Motivation and Organizational Culture

3 Motivation and Organizational Culture Tawny Christensen HCA 250 March 14, 2013 Darlene Tomlinson Motivation and Organizational Culture Assignment In any given business or workplace environment the employees that work there should be the most valued assets. Research has shown that personnel who are happy and taken care of are much more productive than those who are not, therefore establishing a more pleasing work atmosphere. That being said, business leaders and managers alike play an extremely important role in workplace psychology.According to our text, leadership is the process of leading a group and influencing its members to achieve common goals. All managers are leaders (Robbins, DeCenzo, and Coulter, 2011). In today’s society more managers are leading through empowerment by allowing team members to be involved in the decision making process. More and more employees â€Å"are developing budgets, scheduling workloads, controlling inventories, solving quality problems, a nd engaging in similar activities that until very recently were viewed exclusively as part of the manager’s job,† (Robbins, DeCenzo, and Coulter, 2011).As mentioned earlier, research has shown that employees who are pleased are far more beneficial than employees who are not. There are many things that managers can do to ensure that their employees feel valued, and remain satisfied. First of all, it is important that managers avoid using intimidation. To intimidate means to make nervous, or instill fear. In some cases an individual can take advantage of their title and turn in to an authoritarian. In a sense this means that the big guys squash the little guys. Employees

From Practical Knowledge To Practical Theory Education Essay

Several developments and worldwide alterations have begun to transform the nature of the workplaces and occupations in which they are performed ( Nankervis, Compton & A ; Baird 2005 ; Seel 2002 ) . These developments include the influences of globalisation and technological developments every bit good as political, economical, and societal alterations that are associated with the amendments of the new industrial systems and competitory markets or what is called ‘Postmodernity ‘ ( Stoll, Fink & A ; Earl 2003 ; Hargreaves 1994 ) . Postmodernity is defined as â€Å" a societal status in which economic, political, organisational, and even personal life comes to be organized around really different rules than those of modernness † ( Hargreaves 1994, p. 9 ) . It is characterized by the demand of flexibleness and reactivity as reflected in decentralised decision-making, level organisational constructions, dynamic webs of collaborative reactivity, and increased personal au thorization. In instruction, teacher ‘s engagement in the alteration procedure is considered critical, particularly if the alteration is complex and affects assorted educational scenes over a long period of clip ( Hargreaves 1994 ) . Teacher ‘s engagement is to be meaningful and productive when instructors get more than new cognition of teaching method and course of study. Teachers are non merely proficient scholars ; they are societal scholars who play an of import function in society and for society ( Beare 2001 ; Middleton & A ; Hill 1996 ) . Schooling in the station modern age trades with personal formation, belief building, developing a universe position, civilization transmittal, and geting the utile cognition and enabling accomplishments ( Beare 2001 ) . Teaching is considered a complex undertaking that involves garnering out a set of specific activities, patterns, and resources in footings of several educational intents ( Sanders & A ; McCutcheon 1986 ) . Furthermore, Sanders and McCutcheon argue that successful instructors should form these multiple factors so that they are effectual in cultivating the acquisition of a peculiar group of students. The cognition which is considered utile for instructors in transporting out this undertaking is practical information organized in the signifier of repertory, thoughts, and schemes that are effectual for them in a specific scene. In the last 2 decennaries, research on instruction has progressively focused on the knowledges that underlie instructors ‘ schoolroom patterns, instead than on their behaviours ( Van Driel, Verloop & A ; De Vos 1998 ) . This alteration in focal point was reinforced by developments in cognitive psychological science. These developments were based on the cardinal premise that instructors ‘ knowledges and actions influence each other, and, similarly, those instructors ‘ knowledges and their schoolroom behaviours reciprocally affect each other. These knowledges are referred to instructors ‘ practical cognition that underlies instructors ‘ actions. The term practical cognition is drawn from Fenstermacher, who described it as the cognition of instructors ( Husu 1999 ) . Fenstermacher distinguished this type of cognition from formal cognition, which he described as cognition for instructors. Practical cognition is the cognition that instructors generate as a co nsequence of their experiences as instructors and their contemplations on these experiences. This cognition is anchored in schoolroom state of affairss ; it includes all the practical quandary that instructors encounter in transporting out purposeful actions ( Munby, Russell & A ; Martin 2001 ) . Teacher ‘s Practical KnowledgePersonal cognition is related to the experiences and thoughts that a individual draws upon in order to learn and germinate as a instructor, it relates to adult male ‘s action and behaviour ( Back 2002 ) . Beliefs, values, attitudes, prejudices, and temperament are footings that relate to this personal cognition. Connelly, Clandinin and He ( 1997 ) refer this pre-articulated sense of instruction as personal practical cognition. For personal cognition to develop, instructors need clip and infinite to reflect on past practical experiences that inform their positions on learning. Nevertheless, instruction is a dynamic procedure that is constructed and continuously re-constructed, as instructors frame new experiences into their personal practical cognition on instruction. Practical cognition is at the centre of a instructor ‘s professional pattern ( Munby, Russsell & A ; Martin 2001 ) . There are four features of practical cognition. First, practical cognition is clip edge. Second, practical cognition is state of affairs specific and does non interpret easy to other, even in similar fortunes. Third, practical cognition is personally compelling. While information acquired in a professional development seminar might be interesting, it will non do the instructor to change pattern unless the particular job addressed is one that instructor is presently confronting in the schoolroom. Finally, practical cognition is directed toward action. The information is acquired ‘in usage ‘ with the professional giving significance to the new information even as he/she is make up one's minding the following action to take ( Schon 1987 ) . From a reappraisal of surveies on instructors ‘ practical cognition, the undermentioned features are identified: Practical cognition is personal ; each instructor ‘s practical cognition is to some extent unique, it is defined and adapted to the schoolroom state of affairs, it is based on ( contemplation on ) experience. Practical cognition originates in, and develops through, experiences in instruction, it guides instructors ‘ pattern, and it is connected with the topic that is taught ( Munby, Russsell & A ; Martin 2001 ; Schon 1987 ; Connelly, Clandinin & A ; He 1997 ; Driel, Verloop & A ; De Vos 1998 ) Practical Knowledge as TheoryMarland ( 1998 ) argues that practical cognition serves some of the maps of theory. He asserts that practical cognition provides a footing for instructors to depict and explicate what they do in schoolrooms and why. Practical cognition aid instructors to foretell how pupils might respond, to make up one's mind what is the best response to their reaction, and to bring forth effectual and feasible instruction programs and modify them when necessary or possible. Marland adds that practical cognition serves three standard maps of theory: description, account, and anticipation. Practical theories as Drum sanders and McCutcheon ( 1986 ) point out are markedly different from scientific theories. They lack the conceptual preciseness and generalizability of scientific theories, they have non been formulated in footings of a formal linguistic communication, so, can non be subjected to the same strict logical trials as scientific theories. Practical theories are the conceptual constructions and visions that provide instructors with justification for actions and for learning activities they choose in order to be effectual. They are considered the rules that guide instructors ‘ grasps, determinations, and actions. Teachers Practical TheoriesMarland ( 1998 ) argues that practical theories of instructors are impressions about how to learn. These impressions have been crafted by instructors from their ain experiences of learning for the intent of set uping their peculiar work scenes. Practical theories are hence individualized and context-specific. They are inexplicit in beginning and derived from the experience of learning. Drum sanders and McCutcheon ( 1986 ) specify practical theories as â€Å" the conceptual constructions and visions that provide instructors with grounds for moving as they do, and for taking the instruction activities and course of study stuffs they choose in order to be effectual † ( p. 54 ) . Practical theories are considered of import and of value for instructors because they offer their holders guidelines as to what be most effectual in a peculiar educational context. They are prized by instructors who see them as dependable and best ways to continue. For this ground, practical theories could be sometimes immune to alter ( Marland 1998 ) . Fenstermacher ( cited in Husu 1999 ) asserts that justification can take topographic point when logical thinking may demo that action is sensible thing to make, an obvious thing to make, and the lone thing to make under the fortunes. Each one of these is considered a part to the justification of a regulation of pattern. The regulations are justified because they have proven their worth and have hence been approved. Teachers think, both explicitly and implicitly, that their regulations of pattern work. This is why instructors act consequently. They believe that there is a connexion between the regulations of pattern and their intended results ( Husu 1999 ) . Practical theories draw on and incorporate cognition from assorted spheres of practical cognition, such as, cognition of ego, cognition of pupils, cognition direction, cognition of course of study, and cognition of context ( Elbaz 1983, cited in Reading Module 2 ) . Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders & A ; McCutcheon 1986 ) . These jobs can non be solved by merely detecting or contriving new cognition or solution. Drum sanders and McCutcheon ( 1986 ) assert that in order to be effectual in work outing educational jobs, solutions must be put in action to suit in the peculiar fortunes of a specific educational scene. It is of import to detect here that practical theories are non ever consciously held, despite that instructors may frequently explain them. Sometimes, instructors may still move if they are non witting of the grounds for their actions. In this state of affairs, instructors ‘ actions themselves may be the lone manifestation of what Argyris called their ‘theories-in-use ‘ , which are realized by instructors through contemplation on their pattern ( Sanders & A ; McCutcheon 1986 ) . Teachers in sch oolrooms use more than one theory, some theories could be known to them and some could be non. Whether or non instructors are witting of their theories of action, all what they enact during their Sessionss is rational in the sense that it is intended to carry through some intent and to bring forth a coveted effect ( Marland & A ; Osborne 1990 ) . Every instruction pattern used by instructors is employed rationally because instructors are engaged in knowing and purposive action to make conditions suited and facilitate acquisition ( Sanders & A ; McCutcheon 1986 ) . Teachers hold thoughts about what is of import to accomplish and what specific patterns they may utilize to learn in a peculiar state of affairs. All these thoughts as Sanders & A ; McCutcheon assert might be incorporated into a individual practical theory of learning in the instructor ‘s head, but more frequently, theories are used together in sets. These theories are developed by instructors over their whole calling by reflecting on what they know of the purposes of instruction, through duologue with, and observation of, other instructors, and by informally detecting their pupils as they talk, write, act, respond, speak, and engage in other activities throughout the twenty-four hours. Schon ( 1987 ) argues that the capacity to develop these meta-structures of cognition can be developed through brooding pattern. Brooding pattern requires that professionals engage in a duologue with themselves and their environments in which they review the jobs that are portion of their day-to-day pattern. The professional, confronted with a surprise job, uses intuition and stored cognition to try solutions, with each effort going progressively closer to an appropriate solution. Throughout this procedure, the professional is forced to oppugn premises about the cognition base, doing a restructuring of schemes of action and apprehensions of the phenomena that occurred. Once the solution is reached, each episode of â€Å" reflecting in action † , causes the professional to change pattern behaviour by adding new information to the shop of professional cognition. This increases the organic structure of adept cognition and makes it less differentiated, leting the professional to r eassign cognition across practical state of affairss. Much of the acquisition that is acquired by instructors in the action context is mostly self-validating and self-confirming. Learning basically occurs in fortunes of hot action where determinations must be made rapidly and instinctively, chances to reflect and do significance of the experience are limited. The significance taken from these experiences tend to be self-validating and self-confirming. Components of Practical TheoriesLiterature on instructors ‘ practical theories depicts most of the constituents of these theories. However, practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. Footings that are normally appear in the literature in histories of instructors ‘ practical theories are as follows: instructors ‘ values, beliefs, rules, regulations, ends, tactics and schemes, normal desirable provinces and pupil provinces, cues, properties, contextual variables, images, metaphors, and pedagogical content cognition ( Marland 1998, 2007 ; Connelly & A ; Clandinin 1988 ; Marland & A ; Osborne 1990 ; Connelly, Clandinin & A ; He 1997 ) . Marland ( 1998 ) argues that instructors are keenly cognizant of how one constituent influences others. Teachers offer accounts for why they adopt different schemes with different categories at the same twelvemonth degree, why they spend more clip with some groups than with others, how their beliefs about pupil larning affect their pick of rules of instructor behaviour and instruction schemes, and how they use the pupil cues to place that provinces of head of pupils. Marland adds that the constituents of practical theories are non isolated, independent, and free-floating units ; they are linked together in a quite important manner. The constituents within a practical theory must complement and back up each other because a practical theory is a program for action. It is directed at accomplishing some ends. In other words, all constituents in a specific lesson program need to work good together in order for the ends of the lesson to be achieved. It is the links between constituents tha t give coherency and integrity of intent to a practical theory ( Marland 2007 ) . The linkages among constituents of a theory are like linkages among words in a sentence. To ease their communicating with each other, the words have to be presented in a peculiar sequence. This careful sequencing of words would give the set of words a significance. In a similar manner, learning becomes meaningful when instructors can do mention to the interactions among the assorted constituents of their theories ( Reading Module 3 ) . Teachers ‘ RulesRules are the clear statements used by instructors in schoolrooms to bespeak to pupils what represents appropriate behavior or action ( Marland 2007 ) . Elbaz uses the term, ‘rule of pattern ‘ and defines it as â€Å" a brief, clearly formulated statement of what to make or how to make in a peculiar state of affairs often encountered in pattern † ( Elbaz, cited in Connelly & A ; Clandinin 1988, p. 63 ) . Classroom regulations are normally used by instructors to set up forms of behaviour that facilitate a societal order and productive working scenes, guarantee effectual usage of clip, and facilitate bend taking in treatment and purposeful motion by pupils ( Marland 2007 ) . Rules may hold two signifiers, they could be brief statements or drawn-out description of pattern from which a figure of related regulations may be inferred ( Connelly & A ; Clandinin 1988 ) . For illustration, when the instructor provinces at the beginning of twelvemonth to the pupils that he/she will listen really carefully to them, promote them to rephrase, and let them to show their feelings, sentiments, and concerns without judging them. This statement expresses a figure of regulations, such as, listen carefully, encourage pupils to rephrase, let express of feelings, do non judge. All these regulations taken together will organize an attack of communicating in the schoolroom that can be expressed in the statement of a rule. They are called as regulations because they make mention to what and how of the state of affairs with the intent being taken for granted ( Connelly & A ; Clandinin 1988 ) . Rules may be suggested by the instructor or formulated jointly by the instructor and p upils. Seeking pupils input in the preparation of regulations will make a democratic ambiance in the schoolroom and will promote pupils engagement, which increases pupils understanding and committedness. Husu ( 1999 ) argues that regulations are normally justified by instructors because they have proven their worth and have hence been approved. Teachers think implicitly and explicitly that the regulations of pattern used in classrooms work efficaciously. And because they work, instructors act consequently. This type of concluding would warrant a connexion between the regulations of pattern and their intended results in schoolrooms. They are justified because they have met the criterions of the smooth practical action held by the instructor. Rules of pattern are socially constructed ; they emerge from old ages of experience in school scenes. It is a manner instructors found to be effectual in work outing debatable state of affairss. They set a strong organisational power to frequently helter-skelter patterns in the schoolroom. Teachers ‘ MetaphorsMarland ( 2007 ) argues that instructors sometimes refer to learning as mothering, coaching, or horticulture, each one of these descriptions draws attending to some similarities between learning and other activities. This pulling attending to similarities between two things is what a metaphor does. Analysis of these metaphors about learning reveals much about the ways instructors think about learning and how they conceptualize of import facets of their work and how they believe schoolrooms map best. Teacher ‘s behaviour in schoolrooms is normally consistent with the metaphors used in their negotiations about learning. For this ground, metaphors used by instructors are considered as supplying valuable penetrations into their practical theories. Metaphor is a constituent of personal practical cognition. It can be identified when listening to the instructor ‘s address ( Connelly & A ; Clandinin 1988 ) . It gives inventive look to this cognition that makes it possible for a individual to research concealed rational avenues contained in a metaphor ‘s frame ( Connelly, Clandinin & A ; He 1997 ) . A individual metaphor can be used to depict how instructors view their work in the schoolroom. It can be used to convey cardinal facets of the instructor ‘s position of instruction and acquisition ( Korthagen & A ; Lagerwerf 2001 ) , covering such constituents as ends, tactics, schemes, values, and pupil provinces. Deductions of Teachers ‘ Practical TheoriesMarland ( 1998 ) argues that a successful alteration in the instruction perspectives requires developing a committedness to follow new values and beliefs. This hard and time-consuming activity is considered critical because values and beliefs are cardinal to instructors ‘ impressions about learning. Valuess and beliefs are considered the cardinal constituents of the moral models that instructors hold, which besides influence their decision-making about learning. This moral model motivates and gives purpose and way to believing about learning. Teacher pedagogues that intend to do the displacement need to value practical cognition about learning that pupil instructors develop within their classs. They besides need to value the procedures such as those built-in in critical thought and contemplation that contribute to the acquisition and alteration of practical cognition and theories. Accepting these values would do instructors pedag ogues review their beliefs about pupil instructors, how they learn to learn, the function of the instructor pedagogue, and the nature of cognition. Alliance with the position that instruction is shaped by the practical theories of instructors requires that teacher instruction aid pupil instructors to develop practical theories that are personally meaningful and relevant to the contexts in which they pattern. This end emphasizes the importance of valuing personal liberty, critical thought, and diverseness of learning manners. This end besides requires careful attending to the schemes used in teacher instruction to guarantee that they are effectual in advancing personal and context-specific practical theories to the pre-service instructors. The schemes selected should be influenced by the nature of the topic for which the instructor pedagogue has duty. Besides make up one's minding the appropriate schemes, pedagogues should seek to bring on through their classs the provinces of pupils in order to ease end attainment. Students need to be inquiry-oriented and self-evaluative, to take enterprises and to be originative, and to demo readiness to be brooding and unfastened to other possibilities in order to construct their ain practical theories. Furthermore, pedagogues here play an of import function in easing pupils ‘ provinces by honoring enterprise, commending soul-searching, back uping flexibleness and bring forthing options, constructing self-pride of pupils, and promote hazard taking. It is imperative for instructor pedagogues to reflect on the rules which they build into their actions to guarantee that they reflect the values, beliefs, schemes, and pupil provinces that facilitate pupil teacher theory-building. Teacher pedagogues need to guarantee that they know plenty about the pupil instructors they are working with in ord er to be able to polish other characteristics of their practical theories, such as schemes, rules, pupil provinces and ends, and to personalise these in the involvements of maximising benefits for pupil instructors ( Marland 1998 ) . DecisionThis paper presented an overview of instructors ‘ practical theories. Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders & A ; McCutcheon 1986 ) . Practical theories are impressions about how to learn, these impressions have been crafted by instructors from their ain experiences of learning for set uping their peculiar work scenes. Practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. They serve as the background to much of the instructors ‘ decision-making and action, and therefore represent what has been termed the civilization of instruction. MentionsBack, S 2002, ‘The Aristotelean challenge to teacher instruction ‘ , History of Intellectual Culture, vol. 2, no. 1, pp. 1-5. Beare, H 2001, Making the future school, Routledge Falmer, London. Connelly, FM & A ; Clandinin, DJ & A ; He, Ming Fang 1997, ‘Teachers ‘ personal practical cognition on the professional cognition landscape ‘ , Teaching and Teacher Education, vol. 13, no. 7, pp. 665-74. Connelly, FM & A ; Clandinin, DJ 1988, Teachers as course of study contrivers, Teachers College Press, New York. Hargreaves, A 1994, Changing instructors, altering times: instructors ‘ work and civilization in the postmodern age, Cassell, London. Husu, J 1999, ‘How instructors know and know about others? ‘ paper presented at the 9th Biennial Conference on International Study Association on Teachers & A ; Teaching ( ISATT ) , Dublin, Ireland, July, 25 pages. Korthagen, FA & A ; Lagerwerf, B 2001, ‘Teachers ‘ professional acquisition: how does it work? ‘ , in FA Korthagen ( ed. ) , Associating pattern and theory. The teaching method of realistic instructor instruction, Lawrence Erlbaum Associates, London, pp. 175-206. Marland, P 2007, Learning to learn. A primer for pre-service instructors, Pearson, Gallic Forest, NSW. Marland, PW & A ; Osborne, AB 1990, ‘Classroom theory, believing and action ‘ , Teaching and Teacher Education, vol. 6, no. 3, pp. 93-109. Marland, PW 1998, ‘Teachers ‘ practical theories: deductions for pre-service instructor instruction ‘ , Asia-Pacific Journal of Teacher Education & A ; Development, vol. 1, no. 2, pp. 15-23. Middleton, M & A ; Hill, J 1996, Changing schools: ambitious premises and researching possibilities, Hawker-Brownlow, Melbourne. Munby, H, Russell, T & A ; Martin, AK 2001, ‘Teachers ‘ cognition and how it develops ‘ , in V Richardson ( ed. ) , Handbook of research on instruction, 4th edn, American educational Research Association, Washington, pp. 877-904. Nankervis, AR, Compton, RL & A ; Baird, M 2005, Human resource direction: schemes and procedures, 5th edn, Thomas Nelson, Melbourne. Drum sanders, CP & A ; McCutcheon, G 1986, ‘The development of practical theories of learning ‘ , Journal of Curriculum and Supervision, vol. 2, no. 1, pp. 50-67. Schon, D 1987, Educating the brooding practician, Jossey-Bass, San Francisco. Seel, R 2002, ‘The nature of organisational alteration ‘ , viewed 15 November 2006,. Stoll, L, Fink, D & A ; Earl, L 2003, It ‘s about acquisition ( and it ‘s about clip ) . What ‘s in it for schools? , Routledge Falmer, London. Van Driel, JH, Verloop, N & A ; De Vos, W 1998, ‘Developing scientific discipline instructors ‘ pedagogical content cognition ‘ , Journal of Research in Science Teaching, vol. 35, no. 6, pp. 673-95.

John Q

Some movies have the power to captivate you as if you are experiencing the drama for yourself. A mixture of emotions flow into words and actions seen on screen that may motivate us in reflecting our own actions In life. The New Line Cinema Presentation of John Q. Directed by Nick Captivates has a powerful story line that has an array of emotions and conflicts that reflect society. Some of the characters In this movie convey many feelings yet the predominant one shown here Is greed and It Is seen in many forms.This story is based upon a lower class man who was dedicated to his son who errantly is fighting a heart aliment. The situation took a turn for the worse when John and his wife could not supply the sufficient amount of money to fund the operation. Not helping the situation his insurance company changed their coverage policy without him knowing; he was no longer covered for health benefits. The insanity of losing his son drove John to take over the hospitals' emergency room deman ding that his son be placed on the donor's list for the first available heart.At the apex of the movie a donor came through with a heart for his little son Michael ND he was found guilty on the account of detailing hostages against their will. The movie conveyed many strong issues that face society today. The first of these is the lack of health care that should be provided for any person or persons in need of medical attention. The unfortunate incident of John's health insurance should be basis for the grounds of a lawsuit. Even though they promised reimbursement the funds were not the coverage he needed to make this operation possible.This element of the movie showed to me a sensate idea of turning your back on a man, owing back on your word, and then telling him he has a new insurance plan that he did not agree to and had no knowledge of Is yellow. I think that a person burdened with problems must get themselves out of their own problems before they make them somebody else's. The denial to perform this operation due to his lack of sufficient funds was a slap in the face. Society has laws that are voted on that deal with health insurance coverage. This movie showed the true color of what really happens when you aren't covered in society based upon greed.The hospital took the liberty of making the choice for John by deciding to discharge Michael and have him return home; no questions asked. The lead surgeon of the hospital would not agree to commence the operation despite John's small amounts of money that he was bringing in. Later it was revealed that Michaels medical problem was overlooked for so long due to doctors keeping their mouths shut. The Insurance company would pay these doctors off as long as the insurance company would not take a hit In the coverage of a sick child under the erection of a doctor.The doctors don't send them so the Insurance doesn't have to cover. The events that unfolded were the effects of greed In society. Conveyed greed. She st ated that people without insurance sometimes get the raw end of the deal, she has to make these decisions all the time and sometimes people die. The woman's sole purpose was concerned with making money from the situation. She had no value of life and was willing to throw someone's away that she could have given hope back to. Through the movie they explain that they do undress of these operations a year and the question is how come you can't make one exception.Despite her bitterness in the beginning she changed her outlook after hearing John converse with his son. She emotionally broke down to the point of where she put Michaels name on the donor's list. This changing of the tide gave me a sense that she is human. She faced a hard decision and ended up regretting denying Michael in the first place. The head of police chief conveyed another aspect of greed. He was driven by his new election year to make things right for the city. He didn't care for the situation so he made the call to have John Q fired upon after lying to him.He didn't listen to the facts and was concerned with getting re elected next term so he didn't want this blemish on his record. The greed portrayed here is seen as Just another hostage situation and I being the head of police chief have to look good for next election despite the lives I take. This disgusting action is yet again the truth revealed in society. Being human all he was self absorbed in was the fact that he wanted to have this problem Just go away so he didn't look bad. The final emotion conveyed in this film was compassion shown by John Q in several situations.He took desperate measures in order to preserve his sons life. He was caring to the hostages that he took in and related to each in some way knowing that everyone has problems and that he did not want to be the burden of them. Eventually, John came to the apex of the movie telling the surgeon to take his own heart out of his chest and give it to his dying son. That showed true character to me that he was willing to sacrifice his own life Just to save the one life that he brought into this world.

Dietrich Mateschitz - Red Bull Events Essay Example | Topics and Well Written Essays - 1000 words

Dietrich Mateschitz - Red Bull Events - Essay Example The Austrian graduate in Business Management and billionaire developed his marketing skills, amongst other things, with the German Blendax company. Since 1987, Dietrich Mateschitz is trading with his â€Å"Red Bull GmbH† to reach world leadership in the Energy-Drink sector. He tried out a different concept which helped him in creating a product differentiation amongst other beverages available in the market. In order to create a market for the product he targeted the health conscious and sports loving youth, and rest is the history. The brand label of â€Å"Red Bull† is ever since associated with strength and endurance in sporting events. In association with a Thai partner, he conceptualized the idea of coming out with catchy slogans and contemporary advertisements, which appealed to the youth segment (Dolan, 2005). In addition this entrepreneur came forward in sponsoring extreme sports sponsorships. Terry and Franklin (1994) say that competence for a leadership job is the product of both inherited and acquired qualities. Therefore the leader has to be a good learner, so that he can acquire ideas and concepts while keenly observing the world around him and capitalize on the stronger points of the business entity while trying to minimize the effects of weaker points. During one of his many business trips to Asia with Blendax, he got to know about the booming market for energy- and adrenaline drinks, which were totally unknown in Europe and the Western part of the World. In 1983 he bought the license for such a drink and founded the business â€Å"Red Bull† together with his Thai partners Chaleo and Chalerm Yoovidhya in 1984. After some changes of the mixture and the development of the marketing concept, the product was launched in Austria in 1987. The Name â€Å"Red Bull† was directly translated from the former Thai name of the product â€Å"Krating Daeng†. ‘Often copied never equaled’ is

Finance Investor constraints and mutual funds Essay

Finance Investor constraints and mutual funds - Essay Example B. is not a sophisticated man who would be able to understand the intricacies of creating and monitoring a traditional portfolio of stocks and bonds. Given the investment parameters and lifestyle needs of the client, we will look for a mutual fund that is primarily invested in domestic corporate bonds. Mr. B. is unwilling to take any large losses in his portfolio, so safety of principle will important. He needs a good return to provide monthly income and supplement his social security, and is willing to erode the principle somewhat over the next twelve years of his life expectancy. Accordingly, our fund search will focus on bond funds, as there is no need to consider higher risk investments in the international or growth stock sector. Since Mr. B. has neither the risk tolerance level nor the need to grow his portfolio, we will search for a managed bond fund that has low expenses. As for tax consideration, Mr. B. is currently in a low tax bracket and is looking for his money to provide the highest dependable return. Accordingly, he does not require a sophisticated tax strategy using municipal and other tax-advantaged investments. The screening criteria are: High-yield bond, average manager tenure for the category, no-load funds only, category average fund expenses, four or five star rating from Morningstar, and a Morningstar risk level of below average (Morningstar, 1). This search returned ten funds: Buffalo High-Yield (BUFHX); Fidelity Advisor High Income (FHIAX); Fidelity Advisor High Income Instl (FHNIX); MassMutual Premier High Yield (DHLHYX); Northeast Investors (NTHEX); Regions Morgan Keegan Select Hi Inc A LW (MKHIX); Regions Morgan Keegan Select Hi Inc I (RHIIX); T. Rowe Price High-Yield (PRHYX); T. Rowe Price High-Yield Adv (PAHIX); and Wells Fargo Advantage High Income I (SHYYX)(Morningstar, 1). We have chosen Northeast Investors for Mr. B. because of its higher yield, relatively low expense ratio, and its large asset base. This fund

Marketing Plan Essay Example | Topics and Well Written Essays - 1500 words - 1

Marketing Plan - Essay Example Promotion of a product is therefore part of the marketing pan in which a business wants their product to be widely known to the prospective consumers, the sole intention of promotion is to create the required awareness among the people on the existence of a product, its uses, effectiveness, price, and availability in the outlets. A well-structured promotion cans results into tremendous increment in the total product sales. There are many other aspects in a promotional mix that will be considered in this case to do promotion in South Africa, they are discussed below; I. Advertising For effective promotion of our product in South Africa, we have considered using advertisement as one of our strategies to meet the prospective buyers. In advertisement, we have opted to use extensive three options, televisions, Radio, and Print ads. This is following the realization that with radio, we are able to reach a number of people simultaneously-the literate and the illiterate. Because a huge chunk of the population in South Africa lives in urban areas, and that the product we intend to promote is mostly related to those in urban areas, we have also opted to use TVs and Print ads to supplement the promotion coverage. Given that the promotion is intended for the acceptance of new product in the market, we have exhausted all the possible languages in South Africa that can be of significance; Afrikaans, Xhosa, English, Tswana, Zulu, and Tsonga languages, KwaZulu-Natal, Eastern Cape, Limpopo, and Mpumalanga radio stations will be used. For the TVs, we have picked on those will national outlooks and these includes South African Broadcasting Cooperation, MNet and DSTV, and e.tv. The Print to be engaged include Beeld, City press, DailySun, Rapport, Sunday Times, and Sunday World, these newspaper have national outlook. Time factor is a very important issue in promotion and it has to be timely for the audience targeted. For the Radio and the TVs, the promotional time will be during ma jor news time, this is at 1 pm and at 7 and 9 pm. This time were deliberately chosen because it is anticipated that most of the people will be attentive to grasp the new development in news all over the country. In the print ads, the promotion will be done on weekends because most of the people are not committed and will have ample time to read most of the newspaper and chances are that most of the people will access the information (Clow and Baack 78). In our promotional strategy, we have complied with all the regulations that govern promotion in the country, our legal team has considered all the possible loopholes in the advert and advised appropriately. 100,000 South African Rand is able to sustain 1-week advert in the Radio and TVs while in the print media, they serve for a month every weekend. We have also involved the Media Mix for the public relation exercises, they come last but are important in the fact that they make the whole advertisement appealing to the target group an d give the much-required reputation. They also negotiate for the number of adverts that our pay can manage for the advert. II. Internet Advertising/ social networking/ mobile phone ads Our product will also be advertised in the internet and other social networks such as facebook and twitter including mobile phones. This is following our realization that most of our targeted clients are also expected to be internet users. Internet also provides a cheaper and efficient way of reaching a large

Why cant pioneering innovative companies sustain their first mover Essay

Why cant pioneering innovative companies sustain their first mover advantages A case analysis of Research in Motion - Essay Example Since the introduction on the market of the Blackberry 850, recurrent product evolutions and new innovation developments such as the Blackberry Pearl continued to find market favour with mass market consumers and corporate buyers alike. The Blackberry was the first device of its kind on the market, thus giving Research in Motion significant competitive and profit advantages. Porter (2011) identifies that a business’ position can be weakened when there are substitute products on the market. However, being a true innovator in wireless handheld devices, until 2007 there were virtually no comparable products in the mobile market, thus giving RIM significant market power. However, in 2007, Apple Inc. launched its own wireless device innovation, the iPhone, which was comparable if not superior to Blackberry products. This led to the development of the Blackberry Storm, a competitive product offering designed to outperform Apple’s first innovative smartphone launch. The Storm, though, received considerable negative publicity with dissatisfied consumers stemming from problems connecting to AT&T’s 3G network (Phone Arena 2009). ... Being the innovator in providing smartphone technologies, Research in Motion was able to establish barriers to new market entry by building a loyalty to the company and the Blackberry brand. Such loyalty, however, does not occur overnight or within a vacuum without publicity and promotion. As such, it was not until approximately 2006 that the share price exploded, which would be an appropriate time period by which to establish loyalty, especially with the corporate markets. It was not until 2007 with the release of the Apple iPhone that any notable competitors maintained ability to move against the market share of Blackberry, thus investors believed until 2008 that RIM would always dominate the market. This is evident in the interactive stock chart (below) showing the growth and sudden declines of stock valuation for RIM. Furthermore, as there was not the technological prowess with competitors (Blackberry was supported by substantial venture capitalist investment for development), RI M maintained dominance until 2007 in this industry. It was not until major players began changing their operational strategies to develop similar products; which RIM was not prepared to combat with an appropriate contingency plan in the event of new competitive entrants. Associated with loyalty, Blackberry was able to develop a powerful reputation for quality by having a superior product on the market. Research in Motion experienced advantages in this capacity as there is a consumer propensity to judge pioneers more favourably to late movers. Without having to invest much capital and other investment into concentrated and focused advertising, as the Blackberry was quite unique to other mobile technologies on the market, it imposed late entrant costs

CDHPs Assignment Example | Topics and Well Written Essays - 1750 words

CDHPs - Assignment Example It is in the same year that health reimbursement arrangements (HRA) begun. Then Health Savings Account (HSA) closely followed HRAs after the approval of the 2003 Modernization Act. This Act allowed individuals with a considerable amount of deductible health contrive to contribute towards HSAs. The main reason for coming up with CDHPs was to empower employees to make informed decisions about health care (â€Å"FAQ - What are Consumer Directed Health Plans (CDHPs),† n.d.). Since 2001, CDHPs have assumed an upward trend as consumers have appreciated it as a financial friendly and cost- restraint system. Studies show that in 2013 only, nearly 23% of employers having workers ranging from 15 to 400 and employers with over 500 workers proposed the use of either HSA or HRA health scheme. Studies affirm that CDHPs do not downgrade preventive services and encourages younger healthier populations since most subscribers are young families. Today not only individuals but also business companies have embraced CDHPs as a way of handling their health related issues. There has been a rise for contributions in both HSA and HRAs 2013 having an approximated amount of $ 23.8 billion Collins, 2007). This was a significant rise from $18 billion in 2012. The number of account holders rose from 11.7 million in 2012 to 11.8 million in 2013. Although there are speculations about the ineffectiveness of CDHPs, it stands undisputed that this type of strategy has an amazing ability to make member to take actively part in their health care management. CDHPs readily offer necessary support to members in terms of materials and skills. Feeling that the individual may not be able to understand or manage his or her finances when enrolled in CDHPs is inappropriate. (Greene, Peters, Mertz, & Hibbard, 2008)A research conducted reveal that CDHP members are aware of their roles and make good use of the available information

Emergency Room Education Essay Example | Topics and Well Written Essays - 2500 words

Emergency Room Education - Essay Example Emergencies in hospitals are now highly regarded for treatment of sicknesses and emergency cases. Even families with personal physicians would usually bring their members to emergency treatment. Physicians also refer their patients who are in emergency situations to the nearest emergency facility. (Annas, 1992, p. 50) 2. When should we access emergency room? Emergency room, emergency department or trauma department – these all provide a successful health care. Having access to emergency room or emergency department of a hospital is part of health care that should be provided to any citizen. It’s a fact that everyone on this planet may encounter emergency situations, especially medical emergencies, and to be prepared for any eventuality, having access to an emergency room is part of the health care the state should provide. A state or community that can provide emergency room or emergency health care even to poor citizens has a very good health care and should be commend ed. Everyone should have access to emergency health care and this includes the emergency room or the emergency department of a clinic or hospital. Accessing emergency room should be an important first step to patient care in an emergency. All emergency cases should be provided emergency room or the emergency department of a hospital. Without this access, ED personnel such as nurses and physicians cannot provide emergency treatment. Moreover, important emergency equipments should be provided in the emergency room so that any emergency case can be effectively acted upon. Trauma patients require immediate emergency rooms or emergency departments. Many hospitals have improved their trauma care departments, for example, there is the Advanced Trauma Life Support (ATLS) manual. This is a... This paper approves that health care providers should be responsible enough to prevent the spread of disease. The simplest way of preventing the transfer of microorganisms is by washing of hands. This simple way can help eliminate the spread of diseases. Routine washing of hands before doing the daily routine in school and offices and especially in hospitals should be done to protect one’s self and the people around us from the transfer of microorganisms. This essay makes a conclusion that emergency room, emergency department or trauma department – these all provide a successful health care. Having access to emergency room or emergency department of a hospital is part of health care that should be provided to any citizen. It’s a fact that everyone on this planet may encounter emergency situations, especially medical emergencies, and to be prepared for any eventuality, having access to an emergency room is part of the health care the state should provide. A state or community that can provide emergency room or emergency health care even to poor citizens has a very good health care and should be commended. Everyone should have access to emergency health care and this includes the emergency room or the emergency department of a clinic or hospital. Accessing emergency room should be an important first step to patient care in an emergency. Health and safety hazards in hospitals and emergency clinics should be assess to avoid accidents on the patients and health care providers. Health workers also face considerable health and safety risks. Assessing the situation, identifying the possible risks, and applying remedies before accidents happen, could help in reducing injury and applying adequate health care.

Recommendation of process routes for the sepration of LPG Essay

Recommendation of process routes for the sepration of LPG - Essay Example To separate these two constituents, several processes can be used. This method involves the recovery and increase in the purity of the light hydrocarbons butane and propane from their mixture in liquid petroleum gas. It is based on the distillation of the gas by controlled heating and cooling, by taking gain of the diverse boiling points of the hydrocarbons. Fractionating columns are used with labels if the hydrocarbon is separated by evaporation. Liquid petroleum gas composition of propane and butane which makes up to 40% natural gas is extracted as a liquid mixture in a fractionating column (Zlokarnik, 2002). After its extraction from natural gas, the refrigerated liquid petroleum gas is passed through an absorber column where it is mixed with lean oil at a temperature of 238 degrees Celsius to allow for the absorption of the liquid petroleum gas products. This process is accelerated by elevated pressure and low temperature and the refrigeration of the liquid petroleum gas is ensured by using a closed loop circulation of a refrigerant in centrifugal compressors. The liquid petroleum gas is precooled before it enters a de-ethanizer column with a pressure lower than the pressure of the liquid petroleum gas. In the de-ethanizer, ethane and other lighter components in the liquid petroleum gas are removed. A constant temperature is maintained in the column by using a reboiler placed at the bottom of the fractionating column to supply heat. The overhead vapour is recycled to recover any escaped propane from the evaporated gas. The residue is then passed through a rich oil still column where th e lean oil is separated using distillation. The liquid petroleum gas that is separated is condensed in a reflux condenser and is then directed into fractionating columns. Depropanizer and debutanizer systems are used to separate the stabilized

IT System Analysis and Design Essay Example | Topics and Well Written Essays - 2250 words

IT System Analysis and Design - Essay Example The company is also serving the printing needs of some big companies that form the major chunk of its customers. The core product of the company is the security seal printing that it does for various companies. Historically, the company was using manual system for maintaining all sorts of records, finances, and performing day-to-day operations. However, with the expansion of the company as well as prospective benefits, the company has realized the need of having an automated Information System that would function within the whole enterprise, maintaining records of the employees, customers, carry out financial reporting and all sorts of other support. The Information system software would consist of three basic modules: Human resource management Customer management Financial Modules The organization has decided to move towards the most basic form of the Information System to make the transition as swift and easy as possible. They want that the system installed in the organization is e asy and consist of the most basic modules so that it is cost saving as well. The logic that comes to one’s mind is that ERP are very easily available and they just need to be deployed. However, the argument here is that they have too many functions that the business does not plan on using right now so the investment in the software would not be worthwile, moreover, the software available are generic whereas the company needs a customized software. Later on when they have fully evaluated the benefits of investing in an Information System, the do plan to keep on adding more improvements and updates as they come with time. The Company Coatings & Others Numerous U.V. Printing with Security Technology, UltraCoat Inc. was established in 1990, and it is now one of the leading Brand Protection Company catering to the needs of leading manufacturers of consumer products, institutions and organizations to safeguard their Brands against counterfeiting. The company has a wealth of informa tion, know-ledge, wide experience, sound understanding and in depth know-how to offer from the widest choice of highly efficient and cost effective intelligent solutions for every product. The core service or product that the company provides is brand protection and safety solutions using various methodologies to protect brands and their products from piracy, counterfeiting, especially for products such as life-saving drugs, edible items, etc. System Development Life cycle The system development life cycle provides a structure that the designers and developers of the system can follow. The cycle involves a sequence of activities that build upon on the results and outcomes of the previous activity. We can divide the activities of the system development life cycle into four major phases: planning, analysis, design, and implementation. A number of models of SDLC exist; some of the most popular ones are: the waterfall model, spiral model, prototype, incremental, fountain model. Each of these models have certain advantages and disadvantages and it depends on the type of the project, its requirements and the development team (Kay, 2002). The model that would be used to develop

Great Depression Essay Example for Free

Great Depression Essay Depression is a deep, extended slump in total business activity. Buying and selling drop during a depression. This causes a decline in production, prices, income and employment. Money becomes scarce. Many businesses fail, and many workers lose their jobs. A depression can hit an industry, a region, a nation of the world (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). A depression might develop if sales drop in a number of stores. Because of the fall in sales, the stores order less merchandise from manufacturers, in turn, lower production, cut orders from suppliers, and invests less money in new equipment and factories. As sales drop, prices tend to fail, further reducing business income. Employers lay off workers as business income falls. Bankruptcies may follow (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). The depression cycle occurs again and again as unemployment rises. Unemployed workers have less money to spend, leading to further drops in sales, production, income, and employment. The slump feeds on itself, becoming progressively worse until business activity picks up (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Severe depressions occurred in the United States in 1837, 1873, 1893, 1907 and 1929. Financial panics at the start of these depressions sharply reduced the amount of money available for spending. Depressions have also occurred after wars, when wartime spending suddenly stops. The worst depression in history was the Great Depression, which struck the world in 1929 and continued through the 1930s (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Great Depression was a worldwide business slump of the 1930s. It ranked as the worst and longest period of high unemployment and low business activity in modern times. The Great Depression began in October 1929, when stock values in the United States dropped rapidly. Thousands of stockholders lost large sums of money – or were even wiped out. Banks, factories, and stores closed and left millions of Americans jobless and penniless. Many people had to depend on the government or charity for bond (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). President Herbert Hoover held office when the Great Depression began. The voters elected Franklin D. Roosevelt President 1932. Roosevelt’s reforms gave the government more power and helped ease the depression (Anderson 6; Coy 32; Samuelson 53; Smitha 89). The Great Depression affected almost every nation. It caused a sharp decrease in world trade because each country tried to help its own industries by raising tariffs on imports. The depression caused some nations to change their leader and their type of government. The poor economic condition led to the rise of the German dictator Adolf Hitler and to the Japanese invasion of China. The German people supported Hitler because his plans to make Germany a world leader gave them hope for improved conditions. The Japanese developed industries and mines in Manchuria, a region of China, and claimed this economic growth would relieve the depression in Japan. The militarism of Germany and Japan helped bring on World War II (1939 – 1945) (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Depressions hurt great numbers of people, especially workers who lose their jobs. Bank failures wipe out the savings of depositors if such funds are not insured. Many people cannot meet rent or mortgage payments and lose their homes (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). During a depression, some people must live on charity to survive. They may feel angry and humiliated because they cannot support themselves (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP) Depressions cause marriage and birth rates to decline. Young people who cannot find jobs delay marriage. Couple uncertain about the future may have fewer children than they would like (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Long periods of unemployment cause people to lose faith in them selves and in the future. After a depression, many people value security above all else (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Some people profit from a depression. For example, those who have enough money can buy businesses, stocks, and other property at low prices. Salaried workers may live better as prices drop and their income buys more and more (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Society suffers as a depression spreads mass unemployment, poverty and despair. Depressions also change certain beliefs. These changes can affect society. The Great Depression caused many people to distrust business and led the government to regulate business and economic affairs. This increased regulation led to the widespread belief that the government should maintain high employment and guarantee citizens a good life. After the Great Depression, many people no longer trusted employers to protect workers. As a result, labor unions gained more members and greater public acceptance than ever before (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). A depression makes some people lose faith in their system of government. They may come to believe any leader who promises a change. Leaders who took power during a depression include Adolf Hitler, who ruled Germany as dictator from 1933 to 1945, and Benito Mussolini, dictator of Italy from 1922 to 1943 (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Relations between nations suffer during a depression. Each country tries to protect its own interests without concern for other nations (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). The Great Depression ended after nations increased their production of war materials at the start of World War II. This increased level of production provided jobs and put large sums of money back into circulation (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). The depression had lasting effects on the United States government and on many Americans. For example, the government took more responsibility than ever before for strengthening the economy. In addition, many Americans who lived during the depression stressed the importance in later years of acquiring such material comforts as appliances and cars (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Many causes contributed to making the Great Depression as severe as it was. During the 1920s, many bank failures, together with low incomes among farmers and factory workers, helped set the stage for the depression. Uneven distribution of income among workers also contributed to the slump. Most economists agree that the stock market crash of 1929 started the depression (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). The 1920s were a prosperous period for business, but most farmers did not prosper. Prices of farm products fell about 40% in 1920 and 1921, and they remained low through the 1920s. Some farmers lost so much money that they could not pay the mortgage of their farm. These farmers then had to either rent their land or move (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). Bank failures increased during the 1920s. Most of them occurred in agricultural areas because farmers experienced such poor conditions. About 550 banks went out of business from July 1, 1928 to June 30, 1929, the period of greatest prosperity in the 1920s (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). In addition to the farmers, workers in the coal, railroad and textile industries failed to share in the prosperity of the 1920s. Industrial production increased about 50%, but the wages of industrial workers rose far slowly. As a result, these workers could not buy goods o fast as industry produced them. Many people had to buy on credit. After a while, workers reduced their spending to hold down their debts. Then the amount of money in circulation decreased, and business became even worse (Anderson 6; Coy 32; Samuelson 53). From 1925 to 1929, the average price of common stocks on the New York Stock Exchange more than doubled. Rising stock values encouraged many people to speculate – that is, buy stocks in hope of making large profits following future price increases (Anderson 6; Coy 32; Samuelson 53). Stock values dropped rapidly on October 24, 1929, now known as Black Thursday. Most stock prices remained steady on Friday and Saturday. But the next Monday, stock prices fell again. Then, on Tuesday, October 29, stockholders panicked and sold a record of 16,410, 030 shares of stock. Thousands of people lost huge sums of money as stock values fell far below the prices paid for the stock. Banks and businesses had also brought stock, and many lost so much that they had to close. Stock values fell almost steadily for the next three years (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Sides 35; Eleanor Roosevelt National Historic Site NP). In October 1929, a sudden, sharp drop in the value of stocks in the United States marked the beginning of a worldwide business slump known as the Great Depression. The depression brought hard times for most Americans, but especially for blacks. Blacks became the chief victims of job discrimination. They adopted the slogan â€Å"Last Hired and First Fired† to express their situation (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). To help ease the poverty in the ghettos, black organized cooperative groups. These groups included the Colored Merchants Association in New York City and â€Å"Jobs for Negroes† organizations in places such as St. Louis, Chicago, Cleveland an New York City. The groups bought food and other goods in large volume to get the lowest prices. They boycotted stores that had mostly black customers but few, if any, black worker (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Most black Americans felt that President Herbert Hoover, a Republican, had done little to try to end the depression. In the elections of 1932, some black voters deserted their traditional loyalty to the Republican Party. They no longer saw it as the party of Abraham Lincoln the emancipator but of Hoover and the depression. In 1936, for the first time, most blacks supported the Democratic Party candidate for President, Franklin D. Roosevelt, and helped him win reelection (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Roosevelt called his program the New Deal. It included measures of reform, relief and recovery and benefited many blacks. A group of blacks advised Roosevelt on problems the Black Cabinet, included William H. Hastie and Mary McLeod Bethune. Hastie served as assistant solicitor in the Department of Interior, as a U. S. district court judge in the Virgin Islands, and as a civilian aide to the secretary of war. Bethune, founder of Bethune – Cookman College, directed the black affairs division of a federal agency called the National Youth Administration. As a result of the New Deal, black Americans developed a strong loyalty to the Democratic Party (Smitha 89; Eleanor Roosevelt National Historic Site NP). Blacks deeply admired President Roosevelt’s wife, Eleanor, for her stand in an incident in 1939 involving the great concert singer Marian Anderson. The Daughters of the American Revolution (DAR), a patriotic organization, denied the singer permission to perform at Constitution Hall in Washington, D. C. , because she was black. Eleanor Roosevelt then resigned from the DAR and helped arranged for Anderson to sing, instead at the Lincoln Memorial on Easter Sunday. More then 75,000 blacks and whites attended the concert (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). During the early 1940s, the NAACP began to step up its legal campaign against racial discrimination. The campaign achieved a number of important victories, including several favorable rulings by the U. S. Supreme Court. In 1941, for example, the court ruled that separate facilities for white and black railroad passengers must be significantly equal. In 1944, the court declared that the white primary, which excluded blacks from voting in the only meaningful elections in the South, was unconstitutional (Smitha 89; Eleanor Roosevelt National Historic Site NP). Besides taking legal action, blacks used new tactics to attack segregation in public places. In 1943, for example, the Congress of Racial Equity (CORE) launched a sit – in at a Chicago restaurant. In this protest, blacks sat in places reserved for white people (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). The Great Depression differed in both lengths and harshness from previous depression in the United States. In earlier depressions, business activity had started to pick up after one or two years. But from October, 1929, until Franklin D. Roosevelt became President in March, 1933, the economy slumped almost every month. Business failures increased rapidly among banks, factories, and stores and unemployment soared. Millions of people lost their jobs, savings and home (Smitha 89; Eleanor Roosevelt National Historic Site NP). From the years 1930 – 1933, prices of industrial stocks fell about 80 per cent. Banks and individuals with investments in the stock market lost large sums. Banks had also loaned money to many people who could repay it. The deepening depression forced large numbers of people to withdraw their savings. Banks had great difficulty meeting the withdrawals, which came at a time when the banks were unable to collect on many loans. Between January 1930 and March 1933, about 9,000 banks failed. The bank failures wiped out the savings of millions of people (Smitha 89). Bank failures made less money available for loans to industry. The decline in available money caused a drop in production and a further rise in unemployment. From 1929 to 1933, the total value of goods and services produced annually in the United States fell from about $ 104 billion to about $56 billion. In 1932, the number of business closings almost a third higher than the 1929 level (Anderson 6). The Great Depression hit the United States – and the world – in 1929. Business firms failed, workers lost their jobs and farmers lost their farms. Banks had made loans to thousands of people who lost their money and could not repay what they owed. The depression also forced large numbers of depositors to withdraw their savings. Banks had great difficulty meeting the withdrawals, which came at a time when they were unable to collect on many loans. Most banks had also invested in stocks and other property that lost value because of depression (Anderson 6). In 1925, about 3 per cent of the nation’s workers were unemployed. The unemployment rate reached about 9 per cent in 1930 and about 25 per cent – or about 13 million persons – in 1933. Many people who kept or found jobs had to take salary cuts. In 1932, wage cuts averaged about 18 per cent. Many people, including college graduates, felt lucky to find a job. In 1932, the New York City Police Department estimated that 7,000 persons over the age 17 shined shoes for a living (Anderson 6; Coy 32; Samuelson 53; Smitha 89). Foreign trade also fell greatly during the Great Depression. The Smoot – Hawley Taft Act of 1930 contributed to the drop. This law greatly increased a number of tariffs. President Hoover signed the law because he thought it would reduce competition from foreign products. But tariffs rose so high that other nations reacted b raising tariffs on U. S. goods (Anderson 6; Coy 32; Samuelson 53; Smitha 89). From 1929 to 1933, prices of farm goods fell about 50 per cent. This drop occurred partly because high tariffs made exports unprofitable. In addition, farmers produced a surplus of crops. The surplus pushed prices down because there was more food than people could buy (Anderson 6; Coy 32; Samuelson 53; Smitha 89). Human suffering became a reality for millions Americans as the depression continued. Many died of disease resulting from malnutrition. Thousands lost their home because they could not pay the mortgage. In 1932, at least 25,000 families and more than 200,000 young people wandered through the country seeking food, clothing, shelter and job. Many youths traveled in freight trains and lived near train yards in camps called hobo jungles (Coy 32). The homeless, jobless traveler obtained food from welfare agencies or religious missions in towns along the way. Most of their meals consisted of soup, beans, or stew and had little nourishment. The travelers begged for food or stole it if they could not get something to ear in any other way. Sometimes they ate scraps of food from garbage cans (Anderson 6; Coy 32). The ragged travelers found clothing harder to obtain than food. Missions gave most of the clothing they had to needy local people. Some of the travelers became ill because they did not have proper food and clothing. Even the sick wanderers had trouble getting help because hospitals aided local residents first (Anderson 6; Coy 32). Many people who lost their home remained in the community. Some crowded into the home of a relative. Others moved to a shabby section of town and built shacks from flattened tin cans and old crates. Groups of these shacks were called Hoovervilles, a name that reflected the people’s anger and disappointment at President Hoovey’s failure to end the depression (Anderson 6; Coy 32). In 1932, many farmers refused to ship their products to market. They hoped a reduced supply of farm products would help raise the price of these goods. Such farmers’ strikes occurred throughout the country, but they centered in Iowa and the surrounding states (Anderson 6; Coy 32; Smitha 89). Severe drought and dust storms hit parts of the Middle West and Southwest during the 1930s. The afflicted region became known as the Dust Bowl, and thousands of farm families there were wiped out. Many farmers went to the fertile agricultural areas of California to look for work. Most who found jobs had to work as fruit and vegetable pickers from extremely low wages. The migrant families crowded into the shacks near the fields or camped outdoors (Coy 32). President Hoover believed that business, if left alone to operate without government supervision, would correct the economic conditions. He vetoed several bills aimed at relieving the depression because he felt they gave the federal government too much power (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Hoover declared that state and local governments should provide relief to the needy. But those governments did not have enough money to do so. In 1932, Congress approved Hoover’s most successful anti – depression measure, the Reconstruction Finance Corporation (RFC). This government agency provided some relief by lending money to banks, railroads and other large institutions whose failure would have made the depression even worse. However, most Americans felt that Hoover did not do enough to fight depression. They elected Franklin D. Roosevelt in 1932 (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP ). Roosevelt believed the federal government had the chief responsibility of fighting the Great Depression. He called Congress into a special session, now called the Hundred Days, to pass laws to relieve the depression. Roosevelt called his program the New Deal (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). The laws established by the New Deal had three main purposes. First, they provided relief for the needy. Second, they aided nationwide recovery by providing jobs and encouraging business. Third, the laws tried to reform business and government so that such a severe depression would never happen in the United States again (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). In February 1933, the banks of Detroit failed. The resulting blow to public confidence was so great that depositors throughout the country withdrew money from their banks. These runs ruined many banks (Anderson 6; Coy 32; Smitha 89). To stop the panic, President Franklin D. Roosevelt declared a nation wide bank holiday that began on March 6, 1933. All banks closed until federal officials examined the books of each. No bank was allowed to reopen until it has been found in good condition. Many never reopened. Roosevelt’s action restored public confidence in banks and ended the crisis (Anderson 6; Coy 32; Smitha 89). The Glass – Steagall Banking Act of 1933 further strengthened people’s faith in banks. This law, sponsored by Senator Carter Glass of Virginia and Representative Henry B. Steagall of Alabama, created the FDIC to insure bank deposits. The act also restricted banking practices that seemed risky (Anderson 6; Coy 32; Smitha 89). Congress created several agencies to manage relief programs. The Civilian Conservation Corps (CCC), established in 1933, employed thousands of young men in conservation projects. The Federal Emergency Relief Administration (FERA), founded in 1933, gave the states money for the needy. The Works Progress Administration (WPA), created in 1935, provided jobs in the construction of bridges, dams and schools (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). The government also aided recovery by spending large sums of money. This federal spending gave businessmen the confidence to also begin spending. The economy improved after money began to circulate. The government also increased trade by lowering tariffs on certain imported products that they imported from the United States (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). Congress created several agencies to supervise banking and labor reforms. The Federal Deposit Insurance Corporation (FDIC), founded in 1933, insured bank deposits. The National Labor Relations Board (NLRB), established in 1935, worked to prevent unfair labor practices and aid the development of labor unions. The Securities and Exchange Commission (SEC), created in 1934, attempted to protect investors from buying unsafe stocks and bonds. In 1935, Congress passed the Social Security Act to provide money for retired and unemployed people (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). Some Americans who kept their jobs during the Great Depression managed to live comfortably. Many of those who had a steady income could afford to buy an automobile, clothes and other products that were out of reach for most people. Steak cost about 29 cents a pound, and gasoline about 18 cents a gallon. People who had enough money found that, because of low prices, conditions were better during the depression than they had been in the 1920s (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). The New Deal program not only helped relieve the depression but also renewed the confidence of Americans in the government. But about 15 per cent of the nation’s working force still did not have a job in 1940. The Great Depression did not end in the United States until 1942, after the country had entered World War II. The tremendous increase in production of war materials provided so many jobs that the unemployed rate in the United States fell to about 1 per cent in 1944 (Coy 32; Smitha 89). In Canada, the national economy depended on the export of grain and raw materials. Canadian farmers and exporters suffered huge losses after other countries increased tariffs on imported products. Many Canadian companies closed, and unemployment rate rose from about 3 per cent of the labor force in 1929 to about 23 per cent in 1933 (Coy 32; Smitha 89). Richard Bennett, who served as prime minister from 1930 to 1935, had little success in his efforts to relieve the depression in Canada. W. L. Mackenzie King succeeded Bennett and adopted programs similar to those of Roosevelt to fight the depression (Coy 32; Smitha 89). The Great Depression caused many changes in the United States. It brought new laws that gave the government far more power than at any previous time in the nation’s history. It also changed the attitudes of countless Americans toward various aspects of life. New government policies that resulted from the New Deal increased federal control over banks and the stock market. Laws of the New Deal also gave the government more power to provide money for the needy. Ever since the depression, both Democratic and Republican administrations have broadened the powers of the federal government. For example, the government now provides hospital and medical insurances for the aged. The government may also regulate price and wage increases to try to keep the cost of living from rising (Smitha 89). The depression also changed the basic philosophy of the United States government in spending money. Before the depression, the government tried to spend the same amount of money it collected. But to support the New Deal, the government used deficit spending – that is it spent more money that it collected. This policy greatly increased the national debt. The government has continued to rely on deficit spending during most years since World War II ended in 1945 (Smitha 89). The depression changed the attitudes of many Americans toward business and the federal government. Before the depression, most people regarded bankers and business executives as the nation’s leaders. After the stock market crashed and these leaders could not relieve the depression, Americans lost faith in them. The government finally succeeded in improving conditions. As a result, many Americans decided that the government – not business – had the responsibility to maintain the national economy (Anderson 6; Coy 32). Many people changed their basic attitudes toward life because of the suffering they experienced during the depression. They previously had believed they would have a reasonably happy life if they worked hard, saved money, and treated others well. The depression shattered that belief. The situation seemed especially hard to understand because there appeared to be no reason for so many of the things that happened (Anderson 6). The depression probably affected young adults more than any other group from a psychological viewpoint. These men and women encountered great difficulty in finding a job and starting a career. If they did find a position, they had little chance of promotion because employers eliminated jobs throughout the depression. Consequently, many young adults lost confidence in them selves and lowered their ambitions (Coy 32). Some people who lived through the Great Depression became more concerned with material possessions than did people born after that era. The depression forced people to worry about such necessities as food, clothing and shelter. After the economy improved, many people wanted material comforts that they had lost or had never earned before, including appliances, a car and a house. Others sought financial security. They stressed the importance of having a job and saving money as a precaution against hard times in the future. The importance of material comforts and financial security that developed among man people of the depression generation affected their relationship with their children. Most people who grew up during the 1950s and 1960s did not know the experience of being wiped out. They knew nothing about having to struggle for money and a job. They did not understand why their parents put such great importance on material possessions and financed security. Many young people criticized such attitudes of their parents. A lack of both understanding and communication helped create what became known as the â€Å"generation gap† of the 1960s and early 1970s (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35). Works Cited Anderson, George M. â€Å"Rich Nation, Poor People. † America (2008): 5 – 6. Bernanke, Ben S. Essays in the Great Depression. New Jersey: Princeton University Press, 2000. Coy, Peter. â€Å"Lessons from the depression. † Business Week (2008): 32. â€Å"Great Depression lesson. † USA Today [News] 31 March 2008: 14a. Samuelson, Robert J. â€Å"Hold the Hysteria (for Now). † Newsweek 151 (2008): 53. Sides, Josh. L. A. City Limits: African American Los Angeles from the Great Depression to the Present. Berkeley: University of California Press, 2004. Smitha, Frank E. â€Å"The Great Depression. † (2008). Frank E. Smitha. Retrieved April 10, 2008, from http://www. fsmitha. com/h2/ch15wd. html. Temin, Peter. Lessons from the Great Depression. Cambridge: MIT Press, 1989. â€Å"The First of the Hundred Days. † History Today 58 (2008): 13. â€Å"The Great Depression (1929 – 1939). † 2008. Eleanor Roosevelt National Historic Site. Retrieved April 10, 2008, from http://www. nps. gov/archive/elro/glossary/great- depression. htm.

The war for talent Attracting and retaining organisational commitment

The war for talent Attracting and retaining organisational commitment Time has changed the way organisations operate today. Contemporary organisations not only need to compete for reputation and tangible organisational resources, but also need to participate in the war for talent (Bartlett Ghoshal 2002). Bartlett and Ghoshal (2002) described the war for talent as competing for talented and skilled workers by attracting them to work for the organisation as well as retaining their loyalty. Hence, this paper will centre around three human resource management (HRM) strategies, that is, attraction, motivation, and retention. These strategies are important because they help organisations to gain competitive advantage (Bartlett Ghoshal 2002; Global Reporting Initiative 2002; Jensen 2005). Competitive advantage refers to an organisation maximising its strengths as a method to compete in the marketplace (Bartlett Ghoshal 2002) which consists of cost leadership and differentiation in products and services (Global Reporting Initiative 2002). Organisations can win the war for talent and hence increase their competitive advantage by creating and maintaining loyalty within organisations, albeit sometimes requiring considerable investment, effort, and commitment to overcome obstacles. This discussion will demonstrate that HRM performs more than administrative duties and plays a vital role in determining an organisations success. Examples of organisations successes in attracting, motivating, and retaining employees will be illustrated throughout the discussion. This essay concludes with an analysis of the skills HR managers need to become an organisations strategic partner. Attracting staff into an organisation is one of the main HR activities and is usually the first step towards acquiring skilled employees or talent to build competitive advantage (Holland, Sheehan De Cieri 2007). The relationship between employee attraction and organisational factors can be perceived through the workplace attraction model developed by Amundson (2007). In developing his model, Amundson (2007, p. 161) reviewed different approaches and identified ten attractors that appeared to heavily influence workplace attraction; security, location, relationships, recognition, contribution, work fit, flexibility, learning, responsibility, and innovation. Amundson (2007) drew meaning of attractors from Bright and Pryors (2005) chaos theory of careers whereby career behaviour needs are mostly understood in relation to uncertainty, adaptability, possibility, ongoing change, and predictability (p. 156). Amundson (2007) also espoused that the impact of each attractor differs for everyone and can change with time. In addition, there are basic guides that encourage behaviour on one hand and limits on the other (Bright Pryor 2005). Consequently, it is important for organisations to actively motivate and retain employees once they become part of the organisation since attracting factors vary according to individuals needs, desires, and circumstances. Kimberly-Clark runs on the values of care and innovation from its brands to the way it treats its employees, customers, community, and the environment (Kimberly-Clark Worldwide 2009). This is demonstrated with its Employee Participation Program in which it enables and supports the contributions of employees to any cause or community organisation of their choice (Kimberly-Clark Worldwide 2009). For example, all employees are allowed to take a paid working day off in a year to volunteer at the charity of their choice (Kimberly-Clark Worldwide 2009). Furthermore, the employees contributions are acknowledged with an award (Kimberly-Clark Worldwide 2009). Kimberly-Clark also emphasises its dedication towards employee training and development, as well as safety and wellbeing. This commitment has led to the reduction of reported injuries by 30 per cent in 2008 (Kimberly-Clark Worldwide 2009). Overall, it appears that Kimberly-Clark corresponds to Amundsons (2007) attractors which would in t urn invite skilled workers to be part of the organisation. Kimberly-Clarks motto of care would also attract people who hold the same values and consequently, be motivated to strengthen and maintain its reputation as a company that cares. Accordingly, organisations can win the war for talent with investment, effort, and commitment and thus, increase its competitive advantage. In order to gain competitive advantage, organisations need to attract intellectual capital to ensure sustainability (Earle 2003). Sustainability refers to the capacity for organisations to survive and be successful in a dynamic and competitive environment (Global Reporting Initiative 2002). It also includes policies and practices of attracting, motivating, and retaining employees (Earle 2003; Global Reporting Initiative 2002; Holland, Sheehan De Cieri 2007). Sustainability is significant as people are unique. They create growth in the organisation by bringing distinctive knowledge, skills, and experience into the organisation (Amundson 2007; Harell Daim 2010; Ramlall 2004) which further contributes to organisational value and enhanced performance. To illustrate the argument above, St. George Bank, as part of the members of Australias leading Retail and Business Banking brands (St. George Bank n.d.) has proved its sustainability by winning numerous awards and recognition, including participating in the 2008 Family Friendly Employer of Choice program to appreciate family friendly practices and diversity; as well as being the winner of the Australian HR Awards 2007 Employer of Choice (St. George Bank n.d.). These awards also resemble Amundsons (2007) relationships, recognition, and contribution attractors which could then serve as an encouragement for people to work at St. George Bank. Furthermore, these attractors have the ability to create and maintain loyalty towards the bank. Organisations are required to actively seek talented employees due to the challenge of globalisation. This is because in order to survive, more markets are internationalised to compete both locally and internationally (De Cieri et al. 2008; Jorgensen Taylor 2008; Ma Trigo 2008). Besides this, multinational enterprises face the challenge of managing the global workforce mobility due to the international assignments of its employees (De Cieri et al. 2008), which usually involves a significant amount of investment (Dowling, Festing Allen D. Engle 2008). Subsequently, the result of having an increased global human capital movement increases competition for skilled employees (Earle 2003; Jorgensen Taylor 2008; Ramlall 2004). Therefore, there is a need for organisations to actively implement strategies to attract and retain skilled employees. Organisations are also competing to attract skilled employees because of critical skill shortages (Amundson 2007; Holland, Sheehan Cieri 2006; Holland, Sheehan De Cieri 2007; Hunt Rasmussen 2007; Jorgensen Taylor 2008; Ma Trigo 2008). Skill shortages are intensified due to an increase in the ageing population, which is characterised by increased longevity and lower birth rates (Australian Bureau Of Statistics 2007; De Cieri et al. 2008; Jorgensen Taylor 2008; Office for an ageing Australia 2001). Hence, the issue of skill shortages becomes more prominent as the ageing population retire (Ruch 2000). Subsequently, organisations that also attempt to attract the ageing population indirectly create a diverse workforce (Erickson 2010; Jorgensen Taylor 2008). As a result, organisations can win the war for talent as numerous research suggests that diversity within organisations leads to competitive advantage (e.g., Henry Evans 2007; Kochan et al. 2003; Riach 2009). This is because di fferent groups bring different knowledge and experience into the organisation, which consecutively creates richer intellectual resources. Three complementary employee retention models are briefly mentioned. The first is the matching model; a form of employee selection approach where both the company and applicant tries to mirror the requirements, interests, and principles of the other (March Simon 1958, cited in Samson Daft 2005). Second is the goodness-of-fit model that concurrently considers individual and contextual factors (Latham Pinder 2005). Finally, the career decision-making model considers internal and external factors that impact upon peoples career decisions (Parsons 1909, cited in Hartung Blustein 2002). These models also complement Amundsons (2007) attraction model that was previously discussed. Consequently, it is advantageous that organisations recognise individuals appealing factors so that HRM can devise attracting strategies and policies to invite and maintain talent in the workplace. Organisations need to proactively retain its employees to prevent voluntary turnover because significant expenses are associated with its loss (Equal Opportunity for Women in the Workplace Agency n.d.; Garger 1999). The Diversity Dividend (2002, cited in Equal Opportunity for Women in the Workplace Agency n.d.) reported that each employees departure costs organisations between 90 and 2000 per cent of an employees yearly salary. Moreover, recruiting and retraining new employees costs money and time (Brundage Koziel 2010; Equal Opportunity for Women in the Workplace Agency n.d.; Peterson 2005). Furthermore, losing talent equates to losing knowledge since employees have unique talent (Amundson 2007; Equal Opportunity for Women in the Workplace Agency n.d.; Ramlall 2004), as previously discussed. Additionally, company targets are not achieved (Equal Opportunity for Women in the Workplace Agency n.d.; Garger 1999), the remaining employees productivity and morale are affected (Equal Oppor tunity for Women in the Workplace Agency n.d.; Garger 1999; Hunt Rasmussen 2007), and the organisations reputation might be jeopardised (Garger 1999). Wal-Mart has successfully demonstrated effective retention strategies through its beliefs of getting, keeping, and growing good people, amongst other HR strategies (Peterson 2005). Value is placed upon knowing a person during the recruiting process so that the applicant and organisation can determine a match of needs, interests, and values. This corresponds to the matching model (March Simon 1958, cited in Samson Daft 2005) and goodness-of-fit model (Latham Pinder 2005). Managers are involved in the orientation programs so that a good working relationship is built (Garger 1999; Peterson 2005). Successively, employees can feel connected towards the organisation and feel secure in voicing out grievances (Peterson 2005). Besides that, clarification of goals and paths within the organisation are established from the beginning (Garger 1999; Peterson 2005). Furthermore, strong leadership is emphasised in Wal-Mart since leaders become a role model for the employees (Garger 1999; Peterson 2005). With these, Wal-Mart has illustrated organisational commitment towards its employees, and is likewise rewarded with loyalty from its staff. While there are various strategies available for organisations to improve employee motivation, it is valuable for HR managers to ground them from motivation theories so that they can be more efficient (Ramlall 2004). Since numerous motivation theories can be applied to employee attraction and retention; and since theories of attraction, motivation, and retention complement each other in winning the war for talent, this essay will mention a synthesised model; Jeffries and Huntes (2004) extension of Lockes motivational sequence (1991). This is because the model connects key motivation theories into a successive structure to illustrate individuals motivational drivers (1991, cited in Jeffries Hunte 2004). Amongst the theories included are Maslows (1970) Hierarchy of Needs to represent the antecedents of values and desires (Locke 1991, cited in Jeffries Hunte 2004); Adams (1963) Equity Theory to illustrate individuals value-driven choices and actions (Locke 1991, cited in Jeffries Hun te 2004); Banduras (1986) Social Cognitive Theory that states performance is determined by direct, immediate purposes and a sense of efficiency (Locke 1991, cited in Jeffries Hunte 2004); and Hackman and Oldhams (1980) Job Characteristics Theory where work performance determines job satisfaction (Locke 1991, cited in Jeffries Hunte 2004). Jeffries and Hunte (2004) introduced the role of intermediaries in which appropriate interventions can have influential factors on individuals. A synthesised motivational model is also relevant because organisations usually use more than one approach in motivating and retaining employees (e.g., Wal-Mart, in Peterson 2005), although they may not be grounded on theory (Ramlall 2004). Additionally, researchers have warned of the dangers for managers to generalise a theory because this could jeopardise their employees motivation aside from their career (Harell Daim 2010). As mentioned earlier, one of the consequences of staff turnover is the loss of motivation and productivity amongst the remaining employees (Equal Opportunity for Women in the Workplace Agency n.d.; Garger 1999; Hunt Rasmussen 2007). In addition, overall productivity decreases with the use of new, inexperienced staff (Smith et al. 2004). Therefore, motivating employees could prevent or at least reduce turnover intention (Ma Trigo 2008) and simultaneously improve productivity (Hunt Rasmussen 2007). In turn, organisations can prevent major expenses related to innovation, production, and quality (Harell Daim 2010) and create a high-performance workforce (Jensen 2005). A classical strategy to attract, motivate, and retain talent is by offering financial rewards, such as high wages and profit sharing (e.g., Ma Trigo 2008; Ramlall 2004; Smith et al. 2004). Besides that, some organisations also practice salary increments whereby wage increases according to tenure (Ramlall 2004; Smith et al. 2004). An extensive study conducted by Chew and Girardi (2008) particularly draws attention to the suggestion that wage is one of three strategic methods of motivating and retaining employees. The researchers believe that financial rewards are one of the most important factors that lead to organisational commitment, which subsequently, results in retention (Chew Girardi 2008). Other forms of financial incentives include loyalty bonuses (Smith et al. 2004) and performance-based bonuses that is determined by the employees financial objectives and individual accomplishments, as well as the organisations performance (Bartlett Ghoshal 2002; Brundage Koziel 2010; Gullickson Gunn 2003; Smith et al. 2004; Ma Trigo 2008). Thorough investigations conducted revealed that these strategies aid employee motivation because they are regarded as the managements form of recognition and appreciation (Chew Girardi 2008; Harell Daim 2010). Thus, organisations can succeed in motivating and retaining employees, although it involves great financial investments. While financial rewards seem to be an evident strategy of attracting, motivating, and retaining talent, the use of non-financial rewards succeed equally well. Organisations can recognise employees efforts by honouring them with reputation and awards (Hunt Rasmussen 2007), such as commonly practiced in the advertising field (Medcalf 2008) and as demonstrated by Kimberly-Clark. Therefore, as Adams (1963) Equity Theory suggests, when employees feel that their management recognises their efforts, they would feel more motivated and hence remain in the organisation. Financial and non-financial rewards can also be associated together such as during an awards-giving ceremony. Aside from those, organisations can attract, motivate, and retain employees with the use of perks such as employment benefit packages (e.g., car, phone, insurance, and holidays) and the physical environment (Earle 2003). Earle (2003) noted that organisations that usually gain recognition in Fortune Magazines 100 Best Companies to work for (p. 252) are the ones that offers perks to improve employees quality of life. She noted that the top ten listed companies offered practical facilities, such as health-related and family friendly amenities. Therefore, while organisations can win the war for talent by investing in various tangible and non-tangible perks, investing in perks that directly improves employees well-being is more effective. Moreover, when an individuals well-being is increased, turnover due to poor health is likely to decrease (Jorgensen Taylor 2008). Organisations that strive to create a corporate identity are often well rewarded with talented employees (Earle 2003; Hunt Rasmussen 2007). This is because the brand or reputation of the organisation tends to reflect employees sense of identity (Earle 2003). Successively, organisations can work towards achieving the title Employer of Choice that further attracts, motivates, and retains employees (Ruch 2000). Kimberly-Clark has won the Federal Governments Equal Opportunity for Women in the Workplace Agency (EOWA)s Employer of Choice for Women award several times (Kimberly-Clark Worldwide 2009). It is necessary for organisations to fulfil stringent criteria in order to receive this recognition (Kimberly-Clark Worldwide 2009). Kimberly-Clark was recognised because it offered mothers paid maternity leave and flexibility in arranging work (Kimberly-Clark Worldwide 2009). For instance, they could work from home or work on a part-time schedule (Kimberly-Clark Worldwide 2009). Flexible work arrangements are significant especially for females who may be caring for others or want to coincide work with school hours (Wrekin Council 1997, cited in Smith et al. 2004). Additionally, flexible working arrangements can draw females into employment (Earle 2003; Wrekin Council 1997, cited in Smith et al. 2004) while retaining valuable employees (Earle 2003). As demonstrated, flexible work arrangements appear to be an important factor in attracting, motivating, and retaining employees. Recent research suggests that employees prefer flexibility (Jorgensen Taylor 2008) because it can contribute to work-life balance (Earle 2003; Hunt Rasmussen 2007; Holland, Sheehan De Cieri 2007). Furthermore, this practice promotes the retention and re-engagement of the more experienced, older workers (Holland, Sheehan De Cieri 2007). Earle (2003) noted that Baby Boomers who are offered more flexibility and autonomy to balance their professional and private lives are more open to work in a different and possibly, less comfortable environment. Consequently, as diversity, knowledge, and experience are maintained, organisations can win the war for talent and increase its competitive advantage. Organisations can also provide other variations of flexibility and work-life balance such as flexi time, job sharing, unpaid leave, and the ability to telecommute (Earle 2003). Earle (2003) notes that there are people who highly value the ability to control their own work schedule. Therefore, they would determine their own work datelines or even only work on certain days (Earle 2003). She also notes that some employees prefer to telecommute because it is more convenient and they can save on travelling time (Earle 2003). Thus, organisations can win the war for talent by attracting skilled workers who may happen to live a distance away or find travelling difficult. Meanwhile, these strategies can motivate and retain existing employees because there is less organisational pressure and demand. Organisations can increase its competitive advantage by being familiar with generational differences because their formative years shape much of their values, needs, and expectations (Earle 2003; Erickson 2010). Nevertheless, each generation would also require different needs and wants according to their stages of life (Earle 2003). This reflects Amundsons (2007) attraction theory, Bright and Pryors (2005) chaos theory of careers, as well as Jeffries and Huntes (2004) extension of Lockes motivational sequence (1991). Therefore, different attractors and motivators apply when recruiting, motivating, and retaining them (Jeffries Hunte 2004; Lancaster Stillman 2002, cited in Jorgensen Taylor 2008). It is useful for HR managers to consider that they are also hiring attitudes besides expertise (Ruch 2000). It is documented that Baby Boomers generally favour a stable and peaceful working environment (Earle 2003), appreciate longer time lines to complete the assignment, prefer to be involved in consensus building, and participate in management activities (Jeffries Hunte 2004). Nevertheless, they are willing to endure less than optimal conditions if they are highly compensated and are provided with good health plans (Earle 2003). Besides that, organisations could make necessary adjustments and involve Baby Boomers in management. These benefits the organisations since older workers tend to have more knowledge, skills, and experience, and are aware of the organisations goals and processes (Earle 2003). While Baby Boomers tend to be loyal towards their employer (Earle 2003; Jeffries Hunte 2004), adjusting to their needs further strengthens their commitment. On the other hand, Generation X are comfortable with ongoing changes surrounding their job and environment (Earle 2003). They prefer to work in empowered teams, but will only put in as much effort to what is appreciated by the organisation (Earle 2003; Ruch 2000). This corresponds to Adams (1963) Equity Theory. In addition, Generation X places a lot of emphasis on work-life balance (Earle 2003; Jeffries Hunte 2004; Ruch 2000). Therefore, flexibility and recognition plays an even bigger role in attracting, motivating, and retaining them (Earle 2003; Ruch 2000). In fact, they are willing to receive lower wages in exchange for flexible work arrangements (Earle 2003). Therefore, in order to gain competitive advantage, organisations need to adapt to the working styles of Generation X as the older generation retires (Ruch 2000). Finally, Generation Y are more ethically diverse (Howe Strauss 2000, cited in Jeffries Hunte 2004). Consequently, they tend to be more selective with their work places and are more apt to leave the organisation if they perceive it as meaningless (Earle 2003). They value factors such as training and development, recognition, innovation, relations, consistent and timely feedback, and a positive working environment (Earle 2003; Jeffries Hunte 2004). Generation Y also welcomes new challenges in their work (Earle 2003). Hence, in order to attract, motivate, and retain Generation Y, organisations need to invest a considerable amount of time, effort, and commitment to comply to the factors above as well as to establish their company image as one that is worth working for. A good example of this is Kimberly-Clark, which this essay has illustrated several times. Moreover, Generation Y grew up in a time of technology advancement (Jeffries Hunte 2004) which enables anyone to research a part icular employer at any given time. Henceforth, upon winning the war for Generation Y talent, organisations can increase its competitive advantage since Generation Y will create the bulk of the workforce in the near future (Earle 2003). This essay has discussed some strategies organisations can implement to attract, motivate, and retain skilled workers. Organisations can be successful in winning the war for talent through the role of its HRM to devise strategies that will contribute to employee satisfaction (Jeffries Hunte 2004). Nonetheless, in order to achieve this, organisations need to regard HR managers as strategic partners (De Cieri et al. 2008). This is because employees are less likely to resign if the management system is good (Ma Trigo 2008). Consecutively, an increase in job satisfaction will lead to an increase in affective commitment and hence, more success in talent retention (Ma Trigo 2008). Despite HRMs recognition of the importance of attracting, motivating, and retaining skilled employees, many fail to focus on these, focusing instead on administrative tasks (Jensen 2005). Furthermore, whilst HR managers may recognise the different strategies available to win the war for talent, it is futile if they are not utilised appropriately. One way of overcoming this is by using information technology (IT; Jensen 2005). For example, Delaware Investments outsources administrative work via technology to alleviate administrative time in order to focus on strategic human resource management (SHRM; Jensen 2005). Besides that, to maintain employee relations, Delaware Investments uses IT to help deliver messages efficiently and in a timely manner, especially those that would have a big impact on employees such as major organisational changes (Jensen 2005). Effective SHRM needs to be based on research, theoretical models, and information received from exit interviews (Garger 1999). It also needs to begin from the stages of selection and orientation so that organisations can determine the right people to hire (Garger 1999). Wal-Mart (Peterson 2005) demonstrated this with the practice of getting to know applicants before hiring. As cited, this relates to the matching model (March Simon 1958, cited in Samson Daft 2005) and goodness-of-fit model (Latham Pinder 2005). It is important for organisations to provide offers and values that are consistent with their advertisements during recruitment. Otherwise, motivating and retaining talent will be more challenging, if not failed, because the employees would leave for other organisations that provide better compensation and matching principles (Terjesen Frey 2008). This reflects Parsons (1909, cited in Hartung Blustein 2002) career-decision making model. Another method of achieving SHRM is by tailoring strategies according to the factors that each generation favours more, such as training and development, motivational factors, and compensation. For example, Generations X and Y appreciate constant feedback and evaluation (Earle 2003; Jeffries Hunte 2004). Therefore, a strategic method to motivate and retain them would be to develop a comprehensive learning and development module that fulfils their learning goals (Earle 2003; Jeffries Hunte 2004). Nonetheless, Jeffries and Hunte (2004) noted the irony that the additional skills would prepare the employees to leave the organisation for a different one. Therefore, an approach to overcome this effect is by developing a personal retention plan for individual employees such as flexible work arrangements, as discussed earlier, as well as developing goals surrounding approaching organisational opportunities (such as Wal-Mart). Targeted retention policies that are relevant include setting ma nageable jobs and expectations, providing career management, promoting good communication within the organisation, offering flexibility to achieve work-life balance, stating clear goals, and mentoring (Ruch 2000). In addition, since Generations X and Y seek challenges and prefer to work in teams (Earle 2003; Jeffries Hunte 2004), management could develop projects which requires an amalgamation of knowledge, skills, and experience of the generations. Organisations that maximises its employees resources tend to achieve competitive advantage (Jeffries Hunte 2004). An exemplary organisation previously cited is again, Kimberly-Clark. It is also worth noting that Kimberly-Clark has a dedicated HR team that works towards informing organisational strategy (Kimberly-Clark Worldwide 2009). This essay acknowledges Jeffries and Huntes (2004) extension of Lockes motivational sequence (1991) because the model connects key motivation theories into a successive structure to illustrate individuals motivational drivers (1991, cited in Jeffries Hunte 2004). In addition, the authors considered generational differences as one of the intermediaries that can influence interventions (Jeffries Hunte 2004). Thus, HRM can carefully formulate attracting, motivating, and retaining strategies following this synthesis. For example, HRM needs to consider the provision of recognition and health-related benefits to Baby Boomers (Jeffries Hunte 2004) while focusing more on learning and development for Generations X and Y (Jeffries Hunte 2004). Besides being highly proficient in the business strategy and being able to lead, HR managers need to be skilled in networking to obtain and share knowledge in order to be an efficient strategic partner in the organisation (Bartlett Ghoshal 2002). Thus, HR executives need to be able to communicate with the employees and be on the same wavelength in order to meet the employees needs (Harell Daim 2010). Subsequently, it is imperative that HR executives follow up on the feedback in a timely manner (Harell Daim 2010) to prevent the loss of employee confidence in the organisation. Additionally, HR managers need to understand that a wide combination of strategies is involved when attracting, motivating, and retaining talent. It is insufficient to only utilise a few convenient strategies and anticipate employee retention. It is also vital that HR managers regard employees as partners of the organisation and compensate them alike other stakeholders (Bartlett Ghoshal 2002). Smith et al. (2004) documented two transnational Japanese manufacturing plants in Britain that consistently experienced high employee turnover. They attributed this to company paternalism while acknowledging its HRMs role in minimising production disruption. Nevertheless, the strategies only focused on wage, careful employee selection, and job routinisation (Smith et al. 2004). Therefore, motivating and retaining employees greatly depends on the factors that employees value, as well as the organisations response to them (Dolea, Stormont Braichet 2010). Furthermore, HR managers need to understand that financial incentives programmes alone are not the basis of attracting, motivating, and retaining employees since employees who were initially drawn by an offer that pays well will usually leave for a different organisation that pays better (Bartlett Ghoshal 2002). It is important that HR managers understand this phenomena because it is common for policy-makers to use finance as an immediate boost when faced with a lack of human capital (Dolea, Stormont Braichet 2010). Clearly, competitive challenges like globalisation and skill shortages have contributed to a spirited war for talent. Adding to these is the challenge of satisfying the demands of different generations. Various literatures have documented the trend that parallels the views presented by Bartlett and Ghoshal (2002). This essay has explored strategies that HRM can adopt to attract, motivate, and retain talent in order to gain competitive advantage. Nonetheless, there is recognition that some strategies would require considerable investment, effort, and commitment to surmount the competitive challenges. This essay has also highlighted that HRM is an integral part to an organisations success. A review of selected models has been presented to guide organisational strategic planning to win the war for talent. In addition, this essay has identified several organisations accomplishments in attracting, motivating, and retaining skilled workers. Finally, this essay indicated the competencies HR executives require to become an organisations strategic partner. This essay closes with a reiteration that organisations can create and maintain commitment.