Opportunities and Challenges of Having Access to a Broader Workforce Essay Example for Free

Opportunities and Challenges of Having Access to a Broader Workforce Essay Question: a) Discuss the opportunities and challenges of having access to a broader workforce. Answer: The Workforce is the total number of a countrys population employed in the armed forces and civilian jobs, plus those unemployed people who are actually seeking paying work. In other words, workforce also refers to Total number of employee (usually excluding the management) on an employers payroll. It may also mean all those that are available for work. Workers may be unionized, whereby the union conducts negotiations regarding pay and conditions of employment. In the event of industrial unrest, unions provide a coordinating role in organizing ballots of the workforce, and strike action. As the world becomes globalize, the workforce in industries/companies become diversifies. The broader workforce make up from employees that come from different age groups, race, beliefs, gender etc. Opportunities Provide training on core competencies Devise training is needed to address the needs of different levels of workers, including training directed at entry-level and less skilled staff, workers with degrees not directly relevant to afterschool, and workers pursuing credentials. We cannot afford to ignore the workers who stay only a short time or work part-time, because they make up too large a portion of our workforce. They need some minimum level of knowledge in the core competencies required to work in afterschool programs. Moreover, providing training and supporting pursuit of a credential is an excellent way to foster an attachment to the field. Expand Quality training and professional development opportunities Quality training and professional development opportunities are needed to be expanded for all workers, including encouraging programs to give workers paid time off to attend training. Another need is for approaches such as distance learning to increase access to training in rural areas. We also should establish a core group of high quality, recognized, and approved trainers and promote ways to share the knowledge of experienced afterschool staff, for example, through mentoring younger staff. Provide afterschool/youth work content in higher education curricula We need to work with institutions of higher education to provide more course work relevant to youth work and afterschool that could be accessed by workers and students pursuing credentials or a degree. We also need to work with these institutions to address the needs of the adult learners in our workforce who would be candidates for these courses. Advocate for funding for training and professional development Policymakers at all levels need to provide more funding specifically for training and professional development for afterschool staff through supports such as scholarships and loan forgiveness. In advocating for such funding, the afterschool field needs to highlight the connection between positive outcomes for children and youth in afterschool—a goal endorsed by policymakers—and the qualifications of the staff that provide afterschool services. Provide human resources staff with the training and resources they need to recruit and hire Although the focus of this project and resulting report is on the current afterschool workforce, it’s difficult not to consider the need for effective recruiting and hiring techniques in afterschool programs. A program’s workforce begins with, and its success reflects, the recruiting and hiring of employees who are adequately matched to a program’s core competencies and needs. Challenges Developing specific strategies for reaching the target populations There are people 18- 59 years old in the population who are all needed in the workplace and who need the education/training to take advantage of the opportunity it provides. The challenge is to develop marketing campaigns and services that focus on each of these groups, their specific education/training needs, and their need for user friendly access, delivery, and support systems. Further, there are significant shifts in the gender, ethnicity, and work experience within these populations. Studying these shifts identifies targeted opportunities for increased participation and support. The lack of clear, systemic, and complete information continues to be one of the major barriers to these populations. Several recent studies suggest the lack of useful labor market information contribute to the lack of participation. Developing a series of strategic alliances with business/industrial associations, professional associations, and assessment organizations Education curriculum and competency standards are no longer within the sole domain of the academy. Such areas as education content, achievement, and application are all reflections of constant evolutions in the world external to higher education. It is no longer possible for free standing independent education and training organizations to unilaterally maintain currency with the rapidly changing demands of the new economy. Curriculum is no longer fixed, singular, or limited in scope. Competency standards are evolving at increasing rates as are the related assessments. Further, the expansion of multiple employer related delivery options as well as the growth in industry recognized credentials suggest the need for formal alliances with external partners. Employer Associations Three fundamental shifts have shaken the employer world: 1) the rapid changes in technology and productivity and the resulting impact on workforce skills, 2)the dramatic shift in demographics with the loss of skilled workers and the lack of skilled entrants, and 3) the difficulty identifying effective educational ‘pipelines’ for skilled applicants. Both employers and educators are looking to industrial associations as partners in developing the definition of new skills and competencies, the related curriculum, the required assessments and, the resulting credentials. The move towards alignment (tuning) is increasingly dependent on association partnerships. Effective associations will have systems of continuous improvement that will ensure alignment between their education and training partners as well as their employer membership. This communication system opens up the pipeline for skilled workers and provides a communication system for internships, work based learning, and ultimate support for placement of graduates within the industry. The primary purpose of these alliances is to ensure both the continuous alignment and portability of academic content and outcomes with the constantly changing expectations of both the employer and academic world. Industry Recognized Certifications (IRC) Opportunities for more formal alliances occur with associations that sponsor formal industry certifications. These offer industry recognition of credentials and their accompanying competencies. They offer the individual portability of their recognized credentials and the institution a means of aligning curriculum, competencies, and assessments. An exceptional opportunity exists in providing academic credit to students enrolled in programs resulting in industry recognized certifications. Students engaged in technical training would be more inclined to stay in a program if they receive industry recognized credentials as well as specific credits toward academic or technical Associate degrees. This creates a unique prospect to engage students in seamless system of lifelong continuous learning. The prospects for long term strategic alliances with industry associations are enormous and offer great marketing benefits. Alliances with Professional and International Organizations Forming strategic alliances with professional organizations and accreditors ensures both alignment of curricula and outcome standards as well as ensuring the portability of the credits and credentials. These alliances are becoming increasingly recognized as significant pipelines for qualified professional applicants and they offer exceptional marketing opportunities to both student applicants and industry. Development of a ‘One Stop’ access to the new economy A ‘one stop centers’ is needed for individuals to: 1) get labor market information about high wage/high growth industries, 2) obtain available skill standards and/or IRC’s, 3) accredit their past training, education, and experience, 4) gain advice and counseling on entering post secondary education, 5) receive assistance with entrance to recognized academic and training programs, and, 6) get assistance with placement within the industry. The major problem with the labor market adjustment system in the United States is a completely bifurcated and user unfriendly information, counseling, advising, crediting, accessing, financing, and education/training system. Both the unemployed, re-entering adults and first time students are highly mobile learners who are looking for the access portal to the new economy. Stagnate outdated agencies, policies and systems are simply incapable of delivering such services. It is time to develop a new on-line system that would ensure all citizens ongoing and easy access to understandable and timely job matches, labor market information, and credentials needed for the new economy. All post secondary institutions have a unique opportunity to participate in the building of this broader set of services into a publically transparent system. Ability to offer, give a perception of and have the reputation of providing a ‘Guarantee’ This is the outgrowth of the need to close the loop between employers, students, and educators. The primary question is: does the institutions system of identified learning outcomes meet the academic and technical standards of the new economy and, then, does it ‘ensure’ that every graduate meets those standards? This means establishing standards, curriculum, and assessments that achieve these levels and ensuring that every graduate meets them. When substandard performance is recognized there is a system of remediation and ultimately the failure to graduate if the student simply cannot meet the institutional standards. Some would add that for any student hired which the employer believes does not meet the standard, the school would take them back and remediate them at no cost. While this would come with a cost, it is far more important to develop a reputation with employers for producing graduates that meet the industry standards for tomorrow’s economy. While this important for employers, it is imperative for students who want to be certain that the education/training they are engaged in will in fact prepare them for the new economy. Action on this challenge represents a fundamental shift away from the old system of ‘education opportunity’. For the future, it is about highly mobile students accessing a system that ‘ensures’ their achievement of the competencies required for the new economy. America’s exceptionally diverse post secondary education system has the capacity and commitment to implement this new relationship. (b) What extend Malaysia has benefited and also able to develop own Knowledge worker. The Malaysian labor force is generally educated. This is because youths who enter the labor market would have undergone at least 11 years of schooling. Furthermore, the proportion of labor force with secondary and tertiary education has risen over the years, making them easier to be trained and to learn new skills. Nonetheless, it has been argued that there is a shortage of skilled labor in Malaysia. This shortfall in skilled labor was believed to be one of the causes for the tightness in the Malaysian labor market during the 1980s and 1990s, alongside a mismatch between demand for and supply of labor. Malaysia’s response to this matter is one of the reasons for the nation’s focus on human capital development in recent years. Since the mid-1990s, Malaysia has entered into a phase where new emphasis and demand for high technology and knowledge-based industries were in place. A change in the Malaysian economic policies was, therefore, needed in order to maintain the nation’s competitiveness. Knowledge-based economy is defined as one that is â€Å"directly based on the production, distribution and use of knowledge and information†¦ towards growth in high technology investments, high-technology industries, more highly skilled labor and associated productivity gains†. Malaysia adopted this definition into its Knowledge-based Economy Master Plan, which defines a knowledge-based economy as â€Å"an economy where knowledge, creativity and innovation play an ever-increasing and important role in generating and sustaining growth†. The Master Plan was developed to provide a strategic framework outlining the required changes to the fundamentals of the Malaysian economy. Since the concept of a knowledge-based economy revolves around knowledge and information as the key contributors to economic growth and development, the move towards a knowledge-based economy is expected to provide Malaysia with the necessary competitiveness in order to achieve a developed nation status and meet the objectives of Vision 2020. Several reasons were given as to why Malaysia should move into the knowledge-based economy. First, the nation has lost its global competitiveness in attracting FDI when it fell from the 18th place in 1994 to the 29th spot in 2001, as reported the World Competitiveness Yearbook (IMD, various years). Related to this is the increasing competition for the country’s products from other developing countries, such as China, India, Vietnam and Indonesia that enjoy cheaper labor and more abundant resources. This is especially true in the case of China, where it has been reported that cheaper and equal quality goods from this new economic power, mainly in labor intensive textiles, would bring about stiff competition to Malaysia’s export goods in its domestic and international markets. Third, Malaysia’s economic policies have been affected by globalization and liberalization as barriers and protective walls that help sustain local industries are slowly removed and brought down. As a result, Malaysia, like all other developing economies will have to search for new products and services that are feasible in the emerging global market where the distinction between local and world markets is gradually disappearing. Such goods and services like aircraft, pharmaceuticals, ecommerce, tourism and educational services and ICT industries are common in the knowledge-based industries. Fourth, as Malaysia strives to become a developed nation by the year 2020, this would result in its current edge in producing goods and services for the global market, which hinges on low wages, to be eroded. This is because its cost levels would approach those of developed countries. To face this anticipated escalating labor cost, Malaysia needs to ensure higher value is added to its products in order for its industries to remain viable. Thus, for Malaysia to be competitive, it must produce goods and services to compete at comparable levels as those in developed countries. Again, such high value-added is generally provided by knowledge-based industries. Fifth, Malaysia needs to move into more profitable and wealth-generating stages of production. In other words, it has to make its manufacturing sector more profitable. To do so, Malaysian firms have little choice but to move into the pre- production stage (which includes product conceptualization, research and design, prototyping etc) and/or post-production stage (packaging, branding, marketing, retailing etc) of manufacturing, because there is less profit to be made from the core production process. These pre- and post-production stages also happen to be more knowledge-intensive compared to the existing core production process stage. Sixth, Malaysia needs to find new sources of growth in its economy as the old sources of growth have become less productive. A knowledge-based economy will provide some of these new sources of growth to enable Malaysia to sustain growth and dynamism. Finally, Malaysia needs to improve the contribution of the â€Å"total factor productivity† (TFP) in terms of improving the quality of workers, methods of doing things and other delivery activities (EPU, 2002: 5). To what extend do Malaysia able to develop own knowledge worker? Education: At the primary and secondary levels, some of the indicators for quality that tend to raise concerns have to do with the teaching profession, the curriculum, and the grading of schools. The most serious concern is that of teacher recruitment, salary, career path, work load and training. These concerns have discouraged many potentially good teachers from joining the profession. As regards the school curriculum, there are two sets of issues. The first has to do with content. The second set of issues deals with implementation of the curriculum, classroom size, expertise of teachers and courseware development. Overcrowding in urban schools can impede teaching and learning, including the effective delivery of the curriculum. At the tertiary level, concerns centre mainly on the issues of research, resources, faculty qualifications, and the quality of output. Some public institutions are not keen on being assessed and ranked by an external body. Consequently these institutions become less aw are of their weaknesses. This lack of awareness about their performance does not contribute to accountability. The public requires detailed information on the performance of various institutions in order to have confidence in them. In terms of the use of ICT, the largest provider for programmes in schools is the government, mainly the Ministry of Education (MOE). MIMOS, MDC and the private sector, including parent-teacher associations, are also involved. Some observations are made on the current trends and development of the ICT programmes in schools: ââ€" ª At this stage, ICT programmes at the school level are still heavily centered on infrastructure or procurement of hardware. Software (content development for courseware) and people ware (training) in the ICT programmes are more urgent. The hardware focus alone is inadequate to create the environment for e-education which can enhance teaching and learning and accommodate life-long learning. The software and people ware aspects that are necessary for e-education have to be considered and expanded. ââ€" ª There is a lack of co-ordination among the various agencies, namely MOE, MIMOS and MDC, in their supporting activities for the ICT programmes. Redundancy and wastage of resources can be avoided if there is better co-ordination. ââ€" ª In many schools, computers are often locked up in a special room or a lab, impeding their use for teaching and learning. The class time-table often does not include time for working or playing with computers. The costly equipment forces teachers in charge of the room to be cautious in allowing access, and this adds to the difficulty in utilizing the computers. ââ€" ª Most teachers have not had sufficient training to maximize the use of computers to enhance teaching and learning, and often merely impose traditional methods of drilling and rote learning using computers. This is mainly due to the emphasis on ICT literacy in teacher training programmes. ââ€" ª Due to the lack of a standard approach in the utilization of computers, student contact hours with computers cannot be established. ââ€" ª Teachers take charge of ICT centers in schools on a voluntary basis. Most of them do not have any formal training in ICT. There is often no technician who can assist the teachers with maintenance. Public higher education institutions, especially the universities, have been expanding their ICT programmes, especially over the past five years. Computer labs at the faculty level and computer centers for the university have been initiated and are in progress. ICT’s capacity to contribute to greater efficiency of work and resource management has not been fully exploited. E-mail facilities are not being maximized, and downloading lecture notes from the web or interacting with lecturers via e-mail or the web is still uncommon. The Internet is not being adequately accessed for lecture content. Another issue requiring attention is the need to develop quality private education. Private education in Malaysia is a relatively developed sector, particularly at the higher education level. As regards technical education, the system at the upper secondary level needs to address a number of issues: ââ€" ª Greater efforts should be made to improve hands-on skills among technical school students. The Technical Education Department has already introduced the contextual learning delivery system, which essentially recognizes that learning is a complex and multi-faceted process. Such learning goes far beyond theory, drill-oriented, stimulus and response teaching methodologies. It was introduced in Secondary Technical Schools in 1998 to help all students master higher-level academic and work skills. Instruction based on this strategy is being structured to help students apply their knowledge more effectively. ââ€" ª Greater efforts are required to improve the links between schools and industry. Currently the School Advisory Committees, established in all schools, comprise representatives from industries, higher education, Parent-Teacher Associations and Head Teachers who advise schools on curriculum and equipment. The Career Guidance, Industrial Liaison and Placement Unit in every school also provide career guidance and placement of students in industries. These should be further improved. B. Skills Training and Retraining Malaysia currently has several drawbacks with regards to the education and skills profile required for a K-based economy. It lacks an adequate pool of knowledge workers, sufficiently high enrolment in the sciences at tertiary levels, and a broad base of workers with minimum literacy, learning ability and skills. Educational reform takes time while the recruitment of foreign talent is merely a temporary measure. An effective response would be to train managers and workers to cope with the new demands of the K-based economy. Private and public sector managers need to be trained to reengineer their organizations into ‘learning organizations’ which can attract, retain and develop K-workers to make their organizations more competitive, service-oriented and efficient. To increase the quality and relevance of skills, greater autonomy and flexibility should be given to public sector training institutions to make them more responsive to the rapidly changing labor market requirements of a K-based economy. To minimize job dislocation resulting from the transition to the K-based economy, ‘bridging’ courses need to be organized for displaced workers, especially those who are old, uneducated, and un-trainable. The power of the Internet should also be harnessed to establish ‘net communities’ for citizens with special needs and interests to interact among them and with the government. For the economy as a whole, there is also a need for an efficient and speedy labor market information system to help ensure effective planning to meet the manpower demands of the K-based economy. This may require the establishment of a specialist study group, improved career counseling, and a directory of training institutions. In addition to providing basic education for all, in a K-based economy it is essential to stress Lifelong Learning and Education to help citizens cope with expanding knowledge and rapid change. The challenges of Lifelong Learning and Education in the context of the K-based economy include the following: 1. Producing a highly skilled, knowledge-rich workforce. 2. Reducing unemployment and re-skilling the workforce. 3. Addressing and adjusting to the needs of an aging society. C. Global Talent A world shortage of high level manpower is likely to increase the brain drain from Malaysia. While the high growth East Asian economies compete for Malaysian talent, particularly in ICT the more serious long-term competitors are the advanced K-based economies of the US and Europe which suffer serious shortages of ICT personnel. It is estimated that Europe and the US alone need two million more ICT workers by 2002. Recent changes to immigration laws enacted to attract foreign talent to the US have serious implications for Asia and for Malaysia’s efforts to retain domestic talent and attract foreign, particularly ICT talent. A Bill passed by US Congress in late 2000 allows US firms to recruit 600,000 foreigners, a third of them from India. The three-year programme takes effect from 2001. The US recruitment drive occurs in the context of a world-wide shortage of ICT talent, with Asian countries too unable to meet their domestic demand. Despite this the best and brightest Asians ( including Malaysians), are likely to be lured by better wages, work conditions, occupational mobility and the quality of life in the US and Europe. This ‘brain drain’ has already begun, with European and US recruiters scouring Asian universities for talent. This situation signals several dangers for Malaysia. Firstly, like the Asian countries, Malaysia too is likely to lose young graduates from local and foreign universities to firms in the US and Europe. Secondly, experienced Malaysians may also be recruited, with the Malaysian labor market serving as a ‘training ground’ for developed K-based economies. Thirdly, since the Asian shortage and US demand will deplete the international talent pool, Malaysia’s option of utilizing foreign talent will be limited. Foreigners who are recruited to work in Malaysia are also likely to treat Malaysia as a ‘training ground’ for eventual entry and settlement in the US and Europe. There are several ways Malaysia can cope with this situation: ââ€" ª One current advantage Malaysia has is that except for Singapore, other countries in the region including Hong Kong, Indonesia, Thailand, and China, all of which also have ambitious ICT plans, have not moved fast enough to recruit foreign talent. Moving quickly to simplify immigration rules and ease recruitment of foreign talent will give Malaysia a competitive edge in recruitment. ââ€" ª Secondly, of all countries in the region, Malaysia probably has the most balanced set of attractions in terms of wages, low costs, quality of life, stability and safety. This advantage should be exploited to the fullest. ââ€" ª Thirdly, Malaysia’s rich and tolerant multi-ethnic heritage makes it attractive to a wide spectrum of expatriates, whether Caucasians, Middle-Easterners, East Asians or South Asians. Unlike its competitors in the region, Malaysia can therefore alleviate the problem of the world-wide shortage by recr uiting from a wide variety of countries and labor markets. The government itself has made several clear efforts to recruit foreign talent. In 1995-98 the Returning Scientists Programme managed by the Ministry of Science attracted 93 overseas-based foreign and Malaysian scientists on short-term contracts to local institutions. But their high wages posed a financial strain and contributed to wage inequities vis-a-vis local scientists. Recognizing the need for talent, the Returning Scientists Programme was revived in early 2001, and the recent national Budget provided incentives to encourage Malaysian experts abroad ‘who have the required expertise’ to return and serve the nation. Income remitted within two years from the date of arrival will be exempted from income tax. Two cars registered in the country of origin for at least six months will also be exempted from import duty and sales tax, while the husbands/wives and children of Malaysian citizens will now be given PR status within six months of the date of arrival. Previously, husbands who were non-citizens were not entitled to PR status, while non-citizen wives could only apply for PR after five years residence in Malaysia. The programme took effect from 1 January 2001. Under this programme, six fields of expertise and skills have been identified, i.e. IT, Science and Technology, Industry, Finance and Accounting, Arts, and Medicine and Health.

Humour and Conflict in the scene in which Rita and Barbara Clash from Billy Liar :: Billy Liar Keith Waterhouse Plays Essays

Humour and Conflict in the scene in which Rita and Barbara Clash from Billy Liar Task: ‘Explain how both humour and conflict are created in the scene in which Rita and Barbara clash’ Billy liar is set in 1959, at the time of the teenage rebellion and the start of the swinging sixties. This is reflected in the play because there are still some ‘old Fashioned’ People around i.e. Barbara, which tells me that the ‘new age’ hasn’t affected some people yet. And there are also people like Liz who are really taking to the new style of living. Where the play is set and where the family live tells me that they are quite a ordinary, boring family, if they lived in the middle of the country I would perceive them as being quite adventurous, Billy wants to move out of this normal place because he is not normal, with his strange imagination and random unneeded lies. The furniture in the house is of dreadful taste and the rooms are very over done which tells me that Billy’s parents are not very imaginative which is a contrast of Billy. Billy likes to tell stories that sometimes he wishes were true like when he tells his dad Geoffrey that he had been offered a job in London, I think that this story is bringing up the part of his personality that makes him unable to face reality. He also makes up stories just for the sake of it. For example when he tells Barbara that he had a sister but she died but then covered it up by saying that his parents never talk about it. I think that Billy is a desperate teenager who just engaged to Barbara and Rita so that he could have sex with them and when he found out that Barbara wouldn’t have sex till they were married he tried to make her split up with him by telling her that he had been lying to her. He starts this conversation when he says â€Å"Barbara, I’m glad you asked me that question. About my sister.† I think that when Billy is with Liz he acts more truthfully and doesn’t seem to make stories when he’s with her or when he does she can make him come out with the truth. I know this because Liz says â€Å"(changing the subject) How’s everything with you? How’s the script-writing? How’s the book coming along?† then Billy replies â€Å"(enthusiastically.) Oh, I’ve finished it. It’s going to be published next Christmas. (She gives him a long, steady look.) I haven’t published it yet. The build up to the scene where Rita and Barbara clash starts ever

Motivation affects learning

IntroductionMotivating employees in an organization means helping them perform their work, compensating them for their labors, and solving problems that arise. Consequently, human resource management plays a central role in this especially since they are responsible for how people are treated in their own unique kind of organization. Effective managers are concerned about their employees.It has been revealed that by applying techniques to motivation and training, people will be inspired to examine the incentive and recognition programs. These programs can improve employees’ life. This way, proper reporting is done and the staff are not disillusioned. Managers provide reward programs promptly. It states that â€Å"When training is linked to a reward program, employees are motivated to absorb the content, and that translates it into improved performance. This paper looks into the different ways of motivation especially in the organizational aspects so that learning is facilitat ed and hastened.Gellerman (1992) defines motivation as the â€Å"art of helping people to focus their minds and energies on doing their work as effectively as possible.† The task is to motivate everyone, at all times, through every possible technique or approach available and apt for the situations. They need to enjoy themselves in the process. There are many questions that have to be answered, such as who are the people, what are their job tasks, how do they get paid, with whom do they work? Because of these varied and ever-changing elements in motivation, this is not a simple or easy task†.   The difficulty is that all people are different from one another in many ways; hence what might motivate one person does not necessarily work for another person – different strokes for different folks.Effects of Good Relations with EmployeesGood motivational techniques with the employees result in good service of the company because the employees feel good and satisfied and they deliver their service better than those who are not contented with their jobs.  By providing good human relations with the employees, they will be highly satisfied and they will be more productive.  The management that provides opportunities for the employees to grow and develop will be more successful as the employees will be challenged to do better.Employees can also feel their value when they are motivated accordingly and when they are given programs that would make them feel they deserve the job responsibility.  As a result, the workers will support the management more and in the end everybody benefits, the employees develop their potentials and gain high job satisfaction giving the management less problems and a higher productivity turnover, and in due course the business thrives. As part of your â€Å"welcome to our fastfoods business,† find out what their dreams  Ã‚   are, how they think that business should work for the customers, what they hate, and what they like. Ask how they have used technology in the past.The entrepreneur’s perception on subordinates will greatly affect decisions between the two dimensions they are going to emphasize. If they assume that their people are responsible and capable, there would be less control and leaders would put more reliance on their people. Otherwise there would be a large amount of control on their workers.   But more than the well-established organizational design and properly selected leadership style, Beer emphasized the importance of people because without the capabilities of these people, the goal of effective organization would be difficult to attain, or worse, would never be reached (Beer, Michael).Organizational behavior’s emphasis on people makes the management understand their employees more and make them committed in pursuing a common organizational goal of productivity and effectiveness. One of the strategies in building the performance of a worker is through motivation. People who are satisfied with their job are motivated to be more productive. In order for the manager to effectively motivate his employees, he must have knowledge on what determines their motivation.Again, under the principle of cause and effect, and the studies on the behavior of organization, an effective leader could formulate a motivation technique that would fit into the needs of the workers and encourage them to be more productive. Understanding what moves workers to work more productively would make the decision of the leaders in coming up with a motivational technique more acceptable to the workers and in turn would give favorable results for the whole organization.Businesses continue to succeed because of the value it places in their service and the clients.  However, without its human resources, no one will be able to deliver its service.  No technology can take the place of human resources.  The employees are the most important resource in any way.  H umans can adapt and improve, be taught and learn.  Technology will always be mere tools of humans, either using it to improve himself or to destroy himself.Good management see their employees grow in the company and as persons of their own rights.  They see them highly motivated to â€Å"achieve their goals, gain positive perspective, have that power to change, build self esteem and capacity, manage their own development and help others with theirs.† (Goleman, 2005) Moreover, they appreciate the value of building a climate of honesty, openness and trust; understand what they want from work so they can be aligned with each other in terms of expectations and aspirations; encouraging others  to do well and complimenting those who perform well and who work at best in an effective organization. (Goleman, 2005)Importance of Employee Motivation and TrainingPeople experience failure in one way or another. But if there is a positive consistency in one’s life (that is, if one consistently learns from his mistakes and mature through them to bring harmony and balance in his life), one can, for the most part, avoid repeating the same mistakes. Time is the vehicle that allows one to make course corrections, and time allows him to recover and improve. High achievers will see the future as an endless opportunity because of all they can learn and accomplish – rather than seeing doom and disaster because of missed opportunities and   â€Å"what might have been† in the past.Things are clarified and the process is checked if well understood. People are not left clueless about how things need to be done. Clearly, if the process is well understood, it stands a chance of being described and automated. A chain of reactions and influences causes a very fast ripple effect and things are controlled early on especially if it is in connection with rumor mills. But, whether it is rumors racing through the company at warp speed or a change in how people r elate to each other after reorganization, one cannot help but be conscious of the effect. What is important is that things are communication well to everyone (Cheese and Thomas 2003).Based on research on entrepreneurial and diversified businesses successful firms have competitive markets that have fast, high-quality, and widely supported strategic decision making processes.   Indeed, the remarkable success of high performance teams is not the result of luck. It is the predictable outcome of intense concentration on values, proper motivation and strategies on cultivating what the German writer Goethe called â€Å"the genius, power and magic† in ourselves.We have been burdening managers for years with an impossible task, telling them they ought to motivate others single-handedly, when the most a manager can do for others is to jump-start them – inspire them. Real motivation catches internally, after the mission is clear. Peak performers draw productivity from deeper re serves that are inexhaustible – from the sources of motivation. You can tell people to value excellence. You can insist that they increase their productivity. You can emphasize the need for changing their behavior. You can attempt to train people and motivate them to upgrade their job skills and increase their effectiveness. But until an individual makes a personal commitment to achieving peak performance or makes that internal decision to excel, nothing much will happen (McClelland, D. 1955).REFERENCESBeer, Michael. â€Å"Organizational Behavior and Development.† (n.d.) Retrieved Jan. 13, 2007 at

Decision Traps And Its Effects On Decision Making

Decision Traps Overconfidence Bias- Managers, while taking decisions, tend to take impulsive decision by thinking they actually know more than there is to be known. However, sometimes certain amount of delusional overconfidence is required to find hope in unsuccessful outcomes. Steve Jobs created a â€Å"reality distorted field† and everyone around him were influenced by it. Such over confidence led him to innovation. â€Å"It was dangerous to get caught in Steve’s distortion field, but it was what led him to actually be able to change reality† (Isaacson, Pg. 118). Hindsight bias- It is also known as â€Å"I-knew-it-all-along† effect has far reaching implication in decision-making. Hindsight bias is reported as the tendency among people to claim that they would have predicted the occurrence of an outcome with a higher probability by using their outcome knowledge or hindsight rather than by using foresight (without any prior information of the event). Anchoring- It is the tendency of an individual to rely heavily upon certain information and then tries to adjust to that value so that he or she can accommodate other influential and circumstantial factors. Framing- The framing effect can be observed in a person’s decision when he or she shows too much dependence upon how a set of options is described. Escalation of commitment- It is important to know when to stop a particular activity. Managers face queries regarding plant size, strategic moves, and requirement of additional investments.Show MoreRelatedThe Big Lie of Strategic Planning by: Roger Martin668 Words   |  3 Pagesevident that strategic planning is important when it comes to decision making for many marketing managers. The article The Big Lie of Strategic Planning by Roger Martin, suggests that choosing a strategy strictly based on a certain process â€Å"entails making decisions that explicitly cut off possibilities and option† (Martin, 2014). 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