Soft And Hard Human Resource Management

Soft And Hard Human Resource Management HRM is an essential and vital function for organizational success. Areas within HRM like Manpower planning, Job analysis, Selection and Recruitment, Compensation and Benefits, Performance evaluations, Contract negotiations and Labor legislations are parts of hard HRM whereas functions like Organizational development, conflict management, human resource education, leadership development, organizational culture, and relationship building are components of soft HRM. The hard HRM can be categorized as the basic functions and soft HRM as advanced functions. In todays knowledge economy, where human capital determines the growth and success of an organization, both hard and soft HRM are sig. Hard HRM:- a very instrumental, practical approach, people seen as a passive resources to be used, deployed and if necessary disposed of HR planning is seen as a factor of production incompatible with trade unions-may necessitate confrontation to implement concepts. Soft HRM: sometimes known as development humanism stresses human side entails trust, collaboration, skill development place for unions in this model where unions are marginalized and by passed on many issues or alternative forms of employee representation are initiated above all, about commitment and partnership. Hard HR Management Soft HR Management Treats employees simply as a resource of the business (like machinery buildings) Strong link with corporate business planning what resources do we need, how do we get them and how much will they cost Treats employees as the most important resource in the business and a source of competitive advantage Employees are treated as individuals and their needs are planned accordingly Focus of HRM: identify workforce needs of the business and recruit manage accordingly (hiring, moving and firing) Focus of HRM: concentrate on the needs of employees their roles, rewards, motivation etc. Key features Key features Short-term changes in employee numbers (recruitment, redundancy) Strategic focus on longer-term workforce planning Minimal communication, from the top down Strong and regular two-way communication Pay enough to recruit and retain enough staff (e.g. minimum wage) Competitive pay structure, with suitable performance-related rewards (e.g. profit share, share options) Little empowerment or delegation Employees are empowered and encouraged to seek delegation and take responsibility Appraisal systems focused on making judgments (good and bad) about staff Appraisal systems focused on identifying and addressing training and other employee development needs Taller organizational structures Flatter organizational structures Suits autocratic leadership style Suits democratic leadership style As analyzing this, the hard approach to HR might be expected to result in a more cost-effective workforce where decision-making is quicker and focused on senior managers. However, such an approach pays relatively little attention to the needs of employees and a business adopting a genuinely hard approach might expect to suffer from higher absenteeism and staff turnover and less successful recruitment but the soft approach will certainly appeal to the touchy-feely among it who like to see people being treated nicely. And it can also make a good business case for an approach which rewards employee performance and motivates staff more effectively. However, the danger of taking too soft an approach is that when all the employee benefits are added up, the cost of the workforce leaves a business at a competitive disadvantage. HMR and Personal/ IR Practices with Compared to 27 Dimensions of Storys Definitions Storys model gives a clear idea about the difference between personal and industrial human resource management, According to storys model of human resource management: Human Resource Management has to be implemented into the organization strategy and has to be considered in the higher level of the organization. Human Resource Management needs to be included to management functions and creates an impact on the organizations ability to achieve their goals. Human Resource Managements main key function is to encourage commitment from the employees in the organization but not complaints. Humans ability, capability and commitment is what differentiate each organization has. Points of difference between personnel and IR practices and HRM practices Dimensions Personnel/IR HRM Beliefs Assumptions Contract Careful delineation of written contracts Aim to go beyond contract Guide to management action Procedures Business need Behavior referent Norms Values Managerial task via a vise labor Monitoring Nurturing Strategic Aspect Key relations Labor management Customer Corporate plan Marginal to Central to Speed of decision Slow Fast Line Management Management role Transactional Transformational leadership Communication Indirect Direct Standardization High Low Key Levelers Selection Separate, marginal task Integrated, key task Pay Job evaluation Performance related Conditions Separately negotiated Harmonization Labor management Collective bargaining contracts Towards individual contracts Role of the Line Managers and employees in the organization. The areas where front line managers and employees make a significant difference to people management practices are: Performance Appraisal Training, coaching and guidance Involvement and communication Openness how easy is it for employees to discuss matters with their front line manager Work-life balance Recognition the extent to which employees feel their contribution is recognized. These are all areas where, although the process may be designed by HR, it cannot be delivered by HR. The front line manager role is crucial in a number of respects In enabling the HR policies and practices, or bringing them to life. in acting upon advice or guidance from HR in controlling the work flow by directing and guiding the work of others To do this successfully, this part of the front line managers role must be given at least as much recognition as other operational areas and they must be allocated time within their work schedule to carry out the people management side of the job. The qualities and skills needed from front line managers. The Bath research found that front line managers exercise a strong influence over the level of discretion that an individual has over how they do their job. Some managers can permit and encourage people to be responsible for their own jobs whereas others can stifle initiative through controlling or autocratic behavior. To encourage the kind of discretionary behavior from employees associated with higher performance, front line managers need to: Build a good working relationship with their staff. They need to lead, listen, ask, communicate, be fair, respond to suggestions and deal with problems. Help and support employees to take more responsibility for how they do their jobs by coaching and guidance. Build effective teams. Many of the qualities and skills which are associated with higher quality front line management are around the behaviors of front line managers. It is not enough to educate front line managers in the behaviors required; organizations must also ensure they are developing the environment and culture in which front line managers are actively encouraged and permitted to exhibit the behaviors above. The Bath research found that organizations which had a strong shared culture with guiding principles for behavior which were embedded into practice over time were more successful Attribution: http://www.citehr.com/15998-role-front-line-managers-hr.html#ixzz21Teh5Dml Section B There are potential benefits for both the individual and the organization from using a proper performance management A good performance management system works towards the improvement of the overall organizational performance by managing the performances of terms and individuals for ensuring the achievement of the overall organizational ambitions and goals. An effective performance management system can play a very crucial role in managing the performance in an organization by: Improved business profits The bottom line of an organization improves significantly by increasing employee productivity and quality of work. Increase employee responsibility Communicating realistic but challenging job expectations and making employee accountable for their decisions and actions result in noticeable improvements in employee tardiness, absences and organizational commitment. Equitable treatment of employees All employees are treated fairly by implementing standardized procedures that promote consistency throughout an organization. Enhanced quality of work life Employees experience greater job satisfaction because they become more successful As a HR manager, you need to manage different human resource practices in the workplace Yes I do agree with the statement. Approaching the nature of HRM from a slightly different perspective, (Bowen and Ostroff, 2004) have argued that what they term a strong HR system is more likely to have an impact. Where more high performance practices are in place, and all helping to elicit the same kind of attitudes and behavior from employees, the cumulative impact is likely to be greater. In this context, the specific sets of practices that might be associated with competence, motivation or contribution become rather less important. Another reason why specific bundles of practices might be less significant and difficult to link to performance is that some practices might contribute to several HR outcomes. For example, job design or goal setting might affect both motivation and opportunity to contribute. This leads to two possibilities. On the one hand it may be most appropriate to follow the Bowen and Ostroff line and count the number of practices in place; on the other, it may b e sensible to explore whether specific practices are consistently associated with superior performance. There is an impact of globalization on issues such as human resource planning Yes I do agree with the statement. The interest in strategic human resource management (HRM) has spawned a number of empirical research studies that investigated the impact of HRM practices on organizational performance. However, very little attention has been paid to address the impact of HRM practices on operations management and to generalize the findings across countries and industries. Success of some business decisions. Globalization and The Changing Face of Human Resource Management The pressures on traditional IR models are not all due to globalization, as we shall see, but many of the changes taking place can be traced to globalization. It is not always easy to disentangle the causes and effects of globalization. However it would probably be true to say that globalization is represented by the opening up of markets due, in large measure to foreign direct investment consequent upon the lowering of investment barriers in practically all countries by the liberalization of trade and by the deregulation of financial markets in consequence of which governments increasingly have little control over the flow of capital across borders. All this implies the dominance of the market system, facilitated by the collapse of alternative economic systems. Introduction of new technology Pushing for a more deregulated and flexible labor market More emphasis on productivity and quality Greater employee involvement in the design and execution of work Shifting the focus of collective bargaining from the industry level to the enterprise level. Employers are of the view that issues relevant to the employment relationship such as work re-organization, flexible working hours and contractual arrangements, and pay for performance and skills, are increasingly workplace-related, and should therefore be addressed at the enterprise level. Downsizing the workforce. One important response has been the introduction of flexibility in the employment relationship to increase the capacity of enterprises to adapt rapidly to market changes. This has involved measures such as: flexible working hours, part-time work different types of employment contracts to the standard ones familiar to collective IR flexibility in functions, so that employees who are multi-skilled are not confined to the performance of only one task. They can cover up for absenteeism, and make some jobs redundant. Globalization has, through technology diffusion, substantially increased the introduction of new technology. This, as well as the need for flexible adaptation to market changes, has led to the re-organization of production systems and methods of work, such as the following: Reduction of narrow job classifications and demarcation lines between managers and workers, accompanied by skills enhancement needed to perform jobs with a broader range of tasks. The competition generated by globalization and rapid technological changes accompanied by shorter product life have, while destroying countless jobs in industrialized countries, created opportunities for multi-skilled and easily trainable workers, and for the most significant group of emerging employees the knowledge worker. Knowledge and skills have become the most important determinants of investment, employment opportunities, productivity and quality and of flexibility. Different national cultures and practices make an influence for making a culturally diverse workforce Difference national cultures and practices make an influence for making a culturally diverse workforce. The workforce of the twenty first century is increasingly diverse and multicultural. To effectively manage and lead in this environment, HR must be knowledgeable about cross cultural factors on both the domestic and global fronts in human resource management. By promoting education in cross cultural competencies throughout the organization HR can better serve the company to successfully achieve its mission and goals. As a concept and as a reality, culture is broad and multifaceted. On a daily basis culture influences who we are as individuals, families, communities, professions, industries, organizations and nations and how we interact with each other within and across regional and national borders. Defined as a set of values and beliefs with learned behaviors shared within a particular society, culture provides a sense of identity and belonging. From language, communication styles, history and religion to norms, values, symbolism and ways of being, culture is everywhere. In domestic and global workplace settings people in organizations reflect their respective cultures. As shifting demographics bring together people of many cultural backgrounds, human resource management must be thoughtfully examined and sometimes altered to support organizational goals. Special Expertise Panel members point out that for sustainability, organizational leaders must expand their perspectives from a local to a worldly view. HR professionals experienced in workplace diversity and cross cultural communication are well positioned to develop and implement culturally appropriate HRM strategies, policies and practices. While not exhaustive this Research Quarterly focuses on selected cross cultural factors in HRM in todays workplace and provides insights for HR to better serve the needs of the organization. Business Case for Cross Cultural HRM With the advent of globalization, research on cross cultural organizational behavior has become a pathway to understand the dynamics of multicultural domestic and international workplaces. In fact successful organizations of the 21st century require leaders who understand culturally diverse work environments and can work effectively with different cultures that have varying work ethics, norms and business protocols. Yet diverse cultures create HRM challenges. Gaining cross cultural competence takes time, education, experience, openness and sensitivity. When people lack intercultural skills miscommunications can damage business relationships deadlines can be missed projects may fail and talented people will go to the competition. Key HR responsibilities are to understand how cross cultural factors interact with HR, be the conduit for organizational learning for cross cultural intelligence and foster cross cultural communication throughout the organization. Cultural Value Dimensions Cross cultural intelligence is the ability to switch ethnic or national contexts and quickly learn new patterns of social interaction with appropriate behavioral responses. This competence is essential to work effectively in multicultural environments. Thus linking future career paths and global business success with cultural competence is important for HR to emphasize, with the goal that managers are motivated to acquire new behaviors and skills and understand the benefits of learning from different cultures. Task 02 Section A- Case Study Explain the Audit Firms model of flexibility. The concept of a flexible firm recognizes that organizations will requires enhanced flexibility to meet ever evolving market and competitive pressures. The flexible firm model suggests that we can design our workforces to proactively meet our business needs through flexible staffing arrangements. In other words it is a concept of simply integrating flexible conditions into the administration an organizations functional operations, in order o meet the demands of a highly competitive market and attain its strategic aims and goals. Flexibility is a calculated risk utilized by organization to survive and gain strategic competitive advantage. Therefor this case study, shows how they has developed and implemented flexible work practices improve its services and meet the changing needs of its staff. According to the contracts help the Audit commission to cope with all of its changing needs. They also help it to be flexible. There are three main types of flexibility they practice. Numerical Flexibility Functional Flexibility Place- of- work flexibility The Audit Commission is constantly face with peaks and troughs in the workload that cannot be met simply by having its employees on full time contracts. There are situations where they need either more staff or fewer staff. By increasing or reduce staff in their situation the Audit Commission has developed numerical flexibility. The Audit Commission has also developed flexibility through developing the skills of its employees to deal with a wider variety of work. This means that when the nature and type of work changes, employees are comfortable undertaking different tasks. This is known as functional flexibility. Homeworking is an example of place-of-work flexibility. The Audit Commission uses this way to respond to the challenges within their business environment. This method of working has helped it to meet more closely the needs of its staff. As part of its flexible working arrangements, homeworking has helped to transform the ways in which many people work and improve their work-life-balance. Briefly explain the need for flexibility. According to this firm do you believe that they are implementing the correct types of flexibility? Explain your answer. Employers have always wanted workers to be as flexible as possible. In the past this has mean paying overtime for extra hours worked, or higher rates for shift work. Faced with competition, businesses attempt to use their existing employees more effectively. Sometimes this could benefit employee. Working flexible hours could mean an employee may take time off for personal reasons and still work their required number of hours a week. The need for flexibility is increasing due to demographic and social changes the number of people in the paid work force with caring responsibilities is set to increase. In turn this will increase the demand for flexibility in the workplace. Moreover, increasing competition has placed emphasis on quality, innovation and reducing the unit cost of production: job design and the organization of work must both mobilize employees energies for quality innovation and reliable productivity. In addition to this Technological change, particularly in the automation and computerization of work process and information flows, has eroded traditional demarcation boundaries between jobs: job design and the organization of work must fit the new technology in order to secure its benefits for efficiency. Increasing market uncertainty means that organizations need to be more adaptable to changes in demand: able to vary the size and deployment of their workforces to meet demand as effectively and efficien tly as possible. Yes I do believe that they are practicing the correct types of flexibility. The benefits they are getting form those types are more and it will lead to build effective flexible working system. Flexibility is not about integration of the different spheres of life to reduce conflict or to harmonizing paid work with other parts of life; rather flexibility is about how self-managing employees constitute synthesis of work life and home life as distinct parts of one and the same life. If Audit Commission is very much concerned about their flexibility in the work place those types they are currently practicing is totally suitable. By regular homeworking helps an organization to develop family-friendly policies that improve the work-life balance of its staff. For the organization, homeworking assists in recruiting individuals who are attracted to this style of working and this enables the Audit Commission to retain a diverse workforce. Evaluate the advantages and dis advantages of flexible working practices from both of the employee and employer perspective relate with this firm. For Employee Advantages It reduces the transport cost for the employee and by reducing the transportation it is good for environment. Regular homeworking helps an organization to develop family-friendly policies that improve the work-life balance of its staff especially in Audit Commission. Employers have great freedom to organize their work to finish on time. By implementing flexible working system employers can improve morale and reducing absence and lateness. A better work/life balance being able to meet both work and personal commitments Increased sense of control leading to increased sense of well-being With the greater job satisfaction employees can make better working environment with a happier person all around. Being able to remain in the workforce longer with greater loyalty, trust and respect towards employers Disadvantages Lower salary if you work fewer hours. Possible sense of isolation from colleagues. Loneliness. Need for a dedicated work space. Difficulty in judging performance. Need to be self-disciplined and highly organized. Possible obstacle to promotion. A sense that you have been forced into it by circumstances not of your choosing. For Employer Advantages Happy and satisfied employees, who have a greater sense of trust and loyalty, create many business benefits: Attracting skilled and motivated employees Particularly those who wouldnt normally apply. For example mature aged workers those who have Auditing experience, those with family/care responsibilities and those seeking greater balance between work and personal interests. Keeping skilled and motivated employees Effective flexibility can reduce unwanted staff losses by up to 25%. A huge cost saving in terms of retaining knowledge, maintaining Agent relationships and in re-training, creating awareness and administration costs. Motivating and energizing staff Resulting in increased productivity and greater profits, as employees focus more on business success, are more flexible to meet its needs and driven to work harder specially service organization like Audit commission. Increasing employee satisfaction creating a happier workplace, with greater teamwork, collaboration and sharing of knowledge. Lower staff absences employees are less stressed about meeting their job and outside/family commitments and have a greater sense of well-being, reducing unplanned absences. Increasing skills and creativity of your managers Managers are challenged to look outside the square, develop leadership skills and manage a more diverse workforce Improving customer service and retention More committed employees, greater employee retention and a better match between peaks and troughs in workflows and staffing will allow you to more closely meet customers needs Becoming an Employer of Choice which expands the pool of talented workers that an advertisement will attract. Disadvantages Finding qualified employees who want to be part of a flexible workforce can be challenging, because people generally prefer jobs that provide a reliable and predictable income stream. It can be difficult to retain employees in a flexible workforce. Thats because during times when business is slow and members of a flexible workforce arent working, theyre likely to spend their time looking for other work. If Audit Commission is opened in non-working working hours as a result it will lead to increase the unwanted costs like electricity and heating and so on. Section B Essay Equal opportunities with in the workplace The term equal opportunities is a broadly used phrase which promotes the idea that everyone within an organization should have an equal chance to apply and be selected for posts, to be trained or promoted and to have their employment terminated equally. Providing equal opportunity and treating employers without prejudice is vital to achieve organizational objectives. Over the past 30 years, the workplace has changed dramatically. Women have become more empowered giving them the opportunity to seek career progression which had previously been denied to them. Disabled people who can work are being helped back to work and offered the same opportunities as able-bodied people and economic globalization of business has meant that managers must be aware of cultural and race issues. There should be no discrimination on the grounds of gender, homosexuality, age, racial origin, religious affiliation, disability or marital status. Employers can only discriminate on the grounds of ability, poten tial and all employment decisions taken on an individuals ability to do a particular job. There are two main forms of discrimination. First of all direct discrimination involves treating an individual within the workforce less favorably than others on sexual, marital, racial or disabled grounds. It occurs when interested group is treated less favorably than another. (Except for exempted cases) For example, Management decision is not to select or promote a woman because she is pregnant or because of her nationality. One act of discrimination is sufficient and must be directed at an individual for action to be taken. Second type of discrimination is indirect discrimination. Indirect discrimination describes a term or condition applicable to both sexes but where one sex has considerably less of an ability to comply with it than the other. It occurs when, an employer applies a provision, criterion practice to men and women equally, but it has the effect of putting one sex at a particular disadvantage without justification. For example, change the shift patterns to include an early morning to start, as a woman is more likely to be responsible for childcare or a condition that a candidate for a job must be of a minimum certain height. It is unlawful to discriminate in employment on the grounds of color, race, nationality, gender, gender reassignment, marital status, and disability for all staff, regardless of their hours, or patterns of work. Within the work environment the majority of discrimination claims Centre around the recruitment and selection process. Several pieces of employment legislation exist in order to provide a framework for implementing equal opportunities within the workplace. The main legislation is Equal Pay Act, Sex Discrimination Act, Race Relations Act, Human Rights Act, Race Relations, Employment Equality in Religion or Belief and Gender Recognition Act. In developed countries there are migrants and even students who work for lesser wages than the minimum wages. The wages that they are paid is less than the national wages that is allowed by the government and not only the payment is less but there could be situations where they work for longer hours than they can in a weeks time. In countri es such as Sri Lanka there are many places and organizations where framework is not followed and are broken with many discrimination such as sex, pay and also race but due to the fear of the influence and also the fact that they need the money to work the employees do not take necessary actions. Organizations consist of many individuals working together to achieve organizational success. These individuals collectively bring different attitudes, perceptions and learning experiences to the workplace, as well as ethnic, gender and personality differences. When the Equal Opportunities Commission was set up, it was to tackle the issue of Gender Discrimination predominantly and to offer women the same working rights as their male complements. However, in modern day society, equal opportunities has been broadened and backed up by law to provide the same level of protection to other minority groups in the workforce. Mainly there are three types of discrimination. First type of discrimination is age discrimination. Age discrimination involves treating employee less favorably because of his age. The Age Discrimination in Employment Act only forbids age discrimination against people who are age 40 or older. It does not protect workers under the age of 40, although some states do have l aws that protect younger workers from age discrimination. It is not illegal for an employer or other covered entity to favor an older worker over a younger one even if both workers are age 40 or older (The Employment Equality (Age) Regulations 2006, 2006). Second type of discrimination is sex discrimination. Sex

Effects Of The Learning Together Model Education Essay

Effects Of The Learning Together Model Education Essay CHAPTER 1 1.1 Introduction Cooperative language learning has been proclaimed as an effective instructional approach in promoting the cognitive and linguistic development of learners of English as a Second Language (ESL) or English as a Foreign Language (EFL) (Kagan, 1995; Kessler, 1992; McGroarty, 1989, 1993). These researchers, among others, have established the theoretical relevance of cooperative learning (CL) in second language (L2) instruction based on the premise that CL provides maximum opportunities for meaningful input and output in a highly interactive and supportive environment. CL also integrates language and content learning, and its varied applications are in harmony with the pedagogical implications of the input, socialization, and interactive theories of L2 acquisition. This is because CL enhances the motivation and psychosocial adjustment of L2 learners (Cohen, 1994; Dornyei, 1994, 1997). According to Olsen and Kagan (1992), CL increases interaction among learners as they restate, expand, and elaborate their ideas in order to convey and/or clarify intended meaning. This interaction is important because it contributes to gains in L2 acquisition (Long Porter, 1985; Pica, Young, Doughty, 1987) and in academic achievement (Bejarano, 1987; Ghaith Yaghi, 1998; Kagan, 1989). Furthermore, it has been established that CL enables learners to process information beyond the level of receptive understanding by offering redundancy and multiple venues of information access and tasks (Olsen Kagan, 1992; Webb, 1989). Likewise, CL may be especially useful for ESL/EFL learners based on the assumption that it provides a variety of flexible ways for organizing instruction and integrating language and content learning into various discourse and instructional contexts (Olsen, 1989). In addition, CL encourages active participation in genuine conversations and collaborative problem-solving activities in a class climate of personal and academic support. It also empowers learners and provides them with autonomy and control to organize and regulate their own learning (Clifford, 1999; Thomson, 1998) As Cooperative Learning advances into the nations classrooms, the benefits of reading strategies increase greatly. Reading strategies suggested in Diversified Teaching, though strong in themselves, gain more power as we put the steps into the hands of students. For many learners, active participation is the key to mastery. In the past, teachers have done most of the action with students passively observing. Now, after carefully modeling the steps of a strategy, teachers can direct the activities to small groups of students. When students become actively involved in the learning process, the following occur: 1. Motivation increases/boredom decreases 2. Mastery improves for kinesthetic learners 3. Responsibility of learning shifts to the students 1.2 Background of the Research Problem The social and school context of the present study is a bilingual environment where Bahasa Malaysia, the native language, is predominately used in the media and for daily communication and English is taught as second language, valued for their educational and cultural significance. However, ESL instruction in the context of the present study remains competitive in nature and does not provide opportunities for active learning and meaningful communication among learners because learners are expected to perform better than their classmates in order to attain higher grades and achieves the approval and success. There is a need to examine the theoretical relevance and efficacy of cooperative learning as an instructional approach in a bilingual and traditional school context such as this one based on the assumption that it would promote active learning and meaningful interaction in the target language of English among learners. 1.3 Statement of the Problem It has been said that students learn to read by reading and to write by writing. If, in fact, this is true, it is reasonable to assume that students develop feelings of worth by experiencing small daily successes. Success in school, particularly in reading, has a strong impact on students feelings of worth and accomplishment. True reading requires both the ability to break down the code and the ability to understand the meaning intended by the writer. Collaboration is required between left and right brain visual skills in order to be a strong reader. Fortunately, students who are weak in either area can be assisted by using specific strategies Cooperative learning is a philosophical shift from the teacher as primary conveyor of information to teacher as facilitator. Student works together in groups of two to five as they teach one another, problem solve and develop appropriate social skills. Cooperative learning provides a way for students who are weak in academic skills to actively participate in the learning opportunity by contributing their own strengths and by receiving peer assistance. However, research indicates that the strong student who helps the weak one actually benefits more. 1.4 Conceptual Framework This research is to determine the effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-Esteem to improve students scores on reading comprehension tests within a particular primary school setting.  The experimental group of students from the upper primary level is the sample for comparison in the form of quantitative and qualitative instruments. Before and after achievements will be taken into consideration for analysis. During the pre test a specifically design test will be given for the purpose of the present study is administered to all participants 1 week prior to the treatment. This test is based on a reading text and included 12 items that measured participants literal comprehension of ideas directly stated in the passage and higher order comprehension that required inference and interpretation. Finally, the same post test is administered to the participants in the control and experimental groups at the conclusion of the treatment. This test is a domain-referenced test that covered the learning outcomes and competencies targeted during the period of investigation. The post test is based on a selection reading text that is previously read by the participants and included nine multiple-choice, three short answers, and eight sentence-completion items that measured the outcomes and competencies under investigation. Outcomes of the tests, the questionnaires, the feedback on the techniques and observation of the self-esteem of the sample will be taken into consideration for further evaluation. The conceptual framework of this research as below: Figure 1: Conceptual Framework of Research PRETEST CLASS B CLASS A EKSPERIMENTAL GROUP CONTROL GROUP POST- TEST Questionnaires (Self-Esteem) STUDENT STUDENT F M F M RESULT Murid) 1.5 Purpose of the Research The purpose of this research is to determine the effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-Esteem to improve students scores on reading comprehension tests within a particular primary school setting.   ESL learners found reading for information easy in their first language but more difficult in a second or foreign language. Reading comprehension tests caused anxiety and a sense of failure for students who did not have the skills to cope with the tests. Reading in a second language was not easy but taking tests made it even more difficult. 1.5.1 Research Objectives This research intends to find the following objectives: To examine whether the Learning Together CL model more effective than conventional class instruction in promoting the ESL reading comprehension achievement. To examine whether the Learning Together CL model more effective than conventional class in promoting achievement within male and female students. To examine whether the Learning Together CL model more effective than conventional in increasing the interest for the experimental group. To examine whether Conventional Method can increase the students interest among the control group students. 1.5.2 Research Questions Specifically, the study addressed the following questions: a) Is the Learning Together CL model more effective than conventional instruction in promoting the ESL reading achievement? b) Is the Learning Together CL model more effective than conventional in promoting achievement within male and female students? c) Is the Learning Together CL model more effective in increase the interest for the students in experimental group? d) Is Conventional Method can increase the students interest among the control group student? 1.5.3 Hypothesis Null a) There is no significant difference in achievement mean score on post test of students in experimental group compare to students in control group. b) There is no significant difference of achievement score in English Lesson within male and female students who had been taught using Learning Together Model. c) There is no significant difference in interest for the students in experimental group using the Learning Together Model. d) There is no significant mean score in English Reading Comprehension Test in Interest for the Control Group Students Using Conventional Method. 1.6 Significance of the Research Its clear that reading comprehension is a complex cognitive process that depends upon a number of ingredients all working together in a synchronous, even automatic way. Vocabulary clearly plays a critical role in understanding what has been read. The reader must also be intentional and thoughtful while reading, monitoring the words and their meaning as reading progresses. And the reader must apply reading comprehension strategies as ways to be sure that what is being read matches their expectations and builds on their growing body of knowledge that is being stored for immediate or future reference. . In conventional classrooms, ESL students receive less teacher and peer communication and communication at a lower linguistic and cognitive level than in cooperative learning classrooms. One of the main advantages of group work for second language learners is that it offers students the chance to hear more language and more complex language during interaction. In discussion with others, students may hear more complex language from their peers than from the teacher in conventional class discussion. Consequently, at least some of the input will be at an appropriate level. In one study, students participating in group-based investigation made more high-level cognitive gains than those who took part in peer-tutoring or whole-class methods (Holt, 1993). Most observational research indicates that the speaker is the teacher 60 to 70 % of the time during teacher-centered interaction. In comparison, in cooperative learning, one fourth to one half of the students can speak at any given time, depending on whether pair work or group work is being used (McGroarty, 1993). This is important to language learning because it give students more opportunities to practice using language skills. In addition to increasing the number of opportunities available for verbal expression, cooperative learning methods promote use of a wide range of communicative functions. This is important to language learning to expose students to a variety of language skills. Through teacher modeling and pre teaching exercises, students are given specific instructions in such skills as paraphrasing the ideas of others, asking for explanations, summarizing, clarifying, indicating agreement or disagreement, and interrupting politely, all verbal skills, which are beneficial to the language acquisition process. 1.7 Limitations of the Research Some problems which may arose when research is conducted. They are: The outcomes may only cover the sample and may not necessarily be concluded all the groups in the general. However, samples with similarities of culture, background and also environmental factors may result in similarities of outcomes and problems. Differences in approaches and styles of the teachers, the interest of the students, the studying environment and other factors also need to be addressed in order to have more valid and reliable results. Reading techniques are focused on the reading comprehension and could not be generalized for other aspects of the language. 1.8 Definition of Terms Definition of Reading True reading requires both the ability to break down the code and the ability to understand the meaning intended by the writer. Collaboration is required between left and right brain visual skills in order to be a strong reader. Fortunately, students who are weak in either area can be assisted by using specific strategies. Reading Comprehension   Ã‚   Its clear that reading comprehension is a complex cognitive process that depends upon a number of ingredients all working together in a synchronous, even automatic way. Vocabulary clearly plays a critical role in understanding what has been read. The reader must also be intentional and thoughtful while reading, monitoring the words and their meaning as reading progresses. And the reader must apply reading comprehension strategies as ways to be sure that what is being read matches their expectations and builds on their growing body of knowledge that is being stored for immediate or future reference. Definition of Cooperative Learning Cooperative learning is a philosophical shift from the teacher as primary conveyor of information to teacher as facilitator. Student works together in groups of two to five as they teach one another, problem solve and develop appropriate social skills. Cooperative learning provides a way for students who are weak in academic skills to actively participate in the learning opportunity by contributing their own strengths and by receiving peer assistance. However, research indicates that the strong student who helps the weak one actually benefits more. 1.9 Summary The research is an attempt to investigate the effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-Esteem. Reading comprehension is a complex cognitive process that depends upon a number of ingredients all working together in a synchronous, even automatic way. Vocabulary clearly plays a critical role in understanding what has been read. The reader must also be intentional and thoughtful while reading, monitoring the words and their meaning as reading progresses. Cooperative Learning advances into the nations classrooms, the benefits of reading strategies increase greatly. Reading strategies suggested in Diversified Teaching, though strong in themselves, gain more power as we put the steps into the hands of students. Effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-Esteem CHAPTER 2 Literature Review: 2.1 Introduction : Cooperative Learning(CL) Currently, CL is perceived as a generic term for a number of instructional techniques and procedures that address conceptual learning and social development. It encompasses the following instructional models: the Structural Approach (Kagan, 1989), Group Investigation (Sharan Sharan, 1992), Student Team Learning (Aronson, Blaney, Stephan, Sikes, Snapp, 1978; Slavin, 1995), Curriculum Packages (Slavin, Leavey, Madden, 1986), and Learning Together (Johnson, Johnson, Holubec, 1991, 1992, 1994). The Structural Approach is based on using content-free ways of managing classroom interaction called structures. Structures are relatively easy to implement and can be categorized into team and class building, communication, mastery, and critical thinking structures. One example of a structure is Numbered Heads Together. Kagan (1989) describes the procedure of Numbered Heads Together as follows: Step 1: Students number off within teams. Step 2: The teacher asks a high consensus question. Step 3: Students put their heads together to make sure everyone on the team knows the answer. Step 4: The teacher calls a number at random, and students with that number raise their hands to be called upon to answer the question and earn points for their teams. Group Investigation divides work among team members, who complete specific tasks and then reconvene to prepare a group presentation. Student Team Learning includes the Jigsaw method and its variations and the Student Teams Achievement Divisions (STAD) method. The Jigsaw method has five major components: reading, expert group discussion, team report, testing, and team recognition. Meanwhile, STAD is organized around the components of teacher presentation, team study, individual quizzes, individual improvement scoring, and team recognition. The main difference between Jigsaw and STAD is that Jigsaw is well suited for teaching material in a narrative form such as a story or chapter, whereas STAD is useful in teaching materials that require single correct answers such as language rules and mechanics. Curriculum Packages are specific programs for teaching math and language and include the Cooperative Integrated Reading and Composition program. The Learning Together model organizes instruction according to the principles of positive interdependence, individual accountability, promotive face-to-face interaction, social and collaborative skills, and group processing. Specifically, positive interdependence means that the success of students is linked with the success of their team members and may be structured through mutual goals, joint rewards, shared resources, complementary roles, and a common team identity. Individual accountability means that the performance of each member is assessed and results are given to the team and the individual so that team members cannot get a free ride on the efforts of their teammates. Yet, team members still help, share, encourage, and support each others efforts to succeed through promotive interaction within their groups. Furthermore, they use and develop their interpersonal and small-group skills of leadership, decision making, trust building, and conflict management. Finally, the team members perform group processing to reflect how well the team is functioning and how its effectiveness may be improved. As such, the main difference between the Learning Together and other CL models is that this model is less discrete and less prescriptive than the Structural and the Student Team Learning models that employ specific steps in lesson planning and some what prepackaged curricula, lessons, and strategies in a prescribed manner (Johnson Johnson, 1998, p. 226). Rather, the Learning Together model provides a conceptual framework for teachers to plan and tailor cooperative learning instruction according to their circumstances, student needs, and school contexts. (For fu rther description of the various CL models, see Kluge, McGuire, Johnson, Johnson, 1999.) 2.2 Review of Previous Studies Previous research involving students who spoke English as a first language and who learned content in English has suggested that CL may encourage higher self-esteem and lower feelings of alienation at school (Johnson, 1979). For instance, Norem-Hebeisen and Johnson (1981) reported that self-esteem was positively related with cooperative relationships among 821 White, middle-class secondary school students in a mid western suburban American community. These researchers further reported that competitive and individualistic patterns of social interdependence reflected lower self-esteem and greater concerns regarding success and social approval. However, Johnson, Johnson, Scott, and Ramolae (1985) found no significant differences between the Learning Together CL model and individualistic and competitive forms of instruction in improving the self-esteem of 154 fifth- and sixth-grade students of science in suburban Minnesota. Along similar lines, Oickle (1980) studied the effects of team reward and individual reward structures on the English achievement and self-esteem of 1,031 students from diverse communities enrolled in four American middle schools. This researcher reported positive effects in favor of the team reward structure in promoting achievement in the four schools and in improving self-esteem in only one of the schools. Similarly, Madden and Slavin (1983), who studied the development of self-esteem among regular and special needs elementary school children in Baltimore, Maryland, reported greater general self-esteem effects for STAD but no differences in academic and social self-esteem between STAD and the control group. Conversely, Allen and Van Sickle (1984) reported no differences between STAD and the control group in improving the general self-esteem of 51 ninth-grade students after 6 weeks of experimentation in rural Georgia. Finally, while some researchers found that the Jigsaw method had positive effects in improving students general self-esteem (e.g., Blaney, Stephan, Rosenfield, Aronson, Sikes, 1977), Gonzales (1979) reported no such effects. In the context of ESL/EFL, previous research suggests that CL promotes positive attitudes among learners (Gunderson Johnson, 1980), intrinsic motivation and satisfaction (Clement, Dornyei, Noels, 1994; Szostek, 1994; Ushioda, 1996), and active pursuit of group goals (Nichols Miller, 1994). It also leads to gains in social support for academic excellence (Daniels, 1994), expectancy of successful task fulfillment (Douglas, 1983), and increased self-confidence and less anxiety (Deci Ryan, 1985). More recently, Ghaith and Yaghi (1998) reported that the STAD method is more effective than individualistic instruction in improving the acquisition of L2 rules and mechanics. Likewise, Calderon, Hertz-Lazarowitz, and Slavin (1998) reported that a bilingual Cooperative Integrated Reading and Composition intervention improved third-grade achievement during transition from Spanish to English in comparison with control classes that used traditional textbook reading methods. Similarly, Bejarano, Levine, Olshtain, and Steiner (1997) reported that small-group cooperative practice of modified interaction and social interaction strategies improve EFL learners communicative competence. In like manner, Thomson (1998), in her study of a group of third-year Australian university students in a Japanese language class, found that cooperation among teachers and students increased interaction opportunities among learners and promoted autonomous learning. Finally, Ghaith (2002) reported that the Learning Together CL model positively correlates with a supportive L2 climate and with learners perceptions of fairness of grading and academic achievement. The aforementioned studies underscore the value and potential of CL in the L2 classroom. However, there is still a need to investigate the efficacy of various CL models in promoting gains in the cognitive and non-cognitive domains of ESL/EFL instruction across different languages and cultures. 2.3 Summary Consequently, the present study set out to investigate the effects of the Learning Together CL model on the achievement, academic self-esteem, and feelings of alienation among ESL learners studying in a situation characterized by competitive schooling and limited opportunities for meaningful social interaction in English, the target language. Effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-Esteem CHAPTER 3 Research Methodology 3.1 Study Design The study employed a pre test-post test control group design and focused on the variables of academic self-esteem and alienation from school as well as achievement based on the proposition that interacting positively with other people to achieve common goals tends to increase academic self-esteem and to decrease school alienation (Johnson, Johnson, Stanne, 2000). Academic self-esteem and psychosocial adjustment at school are of critical importance because they enable learners to withstand the disappointments of life, be confident decision makers, and ultimately be happy and productive individuals (Slavin, 1995). Likewise, the Learning Together CL model was selected as the form of intervention in the present study because it encompasses all the CL elements of heterogeneous grouping, positive interdependence, individual accountability, social and collaborative skills, and group processing. Furthermore, there is at present a need to examine the efficacy of this model in The context of teaching ESL in general, and in the context of the present study in particular, due to the scarcity of previous research. 3.2 Populations and Sample Participants in the study are 60 upper primary students from a primary school in Kulim. The learners are from families with low to medium socioeconomic and educational backgrounds enrolled in the primary school in Kulim. There are 34 males and 26 females, and their ages ranged from 11 to 12 years. The participants will be selected from the primary school and will be randomly assigned to control and experimental groups; the study will last for 10 weeks. The experimental group included 30 participants who will study together in seven teams of four members each according to the dynamics of the Learning Together CL model as described in the Study section. Meanwhile, the 30 participants in the control group will study the same material according to procedures in their textbooks. FIGURE 2: Populations and Sample Male Female Experimental Group 16 14 Control Group 18 12 3.3 Research Instruments Academic self-esteem was defined in the context of the present study as the self perception of one as being a capable, competent, and successful student (Johnson Johnson, 1996, p. 67) and measured by a five-item Likert subscale adapted from Johnson and Johnson (1996). Likewise, an eleven-item Likert subscale also adapted from measured school alienation Johnson and Johnson (1996) In addition, an achievement pre test specifically designed for the purpose of the present study is administered to all participants 1 week prior to the treatment. This test is based on a reading text and included 12 items that measured participants literal comprehension of ideas directly stated in the passage and higher order comprehension that required inference and interpretation. Finally, the same post test is administered to the participants in the control and experimental groups at the conclusion of the treatment. This test is a domain-referenced test that covered the learning outcomes and competencies targeted during the period of investigation. These outcomes and competencies included utilizing context Clues (syntactic and semantic) and using reading strategies such as previewing, skimming, and scanning to achieve literal and higher order comprehension of printed discourse. The post test is based on a selection reading text that is previously read by the participants and included nine multiple-choice, three short-answers, and eight sentence-completion items that measured the outcomes and competencies under investigation. The content validity of the test was established by the researcher, the program coordinator, and the teacher who implemented the study, using a specification table as suggested by Sax (1980). Consequently, it is determined that four items measured literal comprehension, eleven items measured higher order skills, and five items measured the use of context clues to aid comprehension. 3.4 Procedure for Data Collection The study consisted of two phases. The first phase involve a teacher who agreed to participate in the study by applying the elements of the Learning Together CL model (heterogeneous grouping, positive interdependence, individual accountability, social skills, group processing) in her teaching of ESL. This phase focused on specifying academic and collaborative skills objectives, dividing students into groups, arranging the room, assigning roles, and planning materials. Furthermore, the participating teacher will receive training in explaining academic tasks, structuring positive goal interdependence, individual accountability, and intergroup cooperation. The teacher will also learn how to specify and monitor learners desired behaviors and enable students to process and evaluate how the group functioned. The purpose of this first phase was to maximize experiment fidelity through careful training of the teacher-experimenter who would implement the second phase of the study. The second phase of implementation involved working with the program coordinator and the teacher who agreed to participate in the study in order to determine the content and learning outcomes and competencies to be achieved during the period of investigation. In addition, detailed lesson plans were designed in order to teach the same content and skills to the experimental and control groups. The lesson plans for the experimental group were based on a checklist of teachers roles and lesson templates designed by Johnson, Johnson, and Holubec (1987) . Specifically, the plans included lesson summaries, instructional objectives, and a list of materials needed as well as specifications of time required, group size, assignment to groups and roles, and arranging the room. The lesson plans also included an explanation of tasks, procedures to structure positive interdependence and individual accountability, and criteria for success. In addition, the plans specified the social skills and expected behaviors, and included procedures for group monitoring and processing to see how well the group functions. Meanwhile, the lesson plans for the control group focused on reading the same material according to the instructional procedures (activities) suggested in their textbook. These procedures were organized into three stages of lesson planning: opening, instruction and participation, and closure. These stages provided opportunities for working on various language objectives in the written and oral domains in an integrated matter, using a wide variety of instructional techniques such as whole-class brainstorming, discussion, question and answer, comprehension checks, crossword puzzles, and graphic organizers. Both the experimental and control group lesson plans addressed the same instructional objectives and will be based on the same reading selections and exercises. However, the experimental plans provided opportunities for small-group interaction and for sharing resources among team members. There was also an emphasis on social and collaborative skills and on developing team spirit and collegiality. Conversely, students in the control group worked individually and shared their answers with the class. As previously noted, one of the teachers who had received training in Phase 1 of the study had agreed to participate in Phase 2. In order to avoid any potential bias in the implementa

The west :: essays papers

The west The West was a form of society rather than an area. It is the term applied to the region whose social conditions result from the application of older institutions and ideas to the transforming influences of free land. By this application, a new environment is suddenly entered, freedom of opportunity is opened, the cake of custom is broken, and new activities, new lines of growth, new institutions and new ideals, are brought into existence. The wilderness disappears, the "West" proper passes on to a new frontier and, in the former area, and a new society has emerged from this contact with the backwoods. Gradually this society loses its primitive conditions, and assimilates itself to the type of the older social conditions of the East; but it bears within it enduring and distinguishing survivals of its frontier experience. Decade after decade, West after West, this rebirth of American society had gone on, and left its traces behind it, which reacted on the East. The history of our political institutions, our democracy, is not a history of imitation, of simple borrowing; it is a history of the evolution and adaptation of organs in response to changed environment, a history of the origin of new political species. In this sense, therefore, the West has been a constructive force of the highest significance in our life. The West, as a phase of social organization, began with the Atlantic coast, and passed across the continent. But the colonial tidewater area was in close touch with the Old World, and soon lost its Western aspects. In the middle of the eighteenth century, the newer social conditions appeared along the upper waters of the tributaries of the Atlantic. Here it was that the West took on its distinguishing features, and transmitted frontier traits and ideals to this area in later days. On the coast were the fishermen and skippers, the merchants and planters, with eyes turned toward Europe. Beyond the falls of the rivers were the pioneer farmers, largely of non-English stock, Scotch-Irish and German. They constituted a distinct people, and may be regarded as an expansion of the social and economic life of the middle region into the backcountry of the South. These frontiersmen were the ancestors of Boone, Andrew Jackson, Calhoun, Clay, and Lincoln. Washington and Jefferson were profoundly a ffected by these frontier conditions. The forest clearings have been the seed plots of American character.

Californias Promise Essays -- State Government, State Deficit

In the 1960’s California experienced reverence through the reputation of being a promising great state. The increasing population as well as the massive publicity, contributed in highlighting this notion. However, in 2011, California no longer holds the same reputation in the eyes of its residents. With a current state deficit of $25.4 Billion, many Californians believe that the state is hopeless and can no longer regain to its past stardom. Famed Historian, Kevin Starr argues that California has lost its promise entirely; however, California has not lost its promise entirely for the fact that California is still the eighth largest economy in the world. California is able to function even with a dysfunctional government and institutional structure. California still has the potential to recover its reputation as a great promising state. By tackling the state’s dilemma, we are able to understand why and how California lost its greatness. Once we analyze the core probl ems of the state, such as the initiative process, the state legislature, and misrepresentation of the public, we will have a better understanding of how to tackle the issue. First, an obvious problem of the state is the usage of the initiative process. Originally, it gave â€Å"Californians the power to propose constitutional amendments and law that fellow citizens will vote on without the legislature’s involvement (Van Vechten, 20).† However, today, special interest groups have used this process abusively. In fact, initiative campaigns became an industry of its own in California. According to Mathews and Mark, â€Å"in 1996, annual spending on initiative campaigns in California topped $140 million (Mathews and Mark, 68).† Special interests groups that are financially well o... ...tion of 38 million people, California still has the potential to be great. If in fact California lost its promise, the state would not have that large of a population nor would it have the eighth largest economy in world. The problem of California is in the structure of the legislature and the institutions and practices that it has. There are unchecked power given to the people through the initiative process and there are fundamental structural flaws in the state legislature. By addressing these problems and critically thinking what needs to be reformed, California can potentially get its old reputation. However, we must reform without unconsciously changing the right things in our state. If California just reforms in the same way it used to, the states’ future may be ruined. Innovative means of solution is needed in order to stir the state to the right direction.

Understanding Stroke Essay -- health

Understanding Stroke Diagnosis and Clinical Features of Stroke Several researchers have attempted to determine the general public's knowledge about stroke risk factors and warning signs. The most commonly cited risk factors were hypertension and stress; the most frequently identified warning signs were dizziness, severe headaches, and unspecified weakness. Knowledge about warning signs may prompt early recognition of strokes and, hence increase the speed and aggressiveness with which people seek medical attention. The five stroke warning signs identified by the National Institute of Neurological Disorders and stroke include: (a) sudden weakness of the face, arm, or leg on one side of the body; (b) sudden dimness or loss of vision particularly in one eye; (c) sudden difficulty speaking or trouble understanding speech; (d)sudden severe headache with no known cause; and (e) unexplained dizziness, unsteadiness, or sudden falls. These symptoms are seen especially in conjunction with other warning signs. Facts about Stroke Strokes are the most common cause of disability and leading cause of death in the United States. Estimates of the number of stroke survivors in the United States exceed 3 million, and nearly 150,000 Americans died from stroke in 1995. The frequency with which strokes occur and the devastating effects they can have on survivors and their families make provision of general information about prevention and management an essential element of public health education. Previous researchers have found that between 14% and 40% of adults cannot name a single risk factor associated with stroke. This is reason for concern among the medical community. Neuropathology/Neurochemically speaking Ischaemic str... ...rain. Glutamate antagonists have been successful in treating various animal models of epilepsy and by effectively protecting against epilepsy brain damage. Works Cited Albers, MD, Gregory W. (1997). Rationale for Early Intervention in Acute Stroke. The American Journal of Cardiology. 80:4(3); 4D-10D. Atkinson, R. P.; & DeLemos, C. (2000). Acute Ischemic Stroke Management. Thrombosis Research. 98:3; 97-111. Koroshetz, W. J.; & Moskowitz, M. A. (1996). Emerging treatments for stroke in humans. Trends in Pharmacological Sciences. 17:6 (Jun); 227-233. Lees, K.R. (1991). Therapeutic interventions in acute stroke. Brit J Clin Pharmacol. 34; 486-493. Rothman, S.M.; & Olney, J.W. (1986). Glutamate and the pathophysiology of Hypoxic-Ischemic brain damage. Ann Neurol. 19; 105-111. For information Stroke: http://www.caregiver.org/factsheets/stroke.html

Perspectives of media in health and social care Essay

The objective of this essay is to understand the representations of the media in Human Immunodeficiency Virus (HIV)/AIDS issue on gays and bisexual persons within health and social care setting. The importance of the mass media will be discussed to gain insight in promoting awareness on HIV/AIDS. It will clarify some specific theories and models of approach as they relate to mass media context in relation to the case studies and conclude. Irwin et al (2003) assert that the prevalence of HIV/AIDS epidemic in both developing and developed world including the United Kingdom (UK) has increased to a level that is beyond the control of the human behaviours; as a result, the increasing rate of people infected with the HIV/AIDS and the rate of people dying in terms of mortality rate have caused a concern among policy makers, journalists, governments and the Non-Governmental Organisations (NGOs) throughout the entire world. For example, people infected are estimated at 34 million with HIV/AIDS while people who died is at 1.7 million globally (UNAIDS 2012). This led journalists across the globe including the United Kingdom (UK) to adopt strategies and develop tools to combat the epidemics. Hart (1991) defines mass media as devices that simultaneously transmit messages to large numbers of people and indicates that media are classified in three different kinds which include presentational, representational, and mechanical or electronic media. The mass media performs three key functions: educating, shaping public relations, and advocating for a particular policy or point of view. As education tools, media not only impart knowledge, but can be part of larger efforts to promote health issues and other related activities (e.g., social marketing) to promote behaviour change social utility (Department of Health 2011). For instance, when using the social marketing, the mass media targets a particular through poster and other adverts to inform gays and bisexual about the HIV. Beck et al (2005) emphasises that the presentational media ensures face-to-face communication, e.g. speech. He also indicates that the representational media enables messages to be stored, passed over a distance and produced in the absence of the participants because they use symbol  codes of prints, graphics and photography to communicate e.g. newspapers, comics and magazines. Thomson and White (2008) said that the messages are projected through television, radio, newspapers adverts, magazine, leaflets, books, and internet. This is evidenced in the communication model which states that the flow of information is a system of conveying a message in two ways, or in a multiple channels, because individuals will get opinions which are influenced by the type of message to be delivered. The model is based on two step system of information flow which in turn influences the wider community (Wellings and Field 1996). In United Kingdom (UK), the Department of Health allocated  £ 2.9 million each year to promote at the national level, the HIV/AIDS prevention campaigns through TV and other adverts (House of Lords 2010). The application of Marxist theory emphasises on the direct relationship existing between those who have economic power and those who can be able to disseminate information across the society. Tones and Tilford (2001) emphasised that the environmental model of approach is based on the advocating for the prevention of disease rather than depending on medical cure. Medical treatment is limited in providing effective behavioural change and cure. In other perspective, when using the environmental approach, a set of series programmes about HIV has only attempted to raise the awareness of how the disease can be contracted and prevented. Karpf (1998) identified the looking after yourself model said that this model mainly focus on individuals behaviour change. The concept of look after yourself approach has helped media and health organisations to campaign through TV, Radio and providing advices and necessary information to make people aware of the HIV effects. It also changed the way the society used to perceive the value of culture in line with the HIV/AIDS among gay and bisexual society, and this has become mainstreamed in the society (Miller 2002). McQuail (2010) emphasis that Marxist theory, put emphasis on promoting ideas than looking at material structure of the society. However, Marxist theory has contributed to the promotion of mass media; its critics depend on how media could have the power to influence the society in order to effectively effect change (McQuail 2010). The functionalist theory is based on the human behaviours which are run by the way social pattern reflect some kind of stability in relation to the social reality (Brym and Lie 2010) For instance, the use of TV as a channel to  disseminate information on HIV/AIDS has offered sights and real message to stimulate people representation to understand the significance of the effect of having HIV/AIDS. Despite the use of TV as means of disseminating the message on HIV/AIDS, has a limited scope in term of coverage because it is often limited to crises (Basten 2009). The UNAIDS (2004) report indicates that with TV there are some costs associated to it, for instance, the cost of advertising a short avert on health issues such as the HIV/AIDS is high, because of time consuming and creative art for the performance to meet a particular market segments ( Hornik 2008). Beck et al (2005) indicates that the use of the radio as a media of communication has the potential to reach diverse groups of people and huge number of people within the community.

Rob Parsons -Promote Not Promote

This report presents an independent analysis addressing the insights for important management issues associated with performance appraisal and performance management in the Capital Market Services of Morgan Stanley. The analysis will be focused on identifying the major problems, analyzing the situations, and making feasible and thorough recommendations for the board of Morgan Stanley to improve the existing situations. 2. Problem Statements. Rob Parson was a star producer in the Capital Market Services Department who had been recruited from a competitor two years ago and had generated substantial revenues since joining the firm.I would like to address more specific and surface problems for this situation as follows: 2. 1 Problem 1 -Rob Parson's Performing Issues. Parson's success at generating business was offset by performance reviews from internal co-workers that painted him as a poor fit in the firm's collaborative culture. Parson's performance issues had been making his two immed iate supervisors, Paul Nasr, the senior managing director in early 1996 and Gary Stuart, the just promoted managing director in early 1997 faced the dilemma whether to promote Rob Parson as managing director. 2. Problem 2 -Rob as Irreplaceable Staff. Stuart felt certain that Parson would leave the firm if he was not promoted in 1997. This would mean losing a valuable employee and a star producer and creating an empty seat in an area important for the firm's business. Morgan Stanley needed Parson to attain the firm's strategic business objectives and even Stuart felt strongly that Parson would be impossible to replace. 2. 3 Problem 3 – Little consensus for the 360-degree evaluation process The purpose of 360-degree evaluation is to emphasize teamwork, cooperation, and cross selling.However, there was little consensus on what the 360-degree evaluation actually meant in practice since its implementation in 1993. 3 Issues / Problem Analysis. It is doubt that the 360 degree perfor mance evaluation process at Morgan Stanley yield data that were valid and reliable. It is critical to figure out whether the 360 degree performance management system well aligned with Morgan Stanley's strategic objectives. It is also important to verify the two performance evaluation results and bjectively induce the implications so that Gary or the board could effectively manage the situation. 3. 1 Not a real 360 degree performance review @ Nasr's time. The performance comment â€Å"raw data† including the quantitative, qualitative, and anecdotal — none of which is perfectly consistent from the 360 process. It is doubt that raters knew how to effectively participate in the process and the Paul knew how to use the data. There was no indication of rater's interaction with Parson and how each rater's rating contributed to the average scores shown on Summary of Performance Ratings.The arithmetic average for the collage average score is 3. 6, how ever the overall rate is a t 2. 8. It seems that quiet a number of Parson's supervisor and colleagues were admiring his cross-selling skill but it was hard to tie to the result of Downward Average 3. 0 and colleague Average of 3. 7. What were the criteria to evaluate item 4A in the Summary of Performance Ratings. -Team Player Skill and how the comments from Parson's supervisors and colleague tied to the average rating.Rater Parson E's comments in the â€Å"Development Recommendation† sections did not include concrete example but just stating rather subjective observations and feelings. The rates were not interpretable and there was no scale identification for the rates. What a 2. 0 different was from a 4. 0 average score? What were the benchmarks? There was no explicit indication of management's expectations for Parson, such as specific sales target and customer satisfaction index that are measurable and be able to described in concrete terms.It seems that there was no prior communication of the expect ations of the key performance indicators with specific values to Parson. There was no attempt to think deep the unique qualities of Parson that bring him to achieve excellent business sales. There were no indications of key success factors for Parsons that would link to the performance evaluation process. There was inherited bias from Nasr that he treated Parson harsher because he wanted to show to everybody in Morgan Stanley that he would not treat a subordinate who was hired from his previous life better. . 2 Improved 360 degree performance review @ Gary's time In early 1997 during Gary Stuart's time – A â€Å"revised† performance review â€Å"raw data† including the quantitative, qualitative, and anecdotal was come up in different ways. The process had been improved when compared with the last year exercise in the following ways: Indication of involvement from each rater and excludes the ratings from evaluators who had limited interaction with Parson when com ing up with average score in every performance criteria to ensure fair evaluation.Indication of rating scale from 1-6 and with interpretations for each rating. However, there is no in-depth explanation on how to define Top 10%, Top 20% and Top 50% etc. Each rater provided a rating with corresponding comments and valid examples for each performance requirements category Elimination of the â€Å"Team Player† rating which was previous seen as a subjective and board term. However, the review showed an extraordinary amount of Parson's progress on the team player front by examples. The overall rating from downward and colleague at 5 and 5. respectively which is in the category of Outstanding -Top 20% It was mentioned by Stuart that he need to deal with the politics in the firm, it is time to think of whether Parson was confronting the culture or he a gear to help the firm to change some of the rooted culture. 3. 3 What are the alternatives? After illustrating the underlying causes of the problems, we have to consider whether the efforts Parson had made were sufficient to be promoted, promoting Parson would mobilizing a lot of support from within the firm. The main alternatives are as follows: * Be prepared to search Parson # 2 for replacement and fire Parson. No to promote and increase payment for Parson and let him tender his resignation. * Promote Parson to the managing director and further motivate and develop his weak area. 4 ;Solutions and Recommendations. Morgan Stanley changed its corporate strategy to focus on being a â€Å"one-firm† firm, the use of the 360 degree performance evaluation procedures at Morgan Stanley has been designed to reinforce the change in culture which is now emphasizing teamwork, corporation, and cross selling. The firm should reward those who acting in accordance with the mention notions as well as great business generators.The main purposes of carrying out an efficient 360 degree performance assessment in Morgan Stanley are to develop, to manage and to pay ;amp; promote. The effectiveness of the performance assessment did affect the job satisfaction of Parson and the organization effectiveness. Therefore, it is critical to come up with a fair judgment for Parson, review and improve for any loop holes in the existing performance assessment process. I would like to recommend promoting Parson to the managing director, further motivating, rewarding and developing his weak areas.It was hard to compare the results from 2 consecutive years because it is meaningless to use some misleading or ill-defined rates from @ Nasr's time and compare to a more representative set of result this year. However, the revised process in the recent year provided more sensible data, it is worthwhile to focus on the review result of this year as decision making base. The Summary of Performance Ratings and Distribution showed that nearly all (except 33% of his supervisor rate 3 for leadership and management skills) Parson's s upervisors rated 4 to 6 for all 4 perspectives include the Overall Downward.These implied most of the Parson's higher up did recognize Parson's contributions. It should be easier to mobilize a consensus on Parson Promotion this year. The management needed to reconsider the motivation elements and to come up with a through career development plan for Parson rather than just focus on using the review result as a promotion justifications. Actions Plans: * A constructive and through feedback session to be held by Stuart with Parson and mentioned that he will be promoted to the managing director on condition that Parson need to further improvement on certain areas from leadership and management skills.Quote concrete example for his weak areas. * Make sure a detail job specifications (expectations) and key performance index for the managing director position be in placed. To communicate management's expectation to Parson clearly. * To carry out after promotion review with Parson in three months time and make sure he will still be in good shape after his promotion. * Stuart has to tender a promotion recommendations report to the management with support and firm tone that Parson is ready to promote based on this year's performance assessment results. * To involve those being rated in the development of the rating scheme.Continuous to carry out performance appraisals training to make sure all the staff understands the logic behind. To fine tune the process with more specific definition for each of the ratings. In conclusion, with proper implementations, a 360 degree performance assessment process can provide a more accurate assessment of an employee's performance and help eliminate accusations of favoritism. It will definitely lead to continuous learning, team building, growing self-confidence and improved productivity. I look forward seeing a more constructive and productive team lead by Parson in the coming future.