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. 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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. 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On the First of October 2017 Free Essays

On the first of October 2017, the Catalonian president Carles Puigdemont held a succession vote to declare the territory of Catalonia as independent from Spain. Ninety percent of votes were in favor for independence (Catalonia). Later in the month, on the 27th of October, Puigdemont declared the northwestern territory of Spain as independent. We will write a custom essay sample on On the First of October 2017 or any similar topic only for you Order Now The Spanish government responded by suspending the Catalonian government and managing the region under the central government, which is justified under Article 155 of their constitution which entitles that the government of Spain can â€Å"take the measures necessary† to â€Å"protect general interests† (The Spanish). But the succession forces in Catalonia are trying to challenge the Spanish Constitution over the illegality of their independence. The question is if these blockades imprinted in the Constitution are moral to be put into place. This situation of political chaos has escalated to the extent where the former regional leaders of Catalonia are either in jail in Madrid or in exile in Belgium and if they were to return to the region of Catalonia, they would face prosecution for treason (Minder). However, this has not stopped the succession forces in the region to try and put Puigdemont and his cabinet back into office. The controversy in these situations lies on a case to case basis. The campaign in territories seeking independence is based on the prosecution and legality of the laws set in place by the mother country. In Kurdistan, the Kurds want to succeed from the Iraqi government due to the oppression the people have had from historically being manipulated by other governments (Ali). The debate on the independence referendum in Scotland is based around the kingdom’s decision to remain part of the European Union or leave with the rest of the United Kingdom. To reach a decision in these debates, one must look into the social, political, and economic viewpoints for the morality of the independence situation for these territories. Initially, â€Å"the Kurds have long fought for their freedom, and have faced unimaginable oppression as a people† (Ali). This is the view of the 35 million Kurdish peoples long fight for independence starting back in World War Two. However, this movement has found conflict both in this region of Iraq and in the Western powers. In the case of Kurdistan, the debate if the territory should have their own state and if the United States and the other Western powers should support the Kurdish independence movement. Mohammed Ali’s opinion on this, the referendum in 2014 followed disputes on the sharing of oil proceeds between the Kurdistan Regional Government and the Iraqi Government (Ali). This has had lukewarm reception by the Western governments. The Kurdish people have just reasoning and have proven reliable, so why would governments want to inhibit this process? So why, would the vote for independence in the region be condemned. Overall, Mohammed Ali is a journalist for the Independent and has articles about the situation in Kurdistan. Ali’s bias, as formally stated, makes his statements very questionable and focused on his side of the argument. Krishnadev Calamur is a senior editor at The Atlantic and focuses mostly on news reports in the Middle East and Asia and on the United States involvement, which adds a sense of bias for Kurdistan to his articles.Subsequently, â€Å"Scotland is being dragged out of the EU against our will,† and this underlines the need for Scotland to have self-determination (Clock). The issue in Scotland and their movement towards succession is based around the United Kingdom leaving the European Union. Some of the nationalist parties in Scotland are organizing a referendum after the parliament of the United Kingdom decided to leave the European Union (Clock). These parties say that Scotland had little say in this matter and they think that Scotland would have better hopes of governing itself inside of the European Union (Clock). The increased following on the nationalist parties and the formation of a referendum would need to happen sooner than later if any movement is to happen in this territory. To analyze, The Herald newspaper in Scotland backed a no vote in the independence referendum but proclaims itself to be unbiased from any political belief. The newspaper is the eighth oldest newspaper in the world and has political bias depending on which authors are working for The Herald. With all of this noted, it can be inferred that the bias of this article is to the nationalistic side of the Scotland argument due to bold statements against leaving the European Union.In Catalonia, the constitution instituted Article 155 in Catalonia to stop the region from leaving Spain. This independence movement has hurt Catalonia as a whole. â€Å"Unemployment, retail sales, and tourist numbers all came in worse than expected for the end of 2017 while the growth of the Catalan economy lagged behind the nation as a whole† (Savitsky). This economic situation did not trouble Catalonia before this active movement for succession. Catalonia has added up to sixteen percent of the population and twenty percent of the Spanish economy, which is 223.6 billion euros as of October 2017 (Bosch). If the government of Catalonia is able to succeed, the tensions between the two sides would reduce, and the governments could focus on more important issues, like the economy, and be able to progress further separately.To evaluate, this side of the Catalonia issue shows that if the region of Catalonia is able to succeed, it would allow both Spain and Catalonia to progress from their currently regressed economic situations. From this position, it would be the best for both sides for Catalonia to become independent. From the opposing viewpoint, Kurdistan would have a struggling economy if they became independent. An Iraqi trader mentioned that â€Å"the market would die† if the Kurds threats became reality (Dziadosz). The economy in the region is based on oil sales that add up to ninety percent of its revenues (Dziadosz). This could bring a problem of self-reliance for the Kurdish people. Also, the majority of the oil goes to Turkey, which questions to the viability of the economy of an independent Kurdistan arise (Dziadosz). Despite this, even Turkey is against the independence of the Kurds. The President of Turkey Recep Tayyip Erdogan mentioned the Kurds vote for independence as â€Å"treachery† and that the region would â€Å"not find food or clothing† if independence ensued (Dziadosz). This threat has kept the Kurds from becoming independent is due to the one dimensional economy of oil and the fact that basic goods in the region need to be imported (Dziadosz). Based on the facts, should Kurdistan become an independent nation with the knowledge that it cannot support itself economically.To evaluate, Alex Dziadosz is a freelance journalist currently based in Lebanon and has been awarded the New York Press Award for his reporting in Iraq. Based on this, Dziadosz has seemed to take evidence of his findings from the Middle East to make his own credible statements and this article seems to be no exception. Moreover, Scotland is seen to be better off if Scotland stays with the United Kingdom. As a whole, the United Kingdom is a world power that is both relatively small both geographically and in population. Scotland benefits from being considered a world power. Scotland also values the United Nations, where the United Kingdom is one of the five permanent members on the world security council (McCafferty). This makes Scotland, England, and Northern Ireland stronger together than in their separate ways. As well, the complaint that Scotland is not represented in the United Kingdom is not true. Based on evidence, Scotland has more money spent on public services per person than that of England, a  £1,460 difference (McCafferty). As with that, the general public opinion in Scotland is that they are â€Å"equally Scottish and British† and many Scots have family across the border (McCafferty).In analysis, Ross McCafferty is a writer for the Scotsman that talks about his views on politics and sports in the United Kingdom and Scotland. The fact that McCafferty states his views in his articles could make them have questionable bias if they are not backed up with facts and not recognize the other side of the issue. McCafferty’s article has a bias for continued union with the United Kingdom but is no less reliable based on the facts and evidence proposed in the article.Furthermore, the issue of the independence of Catalonia is a risk of uncertainty for the region. Economists at Berenberg Bank, one of the leading private banks based in Germany, mentioned that there was no practical way for Catalonia to become an independent nation inside of the European Union (Kottasovà ¡). With independence, Catalonia would not be a World Trade Organization member, and would face major trade barriers (Kottasovà ¡). With these blockades, the price of imported goods into the region would rise, and would result in more unemployment (Kottasovà ¡). The region could also use the euro as a currency, but with no representation, as they would not have a seat in the European Central Bank (Kottasovà ¡). With this, the region of Catalonia would face barriers far larger than the ones that they currently have with Spain. This would most likely result in the loss of the rest of the Spain as a trade partner. With this, would they be able to risk the uncertainty that would ensue with independence?To evaluate, Ivana Kottasovà ¡ is a reporter at CNN Money that covers European business and economy. The article covers both sides of the issue in Catalonia but focuses mostly on the perspective of Spain. The author’s credentials and the evaluation of both sides of the case makes the case of the economics seem credible. Thus, after the evaluation of the cases, one can decide the logical perspective that each case should be placed into. Initially, my perspective on the issue was for the independence for these territories. But after extensive research and contemplation on the subject matter, my perspective has changed. Currently with the Kurdish people, there is evidence of an inefficient economy based solely on oil with an unestablished government. Secondly, in Scotland, the country would be better prepared, both economically and politically, to stay with the rest of the United Kingdom. No matter what the nationalistic politicians claim, they are receiving help from the rest of the union. However, I still believe the circumstance in Catalonia is still under debate. The Catalans have a diverse economy in a territory around the size of Belgium. The territory also has the political leaders ready to take the next step from Spain with the public opinion of the region on their side. In final analysis, the information presented is still very limited. There is a need for the evaluation of the individual bias of the leaders of each government to ensure that their beliefs are for the best. Along with that, there is the need for the analysis of past territories that have either become independent or have stayed with their union. The issue at hand is very complex and is in need for further review for each case independently. Overall, I stand that the territories should be able to show their protest, but in the cases provided, these territories should stay with their current nations. How to cite On the First of October 2017, Papers

Criminal Justice Ethics Theory and Practice

Question: Why are custodial sentences imposed? Critically analyze the role of the prison? Answer: A custodial sentence is also known as judicial sentence. This type of custody imposes mandatory safekeeping of the convict, in either some prison or some other therapeutic institution or educational institution, such as a rehabilitation or reformatory homes. The aim of the criminal justice system at the time of imposing punishment is to provide protection to the public. The focus should not always be the offender but also the victim, which may be an individual person or public at large (Bibas, 2012). In the United Kingdom, imprisonment is the most severe kind of punishment. When a serious offence is committed then custodial sentences are reserved for such kind of offences. According to the law of United Kingdom, when a crime is committed that is so serious that neither a fine alone nor a community sentence can be justified for the offence. This is enumerated in Section 152 (2) of the Criminal Justice Act, 2003. Where the Court believes that it is necessary to protect the public, a custodial sentence may be imposed. The seriousness of the crime helps the Court in determining the length of the sentence and the penalty that is to be imposed (Jones, n.d.). The Parliament has introduced some serious offences for which minimum sentences will be awarded unless there are exceptional circumstances: For third class A drug trafficking a minimum sentence of seven years and in case of domestic burglary three years of imprisonment. For certain firearms offences a minimum sentence of five years For someone using a mind weapon a minimum sentence of five years. The Court at the time of deciding sentences may examine the seriousness of the crime, the culpability of the person who has committed the crime, the actual harm that is caused by the offence and the circumstances of the offender. These factors help in determining the purpose of sentence that is awarded by the court (Bibas, 2012). The main aim of awarding custodial sentences is to determine how effective the punishment will be in a particular offence. Sentences should not only aim at ensuring the effectiveness of punishing the offender but also in knowing the underlying reasons of offence (Jones, n.d.). The Court may choose to suspend the sentence for up to two years when it imposes a custodial sentence between 14 and two years. This means that the prisoner is not sent to the jail immediately but is given an opportunity to comply with the 12 requirements set by the Court. The requirements include doing work that is not paid, being impose to a curfew and going through a treatment programme for alcohol and drugs. This is known as suspended custodial sentences. In case of determinate custodial sentences, the Court fixes up a particular length of prison and is the most common type of sentence that is awarded by the Court of United Kingdom. Extended custodial sentences, is imposed by the Court when the offender is above the age of 18 and has committed an offence of sexual violence or the offender has already committed a crime that is scheduled in 15B of the Criminal Justice Act, 2003. When an offence is committed, which is very grave in nature then in such situations, the court may impose life custodial sentences. In each case, the factors determine the purposes of sentencing. Most sentences will meet many purposes while one may meet only one purpose. The Courts have claimed that the main purpose of custodial sentencing should be punishment. The punishment however, should be of such a nature that it should punish the offender and at the same time it should also ensure about the reasons that led to the behaviour of such nature. Although imprisonment is considered as a mean of sentencing someone, but too often it serves only to protect the public for a certain period. There are claims about sentencing that short period of custody and imprisonment are often most ineffective in reducing the crime rate. The most effective way to reduce crime rate is community punishment that is used mist widely as a means of punishing the criminals. Community sentencing has the ability to increase public confidence amongst people. Criminologists have been wondering about the effects of whether imposing custodial sentences can actually be effective in reducing the crime rate or is it the lenient method of imposing the crime that will be more effective. Retribution is the harsh method of imposing punishment. This form of imprisonment involves a harsh and a more strict way of addressing the imprisonment (Jones, n.d.). The main aim of imposing the retributory method of imprisonment is to do justice to the public by punishing the offender in a harsh way. Rehabilitation, on the other hand, focuses more on the reasons behind committing of such a crime. Research evidence suggests that custodial imprisonment is the most effective way of punishing a person. A heavy price is always paid even for a moderate reduction in crime. The greatest effect of custodial sentencing is because of their incorporation into a guideline that helps in achieving good results (Bibas, 2012). However, there are considerations regarding the impact on community of custodial offences. Court orders are often neglected because of delays in the proceedings of prosecuting a person accused with crime. If a prosecution does not start within the first 5 months of a person who is accused on assumption, then this will lead to ambiguity in the court proceedings. Offenders area unit solely allowed attending some programmes if they gift a danger level that contest the programmes level of strength and if deemed to possess the offending-related wants addressed by the programme. Eligibility and quality criteria suggests that the offenders should not be judged on a personal level, rather they should be judged on the ground on the wrong that they have committed. It is a belief of most of the theorists that sentences and imprisonment are the best form of custodial sentences. The main aim of providing custodial sentence to a criminal is that they should be more focused on thinking about community feelings rather than their own feelings and desires (MesÃÅ'Å’ko et al., 2013). Public appreciation is important as it suggests that the community sentences are not an easy way out from the action will always be effective. Many theorists have realized the importance of custodial sentences stating that they have often been more motivated with the custodial offences and non-community imprisonment. In the modern republic, society people have understood the importance of prison as a tool for correction of people (Bowen and Brown, 2012). When people break the laws that are against the society then they are to be punished in every way possible for not abiding by the rules of the community. The best way to punish people is to imprison them. It is the corrected individual who regulates his behaviour with regard to the lesson he has learnt behind the prison bar (MesÃÅ'Å’ko et al., 2013). Prison is more likely to act as a threat against the person who intends or actually breaks the rules that are set by society and government. A critic may always point out that a person merely serves as a lesson for those who break law but the fundamental question remains unanswered and that are, whether the government should include any harsher ways of punishing the offender for more severe crimes. The process of election is nothing but a darwinian means of planting new representatives who are part of the elite society (Bowen and Brown, 2012). A prison is an institute that is used for correction of people who have committed a wrong as against the society. A prison is always expected to adapt a changing role in a changing society. In the United Kingdom, the term prison means a little more than just a convenient designation for all the male offenders of the society (OlaÃÅ' solo, 2012). Institutions wherein people are kept for more than a year for changing their outlook about crimes and the way they commit crime can also be termed as prison in the United Kingdom. In other countries, the term prison may also include the reformatories or schools that teach people a lesson with regard to crimes. A person who has been in prison for more than fifty years may be found in any of the minimum of medium security institutions or units (MesÃÅ'Å’ko et al., 2013). In modern society, the role of prison is often termed as correctional institutions more than penal institutions for convenience. It is not possible to give an exact figure of the total number of prisons that was formed in the country of United Kingdom. The formation of the prison system is manifestation of the progress in the formation of the prisons. The progress was not merely the formation of the prisons for the rehabilitation of the prisoners but also promote effective rehabilitation of the prisoners (Bowen and Brown, 2012). With the help of scientific techniques, one can promote effective rehabilitation. As a commissioner of Mental Health is good that people who represent a wide variety of interests of the community should be a part of the discussion that relates to the functionality of a prison. Therefore, it may be concluded that a prison is thus a wide variety of instruments that society uses to prevent and control crime whereas, penology may be a more proper setting that as a sector in the field of criminology and the wider field of the social sciences. It is high time to realize that a prison should be considered as something more than just an instrument of societys retributive vengeance. This means that this is the basic philosophy that it is more correctional than punitive in nature (MesÃÅ'Å’ko et al., 2013). The prisoners are not to be considered as member of a zoo but men and women involved in a delicate and difficult operation. The prison is not merely a place where we dump people considering them as a scrap head but a place where scientific techniques should be used for curing the criminals. Curing of a prisoner is a total step of extracting, converting, refining the possibly valuable material that passes on a filled belt line through the courts and clinics (Bowen and Brown, 2012). The truth however, prevails that it is crime that has prevented the agencies and the programs that seek men and women to become delinquent, not alone by the forces used by the police officials, but also the services that enable the prisoners to correct themselves. The ordinary public does not consider these functions as preventive as all these services deal with the convicted offenders (MesÃÅ'Å’ko et al., 2013). If people start thinking as these agencies as preventive then it may mean that, it is expected to increase the risk of possible offenders through the fear of punishment. The primary function of a probation and parole is to reduce the number of crimes that are committed by the people in fear of prison. Sometimes it is also noted that a number of people who are repeatedly sent to jail for the same crime that they commit tend to become bitter with the crime that they commit and the same punishment they get for the same kind of crime every day. The question that arises here i s how one can be cured in a prison, by locking them up or by throwing the keys of the prison away. The answer to this question may be related back to the times when the uncivilized culture prevailed and people were subject to these kinds of punishments. As part of a civilized culture, one should deal with the prisoners more subtly and softly. They are not to be faced with a barbaric or inhuman punishment (MesÃÅ'Å’ko et al., 2013). It is therefore obvious, that prison no doubt provides people a sense of protection against people who have the potential drive for committing crimes. This solves a lot of problem that is associated with criminals without solving the problem of crime, in general. Imprisonment also in certain cases does not fulfill the purpose of providing a protective device unless they are confined for life (Bowen and Brown, 2012). Modern society has always looked for protection against life imprisonment of the criminals and the traditional society is always in support of life confinement depending upon the degree of crime that they have committed. Another contribution that prison can make to the society is to provide training and treatment with a view to rehabilitate the prisoners. The addition of the professionally trained personnel has resulted in adding considerable amount of information of scientific value and that some researchers have agreed to this also. Sometimes it is the least productive institutions that have given good results in way of changing the prisoners from a major criminal to a normal human being (OlaÃÅ' solo, 2012). Conclusively, it may be stated that both the prison and custodial sentence aims at protecting the society and maintaining peace and harmony in the society. The Government expects the society to be free from all crimes and that is why institutions such as prisons and custodial imprisonment are made. The motto of the society should be to maintain peace and harmony and ensure that there is peace prevailing all over the world. Reference List: Banks, C., 2012.Criminal justice ethics: Theory and practice. Sage Publications. Bibas, S. (2012). The machinery of criminal justice. Oxford: Oxford University Press. Bottoms, A. and Tankebe, J., 2012. Beyond procedural justice: A dialogic approach to legitimacy in criminal justice.The journal of criminal law and criminology, pp.119-170. Bowen, E. and Brown, S. (2012). Perspectives on evaluating criminal justice and corrections. Bingley, U.K.: Emerald. Elbogen, E.B., Johnson, S.C., Newton, V.M., Straits-Troster, K., Vasterling, J.J., Wagner, H.R. and Beckham, J.C., 2012. Criminal justice involvement, trauma, and negative affect in Iraq and Afghanistan war era veterans.Journal of consulting and clinical psychology,80(6), p.1097. Emmerson, B., Ashworth, A. and Macdonald, A., 2012.Human rights and criminal justice. Sweet Maxwell. Jones, M. and Johnstone, P. (2012). History of criminal justice. Amsterdam: Elsevier. Maxfield, M. and Babbie, E., 2014.Research methods for criminal justice and criminology. Nelson Education. MesÃÅ'Å’ko, G., Sotlar, A., Greene, J. and Spence, P. (2013). Criminal justice and security - contemporary criminal justice practice and research. Ljubljana: Faculty of Criminal Justice and Security. Murray, J., Loeber, R. and Pardini, D., 2012. PARENTAL INVOLVEMENT IN THE CRIMINAL JUSTICE SYSTEM AND THE DEVELOPMENT OF YOUTH THEFT, MARIJUANA USE, DEPRESSION, AND POOR ACADEMIC PERFORMANCE*.Criminology,50(1), pp.255-302. Reid, S. and Reid, S. (2012). Criminal justice essentials. Chichester, West Sussex: Wiley-Blackwell. Reiman, J. and Leighton, P., 2015.The rich get richer and the poor get prison: Ideology, class, and criminal justice. Routledge. Tankebe, J. and Liebling, A. (n.d.). Legitimacy and criminal justice. Terrill, R.J., 2012.World criminal justice systems: A comparative survey. Routledge ings rather than their own feelings and desire