An Evaluation of the European Computer Driving Licence Essay Example for Free

An Evaluation of the European Computer Driving Licence Essay The research project includes the complete lifespan of the work from the rationale to the conclusion. I examine the reasons for conducting the research, how the Company might benefit from the experience and how trainers may reflect and add to their toolbox of skills and knowledge. The project also considers the background to the European Computer Driving Licence (ECDL) and how this came to AEGON UK Services, what role Workplace Training Services had to play and what part of strategy ECDL was designed to meet. The main body of the project, the research itself, sets out to consider a range of questions related to the evaluation of ECDL within a financial services setting which I believe is a valuable piece of research that is not presently widely available. The research considers the practical implications of the work and the justifications for following the particular actions undertaken. The conclusion draws the project together and provides answers to the questions considered above. Does ECDL add value within the business, have learners acquired new skills, what of the present learning methods and how might these be designed to suit the needs of future learners? I support my research findings with the results of my data collection exercises together with statistics relating to ECDL including its recent use outside of Europe. Finally, I present the detail of material used whilst working on the project as Reference and Bibliography. AEGON UK Services (UKS) is the ‘closed book’ arm or Third Party Administration (TPA) operation for AEGON UK one of the world’s top ten financial services companies. As a TPA no new business comes into the organisation and particularly in the present economic climate control of costs and expenses becomes paramount. It is not an overstatement to consider that the continuing well being of the UKS site in Lytham rests with its highly competitive nature. When one considers that the average cost of one staff member in Lytham is à ¯Ã‚ ¿Ã‚ ½40,00 pa whilst the equivalent outlay at the AEGON UK Head Office in Edinburgh is almost double at à ¯Ã‚ ¿Ã‚ ½65,000 pa, financial evidence becomes clear particularly with close to 900 staff at the Lytham site. There are many reasons for this divergence in costs, not all of which may be directly influenced by the Company but it is this difference which remains key to the health of the AEGON UK Services operation. It is against this background that the research into the European Computer Driving Licence (ECDL) is set, one of the organisation obtaining maximum value for each pound of spend. As Managing Director, David Barker, said at the 2002 Business Plan launch to staff, ‘Through the professionalism, skill and commitment of its staff AEGON UK Services has a key part to play in the growth and development of the UK operation.’ It is my responsibility, as Training Manager for UKS, to provide learning opportunities, develop staff and upgrade their knowledge and skills to meet the challenges set by the Managing Director and the Board of AEGON UK. After all, a shortage of skills could threaten the livelihood of the operation. Fingold and Soskice (1989:22) who created the notion of a ‘low skills/low quality equilibrium’ argued that ‘†¦ the majority of enterprises staffed by poorly trained managers and workers produce low quality goods and services.’ Their view was that Britain would not be able to keep pace with changing economic conditions. A decade on and still the need for the training and development of our staff in relation to the growth of our business remains. As David Blunkett, Secretary of State for Education Employment, sets out the challenge ahead for us all when speaking at the National Training Awards ceremony in December 2000. ‘The key message today is that there is a real economic need for people to upgrade skills throughout life. We need to help everyone fulfil their potential and respond to the changing world economy.’ (People Management, Vol 6, No 25). The task facing us in the UKS Training team is to meet the Secretary of State’s challenge and drive the business forward at the same time whilst maintaining a tight rein on expenditure. In the summer of 2001 our Union Representative introduced me to Workplace Training Services and this partnership with a local education provider soon bore fruit. A key strategic challenge for AEGON UK in 2002 was the introduction of a Common Operating Environment (COE) between its various UK operations; the most visible aspect of the COE would be the launch of Microsoft Office 2000 in the various sites. Significantly, as AEGON UK Services previously used Microsoft there were no plans to create a formal training plan for the business, rather than relying our awareness of existing applications. The Manager, Dedicated Delivery, of Workplace Training Services (an arm of Preston College), Cyril Wheat, offered the use of the European Computer Driving Licence (ECDL) as part of our solution to the need for staff learning and development in Office 2000. The seven-module ECDL programme is based upon the Microsoft Office 2000 applications and included learning on our key workplace needs, Word, PowerPoint and Excel. Over 50 staff started the ECDL qualification in September 2001 and to-date over 150 have either achieved the award or are working towards it. Further developments of our work with the College have been the provision of additional learning and development for staff, in particular the provision of Learndirect facilities and the healthy ‘learning partnership’ that has grown between an employer, union and education institution. To support the development of this significant partnership Workplace Training Services offered AEGON UK Services 100 free places on the ECDL programme in 2002. Although we have seen a large number of staff following the ECDL programme, myself included, AEGON UK Services has never conducted any formal evaluation of the learning programme. Whilst I have learned new skills and am able to access more difficult applications, has the Company benefited from the ECDL partnership, have the staff developed new skills and how might the programme best be carried forward? This is the rationale for the following research which is designed for the benefit, primarily, of the Company but also for the staff, College and as a valid piece of research. Congratulations Sara Lundstedt! But why is this the Swedish environmental co-ordinator so significant to the history of the European Computer Driving Licence (ECDL). Well, Sara became the one millionth student to complete the programme, as reported in the June 2001 edition of IT Training (P7). What is ECDL and where did it come from? In 1994 the concept originated in Finland where the Finnish Information Process Association introduced the Computer Driving Licence. Shortly after, the Council of European Professional Informatics Societies (CEPIS) established the User Skills Task Force in 1995. The Task Force, supported by funding from the European Commission, was to examine how to raise IT skill levels in European industry. The Task Force identified the potential of the Finnish Licence and investigated the feasibility of adopting it and making it into a qualification for the whole of Europe. CEPIS actively encourages IT literacy and promotes acceptance of professional standards for ICT professionals throughout Europe. Pilot tests were carried out during 1995 and early 1996 resulting in the launch of the European Computer Driving Licence (ECDL) in August 1996, initially in Sweden and then throughout Europe. The ECDL Foundation was formed in 1997 to administer the ECDL programme on a not-for-profit basis and to promote, develop and certify computer skills and IT knowledge. According to its official website, the business of the ECDL Foundation is ‘To disseminate, promote and evolve ECDL as a globally accepted IT skills certification programme that prepares all people for participation in the Information Society.’ On the surface, this has been successful; in 1999 the International Computer Driving Licence (ICDL) was created as the standard qualification for non-European countries. The syllabus is identical to that of ECDL and was initially taken up by Australia, Canada, South Africa and Zimbabwe. Since then, more countries have joined the ICDL programme, ranging from Greece in 2000 to most recently, Malaysia. According to The Electric Paper Company Limited (http://www.electricpaper.ie/products/ecdl.asp) ‘†¦to-date, over 1.75 million people are registered on an ECDL/ICDL programme. This number is growing daily. There are tens of thousands of accredited test centres worldwide enabling people to take their tests an attain certificates.’ So, seven module appears to be working as students are assessed against the following competencies: basic concepts of IT, using a computer and managing files, word processing, spreadsheets, databases, presentation and information and communication. The ECDL Foundation points out that the programme is now used in over 60 countries and IT Training announced in its October 2002 edition that ‘†¦the number of students †¦ enrolled topped the half-million mark. The British Computer Society (BCS) also reports that it is issuing 1,000 ECDL certificates every day.’ One of the first organisations in the public sector to move towards qualifying the computer skills of its staff is the NHS which recognised the increasing role that computer skills had to play in the public health sector. The significance of the ECDL decision is reflected in the fact that it was announced by Health Secretary, Lord Hunt. He said, ‘New technology investments to support staff to plan, deliver and review health care will not be successful unless more priority is given to ensuring that all staff have a basic level of IT skills.’ There is a great deal of published support for the ECDL programme and I have included highlights from two successful ventures. The House of Commons became the first Parliament in the world to offer staff training in IT skills, aimed at MP’s assistants and constituency workers. Dr. Matthew Donaghy, Industry and Parliament Trust ADAPT Project Manager, said, â€Å"Our objective, and indeed an important part of securing funding for the project, was to increase the employability of staff outside the Parliamentary sector. ECDL gives staff an extra qualification showing their competence with IT in the office, but also allows flexibility in training for the qualification so that it does not interfere with major projects they may be working on.† Donaghy continued, â€Å"An extra benefit of the course has been the increased level of teamwork between MP’s assistants. Staff are increasingly sharing tips on office practices, which will mean a more professional MPs service al l round.† The Bank of England is also enabling its staff to take the ECDL programme via personal or on-line training. Bank Deputy Governor, Mervyn King, who has successfully completed the qualification said, ‘Across the Bank, the ECDL will enable people to achieve a wide range of essential skills in IT, on which they can build in the future. I am convinced that it is an ideal way for my colleagues to improve and consolidate their knowledge, to build confidence and to improve both productivity and decision making.† ECDL appears therefore to have positive support, endorsed by Peter Bayley, Director of ECDL at the British Computer Society, who confirms that, ‘Since the UK launch there has been a growing demand for information about ECDL users from both the Further Education and Corporate sectors in order to measure profiles, motivation, satisfaction and likely interest in our newly launched ECDL Advanced qualification. Apart from a gratifying 95 per cent satisfaction rating, almost two thirds of those polled chose ECDL because of its broad recognition as a computer skills qualification. In addition, 97% said they would recommend ECDL to family, friends and colleagues and 87% were interested in an ECDL Advanced qualification.’ Despite the fact that there is a great deal of published evidential support for ECDL, there remains little evidence within AEGON UK Services that the programme has been and remains successful. To date, we have tended to take the view that people pass, therefore it works! But does it? As Reay (1994:23) points out, ‘†¦evaluation can enable you to do better in the future. This is not to say that you’ve been failing in the past; but good trainers realize there is always room for improvement.’ It is against this background, of a developing IT culture within Europe and latterly the rest of the world, that the research with AEGON UK Services is set. Will the experiences outlined above be matched within the Company? ‘Most people associate the word ‘research’ with activities which are substantially removed from day-to-day life and which are pursued by outstandingly gifted persons with an unusual level of commitment’, suggested Howard and Sharp (1983:6). However, Denscombe (1998:1) takes an alternative approach when opening his piece of work some 15 years later, ‘Social research is no longer the concern of the small elite of professionals and full-time researchers. It has become the concern of a far greater number of people who are faced with the prospect of undertaking small-scale research projects as part of an academic course or their professional development.’ In my case, the piece of research was to be carried out over a 3 month period by the Training Manager of a large organisation with very ordinary skills and an extremely heavy workload! Payton (1979:4) identified research as ‘†¦the process of looking for a specific answer in an organised objective reliable way’ and it is this search for answers that has driven me to tackle the challenge of evaluating the European Computer Driving Licence (ECDL) in AEGON UK Services. Considering what questions to ask, Black suggests (1993:24/25), may prove a significant challenge in itself, ‘The most difficult part of starting a research project is often that of identifying the best question to ask, one that is meaningful, whose answer contributes to the discipline, and whose resulting research can be carried out within the resources available.’ When considering the questions to answer from the piece of research I was conscious of two things set down by Managing Director, David Barker: a) what would add value to the business supporting AEGON UK Services as a key part of the AEGON UK operation and b) provide learning opportunities to develop staff and up grade their knowledge and skills? These factors contributed directly to my questions: How has ECDL added value in AEGON UK Services? How have the learners acquired new skills to help them do their jobs? Has the method of learning for ECDL proved effective? What is the most effective way for any further learners to acquire the knowledge and skills necessary to achieve ECDL? Blaxter et al (1997:58) identified 2 different methods for designing and doing a research project, their ‘research families’ of qualitative and quantitative methods. To Burns (2000:3), the quantitative approach is viewed as ‘scientific’ and in his opinion, ‘†¦has been the conventional approach to research in all areas of investigation. The methods and purposes of scientific inquiry have been moulded by countless generations of scientists †¦Ã¢â‚¬â„¢ Burns (2000:9) outlines the strength of the quantitative approach as being its ‘†¦precision and control’, together with ‘†¦a deductive approach and the use of quantitative data (which) permits statistical analysis.’ Denscombe (1998:177) supports Burns’ standpoint by adding that, ‘The use of quantitative data in social research has its attractions. For one thing, it carries with it an aura of scientific respectability. Because it uses numbers and can present findings in the form of graphs and tables, it conveys a sense of solid, objective research.’ However, an alternative view also exists and caution is stressed by Silverman (2000:6) when pointing out that ‘ †¦the hard data on social structures which quantitative researchers claim to provide can turn out to be a mirage.’ Caution was necessary for me when considering the effect of ECDL upon an individual’s ability to do their job more effectively, as Cicourel (1964) points to defects with quantitative research, it may be useful but it also may conceal as well as reveal social processes. On the other hand, qualitative research is an umbrella term that covers a variety of styles of social research, drawing on a variety of disciplines. Tesch (1990) identified 26 distinct kinds of social research which can fall under the term ‘qualitative’ and no doubt, in time, that list will grow. However, Denscombe (1998:207) does see some common elements which begin to give some sense, as he sees it, to qualitative research, ‘†¦a concern with meanings and the way people understand things†¦Ã¢â‚¬â„¢ and ‘†¦a concern with patterns of behaviour†¦.’ Cohen and Mannion (1998:8) go a stage further and view qualitative research as a search for understanding in which ‘†¦the principal concern is with †¦ the way in which the individual creates, modifies and interprets the world in which he or she finds himself or herself.’ Researchers who adopted this qualitative approach, responsive to individual perceptions, were felt by Bell (1999:7) to ‘†¦seek insights rather than statistical analysis.’ A positive aspect of qualitative research, according to Miles and Huberman (1984:10), is ‘†¦that they focus on naturally occurring, ordinary events in natural settings, so that we have a strong handle on what ‘real life’ is like.’ The approach to this research project was on a qualitative basis and whilst there is a range of disadvantages to this method, including, as identified by Anderson (1990) – the ability to collect a large number of replies, allow for easy collation and cheap and readily available, Anderson did identify advantages with a qualitative approach. Significantly, when gathering data and information Anderson held that a qualitative approach enables the researcher to really understand another person, and qualitative research tends to focus on learners, central to the research project, and their views of the world. My own research project mirrors a number of Anderson’s findings; focusing on the learners and managers and thei r views, attitudes and feelings is key to my work and as such does not lend itself naturally to a quantitative or scientific basis. However, in Denscombe’s opinion (1998: 173), the two approaches are not mutually exclusive, the distinction between the two is over-simplified and relates to the treatment of the data. As Strauss (1987: 2) argues, ‘†¦the genuinely useful distinction is in how data are treated analytically.’ Denscombe’s (1998:173) view then is that ‘†¦a distinction between qualitative and quantitative research is far from watertight.’ To some extent, the research design depends on what Barnes (1992:114) highlights as either a deductive or inductive approach to the project, with action research a key method of the latter. Barnes takes the view that when using action research, ‘†¦the outcomes†¦are generally increased knowledge, understanding and improved practice.’ The implication from this is that action research has a relevance for what I will be undertaking and indeed Blaxter et al (1997:64) confirm this by pointing out that ‘†¦it is well suited to the needs of people conducting research in their own workplaces, and who have a focus on improving aspects of their own and their colleagues’ practices.’ Cohen and Mannion (1998:186) also focus their thoughts on this work-related aspect of action research by suggesting that it ‘†¦is situational – it is concerned with diagnosing a problem in a specific context and attempting to solve it in that context.’ Although action research as a basis suits the needs of my project as shown above, there are a number of criticisms about the method, often reflecting Cohen and Mannion’s (1998:193) comments that it is not scientific, ‘†¦its sample is restricted and unrepresentative†¦its findings †¦are restricted to the environment in which the research is carried out.’ I accept the above but am satisfied that although my findings may be ‘restricted to the environment’, they are after all intended for use solely within AEGON UK Services, any wider usage will be a bonus. Research data was accumulated by the use of questionnaires completed by learners, interviews with senior managers and Preston College staff, and focus groups conducted with groups of learners. This common multi-method approach is referred to as triangulation, as originally identified by the works of Elliott and Adelman (1976), and has been defined in Open University course 811 Study Guide (1988:54) as ‘†¦cross-checking the existence of certain phenomena and the veracity of individual accounts by gathering data from a number of informants and a number of sources and subsequently comparing and contrasting one account with another in order to produce as full and balanced a study as possible.’ The use of triangulation goes some way to meeting the need for this piece of research to be both reliable and valid. Bryman (1989:55) outlines reliability as something which ‘†¦refers to the consistency of a measure.’ Blaxter et al (1997:200) summarise the issue of reliability in simple terms as considering whether ‘†¦you have carried it out in such a way that, if another researcher were to look into the same questions in the same setting, they would come up with essentially the same results †¦.’ Validity is identified in a similar tone by the same authors, ‘†¦to do with whether your methods, approaches and techniques actually relate to, or measure, the issues you have been exploring.’ Triangulation is particularly important to me because it increases the strength and validity of my work. The use of questionnaires is outlined by Denscombe (1998:88) who suggests that they are at their most productive when: used with large numbers, straightforward information required, the social climate is open, standardised, time allows for delays, resources allow for the costs and when the respondents can be expected to be able to read and understand the questions. However, my own piece of research is much smaller with fewer in the sample, straightforward questions on information that is current, all of which adds to the simplicity of this process. However, there is a range of issues when using questionnaires with Bell (1999:75) suggesting that ‘It is harder to produce a really good questionnaire than might be imagined.’ McKernan (2000:125) endorses that view and warns that amongst the disadvantages are the amount of time taken compiling successful questions and low response rates. Nevertheless, the use of questionnaires provides direct access to the learners and adds balance to the interviews with my colleagues and members of Workplace Training Services. Given that my questionnaire is straightforward with simple questions I am satisfied that this is a particularly useful method of gathering my research data. Further weight is given to this argument by Burns (2000:581) who supports me by adding such strengths as ‘†¦cost, each respondent receives same set of questions, errors in collation of responses reduced, respondents free to reply at own pace/time, fear and embarrassment avoided, may guarantee confidentiality.’ Burns also highlights a number of potential concerns with the use of questionnaires including a poor response rate when compared to interviews, the potential for bias due to poor returns and badly prepared questionnaires. I acknowledge Burns’ concerns and test my questionnaire on a small pilot group of learners, drawn at random, to assess its ease of use; 2 questions are reworded to reflect the comments of this group. Given the small number of staff to have completed the ECDL programme I issue the questionnaire to all 45 which also supports the validity of my research and reduces the potential for any bias due to the choice of my sample. I am conscious that, as Cohen et al (2000:245) put it, ‘†¦the questionnaire will always be an intrusion into the life of the respondent, be it in terms of time taken to complete the questionnaire†¦or the possible invasion of privacy.’ As a result of this, great care is taken over the questions posed, the amount of content and the manner in which this is issued to learners. To keep the questionnaire simple I want to largely use closed questions and this method is supported by Wilson and McLean (1994:21) who confirm that these are ‘†¦simple to complete†¦and do not discriminate unduly on the basis of how articulate the respondents are†¦Ã¢â‚¬â„¢. However, to ensure that people’s views are gathered I aim to allow respondents a small degree of space for their own thoughts to be considered which mirrors the views of Oppenheim (1992:115) when considering the use of closed questions: ‘†¦they do not enable respondents to add any remarks, qualifications and explanations to the categories, and there is a risk that the categories might not be exhaustive and that there might be bias in them.’ A blank questionnaire is included as Appendix B. It is the need to gather personal views and opinions that prompts me to include interviews with senior managers, and focus groups amongst learners. As Denscombe (1998) points out, questionnaires are at their best with large numbers; I am dealing with 6 senior managers and am mindful that the culture of my own organisation is such that as Training Manager it is politic for me to see the senior managers rather than issue them with a questionnaire. As McKernan (2000:128) claims, ‘Interviewing is a social survey skill which can be taught.’ I am satisfied that my role in designing and delivering ‘Interviewing Skills’ training courses for 5 years to the same group of managers enables me to carry out this process! There are a number of identified advantages in using interview techniques for gathering my research data and these include, Burns (2000:582/3) who is an exponent of its flexibility, ‘†¦the interviewer has the opportunity to observe the subject and the total situation in which they are responding†¦Ã¢â‚¬â„¢ which according to Burns should produce higher response rates and ‘†¦if properly conducted should yield response rates of at least 80-85%. ‘ Cohen et al (2000:268) provides further thoughts and considerations on interviews, when outlining the need for trust to exist, suggesting that there should be a relationship between the interviewer and interviewee ‘†¦that transcended the research, that promoted a bond of friendship, a feeling of togetherness and joint pursuit of a common mission rising above personal egos.’ Once again, my relationship with the senior managers is such that I am confident that I have this level of trust in place already to enable a smooth process to occur. In addition, greater credibility is given to me conducting these interviews, as Kane (1997:68) asserts, ‘†¦the closer the interviewer is to the respondent in class, sex, age and interests, the greater chance the interviewer has of being successful.’ When considering the strengths and weaknesses of different types of interviews I endorse the comments of Patton (1980:206) who sets out the ‘interview guide approach’, which mirrors my requirements. The topic and issues to be covered are specified in advance, thus ‘†¦the outline increases the comprehensiveness of the data and makes data collection somewhat systematic for each respondent.’ I recognise that there is a risk of omitting important or salient points and that I must pay particular attention to maintaining focus on the key issues, in this case whether the managers consider that the ECDL programme has benefited the business. Consideration however must be given to the school of thought that exists regarding problems with the interview as a method for gathering my research data. Mason (1997:42) suggests that ‘good qualitative interviewing is hard, creative work. It is a much more complex and exhausting task to plan and carry out †¦ than, for example, to develop and use a structured questionnaire for asking a set of predetermined questions.’ Tuckman (1972) set out a number of problems with the interview as a technique for gathering data, including the fact that a competent interviewer is required (which may involve payment), a limited number of respondents can be reached and the reliability is quite limited. Whilst acknowledging these concerns, as I have set out my competency earlier, I require interviews with a controlled group of 6 individuals only and have a great degree of confidence in the reliability of my data. Not to mention that this interviewer requires no additional payment for the work. My final information gathering technique is the focus group which Kreuger (1988:27) highlights as typically having 5 characteristics, ‘†¦a) people who, b) posses certain characteristics, c) provide data, d) of a qualitative nature, e) in a focussed discussion.’ Cohen et al (2000:288) support my use of the focus group by suggesting that they ‘†¦might be useful to triangulate with more traditional forms of interviewing, questionnaires, observation etc.’ Although observation is not necessary or appropriate for my research, Cohen et al do concur with my use of the interview and questionnaire. According to the December 2002 issue of Croner’s A-Z Briefing (12/02:2), ‘†¦the main advantage of a focus group lies in its ability to collect subjective judgments where several, individual, judgments are better than just one. †¦By using a focus group †¦the researcher can see how and why individual judgments are supported †¦.’ This aspect of the focus group is particularly useful to me as it enables a group of learners to come together and share their experiences of the ECDL programme including highs and lows. It allows me the opportunity to facilitate discussion on the optimum way forward for AEGON UK Services and for future learners. Croner goes on to add that, ‘†¦they perform a useful function when evaluating various aspects of training and development, particularly when qualitative measurements are required and where it is deemed necessary to ascertain any unexpected outcomes or applications which have arisen as a result of such provision.’ Morgan (1988:43) cautions on the size of focus groups, suggesting ‘†¦between four and twelve†¦Ã¢â‚¬â„¢ whilst Croner takes a similar stance, ‘†¦between 6 and 12†¦Ã¢â‚¬â„¢ Both of the above agree on the need for careful consideration with sampling, in this case with the focus group, as Croner puts it (P3), ‘†¦all those involved do need to be representative of the total population under consideration.’ I have already decided to use all of my Award-holders as I have 3 months in which to carry out the research and have a small group, as Bell (1999:83) suggests, ‘The number of subjects in your investigation will necessarily depend on the amount of time you have.’ However, the question of the size of the sample and how it is selected is an issue. Cohen and Mannion (1998:87) put forward a range of sampling tools including probability and non-probability, random and stratified samples whilst Bryman (1989:107) argues the case for a representative sample using a type of probability sample. To ensure that each of my ECDL Award-holders has an equal probability of inclusion in the sample used for the focus groups, names are drawn at random from an Excel spreadsheet. Kerlinger (1986:45), identifies randomness thus, it ‘†¦ means that there is no known law, capable of being expressed in language, that correctly explains or describes events and their outcomes.’ Kerlinger (1986:44) goes on to provide further evidence that my sampling approach is correct, ‘†¦ random sampling is that method of drawing a portion (sample) of a population †¦ so that each member of the population †¦ has an equal chance of being selected.’ Taking into account the thoughts of both Morgan and Croner above, I facilitat e 2 focus groups of 8 members each. There are some difficulties in using focus groups and some of these are identified by Krueger (1988:46/7) who outlines the following: less control of the group as opposed to individuals, difficulties in analysing data, lack of interview skills, varying group dynamics, assembling groups and creating a supportive environment. I acknowledge Krueger’s observations and take extra care when running the focus groups although I must stress that my background is as a skilled interviewer and I am able to create a stable, supportive environment for the attendees who have attended similar workshops and courses in the past, often facilitated by me. ‘Any research project is likely to raise ethical issues. This is particularly so if it involves people directly, but may also be the case even if you conduct your research entirely on documentary evidence’, Blaxter et al (1997:146). Clearly, it is wrong for me to assume that, given my position as Training Manager, there is no issue with ethics, people know me and are happy to open up and provide me with valuable and valid information. Bell (1999:52) warns, ‘People will be doing you a favour if they agree to help, and they will need to know exactly what they will be asked to do, how much time they will be expected to give and what use will be made of the information they provide.’ The view is endorsed by McKernan (2000:241), who adds that, ‘It is crucial for all participants to know what their rights are in research of any kind.’ As such, I take great care when contacting my ECDL learners to alert them to my research and the need for their valuable input to further the learning partnership within AEGON UK Services. Particular attention is paid to the senior managers who give me some of their valuable time for 1:1 interviews and each of them is contacted personally by telephone to discuss the needs and requirements of the research and agree suitable times for the interviews. Hopkins (2000:221/2) identifies a range of principles that I must observe in the commitment to my research including, observing protocol, involving participants, reporting on progress, maintaining confidentiality and obtaining authority before using quotations. Particular care was observed when considering the use of quotations from our external partner, Workplace Training Services, and I arranged a special meeting with Cyril Wheat to discuss the learning partnership and seek his agreement to the use of specific quotations, included in the Conclusions to this research. As Burns (2000:22/3) summarises, ‘All in all it looks fairly difficult to conduct much research without running into ethical arguments.’ Burns’ comments alert me to the need to take nothing for granted in view of my ‘special’ position with the learners, ‘Ethical problems are likely to occur in social science research since human subjects are involved. Researchers must be aware of ethical considerations involved in voluntary and non-voluntary participation, deception, informed consent, privacy and confidentiality, the right to discontinue, and obligations of the experimenter.’ It is this ‘special’ position, that of someone who has worked very closely with most of the ECDL learners, that Sellitz et al (1962:583) might have been thinking of then they attested, ‘†¦ interviewers are human beings and not machines and their manner may have an effect on respondents.’ Many factors can influence responses one way or another, for instance Borg (1981:87) highlights a few of the problems that can occur, ‘†¦ eagerness of the respondents to please the interviewer, a vague antagonism †¦ or the tendency of the interviewer to seek out the answers that his preconceived notions †¦.These factors are called response effect by survey researchers.’ ECDL learners know me well and are aware of my enthusiasm for the learning partnership and our work with the ECDL programme. Might this naturally influence their responses to questionnaires, focus group or, even senior managers, interview questions? However, Bell (1999:139) offers words of wisdom, just as the aspiring researcher wilts under the strains of potential bias, by pointing out that ‘†¦ it is easier to acknowledge the fact that bias can creep in than to eliminate it altogether. This is a key consideration for my research as I am very keen for it to succeed being the instigator of the learning partnership with Workplace Training Services and the person responsible for the ECDL programme. A further area for my research to draw upon is the Training team’s entry for the 2002 National Training Awards. The entry was based upon the team’s work with the ECDL programme in AEGON UK Services and I refer to the comments of the judges in the Data Analysis and Conclusions. My research amongst European Computer Driving Licence (ECDL) award-holders in particular highlights the very positive aspects of the programme and it is encouraging to learn that all questioned feel that the programme has benefited them, personally and professionally. Significantly, the great majority of learners also felt able to now support colleagues with IT-related enquiries, a factor that reflects our status as an Investor In People; staff are keen to share knowledge with each other in a positive manner. ‘Being able to solve problems,’ ‘increasing one’s confidence’, ‘developing trouble-shooting skills’ and appropriately ‘staff trained in new technology’ are benefits to the company, as viewed by the learners. Although it is not the intention in my research to provide statistical analysis, rather to draw conclusions from learners’ responses, the feedback from learners does represent universal support for developing skills to enhance the business. Learners feel more competent to do their work, have a more confident approach and have developed skills to enable new work to be handled also converting manual tasks to a PC-based system. I am able to speak from personal experience and, as a result of taking the ECDL programme, I can now use Excel with some success. Whilst it is very difficult to make any claims with the research I am confident that the programme has made a significant difference. Prior to starting the ECDL prog ramme I was unable to use Excel despite having access to the program, after completing the Excel module I am now able to design spreadsheets for use in the Training team. There is evidence of other organisations introducing a successful ECDL programme and the following case study extracts are from the ECDL’s own website, www.ecdl.co.uk/employer/case. Mike Sampson, Human Resources Director at Royal Liver Assurance, commented: â€Å"We are delighted that the ECDL pilot scheme has proved to be so successful and now intend to run ECDL again with further members of staff. It is important that our employees are given the opportunity to refresh and improve upon their IT skills, which ultimately reflects a great benefit to Royal Liver and ensures the company’s values and good standing are continually maintained.† (www.ecdl.co.uk/employer/case/royal) Even in the world of IT itself, ECDL is viewed as a positive addition to the learning curriculum, Les Williamson, Resources Servicing Manager, IBM, added, ‘We realised fairly quickly that this certification would be beneficial across the site. Not many people can claim proficiency in all the IT productivity tools that we could be using everyday. This is a qualification that demonstrates just that. (www.ecdl.co.uk/employer/case/ibm) 90% of learners feel that they are now more confident when using a PC (66% of the remaining 10% already did so) which is an endorsement of our decision to offer the programme and a statistic from a similar exercise conducted amongst award-holders at Manchester NHS Health Authority in 2002 found that ECDL qualified staff are proven to save an average of 38 minutes per day. Staff within AEGON UK Services also highlighted the speed at which they are now able to process IT-related work as a benefit to the Company. Feedback from the learners in the questionnaires suggested that, whilst staff were achieving success using the CD ROM made available by Workplace Training Services, there was less than total satisfaction. Accordingly, amongst the questions I posed at the focus groups was ‘What method of learning would you recommend for future ECDL students?’ Although only a small percentage of respondents to the questionnaire felt that the quality of learning materials was less than ‘good’ during the focus groups, the mood was very different and people had the opportunity to express their views in more detail. It became apparent that the majority of the attendees of twelve felt that the CD ROM was difficult to work with, either because of their own IT situation out of the office, some did not have a PC at home, or more commonly because of the great amount of detail included. Their preferred learning method was to use paper-based material although some members of the focus gr oups felt that the CD ROM was ideal. Comments were also made that it was often difficult to obtain 1:1 support as members of the Training team were often involved in other projects and, in truth, were never seen as providing close support for learners. Learners’ comments were referred to Cyril Wheat who visited the site and spoke with groups of the learners; as a result, directly, of the feedback provided to Cyril his Workplace Training Services team started to provide future learning support material in two forms, paper-based for the majority, CD ROM where preferred. In addition, another change in policy as a result of feedback, with the introduction of a dedicated resource from the College, someone who would be guaranteed to be on the Lytham site once a week for personal tutorials. Most surprising amongst the findings was the feedback from the senior managers. Whilst the Managing Director has given the partnership with Workplace Training Services his blessing and has in fact recently enrolled on the ECDL programme, the same positive views are not held by the management team. I conducted the interviews and was surprised by the little knowledge that the managers had of the programme, one actually admitted that he had no awareness that any of his staff are taking an award. Whilst the general view amongst the managers was that any learning which develops the staff to enhance the business, must be a good thing, only one member of the team was more positive. One manager had experienced the ECDL programme personally, achieved the award, and spoke highly of the benefits to AEGON UK Services in supporting the implementation of COE. More work remains to be done with the management team for the future of the programme. The comments of learners who have achieved their European Computer Driving Licence (ECDL) are extremely encouraging from a purely personal point of view, the initial thoughts are that my efforts in bringing the ECDL programme to AEGON UK Services staff has paid off. But that cursory observation is not sufficient to merit the programme a success. When we set off on the ECDL programme there was a clear business need to be met, successfully implementing the Common Operating Environment (COE) and the transfer to Microsoft Office 2000. What must not be overlooked was that the business was not using any formal training strategy to meet the requirements generated by the COE and I was confident that ECDL could provide many of the training needs. Although I am not able to provide any hard quantitative data I have feedback from learners and managers which supports the use of the programme. As one manager put it, ‘Having achieved the ECDL I can vouch for the skills and knowledge acquired. Members of my team have demonstrated the benefits of the learning through the enhanced use of different programs.’ The data provides evidence of ECDL supporting the implementation of COE in the business. New skills have been acquired by learners, many of whom are now looking for further opportunities, whilst at the same time encouraging colleagues to enrol on the programme. There are numerous examples quoted of staff who are now able to access different programs, use PowerPoint, Access or in my case, get to grips with Excel for the first time. Our relationship with Workplace Training Services has developed, from the first tentative enquiries regarding the use of ECDL, the College’s first learning partnership in the North West to one of collaboration on other projects; as I close this research we are discussing certificated learning to meet behavioural competencies. Cyril Wheat, Manager Dedicated Delivery, is proud of his organisation’s role with the business and speaks highly of our work, ‘with the commitment of an employer who is providing resources is very important.’ The need for such support is echoed by Tim Rush of Islington Council who adds, ‘We have been lucky here in Islington, Members of the Council and senior management have been fully supportive. Gaining support at that level is essential to any successful implementation.’ (www.ecdl.co.uk/employer/case/islington). Cyril’s team’s commitment to us now includes the use of 10 PCs, available for any form of learning, and a dedicated resource on-site for work with the ECDL programme. Significantly, the learning has largely taken place at no cost to the business and during 2002 over 100 learners were enrolled with Workplace Training Services for free and we have ascertained that open learning with the ECDL programme may yet prove to be extremely cost effective to the business. We have 150 staff achieved or working towards the award with 100 more to follow during the course of this year an costs incurred to-date are a little over à ¯Ã‚ ¿Ã‚ ½3,000 which is approximately à ¯Ã‚ ¿Ã‚ ½12 per learner. Given that this learning ultimately accredits staff members with a universally accepted IT qualification and attendance on external learning is in my experience over à ¯Ã‚ ¿Ã‚ ½100 per day then I believe that this equates to value for money learning. Our work with the fledgling ECDL programme in employer-related learning has highlighted new areas for study. As demonstrated earlier, learners had difficulties with the Computer Based Training and the CD ROM was not viewed as user-friendly; as a result, their feedback has been taken into account and staff enrolling more recently have had access to paper-based support material with CR ROMs available where required. The judges at the 2002 National Training Awards were ‘†¦ impressed by your decision to encourage your employees to undertake the ECDL qualification’ and drew upon a number of other positive aspects although they highlighted a number of important issues for the team to consider. As I point out above, there are limitations with my research and issues to consider for the coming months, as the judges point out in their feedback, ‘†¦ it is still quite early in the process of introducing the Common Operating Environment’ and they have suggested that we ‘re-enter at a later date’. I am also conscious that the research has been carried out by someone with a clearly vested interest in its success, the training of staff in the business is after all my responsibility, and that this may have clouded the findings. I acknowledge this limitation and make efforts to minimise the effects of this bias. My ultimate findings are also effected by yet more bias; the results are based upon my work with learners at AEGON UK Services in a supportive environment where facilities are made available to them and they do not have to pay any fees. I make no claims about applying my results to a wider audience whether in another industry or with the public at large. However, the final thought lies with Andrew Mayo, writing in the January 2003 edition of Training Journal, who holds out, ‘So here is the challenge for 2003. Will you be able to say, at the end of the year, where and how learning interventions made a difference to the achievements of the organisation(s) you work with †¦.’ From the feedback received from learners and indeed Workplace Training Services’ staff I am confident that the ECDL programme has already made an impact on AEGON UK Services although greater communication is required with senior managers based upon their own feedback. Furthermore, as the judges of the National Training Awards indicate, there is yet more to come as our learning partnership matures and more staff set out on the road to success through the challenge of ECDL. Project Proposal – DHL0730 Empirical Study AEGON UK Services in partnership with Workplace Training Services, an arm of Preston College, started to offer the European Computer Driving Licence (ECDL) to staff in September 2001. The ECDL programme based it is upon Microsoft Office 2000 applications was seen as an ideal complement to the Common Operating Environment (COE) to be launched in 2002. At the same time the launch of ECDL provided further evidence of the Company facilitating learning and development opportunities for its staff. Under COE the whole of AEGON UK would operate with Microsoft Office 2000 whilst over 90% of staff were familiar with the 1997 version or earlier. To-date over 150 staff have started or finished the ECDL programme yet no evaluation of the success or otherwise of ECDL within AEGON UK Services has ever been carried out. An evaluation of the European Computer Driving Licence (ECDL) as used by AEGON UK Services. The ECDL was launched to develop the skills of European citizens and to enable them to become proficient in PC skills. The use of ECDL within AEGON UK Services was designed to provide staff with the skills necessary to deal effectively with the Common Operating Environment (COE), in effect Microsoft Office 2000. An Evaluation of the European Computer Driving Licence. (2017, Oct 12).

A Comparison of Watching a Movie at Home and Watching a Movie at a Essay

A Comparison of Watching a Movie at Home and Watching a Movie at a Theater - Essay Example A Comparison of Watching a Movie at Home and Watching a Movie at a Theater The Drive-in Theater has provided new dimensions in the movie-world. Don Sanders and Susan Sanders (2003) in their book, â€Å"The American Drive-In Movie Theatre,† elucidate, â€Å"The Drive-in theater idea virtually transforms an ordinary motor car into a private theater box†¦The younger children are not permitted in the movie theatres †¦. Here the whole family is welcome regardless of how noisy the children are apt to be and parents are further more are assured of children’s safety because youngsters remain in the car†(12). Watching a movie at home or at the theatre are thrilling experiences. It is an antidote to one’s weariness. It renews and provides new dimensions to friendship. The snacks that you share at home or at the theatre have a special meaning and taste, and one will remember such experiences forever. Comfort: Home An individual can make optimum use of the family time by watching the movie at home. One has the choice to watch. The family-members enjoy their private time, share the ideas, and comment on the acting, apparel, and the overall talents of the characters. The family relationship is improved. The family is in a secured environment, free from tensions. If one does not follow the theme of the story, one can consult other family members and get their versions. One can get rid of the tedious songs and sequences with the facility to rewind and fast forward. One can view the movie in causals, and need not follow and dress code. Comfort: Theater In the theatre, the atmosphere is dazzling and an individual or family member are surrounded by people and can engage in interesting conversations. If one attends the night show, the excitement is all the more. Experience in the movie theatres is always memorable and sometimes, one happens to meet the important personalities that have come to watch the movie. One disadvantage is that one does not enjoy privacy and does not have the freedom to scream, shout and expre ss emotions in loud overtones. The aggressive laughter may be considered as an indecent gesture. The posture of sitting has got to be disciplined and one cannot lie down on a cozy sofa. One cannot stretch the legs beyond the permissible limit and one is not expected to distract others by loud remarks. There are persons sitting in front and behind. No facilities for rewind and fast forward, in the group-viewing system. If one wishes to see a particular part of the movie that interests much, one has to patiently bear it. If one does not like the movie, one may walk out, with no entitlement for refund of the amount paid for buying the tickets. Also, be ready to shell out some good amount fort the food, soft drinks etc. If one gets the wrong seat, meaning a tall person is sitting in front, sitting in a slanting posture may be problematic. Price: Home The price and time factors are of utmost importance. No journey time is involved; no gas expenses are incurred, no waiting for the traffic jams, and one need not buy tickets for the show. Watching movie with low volume and through small screen is advantageous. Now, with the availability of the bigger screens one can have big or small screens. With the one-time investment on a big screen, one can watch the movie as if in a theater. Price: Theater The decision to view the movie at the theater means spending more, sometimes lavishly. Movie going is followed by the family dinner and such exercises for a

Report choosing one of public limited company, which i chose Crawford Essay

Report choosing one of public limited company, which i chose Crawford & Co., and do research. You will then need to obtain a cop - Essay Example The evaluation has been done by comparing the performance of the stock of the company with other competitors. The analysis reveals that the share of Crawford and Company is not performing well and is price of the shares are much below that the other players in the insurance industry. Moreover, the earning for the investors is also low. The risk reward rating dismisses the expectation of the market for the future cash flow with the current cash flow. Finally the after conducting the technical analysis and looking at the P/E ratio, it has been suggested to the investors they might go with a purchasing decision. Furthermore, the company has been recommended to incorporate steps in order to make the shares more attractive. Introduction Crawford and Company is a multinational organization, headquartered in United States and provides claim management solutions to insurance and risk management industry on global scale. ... It also provides services to self-insured entities in more than 70 countries. The company aims at offering claim services, consulting services and business process outsourcing for a range of product lines. These include casualty claim and property management techniques, compensation claims for the workers, medical claim management and administration of legal settlement. The company has employed around 8478 hard working employees who contribute to the development company. The company belongs to the financial sector and insurance brokers industry (Crawford and Company, 2013b). The company has earned revenue of $1,266.1 million as of 2012, experiencing a rise in revenue by 4.5%. The operating profit of the company has however increased by 42.8% in 2012 from 2011. The net profit is measured as $48.9 million in 2012, which has also increased by 7.7% from 2011 (Crawford and Company, 2013a). Strategic capabilities In order to attain the strategic objectives Crawford and Company focuses on t heir strategic capabilities by highlighting on their mission and vision statement. The company wants to establish itself as the premium company that provides administrative solutions and custom claims in each and every market they operate. For this they aim to act with integrity, honesty and responsibility, provide value added services to their customers, encouraging positive communication with the customers and the employees and recognising the value of the contribution made by the employees. They consider the employees as an integral part in achieving their strategic objectives. In this respect, they aim to provide safe and healthy working environment for them and

Summarize the political, economic, and social developments from 1763 Essay

Summarize the political, economic, and social developments from 1763 to 1775 that led to the war between the American colonies and England - Essay Example The annihilation of the Stamp Act and unpopular taxes in 1765-1766 have improved the relations between American provinces and Britain but the American agents have felt that they are able to claim greater economic and political independence in creating and controlling the inner market. When William Pitt became the head of administration the tensions decreased to some extend in summer 1766, especially taking into account his Declaratory Act in which the American colonies were granted freedom in terms of inner taxation. Business and politics in England during the 18th century was based on the personal relations, such bonds as amity and marriage were of high importance in developing the trading community. For example, the religious beliefs tied men in economic ventures - Quakers dealt only with co-religionists. The Currency Act of 1764 was introduced by the Board of Trade and it was less severe than intended by the commission. Unlike the Act of 1751 which established the rules for bills, the new Act of 1764 was more a compromise among the merchants, agents and commissioners of trade. Such bill of credit was beneficial for the colonies because the money was already retiring and in the years 1766-1768 the amount of cash circulating was continuously decreasing. When the French and Indian wars were at the concluding stage, the protection of American colonies was perceived as the major task - the British government has sent 10,000 troops to North America in order to defend the new territories1. It has led to the constitutional disputes. The Grenville ministry realised that the price for protection was too high - the debt increased while the participation of American troops in colony protection was minimal. As the result, the colonial assemblies had devoted all their efforts to limit the agent's freedom of action and challenged their political authority in America. The arrival of the British troops caused the constitutional and political debates about the rights and freedoms of colonies. The Mutiny Acts were regularly passed as the part of the Revolutionary Settlement of 1688 while when there was an attempt to extend these acts to America, the questions regarding the personal freedoms of individual and the questionable power of Parliament in colonies were raised. Moreover, the troops had no permanent facilities and the local population was expected to support them with food and housing, however, in many colonies the civil authorities refused to provide any services to the British troops. In addition, very little was done to reduce the three-pence duty - the tax the Americans believed was prohibitive and slowed down the development of the Northern colonies. The ministry did not accept this analysis and passed the duty into practice, as the result, many of the officials executing this law were seized and imprisoned by the local authorities. Weakness of the British Administration During the winter 1765-1766 the British colonial policies were influenced the most both by the colonial agents and British merchants2. The Stamp Act was annihilated, the taxes on imports were reduced and the trade laws became less strict. Even though these changes seem to be not important and small, they became the beginning of separation from the motherland - Britain. The American Whigs have boycotted the British goods and managed to put

Hilton Hotels Challenges Faced

Hilton Hotels Challenges Faced Hilton Hotel, Reading hotel facilitates a very homely atmosphere which invites people to live in their own houses. It is just four minutes away from Readings historical city centre, The Thames River and the renowned shopping centre. This hotel is located on the Kennet Island Development and has walking distance to Madejski Stadium. This hotel is close to the Reading train station. And it hardly takes twenty-five minutes to reach Heathrow airport. This is very convenient for the customers. Hilton Hotel Reading provides spacious, air-conditioned rooms which have large units. This hotel is decorated and attracts large number of the tourist. It also provides wired and wireless internet access for their customers. They have the latest audio-visual technology. A large customer service desk and comfortable Hilton beds. Dinner in a fabulous Larder Restaurant, which provides a mixture of domestic and inter-continental dishes which persuades both modern and traditional dishes and finishing the delicious meal with a cocktail in the tranquil bar K.Tone . There is a flattering twenty-four living well health club characterising Living well by precor gym equipment, swimming pool indoor as well as out door, sauna and a dance studio for various fitness classes. Customers can celebrate or have business occasions at the Hilton Reading Hotel which has eight large meeting rooms and a large ballroom which can cater up to four hundred guests. Literature review: Hilton hotel Reading is just few minutes away from Reading station and twenty five minutes away from the Heathrow Airport. www.hilton.co.uk/reading. Hilton hotel is a service industry and in the service. In a service industry customers are of great importance. Without the customers the organisations dont work. Online banking has become a very important technological development not only for business but also for general public. Food and beverages of Hilton Hotel is branded and of very good quality. They higher people who perfectionists in their jobs. Their standard is highly maintained. But as it is said nobody is perfect. There are some problems faced by the food and beverages of Hilton hotel Reading. There are some customer complaints for the food and beverages staff of Hilton hotel, reading. Hilton Hotel Reading has an emerging problem and complaints. The positive impact of the complaints on the staff The staffs try their level best to provide best services to customers but due to some mistakes committed by them, customers complaint. Customers have full rights to complaint as they are paying for their stay and the facilities. If they are not satisfied about spending their money at good place they have to give feedbacks. The feedbacks of the customers help to analyse the staff performance. The complaints of customers helps the hotel to understand that what went wrong and what can be done so that these complaints are not repeated.Nita Umashankar, Raji Srinivasan, and Dustin Hindman Journal of Service Research, May 2011; vol. 14, 2: pp. 164-179. First published on March 7, 2011 Hilton hotel take keen interest in solving the problems of the customers. Customer satisfaction is the basic objective. Hilton Takes the complaints positively and puts in their best so that the mistakes are not repeated again. As per the interview of a manager, who said that if they wont have complaints how they will proceed? And criticism is very important because they always cannot be perfect. Without having complaints they cannot know about the problems in the staff. They cannot maintain their standard. As per the information the staff has always been trained if there are complaints from the customers. http://www.tripadvisor.co.uk/hilton www.hilton.com International Journal of Hospitality Management, Volume 25, Issue 1, March 2006, Pages 69-90 Osman M. Karatepe Negative impacts of the complain Staff of Hilton Hotel reading is highly qualified. They pay keen attention towards satisfying their customers. When there are complaints about their services in food and beverage they feel very bad and loose their self-confidence. They get demotivated. They are afraid to face their managers. In this fear they perform even more badly and sometimes even leave the job out of frustration. There is lot of pressure on them so that they provide good services to the customer in this pressure they make even more mistakes. The staff members are scared of getting fired from their work. They loose their attention and sometimes with this fear even of loosing their job they get stressed. Due to stress they have tensions which lead to illness and low performance at work, absenteeism, less participation at work. [emailprotected] Difference between Complaints and Requests Requests: Request is when the customer politely orders for a service. For which he/she has paid. Complaints: Even after requesting a service for which the customer has already paid, doesnt get a good response then there is a complaint of dissatisfaction. The disappointment to the customer lead them to complaint. What measures have to be taken by the manager to solve the problem The staff members get demoralized when they hear about the complaints from their manager. It is very inappropriate to disclose the facts in front of the staff. As per the Manager of Hilton Hotel, Reading the staff has to be tackled carefully because they are the jewels of the company. They cannot be thrown away by the hotel. Instead of that the term diplomacy is brought into practice with the help of which the food staff and beverages staff can be handled. Recruiting is not easy they value their staff and will put full efforts to train them as per the customer requirements. How can you motivate your employees in a Service industry? To support your employee he/she have to be given a pay-raise. He must feel vital. Manager should make him understand his significance in the company. In a hotel fabrication which is a service industry customers are very significant. They recruit the best people to hand round customers. A practical theory of motivation applied to the hotels Having meeting, seminars, incentives, motivational trips, get-together planners , organising events. Employees should be given training, education apparatus, minimalism of task and both inherited cerebral and substantial competence. Give me enough medals and Ill win any war Napoleon Bonaparte Darren Lee-Ross (Lecturer in tourism and hospitality management; South Cross University) Levels of employee motivation Path of an member of staff actions: It relates to those behaviours which the individual chooses to execute The level of endeavour: How firm the individual is enthusiastic to work The level of determination: It refers to the individuals readiness to follow the behaviour in spite of barriers Motivation theories Maslows theory Self Actualisation: achieving the basic goal of a persons life. Esteem: The self confidence of the person. Of motivation applied to the hotels Belongingness/love: Attainment of love from friends, family Safety: the security of life. Security of employment Physiological needs: Food, clothing and shelter. Theory X and Theory Y Douglas McGregor Theory X According to theory X, the employees are satisfied with whatever they have. They dont like to contribute in meetings. The only work for what they are paid and have no interest after their working hours are over. They dont participate in the business meetings. They obey the boss, if the boss says stand the employees stand if they say sit then they sit. This is a traditional theory. Obey the boss and never speak anything in front of him. Boss is always right. So the employees never bothered to interfere in companies matter they were pleased with whatever they get. Employees depend upon the boss to take decisions. And follow the instructions given by them. The boss is very dominating in theory X. And the employee has to follow his instruction or else he/she will be removed from job. So the employees are passive without any interest and happiness to work. Theory Y According to theory Y, the employees are not satisfied they crave for more and more. They love to participate in the meetings. The employees are very innovative. They come up with new ideas and share it with the top level management for the progress of the company. They work than hours, they have hunger of success. The employees are very enthusiastic and are always willing to help and participate. Employees love to take responsibilities, they like when the manager shows trust in them. This modern theory where an employee can speak in front of the high authorities. He can share his views unlike theory Y. The boss doesnt dominate the employees he lets them free and guides them for the responsibility handed over to them. Such employees are bothered about the companies well being. They love to serve for the company. They have great chances of getting promoted because they are very flexible and are very loyal with the business or the company. They are always appreciated by their managers and promoted. Taylors theory of scientific management Frederick Winslow Taylor (1856 1917) motivating the employee increasing the remuneration of the employee. Workers or employees dont like working so the managers have to have supervision and split their work. They should be trained properly and should have good environment for working. If the pay scale is increased workers work with enthusiasm. Mayos Elton Mayo (1880 1949) believed that employees are not only concerned about money but about social needs. He considered that workers having feelings and like to be noticed. Mayo concluded that Better communication between the employees and employers. Involvement of the employees in making decision Working in groups. http://tutor2u.net/business/gcse/people_motivation_theories.htm Importance of motivation to an employee Service industry recruits qualified people. The key of an organisations success is its employees. If the employees are motivated they work with enthusiasm and that is good for the companys welfare. So it is very important to motivate employees. If the employees are satisfied, customers will be satisfied. If the customers are satisfied company is satisfied. Management style being followed at Hilton Group Hilton Hotel is a part of a very big corporation of Hilton group. It follows civilization of a Multi National Company. The Staffs at the hotel are well qualified and highly experienced employees and from this time forth, the management style being adopted by the managers in the hotel is Laissez-Faire. The manager delegates the work to the staff and he sets the time and responsibility of completing the task success on the employees. The manager keeps on supervise and advising the staff whenever it is required but he himself does not take the decision. This method motivates the employee. The workers here are dedicated towards their work as they find an surroundings where they see their individual and specialized enlargement. The staff here gets more of job and proficient contentment as he not only learns by taking the accountability but has also being salaried when he completes the task on time. Management Structure theories The management structure of an organisation can assist or put obstruction in the advancement towards achieving the long term objective. The organisations can attain their business aim by examining their needs and then corresponding them with the suitable management structure. The management structure plays a major role in fascinating the staffs and maintains long term growth. It also helps in getting better the decision making performance. The three main types of management structure are Matrix, Functional and Divisional Structure, (Small Business, 2011). Functional Structure: This structure is generally formed by considering the purpose of each part of organisation and then groups them accordingly. In this type of structure, for example, there could be a marketing department, a food and services department, home services, Security, etc. This structure is good when the organisation is smaller in size, as the department will be able to rely on the experience and knowledge of its staff and will be able to support itself. But, the disadvantage of functional management structure is that, the harmonization and communiquà © between different section can become difficult and thus leading to miscommunication or trouble when more than one department is involved in completing the task, (Small Business, 2011-04-29). Divisional Structure: Generally, the organisations which are overweight in size and operate at different locations or they have separate organisations but beneath one umbrella group to handle diverse market areas, use this type of management structure. In case of warmth industry, like we have taken Hilton Hotel, which has a variety of twigs at diverse location, they cant rely on central office for every decision. In this case, each hotel follows their own strategies, as each of them may be administrating in different business marketplace and may be facing different confront. The prevalent advantage of this arrangement is that, the decisions are made quickly and are more detailed towards the needs of that particular hotel. But, the difficulty is the statement is self-conscious as the employees of different divisions are not working together, (Small Business, 2011). Matrix Structure: This type of management structure is a mix of both functional and divisional structure. This is generally used in multinational companies or organisations which has presence in various part of globe. This structure allows the advantages of functional as well as divisional structure. But the biggest drawback here is that, it creates power struggle as most of the areas of organisation has dual management. The functional manager and the divisional manager at a time holding same area thus causing confusion and tensions at times, (Small Business, 2011). Management Structure in Hilton Reading Hotel Hilton Hotel, Reading is a part of Hilton HOTELS group which has process in around 90 nation. Being part of such a big corporation, it was classically not possible for the top executives to design a functional or matrix management structure. Henceforth, they chose the Divisional management structure to give liberty to each of the hotels in force at different geological locations and also to make decision making procedure easier. The Hilton Hotel thus follows divisional management structure where each hotel is accountable for its business. This has given more sovereignty to the managers in taking the decisions based on the ground and day today state of affairs. This has also kept the staff and the mangers at the hotel level more work acquaint you with and stimulated towards the task. Globalization and its effects on Hospitality Industry Globalization leads to more reciprocally supporting world financial system and thus it becomes a major driving factor in the hospitality and tourism industry. The people of one nation itinerant to other parts of the world and vice versa have given a chance for the hotel industry to tap this occasion. Cultural diversity is one of the belongings of the globalization. And bearing in mind various chances which have come due to globalization, management has become aware of this occurrence while deciding the intended plans for their corporation. Its the effect of globalization only, that you can get any continental food in any benchmark hotel. Its easier to find diverse varieties of foods while visiting a hotel these days than it was few years ago. Now the industry has adopted itself and has developed its business as well which not only comprise the forces and products but the organisation as a whole, which further consists of management and the labour force. Benefits to Hotel Industry Globalization has benefitted the hotel industry. The customers are from different countries coming and living in Hilton. Globalization has developed relationships with the customers globally. Methodology: In order to obtain sufficient amount of information about Hilton Reading hospitality and service industry number of methods have to be followed. There are two methods which relate to the research methodology which are as follows:- Primary search : The primary research consists of personal interviews and questionnaires. There was a questionnaire conducted and the detailed information of the interview is as follows: Male customers 56% and female customers 44% Ages of the customers was from 20-25 years of age 10% 25-40 years of age 60% 40 and above years of age 30% and the rest age group people are not extraverts. Businessman 60% , Retired 20% , Professional 20% Have you ever been to Hilton Reading? Yes____ No____ How was your experience? Good____ Bad____ Dont know____ If your experience was good then please give the reason to it. If your experience was bad then please give a reason to it Will ever go back to Hilton for a stay? Yes____ No____ If yes please give the reason for the stay.. If no please give the reason for not staying.. Will you recommend your friend to Hilton Reading? Yes____No____ How many stars will give to the staff of Reading Hilton? ___% Do you have any complaints about the hotel? yes___ No____ If you have any complaints please fill in the complaints How was the food of Hilton Reading? Good____ Bad____ Dont know___ How well maintained is the Hilton Building is? Good____ Bad___ Dont know____ How much will you grade for cleanliness? Good____ Bad ____ Dont know___ Did you feel like home? Yes___ No___ How comfortable where the beds? Good___ Bad___ Dont know____ How was the staff behaviour at Hilton Reading? Good ___Bad ___ Dont know__ Did you find the staff friendly? Yes___ no ___ 2) Secondary search: The secondary research was conducted as to support the primary research. The research or investigation also depends on resources which were drawn from published materials such as prior studies, e-journals, bank reports and websites. Time Table of work Duration Steps taken Week 1 Reading the topic and understanding what is necessary. Week 2-3 Choosing the topic and sending the proposal Week 4-5 Aim of the study and objectives of the company Week 6 Literature review, methodology data collection Week 7 Analysing the data collected. Week 8 Rough draft of assignment and corrections made by the lecturer. Week 9 Correcting mistakes and Final submission. Conclusion The complaints of the customers have both negative effects and positive effects on the employees or staff members. The positive effects to company is they will be able to correct their mistakes. But it is not good to have customer complaints it ruin the brand image of the company. People think ten times before going to the hotel. If there are complaints the hotel industry has to pay attention and give proper reply to their complaints. They should be instant. Hilton hotel has to maintain its standard by reducing the complaints. Due to complaints hotel loose their loyalty with the customers. In order for customers to be loyal they have to minimise their complaints. When a customer files a complaint the employers have to be very careful about discussing it with the staff. This can demoralize the staff. Managers/ employers have to be very careful in dealing with employees. He should motivate them to do better. He should find out why the employee made a mistake and such a mistake that the customer had to complaint about it. Food and beverages have to be of high standard. If any mistakes in these areas the customers can sue the company. The issue is about handling the positive and negative aspects of complaints on the employees. It is very much known to the employer and if the problem of de-motivation arises the employees loose their self confidence and keep repeating their mistakes. And sometimes they even leave the job. This can cost a fortune to the company if their entire employee keeps leaving the job. The manager has to be polite enough and not aggressive. He should train the employees again and start give awards to the employees who work will. In Hilton Reading this procedure has been followed. As per the interview of an employee it was said that Hilton has always been good to their employees. They have been faithful and have always realised their importance. Recruiting and training is not an easy task. So the old employees already know the welfare and standar d of the company Hilton doesnt want to loose their employees. So to conclude the manager should keep things calm and be tactful and make the employees work well under their guidance. Recommendation After study and investigate on the guidance and organization styles and its arrangement, following proposal has been not compulsory: The Hotel management needs to be supportive towards the employees. The employees should be given a chance to interact often with the management to reduce the miscommunication. The consumers should be given more educational varied surroundings, to make their stay more relaxing and give them comfortable feeling.

The Influence of Jazz Around the World Essay -- Music

Jazz music originated in the late 1800s in the southern area of the United States. Its’ specific birthplace is New Orleans, Louisiana. It was the first genre of music to adopt other genres of music and blend them together. When the topic of music is brought up, many artists often refer to New Orleans as being the Melting Pot of Sound. Genres that were adopted by jazz are opera, folk music, blues, a variety of church music, ragtime, and African drumming. All of those sounds merged together and became the face of jazz. â€Å"There is a tremendous variety in jazz; the music is rhythmic, has a forward momentum called "swing," and employs "bent" or "blue" notes† (Armstrong). My main argument is that jazz music has influenced other genres as well as cultures and artists around the world. Jazz music is formed within improvisation and other aspects of black music such as blues and ragtime to make a particular form of music (scholastic.com). In jazz, musicians often play whatever comes to mind on the spot, or they playback a specific melody or chord sequence. Before there was jazz, there was blues. It is an African American derived genre of music that displayed the pain of the lost and injustice and gave expression of relieving a broken heart and facing down adversity. The blues included hymns, work songs, and field hollers. Although this may not sound like it could be jazz, it very well is. Blues is actually the foundation of jazz as well as the prime source of rhythm and blues, rock ‘n’ roll, and country music. Even today it is still evolving and widely played. Jazz music started placing long melodic sounds between the established beat quite regularly. This technique, called syncopation, gives the music... ...Interwar Paris† (1940). Print. â€Å"Social Movements, Music, and Race† Princeton Press. http://press.princeton.edu/chapters/s9210.pdf Peretti, Burton. â€Å"Creation of Jazz: Music, Race, and Culture in Urban America.† Board Trustee of the University of Illinois 1992. . "About Louis Armstrong." PBS. N.p., n.d. Web. 21 Apr 2012. . Armstrong, Louis. Swing That Music. 1995. Print. Mackin, Laurence. "'Jazz is the great grandfather of hip hop'." (2011): n. page. Web. 21 Apr. 2012.. "Hip Hop's Jazz Roots." n. page. Web. 21 Apr. 2012. . "Jazz- Music Of Puerto Rico." n. page. Web. 21 Apr. 2012. .

Harvard Concept (Fisher and Urgy)

â€Å"Getting to Yes† (also called the Harvard concept) describes a method called principled negotiation to reach an agreement whose success is judged by three criteria: 1. It should produce a wise agreement if agreement is possible. 2. It should be efficient. 3. It should improve or at least not damage the relationship between the parties. The authors argue that their method can be used in virtually any negotiation. Issues are decided upon by their merits and the goal is a win-win situation for both sides. Below is a summary of some of the key concepts from the book. The four steps of a principled negotiation are: 1. Separate the people from the problem 2. Focus on interests, not positions 3. Invent options for mutual gain 4. Insist on using objective criteria In principled negotiations, negotiators are encouraged to take the view that all the participants are problem solvers rather than adversaries. The authors recommend that the goal should be to reach an outcome â€Å"efficiently and amicably. † The steps can be described in more detail as follows. Step 1: Separate the people from the problem All negotiations involve people and people are not perfect. We have emotions, our own interests and goals and we tend to see the world from our point of view. We also are not always the best communicators; many of us are not good listeners. Getting to YES outlines a number of tools for dealing with the problems of perception, emotion and communication. However, the authors stress that separating people from problems is the best option. The keys to prevention are: â€Å"building a working relationship† and â€Å"facing the problem, not the people. † Think of the people you negotiate with on a regular basis. Generally, the better we know someone, the easier it is to face a negotiation together. We tend to view people we don't know with more suspicion: just what is â€Å"Bob† up to? Take time to get to know the other party before the negotiation begins. Think of the negotiation as a means to solving a problem and the people on the other side as partners helping to find a solution. Ideally both parties will come out of a negotiation feeling they have a fair agreement from which both sides can benefit. If the negotiation feels like a situation of â€Å"you versus them†, the authors suggest a couple of options: 1. Raise the issue with [the other side] explicitly†¦'Let's look together at the problem of how to satisfy our collective interests'. 2. Sit on the same side of the table†¦. Try to structure the negotiation as a side-by-side activity in which the two of you – with your different interests and perceptions, and your emotional involvement – jointly face a common task. Step 2: Focus on Interests, Not Positions The authors use a simple example to explain the difference between interests and positions: â€Å"Two men [are] quarrelling in a library. One wants the window open and the other wants it closed. †¦. Enter the librarian. She asks one why he wants the window open: ‘To get some fresh air [his interest]'. She asks the other why he wants it closed: ‘To avoid a draft' [his interest]. After thinking a moment, she opens wide a window in the next room, bringing in fresh air without a draft. † The interests of the two men are the desire for fresh air and the desire to avoid a draft. The men's positions are to have the window opened or closed. The authors say we need to focus, not on whether the window in their room is opened or closed, but on how we can meet both the need for fresh air and the need to avoid a draft. More often than not, by focusing on interests, a creative solution can be found. In this little example, each man has one interest but in most negotiations, each party will have many interests and these interests will likely be different than yours. It's important to communicate your interests to the other party. Don't assume they have the same interests as you or that they know what your interests are. Don't assume you know what interests the other party has. Discussion to identify and understand all the interests is a critical step in the process. Step 3: Invent Options for Mutual Gain The authors feel that a common problem with many negotiations is there are too few options to choose from. Little or no time is spent creating options. This, they feel, is a mistake. There are four steps to generating options: 1. Separate inventing from deciding. Like in any brainstorming session, don't judge the ideas people bring forward, just get them on the board. 2. Broaden the options on the table rather than look for a single answer. Remember the men at the library? The only option they saw was opening or closing the window in the room they were both sitting in. In fact, there are many options: borrow a sweater, open a window in another room, move to a different spot, etc. 3. Search for mutual gain. In a negotiation, both sides can be worse off and both sides can gain. Principled negotiations are not about â€Å"I win† and â€Å"you lose†. 4. Invent ways of making the other party's decisions easy. Since a successful negotiation requires both parties to agree, make it easy for the other side to choose. This is where putting yourself in the other person's shoes can be very valuable. What might prevent â€Å"Bob† from agreeing? Can you do anything to change those things? Step 4: Insist on Using Objective Criteria Principled negotiations are not battles of will. There is no winner and you don't need to push your position until the other backs down. The goal is to â€Å"produce wise agreements amicably and efficiently†. Use of objective criteria helps remove the emotion from the discussion and allows both parties to use reason and logic. You may have to develop objective criteria and there are a number of ways that can be done, from â€Å"traditional practices†, to â€Å"market value† to â€Å"what a court would decide†. Objective criteria â€Å"need to be independent of each side's will. † Once objective criteria have been developed, they need to be discussed with the other side. The authors provide some guidelines: 1. Frame each issue as a joint search for objective criteria. 2. â€Å"[Use] reason and be open to reason† as to which standards are most appropriate and how they should be applied. 3. â€Å"Never yield to pressure†, only to principle. Common Challenges Following these steps should lead you to a successful outcome, but it isn't always that easy. The authors then go on to address three types of common challenges negotiators face. Sometimes the other party is more powerful than you: â€Å"The most any method of negotiation can do is to meet two objectives: first, to protect you against making an agreement you should reject and second, to help you make the most of the assets you do have so that any agreement you reach will satisfy your interests as well as possible. † To protect yourself, develop and know your BATNA: Best Alternative to a Negotiated Agreement. The reason you negotiate is to produce something better than the results you can obtain without negotiating. † The result you can obtain without negotiating is your BATNA. â€Å"The better your BATNA, the greater your power† so it's essential to know your BATNA and take time to make sure it's as strong as it could be. The same will hold true for the other party. There are three steps to developing your BATNA: 1. Invent a list of actions you might take if no agreement is reached† 2. Improve some of the more promising ideas and convert them into practical alternatives. 3. Select, tentatively, the one alternative that seems best Sometimes the other party just won't play: In a principled negotiation, you don't want to play games with the other party and you don't want them playing games with you. The authors advocate three approaches to getting things back on track in this situation: 1. Concentrate on the merits: talk about interests, options and criteria 2. Focus on what the other party may do: try and identify the other party's interests and the principles underlying their position. 3. Focus on what a third party can do: bring in a third party to assist if steps 1 and 2 aren't successful Sometimes the other party uses dirty tricks: You may encounter a party who won't shy away from using dirty tricks. The process for dealing with this type of tactic is to follow the process for principled negotiations: 1. Separate the people from the problem 2. Focus on interests not positions 3. Invent options for mutual gain 4. Insist on using objective criteria 5. If all else fails, â€Å"turn to your BATNA and walk out† The authors close with three points: 1. â€Å"You knew it all the time. † Much of what goes into a principled negotiation is common sense. The authors have developed an understandable framework to share the approach with others. 2. â€Å"Learn from doing. † You won't become a better negotiator unless you get out there and practice. 3. Winning: â€Å"The first thing you are trying to win is a better way to negotiate – a way that avoids your having to choose between the satisfactions of getting what you deserve and of being decent. You can have both. â€Å"

Minny from the Help Essay

In the book â€Å"The Help† by Katheryn Stockett the author portrays Minny is one of the primary women representing â€Å"The Help†, the black women that make their employers life so nice and comfy. In Jackson the help or the maid as they are also called are expected to be obedient and respectful. Minny is the opposite of that. Minny is a bossy, hot headed maid who is unable to keep a job because of her mouth. She always states her mind and does not hesitate to sass-mouth anyone that crosses her. Her home life is difficult because of the fact that she has five children and a husband. Her marriage with Leroy is complicated since he often gets drunk and beats on her, and it is hard for Minny to look past this awful characteristic of Leroy because she is in love with him. Because Minny is courageous, fearless and loyal nothing can knock her down. Minny is a loyal person that worked for Miss Hilly’s mother, Miss Walter, throughout the beginning of the novel. They wanted Minny for a maid because she was â€Å"bout the best cook in Hinds County maybe, even all a Mississippi. But when Miss Hilly sends Miss Walters, her mother, to the old folks home and tells Minny that she needs to work for her. Minny does not accept so Miss Hilly goes out and tells her friends how Minny is a thief so she would have no choice but to work for her. Minny gets so outraged that she gives Miss Hilly that horrible pie. As fearless as Minny is she does not hesitate on taking action when someone crosses her. In the book â€Å"The Help† Miss Hilly crosses Minny by making everyone believe that Minny stole from her. Minny decides that she has had enough of Miss Hilly and that she needs to teach her a lesson so she puts it on herself to get payback. Minny as a way to get back at Hilly baked a cake with poop in it and fed it to Miss Hilly. Hilly didn’t even notice until Minny said â€Å"eat my shit†. As tension rises between Hilly and Minny. Minny decides to participate in the book, talking about the daily life of the help, since she has nothing to lose. As an act of courageousness Minny puts herself in danger by cooperating on the book as she puts her daily life on paper. But in Jackson that is a punishable crime because it is considered a rights movement and it is frowned upon. Since the maids are tired of being mistreated by the whites and having unfair laws they are ready for change. They are hoping to open everyone’s eyes so they can see how horrible African-Americans are being treated and Minny doesn’t hesitate on trying to accomplish that. So after she thought about it â€Å"every time we meet, I complain. I moan. I get mad and throw a ot potato fit. But here’s the thing: I like telling my stories. † Minny’s courageousness and actions influence major changes in Jackson, Mississippi. As an act of fearlessness Minny tamed Hilly without knowing it. By Minny being loyal she got respect from almost everyone. She has been through so much which has made her a better person.