Quality control at Dubai metro Term Paper Example | Topics and Well Written Essays - 3500 words

Quality control at Dubai metro - Term Paper Example The strategic geographical location of Dubai in the Middle East has a significant role in the economic progress of the region. It is the central commercial indicator of the entire region in respect of the mass international economic and financial activities taking place in it. What is of particular interest is how quality control can be improved by the city’s management authorities. How operation management can effectively be put into play to see an improvement in overall performance of the city’s activities is the problem of central concernDubai Metro boasts of Arabian Gulf’s first major urban railway project that targets to boost the efficiency of movement amid various activities in the city. It has one of the finest urban rail systems in the globe which is responsible for the mass influx of tourists and serves as the avenue of economic and financial activities. The need for quality control is paramount in this commercial hub since the commercial activities tak en up are to be standardized at international level with complete adherence to the diverse cultural concepts that constitute the visitors. Operation management of this city is under the overall authority of Dubai Municipality’s Roads and Transport Authority (RTA) who has the supervisory role in all the quality control exercise in collaboration with central government authorities.It is important to assess the various concepts that surround the strategies that are put in place by the relevant authorizes in Dubai as far as quality control is concerned.... 1960, 32). Background information Dubai is one of the fast growing metros in the world with busy commercial activities that hinges on its vast infrastructural endowment and sound management. It is important to note that management of such metro cities is critical to the overall performance of the city (The Report, 2007, 124). The large volume of international trade in tangible and intangible commodities that is executed in this city calls for thorough quality control. This city therefore requires operation management team that is able to ensure that all the necessary social and economic conditions are satisfied. Dubai’s operation management teams are responsible for designing and managing the various products, underlying processes, supply chain and even the services to be tendered. The team headed by the city’s local authorities are in charge of overseeing acquisition of resources, their development and utilization so that various firms are able to deliver goods and ser vices to the multicultural client base that gets in and out of this United Arab Emirates city (Kachru, 2005, 636). Statement of the problem The strategic geographical location of Dubai in the Middle East has significant role in the economic progress of the region. It is the central commercial indicator of the entire region in respect of the mass international economic and financial activities taking place in it. What is of particular interest is how quality control can be improved by the city’s management authorities. How operation management can effectively be put into play to see an improvement in overall performance of the city’s activities is the problem of central concern

Four questions - short essay style Example | Topics and Well Written Essays - 1250 words

Four questions - short style - Essay Example IMC is meant to maintain a proper and coherent communication relation as one of the most important basic principles of IMC is to ensure ‘consistency’ in messages being communicated. IMC is not only a careful coordination of some or all promotional messages such as personal selling, advertisement, sales promotion, sponsorship etc, but also a very strategic tool to ensure consistency in each and every contacts between the firm its stakeholders including management, employees and customers. As some literatures noted, IMC’s philosophy advocates that there should be a proper coordination in messaging so as to ensure that IMC facilitate multiple messaging with a single voice (Shimp, 2008). Marketing communication is a process of exchanging facts, ideas, opinions, emotions etc about the brand or the firm that are important for the marketer to impact customers’ behaviour and attitudes. An important principle of IMC suggests that marketing communication should not only influence customers’ awareness about brand, but also should encourage them to respond to the desired action. If IMC’s specific goal is to improve word-of-mouth, the messages should be able to affect customers’ positive talk about the brand. Assessing what present and future customers want and need and what can satisfy them is a critically important requirement in marketing. A firm is not supposed to offer to its customers a product or service that it simply wants to produce or provide, but rather, it should see what its customers want now and in future and then to design and develop products or services accordingly. Marketing orientation is a process of organization-wide generation of market intelligence pertaining to current and future customers’ needs and wants. There are basically three dimensions in marketing orientation- They are:- For example, the marketer of a computer manufacturing firm needs to foresee

360 Degree Feedback: Analysis

360 Degree Feedback: Analysis 1. Introduction The researcher has highlighted the research question, aim and objectives, before the specific introduction to give a clear picture of the dissertation. 1.1 Research Question To ascertain whether 360 degree feedback could prove to be a promising appraisal mechanism for the staff motivation and development in the current economic crisis and funding cuts? 1.2 Aims and Objectives The research sets out to explore the relevance of 360 degree feedback appraisal system in contrast to the traditional appraisal process currently functional in the library and technical services department of the University. What is 360 degree feedback and in what ways it could prove to be an efficient tool for continuous improvement, development? What is the current functional appraisal technique in the universities library/technical services department and the benefits of introducing 360 degree feedback as an appraisal tool? To analyse the functions/pitfalls of introducing 360 degree feedback within the library/technical services department of the University, with an emphasis on its use for the continuous improvement, development and motivation of the staff. 1.3 Specific Introduction â€Å"University staffs tend to report high levels of stress at the best of times, and academic staffs usually rate their experience of stress as higher than other staff groups in the higher education setting,† (Easton and Laar, 2010). The current funding cuts by the government and the global financial crisis demands a major change in the way various processes function across universities in United Kingdom (UK). The current study is an endeavour to address the numerous limitations in between the traditional appraisal system and the 360 degree tool. The researcher aims to expand the literature that previously exists on the 360 degree appraisal system and to analyse why the gap exists in between both the processes. The researchers primary focus is on the staff motivation and personal development as the key factors that need consideration within the University of Huddersfield. The researcher has given a thorough critical analysis of the 360 degree feedback appraisal system through the review of the academic literature and has focussed on identifying whether or not there are any benefits of using 360 degree feedback over the traditional appraisal systems. As stated by Mason, et.al, (2009), multi-rater feedback is by fa r the best tool for staff development and monitoring effective continuous development in any organisation. Borman, (1997); Javitch and Burke, (1995); Yammarino and Atwater, (1997) state that one of the elementary assumptions of the 360 degree feedback approach is about the employees specific workplace behaviour and when compared to an individuals perception, can act like a catalyst and prove extremely beneficial for enhancing the employees self awareness, self development, motivation and subsequent behavioural change (Church, 2000). Concurrently, Cardy, et.al., (2011), critic that although the evaluation from 360 degree feedback includes feedback from all directions managers, colleagues, customers and the responses from all the point of views propose immense probability for improvement, insight and learning, the feedback from these multiple source seldom agree. On the rating scale, colleagues may rate some characteristics higher while managers may rate those very characteristics lo wer and likewise. The whole prototype of 360 degree feedback interpretation and evaluations can draw a perplexing image of the feedback which will hardly be of any significance to the individual in improving their performance. The underlying rationale of this study has been to evaluate the pros and cons of the traditional appraisal system currently functional in the university, and to analyse by what extent the human resource department, can benefit by introducing 360 degree feedback as their employee appraisal mechanism, especially in relation to the motivation and development of staff. 1.4 Research Plan The below figure (Figure.1) gives a diagrammatic representation of the research plan. The researcher has used the mind mapping technique to construct the research plan (Buzan and Buzan, 2007), which gives a clear picture of how the research task is carried forward as per the time line set by the researcher. The research plan has helped the researcher to carefully pre-plan the actions that needed to be taken during the research. In the following chapters the researcher has critically analysed the 360 degree feedback tool. The literature review covers the latest developments in the 360 degree feedback mechanism along with a thorough comparison with the traditional appraisal system currently functional in the library and technical services department of the University of Huddersfield. The research methodology chapter gives a thorough account of the research design chosen by the researcher, the various techniques used for the research, discussions about the semi structured interviews and questionnaires, followed by the analysis of data, research findings and conclusion. Chapter 2 2 General Literature Review 12-21 2.1 Specific Literature Review 21-27 2.2 Summary of the Literature Review 27 2. General Literature Review â€Å"The way 360 degree feedback is done seems to be critical to successfeedback interventions depend for their effectiveness on the extent to which they augment task motivation and encourage learning, although there are moderating variables such as the nature of the task,† (Kluger and De Nisi, 1996; Tyson and Ward, 2004). 360 degree feedback is an appraisal system used in strategic Human Resource management (HRM) as an intervention and an evaluation technique for personal development of the employees (Cardy, et.al, 2011; Fleenor, 2008; Tyson and Ward, 2004). It has also been referred as the ‘‘vital sign of the modern organization (Fortunato and Smith, 2008; Church and Waclawski, 1998). In this process the employees receive confidential, anonymous response from colleagues, managers, customers, family members etc (Figure 2). About three to five people fill out an anonymous online feedback form that asks questions covering a broad range of workplace competencies. The feedback forms include questions that are measured on a rating scale and also ask raters to provide written comments. The person receiving feedback also fills out a self-rating survey that includes the same survey questions that others receive in their forms. Various authors have outlined that 360 degree feedback is quite effective as it is a non bias process which makes performance management a more objective and fair process (CIPD, 2009), in contrast to the traditional appraisal processes where in a lot depends upon how the appraiser perceives the individual, which can be bias and less transparent. The 360 degree feedback has been used in many organisations for the development of staff members, and the gap in the two appraisal systems is due to the bias nature of the traditional appraisal mechanisms over the transparency of the 360 degree f eedback process. While traditional measures of appraisal systems date back to decades, current literature highlights the multiple developments in the field of appraisal techniques (Dalton, 1996). One among the later developments in the field is the 360 degree feedback appraisal mechanism. This research has explored the relevance of 360 degree feedback appraisal system in contrast to the traditional appraisal process currently functional in the University. Specifically, the author has examined how employee motivation and personal development are affected by 360 degree feedback. The aim throughout the research has been on comparing the traditional appraisal system functional in the University of Huddersfield (UOH) with the 360 degree feedback methodology by exploring how it could contribute in the personal development and motivation of the staff members within the University of Huddersfield. Meyer, (1991); and Folger and Cropanzano, (1998), disagree that evaluations of traditional appraisals are often positively inflated as usually the appraisers are not trained to give negative feedback, and if this is the manner in which the appraisals are conducted then the effectiveness of the performance management process will significantly be undermined (Guangrong, 2010; McCarthy and Garavan, 2001). Therefore one could state that if the tool if used accurately it can provide a non bias and more transparent appraisal system, which may decrease the possibilities of employee dissatisfaction in contrast to the traditional appraisal mechanism, and can emerge as an excellent motivational factor for the employees. As a matter of fact ‘360 degree feedback can significantly enhance the performance management process (Staff360, 2011; CIPD, 2009). However Fleenor, (2008) and Vinson, M.N. (1996) disregards the facts about the effectiveness of 360 degree feedback as people may use their role as a feedback provider as an opportunity to criticize others behaviour at work. According to Chartered Institute of Personnel and Development, (2009) if the 360 degree tool is perceived to be in any way threatening, it can seriously damage both commitment and performance. â€Å"It is important that people receive regular honest feedback on their performance. They should understand how their role contributes to overall organisational aims and objectives and how they are performing against agreed criteria. 360 degree feedback can enhance this process by widening the scope for information from the line manager relationship to embrace a wider range of opinion. However, it is important that this is carried out sensitively and fairly,† (Staff360, 2011). Lepsinger and Lucia, (2009); Fleenor, (2008); Tyson and Ward, (2004) comprehend that there are direct evidences of employees performance improvements from 360 degree feedback appraisal mechanism. Various authors research prove that 360 degree feedback also results in improved customer satisfaction, improved management skills and these improvements motivate the employees to work on their identified strengths and use them for advancement in their carrier (Edwards and Ewens, 1996; Hazucha et al. 1993). Hence, the current study is an attempt to deal with the several limitations, and develop the literature that previously exists on the 360 degree appraisal system and to analyse why does the gap exist in between the traditional appraisal system and the 360 degree tool. â€Å"The University of Huddersfield has charitable status as an exempt charity under Schedule 2 to the Charities Act 1993 (amended by the Charities Act 2006). It is therefore subject to charity legislation but is not required to register with the Charity Commission and is not regulated by it. As an exempt charity, the University does not have a registered charity number. In 2010, the Higher Education Funding Council for England took over as the ‘Principal Regulator for the institutions it funds and now has a general duty to promote compliance with charity legislation. This does not affect the Universitys status as an exempt charity,† (hud.ac.uk, 2011). The UK governments educational funding slice and the recession hit economy demands a drastic alteration in the way various processes function across the Universities in UK. However, since the 360 degree feedback is a tool primarily developed and used mainly in the private sector organisations, there is a challenge in its implementation in a public sector or a third sector organisation and as in this case, the University of Huddersfield which is a registered for charity organisation. Brutus et al., (1998) support that the reactions to performance measurements may vary between public and private sector organizations—public sector managers underestimate their achievements compared with private sector managers, for example. Hence, based on these findings one could ascertain that there is a greater need for motivation and development of employees in the public/third sector organisations, and the 360 degree performance appraisal system is an HRs ideal response to combat such issues. As suggested and supported by Lepsinger and Lucia, (2009); Borman, W.C. (1997); Javitch, M.J. and Burke, W.W., (1995); Yammarino, F.J. and Atwater, L.E. (1997), one of the elementary assumptions of the 360 degree feedback approach is about the employees specific workplace behaviour and when compared to an individuals perceptions, can act like a catalyst and prove extremely beneficial for enhancing the employees self awareness, self development, motivation and subsequent behavioural change (Church, 1995, 2000). The researcher has explored the 360 degree appraisals methodology that has become popular in human resource circles over the last few years, wherein the employees performance is assessed by their colleagues, managers and others and has analysed its benefits over the traditional appraisal processes. Brown, (2006) criticizes that while the 360 degree process seems like an interesting idea; it involves more meetings and many forms to be filled out in comparison to the traditional appraisal systems. However Maylett, (2009) and Wiley, (1993) supports that 360 degree feedback can prove to be a good instrument for the staff development as this process gives an individual in-depth performance feedback and hence based on the findings the employee can work on their personal development, by getting trained in the area where there weakness lies and the time lost in filling the extra forms are worth the effort. Arguments from different authors suggest that the feedback systems have always been in to existence in the organisations in some form or the other, but of-late has been developed and given a name ‘360 degree feedback and according to Garavan, et al., (1997) 360 degree feedback process is like an ‘old wine in new a bottle. It is also known as multi-rater feedback and is an appraisal process in which the individual is assessed by themselves, colleagues, managers, stakeholders, customers, etc. The 360 degree instrument can be used to achieve various goals and one aspect of it is the need of continuous measurement of improvement efforts, development of staff and their motivation. Ward, (1997) defined 360 degree feedback as ‘the systematic collection and feedback of performance data on an individual or group derived from a number of the stakeholders in their performance. †Because of their shorter expected tenure, women are less likely to be as motivated by the deferred rewards of career ladders. As a consequence, she argues that employers with large shares of women have historically used shorter-term rewards and undertaken more routine and extensive monitoring,† (Brown and Heywood, 2005; Goldin, 1986). Various authors criticize that traditional appraisal techniques are not that effective in case of female employees and there are many incidences of gender bias in appraisals. Renowned authors, Brown and Heywood, (2005) support that ‘a major and recurrent criticism of the traditional appraisal process is its openness to subjective and discriminatory outcome. The primary goal of this research has been to expand beyond the current literature by analysing the data and results to create suggested policies for the University of Huddersfield, to implement pertaining to the improvement of staff morale and productivity. Furthermore, on reviewing the growing body of literature and the research on 360 degree feedback, the researcher was able to identify the usefulness of having 360 degree feedback over the traditional appraisal processes in the University of Huddersfield; the study has also given ample scope to the researcher in developing more insightful questions. The author has identif ied the various factors on which the success of 360 degree feedback mechanism depends; the literature supports that more effectively the 360 degree instrument is implemented the better are the results. Newbold, (2008) highlights that that if the tool is implemented accurately, with the proper training and the correct resources, a 360-degree appraisal could prove to be a powerful and positive addition to any performance-management system. The 360 degree feedback has been used in many organisations for the development of staff members, and the gap in the two appraisal systems is due to the bias nature of the traditional appraisal mechanisms over the transparency of the 360 degree feedback process. Various authors have outlined that 360 degree feedback is quite effective as it is a non bias process which makes performance management a more objective and fair process (CIPD, 2009), in contrast to the traditional appraisal processes where in a lot depends upon how the appraiser perceives the individual, which can be bias and less transparent. Maylett, (2009); Meyer, (1991); Folger and Cropanzano, (1998), argue that evaluations of traditional appraisals are often positively inflated as usually the appraisers are not trained to give negative feedback, and if this is the manner in which the appraisals are conducted then the effectiveness of the performance management process will significantly be undermined (McCarthy and Garavan, 2001). Therefore one could state that if the tool if used accurately it can provide a non-bias and more transparent appraisal system, which may decrease the possibilities of employee dissatisfaction in contrast with the traditional appraisal mechanism, and can emerge as an excellent motivational factor for the employees. However Vinson, (1996) disregards the facts about the effectiveness of 360 degree feedback as people may use their role as a feedback provider as an opportunity to criticize others behaviour at work. â€Å"Multirater feedback has several significant advantages over single-rater assessment. Rather than relying on the perceptions of one individual, multirater feedback takes into account multiple perspectives. Those working with the employee, along with the supervisor, are generally able to provide a more comprehensive picture of an employees behaviour or performance. This is especially critical when the supervisor does not have the opportunity to observe all areas of an employees performance,† (Maylett, 2009). Maylett, (2009); DeNisi and Kluger, (2000) support that ‘360-degree feedback for decision making affects the actual ratings given to the individual being appraised and these systems should be primarily, if not exclusively for developmental purposes (Figure 3). Furthermore, the conditions in which 360 degree feedback work in an organisation largely depends upon the perception of 360 degree feedbacks potential to enhance human resource management system of the organisation. As suggested by Lepsinger and Lucia, (2009) factors like culture (that supports openness and honest feedback) and systems (that minimise irrational responses and have built in ways to identify people whose ratings are untrustworthy) assess if the organisation is ready to implement the 360 degree feedback process, and the researcher has explored the possibilities of its implication in the University of Huddersfield, based on these grounds. 2.1 Specific Literature Review This section of the dissertation takes a specific critical standpoint on whether 360 ° feedback as strategic Human Resource tool have a profound strategic justification in the University of Huddersfield (UOH) which is a registered for charity organisation (hud.ac.uk, 2011) . The researcher has given a critical account of the 360-degree feedback tool, as an option for performance development appraisals and for motivating the staff in performing better, in the registered for charity organisations. Currently, the 360 degree tool is not very common in the third sector, registered for charity organisations and the investigation could be a scope for a research elsewhere. According to Berk, (2009); and Fortunato and Smith, (2008) 360 degree feedback is an appraisal tool used by approximately 90% of the Fortune 1000 organisations (Fortunato and Smith, 2008; Bracken et al., 2001; Tornow and Tornow, 2001; Edwards and Ewen, 1996, 2001). Cardy, Leonard and Newman, (2011) believe that the incre ased popularity of the 360 degree feedback is unquestionable and that organisations have spent innumerable amount of funds in implementing the feedback system. However, Cardy et.al, (2011) argue that many Fortune 1000 companies have implemented the 360 degree feedback without having considered the purpose, which is not very advisable, as 360 degree feedback is at its best for staff development, motivation, and for administrative use such as in determining performance related salary. The utility of 360 degree feedback, mainly upward feedback, may be constricted when appraisers provide erroneous ratings (Bernardin and Tyler, 2001; Bracken and Timmreck, 2001). Kuvas, (2006) highlighted that the relationship between the performance appraisal and work is interrelated to the employees inherent motivation at work. For an employee to perform in an organisation, job satisfaction and motivation to execute an activity for itself, in order to experience the pleasure and satisfaction inherent in the activity (Kuvas, 2006; Deci et al., 1989; Vallerand, 1997). Cardy et.al. (2011) highlight that when feedback received from too many sources are used for the estimation of an employees performance the diverse sources of feedback seldom agree in their evaluation, although a broader understanding can be attained. Analysis and criticism of traditional appraisal system in contrast with 360 degree feedback The primary principle of appraisals is to put forward an opinion or feedback on how the employee performs in their current job role and to discuss further what could be done to facilitate the employee to perform the expected job, if they are not performing as per the objectives. Prowse and Prowse, (2009); and Randell, (1994) argue that appraisals are the systematic evaluation of an individuals performance linked to the organisations culture and behaviour. The various departments in the University of Huddersfield (UOH) use different appraisal mechanisms. The computing and library services, technical services and other administration departments of the University use a competencies framework for the staff appraisals. The appraisals are conducted half yearly (every 6 months) to follow up on the employees personal development plan. There are three documents that are usually taken in a one on one appraisal, the filled employee preparation form, the filled up competencies framework and the competency framework Role Profiling document which provides a brief idea of which level each role is at (Figure. 4). After the discussion the appraising line manager fills up the appraisal record which both the appraiser and the ‘appraisee sign and get a copy. This process is followed up every 6 months (Please refer to appendix 1 for appraisal documents). The purpose of the process is to facilitate the employees to develop in a systematic way so that university as an organisation functions in the best possible way utilising the optimum talent identified. Various authors support that the appraisal system also offers an opportunity to put across and discuss the employees achievements over the past year with th eir managers to confer their performance in general and make plans for the year ahead. The performance appraisals are potentially a solution for the organisations to get the most out of their employees (Prowse and Prowse, 2009; Armstrong and Baron, 2005). The scheme currently functional in the university is highly participative, with a huge emphasis on appraisal ‘self and making sure that the staffs have a key responsibility in determining their own improvement and personal development (UOH, 2011). â€Å"In order for an appraisal system to be absolutely flawless and effective a number of elements have to be in place, as in the understanding and agreement on performance goals, a process for collecting ongoing performance data and a framework of productive periodic review and formal appraisal discussions,† (Lepsinger and Lucia, 2009). Although the current appraisals seemed to have worked fine till date, the literature provides evidence of the flaws in the traditional appraisal processes. Lepsinger and Lucia, (2009); and Lee, (2006) highlight that disagreement on set performance criterion, the line managers inability as an appraiser to process the bulk of information received and the employees need, while being appraised to defend their self image, are the key factors which act as a barrier in the smooth functioning of the traditional appraisals. It could be argued that the two parties involved in a traditional appraisal usually do not agree with the performance criteria set and it is highly likely that a difference of opinion may crop up between the appraisers and appraisee on what it takes to perform the job effectively. Prowse and Prowse, (2009); and Lee, (2006) argue that that the appraisal practice cannot be executed successfully unless the appraiser has the right interpersonal skills to provide the feedback t o the appraisee. If the appraiser and appraisee do not come to a conclusion on what can mutually be agreed as a requirement for excellent performance, then it is quite evident that both may end up with diverse conclusions about the staffs effectiveness in meeting the set performance criteria. Furthermore, rather than reassessing the actions necessary for a thriving performance at work, if the traditional appraisal attempts to achieve a specific target or result, it hardly does anything to seize the gap in perception or help the appraisee in comprehending what amendments are vital for their advancement and development in performing the job (Lepsinger and Lucia, 2009). â€Å"Traditional performance appraisal systems are flawed in their design, implementation and use. Supervisors seldom are effective in using such systems because the assumptions that guide how we use performance appraisals are unsubstantiated,† (Lee, 2006). Lepsinger and Lucia, (2009); and Lee, (2006) solicit to discontinue the use of the traditional performance appraisal methods and state that the traditional appraisal processes that rely upon ratings should be discontinued and advanced performance management mechanisms should be adopted which are designed to produce ample quantitative and qualitative information. The line managers inability as an appraiser to process the mass information received is another major issue in the traditional appraisal processes. The though process behind an effective appraisal is very complex. Experts break down the intricate process for collecting and processing information used in the appraisal process (Lepsinger and Lucia, 2009). Merits of introducing 360 degree feedback as an appraisal tool in the University of Huddersfield â€Å"Critiques of appraisal have continued as appraisals have increased in use and scope across sectors and occupations. The dominant critique is the management framework using appraisal as an â€Å"orthodox† technique that seeks to remedy the weakness and propose of appraisals as a system to develop performance,† (Bach, 2005). As discussed previously The University of Huddersfield uses competencies framework for the staff appraisals. The competencies framework is a description of the relevant behaviours needed to be competent in the job roles and support the organisation in remaining an exceptional University. The competencies appraisal framework boasts to benefit the employees by providing precision of performance expectations, uniformity and fairness throughout the appraisal, allowing superior identification of individual development requirements and giving a clearer picture of required skills to progress in the career path. In turn the university benefits by a lucid method of continuous development and performance management, enabling the identification and prioritisation of improvement needs to facilitate the improved stipulation of the learning and development courses or other areas of development (Source: HR, 2011). â€Å"360 degree feedback can make a positive contribution to the appraisal system. It can help to gain agreement on expectations, by using a broader range of information, and by facilitating open discussion,† (Lepsinger and Lucia, 2009). There are numerous benefits of introducing 360 degree feedback in the University of Huddersfield. As per the discussions with the human resource staff and the appraising managers it can be argued that the current appraisal system functional in the university is not flawless. The bias nature of the one on one performance appraisals is prone to disputes among the appraising manager and the employees, and although the university has a procedure in place to resolve such conflicts it could still benefit by introducing 360 degree feedback along with the traditional appraisal mechanism to rule out any such possibilities of conflicts. 2.2 Summary of the Literature Review To sum it could be concluded that the 360 degree feedback has a proven record as an excellent tool for staff development and motivation. The researcher has observed that the tool has become increasingly accepted in the organisations worldwide ever since the masses have discovered its value. Since the academic literature supports the research question proposed by the researchers. Chapter 3 3 Introduction to the Research Methodology 29 3.1 Research Design 29-33 3.2 Research Strategy 33-35 3.3 Review of Research Data Collection Methods 35-36 3.3.1 Semi-Structured Interviews Qualitative Data 36 3.3.2. Questionnaires Quantitative Data 37-39 3.4 Pilot Test 39 3.4.1 Questionnaire Pilot Test 1 40 3.4.2 Questionnaire Pilot Test 2 40-41 3.5 Alternate Research Methods considered but 41-42 3.6 Ethical Considerations 42-43 3.7 Methods of Data Analysis 43-44 3.8 Summary of the methodology 44 3. An Introduction of the Research Methodology In this section of the research paper the researcher has explained the various types of research methods and techniques available, and used by the researcher, followed by a justification of why these methods have been considered appropriate for this dissertation and why the other methods have not been considered. The process of data collection and data analysis has also been described in this chapter. 3.1 Research Design The researcher throws light on the research design and gives a general idea of how the researcher has gone about addressing the research question and description of its approach with rationality, followed by an account of the objectives derived from this research, gives an account of the sources which has been used in this research to collect data, and a description of the ethical considerations (Creswell, et.al. 2011; Saunders, Lewis and Thornhill, 2009). To quote Saunders, et.al, (2009): â€Å"Combining both quantitative and qualitative analysis ‘the researcher may possibly use the quantitative data and ‘qualitize it that is converting it into narrative that can be analysed qualitatively. Alternately, the researcher may ‘quantitise the qualitative data, converting it into numerical codes so that it could be analysed statistically,† (Saunders et.al, 2009). The author has carried out the research by conducting semi-structured interviews followed by a brief experimental introduction of 360 degree feedback process, and the analysis of the results were done by the careful examination of combination of the mixed methods. Various authors justify that there are diverse rationales for research; however practitioner researchers are faced with queries that demand versatile responses (Creswell, 2003) Hence, a mixed methods approach that uses qualitative and quantitative research can be considered as appropriate for several p

Ominous Evil in Othello :: Othello essays

Ominous Evil in Othello      Ã‚  Ã‚   In William Shakespeare’s tragic drama Othello the presence of ominous evil is present in the play from opening scene to closing scene. Let us discuss this concept of evil as manifested in the drama.    H. S. Wilson in his book of literary criticism, On the Design of Shakespearean Tragedy, addresses the character of the general’s ancient:    With such a man everything is food for his malice. There is no appeasing him. His ego feeds upon the misfortunes he contrives for others, and what he feeds on only makes him hungrier. He is proof   against pity and remorse alike, as his last interview with Desdemona and his sullen defiance of his captors at the end only too painfully show us. In short, he is the demi-devil that Othello finally calls him, half a devil and half a man; yet the littleness in each of his components is formidable, spider-like, and appallingly human besides. (54)    In the essay â€Å"Wit and Witchcraft: an Approach to Othello† Robert B. Heilman unveils the evil awaiting the reader in Othello:    Reason as an ally of evil is a subject to which Shakespeare keeps returning, as if fascinated, but in different thematic forms as he explores different counter-forces. ]. . .] Although Iago, as we saw, does not take seriously the ennobling power of love, he does not fail to let us know what he does take seriously. When, in his fake oath of loyalty to "wrong'd Othello," he vows "The execution of his wit, hands, heart" (III.3.466), Iago's words give a clue to his truth: his heart is his malice, his hands literally wound Cassio and kill Roderigo, and his wit is the genius that creates all the strategy. (338) By an extraordinary composition of character Shakespeare has made Iago, literally or symbolically, share in all these modes of evil. And in Iago he has dramatized Dante’s summary analysis: â€Å"For where the instrument of the mind is joined to evil will and potency, men can make no defense against it.† But he has also dramatized the hidden springs of evil action, the urgency and passion and immediacy of it. He contemplates too the evildoer’s â€Å"potency† and man’s defenselessness: but these he interprets tragically by making them, not absolute, but partly dependent on the flaws or desire of the victims themselves. (343)    First of all, Iago’s very words paint him for what he is.

Are People Living in Cities Becoming More Materialistic?

In today's constantly changing society, more and more people are becoming more materialistic. This is particularly so in the cities and more urbanized areas. Take America as an example. Compared with three or four decades ago, Americans today are very much more materialistic. Materialism is usually more apparent in cities because in the cities, people are constantly exposed to new inventions that make life easier. These new inventions often come with a hefty price tag attached to them, simply because they are new products.Human beings being what they are will constantly try to attain the newest and best things in life for themselves. Moreover, city living is such that everyday, you will come into contact with many other people, as city dwellers live within close proximity of one another. As such, on seeing that their neighbours or friends have a certain new product, they too will want to have that, new product as it implies that they have the money to buy the new product. With the ma ssive industrialization programme of the American government over the past two to three decades, America has come a long way.We are now a modern city. Industrialization has improved the living standards of most Americans. as such, our buying power is greater and we are thus able to enjoy more of the luxuries in life. This however has caused many Americans to become materialistic. Nowadays, people tend to judge one another by their outward appearance than their character. If a person is well-dressed and drives an expensive car, he tends to get better service and more respect from the people around him. In the job market. , materialism is also evident..In recent years, employers have complained about young graduates who job-hop. These young graduates have no loyalty whatsoever to the company they work for. As such, when another company offers them the same job but with a higher pay, they simply resign and take up the other offer. Some young graduates have even held four or more differ ent ,jobs within two years. The reason for their job-hopping is simply because each job offers a better pay and nothing else. Materialism is also seen in the shopping habits of people nowadays. People feel that their status comes from what they wear.As such, the budget corners of many department stores are often shunned by the younger more materialistic set. Instead, they flock to designer boutiques like `Ralph Lauren' and `Emporio Armani' to get their outfits. Materialism is not confined to the younger adults. Even teenagers are becoming more materialistic. Materialism in teenagers is due mainly to peer pressure. Many teenagers feel the need for expensive things because their friends have them too. Moreover, as the family size gets smaller and more mothers work. parents often try to make up for the time not spent with their children by giving them more money.Materialism in teenagers can be clearly seen just by looking at the school shoes of most students. The traditional `Bata' sho es have been abandoned for the more prestigious `Reebok', `Nike' or ‘L. A. Gear'. These teenagers experience the power of money at a very young age and therefore grow up having a very materialistic outlook of life. Materialism in America or in any other urbanized city cannot be blamed on anyone but society. It often arises out of peer pressure and also because of a better standard of living. Materialism, therefore, can be considered as a price people have to pay for industrialization.

Age Of Unimagined Levels Of Violence Education Essay

If we are to learn existent peace in the universe we shall hold to get down with kids.– Mahatma Gandhi ( Father of the Nation ) Peace, as an integrative position for the school course of study, is an thought whose clip has come. Education for peace acknowledges the end of advancing a civilization of peace as the intent determining the enterprise of instruction. Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to o f this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us.Policy Enterprises:The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of study † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witt ing and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc.Land Worlds:Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is n ecessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so that struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n't even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town.Education for Peace:We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical p lus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby's rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Education for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace.An attack to Education for Peace:The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace.ROLE OF TEACHERS IN EDUCATION FOR PEACE:For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besi des for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it.Pedagogical Schemes:The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/less on has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole.Challenges in forepart of instruction for peace:Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signif ier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids observe and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n't hold faith in peaceable methods.Decision:Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inqui re and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, instruction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers.