Training Program Executive Summary Management Essay

Training Program Executive Summary Management Essay The Leadership Training program for z-Vision Incorporated is describes the process of the training program being design and how the training officer planned for it. This training program considers the impacts of business process changes for the eyewear industry and z-Vision Incorporated employees and provides a framework to equip and prepare end-users with the skills and knowledge necessary to perform efficiently in their respective to-be roles in the new business environment resulting from the implementation of this training program. Employees to be Train This Leadership Training program is designed for all the store managers. Objectives for the Training The main objective for the training program being designed is to ensure each store managers can be able to conduct training of staff in their respective store. In the mean time, its also to enhance their knowledge and skills in daily management for their respective store. Budget for the Training The total budget for the three days leadership training program is $ 36,000. In terms that each day of training need $12,000. Learning Evaluation Approach Once the training program has finished there will be a learning assessment will be conduct to the trainees and trainers to overview the training result. The evaluation results will be analyzed to determine if adjustments need to be made in the training approach and/or materials in order to maximize the learning environment for trainees. Table of Content 1.0 Introduction This report is written to provide suggestion for training officer at z-Vision Incorporated. And it is prepare a comprehensive Report to the management on the importance of training and proposed Training Plan for z-Vision Incorporated store managers. This training is intended to ensure each Store Manager has the knowledge of and basic skills to conduct training of staff in their respective store. It will include the importance of Training analysis, Conduct of Training Needs Analysis Planning of Training, Conduct of Training Needs Analysis Planning of Training, Program Budgeting analysis, Design and Development analysis, Delivery of Training, and Assessment of Learning Outcomes. 2.0 Importance of Training 2.1 Definition of Training Training can be best understood as planned, structured, and often formalized learning experiences that seek to develop specific skills and knowledge needed for effective job performance. Historically employees have learnt many of the competencies they need to perform effectively by be trained. (Author: Jannifer Gregory Encouraging Organizational Learning through Pay after a Corporate Downsizing) 2.2 Importance of Training If Z-Vision Incorporate consider its Z-Vision Incorporate store managers to be human assets, training and development represents an ongoing investment in these assets and one of the most significant Z-Vision Incorporate can make. Training involves Z-Vision Incorporate store managers acquiring knowledge and learning skills that they will be able to use immediately; Z-Vision Incorporate store managers development involves learning that will aid the Z-Vision Incorporate and Z-Vision Incorporate store managers later in the Z-Vision Incorporate store managers career. Many organizations use the term learning rather than training to emphasize the point that the activities engaged in as part of this developmental process are broad-based and involve much more than straightforward acquisition of manual or technical skills. (Author(s): Ajay M. Pangarkar, Teresa Kirkwood Strategic alignment: linking your learning strategy to the balanced scorecard) Optimum Utilization of Human Resources -Z-Vision Incorporate Training and Development helps in optimizing the utilization of human resource that further helps the Z-Vision Incorporate store managers to achieve the organizational goals as well as their individual goals. Development of Human Resources -Z-Vision Incorporate Training and Development helps to provide an opportunity and broad structure for the development of human resources technical and behavioral skills in an organization. It also helps the Z-Vision Incorporate store managers in attaining personal growth.( Human resources development, employment and globalization in the hotel, catering and tourism sector.) Development of skills of employees Training and Development helps in increasing the job knowledge and skills of Z-Vision Incorporate store managers at each level. It helps to expand the horizons of human intellect and an overall personality of the Z-Vision Incorporate store managers. (Aliance Traning and Consulting. INC ) Productivity Training and Development helps in increasing the productivity of the Z-Vision Incorporate store managers that helps Z-Vision Incorporate further to achieve its long-term goal. Team spirit Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the Z-Vision Incorporate store managers.( Team Spirit Leadership Training http://www.showmeteamspirit.com/) Organization Culture Training and Development helps to develop and improve the Z-Vision Incorporate store health culture and effectiveness. It helps in creating the learning culture within the Z-Vision Incorporate. (Asim Khan, CEO Business Management Group, Inc Matching People with Organizational Culture) Organization Climate Training and Development helps building the positive perception and feeling about the Z-Vision Incorporate store managers. The Z-Vision Incorporate store managers get these feelings from leaders, subordinates, and peers. Quality Training and Development helps in improving upon the quality of work and work-life. Healthy work environment Training and Development helps in creating the healthy working environment. It helps to build good employee, relationship so that individual goals aligns with organizational goal.( Ron prewitt Signs of a healthy work Environment) Health and Safety Training and Development helps in improving the health and safety of the organization thus preventing obsolescence. Morale Training and Development helps in improving the morale of the work force. Image Training and Development helps in creating a better corporate image. Profitability Training and Development leads to improved profitability and more positive attitudes towards profit orientation. Training and Development aids in organizational development i.e. Organization gets more effective decision making and problem solving. It helps in understanding and carrying out organization policies Training and Development helps in developing leadership skills, motivation, loyalty, better attitudes, and other aspects that successful workers and managers usually display. 3.0 Conduct of Training needs Analysis Planning of Training A Training Needs Analysis (TNA) is used to assess an organizations training needs. The root of the TNA is the gap analysis. This is an assessment of the gap between the knowledge, skills and attitudes that the people in the organization currently possess and the knowledge, skills and attitudes that they require to meet the organizations objectives. The training needs assessment is best conducted up front, before training solutions are budgeted, designed and delivered. The output of the needs analysis will be a document that specifies why, what, who, when, where and how. (Author: Arman E. Manlalangit Training Needs Analysis) The training plan is for the store manager. They need to study leadership skills. Such as: knowing and using the resources of the group, Communication, Controlling group performance, take Ownership and Responsibility and so on. The six Es of training-why Z-Vision Incorporate train Z-Vision Incorporate store managers Engage Effective training provides the opportunity for Z-Vision Incorporate store managers to connect with the Z-Vision Incorporate, and its policies and methods of working. It helps to ensure that Z-Vision Incorporate store managers buy into, or engage with, Z-Vision Incorporates culture. It helps to make Z-Vision Incorporate store managers feel valued and develop working relationships with their colleagues. Educate Training can help to educate or increase the knowledge and awareness of individuals and terms. Enhance Training can help to enhance or improve the skills and competence of individuals and terms within an organization Empower By properly training employees, an organization can increase the accountability of teams and individuals, and can ensure that faster, better quality decisions can be made, while avoiding the need to pass decision making unnecessarily up to the organizational chain. Energize Participation in training can help to energize, motivate and inspire Z-Vision Incorporate store managers. It provides an opportunity. To take a step back and allows people to consider how they can best contribute towards the effectiveness of the Z-Vision Incorporate. Enlighten Training can also be an effective means of helping Z-Vision Incorporate store managers to see things in a different way. It can help Z-Vision Incorporate store managers reach an often sudden conclusion that there is a better, more effective way doing something and can help to unlock previously untapped potential (Anthony Henry Understanding strategic management) 4.0 Developing program and Learning Objectives 4.1 Developing program In order to prepare a comprehensive report to management on the importance of training and proposed training plan for Z-vision incorporated store managers. Here make the plan of training for the store manager is the leadership training for the store manager. The leadership training will take three working days. Leadership Training for the store manager (activities schedule) Date Time Activity 20 May 2010 10.00-12.00 am Communication skill 2.00-5.00 pm Coaching and Development 21 May 2010 9.00-11.00 am Decision Making Practice 11.00-1.00 pm Teamwork Building 2.00- 4.00 pm Sales Marketing 22 May 2010 9.00-11.30 am Vision/strategy skill 1.00-3.00 pm Planning * Refer to Appendix 2 for Details 4.2 The key of Learning Objectives Training involves some kind of change for Z-vision incorporated store managers: changes in how they do their jobs, how they relate to others, the conditions under which they perform, or change in their job responsibilities. ( Ford,D.JBenchmarking HRD Training Development, Vol.47,No.6(1993):36-41) Z-vision incorporated can benefit from training, beyond bottom line and general efficiency and profitability, when they create more flexible workers who can assume varied responsibilities and have a more holistic understanding of what the Z-vision incorporated does and the role they play in the Z-vision Incorporateds success.( Broadwell, M .M how to train experienced supervisors Training, Vol. 30, no 5(1993)) Z-vision incorporated that take a strategic approach to human resources can find that Z-vision incorporated store managers training can be much more efficacious as part of an integrated approach to HR. For example: training and development are greatly assisted by having appropriate and well-thought-out staffing strategies. (Andersen companies, Training Development, Vol 47, No.1 (1993); 30- 35) 5.0 Program Budgeting, Design and Development 5.1 Training Design Training design involves adapting the learning environment to maximize learning. Training design issues include the conditions of practice that influence learning and the factors that impact retention of what is learned. Recall Gagnes (1987) arguments there is no substitute for conducting a thorough task analysis and clearly specifying what is to be learned. As the training officer for z-Vision Incorporated I decided to use spaced practice sessions to enhance the effectiveness for training program. In general, information and skills can be learned either way, but spaced practice sessions with a reasonable rest period between them lead to better performance and longer retention of what is learned than a massed practice session. Although using spaced practice sessions may increase time and resources but series of spaced practice training would be more effective. 5.1.1 Selecting the Trainer Since now the organization has made the decision to design our own training program, and purchase the attitudes training program, the trainer must be selected. There are three trainers included two internal training officers and one trainer from the outsourced training centre. Organization training officer will conduct the teaming program which included knowledge and skills session for the trainees. On the other hand the trainer from the outsourced training centre will deliver the attitudes talk for the trainees. 5.1.2 Selecting Training Methods Up to this point the organization have coming out with the preliminary steps involved in the design and implementation for the training program. Our next step is to select the appropriate training methods. On the Job Training Method is the most suitable method for the program as this method can absolutely improve the trainees work performance and can enhance their knowledge in order for them to train their subordinates. 5.1.3 Training Budget Training Budget Organization: z-Vision Incorporated Year: 2010 Department: Human Resource Submitted by: HR Training Officer Annual training allotment: $200,000 Day 1 Budget: $12,000 Day 3 Budget: $12,000 Total Budget: $36,000 Day 2 Budget: $12,000 * Refer to Appendix 3 for Details. Based on the annual training allotment from the Board of Directors. The training officer has planned the training budget well in order to minimize the cost but can maximize the training result. The training budget is designed based on the needs of the training activities, trainer fees, rental for venue and some other expenses. 6.0 Training delivery methods Training delivery methods consist of the techniques and materials used by trainers to structure learning experiences. Different training delivery methods are better or worse at achieving various learning objectives. During the design phase the different methods are examined to determine their appropriateness for the learning objectives. Once appropriate methods have been identified, they are applied to the training plan in the development phase. There are three categories of learning objectives: knowledge, skills, and attitudes (KSAs). Knowledge objectives are of three types: declarative, procedural, and strategic. Declarative knowledge is the persons store of factual information. Procedural knowledge is the persons understanding about how and when to apply the facts. Strategic knowledge is used for planning, monitoring, and revising goal-directed activity. Skill reflects ones proficiency at specific tasks such as operating a piece of equipment, giving a presentation, or making a business decision. Attitudes are beliefs and/or opinions about objects and events and the positive or negative affect (feelings) associated with them. Attitudes affect motivation levels, which in turn influence a persons behavior. Most training programs have learning objectives for knowledge, skill, and attitudes; these programs need to combine in house training method and public training method into an integrated whole because no single method can do everything well. (source: www.school-for-champions.com à ¢Ã¢â€š ¬Ã‚ º Training) 7.0 Evaluation of Learning Outcomes Training evaluation is the process of connecting results to objectives from a training program. The criteria to determine this training program success or failure is based on the performance of the trainees, the conditions under which they must do it and the evaluation from the trainers and feedback from trainees after the training session. The evaluation results will be analyzed to determine if adjustments need to be made in the training approach and/or materials in order to maximize the learning environment for trainees. It is also recommended that knowledge retention be measured at three months, six months, and one year after implementation. Reference Jennifer Gregory Encouraging Organizational Learning through Pay after a Corporate Downsizing Ajay M. Pangarkar, Teresa Kirkwood Strategic alignment: linking your learning strategy to the balanced scorecard Arman E. Manlalangit Training Needs Analysis Henry Understanding strategic management Ford,D.JBenchmarking HRD Training Development, Vol.47,No.6(1993):36-41 Broadwell, M .M how to train experienced supervisors Training, Vol. 30, no 5(1993) Andersen companies, Training Development, Vol 47, No.1 (1993); 30- 35 Human resources development, employment and globalization in the hotel, catering and tourism sector.( Report for discussion at the Tripartite Meeting on the Human Resources Development, Employment and Globalization in the Hotel, Catering and Tourism Sector Geneva, 2001) Team Spirit Leadership Training http://www.showmeteamspirit.com/, Online. Accessed march 31, 2010 Asim Khan, CEO Business Management Group, Inc Matching People with Organizational Culture Ron prewitt Signs of a healthy work Environment Aliance Traning and Consulting. INC http://www.alliancetac.com/index.html?PAGE_ID=2449, Online. Accessed April 5, 2010 www.school-for-champions.com à ¢Ã¢â€š ¬Ã‚ º Training, Online. Accessed April 5, 2010 http://traininganddevelopment.naukrihub.com/methods-of-training/on-the-job-training/index.html, Online. Accessed April 10, 2010 http://www.humanresources.hrvinet.com/job-training-methods , Online. Accessed April 10, 2010 http://www.referenceforbusiness.com/encyclopedia/Oli-Per/On-the-Job-Training.html, Online. Accessed April 10, 2010 R.F.Mager(1997). Preparing instructional objectives 3rd edition www. road.uww.edu/road/wernerj/428%20-%20Training%20%20Development/Chapter%2004%20slides%204e.ppt training hrd process model, Online. Accessed April 10, 2010 http://www.haiweb.org/medicineprices/manual/medpricesAttachements/excercises/SampleTrainingEvalForm.doc, Accessed April 10, 2010 Appendix Appendix 1 Source: www. road.uww.edu/road/wernerj/428%20-%20Training%20%20Development/Chapter%2004%20slides%204e.ppt training hrd process model Appendix 2 Training Program Schedule 20 May 2010 22 May 2010 Program Title: z-Vision Leadership Training Objectives of this program: To enhance store managers management skills. To ensure each store manager be able to conduct training of staff in their respective store. Environment: In house training and train at outsourced training centre Trainers: Organization training officer outsourced training consultant Trainees: Store Managers from all stores. Date Time Activity 20 May 2010 10.00-12.00 am Communication skill 2.00-5.00 pm Coaching and Development 21 May 2010 9.00-11.00 am Decision Making Practice 11.00-1.00 pm Teamwork Building 2.00- 4.00 pm Sales Marketing 22 May 2010 9.00-11.30 am Vision Strategy Skill 1.00-3.00 pm Planning Appendix 3 Training Budget Organization: z-Vision Incorporated Year: 2010 Department: Human Resource Submitted by: HR Training Officer Annual training allotment: $200,000 Day 1 Budget: $12,000 Day 3 Budget: $12,000 Total Budget: $36,000 Day 2 Budget: $12,000 3 Days Training Budget Line Item Description/Justification Qty. Unit Cost/Rate Total 1 Courseware development 0 2 Courseware purchase Purchase training course from training centre 1 $4,000 4,000 3 Certification 0 4 Train-the-trainer 0 5 Hardware purchase 0 6 Facility rental Medium Hotel Meeting Room 22,000 7 Instructional materials 0 8 Technical equipment 0 9 Consulting fees Advice from consultation company 2,000 10 Instructor fees Fees Allowance for internal and external trainers 3,000 11 Content acquisition 0 12 Travel Travel Allowance 2,500 13 Lunch Tea Food Beverages 2,500 14 0 15 0 Grand Total $36,000

Alcohol Energy Drinks (AEDs) in Student Drinking Community

Alcohol Energy Drinks (AEDs) in Student Drinking Community Adapted McMasters Critical Review Form – Qualitative Studies Reference: Ferreira, S.E., de Mello, M.T., Pompeia, S., de Souza-Formigoni, M.L. 2006, ‘Effects of energy drink ingestion on alcohol intoxication’, Alcohol Clin Exp Research, no.30, pp.598–605. Letts, L., Wilkins, S., Law, M., Stewart, D., Bosch, J., and Westmorland, M., 2007, Guidelines for Critical Review Form: Qualitative Studies (Version 2.0), McMaster University, Hamilton. Simmon, M. and Mosher, J. 2007, Alcohol, energy drinks, and youth: a dangerous mix. San Rafael, CA: Marin Institute.

Critical Thinking in Kansas Schools Essay -- Critical Thinking Essays

Critical Thinking in Kansas Schools Tracy and John were casually chatting shortly after their annual meeting about the high school curriculum had drawn to a close. Both were intrigued by some of the proposed changes they had discussed with their fellow school administrators. They were especially interested in a notion that was sweeping the university scene – critical thinking. While both agreed that orienting the class structure to include a greater focus on thinking skills would enhance education as a whole, John questioned the reality of the situation. Could a critical thinking curriculum be a viable option for their small Kansas school district? Tracy: Regardless of the school district’s size, the students will undoubtedly benefit from having to think critically about almost everything they do. Currently the classrooms rely almost entirely on textbooks to provide all of the necessary answers that are written into the test. This blatant reliance on rote memorization, in my opinion, has crippled our curriculum and testing system and has deprived students of the intellectual growth they need to succeed in life after high school. Should we not educate students of the skills they will surely require in their college courses? If these students choose not to obtain a post-secondary education but instead decide to enter the independent world of work and family, do they not need these skills in thought and reason? I have yet to discover a manual containing answers to all of life’s questions in the back of the text. The National Assessment of Educational Progress â€Å"shows consistently that high school students fall s hort† in the areas of critical thinking and problem solving (Jasparro 86). We as educators should work to help t... ...ded counterpoints to Tracy’s arguments by stating that Kansas already has elements of critical thinking woven into high school education, such a reform could prove costly to the district and the state, and that the amount of information taught in schools could suffer as a direct result of Tracy’s idea. This may be a future issue not only discussed by educators in Kansas, but also on a national scale. Works Cited â€Å"Critical Thinking Skills Key to Raising SAT Scores.† Business Wire. Lexis-Nexis Online. 30 August 1991. Keywords: Critical Thinking. Eichhorn, Roy. â€Å"Developing Thinking Skills: Critical Thinking at the Army Management Staff College.† Critical Thinking. 13 June 2001. Army Management Staff College . Jasparro, Ralph. â€Å"Applying Systems Thinking to Curriculum Evaluation.† NASSP Bulletin 82.598 (1998): 86. Critical Thinking in Kansas Schools Essay -- Critical Thinking Essays Critical Thinking in Kansas Schools Tracy and John were casually chatting shortly after their annual meeting about the high school curriculum had drawn to a close. Both were intrigued by some of the proposed changes they had discussed with their fellow school administrators. They were especially interested in a notion that was sweeping the university scene – critical thinking. While both agreed that orienting the class structure to include a greater focus on thinking skills would enhance education as a whole, John questioned the reality of the situation. Could a critical thinking curriculum be a viable option for their small Kansas school district? Tracy: Regardless of the school district’s size, the students will undoubtedly benefit from having to think critically about almost everything they do. Currently the classrooms rely almost entirely on textbooks to provide all of the necessary answers that are written into the test. This blatant reliance on rote memorization, in my opinion, has crippled our curriculum and testing system and has deprived students of the intellectual growth they need to succeed in life after high school. Should we not educate students of the skills they will surely require in their college courses? If these students choose not to obtain a post-secondary education but instead decide to enter the independent world of work and family, do they not need these skills in thought and reason? I have yet to discover a manual containing answers to all of life’s questions in the back of the text. The National Assessment of Educational Progress â€Å"shows consistently that high school students fall s hort† in the areas of critical thinking and problem solving (Jasparro 86). We as educators should work to help t... ...ded counterpoints to Tracy’s arguments by stating that Kansas already has elements of critical thinking woven into high school education, such a reform could prove costly to the district and the state, and that the amount of information taught in schools could suffer as a direct result of Tracy’s idea. This may be a future issue not only discussed by educators in Kansas, but also on a national scale. Works Cited â€Å"Critical Thinking Skills Key to Raising SAT Scores.† Business Wire. Lexis-Nexis Online. 30 August 1991. Keywords: Critical Thinking. Eichhorn, Roy. â€Å"Developing Thinking Skills: Critical Thinking at the Army Management Staff College.† Critical Thinking. 13 June 2001. Army Management Staff College . Jasparro, Ralph. â€Å"Applying Systems Thinking to Curriculum Evaluation.† NASSP Bulletin 82.598 (1998): 86.

The Caribbean Identity Essay -- Culture Caribbean History Cultural Ess

The Caribbean Identity The way in which Benà ­tez-Rojo and Mintz tackle the question of Caribbean identity in their articles, is a removed, objective ideal, in contrast to Michelle Cliff’s portrayal of Jamaican identity. Cliff’s portrayal touches the heart and soul of Caribbean identity. While Mintz and Benà ­tez-Rojo are investigating trends in the Caribbean as a whole, from an outside perspective, Cliff offers the personal, tactile imagery of what it is to live in the Caribbean, utilizing the objective account of history as a background. Furthermore, Cliff deals with Jamaica, one island in the Caribbean, while Mintz and Benà ­tez-Rojo are dealing with the Caribbean on a grand scaled overview. The fact is neither article can be taken as complete truth. In fact, although Cliff uses history in her novel, I believe the account of history from someone who has completely accessed the interior of a place, is always going to be biased. Likewise, Mintz and Benà ­tez-Rojo in making their hypothes es, are lacking an insider’s view. It is the difference between a Caribbean person and Caribbeanist, respectively. Therefore, while on a logical level, an analytical level, Benà ­tez-Rojo and Mintz’s, conclusions as to Caribbean identity could rightly be accepted, these two authors do not possess the experience and intensity to make me as a reader, convinced of their conclusions. Benà ­tez-Rojo and Mintz do utilize imagery in their texts. For example, Benà ­tez-Rojo quotes E. Dovergier as a manner of displaying with images what he has attempted to explain regarding rhythm as being the unifying factor of Caribbean culture. Part of this description reads, "the buyers buzz around like a swarm of flies; they haggle, they gesticulate, they laugh, they babble ... ...er, it seems to be in Jamaica specifically, the elite and ruling class are never going to understand what it was like to be a slave or possibly never admit that it was wrong to encourage slavery. Those who were slaves or relatives of slaves, understand the horrors associated with slavery and will not be able to forgive completely the naivity and self involvement on the part of elite in continuing slavery. For as Clare says, although emancipation eventually came, as well as official freedom of Jamaica from Britain, there is no essence of complete freedom. Bibliography Antonio Benà ­tez-Rojo, The Repeating Island (Durham and London: Duke University Press, 1992) Michelle Cliff, Abeng (New York: Penguin, 1995; orig. 1984). Sindney W. Mintz, â€Å"The Caribbean as a Socio-Cultural Area,† in M. Horowitz, Peoples & Cultures of the Caribbean (Garden City, N.J., 1971).

Teachers and Technology Essays -- Education, Technology in the Classro

Nature of the Study Teachers' overall attitudes towards technology play a vital role in adopting a set method in determining how to instruct with wireless laptops (Kervin & Mantei, 2010). Alternatively, the way teachers perceive technology will hypothesize a key determinant of the nature of this quantitative, pre-experimental study. In this study, the reason why teachers do not routinely and effectively use available technology such as wireless laptops in K–12 classrooms will be examined. To take full advantage of technology, while reducing possible drawbacks, requires matching the technology with the learning objectives (Lee, 2010). The researcher will use a pre-experimental, quantitative study, which has a cross-sectional web-based, five point Likert-scale survey entitled the Technology Attitude Scale (TAS). The TAS will be administered to collect data during the course of this study. Subsequently, the TAS questionnaire is an adapted version of Swan and Dixon’s (2006) model. The results of the TAS will be analyzed using an experimental and non experimental sample to establish teachers’ attitudes about wireless technology in the instructional practice. The survey provides and shows the reliability of .92 and showed a proven validity tested through statistical analysis. Swan and Dixon (2006) used the TAS to examine any correlation between teachers’ attitudes towards technology and the use of such technology in their study. In this study, a convenience sample instead of a random sample of teachers in a rural southeast Georgia school district will be used because teachers are both accessible and willing to participate. Accessibility and willingness to participate are characteristics of a convenience sample (Lee... ...itudes, societal impact, specific negative cognitions or self-critical personal dialogues during actual computer usage or when considering future computer use (Ursavas & Karal, 2009). Theory-Driven: a massive conventional teaching approaches for the incorporation of traditional teaching and learning approaches (Stewart et al., 2009). Wireless computing: devices that use electromagnetic waves rather than land-based wires to carry a communication signal; examples are laptops, clickers, cell phones, iPods, and other such mobile devices, including printers and desktop that operate through wireless signals (Skevakis, 2010, rather than hardware technology. Wireless technology: output tools such as laptops, clickers, cell phones, iPods, and other such mobile devices, including printers and desktop that operate through wireless forms (Skevakis, 2010).

Belonging †A Clockwork Orange Essay

The concept of belonging is essential. To belong is to form a connection which will allow a sense of identity, without this we lose our humanity; however, conformity is in a sense a facade of belonging, as it restrains our freedom and forces us to only mimic. My studied texts show how society demands us to conform, yet conformity prevents a sense of true identity being ever created. This notion is elaborated in the novel, A Clockwork Orange. Alex is a criminal who doesn’t belong anywhere within society. In the novel, the government attempts to suppress his criminality by physically preventing him from thinking of violence—thus making him conform to their standards. This is a prime example of how society attempts to make us conform to what is considered ‘normal’. Towards the end of the novel, the character F. Alexander tells Alex: â€Å"They have turned you into something other than a human †¦ being. You have no power of choice any longer. You are committed to socially acceptable acts, a little machine capable only of good. The quote shows us the central theme of the novel; if we cannot choose where we belong we lose our humanity—thus showing us the value of choice as well as the value of individuality. The metaphor and imagery of the title, a clockwork orange, symbolises what conformity does to a man. If we cannot choose where to belong we cease to be human but clockwork, or some type of mechanism. We need to be able to choose where we belong, for if it is not chosen its authenticity ceases. The novel ends with Alex choosing the path of goodness, the established normality of society. He states; â€Å"Perhaps I was getting too old now for the sort of life I had been leading, brothers† Alex chooses to belong to society, thus allowing a connection to be formed between him and the world. Conformity and the need to conform to a group or community is the central theme throughout both of the chosen texts I have studied, those being Strictly Ballroom and A Clockwork Orange. â€Å"Strictly Ballroom† also supports the fact that society attempts to make us conform to what is considered ‘normal’. The movie shows the disastrous effect conformity and fear have among members who gain their place inside the group at the price of conformity. Shirley Hastings, for example, lives a â€Å"life half-lived† cowering before what Barry Fife will say or think. She has let the Federation so dominate her that she has no respect for Doug and can only see her son Scott in terms of winning competitions. The movie represents belonging using a variety of techniques to distinguish between the world of artifice and the more realistic world. The image of the artificial world, shown as the ballroom world, is glitzy and colourful. Luhrmann has presented this world as having power, whereas the character of Fran, shown in plain clothes and reading glasses, is initially shown as powerless, because she does not conform to the ballroom world. The movie traces the shift from a world of false belonging dominated by conformity, fear and the cynical manipulations of the ultra-sleaze Barry Fife, towards the iconic last scene where the line between spectators and professional dancers blurs and is dissolved as Scott dressed in Spanish costume and Fran in Spanish-style red dress put passion back into dance, rescuing it from the deadening effect of the old brigade. Taking the similes of the two texts we can arrive at the conclusion that conformity allows us to become part of a functioning society but can in turn stifle individuality, expression and self-identity. I’ll leave you with two thoughts from â€Å"A Clockwork Orange†. â€Å"Goodness is something to be chosen. When a man cannot choose he ceases to be a man. † And so I ask you, ‘Is it better for a man to choose to be bad than to be conditioned to be good? † That is both the crux of the issues involved and the decision we must all, as individuals, make.

Project Schedule

A Little Horizontal Integration, Please Greg Fry MGMT6109049 University of Maryland University College Bureaucracy consists of an organization characterized by: specific job functions and a strict vertical hierarchical structure. Bureaucratic structure introduced a shift in the archetype of society just before the 19th century. Max Weber, known for his thoughts on capitalism and bureaucracy, contributed greatly to this archetype.The classic bureaucratic model, according to Weber, is described as having such characteristics as: political neutrality, vertical structure, specific job responsibilities, and well-written impersonal documentation, which is used to ensure functional reliability. (Weber M. , 1978) This essay will concentrate on the vertical structure and the rigid tasks and knowledge of the bureaucratic model, to show that an organization can become too big and rigid to be effective in daily tasks.According to Weber, â€Å"bureaucratization offers above all the optimum possi bility for carrying through the principle of specializing administrative functions according to purely objective considerations. † (Weber M. , 1958) However, this takes away the human factor, which can hinder an employee from making an effective decision. This is all too clear when looking at the Veterans Benefits Administration, and how they handle their customers. The following diagram depicts the Veterans Benefits Administration Organization (Organization Chart – Veterans Benefits Administration, 2012): pic] Figure 1 The Veterans Benefits Administration organization is a vertically structured government agency. The structure shows how the different regional offices do not have the means to communicate with each other. Figure provided by (http://vacriteria. tpub. com/vba_dg/vba_dg0010. htm). Weber predicted that bureaucracy would triumph because of its ability to ensure more efficient functioning of organizations in both business and government settings. (Daft, 2010) However, in the case of the Veterans Benefits Administration, Weber may be wrong.The vertical hierarchy and strict rules prevent the different organizations from talking to each other. The example below will show that a large bureaucracy needs to be horizontally integrated along with the vertical structure to allow the employees the freedom to make decisions and communicate properly with other functional areas. A former Air Force member decided to use his GI Bill to continue his education. He started to use his bill while living in the state of Maryland. He then moved to Indiana, where he continued to use the GI Bill without issue.However, during a semester of class, the member needed to drop a class due to job priorities. He contacted the Education Service Organization, as seen in the above chart, to let them know of his issue. They were in agreement that the class should be dropped without penalty. A few months passed, and the member received a letter in the mail from the Eastern Regional office stating that the member owed money due to the dropping of the class earlier. The member called the helpline to explain the situation.The student was told that the regional office is separate from the education services branch and that he should have corresponded with the regional branch instead. The member went up the chain of command within the regional organization, without success. He was advised to protest the decision, which could take up to six months. The frustrated student sent in all the pertinent documents to the review board, which was located in the eastern region. During the protest stage, the member received another letter from the Veteran Administration’s Collections Center.The student was very surprised and contacted the collections center immediately. Once the member was able to reach a person who could help, he tried to explain that he was protesting the decision that was made by the office in the eastern region. The collections officer said that it didn’t matter what he was doing with the eastern region. The collections officer was located in the central region where all non-payments are reported. The student asked if the collections officer could contact the eastern regional representative to clear up the mess that was being created.The answer was â€Å"no† due to the fact that the central and eastern regional offices were not associated with each other, and he had his rules and regulations to follow. After a two year battle, the student ended up having to pay money back to the Administration, along with fees from the collections agency. Rather than focusing on narrow jobs structured into distinct functional departments, the Veterans Benefits Administration should emphasize core processes that cut horizontally across the organization and involve teams of employees working together to serve the customer. Daft, 2010) Weber built these bureaucratic organizations to act like machines and not think; however, bureaucracies could not and cannot act like machines because they consist of human beings. People will simply not imitate machines, although the Veterans Benefits Administration has certainly given it a good shot. Reference Daft, R. L. (2010). Organization Theory and Design (tenth ed. ). Mason, Ohio: Joe Sabatino. Integrated Publishing. (n. d. ). Organization chart Veterans Benefits   Ã‚  Ã‚  Ã‚  Ã‚  Administration.Retrieved January/February 4, 2012, from   Ã‚  Ã‚  Ã‚  Ã‚  http://vacriteria. tpub. com/vba_dg/vba_dg0010. htm Organization Chart – Veterans Benefits Administration. (2011, October 10). Retrieved Ocotober 12, 2011, from Integrated Publishing: http://www. tpub. com/content/vacriteria/vba_dg/vba_dg0010. htm Weber, M. (1978). Economy and society: An outline of interpretive sociology (Vol. One). (G. Roth, & C. E. Wittich, Eds. ) Berkeley, Los Angeles, London: University of California Press. Weber, M. (1958). Essays in Sociology. (H. H. Gerth, & C.W. Mills, Eds. ) N ew York: Oxford University Press. ———————– UNDER SECRETARY OF BENEFITS OFFICE OF EMPLOYEE DEVELOPMENT & TRAINING CHIEF OF INFORMATION MANAGEMENT DEP. UNDER SECRETARY FOR BENEFITS OFFICE OF HUMAN RESOURCES OFFICE OF RESOURCE MANAGEMENT OFFICE OF EXE. MANAGEMENT & COMMS EASTERN[pic] REGION CENTRAL REGION SOUTHERN REGION WESTERN REGION REGIONAL OFFICES REGIONAL OFFICES REGIONAL OFFICES REGIONAL OFFICES COMPENSTATION & PENSION SERVICE EDUCATION SERVICE LOAN GUARANTY SERVICE COUNSELING SERVICE INSURANCE SERVICE