Case Study on Gender Discrimination Research Paper

Contextual analysis on Gender Discrimination - Research Paper Example So as to manage the issue, the International Olympic Committee (IOC) in 1968 propelled a sex-testing activity â€Å"to ensure ladies against unjustifiable competition† (Woolum, 1998, 52). The sex-testing program was started because of the conviction on the prevalence of guys in sports: female competitors would be at a burdened situation over their male partners in men’s occasions, and male competitors partaking in women’s rivalries would have a verifiable bit of leeway; thus, female competitors must be protected against male competitors taking part in their rivalries. Henceforth, all competitors partaking in women’s rivalries ought to be exposed to different tests to distinguish and ensure the athlete’s sex. This paper presents a contextual analysis of an anecdotal female competitor experiencing sex test before cooperation in the Olympic games. This female competitor is as of now the quickest lady on the planet. She accomplished world popularity because of her accomplishments in olympic style events. Be that as it may, doubts about her actual sex emerged in light of her manly physical appearance, developments, and voice. Physical Description of the Athlete and Brief Notes about her Performance Jane Doe is 27 years of age with a stature of 5ft and 7 in and weight of 80 lbs. Her occasion is 100m run. She is single and declares to be a virgin. She says she has not dated any man and didn't encounter having any beau. She is strong yet perceptibly flimsy. She has short hair. She has extremely little bosoms and no underarm and facial hair. She has a level midsection however huge muscle development around the thighs and legs, which is anticipated from an olympic style events competitor. She won 35 gold in olympic style sports. She ran the 100 meters in 13 seconds in Madison Square Garden; won a gold award for Sydney in the Olympics in the 50-yard run with a first-time record of 12 seconds; and finished 100 yards in 9 seconds. Due to these striking exhibitions, Jane Doe turned into a commonly recognized name. For a long time, she won in excess of 200 decorations in significant olympic style events rivalries. Tests Performed on Jane Doe and Results of the Tests In Jane Doe’s sex test, the inspectors acquired cell tests from her cheek’s mucous film, or additionally called ‘buccal smear’, at that point stain them and check them up for Barr bodies. On the off chance that the subject is a female, with XX chromosomes, the bodies will show up, bringing about a positive outcome (Schaffer and Smith, 2000, 135). In the event that vulnerabilities exist, analysts will filter cells not for Barr bodies, yet for the absence of Y chromatin. On account of Jane Doe, the analysts stain the cells and study them completely. The extended area of the Y-chromosome comes into see as a reasonable stain. On the off chance that this stain didn't show up, Jane Doe will be permitted to participate in the rivalries. The outcome for these two tests is both positive, which affirms Jane Doe’s womanliness. In any case, the utilization of these tests turned out to be exceptionally disputable. A few researchers guarantee that sex chromatin testing doesn't distin guish females with intrinsic adrenal hyperplasia, a hereditary issue (Evelyn, 2011). Jane Doe was henceforth inspected for the said issue. It was discovered that she has it. She has 22 sets of autosomes and a couple of X-chromosomes, the typical chromosomal equalization in females, yet has an uncommon muscle force and manly physical make-up (Sullivan, 2011). This issue is brought about by a hereditary biochemical lack that influences the adrenal organs unusually, making it unequipped for changing

A Raisin in the Sun Analysis Responses Essay

A Raisin in the Sun Analysis Responses Essay A Raisin in the Sun Analysis Responses Essay Ryan Pagois A Raisin in the Sun Scholarly Analysis Questions Question #1: Beneatha’s two admirers, Asagai and George, both contribute extremely restricting perspectives of American life and propose totally various things as Beneatha’s admirers. Asagai thinks about his African legacy with respect and plans to spare Beneatha from turning into a â€Å"assimilationist† in this American culture and rather needs her to grasp her genealogical past, and even welcomes her to move back to Nigeria with him. He prods her with inquiries concerning her hair, asking her for what good reason she â€Å"mutilate[s] it each week† and won't wear it normally (62). As he presents Beneatha with Nigerian robes, she starts to consider her to be as a wonderful and progressively glorious thought, and not really as something to move past or disregard. She later acknowledges Asagai’s words and trims her hair, which shows the measure of impact that he had on Beneatha’s sees on both her past and her present. Alongside this, Asaigai sees Beneatha as an exceptionally delightful lady, and an important accomplice, and somebody to remain close by. He sees the possibility of instruction as important, and fundamental so as to completely comprehend the types of behavior that most people will accept as normal. George, then again, detests his association with Africa and concentrates more on the present and proceeding onward into what's to come. He is very discourteous and candi d against Beneatha’s sees on assimilationism and her African legacy. At the point when she raises the subject, he taunts her with snide remarks toward the â€Å"great Ashanti empiresí ¾ the incomparable Songhay civilizationsí ¾ and the incredible model of B à © nin† and the â€Å"poetry of the Bantu† (81). Alongside being a complete assimilationist, George sees ladies as somebody to help a man and obey him as opposed to be his accomplice. He holds training in a high respect, yet he accepts more in cash than in information. These convictions madden Beneatha, and at long last, she dismisses George, considering him a â€Å"fool† and hating both him and his convictions. Question #2: At the point when Mr. Linder shows up at the Youngers’ home, he is at first ready to mask his goals and conceal his supremacist and hostile proposition to make his concept of having an area â€Å"a specific sort of way† appear to be significantly more sensible. From the outset, Mr. Linder satisfies the Younger family with his apparently kind expectations as he discusses how individuals misjudge each other far again and again and it is essentially in light of the fact that â€Å"people just don’t plunk down and converse with each other† (116). This pinnacles the enthusiasm of the Youngers as they keep on listening eagerly to Mr. Linder’s introduction. Before long, be that as it may, the Younger family observes through Linder’s cautious word decision and come to understand the genuine motivation behind his visit. Linder starts to talk about the individuals of Clybourne Park having a â€Å"common background† and needing their neighborhood a particular way. Linder then lets his actual goals radiate through as he tells the More youthful family that the residents of Clybourne Park, â€Å"rightly or wrongly†, accept that â€Å"Negro families are more joyful when they live in their own communities† (118). The Youngers respond protectively by removing him from their home. In spite of the negative climate around Linder’s visit, it results in the encouraged and reinforced want to oppose society’s desires and complete their arrangement to move into their home in Clybourne Park, and it likewise united the family as they keep on holding over their encounters as they have been all through the play. Concerning Linder and his longing for an ideal neighborhood, his expectations are not totally adrift. The occupants of an area reserve the privilege to control parts of their locale to a degree. The line is drawn, be that as it may, at where a person’s lifestyle is compromised or tested. Physical highlights of the area can be modified, however the occupants themselves ought not feel compelled into changing their way of life to coordinate that of the area. Question #3:

Freud, Jung, & Adler

Task One Jeremie William Edwards PSY/250 Elaine Parks Assignment Two Freud, Jung, and Adler are regularly alluded to as the dads of present day Psychology. The three men invested a lot of energy diving into why individuals act and think the manners in which they do. Freud’s psychoanalytical methodology reveals to us that the human mind comprises of three unique parts that drive us to our musings and activities; the Ego, Super-Ego, and the Id (direct Latin interpretation is the it). Adler was at contrasts with Freud in this division of these three parts.Adler accepted that the Ego, Super-Ego, and the Id were not isolated however seen in general; He accepted that it was progressively imperative to take a gander at the whole picture as opposed to attempting to isolate these parts, as Freud would. Jung and Freud had a distinction on close to home inspiration that drives every one of us. Freud accepted that all human inspiration was explicitly based, where Jung believed that each i ndividual experienced a sort of feeling of inadequacy. I can concur with partitions from the entirety of the specialists and their theories.I accept that there is a sexual meaning to most everything that individuals do, regardless of whether it is out-right or covered up in setting. I can likewise observe where most everybody experiences some sort of feeling of inadequacy. Each individual can confess to be deficient in some zone in which they would prefer to exceed expectations. To the extent Jung and his individuation then again, I accept this to be deficient in substance. His considerations on people being social animals and the impact that our environmental factors have on us are very valid.I additionally accept that we do have an Id or a basic intuition within us, however that Id isn't in struggle with our Ego and Super-Ego. These three sections work as one to drive us and impel every one of us into turning out to be better individuals yet not letting us overlook from where we s tart. Sigmund Freud had a five phase hypothesis on human character improvement. The five phases all together are; Oral/Dependency, Anal/Potty Training, Phallic, Latency Period, and Genital. The Oral stage is from the hour of birth up to around two years old.This stage talks of breastfeeding and how an individual can build up an oral obsession whenever weaned too soon from the nipple. An oral obsession can show in the types of smoking, eating, or drinking. The subsequent stage, Anal, is the place the youngster is figuring out how to utilize a latrine appropriately. The youngster utilizes the butt-centric sphincter as a methods for keeping up control of the circumstance. For instance, if a kid wouldn't like to figure out how to utilize the can they may retain their dung or poop in places or now and again that are viewed as wrong. These activities will permit the youngster to see that they are still in charge of the situation.Under this comprehension is the place Freud accepts that an individual can create over the top enthusiastic issue or fantasies about turning crazy and the individual left attempting to get everything back all together. The Phallic stage is the third phase of Freud’s. This stage is from the ages of three to five, this is where a youngster begins to turn out to be increasingly mindful of the contrasts among people. This time allotment is the point at which an individual can build up an Oedipus or Electra complex, contingent upon the sexual orientation of the individual. What this involves is the youngster getting desirous of a similar sex parent.For young men this would introduce due to the kid needing a relationship with the mother that the dad has, this situation thus causes the kid to receive the demonstrations and peculiarities of the dad so as to live vicariously through him in this relationship. For a young lady youngster, she is envious of the mother and needs the father’s (penis envy). The fourth stage is an inertness per iod where no genuine progression is made. The last phase of Freud’s five phases is the Genital stage. The Genital stage begins around the age of 12 and finishes in the pinnacle of puberty.This stage is a stiring of a person’s sexual intrigue. In this stage an individual will begin to feel sexual fascination towards the other gender (the author doesn't think about homosexuality in this hypothesis starting at yet). The inclinations and requirements are to delight the private parts and a kind of transitioning, or growing up. Freud had a wide range of resistance systems. The three we will be taking a gander at are; Denial, Rationalization, and Repression. Refusal is a genuinely plain as day safeguard; it is the point at which an individual contends with the truth of what has really occurred. E. G.When a lady has been assaulted she should manage an exceptional circumstance which she had no way out in. A few ladies face this reality with denying that it at any point really o ccurred. Justification is somewhat unique in an individual will create a fact as opposed to confronting what the recognizable truth is. State an individual gets terminated from a position; he/she may guarantee that it is on the grounds that they would not kiss up to the supervisor when in all actuality it was a result of a need execution. Restraint is the point at which an individual powers something out of memory, regularly an individual will subdue recollections of youngster misuse.

2013 Five-year Top Performing Direct Plans Q2

Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared both one-year, three-year, five-year and ten-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of June 30, 2013 for Direct-sold 529 plans. Five-year performance ranking (click here for one-year performance table and three-year performance table, and ten-year performance table): Rank State Plan Percentile 1 Nevada USAA 529 College Savings Plan 18.81 2 Utah Utah Educational Savings Plan (UESP) Trust 25.75 3 New York New York's 529 College Savings Program -- Direct Plan 28.80 4 Florida Florida 529 Savings Plan 28.95 5 Kansas Schwab 529 College Savings Plan 32.39 6 Alaska University of Alaska College Savings Plan 32.74 7 Alaska T. Rowe Price College Savings Plan 34.05 8 Maryland College Savings Plans of Maryland -- College Investment Plan 34.83 9 Michigan Michigan Education Savings Program 34.96 10 Pennsylvania Pennsylvania 529 Investment Plan 35.95 11 Ohio Ohio CollegeAdvantage 529 Savings Plan 37.96 12 Colorado Direct Portfolio College Savings Plan 38.59 13 Nevada The Vanguard 529 Savings Plan 39.25 14 Hawaii Hawaii's College Savings Program 39.41 15 Iowa College Savings Iowa 39.77 16 West Virginia SMART529 Select 40.86 17 New Jersey NJBEST 529 College Savings Plan 42.28 18 District of Columbia DC 529 College Savings Program (Direct-sold) 42.34 19 Oklahoma Oklahoma College Savings Plan 42.82 20 Virginia Virginia529 inVEST 42.84 21 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 43.03 22 Maine NextGen College Investing Plan -- Client Direct Series 43.78 23 Arkansas GIFT College Investing Plan 43.88 24 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 43.97 25 Louisiana START Saving Program 45.45 26 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 46.30 27 Minnesota Minnesota College Savings Plan 46.47 28 Kentucky Kentucky Education Savings Plan Trust 47.71 29 South Dakota CollegeAccess 529 (Direct-sold) 48.70 30 Vermont Vermont Higher Education Investment Plan 49.06 31 North Dakota College SAVE 50.98 32 Idaho Idaho College Savings Program (IDeal) 52.84 33 Connecticut Connecticut Higher Education Trust (CHET) 55.14 34 Illinois Bright Start College Savings Program -- Direct-sold Plan 55.20 35 West Virginia SMART529 WV Direct 56.29 36 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 59.68 37 Massachusetts U.Fund College Investing Plan 65.27 38 Arizona Fidelity Arizona College Savings Plan 65.55 39 Delaware Delaware College Investment Plan 65.58 40 New Hampshire UNIQUE College Investing Plan 65.67 41 Texas Texas College Savings Plan 66.82 42 New Mexico The Education Plan's College Savings Program (Direct-sold) 88.95 - Alabama College Counts 529 Fund (Direct-sold) NA - California The ScholarShare College Savings Plan NA - Georgia Path2College 529 Plan NA - Indiana CollegeChoice 529 Investment Plan (Direct-sold) NA - Mississippi Mississippi Affordable College Savings (MACS) Program NA - Montana Montana Family Education Savings Program Investment Plan NA - Nebraska Nebraska Education Savings Trust - Direct College Savings Plan NA - Nebraska TD Ameritrade 529 College Savings Plan NA - Nevada SSgA Upromise College Fund NA - North Carolina National College Savings Program NA - Oregon Oregon College Savings Plan NA - Tennessee TNStars College Savings 529 Program NA - Wisconsin Edvest College Savings Plan NA NA = Not Applicable = Program does not have at least one portfolio with sufficiently-long performance in a minimum of four asset allocation categories under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: Saving For College, LLC shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here. Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared both one-year, three-year, five-year and ten-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of June 30, 2013 for Direct-sold 529 plans. Five-year performance ranking (click here for one-year performance table and three-year performance table, and ten-year performance table): Rank State Plan Percentile 1 Nevada USAA 529 College Savings Plan 18.81 2 Utah Utah Educational Savings Plan (UESP) Trust 25.75 3 New York New York's 529 College Savings Program -- Direct Plan 28.80 4 Florida Florida 529 Savings Plan 28.95 5 Kansas Schwab 529 College Savings Plan 32.39 6 Alaska University of Alaska College Savings Plan 32.74 7 Alaska T. Rowe Price College Savings Plan 34.05 8 Maryland College Savings Plans of Maryland -- College Investment Plan 34.83 9 Michigan Michigan Education Savings Program 34.96 10 Pennsylvania Pennsylvania 529 Investment Plan 35.95 11 Ohio Ohio CollegeAdvantage 529 Savings Plan 37.96 12 Colorado Direct Portfolio College Savings Plan 38.59 13 Nevada The Vanguard 529 Savings Plan 39.25 14 Hawaii Hawaii's College Savings Program 39.41 15 Iowa College Savings Iowa 39.77 16 West Virginia SMART529 Select 40.86 17 New Jersey NJBEST 529 College Savings Plan 42.28 18 District of Columbia DC 529 College Savings Program (Direct-sold) 42.34 19 Oklahoma Oklahoma College Savings Plan 42.82 20 Virginia Virginia529 inVEST 42.84 21 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 43.03 22 Maine NextGen College Investing Plan -- Client Direct Series 43.78 23 Arkansas GIFT College Investing Plan 43.88 24 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 43.97 25 Louisiana START Saving Program 45.45 26 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 46.30 27 Minnesota Minnesota College Savings Plan 46.47 28 Kentucky Kentucky Education Savings Plan Trust 47.71 29 South Dakota CollegeAccess 529 (Direct-sold) 48.70 30 Vermont Vermont Higher Education Investment Plan 49.06 31 North Dakota College SAVE 50.98 32 Idaho Idaho College Savings Program (IDeal) 52.84 33 Connecticut Connecticut Higher Education Trust (CHET) 55.14 34 Illinois Bright Start College Savings Program -- Direct-sold Plan 55.20 35 West Virginia SMART529 WV Direct 56.29 36 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 59.68 37 Massachusetts U.Fund College Investing Plan 65.27 38 Arizona Fidelity Arizona College Savings Plan 65.55 39 Delaware Delaware College Investment Plan 65.58 40 New Hampshire UNIQUE College Investing Plan 65.67 41 Texas Texas College Savings Plan 66.82 42 New Mexico The Education Plan's College Savings Program (Direct-sold) 88.95 - Alabama College Counts 529 Fund (Direct-sold) NA - California The ScholarShare College Savings Plan NA - Georgia Path2College 529 Plan NA - Indiana CollegeChoice 529 Investment Plan (Direct-sold) NA - Mississippi Mississippi Affordable College Savings (MACS) Program NA - Montana Montana Family Education Savings Program Investment Plan NA - Nebraska Nebraska Education Savings Trust - Direct College Savings Plan NA - Nebraska TD Ameritrade 529 College Savings Plan NA - Nevada SSgA Upromise College Fund NA - North Carolina National College Savings Program NA - Oregon Oregon College Savings Plan NA - Tennessee TNStars College Savings 529 Program NA - Wisconsin Edvest College Savings Plan NA NA = Not Applicable = Program does not have at least one portfolio with sufficiently-long performance in a minimum of four asset allocation categories under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: Saving For College, LLC shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here.

Human resource management principles and standards - Free Essay Example

The control and guidance of human activities have started with the gathering of human in communities but have become a necessity with the apparition of factories and work centres. The owner or person in charge of the business in order to achieve his smart objectives had to set rules and practices for the control and guiding of his employees. The need to understand and control their workforce had fuelled the emergence of theories and concepts by companies owners. HRM is therefore a resultant a long list of management models. As a human concept, human management is set and implemented with a variety of shades, depending of the type of industry, company and culture, but four approaches can always be distinguished on managing employee in an organisation (Haffner, 2010, page 9 handout 1) Appendix 1 is showing these four different approaches HRM strategy Haffner in his handout 1 (2010) cited a definition of HRM by Armstrong as a strategic and coherent approach to the management of an organisation most valued assets, the people working there, who individually and collectively contribute to the achievements of objectives. HRM is a hard concept to defined as it is differently interpreted by authors or practitioners (see Appendix 2 Table 1: Textbook definition of HRM) but one fact seems constant in all definitions; the implementation of HRM is part of the business strategy of an organisation (Price, 2004). The integration of HRM strategy in t he overall business strategy of the organisation is a paramount requirement for achievement of its smart objectives. Socio-economic Technical Political Legal Competitive OUTER CONTEXT (PEST) INNER CONTEXT (SWOT) Management Style Culture Structure Finances Task-Technology Motivation of staff BUSINESS STRATEGY CONTEXT Feedback BUSINESS UNITS STRATEGIES SUCH AS HUMAN RESOURCE MANAGEMENT HRM OPERATIONS EFFECTIVENESS AND EFFICIENCY OUTCOME OF STRATEGIC OBJECTIVES AND CONSEQUENCES Figure 1: An illustrated Typical HRM Strategy Model (source: Haffner handout 1, 2010, p.18) The implementation of human management can also be described as hard and soft HRM. According to Armstrong (2006) citing Storey and Legge, the hard HRM regards employees as commodity similar to others resources used by the organisation to achieve its smart objectives. For them soft HRM sees people as valued assets that the commitment is required to achieve the smart objectives of an organisation. An analysis of the reality show that most organisations used a mixture of all the approaches except the worker control one, in accordance with the environment, the nature of the organisation and the operational strategy (Haffners handout1, 2010). PEST AND SWOT ANALYSIS A better understanding of the environment (External and internal), was need during the writing of this paper. The Dairy industry in UK with a value of $16.5 Billion in 2008, seem to be an appropriated choice for a PEST analyse for the external impact of the environment and Dairy Crest with a value of  £1,629.7 million for a SWOT analysis for the internal impact (Datamonitor, 2010). Appendix 3 shows how the PEST and SWOT analysis were conducted The outcome of the PEST analysis shows that the Dairy industry stills in good condition despite the economic crisis and with status of its products in the UK population diet, it will remain a good investment for many years. The SWOT analysis of Dairy Crest seems to show that despite the positive state of the Dairy industry in UK, Dairy Crest seems to have some issues which threaten its position in the market. The management of Dairy C rest need to make some changes regarding its debt and lack of involvement in new products. ACTIVITIES TRAINING AND DEVELOPMENT It is well recognised allowing employees to develop skills and attitude help most organisations to achieve their smart objectives and enhance their competitiveness (Bratton and Gold, 2007, p 307). In successful organisation the provision of training and development of the employees is set up, planned and monitored by the Human Resource Development (HRD) within the HRM department. See appendix 4 page 22 systematic training model and role of HRM and Line manager. Regarding the importance of training and development the Chief executive Sir Terry Leahy of the successful supermarket Tesco was quote saying We are not doing it at Tesco because it makes us feel good. Among apprentices we have higher employee satisfaction levels, which lead to higher retention levels and an increase in staff performance (www.hrmguide.co.uk, 2010). The training and develop ment approach in Tesco is flexible and structured in such way that it suited the individual needs of the employees (www.thetimes100.co.uk, 2010). See appendix 5 explained the models used by Tesco for training and Development for its employees. Figure 2: Shows the different training paths available to Tescos employees For the Eresearch (2010), Human Resources Development is the framework that focuses on the organisations competencies at the first stage, training, and then developing the employee, through education, to satisfy the organisations long-term needs and the individuals career goals and employee value to their present and future employers. The evolution of the HRM function and consequently the one of HRD, have seen the role of Line managers increased. They are encouraged to be mentor and coaches, integrated in the HRM strategy of Training and Development. Several reasons justified the involvement of the Line Manager: Training and development occurred more and more a t work place Effectiveness of training and development at the working environment The Line manager can intervene more rapidly when help is needed Much cheaper for the organisation as the employee remains productive and applied immediately what he is learning Training and development occurred also off job site, employees are sent to centres where they learn specific skills such as team building, leadership development, etc. The choice of the centre and the content of the learning are made by the HRD, after the employee and its line manager have identified gaps in skills and knowledge. The decision made is always in line with the overall strategy of the organisation (www.thetimes100.co.uk, 2010). The development of ICT has been notice by the HRD managers and been taking upon as training and development tools. RECRUITMENT AND SELECTION The recruitment and selection process is part of the operational strategy of in any successful organisation. A well conducted recru itment and selection can provide many benefits for the employees and the employer but most importantly for customers. For an organisation such as Enterprise, the customer satisfaction is correlated to an effective and efficient recruitment which also lead to a low workforce turnover (thetimes100, 2010). Various models of recruitment and selection existed but they are all subjected to the rules and regulations of the organisation geographical location. The organisations operating in the UK are under UK legislation, mostly on sex, race, disability and recently age discrimination which are depend on the EU directives. See appendix 6 Table 3.1: a list of Acts and they application in the UK. In HRM oriented organisations, while the Line manager in case of vacancy decide the need for filling it, change part of it or shared among others role, the HRM department which over-see the operational and strategic smart objectives of the organisation, will insure that the recruitment is contr ibuting to them (www.hr.wiltshire.gov.uk, 2010). The involvement of the Line manager in the job and person description is important as he is one receiving the selected person into his team, in charge of the induction and training. The role of the HRM manager regarding the recruitment and selection process should be limited to advising the Line manager or recruitment team on legal aspect of the process and to the respect of the overall smart objectives of the organisation. In reality, some organisations with a centralised HRM department, it is the responsibility of the HRM manager to conduct most aspect of the recruitment and selection process, while the Line manager has a passive role of involvement (www.acas.org.uk, 2010). The evolution and integration of the HRM role in the strategic operation of successful organisation have change the nature of the recruitment and selection approach. It is now understand that the recruitment and selection policy and process of an organisation will reflect on the way it managed its workforce (Bratton and Gold, 2007 pag. 269). It also a process which subject to external influences such as the state of the economy, the skill or competency of the national workforce like in the UK, a shortage of qualified IT professionals saw people from outside coming in with the consequence of a rise in the salary on that sector. See appendix 7 figure 3.2: an illustration of demand and supply of labour. The adoption of HRM strategy in successful organisation have seen the workforce considered as the most important resource, therefore their recruitment and selection is seen by the HRM manager as part of the organisations strategy. It can be used to strategically steer the culture and competency of the workforce toward the smart objectives set by the senior managements. The recruitment and selection in an organisation can occur internally or externally. Depending on the operational and strategic aims of an organisation, the recruitment and selection is mostly base on three approaches (Price, 2004). See appendix 9 Table 3.4: Recruitment strategies). The best candidate approach The culture fit approach Flexible person approach The recruitment which is the first part of this process, consist of acknowledge a need for a new employee, draft a job and person description, advertising the vacancy (several methods existed) and reception of application forms. The second and final part consists making a choice of best candidate among a pool of applicants using different type of technics (interview, psychometric test, graphology, selection test, etc..) depending of the organisation strategy (thetime100, 2010, Haffner handout2, 2010, pag. 12). See appendix 9 figure 3.3: Model of recruitment and selection stages) EMPLOYEE WELFARE According to Priti Shah (2010), Employee welfare is a comprehensive term including various services, benefits and facilities offered to employees by the employers. Through such genero us fringe benefits the employer makes life worth living for employees. It is statement in line with the philosophy of HRM, which see the employees of an organisation as its most valued assets, therefore need protection (Haffner handout1 pag. 10, 2010). The Employee welfare can be incited by the state, categorised as statutory and /or by the organisation which is non-statutory. The statutory welfare such as the Health and Safety at Work etc Act 1974 (HASAW or HSW 1974), EU directives and the Social Charter, influence the management of employee welfare in most successful organisation, inciting the HRM managers to set up policies and rules for compliance (Bratton and Gold, 2007). They also trained and advised senior managers and line managers on the welfare of the employees not only on the legal aspect of the scheme but also on the beneficial aspect regarding the strategy of the organisation. According to Armstrong (2006, pag 846 10th ed.) the implementation of an employee wel fare scheme increases their loyalty and motivation. See appendix 10 figure show the relationship between management and employee wellness The implementation of employee welfare by an organisation consist of making sure the work place is safe for worker (equipment, working environment, shift pattern, etc) and it also concern issues such stress, counselling, trust fund and many other schemes like the one set up by G4S for its employees in Kenya. In early 2008 as a result of the post-election violence in Kenya, over 60 employees were left without homes when they were burnt down during the violence. The local (G4S) company quickly put in place a programme of support and assistance for those affected which included counselling for those suffering from post-traumatic stress. Financial assistance from the G4S Employees Trust Fund helped these employees to rebuild their homes and bring some normality back into their lives. (www.magee-ir.co.uk, 2010) When such scheme is put in place the Line manager are in charge of making sure the workforce is aware of it existence and monitor it impact on the employees. PAYMENT AND REWARD OF EMPLOYEE Among all the process analysed during this essay, payment and reward of the employee is the most strategic for the HRM as it is a contractual exchange where the workforce undertake a certain amount of activities and expect a fair level of payment or reward in return (Bratton and Gold, 2007). It is a strategic process as it has a direct and immediate impact on the behaviour and performance of the workforce affecting the public image or reputation and ability to achieve the operational and strategic smart objectives of an organisation. In the organisations that have adopted the HRM philosophy, a reward management system has been developed by the HRM management to use the payment and reward of the workforce to improve productivity, commitment, services and customers satisfaction without a negative effect on the organisations profit. See appendix 11 Model of reward management: elements and interrelationship Most payment of employee can be of a fix pre-agree amount which a salary or wage or a performance related reward which can depend on the quality, quantity or profit (Price, 2004, pag 529). Others types of reward are used by organisations to motivate their employees, rewards such as: over-time paid double the habitual rate, commission depending on success, bonus for harder worker item produce profit related pension scheme Trust fund Barclays Bank is an organisation that used bonus reward; they offer an annual discretionary bonus which depends on the performance of both individual employee and their team (www.personal.barclays.co.uk, 2010). The importance of the payment and reward of the employee has been valued as a strategic operation by the HR management which should be aligned or integrated to the organisation operational strategy (Bratton and Gold, 2007, pag 360). Acco rding to Price (2007) the reward system consists of integrated policies, process, practices and administrative procedures. This process has also been encouraged or influenced by government legislations such as in UK the Equal pay Act or National Minimum Wage Act. Act Date Coverage Equal Pay Act Sex Discrimination Social Security and Contribution and Benefit Act Employment Right Act National Minimum Wage Act Employment Act National Minimum Wage Act 1970 1986 1992 1996 1999 2002 2003 Male and female employees to receive equal pay for like work, equivalent work and work of equal value. Removal from the employers pay structure, wage regulations, collective agreement, and so on, of any tem that is discriminatory. Enforcement of statutory maternity pay for a maximum of 18 weeks Employer responsible for sick pay for the first 28 weeks of absence through sickness Restricts unauthorised deductions and payments from the wages of e mployees Guaranteed payment for a whole day Right to an itemised pay statement Notice pay if the employer become insolvent Enforcement of a statutory minimum wage Written statement on wage calculation Enforcement of a statutory paternity and maternity pay Details or rate of statutory pay Enforcement notice requiring an employer to pay the minimum wage to an employee amended in relation to past periods and termination of employment Table 3.4.1: Key UK legislation related to reward management (source: Bratton and Gold, 2007, p.391) According to CIPD website (2010) the HRM management design the reward system but the practice is delivered by the Line manager. The involvement of the Line manager will depend on the type of reward applied by the organisation; as he would be one explaining the scheme to his team, make decision about who deserve a reward and why (CIPD, 2010). The understanding of the diversity of what people as a reward regarding to the job satisfaction a l ead to development of new concept such as Total reward. The CIPD defined total reward as a reward strategy that brings additional components such as learning and development, together with aspects of the working environment, into the benefits package. It goes beyond standard remuneration by embracing the company culture, and is aimed at giving all employees a voice in the operation, with the employer in return receiving an engaged employee performance. The table below illustrated the how the two types of reward (financial and non-financial) combined can maximise the motivation, commitment and performance of the workforce. Financial rewards Base pay Total remuneration Total reward Contingency pay Employee benefits Non-financial rewards Learning and development Non-financial /intrinsic rewards The work experience Figure 3.6: The components of total reward (source Michael Armstrong, Handbook of HRM Practice 10th Ed. Pag,631, 2006) It is a concept tha t has been adopted more and more by organisations as it is seen as powerful tool of looking after their valued asset which their human resource. According to the CIPD (2010) two in five organisations have adopted the total reward system and 22% are planning to do so in the next 12 months. See appendix -table of number of organisations that are implemented the total reward concept and appendix show an illustrated model of total reward pag 633 Armstrong.

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The Wild Beast by Peter Mass - 1286 Words

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