Lady Macbeth Responsible For Duncans Death Essay -- essays research pa

ohn Keating English Honors Lady Macbeth Must Take Some Blame for Her Husband’s Destruction In Macbeth, a play written by Shakespeare, Lady Macbeth is partially responsible for the destruction of her husband. Lady Macbeth is not a monster without feelings, however she is tricky and cunning when she influences Macbeth to kill Duncan. Lady Macbeth’s ability to influence her husband leads the audience to believe that she is the primary cause for the destruction of Macbeth. The audience is also led to believe that Lady Macbeth is responsible because she makes up the details of the plan to kill Duncan, while Macbeth was considering not even going through with the murder. Although Macbeth had the thought of killing Duncan, he would not have acted on that thought unless Lady Macbeth persuaded him. Lady Macbeth is sly person, able to manipulate her husband, and this ability to manipulate Macbeth makes her partially responsible for the destruction of Macbeth. Lady Macbeth knows that her husband is too kind to kill Duncan without her help she fears â€Å"thy nature; / It is too full o’th’ milk of human kindness / to catch the nearest way† (I.v.16-18). She is very much aware of the fact that she needs to push Macbeth to kill Duncan or else he will not do it. We see Macbeth’s hesitance to murder the king when he lists reasons not to kill Duncan in Act 1, when he says, â€Å"He’s here in double trust: / First, as I am his kinsman and his subject, / Strong both against the deed; then, as his host, /...

The Symbolic Use of Light and Dark in James Baldwins Sonnys Blues Ess

The Symbolic Use of Light and Dark in James Baldwin's Sonny's Blues In James Baldwin's "Sonny's Blues" a pair of brothers try to make sense of the urban decay that surrounds and fills them. This quest to puzzle out the truth of the shadows within their hearts and on the streets takes on a great importance. Baldwin meets his audience at a halfway mark: Sonny has already fallen into drug use, and is now trying to return to a clean life with his brother's aid. The narrator must first attempt to understand and make peace with his brother's drug use before he can extend his help and heart to him. Sonny and his brother both struggle for acceptance. Sonny wants desperately to explain himself while also trying to stay afloat and out of drugs. Baldwin amplifies these struggles with a continuous symbolic motif of light and darkness. Throughout "Sonny's Blues" there is a pervasive sense of darkness which represents the reality of life on the streets of Harlem. The darkness is sometimes good but usually sobering and sometimes fearful, just as reality may be scary. Light is not simply a stereotypical good, rather it is a complex consciousness, an awareness of the dark, and somehow, within that knowledge there lies hope. Baldwin's motif of light and darkness in "Sonny's Blues" is about the sometimes painful nature of reality and the power gained from seeing it. Baldwin's use of the symbols light and darkness seem at first stereotypical. Light is the good while dark is the bad, but after several uses it is clear that the author has a more complex idea. The first reference to light occurs while the narrator is thinking over the recently learned news that Sonny has been jailed. "I didn't want to believe that I'd ever see m... ...shes a symbolic motif of light and darkness to illustrate the duality of the brothers' world. Darkness represents reality, often cold, sometimes comforting, while light is the hope that sees them through. Together Sonny and his brother will face the darkness with a light and their hopes, making the black a little less foreboding, creating a reality they can deal with. At the end of the story the narrator sits in the bar watching his brother receive his applause and sends him a drink. He comments, "I saw the girl put a scotch and milk on top of the piano for Sonny . . . as they began to play again, it glowed and shook above my brother's head like the very cup of trembling," (439). Dark and light united in a drink of life, trembling with tenacity. Works Cited Baldwin, James. "Sonny's Blues." The Oxford Book of American Short Stories 1992: 409 - 439.

Family Values: Importance Essay -- personal values, research papers

Family Values: Importance   Ã‚  Ã‚  Ã‚  Ã‚  America's family values are very important to our citizens. For many years the American family and its values have been one of the top priorities of our nation. The family is even an essential part of the â€Å"American Dream† that we Americans are so fond of. The basic idea of success in America is measured by how well one can provide for their family. But what does citezenship have to do with family values? It determines these values and set a standard for the whole of America's people. Family values are of the utmost importance to the American citizen.   Ã‚  Ã‚  Ã‚  Ã‚  Family values are basically the core of our way of living. They have been important since, and even before, the very beginning of our civilization, and certainly since the founding of the United States of America. Theories suggest that even the primitive caveman was very loyal and respectful to his particular family unit. People of our time have followed these beginnings of the ideas of family values and citizenship up until the present day. Today however people are more diversified and separated in their ways but they all share similar values of the family. A nation, being of mostly socially compatible people, functions in a similar way as a family. The nation selects its â€Å"national family values† by legislation which becomes law. Civilization, over time, has brought about values which have become essential to all.   Ã‚  Ã‚  Ã‚  &nb...

Cisco case Essay

1. What are the challenges faced by Cisco in introducing a major product like Viking? There are four main challenges encountered by Cisco: Time-to-Market pressure: Cisco has only one year to launch Viking. Since the development of technology accelerates information exchange and boost customers’ demand, only companies that can catch the market transitions quickly can survive in the rapidly-changing society. Cost pressure: Price competition in hi-tech market is rather fierce. E.g. bandwidth prices were constantly dropping while customers expected continuous improvement in price-performance on their equipment. Immense technical complexity and concern on outsourcing production: For example, Viking contained some 300,000 components, which is 30 times more than in a small business router. So this requires a high ability for the contract manufacturer and a close cooperation between Cisco and the manufacturer. Uncertainty in NPI’s effectiveness and efficiency: This newly introduced mechanism requires substantial global operation collaboration among far-flung teams, which contains considerable uncertainties. 2. In selecting Foxconn and involving it from the start, what were the potential risks and values to Cisco? Risks: Lack of experience in handling technical complexity: Foxconn has never made complex product like Viking before. Excessive dependence on vertical integration: Overly depending on a single manufacturer will run a great risk of whatever financial and operational constraints it has. Meanwhile, Cisco may lose the opportunity to select the most appropriate suppliers. Values: Low cost: Selecting Foxconn can dramatically decrease the cost due to the cheaper labor force and materials from China and other Asian countries, as well as reduction in transition. Efficient supply chain: A single site and its vertical integration create an agile structure, which promotes the efficiency greatly. Long-term incentive to develop the contract manufacturer: If Foxconn performed well in making a high-end router in a low-cost manufacturing environment, Cisco would have more flexibility for  further products. 3. What should Cisco do to ensure successful development and launch of the Viking router? There are three major ways for Cisco to ensure success: Engaging supply chain partners early on to help simplify product design and manufacturing processes. Getting Foxconn closely involved early in development to lower risk. Utilizing technology to execute global, cross-functional teamwork, and to ensure smooth collaboration with Foxconn. Adopting innovative and intensive marketing strategies.

Development of Criminal Mind: Nature Vs. Nurture

A number of studies conducted in many countries over the years have come to similar broad conclusion which clearly indicates that genes play a significant role in determining criminal behavior. There are of course no specific genes associated with criminal tendencies nor any specific set of genes that can directly code for criminal behavior is assumed to exist. Rather, a wide variety of genes acting in a deadly concert bring about various degrees and types of genetic predisposition to criminal behavior.The term predispostion indicates a potential tendency that needs suitable environmental factors to trigger it. Criminal behavior is caused both by environmental and genetic influences, and most often it happens through a complex interaction between them. Crime is neither genetically nor environmentally determined, but there are often strong heritable influences in criminal behavior as well as noticeable environmental causes. For example, adoption studies investigating the nature vs. nu rture issue in criminal behavior have found a surprising degree of genetic influences in criminal behavior.Less surprisingly, but as certainly, they have been able to identify the role of numerous adverse psychological and social factors in actualizing criminal behavior. The relative importance of heredity and environment in determining human behavior has long been a seriously debated issue. In the early decades of the twentieth century, for example, William James believed that our behavior is largely shaped by the power of instincts and inherited tendencies present at birth.Quite in contrast to James, John Watson, the founder of Behaviorism, believed in the power of conditioning, and the infinitely plastic human capacity to be molded by the forces of environment (Butterfield 2004). Although animal behavior can be easily conditioned too, it is heavily determined by the animal’s genetic programming. In the case of humans, the situation becomes complicated because of the presen ce of a superior intelligence. Humans are enormously impressed and influenced by their environment.They also can readily learn from their environment and adapt their behavior accordingly. Yet by no means can the hereditary factors be easily dismissed. It can be easily observed in day to day life that children with different genotypes react differently to the same environments and seek out different experiences. A child who is active and aggressive by innate temperament would obviously react in a different way, for example, to the parental commands such as â€Å"Do this† and â€Å"Stop doing that† than his sibling who may be more passive or docile.All of us have a general notion of right and wrong. But the criminal orientation of mind which tends to flout many of these accepted notions of right and wrong usually begins to form at a very early age in life. Heritability is an important determinant in a wide variety of personality factors. Criminality, along with a wide va riety of specific characteristic traits associated with it such as aggressiveness, impulsivity or novelty-seeking, is no exception (Ebstein & Belmaker 2002).A few decades ago it was believed that that genetics played no part in formation of antisocial and criminal behavior. However, a great deal of research work since then attesting to the fact that genetic factors are as important to the development of at least some forms of criminal activity as are environmental factors (Ishikawa & Raine 2002). Behavior-genetic research in the recent decades has attributed 25% to 75% of variances in many reliably measurable psychological traits to genetic differences (Lykken 1998).The notion of inherent badness or â€Å"the bad seed,† which apparently goes against many deeply held democratic notions in our society such as the principle of â€Å"All men are born equal,† would seem to be very difficult to swallow for the more liberal minded among us. Many of us generally tend to place the blame on poverty, parental abuse, poor child-rearing, or some childhood trauma etc, or at least used to do so before the current fad of placing everything on genes developed.The truth, however, is that although â€Å"the bad seed† is a very real factor to reckon with, it can usually grow only in a bad soil, perhaps additionally requiring deprivation of sunshine and rain (Zuckerman 2002). To date, there is already considerable evidence from twin and adoption studies of a moderate effect of genetics in chronic criminality. Two reviews have surveyed the available literature and found that with one exception all the 15 major studies indicate evidence for a significant element of genetic predisposition.It is remarkable that researchers in different countries and cultures have discovered compatible evidence (Eysenck 1998). Twin studies of juvenile delinquents show no significant disparity between identical and fraternal twins, thereby indicating a greater impact of environment over and above the effects of genetics. However studies in adult criminality show concordances for fraternals and identicals in the ratio of 1 is to 2, indicating a significant genetic predisposition.In adoption studies, evidence from one particular large study of criminal behavior in adopted children in Denmark has shown that there is a noticeable tendency for these children to pursue a path of antisocial behavior, unconsciously following the path of their biological parents (Steen 1996). A study examined the conviction record of over 14,000 adopted sons to that of their biological and adoptive parents. The results of this study demonstrated that the criminal record of adopted parents (environmental factors) has a minimal effect on adopted children.In sharp contrast to this, if biological parents were convicted and not the adoptive parents, 20% of the adopted sons were also convicted. Such studies clearly show that the influence of absent genetic parents is significantly higher tha n the influence of environmental parents who may be very much present. Interestingly though, the inherited tendencies have been seen to come into play in this study only in regard to property crime and not in violent crime.It has also been noticed that the adoptee was more likely to commit a crime if the biological mother had a criminal record. Here the theory is that since women are less prone to crime than men, if a woman has committed a crime she must have had a stronger genetic compulsion to do so, which her biological son was more likely to inherit despite him being brought up far away from her. In another study of similar nature, psychologists studied the records of 862 adopted men who were born out of wedlock in Stockholm between 1930 and 1949.After extensive, meticulous and painstaking investigations into a slew of wide variety of records and data sources, information was compiled on the patterns of criminality, alcohol abuse, and medical problems, among other things, in the individuals as well as both in their biological and adoptive parents. The majority of the adoptees came from a genetic background that did not involve crime, were adopted into families with no taint of crime, and expectedly themselves displayed no criminal tendencies.But various comparisons and analyses associated with the remaining data has shown that both genes and the environment had an effect in determining criminal behavior of the adoptees. However, on the whole, genes seemed to play a far more powerful role than environmental factors. Considering those children that were placed in regular non-criminal homes, a child from a genetically criminal background was four times more likely than a child from normal background to turn out as a criminal.Nonetheless, it must be noted here that criminal behavior of the adoptees could rarely be directly associated with the supposed criminal genes, and most often there was a crucial interaction between genes and environmental factors, which seems to be very much necessary in instigating criminal behavior. Therefore while crime is a sociological concept and a number of determinants of criminal behavior are socioeconomic factors, there is a clear genetic component to crime which manifests in such personality traits as cognitive skills, impulsivity, sensation seeking, aggressivenss and hyperactivity (Millon, Simonsen, & Birket-Smith 1998).Conclusion Today, it is generally believed that forces of both heredity and environment have a huge role to play in shaping up the character and psychological profile of any individual, though it cannot be easily ascertained to which degree one can override the other when both of them are in some kind of conflict. Adding to this complexity is the concept of free will in man.True human dignity can arise if only there is free will, which can allow us to intelligently choose the best from both our heredity and environment, and voluntarily reject, or at least try to reject, those aspects whi ch may not be conducive to the optimal expression of our potential. However, since the levels of intelligence are variable in humans, there may be no simply universal answer which can enlighten us on the general motive forces behind human behavior.Free will, nature and nurture may all be playing out in different ways in different individuals, depending on the caliber of their individual intelligence, and the force of their unique circumstances and hereditary influences. Even in case of criminals, there may be no valid sweeping generalities, in terms of free will, nature or nurture. Yet, in as much as we need to clearly pin down the responsibility of each criminal act, the role of nature and nurture in determining the criminal behavior has to be investigated at more depth and on a more urgent basis, than in the case of general human behavior. References: Butterfield, R. (2004). A Psychological Profile Into The Criminal Mind. Philadelphia. PA : Xlibris Corporation Ebstein R. & Belmaker R.H. (2002). Genetics of Sensation or Novelty Seeking and Criminal Behavior. In, The Neurobiology of Criminal Behavior, ed. J. Glicksohn. pp.   51-80. Norwell, MA : Kluwer Academic Publishers Eysenck H.J. Personality and Crime. (1998). The Case for Parental Licensure. In,   Psychopathy: Antisocial, Criminal, and Violent Behavior, ed. T. Millon et al. pp. 40-49. New York : The Guilford Press Ishikawa, S.S. & Raine A. (2002). Behavioral Genetics and Crime. In, The Neurobiology of Criminal Behavior, ed. J. Glicksohn. pp.   27-50. Norwell, MA : Kluwer Academic Publishers Lykken D.T. (1998). The Case for Parental Licensure. In,   Psychopathy: Antisocial, Criminal, and Violent Behavior, ed. T. Millon et al. pp. 122-144. New York : The Guilford Press Millon T, Simonsen, E. & Birket-Smith, M. (1998). Historical Conceptions of Psychopathy in the United States and Europe. In,   Psychopathy: Antisocial, Criminal, and Violent Behavior, ed. T. Millon et al. pp. 3-31. New York : The Guilford Press Steen R. G. (1996). DNA & Destiny: Nature & Nurture in Human Behavior. Cambridge, MA : Perseus Publishing Zuckerman M. (2002). Personality and Psychopathy: Shared Behavioral and Biological Traits. In, The Neurobiology of Criminal Behavior, ed. J. Glicksohn. pp. 81-110. Norwell, MA : Kluwer Academic Publishers

2.Annotated Outline Introduction

3. Objective The basic purpose of HRP is to decide what positions the organisation will have to fill and how to fill them. Objectives of human resource planning Forecast personnel requirements Cope with changes Use existing manpower productively Promote employees in a systematic way Human Resource Planning 4. Importance Organisations use HRP to meet future challenges, cut costs, and achieve greater effectiveness Importance of human resource planning Create a talent pool Prepare people for future Cope with organisational changes Cut costs Help succession planning Human Resource Planning 5. The Process Of HRP The HRP is a four step process: demand forecasting, supply forecasting, estimating manpower gaps and formulating HR plans. The demand for human resources is influenced by several factors Forecasting the demand for human resources External challenges Economic developments Political, legal, social, technological changes Competition Organisational decisions Workforce factors Human Resource Planning 6. The Process Of HRP External Challenges: Liberalisation, privatisation and globalisation (LPG era) have created huge demand for people in software, finance marketing, and manufacturing fields. Organisational Decisions: Decisions such as expansion, diversification, and relocation leading to demand for people possessing requisite skills Workforce Factors: Such as retirement, resignation, and termination etc creating manpower gaps. Human Resource Planning 7. Forecasting Techniques HR forecasts are an attempt to find out an organisation's future demand for employees Forecasting techniques Expert forecasts Trend analysis Workforce analysis Workload analysis Human Resource Planning 8. Forecasting techniques Expert Forecasts: These are based on the judgements of those who possess good knowledge of future human resource needs Trend Analysis: This is based on the assumption that the future is an extrapolation from the past. Human resource needs, as such, can be estimated by examining pas trends. An example of trend analysis 2001-02 Production of Units : 5,000 2002-03 No. of Workers : 100 Ratio : 100:5000 2003-04 Estimated Production : 8,000 No. of Workers required : 8000 ? 100 = 160 5000 If supervisors have a span of 20 workers, 8 supervisors are also needed in 2003-04. Human Resource Planning 9. Forecasting techniques Workforce Analysis: All relevant factors in planning manpower flows in a firm such as transfers, promotions, new recruitments, retirement, resignation, dismissal etc are taken into account while estimating HR needs Manpower flows in a bank Promotions out Transfers In ; ; Job Hopping ; Transfers Out ; Retirement ; VRS Scheme (Golden handshake) Recruits In ; ; Discharge or Dismissal ; Terminations ; Resignations Promotions In ; ; Retrenchment ; Attractions in Other Banks, etc. Human Resource Planning 10. Forecasting techniques Workload analysis: Based on the planned output, a firm tires to calculate the number of persons required for various jobs. An example of workload analysis Planned output for the year 10,000 pieces Standard hours per piece 3 hours Planned hours required 30,000 hours Productive hours per person per year 1,000 hours (estimated on annual basis) (allowing for absenteeism, turnover, idle time etc. ) No. of workers required 30 If span of control in the unit is 10 per officer, then 3 officers are also required. Human Resource Planning 11. Supply Forecasting A) Internal labour supply: a manpower inventory in terms of the size and quality of personnel available (their age, sex, education, training, experience, job performance, etc) is usually prepared by HR departments. Several techniques are used while ascertaining the internal supply of manpower (a supply of employees to fill projected vacancies can come from within the firm or from new hires ) Human Resource Planning 12. Estimated internal labour supply for a given firm Sources of Inflows The Firm Projected Outflows ? Promotions ? Transfers ? Quits Current Staffing ? Promotions Level ? Terminations Employees In Employees Out ? New Recruits ? Retirements ? Recalls ? Deaths ? Layoffs Current Projected Projected Firm’s internal staffing – outflows + inflows = supply for this level this year this year time next year Human Resource Planning 13. Supply Forecasting Staffing table: Shows the number of employees in each job, how they are utilised and the future employment needs for each type of job. Marcov analysis: Uses historical information from personnel movements of the internal labour supply to predict what will happen in the future Human Resource Planning 14. Marcov analysis for a hypothetical retail company 2003-2004 Store Asst. Store Section Dept. Sales Exit Managers Managers Heads Heds Executives Store Managers 80% 20% (n = 15) 12 3 Asst. Store 11% 83% 6% Managers 4 30 2 (n = 36) Section 15% 11% 66% 8% Heads (n = 94) 11 63 8 14 Departmental 10% 72% 2% 16% Heads (n = 288) 29 207 6 46 Sales Executives 6% 74% 20% (n = 1440) 86 1066 288 Forecasted Supply 16 41 92 301 1072 353 Figures in circles show the transition percentages Human Resource Planning 15. Supply Forecasting Skills inventory: It is a summary of the skills and abilities of non managerial employees used in forecasting supply. Human Resource Planning 16. Skills inventory: an example Name : A. K. Sen Date printed : 1-4-2004 Number : 429 Department : 41 Key words Work experience Word Description Activity From To Accounting Tax Supervision 1998 2000 T clerk ax ABC Company and analysis Book Keeping Ledger Supervision 2000 2002 Accountant XYZ Co. Auditing Computer Analysis 2002 2003 Chief Accounts TT Bank records Officer Education Special Qualifications M em be rsh ips Degree Major Year Course Date 1. AIMA MBA Finance 1998 DBF 1996 2. ISTD B. Com Accounts 1995 Risk Management 1999 3. ICA Computer Languages Position Location Hobbies Literacy preference choice ? Tally French Accounting Kolkata Chess ? Banking Auditing Delhi Football Software Bangalore Boating Employees Signature __________ HR Department________ Date _______________________ Date ________________ Human Resource Planning 17. Supply Forecasting Replacement chart: It is a visual representation of who will replace whom in the event of a job opening. Human Resource Planning 18. Replacement chart General Manager Key V. K. Garg Names given are replacement A/2 candidates P A to A. Promotable now General Manager B. Needing development L. Mathews C. Not suitable to position B/1 1. Superior performance 2. Above Average performance Assistant General Manager 3. Acceptable performance R. K. Arora A/2 4. Poor performance B. K. Nehru B/3 Division: Division: Division: Accounting & Planning Manager Technical Advisor HR Manager Taxation Manager A. N. Gupta A/1 N. R. Murthy B/3 C. P Thakur . A/1 A. T Roy . C/2 K. P Rao . B/1 Northern Region Central Region Southern Region Manager Eastern Region Manager Manager A. Subramanyam B/2 Manager L. C. Srivatsav A/2 S. P Kumar A/1 . B. K. Menon B/1 R. Krishna B/3 A. Thapar C/4 R. Pandey B/3 Human Resource Planning 19. Supply Forecasting B) External Labour supply: External hires need to be contacted when suitable internal replacements are not available. A growing number of firms are now using computerised human resource information systems to track the qualifications of hundreds or thousands of employees. HRIS can provide managers with a listing of candidates with required qualifications after scanning the data base. Human Resource Planning 20. Important barometers of labour supply 1. Net migration into and out of the area 2. Education levels of workforce 3. Demographic changes in population 4. Technological developments and shifts 5. Population Mobility 6. Demand for specific skills 7. National, regional unemployment rates 8. Actions of competing employers 9. Government policies, regulations, pressures 10. Economic Forecasts for the next few years 11. The attractiveness of an area 12. The attractiveness of an industry in a particular place Human Resource Planning 21. Manpower Gap Analysis This is used to reconcile the forecasts of labour demand and supply. This process identifies potential skill shortages or surpluses of employees, skills and jobs Estimating manpower requirements Year 1 2 3 1. Number required at the beginning of the year 2. Changes to requirements forecast during the year DEMAND 3. Total requirements at the end of the year (1+2) ——- —— 4. Number available at the beginning of the year 5. Additions (transfers, promotions) SUPPLY 6. Separations (retirement, wastage, promotions out and other losses) 7. Total available at the end of year (4+5+6) ——————– 8. Deficit or surplus (3-7) RECONCILIA TION 9. Losses of those recruited during the year OF THE ABOVE 10. Additional numbers needed during the year (8+9) MANPOWER NEEDED Human Resource Planning 22. Formulating HR Plans Once supply and demand for labour is known adjustments can be made formulating requisite HR plans A variety of HR plans ? Recruitment plan ? Redeployment plan ? Redundancy plan ? Training plan ? Productivity plan ? Retention plan Human Resource Planning 23. Responsibility For Human Resource Planning HRP is a top management job. HR plans are usually made by the HR division in consultation with other corporate heads. Any deviations from the formulated plans and their causes must be looked into, from time to time in order to assess whether the plans require revision or modification. Human Resource Planning 24. Limitations Of Human Resource Planning HR professionals are basically confronted with three problems while preparing and administering HR plans: accuracy, inadequate top management support, lopsided focus on quantitative aspects. Human Resource Planning 25. Effective Human Resource Planning HR plans must fit in with overall objectives of a firm. They must get consistent support from top management. Computerised human resource information systems must be used for applicant tracking, succession planning, building skills inventories etc. The whole exercise must be carried out in coordination with operating managers. Human Resource Planning 26. 4-1 JOB ANALYSIS 27. INTRODUCTION Job analysis is the process of gathering information about a job. It is, to be more specific, a systematic investigation of the tasks, duties and responsibilities necessary to do a job. Job Analysis 28. Nature of job analysis Job Tasks Job Analysis Job Duties Job Responsibilities Job Analysis 29. -4 Partial job analysis questionnaire The information about a job is usually collected through a structured questionnaire: JOB ANALYSIS INFORMATION FORMAT Your Job Title_______________ Code__________Date_____________ Class Title_______________ Department_____________________ Your Name_________________ Facility___________________________ Superior’s Title______________ Prepared by_______________________ Superio r’s Name____________ Hours Worked______AM______to AM____ PM PM 1. What is the general purpose of your job? 2. What was your last job? If it was in another organisation, please name it. 3. To what job would you normally expect to be promoted? Cont†¦ Job Analysis 30. Partial job analysis questionnaire 4. If you regularly supervise others, list them by name and job title. 5. If you supervise others, please check those activities that are part of your supervisory duties: ? Hiring ? Coaching ? Promoting ? Orienting ? Counselling ? Compensating ? Training ? Budgeting ? Disciplining ? Scheduling ? Directing ? Terminating ? Developing ? Measuring Performances ? Other____________ 6. How would you describe the successful completion and results of your work? 7. Job Duties – Please briefly describe WHAT you do and, if possible, How you do it. Indicate those duties you consider to be most important and/or most difficult: Cont†¦ Job Analysis 31. Partial job analysis questionnaire (a) Daily Duties (b) Periodic Duties (Please indicate whether weekly, monthly, quarterly, etc. ) (c) Duties Performed at Irregular Intervals 8. Education – Please check the blank that indicates the educational requirements for the job, not your own educational background. No formal education required ? College degree ? Less than high school diploma ? Education beyond graduate ? High school diploma or equivalent degree and/or professional license. ? College certificate or equivalent List advanced degrees or specified professional license or certificate required. Please indicate the education you had when you were placed on this job. Job Analysis 32. Benefits of Job analysis Job analysis information is useful for a variety of organisation purposes ranging from human resource planning to career counselling Job Analysis 33. Important benefits of Job Analysis Multifaceted Nature of Job Analysis Recruitment Human Resource Planning Selection Job Evaluation Placement Job Design and Training Redesign Performance Counselling Appraisal Employee Safety Job Analysis 34. Who should conduct job analysis? ? Job incumbents themselves ? Supervisors ? External analysts Job Analysis 35. The process of Job analysis The major steps involved in job analysis are: ? Organisational analysis ? Selection of representative positions to be analysed ? Collection of job analysis data ? Preparation of job description ? Preparation of job specification Job Analysis 36. The Competency Approach to Job Analysis This approach encourages employees to develop role based competencies (knowledge, skills and abilities needed to play diverse roles ) that may be used in diverse work situations, instead of being boxed into a job. Job Analysis 37. Methods Of Collecting Job Analysis Data Seven general techniques are generally used to collect job analysis data; ? Job performance: the analyst actually performs the job in question and collects the needed information ? Personal observation: the analyst observes others doing the job and writes a summary ? Critical incidents: job incumbents describe several incidents relating to work, based on past experience; the analyst collects, analyses and classifies data. ? Interview: job incumbents and supervisors are interviewed to get the most essential information about a job Job Analysis 38. Methods Of Collecting Job Analysis Data ? Panel of experts: experienced people such as job incumbents and supervisors with good knowledge of the job asked to provide the information. ? Diary method: job incumbents asked to maintain diaries or logs of their daily job activities and record the time spent and nature of work carried out. Questionnaire method: job incumbents approached through a properly designed questionnaire and asked to provide details. ? The Position Analysis Questionnaire: it is a standardised form used to collect specific information about job tasks and worker traits. Job Analysis 39. Methods Of Collecting Job Analysis Data ? Management Position Description Questionnaire: it is a standa rdised form designed to analyse managerial jobs Management Position Description Factors 1. Product, marketing and financial strategy planning. 2. Coordination of other organisational units and personnel. . Internal business control. 4. Products and services responsibility. 5. Public and customer relations. 6. Advanced consulting. 7. Autonomy of actions. 8. Approval of financial commitments. 9. Staff service. 10. Supervision. 11. Complexity and stress. 12. Advanced financial responsibility. 13. Broad personnel responsibility. Job Analysis 40. Methods Of Collecting Job Analysis Data ? Functional job analysis: it is a systematic process of finding what is done on a job by examining and analysing the fundamental components of data, people and things. Job Analysis 41. Behavioural Factors Impacting Job Analysis The following behavioural factors must be taken care of while carrying out a job analysis: ? Exaggerate the facts ? Employee anxieties ? Resistance to change ? Overemphasis on current efforts ? Management straight jacket Job Analysis 42. Job Description And Job Specification The end products of job analysis are: Job description: this is a written statement of what the job holder does, how it is done, under what conditions it is done and why it is done. Job Analysis 43. Specimen of Job Description Title Compensation manager Code HR/2310 Department Human Resource Department Summary Responsible for the design and administration of employee compensation programmes. Duties ? Conduct job analysis. ? Prepare job descriptions for current and projected positions. ? Evaluate job descriptions and act as Chairman of Job Evaluation Committee. ? Insure that company’s compensation rates are in tune with the company’s philosophy. Cont†¦ Job Analysis 44. Specimen of Job Description ? Relate salary to the performance of each employee. Conduct periodic salary surveys. Develop and administer performance appraisal programme. ? Develop and oversee bonus and other employee benefit plans. ? Develop an integrated HR information system. Working conditions Normal. Eight hours per day. Five days a week. Report to Director, Human Resource Department. Job specification: it offers a profile of human characteristics (knowledge, skills and abilities) needed by a person doing a job. Job Analysis 45. Specimen of job specification Education ? MBA with specialisation in HRM/MA in social work/PG Diploma in HRM/MA in industrial psychology. ? A degree or diploma in Labour Laws is desirable. Experience ? At least 3 years’ experience in a similar position in a large manufacturing company. Skill, Knowledge, Abilities ? Knowledge of compensation practices in competing industries, of job analysis procedures, of compensation survey techniques, of performance appraisal systems. ? Skill in writing job descriptions, in conducting job analysis interviews, in making group presentations, in performing statistical computations ? Ability to conduct meetings, to plan and prioritise work. Work Orientation Factors ? The position may require upto 15 per cent travel. Age ? Preferably below 30 years. Job Analysis 46. Role Analysis To have a clear picture about what a person actually does on a job, the job analysis information must be supplemented with role analysis. Role analysis involves the following steps: ? Identifying the objectives of the department and the functions to be carried out therein ? Role incumbent asked to state his key performance areas and his understanding of the roles to be played by him ? Other role partners of the job such as boss, subordinate, peers are asked to state their expectations from the role incumbent ? The incumbent's role is clarified and expressed in writing after integrating the diverse viewpoints expressed by various role partners. Job Analysis + dasaritapaswi, 3 months ago Embed . without related content for WordPress. com 1055 views more its use full to students of management Related Presentations An Analysis Of Fm Radio Advertising Rates In The Arab World TOC . Human Resource Planning – Concept And Need. Factors Affe†¦ 17487 views Hrp 2453 views Job Search Tips For New Grads For Slide Share . 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Conditioning Procedures in Shaping Children’s Behaviour Essay

A child is repeatedly exhibiting inappropriate and unwanted behaviour (e.g. hitting sibling), which conditioning procedures could be used to most effectively stop this? Behaviours that produce favourable consequences are repeated and become habits, but those that produce unfavourable consequences tend not to recur (Ouellette and Wood, 1998 as cited in Martin et.al, 2006). Experience changes the probability of repeating certain behaviours indicating that learning involves adaptation. As time goes on, old behaviours are eliminated and new behaviours are learned. Pavlov discovered and formalized many of the most important laws of classical behaviour, B.F.Skinner (1938) investigated and formalized may of the basic laws of operant behavior. (Sheppard & Willoughby, 1975). Habituation and classical conditioning taught us the stimuli in the environment where we learn to ignore unimportant stimuli and learn those that predict occurrence of the important ones. (Martin et.al, 2006). Operant conditioning involves the use of consequences to modify the occurrence and form of behaviour. Operant conditioning was first discovered by Edward L. Thorndike where he placed a hungry cat in a small chamber called puzzle box with food placed outside as a stimuli where the car need to performed an appropriate response to open the door of the puzzle box. The cat become less random and more efficient until it open the latch without hesitation after several random attempt. Thorndike called this relation between a response and its consequences the law of effect. (Martin et.al, 2006). Although Thorndike discovered the law of effect, B.F Skinner was the one who brought the study of operant conditioning into the lab and devised objective methods for studying human behaviour. He invented the operant chamber which is also known as the Skinner box where animal’s behaviour can be easily observed, manipulated, and automatically recorded. Operant conditioning allows us to learn association between behaviour and outcome. It teaches children to modify their behaviour to maximise the possible rewards they can get and taught them to learn from previous experience. When a child is repeatedly exhibiting inappropriate and unwanted behaviour, operant conditioning can be used to correct the behaviour of the child. There are four basic principles used in the operant conditioning, which can be described as positive reinforcement (reward), negative reinforcement (escape), punishment and omission. (Rachlin, 1976) Positive reinforcement and punishments referred  as environmental events that may affect on individuals. Reinforcement Is neither an environmental nor a behavioural event but a relationship between two which tends to increase responding by either positive or negative means. Whereas punishment is a relationship that tends to decrease responding by either positive or negative means. Operant behaviour is modified by its consequences and the consequences which modify behaviour are called reinforcers. Consequences Positive reinforcement is where there is an increase in the frequency of response behaviour that is regularly and reliably followed by a positive stimulus. Positive reinforcement can also be considered in terms of reward. The principle of reward was stated in Thorndike’s â€Å"law of effect† – a reward tends to increase the probability that the response to which it is related will recur. (Rachlin, 1976) The effect of the reward will be pleasant and reinforce the behaviour of children. For example candy or attention can serve as rewards for children if they behave properly. This might encourage them to stop the inappropriate behaviour as behaving properly will give them something nice. Negative reinforcement involves the avoidance of an aversive stimulus, also known as escape. Negative reinforcement work in two ways, either it decreases the frequency of occurrence of operant behaviour that it follows or it increases the frequency of occurrence of operant behaviour that removes or terminates it. (Sheppard & Willoughby, 1975) The consequences are often painful and the effects are unpleasant. Because of the nature of aversive stimuli of negative reinforcement, it is usually difficult to program long intervals between negative reinforcement. Negative reinforcement might be effective if the aversive stimuli is used wisely. One of the commonly used procedures for weakening operant behaviour is punishment. Punishment refers to a decrease in the frequency of the response that is regularly and reliably followed by an aversive stimulus. (Martin et.al, 2006). The principle of punishment is the inverse of Thorndike’s law – an aversive, or noxious, stimulus tends to decrease the probability that the response to which it is related will occur. (Rachlin, 1976) In operant conditioning, reinforcement is neither an environmental nor behavioural event, but a relationship between the two that tends to increase responding by either positive or negative means. Punishment, likewise, is a relationship that tends to decrease responding by either positive or negative means. Parents will often  choose punishment such as scolding or sometimes some physical punishment if the children exhibit inappropriate behaviour. Punishment has an immediate effect on unwanted behaviour. When a parents spanks a child for hitting their siblings or yells at them for their misbehaviour, the immediate decrease in the punished response negatively reinforces the parent’s spanking response. Many parents rely heavily on punishment to terminate the aversive behaviour of their children without fully understanding the effects of punishment. However, Punishment can produce a number of undesirable effects. First, punishment can results in emotional trauma such as fear, anger, anxiety and depression. It might cause the disruption of learning and performance of the children. Secondly, punishment sometimes might lead to suppression of all behaviours, not only the misbehaviour being punished. Furthermore, punishment requires continual monitoring of the individual’s behaviour in the real world. The use of punishment might try to encircle the rules of escape from the situation entirely. Mazur (1998) held that if the teacher used punishment as his primary method of behavioural control, a child might try to hide the proof of their misbehaviour. It might not help to correct the misbehaviour of the child. Another problem associated with punishment is that it can lead to aggressive behaviour by the punished child. This aggression might be directed against the punisher or another individual. With the numerous disadvantages above, parents should be using punishment wisely and with great care as it might influence the behaviour of children in the future. A negative punishment or an omission of reward occurs when the absence of a reward, otherwise present in the environment, is related to the response. Like punishment, the omission of reward tends to decrease the probability that the response will recur. (Rachlin, 1976) Example of omission is that parents may confiscate the child’s favourite toy or grounding the child for his misbehaviour. In operant conditioning, extinction consists in the removal of the conditioning relationship between response and reward or punishment. (Rachlin, 1976) Behaviour that is not longer being reinforced will then decrease in frequency. Example is that a child will stop crying and shouting if the parents choose to ignore him. However, extinction is not the same as forgetting. Forgetting takes place when a behaviour is not rehearsed for a long time. Extinction takes place when a person makes a response that is no  longer reinforced. (Martin et.al, 2006). Another procedure where parents can stop the child from exhibiting inappropriate behaviour is by using a technique developed by Skinner called shaping. It involves reinforcing any behaviour that successively approximates the desired response. (Martin et.al, 2006) Parents can teach children about behaving properly and praises children for their good behaviour. Rewards will be given and children will reinforce their good behaviour. Successful shaping requires that the right step size be selected and that each approximation be reinforced only enough times to allow the criterion to be increase while still maintaining the behaviour at each step. (Sheppard & Willoughby, 1975) However, there are some limitation to the Reinforcement is mainly studied in terms of primary reinforcers and primary punishers. Primary reinforcers are the biological positive (appetitive) unconditioned stimuli such as food and water. Primary punishers are the biological negative (aversive) unconditioned stimuli such as pain and illness. Other than that, behaviour can also be reinforced with wide variety of stimuli. These stimuli are called conditioned or secondary reinforcers. It is the stimuli that have acquired their positive and negative values through conditioning. Examples of positive value might be money and negative values might be fines. Similarly, conditioned punishers acquire their punishing effects through association with aversive events. (Martin et.al, 2006). Example of this is children get lecture or even grounded for their misbehaviour. Conditioned reinforcement and punishment are very important in permitting an organism’s behaviour to be affected by stimuli that are not biologically important in themselves but that are regularly associated with the onset or termination of biologically important stimuli. (Martin et.al, 2006) Conditioned reinforcers and punishers allow for behaviour to be altered by a wide variety of contingencies. In conclusion, when a child exhibit an inappropriate or unwanted behaviour, parents should consider using appropriate conditioning methods to effectively stop the wrong behaviour of the child. Positive reinforcement is a better option than punishment in altering behaviour as positive reinforcement results in lasting behavioural modification, whereas punishment only temporarily changes behaviour and presents many detrimental  side effects. Reference: Martin, G.N., Carlson, N.R., & Bukist, G.N. (2007). Psychology, 3rd Edition. Harlow, UK: Pearson Education. Mazur, J.E. (1998). Learning and Behaviour, 4th edition, Upper Saddle River, NJ: Prentice Hall Sheppard, W.C.,& Willoughby, R.H.(1975). Child Behavior: Learning and Development. Rand McNally College Publishing Company. Walker, S. (1984). Learning Theory and Behaviour Modification. Methuen. Rachlin, H. (1976). Behavior and Learning. W.H. Freeman and Company.