account of unusual meanings and perspectives depending upon a variety of actors in the process, avoiding misunderstandings about prospects and what can be achieved. In addition, external trainers and consultants are able to acknowledge the importance of a challenge when they rely upon TNA which has been conducted prior to their involvement with an organization. For instance, the excellence of feedback provided by the TNA process might differ significantly, from a very detailed search to a cheap and cheerful canvassing of opinions about what is needed. In addition to the challenges noted above, there are considerations about whose benefit is served: Is the training compulsory? Does it represent the needs of individual people, their managers, the organization, etc? 2.6.1 Definition of Training Needs Analysis Williamson (1993) defines TNA as a systematic approach to determining the real training needs which exist within an organization or department. This indicates that TNA involves collecting information, for example by examining the training programmes of different organizations. A number of managers will refer to the total procedure of identifying the essential training needs, after which the next step is to analyze and address them by the best available method. The pure understanding of the term describes the last procedure simply. Although understanding can differ, it is significant that there is supposed to be constancy of practice within any organization and all employees are assumed to be completely conscious of the sense of local terminology in this field. The term training need can be difficult to define in practice, with serious consequences. On other hand, there are many authors who have defined training needs analysis as the examination or diagnostic portion of the training system. In addition, it seeks to determine whether there exists a case of supposed performance deficiency in many organizations (Camp et al., 1986). This view applies to TNA. That is to say, needs evaluation in a training needs analysis is, in truth, a diagnostic attempt, rather than an effort to identify an apparently deficient performance, because TNA does not have direct access to employees performance. Conversely, Goldstein (1986) defines TNA as an attempt to analyze and diagnose an organization, task or individual, to decide if a cure is required and if so, which is the most likely to produce the desired results. Once more, TNA is seen as a diagnostic process at an organizational level. 2.6.2 Approaches to TNA One of the earliest writers on TNA was Boydell (1976), who planned a methodical approach to training needs that had its roots in analyzing supplies using a method based on organizational objectives. For Boydell (1976, p. 4), A training need exists when the application of systematic training will serve to overcome a particular weakness. He also argues that training needs must be identified before training begins. A similar perspective is presented by Bartram and Gibson (1994, p. 3): Analyzing training needs provides a focus and direction for the investment an organization has to make in its people. Likewise, Bee and Bee (2003) assert that organizations needs are the drivers for training solutions to close any performance gap. Two supporting considerations which influence TNA are also noted by Reay (1994). Firstly, establishing who has ownership of the TNA is likely to determine whether the findings are ignored or implemented. Secondly, the person who really pays for it will point to t he real employees and this is usually senior management. On the other hand, this methodical approach to TNA tends to adopt organizational perspectives. Reid and Barrington (1999) accept these perspectives, but warn that the needs may sometimes conflict, e.g. long-term development for an individual and lack of support opportunities might contradict each other. Similarly, Sloman (1994, p. 24) notes that in the training sphere there can be a singular divergence of interests between the organization and the individual. This viewpoint is shared by Palmer (2006), who warns against assessing training needs solely from the viewpoint of the organization. Many individual employees correctly follow their own training and development agendas and strategies. There are also sound business and motivational reasons for organizations to help employees to complete their self-development needs. Learning and development are continuing and practical (Sloman, 2003). They are supposed not to have to wait for business needs and training objectives to be set before embarking on a programme. Therefore, individuals need to take more responsibility for their own learning, rather than waiting for the organization to lead them. 2.6.3 Important TNA Factors in a Changing Competitive Environment There are important factors which affect TNA in a competitive environment for any organization and which a professional approach to change requires those responsible to consider. These are now examined in turn. i. Cross-competitive environment The abolition of collective differences in vocational results can be maintained by training programmes for diverse employees in a competitive environment, which can produce admiration for individual differences in attitudes, values and behaviours, according to DNetto and Sohal (1999), who recommend certain practices in the field of training. These include identifying exact training needs which are connected to the organizations goals and objectives; assessing individual training needs to facilitate a contribution within the training programme; developing individual annual training strategies which take account of knowledge, operational and interpersonal skills, attitudes to the job and technological skills training; evaluating literacy, language and numeracy to assess the ability to undergo training; connecting training to rewards, project agreements, development procedures and pay scales; and identifying the complementary skills of employees through a review process. ii. Diversity Moore (1999) suggests that a diversity needs analysis is required for the effective integration of diverse group members. Two contrasting approaches to diversity of background are to ensure that the organization is diversity blind or to provide a diversity-negative environment. According to Moore (1999), an important starting point in an environment of diversity in TNA is awareness of different challenges faced by people from different backgrounds within the organization. Training programmes should facilitate the understanding and appreciation of actual differences between people, which can apply in communicating and using language, in learning styles, in methods of dealing with conflict and in task and relationship orientation. Developing and integrating competencies and skills in culturally diverse employees is the next step presented by Moore (1999). It should create a mechanism whereby individuals learn to avoid damaging processes due to dysfunctional interpersonal conflict, miscommunication, higher levels of stress, slower decision-making and problems with group cohesiveness. Moore (1999) states that the development of important communication skills is needed in order to achieve effective integration of competencies. These skills are the ability to consider viewpoints that may differ from ones own, to communicate, to negotiate and to face difficulties appropriately. iii. Leadership According to Silverthorne (2005), leadership plays an important role in decision-making and organizational achievement. In order to develop effectively in a cross-competitive environment, leaders must understand and control their own behaviour, as this affects employees perceptions of leadership. They must also ensure that environmental issues are considered when choosing the best management style. However, appreciating the differences in leadership styles is not sufficient to be an effectual leader, as the necessary insight also varies with the environment. Silverthorne (2005) states that an effectual leader knows which leadership style to employ and when to employ it. There are four contrasting leadership styles: active or involved, supportive, participative and attainment-oriented. Active leaders tell subordinates what is required and put into effect individual systems to direct them; the supportive leader creates a friendly environment and is responsive to her subordinates needs; the participative leader engages them in the decision-making process; and the achievement-oriented leader applies high standards to the decision-making process and appears confident that subordinates will reach them. Silverthorne (2005) argues that an effective leaders choice of leadership style is based on the context of the task and the needs of the subordinates. iiii. Communication Silverthorne (2005) also suggests that one way to achieve better communication between individuals with different competitive backgrounds is to apply TNA to managers on how to work in a competitive environment. He proposes four ways of reducing cross-environment communication problems. First, managers should focus on differences in communication styles. Understanding that employees are different means describing a behaviour, rather than the individual. This will give the manager the time to understand the subject being discussed. Thirdly, the manager should attempt to understand the subject from the employees perspective. Seeing the employees point of view gives the manager an opportunity to better understand what the employee is trying to communicate. Finally, the manager must listen more openly than normal and engage in exercises to improve the communication process. 2.7 Management Training Many organizations today have training programmes for their employees but the reasons for conducting them vary widely. Some provide job orientation for new recruits; others training on new equipment for existing employees or strategic planning courses for managers. Successful managers need multi-skills training and detailed information about the organization. Training programmes for managers should cover different skills than those for employees; examples are functional, administrative, planning and leadership skills. Assessing changes in performance following training is complicated by the fact that while some of these skills can be easily observed in the short term, others will be apparent only from long-term changes in the performance of the manager, the department or the entire organisation. 2.7.1 Different types of training needs All employees should be aware of the types of management training their organization offers, because many will be planning to be line-managers in the future, so will require certain skills. McConnell (2003) lists twelve types of training which are very useful in ones current job and helpful for the future. These are now examined in turn. i. Group Training Group training involves three or more individuals who participate in a common learning activity, generally led by a group facilitator. ii. Coaching Coaching is one-on-one job training. Generally it includes demonstrations, lectures and observation of practice. iii. Mentoring This is a process in which experienced employees are assigned to assist newer employees through guidance. Sometimes it takes a formal approach; at others it is informal. It is also used to introduce employees to a companys culture and environment. iiii. Self-Paced Learning This is any learning activity in which the learner determines the speed at which the material is covered. Generally, it is an individualized form of instruction, but it can be used with groups, the speed being set either individually or by the group. V. E-Learning This is a term used to describe learning activities conducted from the users desktop via the Internet or e-mail. It is generally an individual activity. Vi. Computer-Assisted Instruction This is the delivery of training via a computer. Again it is generally individualized. It can include programmes on modelling, simulation, practice and knowledge. Vii. Distance Learning Training This describes instruction in which the teacher is geographically separated from the learner. Connection can be via satellite or phone line with the instruction delivered to a PC or to a room specially equipped with video or audio conferencing equipment. Viii. Self-Study Self-study refers to learning activities initiated and participated in by an individual. Programmed or computer-assisted instruction and reading assignments can all be self-study activities. Viiii. Simulations These are controlled and standardized representations of a job, activity or situation used as a basis for developing skills in dealing with the simulated situations. VV. Lectures These are structured oral presentations delivered for the transfer of information. VVi. Job Assignments Job assignments place an individual into an actual job, generally for a limited period of time, the primary goal being to learn all or part of the job. VVii. Job Rotation This is similar to job assignment but generally includes several assignments in a planned order or the exchange of jobs with another person. 2.7.2 Different levels of training needs The objective of a training needs analysis is the identification of the training required to meet the recognized needs. In point of fact, while these may be accepted or revised by the employees, a senior person may be assigned to decide what training is necessary. The person conducting the training or assessing the needs is not always the individual who develops or recommends the training. On the other hand, the most important step in TNA is to translate the recognized needs into objectives. Then individual objectives can be used to develop or choose a training approach at individual and organization level. Beside the types of training, McConnell (2003) specifies the levels of needs for individual and organization and the personnel who will conduct the training. i. Supervisors These are the people who manage the people being trained. ii. Human Resources These are the professionals in the human resources department. If training is a function of the HR department, it is treated separately. iii. Operating Department Employees These are the employees of the department for which an individual is to be trained. iiii. Training Department Personnel These are generally training professionals employed by the training department. Their strengths are their skills and knowledge of training techniques and procedures. The most common criticism of such people is that they lack specific job or operational knowledge. Some organizations assign their trainers to specific areas-sometimes even to temporary work in the operating departments-to overcome such weaknesses. V. Operating Department Personnel on Temporary Assignment to Training These are people who usually have excellent job knowledge but often lack training skills. Many organizations use this approach because it gives greater credibility to the training sessions, while the operating personnel on such an assignment benefit greatly from the experience and learning of training techniques. Vi. External Professionals These are usually training consultants, supplier employees, or academics. Generally, they are used when the required degree of knowledge or skill is not available within the organization. These people are usually excellent trainers, but they can be expensive to use. If they offer similar classes on a regular basis, consistency may be lost if the same external person does not conduct all classes. Vii. External Organizations Local schools and professional organizations often conduct registration programmes in general subjects. Knowing the types of training currently being used by an organization and who conducts each training type provides an initial indication of what can be done. However, in some cases the training will have to be designed and/or obtained elsewhere. 2.7.3 The Roles of HR, Trainers and Line-Managers The many roles within the training function can be analyzed and their strengths and weaknesses identified. The training function within an organization should have as part of its mission the meeting of the organizations requirements; its success at accomplishing that will be the basis for the analysis. HR people and line-managers in the training function should help the organization to improve and involve employees in training courses which could be helpful in enhancing their skills and hence their performance, so HR people and line-managers must undertake a number of tasks, summarised below. Training organization: the mission of the training function, its internal structure, and internal and external relationships. Training personnel: the selection, qualifications, and motivation of department employees. Employee training in the requirements of specific jobs or activities. Employee development training in the requirements of future jobs and broadening their abilities in their current posts. Remedial training, conducted to correct inadequate basic skills such as mathematics, reading and writing. Organizational development: improving communication and understanding throughout the organization in order to produce effective, functioning teams; establishing or changing to a desired culture; and responding to changing conditions. Internal and external communication of the training departments abilities, results, and offerings. Training facilities: the physical space and equipment allocated to conduct training. Identifying training needs: determining the training required by individual employees and the organization. Training design and development: creating, structuring, or obtaining a training programme to meet specific ob