Mentoring Programs For A Mentoring Program - 868 Words

In today’s volatile business world, it is vital for organizations to engage employees both intellectually and emotionally. Through mentoring, employees identify themselves as a vital part of the organization while creating a heightened level of ownership. Mentoring programs are of great value to any organization. In most cases, these programs are considered essential. By developing and implementing a mentoring program, the learning process for employees is accelerated. It is said that mentoring can â€Å"can accomplish things that training cannot† (Johnson). Though, developing a mentoring program is not an easy task, the benefits outweigh the challenges. A mentoring program will help alleviate high employee turnover and assist in building a pipeline of diverse employees. The development of a mentoring program begins by deciding on whether it should be a formal or informal program. On one hand, a formal mentoring program includes 1. Connection to a strategic business objective of the organization 2. Established goals 3. Measurable outcomes 4. Expert training and support 4. Direct organizational benefits and 5. Mentoring engagements lasting 9-12 months (â€Å"Business mentoring matters†, 2012). On the other hand, an informal mentoring program includes: 1. Unspecified goals 2. Unknown outcomes 3. Self-selection of mentors and mentees 4. No expert training or support 5. Long-term mentorship and 6. Indirect organizational benefits (â€Å"Business mentoring matters†, 2012). Therefore, basedShow MoreRelatedMentoring : A Integrated Mentoring Program1324 Words   |  6 PagesThe goal of mentoring in military organizations is to help junior personnel reach their full potential by having senior personnel help develop them, and pass on their prac tical expertise and professional knowledge to personnel who are committed to advancement and success (United States, 1995). A thriving mentoring program will enhance our overall professionalism and help meet the future needs of our organization. In my current job, I am charged with implementing a mentoring program where officersRead MoreMentoring For Mentoring Development Program1329 Words   |  6 Pageswe are intending to be established outside of South Carolina as the leader in mentoring solutions for all, we will be planning to extend our services globally. Our overall focus is mentoring! What is mentoring and why is it important? By understanding mentoring and why it’s important we will be able to formulate a mentoring methodology for our mentoring development program. This is important because, not only is mentoring important here in the United States, it’s equally important in other parts ofRead MoreThe Mentoring Program At Huntsville1509 Words   |  7 Pag es RAYBEN Mentoring Blueprint Introduction The RAYBEN Mentoring Program at Huntsville, AL is a tailored program that extends the ability to inspire career development and facilitate academic growth. The key objective is to enrich both the mentor and mentee through the exchange of personal experiences, wisdom, guidance, and understanding. The immediate expansion of knowledge, skill sets, networking opportunities, and personal growth are key components to be obtained by mentees. TheRead MoreDevelopment Of A Mentoring Program863 Words   |  4 Pagesemotionally. Through mentoring, employees identify themselves as a vital part of the organization while creating a heightened level of ownership. Mentoring programs are of great value to any company. In most cases, these programs are considered essential. By developing and implementing a mentoring program, the learning process for employees is accelerated. It is said that mentoring â€Å"can accomplish things that training cannot† (Johnson). Even though, developing a men toring program is not an easy taskRead MoreThe Impact Of Mentoring On Counseling Programs1673 Words   |  7 PagesThe Impact of Mentoring on Counselors There are many different facets to counseling training programs. One of the most interesting parts of this program is mentoring. This overview of mentorship will incorporate what mentorship is, the function of the relationship during mentorship, and different roles of mentee and mentors. Additionally to that, this overview will examine how mentorship is handle in counseling programs, and when proper mentorship is given to mentee, it can lead further futureRead MoreGuide Plan for a Mentoring Program952 Words   |  4 PagesProper Guide Plan on Mentoring Program Abstract In this paper, an outline of a mentoring program is given which is addressing the issues related to Computer House, a computer retailer and service provider. The various different players associated with the firm are highlighted as well as how this mentoring program is supposed to help them. Also, key details regarding the program which includes its structuring, finances and other information are also addressed in some detail. Responding toRead MoreInvestigation Of Mentoring And Induction Program908 Words   |  4 Pagesshortage, retaining teachers, mentoring/induction in relationship to teacher job satisfaction. Darling-Hammond (2003) revealed that research shows that novice teachers usually leave after five years of teaching. The goal is to make educators understand the need for mentoring/induction program in the southern school system. Purpose of the Study The purpose of study is make sure education departments has research based data to guide the aim of mentoring/induction programs to help keep teachers inRead MoreParaprofessional Orientation And Mentoring Program Essay855 Words   |  4 PagesParaprofessional Orientation Mentoring What is currently in place? Currently, there is no paraprofessional orientation or mentoring program at the MCIU. Recently, roles filled by paraprofessional including classroom aides, one to one assistances and job coaches were contracted out to a staffing agency. The hiring agency, Staffing Plus, is charged with providing induction and training to the contracted employees. While this is done in consultation with the MCIU, the quality of professional developmentRead MoreStop The Violence Mentoring Program1863 Words   |  8 PagesIntroduction Mentoring refers to a relationship whereby, an experienced person gives guidance, advice, and support to the less experienced. The Stop the Violence Mentoring Program is one that seeks help young people and to show them a more excellent way. Mission Statement: Stop The Violence Mentoring Program was established in June 2013. It was designed to help at risk youth to give them an alternative place to come and receive services in school and pair them mentors that will aid them in lifeRead MoreAn Evaluation Of A Teacher Mentoring Program968 Words   |  4 Pagesmethods. It is in the school’s best interest to sure that teachers are attending collaborative teaching seminars, webinars, or classes for their professional development hours. Then when they return to the school implementation of a teacher mentoring program so that they can see how collaborative teaching is applied in a classroom setting and they can also ask questions to their mentor if they need advice. This would foster a lines of communication so that teachers can discuss among one another on

Psy 270 Appendix G Free Essays

University of Phoenix Material Appendix G The DSM-IV The DSM-IV is an important tool for clinicians. It provides a standard for diagnoses to be standardized across psychology; however, the DSM-IV is not as precise for diagnosing personality disorders as some psychologists would like. Give an example of each of the following problems identified in your readings and explain how these problems could negatively affect a diagnosis. We will write a custom essay sample on Psy 270 Appendix G or any similar topic only for you Order Now 1. Some criteria used for reaching a diagnosis cannot be observed directly. When it comes to diagnosing patients it can be different to gather all the criteria needed during observations. Sitting face to face with a patient and getting their view on the subject is not the same thing as experiencing or watching the problem unfold first hand as something you observe outside of a study room. Because we are not able to see the problem as it unfolds first hand we are not able to receive all the accurate information, and when a client recounts the events he or she could always leave something out that would be important in the diagnoses. These cases can lead to misdiagnosing and possible worsening of the problem. An example would be how difficult it is to diagnose autism and how many children have been misdiagnoses for this very reason. 2. Personality disorders can be similar to each other. Personality disorders can be very similar to each other with their symptoms making it hard to properly diagnose personality disorders in a onetime face to face discussion. Misdiagnoses are even more likely to occur is the information is not coming from the patient first hand and is instead coming from a parent and another third party 3. People with different personalities can be given the same diagnosis People with different personalities can be given the same diagnosis if it is a general diagnoses. This occurs because individuals with differing personalities can have the same symptoms but handle them differently because they are different people. For example a narcissist could easily be diagnoses with OCD. 4. Do you think that personality disorders are true mental illnesses? Why or why not? I do think that personality disorders are true mental illnesses. Trying to talk to or be with around someone who has narcissist personality can you see for yourself that you aren’t just dealing with someone who is selfish and rude it is much more than that. And furthermore, if it wasn’t psychologist would have been able to prove that by now. How to cite Psy 270 Appendix G, Essay examples

Methods of Offer and Acceptance-Free-Samples-Myassignmenthelp.com

Question: You are required to advise Peter as to whether or not he is contractually bound to Emma or Andy. Identify all the issues. Answer: Assessment: Issue: Considering the details of the case study, the main issue that has been cropped up in this case is to determine the fact whether any valid contract has been made in between Emma and Peter or not. Rules: In Ireland, both common law and statutory law govern Contract law. In general, contract is an agreement bound by law. Four essential elements make a contract valid of which offer and acceptance plays an essential role (Stone and Devenney 2017). All the essentials of the contract are universal in nature and they should be applied in all countries. Therefore, in the contents of Ireland, a contract must comply with all the essentials. The doctrine of offer and acceptance is based on the principle of meeting the minds. In offer, the offer maker creates an offer regarding something that he wants to sell in lieu of certain considerations. According to Treitel, the offer maker wants to be bound on the terms of the offer (Hough and Kuhnel-Fitchen 2014). However, the expression of offer can be of different types like letter, advertisement or other methods. However, when the offeree will accept the terms of the offer and communicate with the offferor, it will be stated that the offer has been accepted and contract has been made. In case of Smith v Hughes, the court has emphasized the reasonable value of the parties regarding the contractual terms. However, the offer must be definite and complete. Therefore, the principle of invitation to treat is not come under the purview of legal offer. It has been observed by the court in case of Harvey v Facey [1893] A.C. 552 that if the offer maker has not decided to sell something yet and just make certain wishes regarding the same, it will be considered as invitation to treat and not offer. In Hillas and Co Ltd v Arcos Ltd [1932]UKHL 2, it has been observed by the court that if the terms of the court has not been clearly mentioned by the parties, it will not be considered as valid offer. However, in Fisher v Bell [1961] 1 Q.B. 394, it has been held by the court that mere advertisement does not come under the definition of offer. However, if all the details of the product has been mentioned in the advertisement, it can be treated as an offer to sale (Keating v Horwood 1926 135 L.T. 29). After an offer has been made successfully, the process of acceptance comes into the light. If the person to whom the offer has been made accepts all the terms and conditions of the offer maker, it will be treated as valid acceptance, though there are certain rules regarding the acceptance too. According to the general principle, an offer can be validly accepted only when it is directly communicated with the offer maker. This principle has been established in the case of Felthouse v Bindley [1862] EWHC J35 where the court observed that mere acceptance could not be treated as a valid form of acceptance. However, there are certain exceptions to this common rule of direct communication. In certain circumstances, it can be observed that the parties are residing in different places and direct communication is not possible. According to the law of contract, an offer can be accepted by the parties through internet, telephone or by applying the postal rule. In Adams v Lindsell (1818) 1 B Ald 681, the court has rightly been observed that postal rule of acceptance is a valid rule of acceptance and an offer should be treated as accepted as soon as the person post the letter of acceptance. It has been mentioned that the letter should not come into the knowledge of the offer maker. The offer will be accepted when the letter has been posted. This rule is termed as the postal rule. However, there are certain limitations in case of postal rule such as it does not apply in case of email and fax. In Brinkibon v Stahag Stahl mbH [1983] 2 AC 34 (HL), it has been decided that by the court that in case of email or fax, the offer will be considered as accepted if the message has entered in the mailbox of the offer maker. It has also been mentioned by the court that if any acceptance has been made through fax, the same should be made within the official hour and not after that. The person who has accepted the offer can make a counter offer to the original offer maker and in this case, the value of the previous offer becomes dead. In Swan v Miller [1919]1 IR 15, it has been observed by the court that if an offer has been ended by counter offer, no parties can take the plea of valid contract on the basis of previous offer. Application: In this case, it has been observed that Peter has decided to sell his car and made an advertisement in the newspaper regarding the car and mentioned the condition and price of the car. In the mean time, Emma has read the advertisement, approached to Peter, and claimed to buy the car in a new price. Two issues are there to decide. First, whether the advertisement is an offer or not and secondly, whether there is a valid counter offer made or not. According to the case of Fisher v Bell, it can be stated that the nature of the advertisement is invitation to treat and not an offer. Further, when the new price claimed by Emma, the old price of the car offered by Peter has been revoked automatically and a new offer has been created by the counter offer. It has further been observed that when Peter has accepted the claimed price of the car, Emma did not deny it. She talked to her husband and tried to reach Peter through making calls on his number and even left a message in the answering machine but in vain to reach to him positively. She has made the message at 7.30 pm and the validity of the message was continued till next day at 9 am. According to the case of Brinkibon v Stahag Stahl mbH, it can be stated that the message should reach at the message box of the offer maker. It is not required that the message should have to come into the knowledge of the offer maker. Therefore, it can be stated that Emma has accepted the offer as soon as her message has reached at the message box of Peter. Further it can be stated that the problem in between Peter and Emma is based on the principle of offer and acceptance. Here, it has been observed that Peter has accepted the counter offer made by Emma and the acceptance of Emma has successfully re ached at the message box of Peter. Hence, it can be stated that valid contract has been made in between Peter and Emma. Twist has been occurred when Peter has sold the car to another car dealer in a new price by breaching the contract that has been made with Emma earlier to that. Therefore, Emma can claim for compensation as Peter has breached the contract. Conclusion: Valid contract has been made in between Emma and Peter before the car has been sold to Andy, the car dealer. The contract is based on the counter offer and not on the previous offer made by Peter through advertisement References: Adams v Lindsell (1818) 1 B Ald 681 Brinkibon v Stahag Stahl mbH [1983] 2 AC 34 (HL) Felthouse v Bindley [1862] EWHC J35 Fisher v Bell [1961] 1 Q.B. 394 Harvey v Facey [1893] A.C. 552 Hillas and Co Ltd v Arcos Ltd [1932]UKHL 2 Hough, T. and Kuhnel-Fitchen, K., 2014. Offer and Acceptance. InOptimize Contract Law(pp. 23-50). Routledge. Keating v Horwood 1926 135 L.T. 29 Stone, R. and Devenney, J., 2017.The modern law of contract. Routledge. Swan v Miller [1919]1 IR 1

Kite Runner Redemption free essay sample

In a lifetime, everyone will face personal battles and guilt, some large and some small. Such as guilt over sneaking out, not doing homework, or telling your parents a little white lie. People find peace of mind through redeeming themselves, in other words, we do something that makes up for the cause of guilt. Khaled Hosseinis novel The Kite Runner revolves around betrayal and redemption. Redemption is the act of saying or being saved from sin, error or evil, which the main character Amir seems to need the most. Amir lives with the guilt he has built up over the years because of one incident from his childhood. Amirs fathers words still echo through his head A boy who wont stand up for himself becomes a man who cant stand up to anything. (The Kite Runner pg. 24) Although Amir destroyed the lives of many people, and he has had more than one opportunity to redeem himself of his guilt, he is not the selfish little boy he once was. We will write a custom essay sample on Kite Runner Redemption or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Amirs selfish ways were a result of the lack of his fathers affection in his life. As a young boy, he was forced to deal with his fathers disinterest in him, which made him incredibly jealous of Hassan. Amir could not understand at the time, why his father adored his servants son more than his own son. As the tension increases between Amir and Hassan, Amir can no longer stand to see Hassan everyday because of what Amir had not stopped and he could not bare seeing his father showing Hassan love and not him. Hassan and his father are forced to leave their home after Amir places his watch under Hassans pillow and accuses him of stealing it. Hassan did not even deny the accusations because he had figured out what Amir was doing. Hassan knew. He knew I had betrayed him and yet he was rescuing me once again, maybe for the last time. (pg. 111) Even after the alleged theft of the watch, Amirs father is willing Tarabochia Pg. 2 too forgive Hassan, which stunned Amir, and made him see that the love his father has for Hassan is greater than he imagined. Amir did not just ruin Hassans life; he also ruined the lives of many people with his decisions after the incident in the alley. Baba lost a chance to watch his son, Hassan, grow up and also lost the chance to bring him to America so he could start a new life. Sohrab lost both his parents to war because they were still living in Afghanistan, lost his childhood to war, and tried to commit suicide as a result of Amir going back on his promise to keep him safe from orphanages. Soraya lost her right to the truth when Amir kept his past a secret even though she opened up to him about hers. It is one thing to destroy your own life with guilt, but it is a completely different issue when you destroy the lives of others. Before Amir can go on the road to redemption, Amir must realize that he cant go back and change what he has done as a child, and he must find inner peace. Although if it was not for Amirs actions as a child, Sohrab never would have needed to be saved in the first place but by saving Sohrab, the last piece of Hassans life, does make a difference. From the moment he chose to turn his back on Hassan, there were many chances where Theres a way to be good again (pg. 238) for all his wrongdoings, but he chose not to take any of these. Sohrab was his last and only chance for redemption. I have a wife in America, a home, a career and a family. But how could I pack up and go back home when my actions may have cost Hassan a chance at those very same things? And what Rahim Khan revealed to me changed things. Made me see how my entire life, long before the winter of 1975, dating back to when that singing Hazara woman was still nursing me, had been a cycle of lies betrayals and secrets. (pg. 238)Amir admits that he cost Hassan a chance at a good life and that he had many opportunities to change the outcome of Hassans life. But at this moment he realized he could lose everything he has built in America, but for the first time in his life, Amir did not care about only himself, he came to terms with what he had done, and he was ready to redeem himself at any cost. Tarabochia Pg. 3 Amir finally became the man who stood up for himself and his sins. Throughout his childhood, Amir looked for his fathers affection and he never could get it. His father had said Im telling you, Rahim, there is something missing in that boy. (pg. 24) Amirs father would have been proud of him at this very moment because that was all he had wanted from him. The guilt that was built over the years was finally put to rest at the safety of Sohrab. In Afghanistan when Amir stood up for Sohrab and Assef aggressively beat him up, Amir had said My body was broken just how badly I wouldnt find out until late rbut I felt healed. Healed at last. I laughed. (pg. 289) which showed Amir had come to terms with what he had done as a child and was finally felt relieved. Although he was getting beat up, it did not matter anymore, he just wished he had stood up to Assef years ago, and maybe he would have earned his redemption in that alley.

The Title of this essay is Pubic Lice. It explains the causes of it, its effects, and different studies about this STD.

The Title of this essay is Pubic Lice. It explains the causes of it, its effects, and different studies about this STD. Every year, millions of people treat themselves for pubic lice. Pubic Lice is an STD caused by a small, light brown, flat, wingless insect called Phthirus pubis. It looks like a crab and so the STD is also called "crabs" or "cooties". This is because the insect has claws like a crab, which it uses to hold on to the pubic hair. The insect likes to feed on blood. Pubic lice occur when adult lice lay eggs, called nits, on the hair shaft close to the skin. The egg, which is white and shiny, requires 7 to 10 days to hatch. A typical infestation is by less than a dozen lice.The main symptom of pubic lice is slight to severe itching. The itching is thought to be caused by an allergy to the bite of the louse. You may not always have itching. There may also be tiny dark brown spots on the skin or undergarments where they come in contact with the affected area.English: Pubic lice in abdomenSmall red bumps in the pubic area may also appear.There is an estimated 3 million new cases a year in the United States. Anyone can get it because it can be picked up from material things such as towels, washcloths, clothes, pillows, bed sheets, etc that the infected person comes in contact with. But, sexual contact is the most common way to get it so all those who are sexually active are at a much higher risk.Lice may be treated easily with special creams, lotions or shampoos, which are available at a drugstore. Ask the pharmacist for help, and then follow the directions carefully. If you don't treat lice, you may get a skin infection that will require a visit to a doctor and you might transmit pubic lice to sexual...

3 More Cases of Misplaced Modifiers

3 More Cases of Misplaced Modifiers 3 More Cases of Misplaced Modifiers 3 More Cases of Misplaced Modifiers By Mark Nichol When sentence elements that provide additional, nonessential information are not positioned in proximity to the word or phrase they directly pertain to, the sentence is often awkward at best and confusing at worst. Each example below demonstrates how misplacing a reference to a year or a point in time may muddle the meaning of a sentence; discussion and revision provide a solution to each problem. 1. He was a part of the first lineup in team history to make the playoffs in 1978. The sentence reads nonsensically as if the lineup was the first to get to the playoffs in a particular year, but the point is that it was the first to do so in the team’s history; the year of the achievement is identified as an afterthought. To avoid the implication that the particular year is integral to the achievement rather than incidental to it, the year should be set off from the keyword playoffs, and the best place for the phrase â€Å"in 1978† is at the head of the sentence: â€Å"In 1978, he was a part of the first lineup in team history to make the playoffs.† 2. It became a second home for Jones in 1995, whose mother died from cancer that same year. The adjective/noun phrase whose mother is associated with Jones, so the two sentence elements should be adjacent and not interrupted. As with the previous example, relocate â€Å"in 1995† as an introductory phrase: â€Å"In 1995, it became a second home for Jones, whose mother died from cancer that same year.† 3. A quick search of the vehicle revealed thirty bottles of hard liquor, a case of hard lemonade, a jar of marijuana, and a pile of prescription drugs in one girl’s purse, police said. This sentence implies that all the items were found in the (necessarily massive) purse, but the intended meaning is clear when the modifying phrase â€Å"in one girl’s purse† is located parenthetically before the final item in the list to specify that that is the only item found in the purse: â€Å"A quick search of the vehicle revealed thirty bottles of hard liquor, a case of hard lemonade, a jar of marijuana, and, in one girl’s purse, a pile of prescription drugs, police said.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Is She a "Lady" or a "Woman"?Hang, Hung, HangedWood vs. Wooden

Business Plan Essay Example | Topics and Well Written Essays - 4500 words - 1

Business Plan - Essay Example Modern concept of marketing is different from the traditional concept. According to modern view, marketing consists of sensing, stimulating, servicing and satisfying the needs and wants of present and potential customers in more effective and efficient manner than its competitors. The modern concept of marketing holds that the key task of organization is to determine the needs wants and values of the customers and to adopt the organization to delivering the desired satisfaction more effectively and efficiently than its competitors. There are two key elements in this concept. (b) Integrating the marking planning and control with those of other departments (like manufacturing, finance purchase, inventory control, personnel research and development) keeping in view the ultimate goal of customers’ satisfaction. It may be noted that the customers expect satisfaction not only in terms of genuine and wholesome products and services but also several other considerations such as prompt and regular supply of production/services reasonable price, availability of efficient after sales service and so on. â€Å"Marketing management is the analysis, planning, implementation and control of programmes designed to create, build maintain mutually beneficial exchanges and relationship with target markets for the purpose of achieving organizational goals.† 3M Company Learning System is a new generation of microcomputer-aided education device that uses an innovative dot matrix coding technology to combine traditional paper book with microprocessor technology for electronic publishing. The system consists of textbooks printed with dot matrix codes as light background and/or as small icons inserted between texts, an electronic pen with optical sensor, a hand-held device with microprocessor, and a flash memory card stored with digital audio contents of paper textbooks. The dot matrix coding system and the speech processing and comparison was first-time innovation that

Principles of War, Clausewitz and Jomini Essay Example | Topics and Well Written Essays - 750 words

Principles of War, Clausewitz and Jomini - Essay Example It is worth noting that Clausewitz work very dialectically constructed; continuously, Clausewitz follows his declarations with sound arguments, which are intended to strengthen the principle being advanced (Clausewitz 1976). Clausewitz work presents warfare as an act of politics and emphasizes on the element of war as being more an economic, a psychological, and a political contest. Therefore, in terms of strategy, Clausewitz work and theories is more relevant compared to the theories by Jomini. Clausewitz works advances arguments mostly for the superiority of using defense. A clearer element of Clausewitz work is its exploration of the use of popular and partisan opinion. Therefore, the contrasting aspect of these two war theorists is that, for Jomini, his work was concerned more about maneuver, a war-fighting function widely used in the 19th century battlefields. On the other hand, Clausewitz work was in its outlook, strategic and mainly focused on the art of war. In short, the elements of Jomini’s work were offensive and maneuver kind of war, whereas the elements of Clausewitz work was characterized mostly by chance, violence, and reasons as the key elements. These theorists of war each emphasized certain warfare principles. We first look the principles advanced by Jomini. First, we must realize that the warfare principles advanced by Jomini, now referred to as Jominian principles were mostly designed for wars that were fought earlier under very different views about wars and circumstances. One of the principles of war that Jomini emphasized was the â€Å"line of operation.† According to him, this was an essential warfare principle, which he categorized as topographical barriers, i.e., natural lines of operation. He referred to this as the strategic choices and territorial lines, i.e., how and where to fight. He referred to this as â€Å"maneuver lines.† In addition, Jominian principles of warfare were mostly centered upon the key argument that an effective and successfully war had to adhere to strategy controlled by several consistent principles (Jomini 2008). These principles focused more on the massing of forces, the off ensive, and attacking an enemy force that is weaker at a very decisive point. In comparison to Clausewitz, Jomini looked at war in terms of clarity and simplicity. He viewed war in heroic and personal terms. Clausewitz considered warfare to be a complex, tragic affair that is always under the threat of escaping human control. Clausewitz viewed the war subject in a manner consistent with the eighteenth century Romanticism. The main principle of war that Clausewitz work advanced was that the art of decision-making and war defied the habit

Effective Employee Selection and Its Importance Essay Example for Free

Effective Employee Selection and Its Importance Essay One of the most important decisions comes when having to select an employee to fill a job vacancy. In the current labor market, highly qualified applicants are scarce and, among the existent ones, it is hard to spot the ideal candidate. Sometimes it is so urgent that a position be filled, that a person may win the job by default, or sloppy selection criteria may be applied. A quick fix may ease workload for a while, but it might prove lethal for the business viability itself in the long run. Therefore, a larger attention in the selection process can provide the business with employees who will finally produce the desired results. The analysis of the employee selection process is a fairly new practice. During the 70s, any systematic attempt to sort out skills was often unpopular (Lee, 50). This began to change during the 80s and into the 90s, when an estimated 80% to 90% of companies used pre-employment testing (Brindow and Spencer, 80). As Chris Lee states, we are returning to a focus on individual competence [†¦] objective standards are coming back in both education and employment (Lee, 49). Another survey by researchers Randall, Cooke and Smith established that 95% of employers who tried testing for screening sales candidates were still using it (Randall, 53). All the data shows the inclination of the modern businesses to highly stress on everything that will maximize the effectiveness of employee selection and, consequently, employee performance. Processing an applicant for a job normally entails a series of steps, which are determined by the size of the organization, the types of jobs to be filled or the number of people to be hired. The selection stage should be backed up by an effective recruitment process, which greatly depends on job analysis and job description. Job analysis is a process to identify and determine in detail the particular job duties and requirements and the relative importance of these duties for a given job. Job Analysis is a process where judgements are made about data collected on a job (HR Guide). Its purpose is to establish and document the job relatedness of employment procedures such as recruitment, selection, training, compensation and performance appraisal through its product, the job description. During the selection process, the job description is used in creating an accurate  advertisement for the job and attracts the proper candidates, that is, the persons that most probably will fit for the specific job. A realistic job preview, based on an accurate job description and specification (the qualifications demanded for the job), will help applicants understand what the job entails and make more informed decisions as to whether they want to apply for the job or not. According to Gregorio Billicopf of the University of California, selected applicants who understand both the positive and negative sides of a job, are most likely to stay and succeed. (Billicopf, 18). After the recruitment process has been concluded and the applicants have sent their resumes, the first step of the selection process should take place; screening the resumes. CVs provide basic information for use in the next step of the selection process and are used to screen out the unqualified applicants. For instance, if the position requires the ability to use a word processor, the resume provides a clear picture whether the person owns this ability or not. Resume screening is a standard procedure in most organizations during the selection process, despite their size, activity or culture. After the resume screen out, the remaining applicants will be invited for an interview, which is the most important step in the selection process. It supplements information obtained in other steps in the process to determine the suitability of an applicant for a specific opening. Organizations use several types of interviews. The structured interview is conducted using a predetermined outline that is based on the pre-mentioned job analysis, while unstructured interviews are not based on any outline, and use open ended questions. The structured interviews should be preferred over the unstructured ones, as the former helps the interviewer maintain control of the interview that all pertinent information on the applicant is covered systematically by also providing the same type of information on all interviewees. On the other hand, unstructured interviews may provide a more relaxed atmosphere, but they lack of systematic coverage of information and are very susceptible to the personal biases of the interviewer (Byars Rue, 141). Organizations use three additional types of interviewing  techniques to a limited extent; the stress interview, which puts the applicant under pressure while the interviewer adopts a hostile attitude toward the interviewee in order to detect who is highly emotional and who is not, the board or panel interview, in which two or more people conduct an interview with one applicant, and the group interview in which several applicants are questioned together. A successful interview requires training in the skills, techniques and requirements of successful interviewing. All these will include an effective preparation for the interview, such as scheduling a time and location for it, review of all paperwork of the applicant and the current position description and specification and making a list of interview questions that will help in collecting the information needed for the decision. When the applicant arrives, the interviewer should help him / her feel at ease by showing him / her polite and friendly attitude and let him / her know about the organization. During the interview, the answers the applicant will give will prove to be valuable source of information. Carefully selected open ended questions should be asked so that the answers given will help determine the suitability of the applicant to a particular position. Additionally, this will encourage the interviewees to supply more in depth information. But still, this should follow a specific and consistent outline in order to ensure a uniform method of questioning, which will be applied to all applicants. It is also important to allow silence for thinking and reflection by the applicant, so that he / she slowly reveals his / her basic competencies, which often determine the interviewees advantage over the rest of the applicants and affects the hiring decision. A basic competency is a knowledge, skill or behavior essential for one to function as an effective member of the specific organization and is an essential part of the selection criteria developed and reviewed before the interview questions are written (Univ. of Michigan, 38). Finally, it is important to record actual answers to questions as opposed to evaluative or conclusive comments. This will minimize subjectivity and biases, factors that may prove lethal during the hiring process, because the persons adopting them will most  probably end up with the wrong decision and an unsuitable new employee. Even though the interview will certainly tell a lot about the candidates qualifications, the only reliable way these qualifications can be measured are tests. The applicants can be tested before, during or after the interview. Tests can be classified as power versus speed tests, as well as written, oral or practical tests. They can measure knowledge, ability, skills, aptitude, attitude, honesty and personality (Billikopf, 20). Whatever the type of the test used, however, the integrity of test questions needs to be guarded. Many tests have undergone validation and reliability studies. The type of test to be used during the selection process depends on the size of the organization, its activity as well as the nature of the position that is to be filled. Aptitude tests measure a persons capacity or potential ability to learn and perform a job. Some of the more frequently used tests measure verbal ability, numerical ability, and perceptual speed, spatial and reasoning ability. Psychomotor tests measure a persons strength, dexterity and coordination. Job knowledge tests measure the job related knowledge possessed by a job applicant. Proficiency tests measure how well the applicant can do a sample of the work to be performed. The last ones are the most frequently used by employers worldwide, in all types of organizations. Other types of tests are interest tests, which are designed to determine how a persons interests compare with the interests of successful people in a specific job, personality tests which attempt to measure personality traits, polygraph tests with the use of the polygraph, a device that records physical changes in a persons body as he or she answers questions, and physical examinations (drug and AIDS testing or even genetic testing). The last ones are normally required only for the individual who is finally offered the job, and the job offer is often contingent on the individual passing the physical examination. The exam is given to determine not only whether the applicant is physically capable of performing the job but also his or her eligibility for group life, health and disability insurance (Byars, 143). Because of the expense, physical examinations are usually one of the last steps in the selection process. The final step in the selection process is choosing one individual for the job. There are usually more than one qualified persons, but if the previous steps in the selection process have been performed properly, the chances that a value judgment based on all the information gathered will be successful improve dramatically. Because people sometimes falsify their credentials and backgrounds, though, it is important to check references. Additionally, people sometimes interview well but have a record of not actually performing as well as they have led the interviewer to believe. Therefore, it is important to check out any areas in which there are doubts or uncertainties. Reference checks are also a form of insurance. The hour or two it takes to conduct a reference check is far less time than the time it will take to deal with performance, attitude or behavior problems (Univ. of Michigan, 36). The people that the responsible person for the selection has to contact are former supervisors, people whose names the candidate has given as work references to establish the working relationship, people that the employer knows personally who have worked with the candidate and people recommended by any of the above who are said to know the candidates work. However, some employers may hesitate to provide negative information about a former employee out of fear of lawsuits. Only people known and trusted can be relied on to give an accurate picture of a potential employee, and, even then, people have different perceptions and personalities, factors that must be considered when weighing employer references. After the evaluation process has been completed, the one most suitable applicant will finally be selected. Recruiting and selecting the right people for the organization is a challenge, and every situation is unique. Innovation, persistence and the ability to communicate the strengths of the business and the benefits of the positions offered, will attract high quality employees. Selecting among them will be hard, but if the selection process steps are implemented properly, the final decision will prove to be really beneficial to the organization. No matter who makes the final decision the human resource department, the manager of the department or even the owner of the firm -, this decision should be backed up by the correct procedure, otherwise the consequences  could be extremely costly, if not lethal. All managers should be trained on the selection process for the benefit of the organization. WORKS CITED Billikopf, Gregory. Labor Management in Agriculture: Cultivating Personnel Productivity. University of California. 2003. p. 2-5, 18-23. Brindow Peter, Spencer Leslie. When Quotas Replace Merit, Everybody Suffers. Forbes. Feb 1993. p. 80. Byars Lloyd, Rue Leslie. Human Resource Management. 8th edition. Mc Graw Hill. p. 141-144Job Analysis: An Overview. The HR Guide. Oct 2002. May 2006. http://www.job-analysis.net/G000.htmLee, Chris. Testing Makes a Comeback. Training Vol. 25. Dec 1988. p. 49-50. M-Pathways Employment Steering Committee Sub-Group Report. Conducting a Successful Employee Selection Process. University of Michigan. Apr 2001. p.20-35. Randall, James. A Successful Application Of The Assessment Center Concept To the Salesperson Selection Process. Journal of Personal Selling Sales Management. May 1985. p. 53.

Teens and Sex - Sexually Transmitted Diseases Essay -- Exploratory Ess

Sexually Transmitted Diseases   Ã‚  Ã‚   What are Sexually Transmitted Diseases (STD's)? How much do you know about STD's? Do you know how to protect yourself from STD's? The answer to these questions is that most people don't know, and if they do, it's very little. Sex has become a big issue in the 90's. Wherever a person looks, sex is advertised. What do you see when you turn on the television, daytime or night? Sex. What do you see when you go to the movies? Sex. In magazines? Sex. Even advertisements in the street revolve around sex. The one thing that is not emphasized is the dangers of sex. The danger of contracting a sexually transmitted disease. I'm sure that people know that AIDS is the most dangerous STD right now, but there are other diseases to watch out for. These other diseases which I will discuss, are bad and different in their own ways. When engaging in sex, every person should be educated about the dangers of sexually transmitted diseases, how to prevent STD's, and how to get treatment if a pe rson has an STD.    Talking about sex may not be a comfortable subject for everyone, but people should. Sex is not a game. When it comes down to getting an STD, there is no joke behind it. People have to realize that they are not the only ones in danger, the people they have sex with are also in danger. There are a couple ways people can prevent themselves from STD's. The first way is by practicing abstinence (not having sex). I am not saying people have to practice abstinence, but it is one of the ways. A second way is by the use of condoms, but only when used correctly. In an article titled, "1993 Sexually Transmitted Diseases Treatment Guidelines" from the Journal of School Health, it lists some recommendations of... ...meone is infected or not. People need to know their partner well, and if someone has, or thinks they have an STD, they should go get checked right away. They will be doing themselves a favor, and others. There are a lot if STD's out there, some more dangerous that others, some deadly like AIDS, so people should learn about them before they are lying in a hospital bed, or better yet getting buried, or burying someone they love.    Bibliography 1.) , "1993 Sexually Transmitted Diseases Treatment Guidelines," Journal of School Health, 1994, p. 156 - 159. 2.) Brodman, Michael; Kranz, Rachel; and Thacker, John. Straight Talk About Sexually Transmitted Diseases, Facts on File, Inc., 1993, p. 1 - 48. 3.) Willis, Judith. "Preventing STD's," FDA Consumer, 1993, p. 33 - 35. (For the first article, there was no author stated so that's why it is blank)

Hr Maxa

Training and Developing Employees Multiple Choice 1. _____ provides new employees with the basic background information required to perform their jobs satisfactorily. a. Employee recruitment b. Employee selection c. Employee orientation d. Employee development e. Training (c; easy; p. 268) 2. Orientation typically includes information on _____. a. employee benefits b. personnel policies c. daily routine d. safety measures e. all of the above (e; easy; p. 268) 3. The methods used to give new or present employees the skills they need to perform their jobs are called _____. a. orientation b. training c. development d. ppraisal e. management (b; easy; p. 270) 4. Employers use a(n) _____ to ensure that employees are working toward organizational goals. a. performance management process b. employee orientation program c. management by objectives program d. rewards program e. just-in-time system (a; moderate; p. 270)5. Which of the following has the highest influence on organizational effec tiveness? a. appraisal b. feedback c. training d. goal-setting e. technology (d; moderate; p. 270) 6. The first step in a training program is to _____. a. assess the program’s successes or failures b. present the program to a small test audience . design the program content d. conduct a needs analysis e. train the targeted group of employees (d; moderate; p. 270) 7. What is the second step in the training process? a. assess the program’s successes or failures b. present the program to a small test audience c. design the program content d. conduct a needs analysis e. train the targeted group of employees (c; moderate; p. 270) 8. The third step in the training process is to _____. a. assess the program’s successes or failures b. present the program to a small test audience c. design the program content d. conduct a needs analysis e. rain the targeted group of employees (b; moderate; p. 270) 9. The fourth step in the training process is to _____. a. assess the prog ram’s successes or failures b. present the program to a small test audience c. design the program content d. conduct a needs analysis e. train the targeted group of employees (e; moderate; p. 270) 10. What is the final step in the training process? a. assess the program’s successes or failures b. present the program to a small test audience c. design the program content d. conduct a needs analysis e. train the targeted group of employees (a; moderate; p. 270) 11.James is currently identifying the specific job performance skills needed, analyzing the skills of prospective trainees, and developing knowledge and performance objectives based on the deficiencies he finds. James is working on the _____ step in the training and development process. a. first b. second c. third d. fourth e. fifth (a; moderate; p. 270) 12. Which of the following is not a consideration when designing a training program that motivates the trainees? a. provide the opportunity to apply the material b. provide prompt feedback c. utilize a half or three-fourths day schedule d. pay the trainees for the time spent in training . allow trainees to set their own pace (d; moderate; p. 271) 13. Which of the following is recommended for training sessions to maximize learning? a. a full day b. a half-day c. one hour d. three hours e. two hours (b; moderate; p. 272) 14. If an employer fails to train an employee adequately and an employee subsequently does harm to a third party, the court could find the employer liable for ____. a. negligent hiring b. discrimination c. negligent trainingd. occupational fraud e. adverse action (c; moderate; p. 272) 15. Which of the following steps will not help employers protect themselves against charges of negligent training? . confirm employee claims of skill and experience b. provide extensive training c. evaluate the degree to which training lowers risks associated with job d. pay employees for time spent in training e. all of the above will help emplo yers protect themselves (d; difficult; p. 272) 16. Under which situation below, should an employer pay an employee for time spent in training? a. the training program is voluntary b. the training program is directly related to the trainee’s job c. the trainee does not perform any productive work during the program d. he training program is conducted outside working hours e. the training provides no immediate benefit to the employer (b; difficult; p. 273) 17. _____ is a detailed study of the job to determine what specific skills the job requires. a. Needs analysis b. Task analysis c. Performance analysis d. Training strategy e. Development planning (b; easy; p. 273) 18. Employers can supplement the job description and specification with a _____ that consolidates information regarding required tasks and skills in a format that is helpful for determining training requirements. a. erformance record form b. training assessment form c. task analysis record form d. skill sheet e. wo rk function analysis (c; moderate; p. 273) 19. A task analysis record form contains all of the following information except a. task list b. required skill set c. quality of performanced. employee name e. performance conditions (d; moderate; p. 273) 20. Employers can identify training needs for new employees by _____. a. reviewing job descriptions b. reviewing performance standards c. performing the job d. questioning current job holders e. all of the above (e; easy; p. 73) 21. The process of verifying that there is a performance deficiency and determining if such deficiency should be corrected through training or through some other means is called _____. a. needs analysis b. task analysis c. performance analysis d. training strategy e. development planning (c; moderate; p. 273) 22. The first step in a performance analysis is to _____. a. compare the person’s performance to ideal performance b. evaluate productivity per employee c. assess number of employee-related customer co mplaints d. evaluate supervisor performance reviews e. onduct tests of job knowledge (a; moderate; p. 273) 23. Sources of performance deficiencies in an employee may develop from a lack of _____. a. training b. supplies c. support systems d. rewards e. all of the above (e; moderate; p. 273) 24. _____ means having a person learn a job by actually doing it. a. Practice b. On-the-job training c. Socialization d. Social learning e. Modeling (b; easy; p. 275) 25. Which of the following training methods is the most popular? a. on-the-job training b. apprenticeship training c. informal learning d. job instruction training e. lectures (a; moderate; p. 275) 26.On-the-job training can be accomplished through the use of all of the following techniques except a. coaching b. programmed learning c. understudy d. job rotation e. special assignments (b; moderate; p. 275) 27. Rebekah was hired soon after graduation and assigned to complete a management trainee program. She will move to various jobs each month for a nine-month period of time. Her employer is utilizing the _____ form of training. a. job rotation b. understudy c. coaching d. special assignments e. informal learning (a; moderate; p. 275) 28. Jack hopes to be promoted to head of his department next year.In the meantime, he has been assigned to spend a year as assistant to the current department head. This is an example of the _____ form of training. a. job rotation b. job instruction c. coaching d. special assignments e. informal learning (c; moderate; p. 275) 29. Which of the following guidelines is intended to â€Å"Prepare the Learner† for success using on-the-job training? a. explain performance quality requirements b. go through the job at the normal work pace c. designate to whom the learner should go for help d. familiarize the worker with equipment, materials, and tools e. compliment good work (d; moderate; p. 276) 0. Which of the following guidelines is intended to â€Å"Present the Operation† when taking the steps for success using on-the-job training? a. put the learner at ease b. have the learner explain the steps as the trainer goes through the job at a slow pace c. explain the whole job d. create interest in the job e. compliment good work (b; moderate; p. 276) 31. The â€Å"Do a Tryout† step for success when using on-the-job training entails all of the following except _____. a. finding out what the learner already knows about this job b. having the learner go through the job several times while explaining each step c. unning the job at the normal pace d. having the learner do the job while gradually building up skill and speed e. correcting mistakes as the learner goes through the job (a; moderate; p. 276) 32. Which of the following is not part of the â€Å"Follow Up† step in ensuring success from on-the-job training? a. decrease supervision b. correct faulty work patterns c. explain quantity and quality requirements d. designate to whom the learner should go for help e. compliment good work (c; moderate; p. 276) 33. The first step to ensuring success for on-the-job training programs is to _____. a. present the operation b. ollow up c. do a tryout d. prepare the learner e. evaluate the program (d; easy; p. 276) 34. When low expectations on the trainer’s part translate into poor trainee performance, this is called the _____. a. golem effect b. expectations fallacy c. what you ask for is what you get effect d. expectancy risk e. trainer bias (a; moderate; p. 275) 35. A structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training is called _____. a. job instruction training b. understudy training c. programmed learning d. apprenticeship training e. coaching (d; easy; p. 276) 6. Which form of on-the-job training usually involves having a learner study under the tutelage of a master craftsperson? a. job instruction training b. understudy training c. programm ed learning d. apprenticeship training e. coaching (d; easy; p. 276) 37. All of the following occupations except _____ use apprenticeship training to prepare trainees. a. cook b. electrician c. millwright d. operating engineer e. teacher (e; moderate; p. 276) 38. When jobs consist of a logical sequence of steps and are best taught step-by-step, the appropriate training method to use is _____. a. job instruction training b. informal learning . job rotation d. programmed learning e. apprenticeship training (a; moderate; p. 277) 39. The first step in using a job instruction training program is to _____. a. prepare the worker b. list all necessary steps in the job c. order the steps in the job d. list key points or guidelines for each step e. present the operation (b; moderate; p. 277) 40. A disadvantage of lecturing as a method of training is that it is _____. a. fast b. appropriate for large groups c. allow questions from the audience d. boring e. less expensive than written materials (d; easy; p. 278) 41. _____ is a step-by-step self-learning method. a.Job instruction training b. Programmed learning c. Apprenticeship training d. Lecturing e. Job rotation (b; easy; p. 279) 42. Which of the following is not an advantage of programmed learning? a. reduction in training time b. facilitation of learning c. reduced feeling of risk on the part of the learner d. learning similar to that with textbook e. immediate feedback provided (d; moderate; p. 279) 43. Functional illiteracy is defined as _____. a. reading below 9th grade level b. the inability to handle basic reading, writing, and arithmetic c. the inability to understand standard industry terminology d. roficiency in math and reading skills at the 8th grade level and above e. all of the above (b; moderate; p. 279) 44. Employers are responding to the problem of functional illiteracy by _____. a. testing the basic skills of job candidates b. instituting literacy programs at work c. conducting literacy audits d. hold ing formal classes on math and reading e. all of the above (e; easy; p. 279) 45. Because illiterate employees will usually try to hide their problem, supervisors can try to identify illiteracy problems by looking for employees who _____. a. do not follow written instructions b. take forms home to complete . are multilingual d. both a and b e. all of the above (d; moderate; p. 279) 46. Which of the following goals is the focus of diversity training? a. to create cross-cultural sensitivity b. to foster harmonious working relationships c. to improve interpersonal skills d. to socialize employees into the corporate culture e. all of the above (e; moderate; p. 280) 47. An advantage of conventional lecturing over the use of audiovisual-based training is that _____. a. audiovisuals are more boring b. audiovisuals are more expensive c. audiovisuals allow for instant replay and stop-action d. udiovisuals can show events that are not easily demonstrated in live lectures e. audiovisuals can be easily sent to all locations (b; moderate; p. 280) 48. Another term for vestibule training is _____. a. apprenticeship training b. computer-based training c. cubicle training d. simulated training e. job instruction training (d; moderate; p. 281) 49. _____ is a method in which trainees learn on actual or simulated equipment but are trained away from the job. a. Vestibule training b. Apprenticeship training c. Retreat training d. Cubicle training e. Job instruction training (a; moderate; p. 281) 50.Pilots train on flight simulators for safety, learning efficiency, and cost savings. This is an example of _____. a. apprenticeship training b. on-the-job training c. simulated training d. coaching e. programmed learning (c; easy; p. 281) 51. _____ are computer-based training systems that learn what the trainee did right and wrong and then adjusts the instructional sequence to the trainee’s unique needs. a. Programmed learning b. Multi-media training c. DVD training programs d. Int elligent tutoring systems e. Programmed instruction (d; moderate; p. 281) 52. All of the following are advanced types of computer-based training except _____. . interactive gaming systems b. intelligent tutoring systems c. interactive multimedia training d. virtual reality training e. all of the above are advanced types of computer-based training systems (a; moderate; p. 281) 53. A(n) _____ is a set of instruction, diagrams, or similar methods available at the job site to guide the worker. a. instruction sheet b. job aid c. task analysis record form d. skill sheet e. work function analysis (b; easy; p. 282) 54. United Airlines utilizes a checklist of things that pilots should do prior to take-off and landing. This checklist is an example of a(n) _____. a. job aid b. nstruction sheet c. task analysis form d. work function analysis e. skill sheet (a; moderate; p. 282) 55. Travel agents at Apollo Travel Services follow a computer program that displays question prompts and dialogue boxe s with travel policies as the agent enters information about the consumer’s travel plans. This is an example of a(n) _____. a. job aid b. electronic performance support system c. intelligent tutoring system d. computer-managed instruction e. computer-based training (b; moderate; p. 282) 56. With _____, a trainer in a central location teaches groups of employees at remote locations via television hookups. . lecturing b. audiovisual-based instruction c. teletraining d. teleteaching e. distance learning (c; easy; p. 283) 57. Any attempt to improve managerial performance by imparting knowledge, changing attitudes, or increasing skills is called _____. a. diversity training b. on-the-job training c. performance improvement programs d. management development e. coaching (d; easy; p. 285) 58. The _____ process consists of 1) assessing the company’s strategic needs, 2) appraising the current performance of managers, and 3) developing the managers. a. management development b. management skills inventory c. succession planning . action planning e. performance support (a; moderate; p. 285) 59. The _____ process consists of 1) anticipating management needs, 2) reviewing the firm’s management skills inventory, and 3) creating replacement charts. a. management development b. management skills inventory c. succession planning d. action planning e. performance support (c; moderate; p. 285) 60. Which on-the-job training method is used for managerial positions? a. job rotation b. coaching c. action learning d. outside seminars e. all of the above (e; easy; p. 286) 61. In a(n) _____, carefully selected teams tackle real world business rograms that extend beyond their usual areas of expertise and receive coaching and feedback on their work. a. management development program b. action learning program c. role playing program d. job instruction program e. understudy program (b; moderate; p. 286) 62. The transparent, but often impermeable barrier that women fac e when trying to move to top management is called the _____. a. glass ceiling b. glass wall c. invisible corner office d. iron wall e. Mount Everest (a; easy; p. 287) 63. _____ is a special approach to organizational change in which the employees formulate the change that’s required and implement it. a.Managerial development b. Action research c. Succession planning d. Organizational development e. Participative management (d; moderate; p. 290) 64. Which of the following is not an application of organizational development? a. human process b. technostructural c. human resource management d. strategic e. interventions (e; moderate; p. 290) 65. The basic aim of _____ is to increase the participant’s insight into his or her own behavior and the behavior of others by encouraging an open expression of feelings in a trainer-guided group. a. sensitivity training b. action research c. group therapy d. diversity training e. coaching a; moderate; p. 295) 66. Which of the followi ng organizational development techniques focuses on technostructural applications? a. t-groups b. process consultation c. quality circles d. team building e. goal setting (c; moderate; p. 295) 67. Which organizational development application involves examples like goal setting, performance appraisal, and employee wellness? a. human process b. strategic c. technostructural d. human resource management e. process consultation (d; easy; p. 295) 68. Which of the following is not measured to evaluate a training program? a. organizational productivity b. participants’ reactions to the program . what trainees learned from the program d. changes in on-the-job behavior e. training objectives achieved (a; moderate; p. 299) 69. In a _____, measures are taken before and after the training program so they can be compared to assess the effectiveness of the program. a. Soloman four-factor design b. time series design c. controlled experiment d. post-test only design e. factorial design (b; moderate; p. 299) 70. When _____ are measured to assess the effectiveness of a training program, variables such as liking of the program, satisfaction with the program, and attitude toward the program are assessed. a. earning outcomes b. behavioral outcomes c. results d. reactions e. productivity levels (d; moderate; p. 299) True/ False 71. Employee orientation programs range from brief, informal introductions to lengthy, formal courses. (T; easy; p. 268) 72. Orientation refers to the methods used to give new or present employees the skills they need to perform their jobs. (F; easy; p. 268) 73. Most employers do not develop their own training materials. (T; easy; p. 271) 74. Training sessions should be half-day or three-fourths day in length rather than a full day, because the learning curve goes down late in the day. T; easy; p. 272) 75. Employers face the same consequences for discriminating against protected individuals when selecting candidates for training programs as they woul d in selecting candidates for jobs. (T; moderate; p. 272) 76. Employers must always pay employees for attending training programs. (F; moderate; p. 273) 77. The main task in analyzing current employees’ training needs is to determine what the job entails, break the job down into subtasks, and then teach each subtask to the employee. (F; moderate; p. 273) 78.Performance analysis is a detailed study of a job to determine what specific skills the job requires. (F; easy; p. 273) 79. The golem effect refers to the occurrence of poor trainee performance caused by low expectations for success by the trainer. (T; moderate; p. 275) 80. A disadvantage of on-the-job training is its expense. (F; easy; p. 275) 81. The American Society for Training and Development estimates that only about 20% of what employees learn on the job is learned through informal means while the rest is learned through formal training programs. F; moderate; p. 277) 82. Job instruction training is a step-by-step se lf-learning method which uses a textbook, computer, or the Internet. (F; moderate; p. 277) 83. Some estimate that 50% of the U. S. population reads below the eighth-grade level with about 90 million adults considered functionally illiterate. (T; moderate; p 279) 84. Literacy training is sometimes a part of a diversity training program. (T; moderate; p. 279) 85. Computer-managed instruction (CMI) is able to provide some of the primary characteristics of a human tutor. (F; difficult; p. 281) 86.Intelligent computer-assisted instruction (ICAI) is more advanced than intelligent tutoring systems (ITS) for providing tutoring. (F; difficult; p. 281) 87. Succession planning is a type of management development program. (T; easy; p. 286) 88. Lewin’s change process consists of unfreezing, moving, and refreezing. (T; easy; p. 292) 89. Management development is a special approach to organizational change in which the employees themselves formulate the change that is required and implement it. (F; moderate; p. 285) 90. Organizational development usually involves action research. T; moderate; p. 294) 91. Sensitivity training seeks to increase participants’ insight into their own behavior and the behavior of others by encouraging an open expression of feelings in a trainer guided t-group. (T; moderate; p. 295) 92. Survey research is a convenient way to unfreeze a company’s management and employees by providing comparative, graphic illustration of the fact that the organization does have problems to solve. (T; easy; p. 295) 93. OD applications in human resource management involve changing firm structure, methods, and job design to improve efficiency and roductivity. (F; moderate; p. 295) 94. Survey research is a technostructural OD technique. (F; moderate; p. 295) 95. Human resource management OD applications use action research to enable employees to analyze and change their firm’s personnel practices such as performance appraisal and reward system s. (T; easy; p. 295) 96. Integrated strategic management is an OD method of developing and implementing a strategic change plan. (T; easy; p. 295) 97. A survey of employee attitudes towards the training program is the most frequently used assessment method. (F; moderate; p. 96) 98. When designing a training evaluation study, one can use a time series design or a controlled experiment. (T; moderate; p. 299) 99. When a training program is evaluated by measuring the outcomes of a group who receives the training and another group that receives no training, it is called a time series design. (F; moderate; p. 299) 100. The four categories of training outcomes are reactions, learning, behavior, and results. (T; easy; p. 299) Essay/ Short Answer 101. What four things should a successful orientation program accomplish? (moderate; p. 268)Answer: New employees should feel welcome and at ease. New employees should understand the organization in a broad sense including its past, present, culture , and vision for the future. They should be clear about what is expected in terms of work and behavior. They should have begun the socialization process into the firm’s way of doing things. 102. Training is not useful if the trainee lacks the motivation to benefit from it. The more meaningful the material, the more motivated an employee should be to learn. How can a manager make training material more meaningful for employees? easy; p. 271) Answer: There are five suggestions for making training material more meaningful for employees. First, an overall picture of the training material that will be presented should be provided at the start of training. Second, familiar examples should be used. Third, the information should be logically organized and presented. Fourth, the vocabulary used during training should be familiar to the trainees. Fifth, many visual aids should be used. 103. There are several sources of information an employer can use to identify a current employee†™s training needs.List five of these sources of information. (moderate; p. 273) Answer: The possible sources of information include performance reviews (supervisor, peer, self, and 360 degree); job-related performance data such as productivity, absenteeism and tardiness, accidents, short-term sickness, grievances, waste, late deliveries, product quality, downtime, repairs equipment utilization, and customer complaints; observation by supervisors or other specialists; interviews with the employee or the supervisor; skill tests; attitude surveys; employee task diaries; and assessment center results. 104.Trainers often try to solve employee performance deficiencies with training, but some deficiencies can’t be overcome with training. What other causes might exist for performance deficiency from an employee? (easy; p. 274) Answer: Training is appropriate if the problem is caused by the employee failing to understand how to do, what to do, or what the standards for performance a re. However, if employees are not provided with the proper resources for doing a job well then training cannot solve this problem. Likewise, if employees have the necessary knowledge and resources, then the may not be motivated to improve performance. 05. There are several types of on-the-job training. Identify and describe three types. Which one is used most often? Why? (moderate; p. 275) Answer: The types of on-the-job training include the coaching or understudy method, the job rotation method, and the special assignments method. Using the understudy method, an experienced worker or the trainee’s supervisor trains the employee. At lower levels, the trainee might observe the supervisor, but it is also used at higher levels. Job rotation means that an employee moves from job to job at planned intervals. This is common in management training programs.Special assignments give employees firsthand experience in working on actual problems. The coaching or understudy method is used most often. It is the simplest to execute and still offers the advantages of OTJ training. 106. What advantages are associated with on-the-job training? (moderate; p. 275 Answer: OJT is relatively inexpensive. Trainees learn while producing and there is no need for expensive training facilities like classrooms or programmed learning devices. OJT also facilitates learning because trainees learn by doing and get prompt feedback on their performance. 107.On-the-job training can be enhanced if trainers know the four-step job instruction technique. What are the four steps in job instruction? Explain what happens in each step. (moderate; p. 276) Answer: The four steps in job instruction are to 1) prepare the learner, 2) present the operation, 3) do a tryout, and 4) follow up. In the first step, the trainer should try to put the learner at ease and relieve tension. The trainer should explain why the trainee is being taught. The trainer should create interest in the training by encouraging questions and finding out what the learner already knows.The job should be explained to the trainee along with making sure the trainee is familiar with the equipment, materials, tools, and terminology of the trade. In the second step, the trainer should explain the quantity and quality requirements of the job. The job should be gone through at a normal pace and then at a slower pace several times while explaining each step. After the steps have been covered, the learner should explain the steps to the trainer while the trainer goes through the job at a slow pace. In the third step, the learner should go through the job several times slowly while explaining each step.Mistakes should be corrected. Then the learner should do the job at a normal pace. This should continue while the learner builds up skill and speed. Once the learner has demonstrated ability to do the job, the work should begin, but the trainer should stay close by. In the final step, the trainer should designate a cont act person the learner can reach for help. Supervision should be gradually decreased but work should still be checked periodically for quality and quantity standards. Any faulty work patterns should be corrected.Finally good work should be complimented and the worker encouraged until able to performance standards. 108. Describe the programmed learning training method and explain the three parts of this form of instruction. (moderate; p. 279) Answer: Programmed learning is a step-by-step self-learning method using a medium such as a textbook, computer, or the Internet. The three parts of the method include presenting questions, facts, and problems to the learner, allowing the person to respond, and then providing feedback on the accuracy of answers. 109. What is the goal of succession planning?What steps are involved in the process? (moderate; p. 286) Answer: Succession planning refers to the process through which a company plans for and fills senior-level openings. The typical succe ssion planning process involves several steps. First, anticipate management needs based on factors like planned expansion. Next, review the firm’s management skills inventory to assess current talent. Then, create replacement charts that summarize potential candidates and each person’s development needs. 110. Changing employee attitudes, skills, and behaviors can be difficult.Explain how Lewin’s Change Process proposes how change should be implemented. (moderate; p. 292) Answer: To Lewin, all behavior in organizations is a product of two kinds of forces – those striving to maintain the status quo and those pushing for change. Implementing change means either weakening the status quo forces or building up the forces for change. Lewin’s change process consists of three steps: 1) unfreezing the forces that seek to maintain the status quo, 2) moving to develop new behaviors and attitudes, and 3) refreezing the organization into its new system to preven t it from reverting to its old ways.

“Labeling of Genetically Modified Food Products” Essay

Genetically Modified Organisms or GMOs were first introduced into Americas’ food supply in 1996, and there were 7 million acres of crops worldwide that were using GMO seeds. As of 2004, the crop size worldwide that uses GMO seeds had grown to 222 million acres with approximately 63% of those in the United States alone (253). As of 2008, more than 90 percent of soy crops and 75 percent of corn in the United States were raised from genetically modified seeds. As of now, in the United States, there are still no regulations to mandate the labeling of food products that contain GMOs. The United States only requires labeling of genetically modified foods if the food has a significantly different nutritional property, or unexpected allergens, or if the food contains toxins that are higher than acceptable levels. Most developed countries throughout the world have adopted differing regulations pertaining to labeling food products containing GMOs, although with some controversy. While the mandatory labeling requirements were enacted to allow consumer choice of whether or not to purchase foods that contain GMOs, mandatory labeling in the European Union and Japan for example, has resulted in retailers not stocking genetically modified foods on their shelves due to the perceived consumer aversion to genetically modified foods. Advocates of genetically modified foods argue that consumers already have a choice in what they can purchase, whether it is processed foods with traditionally grown ingredients, genetically modified processed foods or organic foods. The consumers of these nations voiced their opinions loudly, that they had the right to know if GMOs were in the food products they were buying, and their governments listened. In the United States, the FDA has stringent testing protocols that biotech firms must follow when developing a drug to bring to market. This protocol consists of different phases of drug trials with the first being a study of the possible side effects of said proposed drug on healthy subjects (meaning that if said drug is for treating colon cancer, the test subjects will be free from the disease) to determine if the subjects develop any side effects. If the phase 1 tests prove to meet FDA satisfaction, they are allowed to proceed to phase 2 of clinical trials which involve subjects that currently have the disease they are trying to treat with the new drug and the tests are done to see if the proposed drug actually treats the disease that they are aiming at. Some ask, that with such stringent testing done with drug chemicals that will be ingested by consumers, why aren’t those same stringent testing regulations implemented into the genetically modified food industry. There is much controversy on this matter in the United States, as Delborne and Kinchy write in the article â€Å"Genetically Modified Organisms†; Promoters of GMOs tend to favor science-based risk assessments (â€Å"sound science†), whereas critics tend to advocate the precautionary principle. Calls for science-based risk assessments often come from stakeholders who oppose increased regulation and want to see GM technologies developed and marketed. Specifically, they argue that before a technology should be regulated for possible risks, those risks must be demonstrated as scientifically real and quantifiable. Although the definition of â€Å"sound science† is itself controversial, proponents state that regulatory agencies such as the EPA and FDA have been too quick to regulate technologies without good evidence—arguing that such government interference not only creates financial disincentives for technological innovation but actually causes social harm by delaying or preventing important technologies from becoming available. Such a perspective views government regulation as a risk in itself. By contrast, advocates of the precautionary principle stress the existence of scientific uncertainties associated with many modern environmental and health issues. They have proposed a framework for decision making that errs on the side of precaution (â€Å"better safe than sorry†). Major components include the following: (1) anticipate harm and prevent it; (2) place the burden of proof on polluters to provide evidence of safety, not on society to prove harm; (3) always examine alternative solutions; and (4) include affected parties in democratic governance of technologies. Critics argue that the precautionary principle is little more than a scientific disguise for anti-technology politics (187). Testing of GMOs in our food products should be done in a similar way as drugs are tested. The way that it stands now, all consumers are being treated as guinea pigs with this technology, and some are not convinced that it’s not having an impact on the health of consumers. The CDC has reported an 18 percent increase in food allergies among children under the age of 18 from 1997 to 2007. Even though there have been no long term scientific studies conducted to measure the health impacts of ingesting GMOs, some proponents use the absence of evidence as proof that GMOs are safe, but critics counter that absence of evidence cannot serve as GMOs safety, and accuse biotechnology corporations and governments of conducting an uncontrolled experiment by allowing GMOs into the human diet (192). As of 2010 no scientific studies have shown conclusively that currently licensed GMO foods harm human health. However, in many cases there is continued concern that the data and studies supporting GMO use are insufficient to declare GMO use safe, especially with regard to use in the open environment and over successive generations (419). In the United States, as mentioned early, manufacturers are only required to label genetically modified foods if the food has a significantly different nutritional property, or unexpected allergens, or if the food contains toxins that are higher than acceptable levels, whereas organically grown foods to which they would be labeled is considered a voluntary or optional label by the FDA and USDA, and have a more stringent set of labeling requirements that producers of these products must adhere to. â€Å"The presence of genetically modified substances above certain very low thresholds disqualifies the organic label. Organic farmers therefore sustained economic losses because of transgenic contamination of their crops† (186). Food label regulations in the United States are meant to tell consumers the ingredients, and nutritional composition of packaged food for sale. The purpose of food labels, are to allow consumers to make an informed decision on whether or not to purchase a particular product. There are polls in the United States that show roughly 85 percent of Americans want food labeling for products containing GMOs, yet government officials are resistant to mandating GMO labeling of food products stemming from pressure by the proponents of GMO production. The health and safety of this nation is at risk of being one huge nationwide experiment with genetically engineered foods, and if the biotech corporations and scientists are wrong about the safety of these products, it may have unrecoverable consequences not only in the United States, but across the entire world. It would be prudent for the government entities that were created to protect consumers, to err on the side of caution rather than on the side corporations. Americans have the right to know what is in the food products that we are purchasing, and the confidence in government agencies that are overseeing the development and manufacturing of these products, that they are 100 percent safe for us to eat just as those same agencies regulate the biotech corporations that develop and introduce new drugs to the market. Works Cited Collin, Robert William. â€Å"Genetically Modified Food. † Environment. Westport, CT: Greenwood Press, 2008. 253-257. Battleground. Gale Virtual Reference Library. Web. 31 July 2011. Davidson, Tish. â€Å"Food Labeling. † The Gale Encyclopedia of Diets: A Guide to Health and Nutrition. Ed. Jacqueline L. Longe. Vol. 1. Detroit: Gale, 2008. 407-412. Gale Virtual Reference Library. Web. 31 July 2011. McIntosh, Philip. â€Å"Genetically Modified Organisms (GMO). † Food: In Context. Ed. Brenda Wilmoth Lerner and K. Lee Lerner. Vol. 1: Advertising Food to International Fund for Agricultural Development. Detroit: Gale, 2011. 416-421. Gale Virtual Reference Library. Web. 9 Aug. 2011. Restivo, Sal and Peter H. Denton. â€Å"Genetically Modified Organisms. † Science and Technology. Ed. Vol. 1. Westport, CT: Greenwood Press, 2008. 182-195. Battleground. Gale Virtual Reference Library. Web. 31 July 2011.

Can Goblin Market Be Read As Anything More Than Just A Moral Tale Essays

Can Goblin Market Be Read As Anything More Than Just A Moral Tale Essays Can Goblin Market Be Read As Anything More Than Just A Moral Tale Paper Can Goblin Market Be Read As Anything More Than Just A Moral Tale Paper Essay Topic: Poetry In this essay Im going to be analysing Goblin Market, one of many poems written by Christina Rosetti. I will be discussing how the poem could be perceived by different audiences and whether it has other meanings apart from the obvious moral tale. There are several themes running through the poem many of which signify Rosettis lifestyle as a devout Christian, a member of the Pre-Raphaelite inner circle and more, I will pin point the important ones. One reoccurring theme throughout the poem is religion, as I mentioned earlier this plays a big part in Rosettis life. Many references are made although some indirectly. The poem begins at a market with goblins selling fruit, there is a chant all the way through the poem from the goblins saying come buy, come buy this is almost like the goblins are preaching in the street. Line one hundred and twenty eight is where Laura first tastes the fruit, the fruit is talked about as being forbidden, there is a link with the bible. In the story of Adam and Eve, the fruit is forbidden. The poem goes on and there are references to Jesus Christ, line four hundred and sixty six Lizzie comes back, the two sisters explain how they have missed each other. Lizzie has suffered for her sister like Christ did for Christians. The image of Jesus Christ and Lizzie are not dissimilar in the fact that they both participated in the world but managed to remain pure. Lizzie has redeemed her sister to make her ok again. Also in the same stanza line four hundred and seventy four it states Eat me, drink me, love me; this is a connection with the communion last supper, Jesus gave disciples food and wine. Some aspects of Goblin Market could easily be perceived as being a childrens fairytale, for example the language chosen by Rosetti is sometimes very child like. At the very beginning of the poem there is a mouth watering very appealing to young children list of juicy fruits, almost like a fantasy. Also line sixty seven features childlike language a dimpled finger. Examples of the poem being linked with fairytales would be she clipped a precious golden lock and moon and stars gazed in at the, wind sang to them a lullaby. Throughout the poem there are a few classic nursery rhyme lines, such as put a silver penny in her purse. Also as the characters are two young girls, children will be able to relate to them easily. Having discussed the fairytale aspects on the other end of the scale there are frequent references to a sexual nature. Line four hundred and five Tore her gown and soiled her stocking, could be suggesting rape. Christina Rosetti has worked in High Gate Penitentiary, a business devoted to saving lost and loose women, as she has had experience of working with women whove been raped she decided to include this in her poetry. There is also a mention of violence, streaked her neck which quaked like curd. Goblin market is an extremely contrasting poem, it contains violent and sexual issues (including prostitution) and on the other hand has countless child like references. Its hard to say who the poem was originally aimed for. I believe that a defenceless child reading the poem would be unaware of the connections to sexual behaviour. I think that this poem is a reflection of her life in the sense that many events that occur in the poem, she has experience of. As I have mentioned before Rosettis life does come through in her poetry, not just in Goblin Market others as well. All in all the poem is a very enjoyable although confusing poem to read! A year after it was written Goblin Market was interpreted by James Ashcroft Noble as a little spiritual drama of loves vicarious redemption, in which the child redeemer goes into the wilderness to be tempted by the devil, that by her painful conquest she may succour and save the sister who has been vanquished and all but slain. William Michael Rosetti warned against a search for detailed symbolism, while accepting a general ethical significance for the poem: I have more than once heard Christina aver that the poem has not any profound or ulterior meaning- it is just a fairy story; yet one can discern that it implies at any rate this much- that to succumb to temptation makes one a victim to that same continuous temptation; that the remedy does not always lie with oneself; and that a stronger and mor e righteous will may prove of avail to restore ones lost estate.

Changes in Prisons in Twentieth Century in Britain Essay Example for Free

Changes in Prisons in Twentieth Century in Britain Essay In 20th century a lot of important changes was made in Britain prison system. A lot of crucial moves in this matter were made, which made changes to the system, and create the current system in prisons. A lot of reports and changes plans were made in this crucial for the matter period. The beginning for this period was made in 1895 with Gladstone report, which was highly critical of the current penal policy. It criticised existing regimes for ‘crushing self respect’ and ‘starving all moral instinct’. The report argued that reformation should coexist with deterrence and that rehabilitation should be given priority. Victorians focused upon repression and punishment. They used inflexible and punitive methods of control. Gladstone felt these should be replaced with more scientific methods of ‘treatment’. In addition, prison commissioners for the first time in 1898, defined the purpose of prison as the ‘humanisation of the individual’1. Sir Evelyn Ruggles-Brise insisted that ‘each man convicted of crime is to be regarded as an individual, as a separate entity of morality, who by the application of influences, of discipline, labour, education, moral and religious, backed up on discharge by a well organised system of patronage is capable of reinstatement in civic life’2. Weiner (1990) stated, â€Å"It is now recognised that primitive measures alone are not corrective, and effective reformation of criminals can only be attained by making our prisons true schools and moral hospitals†. Forsythe (1991) argues that new projects often fell short of the claims made for them. He says that in particular, the local and convict prisons ‘clung tenaciously to the concepts of measured punishment, moral culpability, limited deterrence and uniformly administered discipline’. It is a fact that the process of reform was often slow and not al all easy to perceive. From 1900 onwards a number of radical changes were made to the standard prison regime: 1) Unproductive labour was officially abandoned and replaced by prison industries and work considered ‘useful’, 2) The separate system was gradually eroded, allowing prisoners to work in association, 3) Education was increased and improved, 4) Internal discipline was maintained through a reward/punishment system related to the introduction of remission, 5) Specialists such as psychologists were appointed, 6) Prisoner categorisation was extended, 7) The Borstal system was introduced for juveniles, 8) A commitment to reformation became enshrined in the Prison Rule that stipulated that the purpose of imprisonment was to encourage prisoners to ‘lead a good and useful life’3, 9) During the 1930s the treadmill and arrows on convict uniforms were abolished. According to Garland (1985) the most radical reforms of this era took place outside of the prison system: 1) The introduction of the probation service, 2) Alternatives to custody emerged, 3) Construction of specialist institutions4. Garland views these major transformations as the beginnings of our current practice. Garland prefers to talk of developments in a whole realm of penality rather than prison reform5. Additionally, in 1908 Borstals6 were put on a statutory footing – implemented by Herbert Gladstone. The name Borstal comes from the village in Kent where the first Borstal scheme got its first full-scale trial. Borstals took English public schools as their model and their sentences were indeterminate. Criminals aged between 16 – 21 could be sent to Borstal for between one and three years. The prison Commission could release on licence at any time after six months (or three months for girls) and could also recall for misbehaviour. Borstal faltered after 1945 really because success rates were measured by reconviction rates. 1982 the administration of Margaret Thatcher formally abolished the Borstal and replaced it with the ‘Youth Custody Centre’ – with determinate sentences of imprisonment. Paterson7 replaced military type training with delegated authority and encouragement of personal responsibility. Staffs wore civilian clothing and were encouraged to get to know the ‘lads’ personally – considered revolutionary in the 1920s. The Borstal notion of training prisoners through personal relations, trust and responsibility gradually had an impact on the prison system as a whole. Two borstal elements were transplanted into the adult system with long lasting effects: 1. 1936 the first minimum-security (open) prison was established at New Hall, near Wakefield. 2. The housemaster was renamed ‘assistant governor’. The post war developments where about the Easier bail, Probation, Time to pay fines, a reduction in time to be served for a partial payment of fines, Reformatories for juveniles, Curtailment of imprisonment for debt and, More facilities for the insane and for habitual drunkards. In 1928 the then Home Secretary had described Dartmoor convict prison as ‘the cesspool of English humanity’ â€Å"I suppose there must be some residuum which no training or help will ever improve†8. Furthermore in 1948 Paterson and his colleagues framed Criminal justice Act. This was a highly influential piece of legislation. Borstal had represented the opposite view and resurrected the possibility of reformatory prison. Borstals and Detention Centres began to lose favour: neither for deterrence or reform was the short sentence acceptable. This is one of the elements in the English prison-crowding crisis – which became acute in the 1970s and 1980s and with which the country is still wrestling. Deterrence – Youth prisons known as Detention Centres were intended to subject boys (and half-heartedly, girls) who were thought to be on the verge of a custodial career to a last chance ‘short, sharp, shock’. Separate institutions for pre trial prisoners were planned but never created: these would be custodial but non-penal institutions. Due to the war, there were no funds and little sympathy for unconvinced detainees. McConville states that ‘thick skins and short purses ever since have ensured that English pre trial prisoners were treated worse than they were for virtually all of Victoria’s reign and much worse than their fellows who were convicted and sentenced’. The 1960s and early 1970s are seen as the beginning of the crisis years with British prisons. At last we can refer to System of Concentration. Mountbatten referred to the obvious advantages of an island prison holding all prisoners who posed a threat. A new prison was to be built on the Isle of Wight. This was rejected and the dispersal system became the preferred way of housing inmates. Since early 1966 new measurements of security have been implemented in selected prisons. Between 1969 and 1979 the prison service went through a number of riots. 70s and 80s dogged with accusations of brutality and violence directed at prisoners from the prison staff. Serious disturbances and riots had occurred in maximum-security prisons, which had led to reprisals against prisoners. British riots occurred within the new dispersal system: Parkhurst 1969, Albany 1971 & 1972, Gartree 1972, Hull 1976, and Gartree 1978. Hull riot will go down in history, as it was the prison staff who were ultimately tried and convicted. Special control units were introduced after the Gartree riot of 1972 for troublemakers over and above the existing segregation units. 1970s represent the years when reform and treatment had dwindled away and the whole prison system ran on the notion that ‘nothing works’. By 1978 both the courts and the prisons were in danger of serious collapse. Industrial relations were poor with prison staff. May Committee 1979 reported as a response to the previous troubled decade. They explored the issues of what the aim of imprisonment was; they agreed that the rhetoric of treatment and training had had its day. Finally, King and Morgan proposed the term ‘humane containment’: The current organisation of the prison system is heavily influenced by past practice. This has shaped the system that we now have today. So, it is difficult to assess progress of 20th Century. Harsh and punitive experience of prison overrides any idea of progressive treatment. Biggest rises can be seen from 1974 onwards. It is a fact that this matter is very important and serious for the society and has to be developed according to the needs of the society according to its progress at times. 1. Goffman, E. (1961) Asylums, Essays on the Social Situation of Mental Patients and Other Inmates. Harmondsworth 2. Jones, K. (1993) Asylums and After: A Revised History of the Mental Health Services from the Early Eighteenth Century to the 1990’s. 3. Morris, N and Rothman, D.J (eds). (1995) The Oxford History of the Prison. Oxford University Press. 4. Porter, R. (2002) Madness: A Brief History. Oxford University Press. 2 Ruggles-Brise quoted in Garland 1985. 3 Prison Rule 6 in 1949 but Prison Rule 1 since 1964. 4 such as Borstal where principles of rehabilitation were initiated. 5 â€Å"the prison was decentred, shifted from its position as the central and predominant sanction to become one institution among many in an extended grid of penal sanctions. Of course it continued to be of major importance, but it was now deployed in a different manner, for a narrower section of the criminal population and often as a back up sanction for other institutions, rather than a place of first resort†. Changes in Prisons in Twentieth Century in Britain. (2017, Nov 17).