Frederick Douglass Vs. Olaudah Equiano Slave Narratives Essay

Frederick Douglass vs. Olaudah Equiano Slave Narratives According to Abraham Lincoln, â€Å"Slavery is founded on the selfishness of man’s nature; opposition to it on his love of justice†. Frederick Douglass published a book on his life that he wrote in 1845, titled â€Å"Narrative of the Life of Frederick Douglass†. It has been said that he followed in the footsteps of Olaudah Equiano who also written an autobiography known as â€Å"Narrative of the Life of Olaudah Equiano in 1789. In the book the â€Å"Narrative of the life of Frederick Douglass†, the author takes his reader with him on his personal life journey to when he was born into slavery all the way until his freedom. The author introduces the beginning the narrative by saying that he is from Tuckahoe, Maryland continues by telling the reader that his mother named Harriet Bailey and was an African-American woman, who also had African American parents who were both colored. However, it has been sa id that his father was a white man that was also his master. Additionally, Douglass was separated from his mother when he was an infant and he never saw her to really know her as his mother. According to the author, he says he had two master in his lifetime, the first named, Captain Anthony who was a cruel man. Similarity, Olaudah Equiano also published an autobiography that was titled â€Å"The Narrative of the life of Olaudah Equiano†in 1789. Olaudah Equiano starts his narrative by talking about his birth place known as Nigeria in Africa.Show MoreRelatedAdvocates for the Abolition of Slavery: Olaudah Equiano vs. Fredirck Douglass902 Words   |  4 Pagestodays world. However, slaves all around the world were subjected to harsh treatment and grueling tasks like these throughout the 18th and 19th centuries. As a way of spreading accounts of these miserable lifestyles, slaves Frederick Douglass and Olaudah Equiano documented their horrifying experiences and published accounts of them. The Narrative of the Life of Frederick Douglass and The Interesting Narrative of the Life of Olaudah Equiano highlight the cruelty towards slaves during the era of realism

Music - The Hip-hop Movement Essay - 1650 Words

Music - The Hip-hop Movement Hip-hop has become a new cultural phenomenon in North America and has become quite popular all over the world. Hip-hop began in the 1970s in New York City where it has its origins in the African-American community. However, because of music videos, Hip-hop culture has become accessible to everyone in society and has merged into mainstream pop culture. Hip-hop culture may not have been as popular if it was not for the accessibility of this new media. The Hip-hop movement began in the 1970s in the Southern Bronx of New York City. There are endless controversies surrounding the beginning of hip-hop, as no one is really quite sure what was the defining point. However, what is evident from every critique†¦show more content†¦By using two turntables, or two record players, DJ Kool Herc mixed percussive fragments from older records with popular dance songs to create a continuous flow of music (Tate). Along with this new medley of music came new forms of dancing. Since many different kinds of music began to be mixed together, such as funk, disco, rock, jazz and reggae, people started to create a new dance form that embodied the patterns the deejays created on the turntables. This new dancing was called breakdancing or b-boying. It was called breakdancing because the movements that the dancer performs seem strong, jerky, and mechanical. Breakdancing entailed athletic skills and movements where dancers use full body movement to pop and lock their muscles and limbs. Pop and lock are descriptive terms that speak for themselves. Breakdancing is quite hard to master, especially for women, as hip-hop is a dance form created by men. . . [and] requires considerable upper-body strength. Proper balance of weight is crucial (Forster 28). Also, while in most forms of traditional dancing, the spectators of the dancers remain passive, hip-hop performers encourage their audience to be involved, c ausing a real dialogue with the disc jockey (Chan). In addition to the music and dancing came rappers, who were originally masters of ceremonies at parties and affirmed the crowds response to proven breaks, win[ning] them over to new breaks, divert[ing] themShow MoreRelatedHip Hop : A Cultural Movement And Popular Genre Of Music Essay1920 Words   |  8 Pagesthat there s some kind of unity in hip-hop. We all found something that s really important to us, and music is all we ve really got† – Missy Elliot. Hip-Hop is a cultural movement and popular genre of music that emerged during the early 1970 s by working class Black youths in New York City. The cultural movement has rapidly expanded across different countries and ethnicities over the years, becoming one of the few markers that define a generation. Hip-Hop can be seen as â€Å"the fundamental matrixRead MoreHip Hop Essay955 Words   |  4 PagesIn the last three decades, Hip Hop music has evolved into one of the largest youth influencers. Uplifting the youth, Hip H op provides a voice to a group of people trying to deliver a message. Whether it is politcally, culturally, racially, or socially, the music speaks for people with a variety of beliefs and passions. Hip Hop and Rap music espands people’s horizons, and promotes the idea of equality between interacial communities. The Hip-Hop music movements emergence can be traced back to theRead MoreHip-hop was a cultural movement. It emerged in the early 1970s from the South Bronx. Hip-hop came1300 Words   |  6 PagesHip-hop was a cultural movement. It emerged in the early 1970s from the South Bronx. Hip-hop came from the â€Å"ghetto† and it became a cultural force of social protest and creativity. But from the 1990s and onward hip-hop changed from a cultural creative production to one of mass consumption. Hip-hop began to grow and through mass marketing targeting larger and whiter audiences hip-hop evolved in to relying on the images of crime and sex. Hip-hop has changed from a tool of social change to cars, womenRead MoreThe Impact Of Hip Hop Music On America1491 Words   |  6 Pages there was Africa. It is from Africa that all of today’s Black American music whether it be Jazz, Rhythm and Blues Soul or Electro music etc., is either indirectly or directly descended from all African c ulture and tradition. Today, Hip-hop music in America is generally considered to have been pioneered out of New York s South Bronx in the early 1970’s by a Jamaican-born DJ Herc. By the time mid-1970s, New York s hip-hop gained wide-spread popularity and the scene was dominated by seminal turn-tablistsRead MoreThe Origination Of Hip Hop1237 Words   |  5 PagesThe Origination of Hip Hop Laresia Parks English III, Period 05 2 December 2015 Hip hop finds its ethnic origins in Jamaican music and DJs in the seventies who used two turntables to create longer drum breaks in records for dance parties giving rise to â€Å"break dancing† and â€Å"break dancers† now known as b-boys and b-girls (A Closer Look At a New Hip Hop Movement). DJs and MCs popularized the technique of speaking over beats and the culture expanded to include street dance and graffiti art. EmbracedRead MoreHip Hop : The Rise Of The Post Hip Rap Generation1168 Words   |  5 Pagesis the author of It’s Bigger than Hip-Hop: The Rise of the Post Hip-Hop Generation. In this article, Asante predicts that the post-hip-hop generation will embrace social justice issues including women’s rights, gay’s rights, and the anti-war movement. To challenge these stereotypes, Asante speaks to the personification of the African-American ghetto and the need to stop glorifying black suffering. For Asante, the post-hip-hop generation no longer expects hip-hop to mobilize disenfranchised youthRead MoreThe History of Hip Hop Music and Its Transition to Popular Music905 Words   |  4 PagesHip hop has multiple branches of style and is a culture of these. This essay will examine Hip Hop from the point of view of the following three popular music scholars, Johnson, Jeffries and Smitherman. It will delve deeper into their understanding of what hip hop is and its relation to the different people that identify with its message and contents. It will also identify the history of Hip hop and its transition into popular music. In particular this essay will focus on what hip hop represents inRead More Hip-Hop as a Cultural Movement Essay1570 Words   |  7 Pages Hip-Hop is a cultural movement that emerged from the dilapidated South Bronx, New York in the early 1970’s. The area’s mostly African American and Puerto Rican residents originated this uniquely American musical genre and culture that over the past fo ur decades has developed into a global sensation impacting the formation of youth culture around the world. The South Bronx was a whirlpool of political, social, and economic upheaval in the years leading up to the inception of Hip-Hop. The early partRead MoreEssay on The Globalization of Hip Hop Music1498 Words   |  6 PagesAccording to Wikipedia, Hip-hop music, also called rap music, is a musical genre consisting of a stylized rhythmic music that commonly accompanies rapping, a rhythmic and rhyming speech that is chanted. It developed as part of hip hop culture, a subculture defined by four key stylistic elements: MCing/rapping, DJing/scratching, breaking/dancing, and graffiti writing. Hip hop is also characterized by these other elements: sampling (or synthesis), and beatboxing. Hip hop music developed from partyRead MoreA Response to â€Å"Hip Hop: a Roadblock or Pathway to Black Empowerment†1110 Words   |  5 PagesLancaster ENGL- 1301 18 September, 2012 A Response to â€Å"Hip Hop: A Roadblock or pathway to Black Empowerment† Geoffrey Bennett’s article Hip Hop: A Roadblock or Pathway to Black Empowerment illustrates the influence hip hop and rap music has had on not only the music industry but mainstream culture, African Americans to be specific. Geoffrey Bennett, a senior English Major from Voorhees, New Jersey goes over many aspects of how hip hop came to be â€Å"the forefront of American attention.† He starts

Music Lyrics being Nonviolent Essay Example For Students

Music Lyrics being Nonviolent Essay Rap music can be considered a style of art, and a way for the artists to expressfeelings through their words on paper. However, there are quite a few rap artists that getcriticized for their lyrics. In my essay, I want to discuss why rappers use certain lyrics intheir music and why people shouldnt believe that it causes violence among the youngergenerations. People shouldnt censor the music just because of violent, vulgar andabusive messages it promotes to the world. I believe in my own mind, that there is areason for these types of lyrics that rap artists use and I will simply explain those reasonsRap has been called one of the most important music forces to emerge in twodecades. Its pounding beats and staccato rhymes exploded on the streets of the urbanAmerica in the early 1980s and since have become the theme music and lyrical heart ofthe vibrant youth culture called hip-hop ( SIRS 1993). There are many different types of rap artist. There are some that talk aboutmoney, some talk about righteousness, and the list goes on and on. Every rap artist hadtheir own way of expressing themselves. There are those that talk about sex, drugs, andviolence who receive the negative attention( SIRS 1993). People, think this so- calledgangster rap is a bad influence on children in the world and that it promotes violence andthat it also is abusive to women. Delores Tucker, head of national congress of blackwomen has been among those pressuring different record companies to stop distributinggangster rap music. There were other significant names that participated in this action. Names like Senate Majority leader Bob dole, and former education Secretary William J. There are some rap artists that have been openly criticized for their lyrics. Rappers like Lil Kim, Too Short, Snoop Doggy Dogg, and a member from Too LiveCrew, named Luke Skywalker. These rap artists in the past have been appointed for thethings they say in their music. Lil Kim talks about sex in her music, Too Short talks aboutdrugs, sex, and how much of a pimp he is, and Luke Skywalker talks about girls and sex. The lyrics that these rap artist use in their music might not be suitable for everybody tolisten to but I dont think their music should be banned or criticized because you donthave to listen to it if you dont choose to. Rap music, how much influence does it really have on its youthful listeners?Many, from record company executives to high school students agree that it plays acritical role in the lives of many tans, affecting the way they dance, dress and speak(SIRSPersonally, I feel that rap music is a form of art. I think it takes a great deal oftalent to write lyrics that rap artists write, because you have to use metaphors and similes,and at the same time get your point across so the listeners can understand. I give rappersa great deal of credit because I know it took them a long time to get where their at today,and I know it takes a tremendous amount of time to write a song. Its also true and I strongly agree with that rap artists use lyrics that reflect ontheir childhood and the way they grew up. That could be the reason why gangster rappersand rappers talk about sex, drugs, and violence in their music because that was what theywere exposed to through out their life. Rap artists generally write about what they knowbecause it is easier to write about things and situations that you know, and if sex, drugsand violence is what you know about, then you are going to write about situations thatinvolve those subjects. Not just write about them in hopes to cause more violence in ourYoung rap fans caution it is wrong and simplistic to believe music can dictatetheir actions. Upbringing and circumstance steer a childs behavior, they say, not a recordon a turntable or a performer posturing on stage(Newsweek, 1998). .u9109afceb3a65aee735d6933d871a112 , .u9109afceb3a65aee735d6933d871a112 .postImageUrl , .u9109afceb3a65aee735d6933d871a112 .centered-text-area { min-height: 80px; position: relative; } .u9109afceb3a65aee735d6933d871a112 , .u9109afceb3a65aee735d6933d871a112:hover , .u9109afceb3a65aee735d6933d871a112:visited , .u9109afceb3a65aee735d6933d871a112:active { border:0!important; } .u9109afceb3a65aee735d6933d871a112 .clearfix:after { content: ""; display: table; clear: both; } .u9109afceb3a65aee735d6933d871a112 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9109afceb3a65aee735d6933d871a112:active , .u9109afceb3a65aee735d6933d871a112:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9109afceb3a65aee735d6933d871a112 .centered-text-area { width: 100%; position: relative ; } .u9109afceb3a65aee735d6933d871a112 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9109afceb3a65aee735d6933d871a112 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9109afceb3a65aee735d6933d871a112 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9109afceb3a65aee735d6933d871a112:hover .ctaButton { background-color: #34495E!important; } .u9109afceb3a65aee735d6933d871a112 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9109afceb3a65aee735d6933d871a112 .u9109afceb3a65aee735d6933d871a112-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9109afceb3a65aee735d6933d871a112:after { content: ""; display: block; clear: both; } READ: After the Reconstruction years, blacks and whites EssayThere are other reasons why gangster rappers should not be criticized for theirlyrics. One reason is that I would rather hear gangster rappers talk about violence on thestreets than them actually going out on the streets and participate in the violence. Anotherreason why rappers shouldnt be criticized is because the world was violent long beforerap was invented, and it is not rap music that is making the world more violent then it isalready. I strongly believe that people have the freedom of choice to listen to rap musicand if you dont like what rap artists talk about, then you do not have to listen to themusic. If peo ple didnt have a choice that would be one thing, but as long as people havea choice to do or not to do something then they shouldnt try to criticize it. To me, rapmusic is more than a strain. It is the reflection of horrible suffering, struggle and pain ofthe ghetto life. I feel that art reflects life, so I ask myself why arent the National Blackleaders like Delores Tucker, more concerned about where the source of rap music existsthan the work denuding these types of harsh conditions(SIRS 1993). I think that kids know the difference between right and wrong, music andreality. They know its not right to go kill somebody and if there driven to that, thats notthe fault of the music, says Jon Shecter, editor of The Source, a rap magazine(SIRSIf the people throughout the world that criticize gangster rap music would beginto really care then they would try to find and fix the conditions that this art of musiccomes from and stop criticizing the artist. In other words, the abusive language and riseof violence found in most gangster rap songs are the reality of our present day society. Americans should be mature enough to realize that not talking about something wontPeople talk about the violence of gangster rap music, but look at the violence wesee on television everyday, on almost every channel you turn to. Violence is everywhere,you might see or hear something violent every day of your life, whether it is ontelevision, radio or in real life. Violence has been existing for hundreds and hundreds ofyears, gangster rap music hasnt remotely made violence more intense or worse than italready is( Surveys, pg. 1).So is it then fair to pin point rap music and blame its lyrics onthe violence happening around the world? Teen-agers, both black and Latino, say it is thedriving beat that attracts them and many other young people to rap. That, and the musicshonesty(SIRS 1993). Its not the guns and drugs that make them like the music. Therappers arent saying to solve a problem you must kill, they are just stating what theyknow. In which, ever since they were young, that violenc e around them always ends in ashooting or stabbing, so is it right to blame them for singing about it when really theySex in rap music shouldnt be criticized either because look at all thepornography that is in the world today. There are magazines that are being sold nearlyeverywhere. They have triple X rated movies that could be purchase and you could rentthese kind of movies at your nearest video store(Showbiz, pg. 1). So, lyrics that talkabout sex cant hardly be no worse than the movies and magazines being sold all over theWhen rappers talk about drugs in their songs, they could be talking about howdrugs were used in their neighborhoods growing up, and maybe they had to sell drugs fora while to put food on their table( Newsweek 1998). I feel, people get confused aboutwhat the rap artist is trying to say to people. They are missing the whole point. Justbecause rap artists talk about drugs in their songs doesnt mean they are actually sellingthe drugs or using the drugs. These rap a rtists are making thousands of dollars just bymaking records, why would they go out and sell drugs? That doesnt make any sense. .u25ec1822afdca35d72fcd378edd566af , .u25ec1822afdca35d72fcd378edd566af .postImageUrl , .u25ec1822afdca35d72fcd378edd566af .centered-text-area { min-height: 80px; position: relative; } .u25ec1822afdca35d72fcd378edd566af , .u25ec1822afdca35d72fcd378edd566af:hover , .u25ec1822afdca35d72fcd378edd566af:visited , .u25ec1822afdca35d72fcd378edd566af:active { border:0!important; } .u25ec1822afdca35d72fcd378edd566af .clearfix:after { content: ""; display: table; clear: both; } .u25ec1822afdca35d72fcd378edd566af { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u25ec1822afdca35d72fcd378edd566af:active , .u25ec1822afdca35d72fcd378edd566af:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u25ec1822afdca35d72fcd378edd566af .centered-text-area { width: 100%; position: relative ; } .u25ec1822afdca35d72fcd378edd566af .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u25ec1822afdca35d72fcd378edd566af .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u25ec1822afdca35d72fcd378edd566af .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u25ec1822afdca35d72fcd378edd566af:hover .ctaButton { background-color: #34495E!important; } .u25ec1822afdca35d72fcd378edd566af .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u25ec1822afdca35d72fcd378edd566af .u25ec1822afdca35d72fcd378edd566af-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u25ec1822afdca35d72fcd378edd566af:after { content: ""; display: block; clear: both; } READ: Trifles By Susan Glaspel EssayThere are plenty of artists that are positive, and speak positive aspects in theirmusic about life, like A Tribe Called Quest, the Roots, De La Soul, and many others. Sofor those that think that rap music has a negative effect on children, and people in theworld, there are a lot of rappers that speak unity, and things that are positive aboutlife(Showbiz, pg2). If a person could listen to some of these positive rap artists, theycould learn about life. There have been plenty of times where I was in a terrible mood orI was upset about something, and I popped in a CD of a rapper, and after I was finishedlistening to the CD I felt much better. The words and phrases used, are words of actuallife events and the positive things or outcomes of them. In conclusion, I speak in favor of gangster rap, and I dont think people shouldcriticize these rap artists because they are speaking the truth. Situations theyve been inare shown through their lyrics and we need to try to find the source of the probleminstead of criticizing the person speaking about the problem. Drugs, Sex, and Violenceare what gangster rappers are considered to be glorifying, but drugs, sex, and violencewas in effect long before rap music was even thought of and so we shouldnt use the typeof music against the type of behavior caused by teens around the world. Bibliography:

Love free essay sample

# 8217 ; s Labor # 8217 ; s Lost Essay, Research Paper Subject: My paper study came a spot late but I was highly exited to travel. I got to watch # 8220 ; Love # 8217 ; s Labor # 8217 ; s Lost # 8221 ; preformed by the play section in Juilliard School in Manhattan. I went entirely and got through on a waiting list. I neer read the drama and had no thought what to anticipate. It turns out that a drama is much easier to understand if you are watching people move it out on phase than if you are reading it from a book. And that drama was meant to be watched. It was full of vague gags, and unusual linguistic communication which is relevant to the times when it was written but does non look to do sense to the modern reader. The histrion # 8217 ; s organic structure linguistic communication, the look on their faces and the general motion on phase tells the narrative about independently of the written drama. In other word # 8217 ; s how the histrions say their lines matter every bit much as what they are stating. I understood why a drama is supposed to be seen on phase instead than read in a schoolroom. The first thing to observe about the production was that it was moved out of its clip frame. The original drama takes topographic point someplace in Shakespearean times in Europe. This version puts the histrions in modern vesture. The are portrayed as school kids at drama more than grownups. The whole drama tied into the subject of Cupid and the futility of trying to defy love. Everything is about motion and it seems about as a concert dance or an luxuriant dance production. The gap act starts with four immature work forces ( Navarre, Berowne, Longaville, and Dumain ) doing an absurd treaty to give 3 old ages to analyzing and abstain from adult females # 8217 ; s company and all other # 8220 ; earthly delectations # 8221 ; . On phase these work forces seem more similar kids. They are have oning school male child # 8217 ; s vesture and brandish wooden blades to do a treaty. In the center of the phase in a small school house with a schoolroom indoors. The quartet is transporting bo ok bags and speak in overdone tones. The colourss are really vivacious and lively, giving the phase more motion and a feeling of light spirit. Once the four have made their vows, Cupid will hold his retaliation. He finds his retainer in the signifier of Costard the buffoon who in the production appears as a # 8220 ; Spanish ghetto # 8221 ; jokester in loose-fitting denims and a batch of really colourful shirts. The drama is full of sexual insinuations, heavy flirtation and even a few blame Numberss. I have neer hears Shakespeare being raped before but it seemed to hold a good round to it. In the 2nd motion we are introduced to the four ladies of the drama: Rosaline, Maria, Katharine, and the Princess of France ) . They are dressed as adolescent misss with a hazardous manner sense. Their characters are really distinguishable with one stand foring a swot, one a athleticss athlete one a coquette and the Princess a strong independent adult female. The ladies are ready for a warm response but Navarre, being true to his treaty, refuses to allow them in. Thus they are ready to help Cupid in his retaliation against the chesty work forces who thought to disregard his pointers. Here each histrion seems a buffoon with a batch of overacting. Each gesture is bright and obvious, giving the spectator as much aid as possible with the apprehension of the drama. The music is unrecorded and really sad contrasting what happens on phase. It prepares the audience for the inevitable tragic stoping of the drama and tones down the brassy playing. Soon all the male childs break their curse and autumn in love with the immature adult females and the clever and crisp flirtation Begins. What the drama lacks in lucidity of words it makes up in the look on the actor’s faces. Boyet is interestingly adequate portrayed as a wild bisexual, Armado is demoing homosexual inclinations as good. That makes the drama more â€Å"fun† for the modern spectator and brings the gags down to the degree where they can be appreciated more by the audience. The histrions were all immature pupils of the school but their accomplishments were non equal. Costard took the audience by storm by being what he was supposed to be # 8211 ; a buffoon. I forgave the ill-mannered gestures, the wild motion on phase and the unusual blame figure because it was in the character. The performing artist was non inhibited and felt at place making anything on the phase. Surprisingly the character of King Navarre seemed black and level, acquiring lost in others. I am non certain what is written for Navarre in the drama but it seems the histrion lacked passion and failed to convert me in the love scenes. The merely good portion was the # 8220 ; reclamation of the curse # 8221 ; scene where his duologue was light and cagey. Outstanding was Berowne # 8217 ; s public presentation, the histrion went all out and was about excessively existent to watch. He was amusing when he had to be, the soliloquies came out clear and easy, and the more serious lines were said with passion but non overplayed. He made the audience portion his point of position, he carried the temper through and you can see how difficult he was working by the perspiration on his face. The female characters were less noteworthy and mostly overplayed. The seem to hold been reduced to the platitude of # 8220 ; the swot # 8221 ; , # 8220 ; the athlete # 8221 ; , # 8220 ; the coquette # 8221 ; , and # 8220 ; the Princess # 8221 ; . The were utile in transporting through the secret plan but were non a pleasance to watch. Merely the runing scene raised my involvement. I am really glad that I had the chance to go to this drama and see it performed unrecorded right before my eyes. I neer knew how exiting and entertaining it can be. Actors create a connexion with the spectator, and their public presentation is effected by the temper and the response of the audience. I was sitting in the first row and felt about like the full drama was being acted out for me entirely. And I am certain that everyone around me had the same feeling. The change to the scenes, the costumes, the vocals, and the occasional phrase that was added by the histrions themselves ( like # 8220 ; Oh, babe # 8221 ; ) was justified by the overpowering response of the audience. If you ignore the unusual gags and vague lines and see this drama as a faint comedy it is a pleasance to watch.

The Importance of Air Transport to Global Trade

Literature Essays

Literature Essays Successful literature essay focuses on an imaginative work and discuss how certain passages are related to your interpretation. Literature is related to the humanities disciplines that are considered to be text-centered disciplines. In literature courses, your texts will be imaginative works: poems, plays, novels, and films. As a student of literature, you may compare and contrast works of the same author, responding to assignments, at least in part, informative. During your education you will complete different types of essay assignments that will vary not only by topic but also by the essay structure. There are several types of structures that you will use in your essays depending on the purpose. Making Arguments The purpose of making arguments in literature is to interpret texts and to defend interpretations as reasonable. No one will expect your arguments to end all discussion of a question but your arguments definitely should be convincing and well supported. The goal of an argument in the literature is reached when you understand the point of view of the author in full. You should therefore not expect to read- or  write - a single, correct interpretation of a play. Instead, you should interpret the text and argue your point of view. One interpretation, argued well, can be clearly superior to and more compelling than another. It is an everlasting cycle because students of literature pose different questions and examine texts using different methods producing different interpretations, opinions, and arguments. You would in every case be arguing for an interpretation, and in every case your argument would be more or less convincing, in light of the conventions for arguing in the literature essay. You can help yourself focus on the purpose of argumentation in your literature classes by posing these questions: What sorts of questions will I investigate in this course? What sorts of texts will I be reading? To what extent will I be making interpretations? Claims, inferences, evidence In your literature essay you may be asked to write a claim on the assigned text. When you decided on your claim you should justify it to readers by referring them to specific passages in the text. Each such reference would count as evidence in support of your claim. Especially in literature, evidence usually involves a reference to some primary source - a poem, a novel, a letter, or journal entry. There is a common pattern of claim and support in the literature essay: 1. You make a claim that commits you to an interpretation of the text. 2. You support the claim by referring to a source. 3. Optionally, you comment on the source, linking it to the claim. In literature, sources that you use and what you write about them are connected in concrete ways to a story, imagined or actually lived by the author. An analysis of literature text is built by linking many cycles of claim, reference, and comment according to an overall plan, or thesis. When you write a literature essay for your class, don’t forget to apply these cycles, they are very helpful not only in producing the paper but even in starting it. Analysis In your literature classes you might be asked to write an analysis of some literature text in your essay. In analyzing a short story or novel, for instance, you might focus on characters, themes, plot, or structure. You might analyze a poem for its rhymes, meter, or symbols. These features give literary texts their meaning, though the meaning of a work will never be a simple sum of its analyzed parts. When you are conducting a literary analysis in your essay consider the following features: Characterization Who are the main characters? What are their qualities? Is each character equally important? Equally well developed? Language What devices such as rhyme, meter, and pauses does the author use to create special emphasis? How does the author use metaphors and choose words to create visual images? In what ways are these images tied to the meaning of the text? Narrator, Point of View Who is speaking? What is the narrator’s personality and how does this affect the telling? Is the narrator omniscient in the sense that he or she can read into the thoughts of every character? If not, how is the narrator’s vision limited? Plot How does the writer sequence events so as to maintain the reader’s attention? Which actions are central? How are other, subsidiary actions linked to the central ones? What patterning to the plot do you see? Are there ways in which the plot’s structure and theme are related? Structure In what ways can you (or does the author) divide the whole poem or story into component  parts - according to theme? Plot? Setting? Stanza? How are these parts related? Setting Where does the story take place? How significant is the setting to the meaning of the text? Symbolism Are any symbols operating, any objects that create for readers emotional, political, religious, or other associations? If so, how do these symbols function in the poem, story, or play? Theme What large issues does this text raise? Through which characters, events, or specific lines are the questions raised? To what extent does text answer those questions? You will be able to observe at least several of the following features in the poetry, fiction, and plays that you read. Conduct your analysis of a literary text by reading closely and identifying passages that illustrate one or more of these features. Discussions of specific features should reinforce one another so that your analysis is unified and presents a single, coherent interpretation. If you are interested in custom literature essay writing, our highly qualified writers can write an essay for you.

Follow the attachment and answer each question in it Essay

Follow the attachment and answer each question in it - Essay Example The literal image was a high resolution photograph taken from the Centers for Disease Control and Prevention website. The factorial design type allowed the independent variables to be manipulated between four different groups of college aged adults at a public University within the United States. The purposes of this research were to advance knowledge on design elements which further enhance the effectiveness and influence of printed education materials. The research hypothesis was that the motivational force of printed education materials would be increased through consistently assigning agency to the virus; meaning that human passivity would make readers consider the virus a predator seeking out potential targets. It was hypothesized that this would heighten the health threat of the virus and perceived susceptibility to the threat. In order to achieve a high level of experimental control in this research study participants were assigned to one of four conditions and in each condition participants received a single page of printed education material that was related. The single page fact sheet was distributed along with a questionnaire. The readability levels of the human and flu agency versions were calculated using five different formulas from an online score tool and the average grade levels for readability were 8.2 and 8.6 ensuring that readability was similar across the groups. Thirteen semantic differential items were used to determine the participants perception of the credibility of the fact sheets. A memory based manipulation check was incorporated with five questions concerning what the participants had read specifically as an index of the participants sensitivity to the linguistic language manipulation. Seven Likert type items assessed participants perceptions of their susceptibility to the virus, H1N1 and their perceptions of the vaccine; their affective

Ethical Decisions in Leadership Class Essay Example | Topics and Well Written Essays - 1500 words

Ethical Decisions in Leadership Class - Essay Example The essential problem is developing a decision that ethically considers the candidate's qualifications and soundly determines which candidate to promote based on these ethical considerations. Liz: Liz is African American. She is 34. She is divorced and has one child. She graduated in the lower half of her college class at Northwest State. She has been in the industry eight years and the company four years. Her performance ratings are mediocre. Employee reviews indicate she has had difficulty in staff management. Her energy level has been indicated to be high. Roy: Roy is white. He is 57. He is married with three children. He graduated in the top half of his class from a private university. He has been in the industry thirty years and with the company for twenty years. He has mediocre performance ratings. He has produced many of the top sales performers in the past. His energy level has been indicated to be average-low. Quang Yeh: Quang is 27. She is Asian. She is single with no children. She graduated in the top 3 percent of her class at State University. She has been with the company for three years. The last area she managed showed record increases, however, she lost a few older accounts. Her references indicate that she is intense and nothing will stop her from reaching her goals. They also indicated that she often puts in 60 hour work weeks and that her management style is meticulous. In ‘How to Make Unethical Decisions’ (Article 7) Sikula and Sikula discuss facts that should be considered relevant when determining employee promotion and hiring. They argue that appropriate subjects include education performance, learned knowledge, past experience, and pooled judgment. Following these standards, it’s clear that Quang’s excellent college performance and her proximity to attending college indicate she excels above the other candidates in this category. When considering learned knowledge and past experience one  must note that Roy has over thirty years experience in the industry and twenty of those with the company; however, Quang has demonstrated outstanding results in her past output.

Art and the Afterlife Across Cultures Essay Example | Topics and Well Written Essays - 750 words

Art and the Afterlife Across Cultures - Essay Example In each culture, arts and better understandings of what is told to do to the believers, evolved side by side. It is found that people portrayed their religious beliefs, especially life after death, through pictorial art in all cultures. Artists tried to build a relation between humans and the divine. At times it became more liberal and somewhat offensive when artists tried to express the details on its own way. However, religious clergy understands the need of the liberal art in order to make the follower conceptualize the promised destination. Egyptians perhaps left the most artistic concept of life after death. They used both sculpture and painting forms of art to represent the exact details of that time. They believed that these paintings will accompany the deceased in the life after that is the eternal life. They took a great deal of care in its preservation. Egyptians also drew on a form of paper, came from a ‘Papyrus’ plant. Different types of pottery were used to hold the deceased body parts, removed earlier, so it could be carried to the life after this. Some pots were engraved with personal details of the person. Huge sculptures were built to give eternal life to the most famous pharaohs, kings and queens. Ancient Egyptians painted to introduce the deceased with gods and make the journey to the after life more pleasant. Buddhism is one of the oldest mythologies. Buddhists believe in the afterlife too. They view death as a continuation of another life. The departed spirit may reappear in another form; that may be a human being again or an animal, but it never ends. The new form of life inherits the good or bad deeds of the previous life. This cycle of life goes on until one achieves the ultimate goal of life, the only way to break this cycle, and get rid of the ‘sufferings’ in each life. Most of the artifacts related to Buddhism are the sculptures of ‘Buddha’ himself. It depicts serenity after attaining complete li berty from sufferings of life and highlights the impermanence of it. The sculptures show calmness on the face through long and arduous self-meditation. Recently, a number of Buddha artifacts were displayed at Rubin Museum of Arts. ‘Bardo’ from the â€Å"Tibetan Book of the Dead† was one of them that show different paths that one may take after death. Judaism believes on life after death but there is no distinct picture of what happens after death. Most of the Jews believe that the dead will be raised again on The Day of the Judgment. It is also believed that the soul maintains relationship with the body for a year, at least for the sinners. Then, pious people are granted to enter to ‘Heaven’. On the other hand the wicked people are thrown in to ‘Hell’ or ‘Gahanna’. There are conflicts about the resurrection when Messiah comes. Many argue that it will be physical resurrection while the others believe in ‘soul sleep†™. Jewish are involved in all different forms of arts. It is ironic that there is no bookshop that has a separate Jewish painting and sculpture section. Most of the Judaic items are falsely associated with Jewish art. Bible prohibits portraying of any living creature, like Islam, but people do not have a problem showing Moses with his snake. Islam is the second largest religion in the world. Muslims believe that it is the continuation, in fact the final version of Judaism and Christianity. They believe that the time in this world is a test. Those

Relationship Between Training and Employee Commitment

Relationship Between Training and Employee Commitment Is there a connection between a high level of commitment to training and development of employees? 1.0 Introduction This paper will discuss training issues within the UK, and what organisations and the government are doing to address a skill shortage. The labour force in competitor countries is educated to higher levels than those in the UK, and that higher education qualifications will ever more be in demand to address future skills needs, particularly at the technical, associate professional and customer service level (M. Doyle 2003). This skills shortage is being addressed by the government by encouraging individuals and organisations to take more interest in training. There are many organisations within the UK that have very good policies on training, the question is does training employees equate on the bottom line. The government has introduced several policies aimed at tackling the skills shortage. D Blunkitt (2000) discussed. â€Å"that our education reforms are all about the development of an educated citizenry democracy in which people are educated in and are able to participate in active self-government. Individuals that are knowledgeable are equipped to make moral judgements, and will be able to construct solutions to the challenges they face, both locally and globally†(Blunkett, 2000, p. 13). This has shifted the emphasis from organisations training employees to individuals taking more responsibility for their own training. The skills are then transferable between organisations, aiding to the mobility of the individual. But organisations still require employees ‘to be trained in their culture and core values. Organisations seek the competitive edge of rivals; they use training to increase the level of service they offer customers. This in turn will create loyalty with their customers, therefore increasing turnover. The human resource is discussed as the most valuable, and perhaps the last edge organisations can have. If all organisations trained to the same level, would this then eliminate the competitive edge? Organisations are implementing strategic HR as a change agent, not to replace an out dated personnel department. Although there is still evidence within the UK that once these interventions are implemented, they just replace the role of the personnel department. To be effective belongs on the board of an organisation. The organisation that will be reviewed is Tesco’s; during the past decade they have introduced strategic HR with increased training of employees. The role of HR within the organisation has increased in importance. Their practice of training and the importance of HR will be reviewed with the current theory. Tesco’s’ operates in a very competitive market; the consumer has choice where to shop for their groceries. They have expanded their portfolio to include CD’s, DVD’s, electrical goods and clothing. Recently they have expanded into the financial services offering customers products from Credit cards to insurance. All their products are available on the internet 24 hours a day. Their slogan â€Å"every little helps† is used to show their commitment to customers, this has been used to reduce prices and to increase the level of customer service. This slogan is now used in their staff training, that any intervention will increase the knowledge of the workforce. The organisation is widely reported in newspapers, this is due to the success of the business. They are rapidly expanding in the UK with the opening of their Metro stores and into new and foreign markets. This has taken a great deal of their resources in the planning and implementing stage of expansion. The core units need to remain focused, to retain the reputation they have built. Reinforcing the culture and values through training will focus employees on their roles. Whilst writing this paper it was identified that further paper could be written on cost analyses of the organisation, to identify if the extra resources they have placed on training has been value for money. This was outside the scope of this paper. 3.0 Methodology This chapter discusses the research methods used for the project and the justification for the choice of methods. It discusses methods that were not used, with justification of why they were not included. Included is a critique of methods selected, and with hindsight this identifies any changes that would have enhanced the research. This paper critically evaluates training within the UK and focuses on the training issues within Tesco. It will compare the HR and training practices at Tesco to the theory. The organisation was chosen as they had put themselves to forefront of training a decade ago, by becoming investors in people. Selection of the topic was stimulated and formed out of heightened political awareness on the subject area. The government has recognised skills gap between the UK and competitor countries. To address this issue they have introduced policies that included lifelong learning. The government’s green and white papers were used to review these policies. The nature of the research was discussed with colleagues and fellow students, this not only added practical ideas and suggestions; it also opened new avenues of thought. This was the discussed with lecturers sounding out ideas, gauging opinions and clarifying the question. Focusing in on the question was obtained by employing relevance trees, narrowing the research area. This gave direction to the research, although with reviewing the literature this direction changed several times (Buzan, J. 1995). Next, a research proposal was compiled, with the benefit of organising ideas and setting a time-scale for research. Theoretically, the proposal would highlight any difficulties with the research question and access to data. Creating a time-scale would focus on targets and meet deadlines in the completion of the paper. The literature review, discussing theories and ideas that exist on the topic formed the foundation of the paper. The findings from the research are then tested on theories for validity (Saunders, M. et al1997). The literature review was challenging, there is a vast amount of articles on the subject. Books journals and newspaper articles formed the back bone for the review. Tertiary data sources, such as library catalogues and indexes were used to scan for secondary data. This produced journals and newspaper articles, and Internet addresses. With the amount of literature, it took time to sort out relevant material to the research. Narrowing down the search Bell’s (1993) six point’s parameters was applied. Applying key words that were identified in the first search produced relevant and up-to-date material (Bell, J.1993). A limitation on the literature search was the amount of time to read all articles and books on the subject. Whilst reviewing the literature references to other relevant publications was followed and reviewed. Bells checklist on identifying the relevance of literature found was a practical method to reduce the amount of reading (Bell, J. 1993). The Case study material was compiled from the organisations web site and from articles that discussed their training policy. Tesco’s appear to be rarely out of the papers, with daily reports on their success. The organisation disseminates a lot of information on their web page, only relevant material was chosen. To produce primary data on organisations training proved to be a vast task, taking a lot of time to produce results. Instead it was decide to review previously published interviews and surveys. This was then compared to the literature review. Interviewing people within organisations was an option for primary research. The target of the interview would be the person that held enough power to influence decisions that the organisation makes. This was rejected due to the time limitations of the paper. The major limitation of the study lies in its relatively small sample size and the limited coverage. This was mainly attributable tithe limited time and resources available for the study. Although thesis a small sample it will conclude on the findings with recommendations for further research papers into the subject. 4.0 Literature Review 4.1 Introduction This chapter will review current and recent articles and books of the topics of Training, HR and government policy. 4.2 What is training? Training can be defined as a planned process to change attitudes, knowledge or skills and behaviour through a range of activities to achieve effective performance. When this training is in the work situation, it develops the employee to satisfy current or future needs of the organisation (Beardwell, I et al 2004). It is generally accepted that methods of training can usually be separated into two categories: on-the-job, and, off-the-job. On-the-job training is implemented at the trainees workplace, while off-the-job training is conducted away from the trainees workplace and takes them outside of their work environment (Mullins, L. 2005). Training can be used as a change agent, to change the culture of an organisation. It is also a tool to improve organisational effectiveness, especially in fiercely competitive markets. All too often organisations that are facing financial problems will cut back the training program, where as they could be used to increase overall performance. The training budget is viewed too often as an expendable, and the first to cut or even go in crises (Rogers 2004). 4.2 Why Train Nobody in business would disagree with the clichà © that a company is only as good as the people in it. But opinions differ on how that translates into practice, and what it means in terms of the way a firm goes about gathering and developing a world-class staff line-up. With near full employment in the UK, the fight for talent is as ruthless as ever, and getting, hanging on to and developing those people remains the HR issue of the moment. The principal function of any organisation is to increase the value of the business and therefore enhance the wealth of its Owner(s). This is obtained by efficient use of the limited â€Å"resources† available to them(T Blackwood, 1995). Garrick (1998) discussed that training inextricably linked to market economics, that knowledge is prized ins far as it can generate a market advantageâ€Å"(Garrick 1998:5). This leads to the assumption that though training and developing employees, it can give the organisation advantage, increasing profit. Best (2001) discussed the â€Å"new economy, as a knowledge-based economy without borders, where the race is between companies and locales over how to learn faster and organise more flexibly to take advantage of technology-enabled market opportunities† (Best (2001) cited in DeFillippi, R. 2002). Organisations have changed in the way they operate, shifting from immobile-wired infrastructures to mobile, miniature, and wireless modes of communication, computing, and transacting. Customers now demand 24 hour service, with â€Å"anytime, anyplace solutions of their problems (DeFillippi, R. 2002). Radical shifts are taking place in management theory; these shifts need to be reflected in the theory of training and development. The move towards a knowledge economy makes these shifts vital to the survival of the organisation. Ideas of training tend to focus on results; typically they are short-term and assume transferable skills. Ideas of personal development may be insufficiently focused on the workplace. Therefore for an organisation to enter the knowledge economy, it is vital for them to review their training and development to a broader aspect (Bryans, P. Smith, R. 2000). Increasingly, as the nature of business and organisations change, its ‘leaders are recognising that their most valuable assets are their skilled employees and, more significantly, the knowledge, both tacit and explicit, that is possessed by these employees. The knowledge is power clichà © has never been more accurate than in todays corporate world. This added value that this can be seen in products and services is now dependant on knowledge based intangibles (Rogers 2004). Since the late 1990s the business environment has drastically changed(Mullins, L. 2005). Chaos theorists have argued that the world of the organisations is â€Å"turbulent and chaotic, making it impossible for them to predict the future† Therefore conventional approaches to strategic decision making are no longer appropriate (Harrison, R. 1997:78).Competition and the pace of change in business require continuous improvement, therefore it means continuous learning. From this demand the market for business education has grown with a proliferation of courses, full- and part-time, open and bespoke (Mullins, L. 2005). 4.3 The Role of HR Recognition of the importance of HR has increased in recent years; thesis a result of competition from overseas economies. In countries for example Japan, Germany and Sweden investment in employee development is higher than the UK. This has led to some organisations reviewing their policies on training introducing continuous investment in their employees (Beardwell, I. et al 2004). This increase in training priority has been supported by a rise inhuman Resource Management. This practice emphasises that increased growth can only be maintained in the long run; by equipping the workforce with the skills they need to complete their tasks (Mullins, L.2005). Although it is argued that HR departments are within UK organisations mostly administration based. Rogers (2004) stated that â€Å"the threat revolves around a fundamental mismatch between the functions of Departments today and the real strategic human resource needs of modern business, which those departments it should be servingâ€Å". The image of training and development has changed and can be used a key driver for delivering shareholder value (Rogers 2004:25). The role of HR should not be administrative based; it should be a part of the long term strategy of the organisation. Appointed an HR manager to the board is the only way this can happen (Beardwell et al2004).Rogers (2004) discussed the â€Å"role of developing human capital strategies that HR has a real opportunity to shine†. There are numerous departments are failing to deliver the goods. This is caused by â€Å"too many departments are dominated and viewed by the board as fulfilling mainly administrative role, dominated by endless form filling† (Rogers2004 :25). For HR to succeed it must take on a proactive role within the organisation. Strategic HR creates value by providing opportunities for organic learning, development of intellectual capital and enhances core competencies. This value is crucial to the organisations future success (Treen, D. 2000). Employers are increasing extorting the best possible performance from employees. Best practice will increase the skills of the current workforce, and with recruiting it will reinforce the culture of a highly skilled work force (Mullins, L. 2005).Strategic HRM has gained both credibility and popularity over the past decade, specifically with respect to its impact on organisational performance (Paauwe, J Boselie P. 2003). To fully exploit the wealth of knowledge contained within an organisation, it must be realised that it is in human resource management that the most significant advances will be made. As result, the human resource department must be made a central figure in an organisations strategy to establish a knowledge basis for its operations (Mullins, L. 2005). There are fundamental differences in the approach to HR. Storey(1987) discussed these as hard and `soft’ versions of HRM.. The ‘hard version places little emphasis on workers’ concerns and, therefore, within its concept, any judgments of the effectiveness form would be based on business performance criteria only. In contrast, ‘soft HRM, while also having business performance as its primary concern, would be more likely to advocate a parallel concern for workers’ outcomes (Storey cited in Guest, D. 1999). These models of HR theory, will justify why there has been an increase in this management practice. Walton (1985) defined HR as â€Å"mutual goals, mutual influence, mutual respect, mutual rewards, and mutual responsibility† Walton further added that the psychological contract ‘under this guitarist, high commitment model is one of mutuality, but it is a mutuality strictly bounded by the need to operate within an essentially unitary framework (Walton cited in Beardwell, l. et al2004) There is a need for a higher value to be placed on employees. And therefore get the best performance from the employees. According toDelany (2001) â€Å"successful organisations keep people issues at the forefront of their thinking and at the core of their decision making and planning†. Delany adds â€Å"organisations that get the people things right are the organisations likely to be around in the future† (Delany (2001)cited in Mullins, L. 2005:748). The role of human resource explicitly views employees as another resource for managers to exploit. In the past, managements had failed to align their human resource systems with business strategy and therefore failed to exploit or utilise their human resources to the full. The force to take on HRM is therefore, based on the business case of a need to respond to an external threat from increasing competition(Guest, D 1999). This view reflects a longstanding capitalist tradition in which the worker is viewed as a commodity. The consequential exploitation may be paternalist and benevolent; but, equally, it may operate against the interests of workers. Essentially, workers are simply resources to be squeezed and disposed of as business requirements dictate. More importantly, the interests of workers and their well-being are of no significance in themselves. As John Monks (1998) stated â€Å"In the wrong hands HRM becomes both a sharp weapon to prise workers apart from their union and a blunt instrument to bully workers† (Guest, D 1999). 4.5 HRD HR and training literatures highlights the organisational benefits tube gained from adopting a systematic approach to HRD, therefore thronging development of employees skills underpins the wider business objectives (Keep, 1989). This systematic approach to training often includes models that identifying needs, planning, delivery and evaluation. Harrison developed an eight stage model to identify monitor and evaluate training. The evaluation stage is possibly the most problematic part of the training process (Reid and Barrington, 1997). Therefore using that theory HRD should be viewed as a vital function offal organisations, and not just there to satisfy training issues, a proactive role. Caravan et al (2000) discusses the emergence of strategic HRD practices, which are directly linked to the organisation’s strategies, with profit maximising paramount, HRD is atoll that should be employed to obtain and support this (Caravan et al,2000). Strategic HRD is not embraced by all organisations; some view other resources as more valuable. There are many individual interconnected components, that impact on the performance of the organisation. The human resource is in theory the most valuable resource, but does not always receive the respect, and the financial recognition to develop(Walton 1999). Mumford (1997) agreed with this stating that â€Å"other resources within the organisation have a higher value placed on them and they are protected by rules and regulations† (A Mumford 1997:78). The theory of HRD appeals more to academics that the practioners. Garrick (1999) noted that academics rather than practitioners are more eager to pursue the learning perspective. This opinion defines HRD as being solely concerned with employees rather than organisational Strategy (Garrick 1999). Although this view is not shared by all authors. Caravan et al. (2000) defines the learning perspective that defines HRD as â€Å"responsible for fostering the long-term, work related learning capacity at an individual, group and organisational level†(Caravan et al. 2000:66). A research undertaken by Robertson and OMalley Hamersley reinforces this view of HRD. A two-year qualitative study composed from eighteen semi-structured interviews concluded that continuous professional learning was important to professional workers. To conclude from the study, learning does not have to directly correlate with organisational strategy. Therefore HRD can also be defined as a continuous learning programmes and encouragement of self-directed learning (Robertson and O’Malley Hamersley cited in Caravan et al. 2000:71). Continuously during the late 1990s and into the current century there has been a shift in organisational HRD rhetoric. Walton (2004) has discussed this shift in practice as â€Å"from how to support learning to how to manage knowledge, from the learning organisation to knowledge management†. These are new implications for the HRD practitioner in what has loosely been named the new economy (Walton 2004). 4.6 Managers and facilitators Education, training and development for managers, especially in the UK, has traditionally fallen into the â€Å"nice to have† category rather than the â€Å"must have† This view of business is persistent, with the assumption that managers are born and not made (Stern, S 2002). The majority of managers have learnt their skills through on-the-job experience. The conventional assumption, that managers learn best through â€Å"doing† whenever possible (Reader, A. 1998). Focussing on the concept that the human resource is the highly valued, systems should be in place to protect their importance. Development for managers who manage employees is a basic component of management development (Marching ton Wilkinson 1996). Mumford(1997) discussed the reason for failure of some of the processes has been â€Å"clearly been due in some instances to the absence of the required skills† (Mumford 1997:78). The majority of Managers would profit from training, but they are not capable of managing even with the intervention of training. These managers would still find in difficult to transfer the new skills and practices into their work place. The people who should train are not trained themselves (Walton 1999). In the UK the majority of managers have been trained in a skilled occupation, and consequently promoted through the system (Beardwell Holden 1994). Although highly trained in their primary occupation, the challenges of the managerial role are foreign to their skills. Rees commented that â€Å"few people start their careers off in managerial role; they have to acquire skills in organising employees effectively in an ever increasing competitive environment† (Rees cited in Beardwell Holden 1994:373). Good employee developers make a difference to the individual employee and/or their organisational performance. A new employee with a skills gap can be made to feel part of the organisation when he is developed into his role. Employees can be identified who have the potential for more demanding work or promotion but who require support to make this change. This can then set up a cycle of good behaviour that is passed on when the receivers become managers and developers themselves. Anises study found examples of increased skills and knowledge, work experience, self-confidence, improved motivation, job performance and job satisfaction, all thanks to the developers (Sparrow 2004). 4.7 Learning Theories Organisations have an economic need for all employees to be flexible within the workplace. The culture should encourage them to use their own initiative and apply the knowledge to undertake a variety of tasks. Cognitive learning lets the workforce learn strategies, and then transfer the learning to be able to solve problems. Lewis (1958) broke the learning down into three key stages. The first stage is the disposal of the old level (unfreezing), second stage is to implement the new structures and processes (moving) and the final stage involves stabilising the company with its new structure (refreezing). This technique was used so the organisation and the employees would be able to understand and implement improvements to their methods of working. Problems that arise from organisational change, which it is not flexible and cannot adapt swiftly to situations such as economic recession (Lewis (1958) cited in Buchanan, D and Hucczynski, A 1991). Wilson (1999) summarised on three main adult learning theories. Behaviourist theories of learning recognise learning as a response to external stimuli. Maintenance of the new behaviour is enforced by positive and negative reinforcement, a system of punishment and reward. Cognitivist theories of learning emphasise the proactive nature of development. This school of thought perceives human beings as seekers of knowledge in an attempt to understand our own identities and positionality. Humanist theories believe that learning occurs as result of our natural inclination towards it. People learn because in an environment of â€Å"warmth, care and understanding† (Wilson, 1999:197)we cannot help it. In this sense education is learner-centred; the student initiates the development environment and needs assessment. People continue to learn throughout their life, whether this is formally taught or just experienced. The process of lifelong learning requires continuous adaptation. This is gained from increased knowledge and improved skills, which aid the individual to adapt to or change the environment. This allows for new possibilities and outcomes from situations that they face. These changes can raise the individuals self-esteem and confidence. Therefore the learning can generate far reaching changes in both the individual and the environment (Beardwell I et al2004) Reinforcing learning within in an organisations, requires what Hawkins (1994) called a change at the heart† this change is in â€Å"the understanding of learning, a shift from viewing learning as being abrupt facts to learning as a more multi-faceted and dynamic process†. As Hawkins suggests, it is not that we are learning any differently than before but our understanding of how we learn has begun to catch up with what happens in practice (Hawkins, 1994:9). The learning process has been challenged to create a culture that allows continual learning throughout the organisation. As knowledge is what matters, organisations and individuals alike must become continuous learners(Hawkins, 1994). 4.8 Identification of training The UK government has introduced the National Occupational Standards(NOS). These are used as benchmarks of good practice in learning, and to identify the benefits to organisations and individuals that use them. These agreed statements of competence, describe the work outcomes required for an individual to achieve the standard expected of them(Wagner, L. 2004). These benefits can be used as a tool for the Human Resource Management function, to review and identify competencies in the work place. This process can start with recruitment and selection, measuring people’s experiences that will be transferred to the role, identifying any skills gaps in the existing work force (Harrison, R.2002). Employees appraisals is a tool used as to identify development issues within the organisation. Harrison (1993) suggests that they are â€Å"system and process for the provision of both feedback to employees on all aspects of their performance, and the opportunity for discussion to agree actions to assist their future development† (Harrison1993:256). Mullins defined the advantages of regular staff appraisals as â€Å"a formalised and systematic appraisal scheme will enable a regular assessment of individuals’ performance, highlight potential and identify training and development needs† (Mullins 1996:639). The information collected from the appraisals can be used for strategic development of employees. Outcomes can be used as measurement of success from the initial objectives. Harrison (1997) defined three outcomes that should come from appraisals, feedback on performance, work planning and diagnosis of training and development needs. If these outcomes are satisfied in the appraisal, then it will have a motivating effect on employees. IPhone of these outcomes is not satisfied, then the others cannot be satisfied (Harrison 1997). 4.9 Psychological contract Organisations no longer offer â€Å"a job for life† there is no longer guaranteed employment, with a pension as a reward for loyalty and compliance. The psychological contract between employer and employee has shifted. Employees are increasingly mobile, changing employment for promotion, reward and job satisfaction; top employees have more choices to where to work. To retain these key employees the organisations culture needs to allow an environment of personal growth (Harrison2002). With less job security, the best reward an organisation can give an employee is transferable skills (M Marching ton Wilkinson, 1997). Workers have been forced to take more responsibility for their own careers, going where the work is rewarding and where they can develop skills that will guarantee their employability in whatever organisation. This mobility and free agency has created greater competition for skilled workers between organisations. Good workers have more choices than before, and are more liable to use them. Withal the costs involved in recruiting and training new employees, organisations need to retain them. And key to this is the intrinsic rewards (Harrison 2002). Career development is important to the individual employee; Harrison(2002) noted this as an organised planned effort comprised of structured activities or processes that result in a mutual career-plotting effort between employees and the organisation. This Isa central component of the psychological contract that binds the individual to the organisation (Harrison 2002). This further complicates the role of the HRD PR actioner, balancing organisational needs with the individual’s expectations. Some employees will develop their career with one employer, while others require transferable skills. The organisation requires employees with the right skills to ensure and sustain competitive advantage (Gilley and England, 1989:48). 4.10 The Facts in the UK When organisations do not employ the resources to evaluate the benefit gained from training, the needs analysis is not completed. Therefore any benefit gained is not known to the organisation. A studying 1989 revealed that only 3 per cent of UK organisations reviewed any cost-benefit analysis of their training intervention (Deloitte et al(1989) cited in Santos and Stuart 2003). This approach within the UK has barely changed in fifty years. Evaluation of training intervention does not receive the consideration that accepted opinion demands; it is not an important factor in determining the allocation of resources to training. The important factor within an organisation is the focus of HR on the training and development needs, so they are focused on the learning needs of theorganisation.UK organisations fail when assessing the effect of training, to both the individual and the organisation (Sloman 2004). A survey from the CIPD of 1,180 HR professionals agreed that the role of the HR department requires change to move forward. Mike Emmett, head of employee relations at the CIPD agreed with the survey stating â€Å"Theory community has internalised the message that it needs to spend less time on administration and operational issues and more time on business strategy and adding valueâ€Å" The role that HR has adopted in the Appears to follow on from the role of the personnel department. For Hardtop be successful the HR department should hold a strategic position within the organisation (Mike Emmett cited in Zneimer and Merriden 2004:38). The trend in the UK o Relationship Between Training and Employee Commitment Relationship Between Training and Employee Commitment Is there a connection between a high level of commitment to training and development of employees? 1.0 Introduction This paper will discuss training issues within the UK, and what organisations and the government are doing to address a skill shortage. The labour force in competitor countries is educated to higher levels than those in the UK, and that higher education qualifications will ever more be in demand to address future skills needs, particularly at the technical, associate professional and customer service level (M. Doyle 2003). This skills shortage is being addressed by the government by encouraging individuals and organisations to take more interest in training. There are many organisations within the UK that have very good policies on training, the question is does training employees equate on the bottom line. The government has introduced several policies aimed at tackling the skills shortage. D Blunkitt (2000) discussed. â€Å"that our education reforms are all about the development of an educated citizenry democracy in which people are educated in and are able to participate in active self-government. Individuals that are knowledgeable are equipped to make moral judgements, and will be able to construct solutions to the challenges they face, both locally and globally†(Blunkett, 2000, p. 13). This has shifted the emphasis from organisations training employees to individuals taking more responsibility for their own training. The skills are then transferable between organisations, aiding to the mobility of the individual. But organisations still require employees ‘to be trained in their culture and core values. Organisations seek the competitive edge of rivals; they use training to increase the level of service they offer customers. This in turn will create loyalty with their customers, therefore increasing turnover. The human resource is discussed as the most valuable, and perhaps the last edge organisations can have. If all organisations trained to the same level, would this then eliminate the competitive edge? Organisations are implementing strategic HR as a change agent, not to replace an out dated personnel department. Although there is still evidence within the UK that once these interventions are implemented, they just replace the role of the personnel department. To be effective belongs on the board of an organisation. The organisation that will be reviewed is Tesco’s; during the past decade they have introduced strategic HR with increased training of employees. The role of HR within the organisation has increased in importance. Their practice of training and the importance of HR will be reviewed with the current theory. Tesco’s’ operates in a very competitive market; the consumer has choice where to shop for their groceries. They have expanded their portfolio to include CD’s, DVD’s, electrical goods and clothing. Recently they have expanded into the financial services offering customers products from Credit cards to insurance. All their products are available on the internet 24 hours a day. Their slogan â€Å"every little helps† is used to show their commitment to customers, this has been used to reduce prices and to increase the level of customer service. This slogan is now used in their staff training, that any intervention will increase the knowledge of the workforce. The organisation is widely reported in newspapers, this is due to the success of the business. They are rapidly expanding in the UK with the opening of their Metro stores and into new and foreign markets. This has taken a great deal of their resources in the planning and implementing stage of expansion. The core units need to remain focused, to retain the reputation they have built. Reinforcing the culture and values through training will focus employees on their roles. Whilst writing this paper it was identified that further paper could be written on cost analyses of the organisation, to identify if the extra resources they have placed on training has been value for money. This was outside the scope of this paper. 3.0 Methodology This chapter discusses the research methods used for the project and the justification for the choice of methods. It discusses methods that were not used, with justification of why they were not included. Included is a critique of methods selected, and with hindsight this identifies any changes that would have enhanced the research. This paper critically evaluates training within the UK and focuses on the training issues within Tesco. It will compare the HR and training practices at Tesco to the theory. The organisation was chosen as they had put themselves to forefront of training a decade ago, by becoming investors in people. Selection of the topic was stimulated and formed out of heightened political awareness on the subject area. The government has recognised skills gap between the UK and competitor countries. To address this issue they have introduced policies that included lifelong learning. The government’s green and white papers were used to review these policies. The nature of the research was discussed with colleagues and fellow students, this not only added practical ideas and suggestions; it also opened new avenues of thought. This was the discussed with lecturers sounding out ideas, gauging opinions and clarifying the question. Focusing in on the question was obtained by employing relevance trees, narrowing the research area. This gave direction to the research, although with reviewing the literature this direction changed several times (Buzan, J. 1995). Next, a research proposal was compiled, with the benefit of organising ideas and setting a time-scale for research. Theoretically, the proposal would highlight any difficulties with the research question and access to data. Creating a time-scale would focus on targets and meet deadlines in the completion of the paper. The literature review, discussing theories and ideas that exist on the topic formed the foundation of the paper. The findings from the research are then tested on theories for validity (Saunders, M. et al1997). The literature review was challenging, there is a vast amount of articles on the subject. Books journals and newspaper articles formed the back bone for the review. Tertiary data sources, such as library catalogues and indexes were used to scan for secondary data. This produced journals and newspaper articles, and Internet addresses. With the amount of literature, it took time to sort out relevant material to the research. Narrowing down the search Bell’s (1993) six point’s parameters was applied. Applying key words that were identified in the first search produced relevant and up-to-date material (Bell, J.1993). A limitation on the literature search was the amount of time to read all articles and books on the subject. Whilst reviewing the literature references to other relevant publications was followed and reviewed. Bells checklist on identifying the relevance of literature found was a practical method to reduce the amount of reading (Bell, J. 1993). The Case study material was compiled from the organisations web site and from articles that discussed their training policy. Tesco’s appear to be rarely out of the papers, with daily reports on their success. The organisation disseminates a lot of information on their web page, only relevant material was chosen. To produce primary data on organisations training proved to be a vast task, taking a lot of time to produce results. Instead it was decide to review previously published interviews and surveys. This was then compared to the literature review. Interviewing people within organisations was an option for primary research. The target of the interview would be the person that held enough power to influence decisions that the organisation makes. This was rejected due to the time limitations of the paper. The major limitation of the study lies in its relatively small sample size and the limited coverage. This was mainly attributable tithe limited time and resources available for the study. Although thesis a small sample it will conclude on the findings with recommendations for further research papers into the subject. 4.0 Literature Review 4.1 Introduction This chapter will review current and recent articles and books of the topics of Training, HR and government policy. 4.2 What is training? Training can be defined as a planned process to change attitudes, knowledge or skills and behaviour through a range of activities to achieve effective performance. When this training is in the work situation, it develops the employee to satisfy current or future needs of the organisation (Beardwell, I et al 2004). It is generally accepted that methods of training can usually be separated into two categories: on-the-job, and, off-the-job. On-the-job training is implemented at the trainees workplace, while off-the-job training is conducted away from the trainees workplace and takes them outside of their work environment (Mullins, L. 2005). Training can be used as a change agent, to change the culture of an organisation. It is also a tool to improve organisational effectiveness, especially in fiercely competitive markets. All too often organisations that are facing financial problems will cut back the training program, where as they could be used to increase overall performance. The training budget is viewed too often as an expendable, and the first to cut or even go in crises (Rogers 2004). 4.2 Why Train Nobody in business would disagree with the clichà © that a company is only as good as the people in it. But opinions differ on how that translates into practice, and what it means in terms of the way a firm goes about gathering and developing a world-class staff line-up. With near full employment in the UK, the fight for talent is as ruthless as ever, and getting, hanging on to and developing those people remains the HR issue of the moment. The principal function of any organisation is to increase the value of the business and therefore enhance the wealth of its Owner(s). This is obtained by efficient use of the limited â€Å"resources† available to them(T Blackwood, 1995). Garrick (1998) discussed that training inextricably linked to market economics, that knowledge is prized ins far as it can generate a market advantageâ€Å"(Garrick 1998:5). This leads to the assumption that though training and developing employees, it can give the organisation advantage, increasing profit. Best (2001) discussed the â€Å"new economy, as a knowledge-based economy without borders, where the race is between companies and locales over how to learn faster and organise more flexibly to take advantage of technology-enabled market opportunities† (Best (2001) cited in DeFillippi, R. 2002). Organisations have changed in the way they operate, shifting from immobile-wired infrastructures to mobile, miniature, and wireless modes of communication, computing, and transacting. Customers now demand 24 hour service, with â€Å"anytime, anyplace solutions of their problems (DeFillippi, R. 2002). Radical shifts are taking place in management theory; these shifts need to be reflected in the theory of training and development. The move towards a knowledge economy makes these shifts vital to the survival of the organisation. Ideas of training tend to focus on results; typically they are short-term and assume transferable skills. Ideas of personal development may be insufficiently focused on the workplace. Therefore for an organisation to enter the knowledge economy, it is vital for them to review their training and development to a broader aspect (Bryans, P. Smith, R. 2000). Increasingly, as the nature of business and organisations change, its ‘leaders are recognising that their most valuable assets are their skilled employees and, more significantly, the knowledge, both tacit and explicit, that is possessed by these employees. The knowledge is power clichà © has never been more accurate than in todays corporate world. This added value that this can be seen in products and services is now dependant on knowledge based intangibles (Rogers 2004). Since the late 1990s the business environment has drastically changed(Mullins, L. 2005). Chaos theorists have argued that the world of the organisations is â€Å"turbulent and chaotic, making it impossible for them to predict the future† Therefore conventional approaches to strategic decision making are no longer appropriate (Harrison, R. 1997:78).Competition and the pace of change in business require continuous improvement, therefore it means continuous learning. From this demand the market for business education has grown with a proliferation of courses, full- and part-time, open and bespoke (Mullins, L. 2005). 4.3 The Role of HR Recognition of the importance of HR has increased in recent years; thesis a result of competition from overseas economies. In countries for example Japan, Germany and Sweden investment in employee development is higher than the UK. This has led to some organisations reviewing their policies on training introducing continuous investment in their employees (Beardwell, I. et al 2004). This increase in training priority has been supported by a rise inhuman Resource Management. This practice emphasises that increased growth can only be maintained in the long run; by equipping the workforce with the skills they need to complete their tasks (Mullins, L.2005). Although it is argued that HR departments are within UK organisations mostly administration based. Rogers (2004) stated that â€Å"the threat revolves around a fundamental mismatch between the functions of Departments today and the real strategic human resource needs of modern business, which those departments it should be servingâ€Å". The image of training and development has changed and can be used a key driver for delivering shareholder value (Rogers 2004:25). The role of HR should not be administrative based; it should be a part of the long term strategy of the organisation. Appointed an HR manager to the board is the only way this can happen (Beardwell et al2004).Rogers (2004) discussed the â€Å"role of developing human capital strategies that HR has a real opportunity to shine†. There are numerous departments are failing to deliver the goods. This is caused by â€Å"too many departments are dominated and viewed by the board as fulfilling mainly administrative role, dominated by endless form filling† (Rogers2004 :25). For HR to succeed it must take on a proactive role within the organisation. Strategic HR creates value by providing opportunities for organic learning, development of intellectual capital and enhances core competencies. This value is crucial to the organisations future success (Treen, D. 2000). Employers are increasing extorting the best possible performance from employees. Best practice will increase the skills of the current workforce, and with recruiting it will reinforce the culture of a highly skilled work force (Mullins, L. 2005).Strategic HRM has gained both credibility and popularity over the past decade, specifically with respect to its impact on organisational performance (Paauwe, J Boselie P. 2003). To fully exploit the wealth of knowledge contained within an organisation, it must be realised that it is in human resource management that the most significant advances will be made. As result, the human resource department must be made a central figure in an organisations strategy to establish a knowledge basis for its operations (Mullins, L. 2005). There are fundamental differences in the approach to HR. Storey(1987) discussed these as hard and `soft’ versions of HRM.. The ‘hard version places little emphasis on workers’ concerns and, therefore, within its concept, any judgments of the effectiveness form would be based on business performance criteria only. In contrast, ‘soft HRM, while also having business performance as its primary concern, would be more likely to advocate a parallel concern for workers’ outcomes (Storey cited in Guest, D. 1999). These models of HR theory, will justify why there has been an increase in this management practice. Walton (1985) defined HR as â€Å"mutual goals, mutual influence, mutual respect, mutual rewards, and mutual responsibility† Walton further added that the psychological contract ‘under this guitarist, high commitment model is one of mutuality, but it is a mutuality strictly bounded by the need to operate within an essentially unitary framework (Walton cited in Beardwell, l. et al2004) There is a need for a higher value to be placed on employees. And therefore get the best performance from the employees. According toDelany (2001) â€Å"successful organisations keep people issues at the forefront of their thinking and at the core of their decision making and planning†. Delany adds â€Å"organisations that get the people things right are the organisations likely to be around in the future† (Delany (2001)cited in Mullins, L. 2005:748). The role of human resource explicitly views employees as another resource for managers to exploit. In the past, managements had failed to align their human resource systems with business strategy and therefore failed to exploit or utilise their human resources to the full. The force to take on HRM is therefore, based on the business case of a need to respond to an external threat from increasing competition(Guest, D 1999). This view reflects a longstanding capitalist tradition in which the worker is viewed as a commodity. The consequential exploitation may be paternalist and benevolent; but, equally, it may operate against the interests of workers. Essentially, workers are simply resources to be squeezed and disposed of as business requirements dictate. More importantly, the interests of workers and their well-being are of no significance in themselves. As John Monks (1998) stated â€Å"In the wrong hands HRM becomes both a sharp weapon to prise workers apart from their union and a blunt instrument to bully workers† (Guest, D 1999). 4.5 HRD HR and training literatures highlights the organisational benefits tube gained from adopting a systematic approach to HRD, therefore thronging development of employees skills underpins the wider business objectives (Keep, 1989). This systematic approach to training often includes models that identifying needs, planning, delivery and evaluation. Harrison developed an eight stage model to identify monitor and evaluate training. The evaluation stage is possibly the most problematic part of the training process (Reid and Barrington, 1997). Therefore using that theory HRD should be viewed as a vital function offal organisations, and not just there to satisfy training issues, a proactive role. Caravan et al (2000) discusses the emergence of strategic HRD practices, which are directly linked to the organisation’s strategies, with profit maximising paramount, HRD is atoll that should be employed to obtain and support this (Caravan et al,2000). Strategic HRD is not embraced by all organisations; some view other resources as more valuable. There are many individual interconnected components, that impact on the performance of the organisation. The human resource is in theory the most valuable resource, but does not always receive the respect, and the financial recognition to develop(Walton 1999). Mumford (1997) agreed with this stating that â€Å"other resources within the organisation have a higher value placed on them and they are protected by rules and regulations† (A Mumford 1997:78). The theory of HRD appeals more to academics that the practioners. Garrick (1999) noted that academics rather than practitioners are more eager to pursue the learning perspective. This opinion defines HRD as being solely concerned with employees rather than organisational Strategy (Garrick 1999). Although this view is not shared by all authors. Caravan et al. (2000) defines the learning perspective that defines HRD as â€Å"responsible for fostering the long-term, work related learning capacity at an individual, group and organisational level†(Caravan et al. 2000:66). A research undertaken by Robertson and OMalley Hamersley reinforces this view of HRD. A two-year qualitative study composed from eighteen semi-structured interviews concluded that continuous professional learning was important to professional workers. To conclude from the study, learning does not have to directly correlate with organisational strategy. Therefore HRD can also be defined as a continuous learning programmes and encouragement of self-directed learning (Robertson and O’Malley Hamersley cited in Caravan et al. 2000:71). Continuously during the late 1990s and into the current century there has been a shift in organisational HRD rhetoric. Walton (2004) has discussed this shift in practice as â€Å"from how to support learning to how to manage knowledge, from the learning organisation to knowledge management†. These are new implications for the HRD practitioner in what has loosely been named the new economy (Walton 2004). 4.6 Managers and facilitators Education, training and development for managers, especially in the UK, has traditionally fallen into the â€Å"nice to have† category rather than the â€Å"must have† This view of business is persistent, with the assumption that managers are born and not made (Stern, S 2002). The majority of managers have learnt their skills through on-the-job experience. The conventional assumption, that managers learn best through â€Å"doing† whenever possible (Reader, A. 1998). Focussing on the concept that the human resource is the highly valued, systems should be in place to protect their importance. Development for managers who manage employees is a basic component of management development (Marching ton Wilkinson 1996). Mumford(1997) discussed the reason for failure of some of the processes has been â€Å"clearly been due in some instances to the absence of the required skills† (Mumford 1997:78). The majority of Managers would profit from training, but they are not capable of managing even with the intervention of training. These managers would still find in difficult to transfer the new skills and practices into their work place. The people who should train are not trained themselves (Walton 1999). In the UK the majority of managers have been trained in a skilled occupation, and consequently promoted through the system (Beardwell Holden 1994). Although highly trained in their primary occupation, the challenges of the managerial role are foreign to their skills. Rees commented that â€Å"few people start their careers off in managerial role; they have to acquire skills in organising employees effectively in an ever increasing competitive environment† (Rees cited in Beardwell Holden 1994:373). Good employee developers make a difference to the individual employee and/or their organisational performance. A new employee with a skills gap can be made to feel part of the organisation when he is developed into his role. Employees can be identified who have the potential for more demanding work or promotion but who require support to make this change. This can then set up a cycle of good behaviour that is passed on when the receivers become managers and developers themselves. Anises study found examples of increased skills and knowledge, work experience, self-confidence, improved motivation, job performance and job satisfaction, all thanks to the developers (Sparrow 2004). 4.7 Learning Theories Organisations have an economic need for all employees to be flexible within the workplace. The culture should encourage them to use their own initiative and apply the knowledge to undertake a variety of tasks. Cognitive learning lets the workforce learn strategies, and then transfer the learning to be able to solve problems. Lewis (1958) broke the learning down into three key stages. The first stage is the disposal of the old level (unfreezing), second stage is to implement the new structures and processes (moving) and the final stage involves stabilising the company with its new structure (refreezing). This technique was used so the organisation and the employees would be able to understand and implement improvements to their methods of working. Problems that arise from organisational change, which it is not flexible and cannot adapt swiftly to situations such as economic recession (Lewis (1958) cited in Buchanan, D and Hucczynski, A 1991). Wilson (1999) summarised on three main adult learning theories. Behaviourist theories of learning recognise learning as a response to external stimuli. Maintenance of the new behaviour is enforced by positive and negative reinforcement, a system of punishment and reward. Cognitivist theories of learning emphasise the proactive nature of development. This school of thought perceives human beings as seekers of knowledge in an attempt to understand our own identities and positionality. Humanist theories believe that learning occurs as result of our natural inclination towards it. People learn because in an environment of â€Å"warmth, care and understanding† (Wilson, 1999:197)we cannot help it. In this sense education is learner-centred; the student initiates the development environment and needs assessment. People continue to learn throughout their life, whether this is formally taught or just experienced. The process of lifelong learning requires continuous adaptation. This is gained from increased knowledge and improved skills, which aid the individual to adapt to or change the environment. This allows for new possibilities and outcomes from situations that they face. These changes can raise the individuals self-esteem and confidence. Therefore the learning can generate far reaching changes in both the individual and the environment (Beardwell I et al2004) Reinforcing learning within in an organisations, requires what Hawkins (1994) called a change at the heart† this change is in â€Å"the understanding of learning, a shift from viewing learning as being abrupt facts to learning as a more multi-faceted and dynamic process†. As Hawkins suggests, it is not that we are learning any differently than before but our understanding of how we learn has begun to catch up with what happens in practice (Hawkins, 1994:9). The learning process has been challenged to create a culture that allows continual learning throughout the organisation. As knowledge is what matters, organisations and individuals alike must become continuous learners(Hawkins, 1994). 4.8 Identification of training The UK government has introduced the National Occupational Standards(NOS). These are used as benchmarks of good practice in learning, and to identify the benefits to organisations and individuals that use them. These agreed statements of competence, describe the work outcomes required for an individual to achieve the standard expected of them(Wagner, L. 2004). These benefits can be used as a tool for the Human Resource Management function, to review and identify competencies in the work place. This process can start with recruitment and selection, measuring people’s experiences that will be transferred to the role, identifying any skills gaps in the existing work force (Harrison, R.2002). Employees appraisals is a tool used as to identify development issues within the organisation. Harrison (1993) suggests that they are â€Å"system and process for the provision of both feedback to employees on all aspects of their performance, and the opportunity for discussion to agree actions to assist their future development† (Harrison1993:256). Mullins defined the advantages of regular staff appraisals as â€Å"a formalised and systematic appraisal scheme will enable a regular assessment of individuals’ performance, highlight potential and identify training and development needs† (Mullins 1996:639). The information collected from the appraisals can be used for strategic development of employees. Outcomes can be used as measurement of success from the initial objectives. Harrison (1997) defined three outcomes that should come from appraisals, feedback on performance, work planning and diagnosis of training and development needs. If these outcomes are satisfied in the appraisal, then it will have a motivating effect on employees. IPhone of these outcomes is not satisfied, then the others cannot be satisfied (Harrison 1997). 4.9 Psychological contract Organisations no longer offer â€Å"a job for life† there is no longer guaranteed employment, with a pension as a reward for loyalty and compliance. The psychological contract between employer and employee has shifted. Employees are increasingly mobile, changing employment for promotion, reward and job satisfaction; top employees have more choices to where to work. To retain these key employees the organisations culture needs to allow an environment of personal growth (Harrison2002). With less job security, the best reward an organisation can give an employee is transferable skills (M Marching ton Wilkinson, 1997). Workers have been forced to take more responsibility for their own careers, going where the work is rewarding and where they can develop skills that will guarantee their employability in whatever organisation. This mobility and free agency has created greater competition for skilled workers between organisations. Good workers have more choices than before, and are more liable to use them. Withal the costs involved in recruiting and training new employees, organisations need to retain them. And key to this is the intrinsic rewards (Harrison 2002). Career development is important to the individual employee; Harrison(2002) noted this as an organised planned effort comprised of structured activities or processes that result in a mutual career-plotting effort between employees and the organisation. This Isa central component of the psychological contract that binds the individual to the organisation (Harrison 2002). This further complicates the role of the HRD PR actioner, balancing organisational needs with the individual’s expectations. Some employees will develop their career with one employer, while others require transferable skills. The organisation requires employees with the right skills to ensure and sustain competitive advantage (Gilley and England, 1989:48). 4.10 The Facts in the UK When organisations do not employ the resources to evaluate the benefit gained from training, the needs analysis is not completed. Therefore any benefit gained is not known to the organisation. A studying 1989 revealed that only 3 per cent of UK organisations reviewed any cost-benefit analysis of their training intervention (Deloitte et al(1989) cited in Santos and Stuart 2003). This approach within the UK has barely changed in fifty years. Evaluation of training intervention does not receive the consideration that accepted opinion demands; it is not an important factor in determining the allocation of resources to training. The important factor within an organisation is the focus of HR on the training and development needs, so they are focused on the learning needs of theorganisation.UK organisations fail when assessing the effect of training, to both the individual and the organisation (Sloman 2004). A survey from the CIPD of 1,180 HR professionals agreed that the role of the HR department requires change to move forward. Mike Emmett, head of employee relations at the CIPD agreed with the survey stating â€Å"Theory community has internalised the message that it needs to spend less time on administration and operational issues and more time on business strategy and adding valueâ€Å" The role that HR has adopted in the Appears to follow on from the role of the personnel department. For Hardtop be successful the HR department should hold a strategic position within the organisation (Mike Emmett cited in Zneimer and Merriden 2004:38). The trend in the UK o