Criminal Justice Coursework Example | Topics and Well Written Essays - 250 words - 2

Criminal Justice - Coursework Example The social control is regularly kept up in the criminal equity framework to make ready for systematic and wrongdoing free social orders. Criminal equity organization ordered by the United States government to show criminal equity is the U.S. division of equity (DOJ’s). This division guarantees that all the cultural standards are followed to the later. In instances of anomie or normlessness, the criminal law interest consistently follows through to its logical end to guarantee request is completely reestablished in all frameworks in the general public. Equity idea of the criminal equity framework accommodates opportunities and privileges of the lawbreakers (Schmalleger 46). Confinement before preliminary is against the criminal equity laws. Accepting more days before preliminary also is against this law’s interest. In conclusion, all the lawbreakers are consistently blameless until demonstrated liable by the DOJ’s organizations. In outline, the criminal equity framework is one of the key job players in a society’s union and joining. The United States criminal equity framework is indiscriminative consequently practices sanctioned laws similarly to all the races in the general public. The criminal equity guarantees there is a widespread utilization of locale in all the expected cultural crimes. Through criminal equity, the social orders live amicably as normless practices are profoundly managed. These, in this way, are a portion of the significant jobs played by criminal equity frameworks in the United

Early Literacy Instruction Research Paper Example | Topics and Well Written Essays - 1250 words

Early Literacy Instruction - Research Paper Example The sort of encouraging that is done and the time that educating is done likewise influences the rate and nature of learning or proficiency procurement that will occur. Perusing procurement is one of the most significant education segments that occur in individuals. As far perusing directions are concerned, it has been contended that the securing procedure turns out to be increasingly viable and productive when it is done at the beginning times of a child’s learning profession. It has likewise been said that the sort of learning mediation that is utilized via students or educators in training perusing guidelines is additionally exceptionally instrumental in deciding the achievement pace of the learning procedure. Since these declarations are summed up, the current research paper is committed to basically investigating; by looking at and brushing existing works of research to make substantial determinations on the securing of early perusing directions with center around phonemi c mindfulness. The meta-investigation will be finished utilizing eight existing late research based examinations. The substance of these examination works will be assembled in four significant topics as talked about beneath. The utilization of Scaffolding as a showing Intervention Two of the exploration based writings were specifically subtitled to address the utilization of framework as an intercession to show phonetic mindfulness. These were inquire about works from Lea et al (2009) and Shayne et al (2010). While Lea et al (2009) considers platform to be an instructor based way to deal with showing phonetic mindfulness, Shayne et al (2010) considers framework to be an understudy based methodology. The two analysts anyway concur that platform is utilized so that the instructing of phonetic mindfulness is taken from the student’s viewpoint whereby the instructor attempts the encouraging procedure from a point where understudy comes up short on the obtaining of a specific phon etic aptitude. The genuine framework happens as arrangement of arrangement of direction to understudies in building up the phonetic attention to a specific sound (Lea, 2009). The mediation is consequently called platform in light of the fact that the instructor unfurls the learning procedure through a progression of steps or procedures (Shayne, 2010). In the different looks into, it was discovered that one of the commonest manners by which kindergarten kids learned phonetics was to segregate the sounds in a word, particularly the principal sound. It was hence vital that instructors showed phonemic mindfulness through the educating of individual hints of letters as opposed to joining them at a beginning time of language securing. Impact of phonetic mindfulness on English perusing in non-English youngsters Two different scientists found in their exploration works that the premise of English perusing securing was phonetic mindfulness (Yeung et al, 2012 and Ryder et al, 2007). This impl ies for kids to adequately get English understanding aptitudes, they expected to have a generally excellent premise in phonemic mindfulness. As indicated by Yeung et al (2012), phonemic mindfulness is the absolute best approach to endeavor to articulate or spell any new English word. Therefore, Ryder et al (2010) hold the conclusion that for successful perusing to happen among new perusers, it is significant that the student gets a thought regarding whatever number phonetic hints of letters as could be allowed. Thusly, the way to express new words will be endeavored by the sounds and way to express definitely known letters. Therefore, the analysts lay accentuation on gaining from the known to the obscure utilizing phonemic mindfulness. To be sure, the analyst rushed to reprimand other

Prelude to Foundation Chapter 18 Overthrow

THALUS, EMMER-†¦ A sergeant in the outfitted security powers of the Wye Sector of old Trantor†¦ †¦ Aside from these absolutely unremarkable fundamental insights, nothing is known about the man with the exception of that on one event he held the destiny of the Galaxy in his clench hand. Reference book Galactica 87. Breakfast the following morning was served in a recess close to the rooms of the caught three and it was sumptuous in fact. There unquestionably was an impressive assortment to the food and all that anyone could need of everything. Seldon sat at the morning meal table with a hill of hot frankfurters before him, thoroughly overlooking Dors Venabili's desolate expectations concerning stomachs and colic. Raych stated, â€Å"The dame†¦ the Madam Mayor said when she came to see me the previous evening â€Å" â€Å"She came to see you?† said Seldon. â€Å"Yeah. She said she needed to ensure I was agreeable. She said whenever she got an opportunity she would take me to a zoo.† â€Å"A zoo?† Seldon took a gander at Dors. â€Å"What sort of zoo would they be able to have on Trantor? Felines and dogs?† â€Å"There are some native animals,† said Dors, â€Å"and I envision they import a few aboriginals from different universes and there are additionally the common creatures that all the universes have-different universes having more than Trantor, obviously. Truly, Wye has a well known zoo, presumably the best on earth after the Imperial Zoo itself.† Raych stated, â€Å"She's a decent old lady.† â€Å"Not that old,† said Dors, â€Å"but she's surely taking care of us well.† â€Å"There's that,† conceded Seldon. At the point when breakfast was finished, Raych left to go investigating. When they had resigned to Dors' room, Seldon said with checked discontent, â€Å"I don't have the foggiest idea to what extent we'll be left to ourselves. She's clearly plotted methods of engrossing our time.† Dors stated, â€Å"Actually, we have little to whine of right now. We're considerably more agreeable here than we were either in Mycogen or Dahl.† Seldon stated, â€Å"Dors, you're not being prevailed upon by that lady, are you?† â€Å"Me? By Rashelle? Obviously not. In what capacity can you think so?† â€Å"Well, you're agreeable. You're very much taken care of. It is normal to unwind and acknowledge what fortune brings.† â€Å"Yes, extremely normal. Also, why not do that?† â€Å"Look, you were revealing to me the previous evening about what will occur in the event that she wins out. I may not be quite a bit of an antiquarian myself, yet I will believe you and, really, it bodes well even to a nonhistorian. The Empire will break and its shards will be battling each other for†¦ uncertainly. She should be stopped.† â€Å"I agree,† said Dors. â€Å"She must be. What I neglect to see is the manner by which we can figure out how to do that easily overlooked detail directly at this moment.† She took a gander at Seldon barely. â€Å"Hari, you didn't rest the previous evening, did you?† â€Å"Did you?† It was clear he had not. Dors gazed at him, an upset look blurring her face. â€Å"Have you lain alert considering Galactic obliteration in light of what I said?† â€Å"That and some different things. Is it conceivable to reach Chetter Hummin?† This last was said faintly. Dors stated, â€Å"I attempted to contact him when we previously needed to escape capture in Dahl. He didn't come. I'm certain he gotten the message, yet he didn't come. It might be that, for any of various reasons, he just couldn't come to us, yet when he can he will.† â€Å"Do you guess something has happened to him?† â€Å"No,† said Dors quietly. â€Å"I don't think so.† â€Å"How can you know?† â€Å"The word would by one way or another get to me. I'm certain about it. What's more, the word hasn't gotten to me.† Seldon grimaced and stated, â€Å"I'm not as certain as you are pretty much this. Truth be told, I'm not sure by any means. Regardless of whether Hummin came, what would he be able to do for this situation? He can't battle the entirety of Wye. In the event that they have, as Rashelle claims, the best-composed armed force on Trantor, what will he have the option to do against it?† â€Å"There's no reason for examining that. Do you guess you can persuade Rashelle-hit it into her head some way or another that you don't have psychohistory?† â€Å"I'm sure she's mindful that I don't have it and that I'm not going to get it for a long time if by any means. Be that as it may, she'll state I have psychohistory and on the off chance that she does that handily enough, individuals will trust her and in the end they will follow up on what she says my forecasts and professions are-regardless of whether I don't state a word.† â€Å"Surely, that will require some investment. She won't develop you short-term. Or then again in seven days. To do it appropriately, it may take her a year.† Seldon was pacing the length of the room, turning strongly on his heel and striding back. â€Å"That may be thus, yet I don't have the foggiest idea. There would be pressure on her to do things rapidly. She doesn't strike me as the sort of lady who has developed the propensity for persistence. What's more, her old dad, Mannix IV, would be much progressively restless. He should feel the closeness of death and if he's worked for this for his entire life, he would very much want to see it done every week prior to his demise as opposed to seven days after. Other than â€Å" Here he stopped and checked out the vacant room. â€Å"Besides what?† â€Å"Well, we should have our opportunity. I've tackled the psychohistory problem.† Dors' eyes extended. â€Å"You have it! You've worked it out.† â€Å"Not worked it out in the full sense. That may take decades†¦ hundreds of years, for all I know. Be that as it may, I presently know it's handy, not simply hypothetical. I realize it tends to be done so I should have the opportunity, the harmony, the offices to work at it. The Empire must be held together till I-or conceivably my replacements will figure out how best to keep it so or how to limit the catastrophe on the off chance that it splits up in spite of us. It was the idea of having a starting to my undertaking and of not having the option to work at it, that kept me up last night.† 88. It was their fifth day in Wye and toward the beginning of the day Dors was helping Raych into a conventional outfit that nor was very acquainted with. Raych took a gander at himself regrettably in the holomirror and saw a reflected picture that confronted him with exactness, emulating every one of his movements yet with no reversal of left and right. Raych had never utilized a holomirror and had been not able to shield from attempting to feel it, at that point snickering, nearly with humiliation, when his hand went through it while the picture's hand jabbed insufficiently at his genuine body. He said finally, â€Å"I look funny.† He considered his tunic, which was made of a malleable material, with a dainty filigreed belt, at that point left his hands behind a solid neckline that rose like a cup past his ears on either side. â€Å"My head resembles a ball inside a bowl.† Dors stated, â€Å"But this is the kind of thing rich youngsters wear in Wye. Each and every individual who sees you will appreciate you and jealousy you.† â€Å"With my hair all stuck down?† â€Å"Certainly. You'll wear this round little hat.† â€Å"It'll make my head progressively like a ball.† â€Å"Then don't let anybody kick it. Presently, recollect what I let you know. Keep your brains about you and don't act like a kid.† â€Å"But I am a kid,† he stated, gazing toward her with a wide-peered toward blameless articulation. â€Å"I'm shocked to hear you state that,† said Dors. â€Å"I'm sure you consider yourself a twelve-year-old adult.† Raych smiled. â€Å"Okay. I'll be a decent spy.† â€Å"That's not what I'm advising you to be. Try not to take risks. Try not to sneak behind ways to tune in. On the off chance that you get captured at it, you're nothing but bad to anybody particularly not to yourself.† â€Å"Aw, hey there, Missus, what do ya think I am? A child or somethin'?† â€Å"You just said you were, didn't you, Raych? You simply tune in to everything that is said without appearing to. Also, recollect what you hear. What's more, let us know. That is basic enough.† â€Å"Simple enough for you to state, Missus Venabili,† said Raych with a smile, â€Å"and straightforward enough for me to do.† â€Å"And be careful.† Raych winked. â€Å"You bet.† A toady (as coolly discourteous as just an egotistical toady can be) came to take Raych to where Rashelle was anticipating him. Seldon took care of them and said mindfully, â€Å"He presumably won't see the zoo, he'll be tuning in so cautiously. I don't know it's entitlement to push a kid into peril like that.† â€Å"Danger? I question it. Raych was raised in the ghettos of Billibotton, recall. I speculate he has more back street smarts than you and I set up. Also, Rashelle is enamored with him and will decipher all that he helps in out. Poor woman.† â€Å"Are you really upset for her, Dors?† â€Å"Do you imply that she's not worth compassion since she's a Mayor's little girl and views herself as a Mayor in her own right-and on the grounds that she's determined to annihilating the Empire? Maybe you're correct, however even so there are a few parts of her for which one may give some compassion. For example, she's had a despondent love illicit relationship. That is truly clear. Without a doubt, her heart was broken-for a period, at least.† Seldon stated, â€Å"Have you at any point had a troubled love illicit relationship, Dors?† Dors considered for a second or two, at that point stated, â€Å"Not truly. I'm excessively engaged with my work to get a wrecked heart.† â€Å"I thought as much.† â€Å"Then for what reason did you ask?† â€Å"I may have been wrong.† â€Å"How about you?† Seldon appeared to be uncomfortable. â€Å"As an obvious reality, yes. I possess saved the energy for a wrecked heart. Gravely split, anyway.† â€Å"I thought as much.† â€Å"Then for what reason did you ask?† â€Å"Not in light of the fact that I figured I may not be right, I guarantee you. I simply needed to check whether you would lie. You didn't and I'm glad.† There was an interruption and afterward Seldon stated, â€Å"Five days have passed and nothing has occur

MBA - Critical Thinking and Decision Making Essay

MBA - Critical Thinking and Decision Making - Essay Example This structures the premise of contentions in basic reasoning, a perspective that is the foundation of the procedure. As indicated by Ford M. the issue that is of concern is privatization of the data framework the executives (ISM) work by the present senator. As indicated by the senator, the move would prompt the state sparing roughly $250,000 every year. Privatization would include redistributing of comparative administrations from either a nearby or remote organization, and would empower the state spare some sum that would go into offering same types of assistance (Ford M. Individual correspondence, January 30, 2012). Stage 2 The Reason The explanation in this notice is that the proposed change would spare the state about $250,000 every year. This would be the additional sum that the faculty would be paid for the entire year. Privatization would guarantee that a given organization is given the obligation to give indistinguishable administrations from those gave by the present worke rs. What's more, state would in any case figure out how to spare about $250,000 every year that would be utilized for different purposes. This appears to be a suitable thought that the state would go for as it would be gainful over the long haul. Supporting this is the administration or the state would furnish its workers in the organization with â€Å"similar† posts in different offices inside the state. Stage 3 Ambiguous Phrases An equivocal expression has no supporting proof and might be only a case. In her conversation, she utilized the expression, ‘an endeavor to drive out experienced workers’ which she doesn't bolster with proof. This is only a case and would not be genuine except if upheld by proof. Another term utilized is,’ most likely’. This basically shows an event has higher odds of happening however has not been affirmed to happen. There is no sureness when the essayist says that most probable their individuals would be out in the roads without any occupations. She says that re-appropriating, open administrations to privately owned businesses would cause â€Å"instability†. This is uncertain on the grounds that she doesn't clarify how it would cause precariousness inside the state. Once more, one organization, for example, the one referenced would not be the one controlling the entire economy. Hence, this would even now be a case with no proof to give support. Every one of these terms are utilized for the primary reason for persuading the endorsers not to concur with the senator. Her point is to pick up help from the endorsers by supporting realities with muddled proof for the reasons for individual additions. Stage 4 Value Conflicts and Assumptions This would be shown by offloading individuals who worked in qualified situation inside a firm. Strife comes up when the state saves people or offloads them and relegates others to complete their work. This would be by redistributing from even outside the nations or remote nations. This would not be moral on the grounds that a state would deny its resident a chance to work to a detriment of making reserve funds by the utilization outside nations. This demonstrates such a nation doesn't like its own residents. This would be on the grounds that such a nation would be offering benefit to pariahs in inclination to its residents. The fundamental explanation behind this activity would be that there would be sparing to be made to the state. Once more, there is a presumption that wearing down would happen inside other government offices that would bring about emerging of work

College Essay Advisors Alumnus in New York Magazine

College Essay Advisors Alumnus in New York Magazine CEA Alumni Spotlight: Former Student Featured in New York Magazine CEA Alumni Spotlight: Former Student Featured in New York Magazine The students we work with have given us a lot to be proud of over the years. Many of the young men and women  we counsel move on from writing glorious college admissions essays to attending some of  the nations top schools. There, they often build impressive rosters of achievements, joining committees, engaging in research, and constructing paths of experience and learning  that will lead them to future careers of import and intrigue. And, so now it seems, every once in a blue moon one of those truly talented  former students appears in the middle of a photo spread in New York Magazine. Max McGee  worked with College Essay Advisors almost three years ago, and was one of our most driven and talented students. He has since spent his time at The George Washington University, immersing himself in the world of politics and diplomacy. He has also  put in the effort to secure  himself impressive internships at organizations  like The Washington Institute for Near East Policy, and opportunities to pose on the steps of various monuments while looking incredibly dashing. In the full-page spread entitled, Tribes: Washington Interns, ten college students discuss their summer jobs in our Nations capital and their ambitions for the future. Max is among the young stars featured in this piece, discussing his long work days  and the vibe of Washington after hours with composure and finesse. We expected nothing less from Max, and his go-getter attitude. We wish him the best of luck this summer, and will forever be inspired by his incredible intellect and enthusiasm for his work. Congratulations, Max.  Not only are you one of our most ambitious and accomplished alumni, but youre now also our Washington fashion icon. About CEA HQView all posts by CEA HQ »

Why You Absolutely Should Not Go To Med School

Every year medical schools around the country will receive 4000 - 5000+ applicants each for a limited number of positions. As someone who holds one of these coveted places I’m frequently asked by students ‘how do I get in?’ ‘what grades do I need?’ ‘what should I say in the interviews?’. No one ever asks if they should go into medicine. I sat in a classroom a few weeks ago and we discussed an important fact: the majority of us are not happy, the majority of us regret going into medicine, if we knew when we were applying what we know now, there’s no way we would make the same mistake again. To those school leavers about to finalise there university preferences - think hard about what you will be forced to do.    Don’t think that if you have strong academics that will be enough to succeed in medicine. It doesn’t matter how smart you were when you’re surrounded by the smartest students in the world youâ€⠄¢re lucky if you’re in the middle of the pack. The crushing reality is if you aren’t among the top achievers of these top achievers, say goodbye to any dreams you had of being a paediatrician or a neurosurgeon - it’s the GP family practice life for you whether you want it or not. They will feed you dreams of specialty grandeur until you’re so far into the course it’s too late to turn back and then shove the fact you will only amount to this down your throat so hard you realise you have no choice, there’s no going back now. Even if you happen to be among the best of the best - you have to have the right extra-curriculars, the right references, know the right people, or you’re done.    Be prepared for the fact that even if you do anything right they will still screw you over. It doesn’t matter if you’re a scholarship student, if you do research with leading experts and have a great job. Guess what they’ll for ce you to move to the middle of nowhere isolating you from all of your friends and family, forcing you to quit the research which was critical to your CV and forcing you to give up that livelihood you spent months trying to line up that actually fit with the limited time you have off. If you have the galls to complain about the fact this isn’t professional suicide but rather professional murder, you’ll get a ‘professional behaviour notice’ that will stay with you for the rest of your academic career further preventing you from any path but the family practice route. When it comes to the family practice route most of you will be forced into - know what you’re getting into. Think medicine is about diagnosing and treating illness? Think again. Be prepared for paperwork, social issues and lonely patients who are just their to waste your time. If you got into medicine for the science†¦ well just don’t go into medicine for the science. This is the kind of thing that you’ll have to deal with all through medical school and your junior years because the reality is the only job as a student you perform is to talk to the patients - which is a total waste of time and will get you nowhere. You’ll be forced to do this everyday because â€Å"patients are experts in their condition you must learn from them†. I’m pretty sure an expert in a liver condition wouldn’t say â€Å"it’s ok though you have 2 liver’s and only 1 of them is stuffed up†.    Be prepared for the disgusting things you will have to do and the amount of time you will be forced to do them. Rectal exams, manual evacuations, you name it - by the end of medical school if you haven’t been covered in blood, urine and faeces you aren’t doing it right. Think you won’t have to do these disgusting jobs because ‘you don’t plan on going into gastro’ think again, you have to do everything no matter what you want. You are their little show pony designed to write the notes, make the phone calls, beg for procedures that make you throw up because you’re required to do them, all whilst pulling a 60 hour week and paying a huge amount of money to do so.    If you go into medicine whether or not you want it to be that way your entire life will become about medicine and the reality is for the majority of you it won’t amount to you getting into a job you actually want to do. All of your time, all of your â€Å"vacations† will be spent doing medical activities to maximise your CV. You’ll lose most of your friends who aren’t in medicine - leaving you to make relationships with some of the most arrogant self-absorbed people in the world. When it comes down to it if you can deal with all of this more power to you, but be prepared for the fact statistically you won’t end up in a specialty or career you actually want. Whe n we all entered university we were excited and hopeful for the future, I’d gotten in to medical schools all over the world and picked the best of my options. But even at the best of the best - medicine is a massive let down and probably the biggest regret of my life. For me it’s all about trying to maximise my options of side-stepping into a different career, for you, I hope by reading this you’ll have a greater awareness of what you’re in for and not make the same mistake we did.

Odysseus is a bad leader - Free Essay Example

Sample details Pages: 2 Words: 661 Downloads: 9 Date added: 2019/07/30 Category People Essay Level High school Tags: Odysseus Essay Did you like this example? Today, when most people think of a good leader, they think of a person who has courage, is brave, and they would sacrifice their own life for anyone. In ancient Greece, a hero is a person, who is very clever, is cruel, and someone who believes they are above all the gods. The epic poem The Odyssey is written by Homer and takes place in ancient Greece 700 B.C. Don’t waste time! Our writers will create an original "Odysseus is a bad leader" essay for you Create order The Odyssey is about a man named Odysseus and his ten-year journey to get home with his men after losing the Trojan war. Over the course his ten-year journey, Odysseus faces many obstacles including mythical creatures. In the meantime, while Odysseus is gone his wife Penelope has many people who want to marry her because people think Odysseus is dead. Also, they want to marry Penelope because they want to inherit his fortune and his kingdom. As a result of the poem, Odysseus has the ability to be a very good leader, but it is pretty clear Odysseus is a bad leader. Odysseus is a terrible leader because he is hubris, does not have good communication skills, and makes horrible decisions. To begin, Odysseus is a hubris person and it greatly impacts his leadership skills. Hubris is when a person thinks they have more power than the gods and has pride in themselves. Hubris is a good thing unless it turns into arrogance like Odysseus. Odysseus is hubris when he won the battle of Troy. Odysseus does not give a sacrifice to the gods for helping the Greeks win the victory. This is very arrogant and prideful of him. As stated, by the poem Then I urge them to cut and run, see sail but would they listen? Not those munitions fools. Too much wine to swill, too many sheep to slaughter. He blames the whole situation on his crew and takes no blame. For this reason, Odysseus shows pride because he thinks that he is perfect and could never do anything wrong. Odysseus being hubris ends up causing him and his crew problems. Therefore, Odysseus hubris because he would not take the blame when it was his fault. Next, Odysseus has bad communication skills. Odysseus should have good communi cation skills so he can communicate well with his men and gain their trust. However, Odysseus has bad communication skills. When Odysseus fell asleep his men open the bag thinking it is gold and silver. They open the bag of winds. According to the story Down to the ship, Eurylochus came running to cry alarm, foul magic doomed his men! If Odysseus would have told his men the bag contained winds then they would not have opened it. As a result, they blew farther away from their destination. This proves Odysseus has bad communication skill. Since Odysseus does not have good communication skill, he is a bad leader. Lastly, Odysseus makes poor decisions. Making good decisions is the most beneficial part of a good leader. In everyday life, you are constantly making decisions all day long. Odysseus makes many poor decisions which was a cause for him to become a terrible leader. One situation was when they explored a cave and tried to steal cattle and cheese. Polyphemus returned and trapped Odysseus Men. Before Polyphemus was drunk Odysseus gives him his name and poked Polyphemus eye out to free his men. According to the poem Heating the end of the pole until it was glowing red, we ran it toward the Cyclops like a battering ram, aiming it for his eye and driving it deep. The thing sizzled as hot metal dropped in water while I twisted it like an auger. This poor decision he makes caused some of his men die. Also, the men were trying to convince him to go back. All good leaders listen, but Odysseus did not because he is a bad leader. In other words, this example shows Odysseus is a terrible leader because he makes horrible decisions.

Training is widely used as a learning process - Free Essay Example

Sample details Pages: 27 Words: 8141 Downloads: 5 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Abstract Training is widely used as a learning process whereby employees acquire new skills, knowledge and competence. In this fast changing world, training can be both an anchor and a lifeline. An anchor if it has a clear, focused objective, and a lifeline if it enables employees to keep up with the pace of change and allows companies to survive or even succeed. However, investment in training appears to be under-utilized. Many companies do not evaluate the impact of training programs. Many Human Resources Department (HRD) believe that they have fulfilled their duty of care after organizing training courses for employees. After an extensive literature search, it was found that many companies do not have a system of evaluation or follow-ups to ensure that trainees put into practice the knowledge and skills acquired during training programs. Human Resource (HR) managers believe that it is the responsibility of the trainer and the Head of department to ensure that employees put the learning into practice. But both of them deny this responsibility and hold the HRD accountable. Don’t waste time! Our writers will create an original "Training is widely used as a learning process" essay for you Create order It is in this context that the aim of this study is to investigate the effectiveness of training at the Hong Kong and Shanghai Banking Corporation Ltd (HSBC). This study uses exploratory as well as descriptive research designs. Survey research was conducted by way of a questionnaire among a sample number of employees who followed training courses and a face-to-face interview with the Recruitment and Development manager. The interview was audio taped, and the data obtained from the questionnaire was analysed using Statistical Package for the Social Sciences (SPSS) version 16. The study reveals that while the employees including the Recruitment and Development manager acknowledge the importance of training, unfortunately there is not a specific evaluation system and follow-ups ensuring that the learning is transferred back into the workplace. It is also discovered that while HSBC is planning to use more e-learning as a method of training, most employees prefer classroom-based, raising serious concerns over training effectiveness at HSBC. Focusing only on this study, it can be concluded that training at HSBC is not completely effective. However more in-depth research could be conducted to compare the effectiveness of different training methods available at HSBC 1.0 Introduction A hundred years ago, change was slow, like the steady flow of an untroubled river. The world is now a much different place to what it was even ten years ago. Most of the time the changes are unpredictable. The current global financial crisis is a vivid proof that the world does not stand still. With approximately eighteen banks currently operating in Mauritius, the banking sector is exposed to increasing levels of international and domestic competition. To innovate and become competitive, its human resources have to innovate in everything they do, be it their minds, their thinking, their skills and competence. While in the manufacturing sector, employee performance failures end up in the reject pile, in the service sector such as the banking sector; employee performance failures are external failures. Those mistakes are visible to the customer and thus every failure has a direct impact on customer satisfaction. Therefore, investing in people through training is a prerequisite. Employees who have the necessary skills can create powerful business advantages that can be very difficult for competitors to duplicate. Countries like Japan are trying to substitute human beings with robots. Indeed, human beings are non substitutable because they possess intelligence and potential that can never be equaled and their inventions proved it. The Taj Mahal, the Eiffel Tower, the Pyramids, the Great Wall and now the computer are all the creation and invention of humans. In Mauritius, government wants to make the Knowledge Hub another pillar of the economy. However, Mauritius is currently suffering from a massive brain drain. Many who are emigrating are highly skilled, such as Doctors, Accountants and IT Developers. School leavers who go abroad for further education rarely come back. As such, the best and brightest are lost to their home country, resulting to a lack of young and skilled people to drive the expanding market place. Therefore, the Human Resources Development Council is offering training grants where employers can recover up to 75% of training costs to encourage companies to provide training to a maximum number of employees. However, it is still debatable whether the training grant is being used effectively since measuring training effectiveness has often been neglected. But simply having all employees attend a training event does not necessarily translate into an improved workplace. The main challenge for any training program is to ensure that the learning is transferred back into the workplace. 1.1 Structure of Dissertation This study is structured as follows: Chapter 1 provides a small overview of HSBC. Chapter 2 offers a theoretical and critical background of the literature review. Chapter 3 summarizes the research approach to conduct the study. Chapter 4 provides a thorough analysis of the data obtained from the survey. Chapter 5 consists of recommendations and provides concluding comments. 1.2 Benefits of the Research The findings of this study are of major importance to HSBC as well as other companies as they assist them in adding value to their company by improving their position as an employer of choice through the delivery of effective training. The findings may also prove useful to lecturers, university students and anyone else with an interest in effectiveness of training programs. 2.0 Company Background 2.1 The HSBC Group HSBC Holdings plc, the parent company of the HSBC Group, is headquartered in London. The Group serves customers from around 9,500 offices in the main regions of the world such as Europe, Asia-Pacific, America, Middle East and Africa. With assets of US$2,527 billion at 31 December 2008, HSBC is one of the worlds largest banking and financial services organizations. In 2002, HSBC launched a campaign to differentiate its brand from those of its competitors, with that pithy phrase: The worlds local bank. In July 2009, HSBC was named Best Global Bank by Euromoney magazine. In addition, HSBC was awarded the Best Global Debt House and the Best Global Transaction Banking House. 2.2 HSBC in Mauritius In Mauritius, HSBC operates 11 full-service branches and an offshore unit, which for many years has played a leading role in facilitating cross-border investment activity. It offers a wide range of products and services to diverse domestic and cross border customer base, from accounts services to credit cards, savings, investments, loans and custodian services. Through its locally incorporated subsidiary, the HSBC Bank (Mauritius) Ltd (HBMU), the bank is able to offer many of its global customers more sophisticated financial products and structures that benefit from the extensive range of international double taxation avoidance treaties that Mauritius has negotiated. In addition, HSBC Mauritius is a leading provider of financial services to local companies across the whole spectrum from SMEs to local Top 100 companies as well as locally listed conglomerates. For three consecutive years, 2005-2007, HSBC has been bank of the year. It is also the second largest credit card issuer in Mauritius. As HSBC Mauritius continues to expand, it has decided to bring together all its non-retail operations under one site in the fast growing Ebene Cybercity in 2008. In May 2009, HSBC Mauritius has launched two Islamic banking products. It becomes the first bank in Mauritius to offer Syariah-compliant banking services. HSBC vision: To be a key value creator by identifying, developing, designing and delivering learning and employee development solutions for business success. HSBC mission: Partnering with our business lines to create value for our shareholders and our external customers. Maintaining a learning culture that energizes and motivates employees to maximize their full potential. Aligning training and employee development support with HSBC strategic imperatives. Core business principles: Outstanding customer service Effective and efficient operations Strong capital and liquidity Prudent lending policy Strict expense discipline HSBC Values: Perceptive Progressive Responsive Respectful Fair 3.0 Literature Review 3.1 Definition of training Training has been defined many times over the years. The Manpower Services Commission (1981 cited by Armstrong 1999) defined training as a planned process to modify attitude, knowledge or skills to achieve effective performance. Similarly, the Chartered Institute of Personnel and Development (CIPD) defined training as an instructor-led and content-based intervention leading to desired changes in behaviour. For Armstrong (2003, p.549), training is the use of systematic and planned instruction and development activities to promote learning. Moore (2005) found the importance of retaining staff through training by defining training as not only a way to achieve a specified standard of staff competence, but also about investing in employees to retain them. Similarly, Cartwright (2003) viewed training as an investment in people. 3.2 Definition of effectiveness Being effective implies producing powerful effects. According to Bartol et al. (1997), effectiveness is the ability to choose appropriate goals and to achieve them. Similarly, Fraser (1994) defined effectiveness as a measure of the match between stated goals and their achievement. Often, there is confusion between effectiveness and efficiency because there is a degree of inter-relationship. This relationship can best be understood by considering effectiveness as doing the right thing and efficiency as doing things the right way. According to Hunter (2005), efficiency and effectiveness are often mutually exclusive. The latter viewed efficiency as a measure of speed and cost and effectiveness as a measure of quality. For Hearn Wendy, effectiveness comes from taking the time to stop and evaluate, rather than running faster and faster. According to her, people should work smarter not harder. Similarly Ferriss (2007) believed that what people do is more important than how they do things. He also saw efficiency as useless if it is not applied to the right things. 3.3 Objectives of training Business Environment Changes and Challenges Learning Implementation Business Excellence The main aim of training is to bring about suitable changes in employees to equip them with the skills required to do their work properly. According to Armstrong (2003) the main objective of training is to achieve companies human resource development strategies by ensuring that the employees have the skills, knowledge and competence to meet present and future needs. 3.4 Importance of training Training is crucial to a companys success. It plays a large part in determining the effectiveness and efficiency of the establishment (Sharma 1997). The latter agreed that training is a must and that management has no choice between training and no training. According to him, the only choice is to select a suitable training method. Similarly, Truelove (1997) believed that workplace skills have to be refreshed from time to time just as professional soldiers and top sports people train regularly to maintain their skills. Bird (1993) also saw training as important to give employees the necessary knowledge to bring about quality improvement across the company. Batten (1992 cited by Vermeulen and Crous 2000, p.61) described the importance of training by the following words: Train, Train, Train! If people are to do things better, they must have the skills and knowledge to do so. If employees cannot do their jobs because they have not been trained, that will reflect in the departments performance. This is supported by Miller et al. (1998 cited by Moore 2005, p.200): When good training is lacking there is likely to be an atmosphere of tension, crisis and conflict all the time, because nobody is quite sure how the various jobs are supposed to be done and who is responsible for what. Similarly, Smith et al. (2003) viewed training as an essential ingredient for the success and longevity of teams. Eder (1990) wrote about the successful opening of the Mirage mega-casino in Las Vegas due to the training imparted to employees months before the opening of the casino. Clegg (2000) believed that developing staff to their full potential is important and is doubly required during hard times. According to an article published in the journal of Development and Learning in Organizations in 2004, it is exactly when times are tough and businesses are sailing through rough seas that companies need to update employees skills since to do otherwise is like throwing the lifeboats overboard to save on weight. Yet, despite a higher profile for training, there is still little evidence showing that a large number of employers accept the importance of training to organisational success. According to Clegg (2000, p.2), employees are unlikely to mention training as the most important department of the company. The author observed that: Many training departments have a bad image. Many companies will say that training is among their top priorities but almost always they change their mind when money is short. Too much training that is currently undertaken has very little impact on what the trainees do when they return to the workplace at the end of the course. Too much training is uninspiring. As rightly said by Hallier and Butts (2000, p.397), in many companies Training is perceived to be a less varied sphere of activity and not necessarily essential to the running of the organization. Indeed, in any economic environment, it makes no sense to throw money at training because training is still regarded as an unnecessary function. 3.5 Benefits of training Even though training costs money, in most cases the benefits outweigh the costs. Sloman (2005) believed that investing in staff through training bring long-term benefits. Sharma (1997) inferred that training provides the following benefits: Increase in productivity Improve individual and business performance thus obtaining a competitive edge. Improve morale of employees. Reduce supervision Reduce dissatisfactions, complaints, absenteeism and turnover Less accidents and wastage Enable employees to obtain job satisfaction and to progress within the organisation, thus helping the organisation to retain its workforce. Increase in organisational stability and flexibility. Avoid human obsolescence 3.6 Training: an investment or a cost? Sutherland (1999) stipulated that the most important of all capital is that invested in human beings. Law (1998), Vermeulen and Crous (2000) and Sloman (2005) took a position very similar to Sutherland (1999) by stating that people are indeed the most valuable asset of any enterprise. Sharma (1997, p.244) rightly stated: There is no greater organizational asset than the trained motivated personnel. Buzan and Keene (1996) in their book The Age Heresy argued that humans could appreciate in value whilst machinery depreciate in value fast and become redundant. Simarly, Law (1998) commented that human capital is more valuable than property or fixed assets. In contrast to many authors opinion about employees being the most important asset, many companies still consider the development of people as a discretionary cost rather than a necessary investment. For many economists, the worth of something is not determined by its purpose but to its price. Prahalad (1972, p.169) rightly stated: To most line-managers, training has been by far an optional extra, to be indulged in when profits are good and to be dispensed with during lean periods. He further added that traditional accounting practices considers all intangibles such as organizational capability and worth of human resources as expenses but all tangibles such as investment in plant and equipment as investment. Cunningham (2002, p.90) commented that for many organisations training is nice to have, but not an essential. The training budget is the easier option when a company has to reduce costs. As such, companies tend to cut corners which render the training ineffective (Clements and Josiam, 1995). This is an oxymoron. On the one hand, we have companies stating that employees are the most important assets but on the other hand, the same companies contradict themselves by viewing training as a cost rather than a worthwhile investment. All companies talk a lot about people development. But the moment things get tough; companies reduce training budgets, which may be a very short-sighted policy. If companies really believed about employees development, this is the one thing they would ring fence (Clegg 2000). Managers often complain about giving them a better class of workers and their problems will go away. Brown (1992) argued that employers are already equipped with a pretty good class of workers since after all they chose them. Indeed it is managers responsibility to help employees improve. The contributions of employees are often taken for granted though employees contribute a lot. Managers tend to believe in things that are visible to them but those whose contributions they cannot see tend to be neglected by them. Cartwright (2003,p.6) rightly stipulated: Consider what Mickey Mouse is worth to Disney or what a gifted program writer is worth to Microsoft. The value may be impossible to calculate in absolute terms, but it is likely to be many times the conventional worth of either asset. Barrows and Power (1999 cited by Moore 2005, p.200) believed that the alternative to training, that is not to train may even be more expensive because this lead to poor customer service. A lost customer may never return. As such, the lost revenue from poor service exceeds the costs of training a worker properly. 3.7 Effective Training Porter and Parker (1993,p.19) identified four features for successful training: Training must be viewed as a continuous process. Training must be focused so that people receive appropriate courses at the appropriate level of their needs. Training must be planned for the future to include the development of total quality skills and techniques. Training materials must be made customized to suit the particular organization. Organizations tend to believe that training delivered en masse will mean that they have fulfilled their duty of care (Shuttleworth 2004,p.62). The symptoms of ineffective and poor training are many. The most self- evident are dissatisfied customers, haphazard work, performance and quality standards not met, untidy work, low productivity, high production costs, excessive waste, employee dissatisfaction, poor discipline and high labour turnover. In fact, the most effective way to develop people is quite different to conventional skills training, which let us face it most employees regard as a pain in the neck. Clegg (2000) argued that it is no longer good to rely on the way things have always been done and the only way to make training more effective is to be creative. Sloman (2005) suggested that if an effective training program is in place, it could help employees realize their potential and thus benefit both the employees and the organization. According to Vermeulen and Crous (2000), for training to be effective, it must not only be planned in a systematic and objective manner but it must also be continuous to meet changes in technology, changes involving the environment in which an organisation operates, its structure and most important of all, the employees who work there. However, Harris (1995) concluded that managers tend to select training programmes according to budgets and time available, but not according to the needs of employees. Conversely, Cunnigham (2002) argued that if training remains focused on the needs of employees, important changes in developing the performance of the organization might be missed out. As such, it can be inferred that creating effective training programs require balancing the needs of the learner and the needs of the organization. In addition, Sloman (2005, p.349) commented: Training is not about constructing courses based on identified training needs. It is about making a whole series of interventions that encourage a climate in which committed learners are willing and able to acquire relevant knowledge and skills. If employees take part in training half-heartedly, it may prove costly for the organization. Even the best-planned training sessions may prove ineffective if employees are unwilling to participate. Similarly, Barrett and OConnell (2001) observed that a company can provide training to its employees, but the extent to which the training courses are then applied at work depends on the extent to which employees devote effort to learning and apply the new skills. The values projects model of learning also emphasized the importance of motivation, where the employees are willing to implement their learning. I do (Action) I will (Motivation) I Can (Skills) I Know (Knowledge) 3.8 Training Cycle For training to be effective, companies must complete the full training cycle. But as Beardwell and Claydon (2007) rightly said, the popularity of the training cycle is more evident in the rhetoric of the literature than in organizational reality. Stage 1 Identification of Training needs Stage 4 Evaluation of training Stage 2 Plan of training required Stage 3 Implementation of training 3.8.1 Identification of training needs Arthur et al. (2003, p.236) stated that it is important to carry a Training Needs Analysis (TNA) before providing training because it provides a mechanism whereby the questions central to successful training programs can be answered. Prior to training, companies must have a clear idea of what it wants to achieve (Shuttleworth 2004) and whether the organisations needs, objectives and problems can be addressed by training (Arthur et al. 2003). Matens (HRfocus 2005b, p.11) suggested that companies should ask these key questions: Where are we now? Where do we want to go? How do we get there? How can we get commitment from key individuals? McGehee Thayer (1961) recommended a three-tier approach to determine training needs. Arthur et al. (2003) three-step process for assessing training needs is similar to McGehee Thayer (1961). They are as follows: Organisational analysis: Where training should be emphasized within the organization and which organizational goals and problems can be achieved and solved through training. Operational analysis or Task analysis: The skills, knowledge and attitudes necessary for employees to perform their jobs at the desired level. Man analysis: How well the employees are performing their tasks, who needs to be trained and for what. In the process of TNA, managers have to identify relevant training needs through the use of annual performance appraisal procedure to examine the individuals aspirations, how their jobs may change and what training is required (Hallier and Butts 2000). According to HRfocus (2005b), companies should get input about what employees want to be trained in. Although TNA is time-consuming and expensive, it provides greater financial, organizational and individual benefits. Also, training must be top-down, starting with the top team and cascading down the organization to show management commitment and to create an effective, healthy and versatile workforce. While in some organisations, training is considered to be for managers only, in other organisations managers think training is only relevant to workers, but not for them. Indeed, both these attitudes are wrong because training is for everybody (Reynolds, 1994). Similarly, Matens (HRfocus, 2005b) agreed that commitment and support from top management is vital. According to him, management has to show up for classes too. 3.8.1.1 The skills gap It is important for managers to identify skills gap, which is the difference between the skills needed to perform the required task and the skills employees already possess. The Skills Gap Skills needed Skills already acquired 3.8.2 Plan of training required Using a variety of training methods, the skills gap can be filled. In fact, Barrett OConnell (2001) observed that different training methods could encourage or discourage employees to participate in training programs. Similarly, The Learning and Skills Council (2004 cited by Beardwell Claydon 2007, p.317) commented that companies tend to choose inappropriate training methods which are costly, time consuming, have a deleterious effect on employees perceptions of the value of training and ultimately do not lead to increase skills levels in organizations. 3.8.2.1 Matching skills or tasks and training delivery methods Skills and tasks can be classified into three broad categories (Farina and Wheaton 1973; Fleishman and Quaintance 1984; Gold-stein and Ford 2002; cited by Arthur et al. 2003, p.236): Cognitive This relates to the thinking, idea generation, understanding, problem solving, or the knowledge requirements of the job. Interpersonal This relates to interacting with others in a workgroup or with clients and customers, which entails a variety of skills including leadership, communication, conflict management and team-building. Psychomotor This relates to physical or manual activities involving a range of movement from very fine to gross motor coordination. For a specific skill or task, a given training method may be more effective than others. This relationship has been backed by studies from Wexley and Latham (2002) who emphasized on the need to consider skills and task characteristics required to determine the most effective training method. 3.8.2.2 Training techniques On-the-job It is the most popular training method because it is job-specific, relevant, immediate and flexible. A 2006 study by CIPD conveyed that 56% of learning and development professionals agree that on-the-job training is the most effective way for people to learn in organizations (Beardwell and Claydon 2007,p.308). Conversely, Smith et al. (2003) commented that training delivered internally by employees who carry other duties apart from their responsibilities of training might lead to ineffective training because they have not received much training in how to train. On-the-job training includes the following: Demonstration It involves telling or showing trainees how to do a job and then allowing them to get on with it. It is the most commonly used training method (Armstrong 2003) because it is immediate and accessible to most employees. This method is effective if the person giving the demonstration clearly defines what results have been achieved and how they can be improved. However this method can result in the passing of bad or even dangerous working practices. Also, it does not provide a structured learning system where trainees understand the sequence of the training they are following. Job rotation The aim is to increase employees experience by moving them from job to job or department to department. It can be an inefficient and frustrating method of acquiring additional knowledge and skills if it is not carefully planned and controlled (Armstrong 2003). For this method to be effective, a program has to be designed stating what trainees are expected to learn in each department or job. Also, there must be a suitable person to assess whether the trainees are given the right experience and the opportunity to learn. Coaching It is a person-to-person technique to develop individual skills, knowledge and attitudes (Armstrong 2003). It can be very effective if it takes place informally as part of the normal process of management. Coaching consists of providing guidance on how to carry out specific tasks to help individuals learn rather than force-feeding them with instructions on what to do and how to do it. Mentoring It is the process of using specially selected and trained individuals to provide guidance and advice to develop the careers of the employees (Armstrong 2003). The aim is to complement learning on the job. The mentor provides personal support and should not be an immediate superior to enable the employees to talk openly about problems and discuss any concerns frankly. Secondment or attachment It involves the employees widening their skills or learning other skills by visiting other departments. It can also be used to increase awareness and understanding of other departments roles and concerns. Off the job It usually takes place in training areas or centres, away from the employees immediate work positions. It includes lectures, case study, seminars and role-playing amongst others. This method is mainly theoretical. As rightly criticised by Beardwell and Claydon (2007, p.322) this method is frequently pigeon-holed as the old way of doing things and typified as teacher centred, classroom based, process-focused and providing learning that is difficult to transfer on the workplace. It is often criticised as wasteful of time and money, taking the employees away from the practical context. E-learning This is concerned with training delivered by electronic technology through the use of Internet, the World Wide Web and intranet within the organisation. It requires the trainees to take the responsibility for their own learning. The cost-efficiencies of e- learning are more apparent today (HRfocus, 2003). It is also more flexible and adaptable to individual circumstances (Beardwell and Claydon, 2007). However, the need for human contact is important in the training process. The technology cannot replace the need for an explanation from human beings (Cartwright 2003). Implementation of training Research shows that trainers deal with three personality types (HRfocus 2001, p.6) Learners These people are eager to get as much as they can from the program. Vacationers These people consider training, offsite in particular, an opportunity to have as much fun and free time as possible. Prisoners These people attend training only because they feel forced to, not because they want to. The relationship between trainees and trainers is the heart of effective training (Clegg 2000). The latter viewed the trainers flexibility, responsiveness to the trainees need and ability to generate a human relationship with the trainees as essential. In an interview with McNerney (1995), William Bridges argued that the role of the trainer is to guide the trainees toward upgrading their competencies rather than merely teaching a skill. Hale (2003a) recommended trainers to stop worrying about having a box of tricks, icebreakers and gimmicks to impress trainees. Clegg (2000) observed that training courses often consists of too long sessions, which totally drains the enthusiasm of trainers. In fact, trainers must also consider the learning levels of employees owing to differences in educational and experiential backgrounds. Scott Ambler commented in an interview with Wickman (2008) that some people are more visual thinkers and need to see diagrams; some just want to go right into the details and some need to see the bigger picture and need to be walked through all the implications. Brown (1992) recommended a three-part formula for good training courses: Uncover Create a need for the material within the mind of the trainees. Closed minds cannot relate to a personal need for the material. Discover If the trainer effectively uncovers the trainees minds, teaching the knowledge necessary to perform skills will turn into a discovery. Also, people learn faster when presented with an explanation and demonstration. Recover According to Brown (1992), most trainers fail here. Recovery is intended to provide trainees with hands-on experience, which can include role-play and case studies. 3.8.4 Evaluation of training Bedingham (1997) observed that even companies that are committed to training viewed its evaluation as difficult and time-consuming. This is supported by Sloman (2005) who observed that measuring training effectiveness is often neglected. When companies have to put a value on training, many of them do not, are unable, or are unwilling to do so. But evaluation and follow-ups are crucial to the success of training (HRfocus, 2005a) Indeed it is much easy to assess the effectiveness of operational activities through the use of management accounting systems but it is less easy to establish the contribution of training. But how can top management decide on the amount to be invested in training if there is no measurement? As Prahalad (1972, p.169) rightly said: Measurement provides a framework for developing a pattern of resource allocation for the organisation. Beardwell and Claydon (2007) commented that measurements have to go beyond post-course evaluation to measuring wastage, error rates, customer satisfaction, motivation and link specific outcomes to the training delivered. According to HRfocus (2005a, p.5), effectiveness of training can be measured by: How many training participants successfully apply what they have learnt during training programs in their job. How long they continue to apply that learning. How quickly the company will realise the benefits of training for the entire target audience. The main challenge for any training program is to ensure that the learning is transferred back to the workplace. Real-world experience must follow the training course because without application, skills can be easily forgotten. As a Chinese Proverb rightly said: I hear and I forget. I see and I remember. I do and I understand. Similarly, Armstrong (2003,p.563) rightly stated: Transfer of learning is what counts; behaviour on the job is what matters. While some researchers estimate that approximately 25% of skills taught are in use six months after training courses and about 15% after one year, others put the figures as low as 10% (Allan 2008). Unfortunately, training is seen as a collective shrug when it comes to evaluate its impact because it is difficult to evaluate where the learning has been put into action. Evaluation of training is rarely carried out in a useful way either because companies are unsure how to do it or they do not know what to do with the results. It is also viewed as time-consuming. Swanson (2001 cited Beardwell Claydon 2007, p.323) observed: Six out of ten HR and financial directors have little or no idea what return they get on their companys investment in training and many in the HRD profession do not have a predisposition toward measurement and evaluation. But evaluation is important because if the contribution of training cannot be demonstrated, it is likely to be a target for cost-reduction. Often, trainees are asked to fill a feedback form after training sessions. But nothing seems to be done with these responses. As Clegg (2000, p.139) rightly said, its as if the action of taking feedback was a talisman that achieved success in its own right. Similarly, Allan (2008) commented that many trainers measure trainees reactions to a program but stop short there. Feedback is essential for people to know how they are progressing. To learn, employees must feel comfortable to express their thoughts. They should not fear being belittled or marginalized when they disagree with peers or authority figures, ask naive questions, or present a minority viewpoint (Garvin et al, 2008). Unfortunately, negative feedback is considered a criticism to be avoided rather than a desirable thing to make the courses even better (Clegg 2000). 3.8.4.1 Return On Investment (ROI)- Estimating the worth of training ROI indicates the worth and merit of a particular training programme. According to Campbell (1995), ROI is the most appealing to higher management. He defined ROI as the rate at which training returns what was invested. However, ROI assessment of training is a debatable issue due to many aspects to be taken into account, some of which are very difficult to quantify. As Armstrong (2003, p.550) rightly observed: Ideally ROI should be calculated, but in practice it can be difficult to produce realistic figures. What value can a company place on improved morale, reduced stress levels, better-qualified staff and improved time management? All of these can be returns on training investment. But attaching a value and relating this to a single cause, that is training is often impossible. Indeed, ROI is far from being a workable model in practice. A survey carried out in USA revealed that only 7% of the organizations surveyed evaluated ROI in training. While in UK, 57% admitted that evaluation was becoming more important. However, only 27% are actually using action plans after training (Hale, 2003a). 3.8.4.2 Models of Training Evaluation Donald Kirkpatricks four-level model (1959 cited Arthur et al. 2003) is the most popular and consist of: Reaction criteria- what the trainees thought and felt about the training. Learning criteria- the resulting increase in knowledge or capability. Behaviour criteria- extent of applied learning back on the job. Results criteria- the effects on the business or environment resulting from the trainees performance. Previous research in corporate training showed that in practice it is difficult to measure the last two criteria because they are influenced by a number of factors (Van der Klink and Streumer, 2002). Hale (2003a) argued that it is time to shatter the myths that have emerged due to the reliance on the Kirkpatrick model. He identified the following myths: Myth 1: Learning is the responsibility of the trainer Companies often expect the trainer to fix all problems. When businesses cannot prove the value of training, they tend to put the blame on the trainer, not the learner. Myth 2: Courses prove learning Training departments prepare reports showing, for example, the number of training days, the duration of the training and the number of courses run to prove that they have been doing their job and how the budget has been spent. But these provide little or no indication about the effectiveness of training. Myth 3: Good course evaluation mean learning Kirkpatrick level 1 is the easiest to carry out and thus most organisations are evaluating in this way. However, happiness does not necessarily imply learning. Often, people learn the hard way through difficult and painful experiences. When trainers are aware that they are being assessed at the end of the training, they can use applied psychology to make the trainees in a state of pleasure before completing the evaluation forms (Hale 2003a, p.30). Bedingham (1997) supported Hale (2003a) by arguing that the apparently best courses could simply be those where the trainer has been able to develop a good rapport with the trainees. In his second article, Hale (2003b) presented a fourth myth: Myth 4: Real learning takes place in the classroom Kirkpatrick level 2 assesses the extent to which the trainee recalls the learning after the training. In a survey carried out by Hale (2003b) among 3,000 managers about the most significant learning experiences in their lives, none of them quoted training courses or classroom based training but job experiences. In fact, since the publication of Kirkpatrick model, there have been dramatic changes in organisational structures, cultures, technologies and training methods. Yet the HR, training and development community continues to rely predominantly on the old Kirkpatrick model in discussing the evaluation of training (Hale, 2003a). Many companies do not go beyond measuring the first two Kirkpatrick levels. As per CIPD Survey (2006 cited Beardwell Calydon 2007, p.326), 98% of those surveyed measure Kirkpatricks level 1 outcomes, 75% measure level 2, 62% level 3 and only 36% go as far as level 4; which is the most important. Missing from Kirkpatricks model is the ultimate level, which has been added by Hamblin (1974 cited Beardwell and Claydon 2007,p.326) that is the extent to which the training has affected the ultimate profitability and survival of the organisation. 4.0 Research Methodology 4.1 Research Process 4.1.1 Problem definition and research objectives It is widely acknowledged that a well-defined problem may be considered to be half-solved. 4.1.1.1 Research Problem In many organisations, training is considered to be a low status activity and not an integral part of the business plan. Research states that many HRD never really examine how training can effectively promote organizational objectives, or how training activities should be altered in the light of business plans. It is also often believed that the responsibility of the HRD is to organise training courses, trainers have to train, managers manage work place performance and thus trainees alone are responsible for applying into their workplace what they have learnt in training courses. Through an extensive literature search, it was noted that training should be viewed as a continuous process. Prior to training, a TNA must first be carried out and after training; evaluation and follow-ups must be conducted. But to what extent are these being applied in companies remain a big question. Therefore, HSBC, one of the leading banks in Mauritius has been chosen as the company in which the effectiveness of training will be analyzed. 4.1.1.2 Research objectives Once the problem had been located and defined, the research objectives were set since these would help to identify what information were needed to solve the problem. Therefore the objectives for this study are to: Analyze the factors that contribute to the effectiveness of training Examine the training process at HSBC Investigate the extent to which training at HSBC is effective Determine if a training plan is in place at HSBC. Investigate whether a system of evaluation and follow-ups are in place at HSBC 4.1.2 Research design This acts as a plan or framework which guides the collection and analysis of data. For this research, exploratory and descriptive designs were used. 4.1.2.1 Exploratory Research Exploratory research is far more flexible and dynamic. It was used to gain a deeper understanding of training and the factors that contribute to its effectiveness. A search of the literature was conducted to gather preliminary information. A face-to-face interview with the Recruitment and Development manager of HSBC was also conducted to gain a better insight of training at HSBC. Exploratory research was also used to develop hypotheses. Developing hypothesis Hypothesis 1: Relationship between frequency of training and how employees viewed their effectiveness at work after delivery of training courses. Hypothesis 2: Relationship between preference for training method and age. Hypothesis 3: Relationship between frequency of training and current position of employees. Hypothesis 4: Relationship between whether training will make a difference in the way employees do their work and their current position. These hypotheses were tested based on data obtained from the questionnaire. 4.1.2.2 Descriptive Research Although descriptive research is more rigid and formal, it was used to provide an accurate description of the characteristics of training at HSBC. Therefore, a survey by way of a questionnaire was distributed to the sample of employees who went on training and an interview with the Recruitment and Development manager was conducted. In addition, the following issues were considered when designing the research plan: Style of research activities Types of data Research instrument 4.1.2.3 Style of research activities For this study both quantitative and qualitative research were used. For quantitative research, a questionnaire was given to a sample of employees who received training. The data obtained were represented on pie charts, histograms and bar charts to show the frequency of occurrence. With the data inputted on SPSS, statistical analysis was also carried out. For qualitative research, an unstructured interview was conducted with the Recruitment and Development manager to obtain a detailed description of training at HSBC. 4.1.2.3 Types of data There are two types of data: secondary and primary. For this study, a combination of both was used. 4.1.2.3.1 Secondary data These are data collected for some other purpose rather than for the immediate study at hand. Sources of secondary data for this study consisted of online databases such as Emerald Library, journal articles from the university library, internet, newspapers, books and website of HSBC. Although secondary data are economical and quicker to obtain, they proved insufficient for the present study and thus primary data were generated. 4.1.2.3.2 Primary data Through a survey research, primary data were collected for the purpose of the investigation at hand. A questionnaire was distributed among a sample number of employees who received training and an unstructured interview with the Recruitment and Development manager was conducted. 4.1.2.4 Research instrument For the purpose of this study, an unstructured personal interview and a questionnaire were considered to be a suitable means of collecting data about peoples opinions, attitudes, preferences, knowledge and satisfaction. 4.1.2.4.1 Unstructured personal interview The face-to-face meeting took place with the Recruitment and Development manager at her office. The interviewees responses were audio taped. The main advantage with this method is that ambiguous questions could be clarified. 4.1.2.4.2 Questionnaire A self-administered questionnaire with a formalised set of questions was designed to ensure that each person answers the same questions in a predetermined order. This provides an efficient way of collecting responses from a large sample. When designing the questionnaire, care had been taken to ensure reliability and validity of the data to be collected. Issues such as clear layout, question content, response format, question wording, question sequence were taken into consideration to ensure that the questionnaire collect the precise data needed to achieve the objectives of the study. In an attempt to maximise the response rate, a cover letter was attached with each questionnaire. The letter explained the purpose of the survey, the time taken to fill in the questionnaire and assured confidentiality. (See Appendix.) In addition, to facilitate analysis of data, numerical codes were already assigned to answers before administering the questionnaire. 4.1.2.4.2.1 Types of questions The questionnaire consisted of the following types of questions: (See Appendix.) Open-ended The respondents were required to answer in their own words in as great depth as they wished. For these types of questions, the respondents answers were categorized and unitized. Closed- ended The respondents were provided with a number of alternative answers from which they were required to choose. Four types of closed-ended questions were used: Dichotomous The respondents were required to choose between two categories. But for questions where the proportion of neutral response was perceived to be high, a neutral alternative was included. Multiple choice The respondents were required to choose from a list of possible answers. For questions where all the list of possible alternatives could not be included, other category accompanied by please specify was used. Scaled Through the use of likert scale, the respondents were asked to select their level of agreement or disagreement from an odd number of categories (5-category). Ranking There was only one ranking question where respondents were asked to rank their preferences from a list of training experiences. 4.1.2.4.3 Pretest A pilot test of seven questionnaires was conducted: one executive, two officers and four clerks. The Recruitment and Development manager also went through the questionnaire. The purpose of the pretest was to check the layout, question sequence, word meaning, question difficulty, branching instructions and the time taken to complete the questionnaire. Minor corrections were made to the original proposal. 4.1.3 Sampling plan Once the problem had been clearly specified, the research objectives set, appropriate research design and data collection instrument developed, the next step was to select those elements from which the information would be collected. For this study, it would be unrealistic, costly and very time-consuming to target the whole population of HSBC. Sampling saves time, an important consideration for this study, given that there is a tight deadline. 4.1.3.1 Population A population represents the full set of items or people under investigation. HSBC has a population of 391 employees. It must be noted that non-clerical level has been excluded from this population because they are not eligible for training. Different Levels Number of employees Executive Level 69 Officer Level 99 Clerical Level 223 Total 391 Table 1: Population of HSBC 4.1.3.2 Sample frame It is the list from which employees names were drawn. The HRD of HSBC keeps a database of all employees who went on training. 4.1.3.3 Sampling unit It is an individual element of the population to be sampled. For this study, the sampling unit consisted of employees who went on training programs. 4.1.3.4 Sampling method This can be divided into two types: Probability or random sampling Here, each member of the population has a known and equal chance of being selected. Non-probability or non-random sampling Here, each member of the population does not have an equal or known chance of being selected because the selection of sample depends on judgment. For this study probability sampling was used. More precisely, stratified random sampling. It was found to be more appropriate because the sample frame had to be divided into three strata: executive, officer and clerical. Then, a random sample of executives, officers and clerks who went on training sessions were selected from each stratum. 4.1.3.5 Sampling size Different Levels Number of employees Sample size Executive Level 69 24 Officer Level 99 35 Clerical Level 223 81 Total 391 140 A sample size of 140 employees over 391 was randomly selected. Each stratum was proportionally represented. This can be illustrated as follows: Table 2: Sample size 4.1.3.6 Select sample Since the identity of those participating in the survey had to be kept anonymous, access to the database containing the list of employees who went on training was denied. Therefore, it was the Recruitment and Development manager who executed the stratified random sampling after being informed about the sampling size. 4.1.4 Contact methods Once the sampling plan was laid out, the next thing was to determine how to contact the respondents to administer the questionnaire. First of all, a contact was made with the Recruitment and Development manager through email who then scheduled a meeting at her office to conduct the personal interview. With her permission, the interview was audiotaped. Concerning the questionnaires to be filled by employees, it was agreed that she would distribute the questionnaires not only because she knew who went on training but also for confidentiality reasons. 4.1.5 Data gathering Data was collected during the months of June. The employees were given two weeks to fill in the questionnaire. 4.2 Limitations and problems encountered This study could not cover a numerical analysis to assess the cost effectiveness of training such as ROI, cost-benefit ratio and bottom line evaluation to determine the contribution of training on trainees productivity and the total value added to the organization. This was due to confidentiality of internal information. According to Roscoes table for determining sample size from a given population (see Appendix), a sample size of 196 should have been used for a population of around 391. But given that the Recruitment and Development manager were willing to distribute only 140 questionnaires, a sample size of 140 was thus selected. Deadline for submitting the questionnaires had to be extended to increase the response rate. When carrying a questionnaire, there is a limit to the number of questions that can be asked. With personal interviews, detailed beliefs and feelings can be obtained from respondents. But given the large sample size, it was impossible to carry a personal interview with each employee. 4.3 Ethical Considerations This research was conducted in a way that ensures its academic integrity and scientific validity. No attempt was made to intentionally falsify or invent any information or citation. By following The University of Mauritius Guide to the Harvard System of Referencing, all materials written or produced by others and mentioned in this study, were given their due recognition. A true description of the different research processes involved in this study was also reported. In addition, participation in this study was completely voluntary. Respondents were given sufficient information on the cover letter (see Appendix.) for them to decide about participation or nonparticipation. Similarly, the identity of those who participated in the questionnaire as well as their responses and opinions remained confidential. The results obtained were reported honestly. No attempt was made to falsify any information. It must be noted that this study does not attempt to cause harm to anyone, especially HSBC. Actually, this study aims at helping HSBC to improve the effectiveness of its training programs.

Discounted Cash Flow Techniques - 2294 Words

ANALYSIS FOR FINANCIAL MANAGEMENT 10TH Edition Robert C. Higgins Additional Problems Chapter 7 – Discounted Cash Flow Techniques page 247 A brief tutorial on Excel financial functions (problems to follow) You may find the following Excel, built-in financial functions helpful when analyzing the problems below. (To access these functions, select Insert, Functions, and choose Financial.) =PV(rate, nper, pmt, fv, type) returns the present value of a series of cash flows. =FV(rate, nper, pmt, pv, type) returns the future value of a series of cash flows. =PMT(rate, nper, pv, fv, type) calculates the periodic payment for a loan based on constant payments and a constant interest rate.†¦show more content†¦He presents this as obvious proof of gouging on the part of the money changers. Do you agree? Why, why not? 5) In 1984, the city council of the town of Patterson agreed that their community badly in need of a modern hotel that would cost approximately $25 million. To finance construction members of the council organized the Patterson Hotel Corporation. Through strenuous promotion they raised $15 million by selling 15,000 shares of stock at $1,000 per share. They secured the other $10 million necessary to build the hotel as a loan provided by a local bank on a 10 year, 14 percent mortgage that called for uniform annual payments sufficient to pay interest and to extinguish the debt at the end of 10 years. Upon completion, the Patterson Hotel Corporation leased the hotel to a national company that operated a chain of hotels. The lease ran for 30 years and contained a clause permitting the lessee to purchase the hotel for $10 million at the end of the 30-year period. The lessee agreed to furnish the hotel and pay all taxes (including income taxes) and operating expenses, and was to meet the interest and repayment obligations on the mortgage during the first 10 years of the lease. During the last 20 years of the lease, the operating company agreed to make payments sufficient to permit annual dividends of $400 per share. No payments at all were to be made to the stockholders during the first 10 years. This was the most favorable operatingShow MoreRelatedJet Blue Case Ipo1175 Words   |  5 Pagescontrol of management and is expensive. There are Free Cash Flow techniques and relative valuation techniques that we can use to value Jetblue’s share, however we are going to use the Free Cash Flow technique for this case as this is an IPO and the company had no history whatsoever that we can rely on except by using its similar competitor statistics and assumptions to value Jetblue. In conclusion, we have calculated that using Free Cash Flow technique, the share price is $57 and therefore the currentRead MoreValuation Is The Price Of Everything, But The Value Of Nothing1646 Words   |  7 Pagesan effect on corporate decisions, including projects to develop and where to find funds, and on the dividend policy. In such a way to study the topic, we will discuss first the Net Asset Value and its advantages and disadvantages, then the Discounted cash flow method and to finish the dividend discount model. The net asset value (NAV) method measures the value of a fund’s assets. It enables investors to analyse a fund’s performance market and industry standards such as Moody’s. The NAV is theRead MoreEssay on Capital 20Budget 20Analysis 20Group 20P1648 Words   |  7 Pagesalong with the different sale ranges. Keywords: NPV, NPV Profile, NPV, IRR, multiple IRRs, ranking conflict of NPV vs. IRR, payback period, profitability index, discount rate, cost of capital concept, cash flow analysis, cash flow timeline, conventional cash flow stream, non-conventional cash flow stream, sunk cost, opportunity cost, independent projects, mutually exclusive projects Overview of the Capital Budgeting Process Every business requires some source of funds to maintain operationRead MoreQuestions On Financial Concepts On Valuation1717 Words   |  7 PagesThere are four main parts in the manager’s work box for investment valuation opportunities.  ¬ Net Present Values  ¬ Accounting rated of return  ¬ Real Options  ¬ Payback rules NPV implement require estimates of appropriate discount rate and expected cash flows. And there’s the rub. This is only of use of information at the time of assessment. NPV method was first time developed for bonds value. Little investors in bonds can do it for alternative the final principal paid or yield rate and coupon they receiveRead MoreJetblue Ipo Essay1223 Words   |  5 Pages(transparency) * IPO expenses | * Liquidity of stock increases | * Owner restricted to immediate cash-out | * Easier to raise capital in the future | * Sharing of future earnings with outsiders | | * Legal liability | Exhibit A in the appendix outlines some additional key advantages and disadvantages of going public through the IPO process. IPO Valuation Techniques Deriving a value for an IPO is the critical part of the process. In both fixed price and book building offersRead MoreGuillermo Furniture Analysis1411 Words   |  6 Pagesalternatives Guillermo Furniture may use and will include a sensitivity analysis. Financial and valuation topics covered will include net present value (NPV) and weighted average cost of capital (WACC) and will discuss how these alternatives, or techniques, are used to reduce risk. Guillermo Navallez is the successful owner of Guillermo Furniture for many years now. Located in Sonora, Mexico, Guillermos store is specialized in custom made chairs, tables, and many other handcrafted productsRead MorePrince S.A.: valuation of a cross border joint-venture Essay1657 Words   |  7 Pagesmulti-currency cash flows, currency risk and political risk being taken into account in our valuation model? 4. What is the relevant cost of capital for Jersey? For R.T. Nakit? Can they be different? Why? 5. What is the Dinar (Pound) value of the joint venture R.T. Nakit (jersey)? What are the project’s value drivers? 1- The data presented on exhibit 3.7 is, indeed following some of the assumptions stated on exhibit 3.1: minimum cash level is 10% of total assets, which was proved by dividing cash by totalRead MoreCost of Capital Using Discounted Cash Flow Approach1060 Words   |  5 PagesIn finance, the discounted cash flow (DCF) analysis is a method of valuing a project, company or asset using the concepts of time value of money (Wikipedia, 2004). Three inputs are required to use the DCF, also called dividend-yield-plus-growth-rate approach, include: the current stock price, the current dividend, and the marginal investor’s expected dividend growth rate. The stock price and the dividend are east to obtain, but the expected growth rate is difficult to estimate (Ehrhardt BrighamRead MoreThe Issue Bonds Generally Go Through A Series Of Steps894 Words   |  4 Pagesdebt financing of capital investments. Leasing offers the use that is usually the option to obtain capital benefit. For ot her cooperatives, certain changes in the economy might give strength to cooperatives to try to distinguish and to advance both cash flow and profit accomplishment through the use of long-term capital leasing plans. 3. Discuss the two major types of leases. There are two type of leases the operating and the capital. Operating leases is sometimes called a service lease that generallyRead MoreValuation of Kia Motors2358 Words   |  10 Pages Date: Jan 30, 2013 Table of Contents 1. Introduction 1 2. Valuation Methodology 2 2.1. Discounted Cash Flow 2 2.2. Terminal Value 3 2.3. Weighted Average Cost of Capital 3 2.3.1 Cost of Equity 4 2.3.2 Cost of Debt 4 2.4. Free Cash Flow 4 3. Calculation of WACC for Kia motors 5 4. Calculation of Free Cash Flow for Kia motors 5 5. Estimation of the value for Kia motors at the end of 2011 6 6. Conclusion 6 References 7 Appendix -1 8

Architectural Failures, Safety Measures and Risks in...

ARCHITECTURAL FAILURES, SAFETY MEASURES AND RISKS IN CONSTRUCTION - NIA 303 (2) Text of Paper presented to the NIAPPE preparatory seminar at Digital Bridge Institute on 6 March 2012 by Arc. J. O. Toluhi PART I – ARCHITECTURAL FAILURES The concept of architectural failures is better understood from the perspective of what architecture really is, criteria for architectural project success and what failure connotes. What architecture means Architecture is defined in various ways by architects and non-architects alike depending on their focus or area of emphasis. You must be familiar with the definition offered in the ARCON law which attempts to capture different ramifications of the profession. By Le Corbusier’s definition, Architecture is†¦show more content†¦This type of failure, which has become a grave cause for concern in recent times, can be caused by a wide range of factors including: a) inadequate soil investigation leading to an unsuitable foundation desi gn and construction. b) an improper structural design usually by a quack (charlatan), inexperienced or unqualified professional, c) lack of or inadequate supervision of construction to ensure strict adherence to design and specifications d) use of poor, substandard or untested materials. e) wrong choice of (an incompetent contractor) which can set the stage for this type of failure. All these could be brought about by and constitute professional negligence, which is considered a serious misconduct from which an architect cannot excuse himself. An architect’s role as the coordinator of allied professional inputs into an architectural project calls for vigilance on his part. Research and experimental/demonstrative projects should be properly handled and protected from the incidence of collapse. ii) Malfunction (Non-functional Designs): This is a failure at meeting one of the critical success criteria of an architectural project – meeting the user’s expectation. A building is designed to fulfill a particular purpose and to specific standards of performance and it fails when it falls short of the purpose or performance standard. A public building meant to be reached with ease will be a failure if wrongly sited on the outskirts of town where it takes extra effortShow MoreRelatedDesigning And Planning For A Health Care Facility1051 Words   |  5 Pagessmallest tasks of obtaining the required equipment to the examination of Budget planning and cost estimates (Synthesis Partnership, 2011). Budgeting and cost estimates go hand in hand with planning the construction of a facility. Rigorous planning and development go hand in hand with design and construction. The thoroughly developed the plan is the more likely that a successful facility will arise in the outcome. When it comes to planning there are a variety of stakeholders involved. Those stakeholdersRead MoreConcrete And Its Effects On The World After Water1141 Words   |  5 PagesINTRODUCTION 1.1 Background to the Study Concrete is the second most utilized substance in the world after water and is the most widely used construction material with an annual global production of about 10 billion tonnes. It is preferred in most structures because of its unique properties such as durability and high compressive strength. It is however relatively weak in tension, its tensile strength being about 10-15 % of its compressive strength requiring that it be reinforced with materialsRead MoreDevelopment Of Building Codes Of South Korea Essay1463 Words   |  6 Pages(Evans, Chon and Shui). Early Building Standards The first official building standard came into effect in 1977. It was a result of the 1970’s oil crisis. This outlined the mandatory building standards of insulation thickness. This was the first measure for energy savings as a way to counteract the increase in growing energy use by the country by targeting the energy used to regulate temperature in buildings. (Online Code Environment Advocacy Network) In 1979, the Rational Energy Utilization ActRead MoreNicmar Ncp 211910 Words   |  8 Pages NCP 21 ASSIGNMENT Date: 12/4/2011 Submitted by Mohammed Zaki Mateen Introduction: The present project deals with the construction of a housing colony for an industrial group to be located in Western Maharashtra in a Costal belt. We have to construct a colony consisting of 10 bungalows for senior executives, 20 apartments in five buildings, 100 dwellings for white collar workersRead MoreNicmar Ncp 211925 Words   |  8 Pages NCP 21 ASSIGNMENT Date: 12/4/2011 Submitted by Mohammed Zaki Mateen Introduction: The present project deals with the construction of a housing colony for an industrial group to be located in Western Maharashtra in a Costal belt. We have to construct a colony consisting of 10 bungalows for senior executives, 20 apartments in five buildings, 100 dwellings for white collar workersRead Moreâ€Å"Risk Can Be Identified and Controlled. Therefore All Industrial Disasters Are Preventable.† Discuss.2639 Words   |  11 Pagesâ€Å"Risk can be identified and controlled. Therefore all industrial disasters are preventable.† Discuss. This essay discusses the apparently logical proposition that if risk can be identified and controlled, industrial disasters are preventable. It first examines the concepts of ‘risk’, ‘identification and control’, ‘disaster’ and ‘preventable’ before examining the nature of the industrial disaster through a systems approach; it will be shown that a disaster can be deconstructed in order to presentRead MoreProject Definition Report - Naxxar Sports and Shopping Complex7368 Words   |  30 Pages.............................................................................................................. 13 Project Management System........................................................................................................ 16 Risks and Assumptions .................................................................................................................. 20 Project Budgets ............................................. ....................................................Read MoreThe Case for Front End Loading (Fel) and Constructability Reviews3617 Words   |  15 Pagesare not integrated result in duplication and inconsistency. An even more disheartening set of statistics appeared in 1998 (Standish Group’s Chaos research on Information technology Projects): †¢ †¢ †¢ 24% of the monitored projects were rated as â€Å"Failures†, 49% were rated as â€Å"Challenged† while only 27% were rated as â€Å"Successful†. At about the same time that these dismal statistics appeared, the Independent Project Analysis group, which benchmarks projects, both large and small, largely in the petrochemicalRead MoreWeb Application And The Internet Hackers1800 Words   |  8 Pagesevery company they have a responsibility to ensure the safety and security companies in which they work. As part of this responsibility includes the company s work and ensure its continuity. According to this matter, companies that rely on our own computer devices, these companies must take into account the security side of its own security policies. 3. Get the competitive feature: Development and maintenance of effective security measures it can provide an organization or company have the abilityRead MoreCommunication Management Challenges in Construction Project Execution63139 Words   |  253 PagesTo Chapter 2 (Organizing for Project Management) | The Owners Perspective   Ã‚  Ã‚   Introduction   Ã‚  Ã‚   The Project Life Cycle   Ã‚  Ã‚   Major Types of Construction   Ã‚  Ã‚   Selection of Professional Services   Ã‚  Ã‚   Construction Contractors   Ã‚  Ã‚   Financing of Constructed Facilities   Ã‚  Ã‚   Legal and Regulatory Requirements   Ã‚  Ã‚   The Changing Environment of the Construction Industry   Ã‚  Ã‚   The Role of Project Managers   Ã‚  Ã‚   References   Ã‚  Ã‚   Footnotes | | | 1. The Owners Perspective 1.1 Introduction Like the five