Hrd Report

DETAILED PROJECT REPORT FOR HUMAN RESOURCE DEVELOPMENT 1. 0 CONTEXT :- 1. HISTORICAL BACKGROUND – 1. DEVELOPMENT IN TECHNICAL EDUCATION- National policy on education 1986 which includes 10 year Technician education investment program for upgrading newly introduced Diploma Programs, with emphasis on rural population as well as continuing education programs aimed at upgrading already employed Technicians.This policy also emphasized on improving the quality of these Diploma Programs by strengthening teacher’s training program, curriculum development, examination & student assessment system and modernizing the Workshops, laboratories and classrooms of the polytechnics. Finally NPE – 86 aimed to improve the efficiency of the TES by strengthening the A. I. C. T. E. , the Four T. T. T. I’s, the D. T. E. , M. S. B. T. E. , granting academic autonomy to selected polytechnics and further strengthening the NTMIS and NATIONAL BOARD of ACCREDITATION . (Ref. A comparati ve study of Technical Education in Germany &India with spl-reference to Maharashtra – Ph. d. dissertation – by Dr. A. R. Thete ) The World Bank assisted Project for strengthening Technician education system in Maharashtra State was implemented by the State Government during 1992 to 1999. (Ref- Policy & Direction report – DIIC (M. S. ) Mumbai) The World Bank assisted Project has been conceived as the means of implementing most of the decisions included in the NPE –1986. The goal of WBAP was to support NPE – 1986 and emphasis was given on capacity expansion, quality improvement and efficiency improvement.As an impact of this project, infrastructure facilities have been provided to all the institutions and there has been some achievements towards improving quality of polytechnic education system. On the similar lines of the World Bank Assisted Project the Canada-India Institute Industry linkage project has been launched in Maharashtra State . It will enhance the efficiency and effectiveness of the TES by means of INDO-AUSTRIA Project is under planning stage and this will provide CNC Machining Technology in the Technical Institutes of Maharashtra State for Training and Educational purposes. (Ref- Policy & Direction report – DIIC (M.S. ) Mumbai) 1. 1. 2 Thrust toward qualitative improvement :- Prior to the emergence of World Bank assisted Project the training was imparted by ISTE, TTTI etc. The experiences gained during training were not fully utilized. Due to World Bank assisted project the State has made effort to improve management and educational process, but these efforts were fragmentary. In the last five decades there has been manifold expansion in polytechnic education systems. The unprecedented expansion notwithstanding, the system design has remained more or less static. Changes in the system if any have been superficial in nature.As a result, the system continues to produce more of the routine kind of output, not adequately responding to the changing needs. (Ref. – Draft policy guidelines for training teachers of polytechnics & engineering colleges – Ministry of H. R. D. , Department of Secondary & Higher Education, May-2000) Technical education is now considered as one of the most crucial inputs for socio – economic development with enormous potential for improving the quality of life of the people. Improvement in Education & Management processes is essentially slow, primarily because educational enterprise as whole is labour intensive and not capital intensive.Improvement of capabilities of system as whole involves acquisition of new knowledge, skills and attitudes. not only by individuals but also at the collective level by teams, departments, institutions and State level organizations. (Ref- Policy & Direction report – DIIC (M. S. ) Mumbai) This requires HRD strategy on the long term basis. It requires capability of Key personnel at each level of operation fo r project management. Human Resource Development is a continuos process. Also in order to sustain the gains of World Bank assisted Project and to make deliberate efforts in improving quality and efficiency of the system.Directorate of Industry Institute Co-ordination has taken initiative to formulate HRD strategy on long term basis and a systematic, scientific Staff Development Planning for Technical Education System for 2000-2005 with co-operation of M. S. B. T. E. and T. T. T. I. , Bhopal. 1. 1. 3 Resource group formation for H. R. D. :- Directorate of Industry – Institute co-ordination has taken initiative to formulate H. R. D. strategy on long term basis and a systematic scientific staff development planning with the co-operation of M. S. B. T. E. & T. T. T. I. , Bhopal. For preparing a detailed project report n Human Resource Development for T. E. S. of Maharashtra, a State Resource Group (S. R. G. ) was formed in May 2000. 1. 1. 4 Master plan for the whole Technical Edu cation system :- A master plan indicating post project status of total T. E. S. , system’s diagram linked to the customer is prepared by S. R. G. as shown in fig. 1. The linkages of various educational processes & enabling processes are shown in fig. 1. HRD is the one of enabling process which is linked to all other educational & enabling processes. See parent document by State Resource Group lead by Shri Makone. 1. 1. 5 Context of H. R. D. ith respect to Technical Education System :- A master plan indicating post-project status of total Technical education System diagram linked to customer (i. e. industry) is drawn to understand the Role of Human Resource development in Technical Education System. (Ref. – fig. 1) It is an system’s diagram which shows – 1) Customer of the system 2) Mission of Technical Education System. 3) Goal of the T. E. S. 4) Output 5) Signal Input 6) Process Educational Enabling 7) Management 8) Resource Input 9) Supra system 9. 1) S uppliers of Input 9. 2) Suppliers of Resources 9. 3) Regulatory Agencies 0) Competitors. The ultimate output of T. E. S. required is manpower having right type of knowledge , skills & attitudes . In order to accomplish this output, Process of transformation of HRD has to be planned. These processes are classified into two categories – i) Educational Processes – which ensure that the students are educated & trained through scientific action by levels of key personnel. ii) Enabling processes – which ensure that this main educational process are supported by ‘ enabling processes ’ which provide frame work within which educational processes take place.The Educational Processes are – 1) State Planning – At State level 2) Institutional Planning – At institute level 3) Curriculum design & development – Department level 4) L. R. D. C. – L. R. U. C. – 5) Instructional design – At Class room 6) Student’s learning – level All these processes interact with each other. The enabling processes which enables the Educational processes to perform in the right direction are – 1) State Project Planning – Ensuring that innovative projects are systematically managed at all levels of project institute. ) Industry Institute Interaction – Ensures that project institutes are linked to industry. 3) Human Resource development – Ensures that all project institutes are equipped with right type of Human resource in right numbers & at right time. 4) Management Information System – Ensures that all projects institutes have access to all types of information ( generic & specific) for decision-making. 5) Organisational development. – Ensures that all project institutes are simultensasly helped to 1) establish the project cells & 2) restructure the parent institute so that project-cell working in close co-operation with the main stream staff.These enabling pr ocesses are each designed & developed & implemented simultensasly at all levels of the system. Process of Human Resource development is linked with all the educational processes and also the Enabling processes quoted above. Trained manpower which is the output of H. R. D. , is required to sustain the Educational & Enabling processes to make the T. E. S. effective & efficient. System diagram for the H. R. D. system indicating Post-Project status is as shown in figure No. 2. The output of H. R. D. is trained manpower required for all the educational & enabling processes.The process of Transformation consists of three stages. ( Article faculty development by Dr. P. J. George, Programme Director, I. S. New Delhi) 1) Initial Training 2) Induction Training 3) In service Training. In Initial Training, theoretical Input in new disciplines in Education & information management is to be given. In Induction Training microskills are to be developed & in Inservice Training consolidation of micro skills into a macro-skills their utilization in the actual institutional context takes place. 6.Developmental model of Human Resource Planning & Development in Industry to serve as model of HRD in TES (Model from E. H. Schein) :- CONTEXT :- Human growth takes place through successive encounters with one’s environment. As the person encounters a new situation, he or she is forced to try new responses to deal with that situation. Learning takes place as a function of those responses work out and the results they achieve. If they are successful in coping with the situation, the person enlarges his repertory of responses, if they are not successful the person must try alternate responses until the situation has been dealt with.If none of the active coping responses work, the person sometimes retreats from the new situation or denies there is a problem to be solved. These responses are defensive and growth limiting. For growth to occur, people need two things : New challenges that are within the range of their coping responses and knowledge of results – information on how their responses to the challenge have worked out. If the tasks & challenges are too easy or too hard, the person will be demotivated and cease to grow.If the information is not available on how well the persons responses are working, the person cannot grow in systematic, valid direction but is forced into guessing or trying to infer information from ambiguous signals. The organizational growth similarly takes place through organizations successful coping with the internal & external environment. But since the organisation is a complex system of human, material, machines, financial & informational resources, we must consider how each of these areas can be properly managed toward organizational effectiveness.In order for the organisation to have the capacity to perform effectively over a period of time it must be able to plan to recruit, manages develop, measure, dispose of and replace human resources as warranted by the tasks be done. A key assumption underlying organizational growth is that the nature of jobs will change overtime, which means that such changes must be continuously monitored in order to ensure that the right kinds of human resources can be recruited and developed to do these jobs.In an ideal Human resource planning & development system we should seek to match organisation’s needs for human resources with the individuals needs for personal career growth and development. A developmental model of Human resource planning & development is depicted in figure 3. It involves both individuals & organizational planning & a series of matching activities designed to satisfy mutual needs. The components of an effective H. R. P. D. System can be derived from this diagram – 1) In the organisation the overall planning component shown at left hand side in fig. . 2) Components that ensure an adequate process of staffing the organisation. 3) Componen t that plan for & monitor growth and development. 4) Component that facilitate the actual process of growth and development of the people who are brought into the organisation. This growth & development must be organized to meet both the needs of the organisation & the needs of the individuals within it. 1. 1. 7 Brief description of components of developmental model :- As said earlier the function of the components mentioned in article No. 1. 1. is to ensure that the organisation has an adequate basis for selecting its human resources & developing them toward the fulfillment of organizational goals. 1. 1. 7. 1 ORGANISATIONAL NEEDS 1) PLANNING FOR STAFFING Strategic Planning – These activities are designed to determine the organisation’s goals, Priorities future directions, products, market growth rate, geographical location & organisation structure & design. 2) Job / role planning :- This activity can be thought of as a dynamic kind of job analysis, where a continual r eview is made of the skills, knowledge, values etc. urrently needed in the organisation & that will be needed in the future . From a planning point of view it is probably most important for the highest level jobs – how the nature of general & functional management will change as the organisation faces new technologies, new social values & new environmental conditions. From these knowledge, skills , attitudes, values job descriptions are to be generated. 3) Manpower Planning & Human resource inventorying – These activities draw on the job/role descriptions generated and assess the capabilities of the present human resources against those plans or recruitments.These activities may be focussed on the number of people in given categories & are often designed to ensures adequate supply of people in those categories. Or the process may focus more on how to ensure that certain scarce skills that will be needed will in fact be available, leading to more sophisticated programme s of recruitment or human resource development. 1. 1. 7. 2 INDIVIDUAL NEEDS :- The three activities mentioned above are all geared to identifying the organizations needs in the human resource area. These three activities should be linked to each other organizationally.If these activities are not linked together, the situation reflects on erroneous assumption about growth & development. 1) Career & job – choice 2) Earlier career issue locating 3) Mid – career issue locating. If there are no major change in job requirements as the organisation grows & develops, the system normally work, But if job themselves change, it is no longer safe to assume that today’s human resources, with development plans based on today’s job requirements, will produce the people needed in some future situation. Therefore more job/role planning must be done, independent of the present in the organisation. . 1. 7. 3 MATCHING PROCESS :- (Linking of organizational need to individual needs) 1) Job Analysis :- If the organizational planning has been done adequately, the next component is to specify what jobs need to be filled & what skills etc. are needed to those jobs. It will help to specify what kind of recruitment to undertake and how to select people from among the recruits. 2) Recruitment & Selection :- This activity involves the actual process of going out to find people to fulfill jobs & developing systems for deciding which of these people to recruit / hire.These components may be very formal including testing, assessment and other aids to the selection process. 3) Induction, Socialization & Initial Training :- Once the employee is recruited / hired, these ensures & period during which he or she learns the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particulars of the job and so on. The goal should be to facilitate the employee’s becoming a productive & useful member of the organisation both in short run and in terms of long range potential. ) Job design & Job Assignment :- One of the most crucial components of staffing is the actual design of the job given to the new employee & the manner in which assignment is made. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy for the new employee and neither too meaningless nor too risky from the point of view of the organisation If the job is too easy or too meaningless, the employee may become demotivated, if the job is too hard and involves too much responsibility & risk, the employee may become too anxious, frustrated or angry to perform at an optimal level.The four components 1) Job analysis,2) Recruitment & selection, 3) Induction, Socialization & Initial Training, 4) Job design and Job assignment are the matching processing geared to ensuring that the work of the organisation will be performed. These processes are to be performed by line managers, personnel staff specialists to gether. Line managers have the basic information about jobs & skills requirements. Personnel specialists have the interviewing, recruiting & assessment skills to aid in the selection process. In optimal System these functions shall be closely co-ordinated. Recruiters shall provide to the employee, accurate information bout the nature of the organisation & actual work he / she will be doing in it. Recruiters also need good information on the long range human resource plans so that these can be taken into account in selection of new employee. Development Planning: – Same planning activities are essential so as to make the employee remain motivated, productive & maintain a reasonable level of job satisfaction. i) Inventorying of development plans: – The planning component will consist of pulling together the information into a centralized inventory that will permit co-ordination & evaluation of the development activities. i) Follow up & evaluation of development activitie s: – Development plan for individual employees will be written down, implemented & evaluated either in relation to the individuals own needs for growth or in relation to the organizations needs for new skills. Career Development Processes: – These processes must match the organisation’s needs for work with the individual needs for a productive & satisfying work career. It must provide some kind of forms and movements for the employee through some succession of jobs, whether these involve promotion, lateral movement to new functions or simply new assignments within a given area.Training (Initial, Induction, Inservice) :- Training will be in three phases – i) Initial – To provide opportunities to acquire generic/ abstract knowledge in new field of studies ii) Induction – To develop microskills. The chaining of which leads to acquisition of macro skills. iii) Inservice – Using macro-skills chains in the actual job context. Performance Ev aluation & Judgement of Potential: – The process of performance appraisal will be standardized & formalized. Such standardized & formalized performance appraisal will help to justify promotions to give recognition.Organisation Rewards: – Line managers must actively work with compensation expert to develop a joint philosophy and set of goals based on an understanding of what the organisation is trying to reward & what employee needs actually are ( people at different career stages many different things. ) Promotion & other job changes: – If the promotions opportunities are limited because the pyramid narrows at the top, an effective H. R. P. D. System shall concentrate on developing career paths, system of job rotation, changing assignments, temporary assignments,& lateral job moves that ensure continuing growth of all human resources.One of the key characteristics of an optimally challenging job is that it both draws on the persons abilities & skills. Source â⠂¬â€œ E. H. SCHEIN – The Art of Human Resource Management. Training and Development opportunities :- Formal training and other development programmes and education activities are necessary in the total process of human growth and development. These should be carefully linked both to the needs of the individuals and to the needs of organisation. The individual should want to go to the programme because he or she can see how the educational activities fits in to the total career.As much as possible training and educational activities should be tied to job/role planning. Career Counseling : – Growth and development only come from within the individual himself or herself, its important that the organisation provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue, counseling and career planning. this process should ideally be linked to performance appraisal. Because it is that context tha t the boss can review with the sub-ordinate the future potential development needs, strength weakness, career options etc.Joint Career Planning :- The boss is often not trained in counseling but he possess some of the key information. The employee needs to initiate career planning. Also the sharing of information is properly done is not the same as making commitments or setting up of false expectations. Whatever is decided about training, next steps, special assignment, rotation should be jointly decided by the individual and appropriate organizational resource. Each step must fit in to the employees life plan and must be tied in to organizational needs.Follow – up and Evaluation :- Whatever decided should not merely be written down but executed. If there are implementation problems, the development plans should be re-negotiated . Whatever developmental actions were taken it is essential that they be followed up and evaluated both by the persons and by the organisation to det ermine what, if anything, was achieved. The organisation should make plans to talk to the individual before or after the programmes that what will be the appropriate next assignment for him or her following the programme.Planning for and Managing disengagements :- The planning and managing process reviewed below are counter parts of ones that have already discussed but are focused on different problems like late career loss of motivation, obsolescence and ultimately retirement. Organizations must recognize that there are various options available to deal with this range of problems. Beyond the obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement.Continuing Education & Re-training :- These activities have their greatest potential, if the employee is motivated and if there is some clear connection between what is to be learned and what the employees current or future job assignment required in the wa y of skills. More and more organizations are finding out that it is better to provide challenging work first and only then the training to perform that work ones the employee sees the need for it obviously for this linkage to work well continuous dialogue is needed between employees and their managers.Job Redesign :- Job changes or job re-design is required in general applied to the particular problems of levelled – off employees. Job Enrichment :- Job enrichment and other efforts are required to re-design work to increase motivation and performance. Job Rotation :- When the employee becomes unresponsive to the job characteristics themselves and pays more attention to surrounding factors such as the nature of supervision, relationships with co-workers, pay and other extrinsic characteristic in otherwords before organisation attempt to cure levelled of employees by Re-motivating them through job re-design or job relation.They should examine whether those employees are still in responsive mode or not. 2. 0 POST PROJECT STATUS OF H. R. D. SYSTEMS FOR T. E. FOR QUALITY IMPROVEMENT :- The developmental model of Human Resource Planning & Development in Industry is to be adopted for HRPD system of TES for quality improvement. 1. System’s Diagram for post project status of H. R. D. system :- It is depicted in fig. 2. 2. 2 GENERAL :- The old concept of staff development was confirmed to imparting knowledge & skill to teachers that are needed for class room teacher.This consist of developing the requisite subject competence & pedagogical skills. This focuses on improving the teaching & related abilities & is job embedded which means that it undertakes the development of the staff for performing job activities. The new concept of professional development on the other hand focuses also on improvement on job performance & is mostly job related. Fig. 2 and Fig. 4 depicts post project status of HRD for TES. In fig. 2 processes are shown while in fig. 4 developm ental model indicating processes with activities is shown.The process activities in fig. 4 are as follows . 2. 3 Organisational Needs :- Customer and their training needs – Needs of TES primarily can be categorized in two ways – it needs two types of manpower to manage quality improvement of the T. E. S. 1) Line Functionary – Staff at regional and institutional level, Principal, teachers, students. 2) Staff Functionary – To manage functions in CDC, instructional design, students learning as well as III, HRD, IS & OD. 2. 4 INDIVIDUAL NEEDS :-Above three activities can be interconnected for identifying the system needs in Human Resource area. Individual staff development is not a one time process & will be distributed throughout working period of on individuals. It consist of three stages – 1) Initial training 2) Induction training 3) Inservice training. 2. 5 MATCHING PROCESS :- Job analysis :- It is necessary to specify job needs to be fulfilled & a bout required skills needed to their jobs. It is necessary to do the job analysis for each post involved in the system at state level, Inst. evel, dept. level & individual level. This will helps in understanding to a individual about job profile also to know his function in the system. It helps in deriving the roles & responsibility of posts. HRD will work in this area & will do job analysis & as said above. Recruitment & Selection :- While recruiting a person for the system through MPSC or at Directorate level certain types of norms (e. g. recruitment rules) will be developed by HRD. These norms will be helpful to get the suitable person for the system. Induction & Socialization :-When the employee will be recruited he will learn the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particular job, how to see viable future in the career. The goal will be to facilitate the employee’s becoming productive & useful member of the or ganisation both in short term & long term. Job design / Assignment The job assignment to the new employee will be made to be carefully. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy & neither too meaningless nor too risky from the point of view of the organisation.Job design & job assignment are the matching processes geared to ensure that the work of organisation will be performed. Line managers will have the basic information about jobs & skills requirement. Training (Initial, Induction, Inservice ):- Initial Training – This training will be organized to impart the knowledge & basic operational skills to newly recruited staffs for better T. L. process. It includes modern Tl processes, technologies & hands on practice etc. This also includes awareness about roles & responsibilities of employee & information regarding organisation.Induction Training – This training programme will be arrange for locating one’s ea rly career issues. He can locate his area of contribution in learning how to fit himself in organisation & becoming productivity seeing a noble future for oneself in the career. This phase insist on development, microskills in his area of interest. There liking areas includes LRD’s , instructional design, curriculum development, TL processes, instructional processes & institutional process as well as he can develop himself in III, IS, OD, etc. This will help him in vertical & horizontal mobility in the system.HRD system will identify system need in above areas as well as individual need in the same area and will develop & arrange requisite training programme in these areas. Inservice Training – These training will facilitate to individual in his career development process. This training must provide some kinds of norms & regulations for employee through some successions of job by promotion or by lateral movement or by giving simply new assignment. this training will fo cus on new emerging technologies in the related area enhancing profession & tech. ompetence among employees. This inservice training programme will provide persons for higher level working like state planning, state management, Instt. Planning, etc. Performance evaluation :- HRD will develop reliable evaluation system to get the necessary feed back to accomplish the goals successfully. Under HRD the process of performance appraisal will be standardized which will help in providing opportunities to individual for vertical & horizontal mobility. Organisational Rewards :- HRD will conceive result oriented reward system.This will motivate employees working in TES & help to achieve the goal of TES effectively & effeciently. Similarly promotion facilities & lateral movements will also be made available. HRD will give guidelines in this matter. Promotion ;- The promotion opportunity are limited because the pyramid narrows at the top. The promotions will be done timely also HRPD system will concentrate on developing career paths, systems of job rotation, changing assignments, temporary assignments to ensure continuous growth of Human resources.Optimally challenging jobs draws persons abilities & skills. Career Counseling :- For growth & development of the individual the organisation will provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue counseling and career planning. This process will ideally be linked to performance appraisal. Because the boss can review with the sub-ordinates the future potential development needs, strength weaknesses, career options etc. Planning for levelled – off employee :-The planning & managing process are counter parts of individuals that have already discussed but are focussed on different problems like late career, lack of motivation obsolescence and ultimately retirement. Organisation will recognize that there are various options available to deal with this range of problems, beyond obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement. Job design / Job Rotation :- Job changes or job re-design is suggested which will be applied to the particular problems of levelled – off employees.When the employees become un-responsive to the job characteristic themselves and pays more attention to surrounding factors such as the nature of supervision, relationship with co-workers, pay & other extrinsic characteristic, they should examine whether those employees are still in responsive mode or not. 2. 6 Management of the post project status :- All institutions signing the project will be simultaneously engaged in conducting routine activities & at the same time managing project activities. HRD Cells will be installed at D. T. E. , D. I. I. C. , M. S. B. T. E. , R. O. s, R. B. T. E. & polytechnics devoted for managing the project. Their functi ons will be liasion, R & D, design, policy making, development, implementation, evaluation, 2. 7 Resources at the post project status :- The content of this section is based on the system’s diagram in fig. 2 in which item No. 5 i. e. resource inputs are shown. They are the resources needed to install management & management processes. Resource planning is intended to ensure that the existing & additional resources are strengthened, developed & kept ready for project implementation. 1) Physical Resources :- Every institute of TES will have adequate physical resources. ) Human Resources :- System will have trained Human resources capable of managing change in educational processes & enabling processes. 3) Information Resources :- HRD components will have a stock of generic information & specific information required & it will flow from one institute to another. 4) Time Resources :- HRD will have long term policy and a time bound action-plan geared to vision, mission , goals, ob jectives & activities. 5) Financial Resources :- HRD component will have financial management to carry out The change process over a long term project period.Provision will be made for internal revenue generation. ******************************************************************************************* 3. 0 PRE-PROJECT STATUS :- 3. 1 Context of W. B. A. P. under which staff development cells were instituted and Role & Function of S. D. C. 3. 1. 1 CONTEXT :- PreWBAP status of HRD – In 1965 TTTC was established at Karad. It was shifted to Pune in 1970. TTTC conducted long term programmes of diploma & degree in Technical Teachers Training. In 1980 TTTC was handed over to TTTI Bhopal and extension centre of TTTI was established in Pune in 1980.Prior to WBAP, TTTI & other organisation like CII, IIT & ISTE were announcing the training programmes through their calendar & the state (DTE) deputed the staff for the programmes but it was not in the planned way. WBAP was implemented in the state of Maharashtra for improving quality & efficiency of Technician Education in the state. Developmental activities like Staff development, Curriculum development, Learning resource development, Industry Institute Interaction were started in various polytechnics under various subcomponents of this WBAP.Primarily Government Polytechnics situated at six Regional Headquarters were considered to initiate all these activities. These centres being Autonomous institutes were expected to develop these activities for their own needs & further percolate concepts & benefits related to these activities in the region. In order to implement sustained S. D. activity for faculty & supporting staff Government, Government Aided & Unaided polytechnics of state S. D. cells had been established under WBAP at the six lead centres i. e. Government Polytechnic, Mumbai, Pune, Nashik, Aurangabad, Amaravati & Nagpur. Ref. :- Staff development activity under S. D. Cell at lead centre polytechnics Progr amme calendar Jan. 99 – June99 ) By DIIC, Mumbai. 3. 1. 2 ROLE OF S. D. C. :- Training programme calendars were sent to principals of all polytechnics by SPIU/DIIC, Mumbai. They had to prepare staff development plan of their institutes by identifying the teachers / ministerial / supporting staff for the programmes listed in the calender taking into consideration academic planning of their institute. Such staff development plans prepared were submitted to SDC’s.All SDC’s were to compile the information received from different polytechnics and pass on the same to DIIC for further execution. This was the practice adopted during WBAP. 3. 2 STATUS OF THE PROGRAMMES :- The programmes planned were categorized as follows :- 1. State level programmes – These were the programmes for which staff member from any polytechnic of state was a participant. 2. Regional Programmes – Some programmes were planned for the specific region. 3. 3 TYPES OF PROGRAMMES IN THE PREVIOUS CALENDERS. :- 3. 3. 1 Long Term Programmes – †¢ Induction Phase I, †¢ Induction Phase II, Industrial Training of Teachers †¢ Induction programme for office staff (ministerial staff ), †¢ Industrial training of workshop staff. Short Term Programmes – 1) Management development programmes for Principals & HODs, Librarians & storekeeper. 2) Content updating programmes for teachers. 3) Skill updating programmes for supporting staff. 3. System’s diagram for Pre-project status :- System’s diagram for Pre-project status is as shown in figure 5. 3. 5 Present status of Clients:- There is no client focussed HRD. 3. 6 Present status of output :- (Trained manpower)Currently the staff development programmes are not designed as per the needs of the organizations. Also the individual training need is not assessed. In short, there exist no systematic & scientific staff development planning. In certain area like Learning Resource Development , Curriculum Development, some manpower is trained but strategy for HRD does not exist as explained in post project status also manpower required for State planning, Institutional planning, LRUC, Instructional design, Student’s learning, III, MIS, Organisational development, Staff development, the manpower is not trained to the satisfactory level. . 7Current status of input:- (Current status of knowledge / skills / attitudes of line and staff functionaries) The teachers should have the knowledge & skills of instructional design, LRDC, LRUC . The HODs should have the knowledge & skills of Curriculum design, development, implementation & evaluation. The principals should have the knowledge & skills of institutional planning. State level / regional level officials should have knowledge & skills of planning & management. The line workers required for enabling processes are staff development officers, training & placement officers, project officers.They should have knowledge & skil ls of understanding enabling processes, planning & implementation of these processes. But existing faculty is lacking in professionalism required to undertake / perform such processes. (i. e. knowledge in ID, CD, IP, CDC etc. ) 3. 8 Current status of process of transformation :- (Strategies & activities to convert current level of competence of line and staff functions into those described in post project status) The process of transformation includes a process chain depicted in fig. 5. i) Job analysis for the all the post is not in existence.The roles & responsibilities of SDO, TPO, Project officers, Deputy secretary, Assistant secretary, System Analyst are not clearly mentioned. ii) It is observed that modification in recruitment rules are necessary. Recruitment rules for certain post like Deputy Secretary, Assistant Secretary etc. are not prepared yet. Most important is the gap which still focusses todays job function & not future design of job function. iii) Induction & Socializ ation – Presently there is no effort for a newly recruited employee to convert him in productive & useful member of the organization both in short run & long run.Induction phase I & phase II program are currently in operation. iv) Job design & assignment – It is observed that currently there is no job description done in professional way also the work allotment in the institution are not as per the ability & skills of the employee. Presently allocation of the work to the subordinates is done by priority of the work. Staff shortage is one of the main reasons for improper allocation of work. v) Training need assessment – Assessment of individual training needs, organizational needs & their matching to accomplish a certain goal is not done systematically & scientifically. i) Training – Presently training is imparted on the basis of felt needs & not on the basis of needs assessed scientifically & systematically. Also needs of the individuals for his / her ver tical & horizontal mobility have not been considered. Except for few innovative project like LRDC there is no concept of induction & inservice training as such. vii) Performance Evaluation – Presently there is no professional way of obtaining feedback mechanism for performance evaluation. It is observed that there is vast gap in performance measurement & reality.Performance appraisal reports are not fact oriented towards the activities of the individual. The current stress is on the confidential reports which makes performance appraisal difficult. viii) Organisational reward – There is no reward system to motivate employees at institutional level to engaging attempt to enhance quality of his work. Only state level Best Teacher awards are awarded by the State Government, but these are not in sufficient numbers. ix) Promotion – There are no timely promotions. Many of the key posts are vacant. The work of key posts is allotted to another faculty member in the syste m for longer time. ) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism for utilizing levelled-off employees which reduces the efficiency of the system. xii) Job Rotation – There is no alternative job rotation system by design in existence. 3. 9 Current status of management :- At state level there is no full-fledged management structure for HRD. At institute level there are staff development cell at lead centres only. At department level & class room level, the roles of HOD & roles of Sr. teachers in HRD are not clearly defined. ****************************************************************************************** 4. 0 PROJECT JUSTIFICATION :- Firstly though the design of the world bank assisted project was based on system thinking ( implicitly of course ), the actual implementation was carried out in a fragmented way, treating each sub-component independent of another sub-c omponents without relating their output to the major goals of â€Å" Strengthening Technician Education system † There are gaps found by comparing post project status & pre-project status. The gaps are mentioned below – . 1 Gaps in customer identification :- Line and Staff functionaries are not identified except for LRDC, specifically for HRD, because there is no such HRD strategy in existence. 4. 2 Gaps in output specification :- The line workers and staff functionaries must have their desirable inventory of knowledge, skills & attitude required to do their functions for quality improvement. 4. 3 Gaps in input :- It is the need of system to have better record of competencies possessed by the functionaries to enable HRD system to design HRD program. 4. 4 Gaps in process :- ) Job Analysis – Job analysis is not done for the posts – SDO,TPO,PO,Dy. Secretary, Assistant Secretary, System Analyst etc ii) Recruitment – Revision / modification of recruitme nt rules is required by focusing on future design of job function. iii) Induction & Socialization – Absence of mechanism of induction & socialization for a newly recruited employee. iv) Job design & Assignment – There is a staff shortage and hence cannot assign the work as per the ability & skills of the employee. v) Training need assessment – No systematic & scientific assessment of training needs. i) Training – Training is not divided in three parts –1) Initial, 2) Induction & 3)Inservice . There is no need assessment for the individuals for his vertical & horizontal mobility . vii) Performance Evaluation – There is no mechanism for feedback from performance evaluation . There are no seprate performance appraisal reports for the different post like Joint Director, Deputy Secretary, Assistant Secretary, SDO, TPO, PO, etc, on the basis of their job functions. viii) Organization reward – To motivate employees at different levels there are no financial rewards in sufficient numbers. x) Promotions – Many of the key posts are vacant. There are no timely promotions. x) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism to utilizing levelled-off employees. xii) Job rotation – There is no alternative job rotation system. 4. 5 Gaps in management of HRD :- At state level there is no full-fledged management structure for HRD for qualitative improvement needs to be designed. At institute level there are staff development cell at lead centres only for qualitative improvement needs to be designed.At department level & class room level, the roles of HOD & roles of Sr. teachers in HRD are not clearly defined. 4. 6 Gaps in resources :- i) Human Resources – There is no trained Human Resource capable of managing change in educational Processes & Enabling Processes. ii) Information Resources – There is no stock of generic information & specific information required for HRD in the form of MIS. iii) Time Resources – Presently there is no time bound action plan of HRD geared towards vision of TES. iv) Financial Resources – Presently there is no finance available for HRD. 4. Integrated view of Gaps & project justification :- The gaps in post project status and pre-project status are found and these are with respect to customer identification, output, input, process, management, resources. There are gaps in each component of the system and hence mission of TES cannot be accomplished successfully to the full extent. For integration purposes there is a need to consider HRD at systemic level as described in systems diagram in fig. 2. In the last five decades there has been manifold expansion in engineering college and polytechnic education systems.The unprecedented expansion not withstanding , the system design has remained more or less static. Changes in the system if any have been superficial in nature. Meanwhile there have been major changes in the economic and industrial policies of the country where by the protection from international competition here –to –for enjoyed by the indigenous industry is no longer available. Indian industry is today facing fierce but healthy competition from multi-national corporations and has to improve significantly the quality of his products and services, if it is to survive in the highly competitive environment.A high level of upgradation in skills is called for if the Indian industry is to be competitive in the world market. The type of technical manpower required by the industry in the present scenario is quite different from the kind of output presently available from the technical institutions. The knowledge competencies & skill profile of future technical manpower will have to be correspondingly enhance by changes in the technical education systems at all levels. The existing technical manpower will also need extensive re-orientation to meet these requirements. (Ref. Draft policy guidelines for training teachers of polytechnics & engineering colleges – Ministry of H. R. D. , Department of Secondary & Higher Education, May-2000) Also the massive investment of the World Bank Assisted Project during 1992-99 has given momentum to both the quantitative expansion & qualitative improvement of the technical education system. It also provided basic infra-structural facilities and hence to sustain the gains of WBAP & to accomplish the mission successfully, the gaps in the system must be removed for enhancing the qualitative improvement.Hence , all efforts are to be made to develop systematic and scientific Human Resource Development schemes at various levels. ****************************************************************************************** 5. 0 DEVELOPMENTAL STRATEGY OF HRD :- HRD project will ensure Human Resources required by the TES properly educated & trained to enab le to transform pre-project status of TES to post project status of TES i. e. making available right type of manpower at professional & para professional level. Both educational processes & enabling processes to be upgraded to better level of functioning. ***************************************************************************************** 6. 0 PROJECT IMPLEMENTATION STRATEGY :- 1) HRD Project Strategy :- †¢ Educational processes are – a) Students learning, b) Instructional design, c) Learning resource development, d) Learning resource utilization centres, e) Curriculum design & development, f) Institutional Planning, g) State Planning. These processes will be governed by MSBTE. M. S. B. T. E. will be project office. †¢ Enabling processes are – a) HRD, b) III, c) O. D. , d) M. I. S, e) Project Management. These processes will be governed by DIIC.DIIC will be the project office. Project structure is indicated in fig. No. 6 Liaison, R/D, design, Policy, dev elopment Implementation evaluation are the activities in the process. 2) Implementation Strategy :- |At State level |State Management Group – DTE (M. S. ) Mumbai will be the Chairman of State Management Group. | | | | | |DIIC will be the overall incharge of enabling projects. III, HRD, IS & OD.There will be a project| | |manager (PM) at DIIC project office. HRD Cell will be under the control of PM. | | | | | |MSBTE will be the overall incharge of educational projects. There will be a project manager at | | |MSBTE project office. The Secretary will be the Project Manager. Members from design centers will | | |be assisting the PM for educational projects. | | | | |Identified design centers will assist to develop general models for educational & enabling projects| | |& apply the same for particular discipline through experimentation & then disseminating the tested| | |knowledge to other polytechnics. | |At Regional Level |Regional Management Group will co-ordinate the activiti es at regional polytechnics. | |Six regional polytechnics will responsible for regional co-ordination of implementation, | | |monitoring, evaluation of tested educational and enabling projects. | |At Institution Level |Project Cell at identified polytechnic & other polytechnics will access all developed models from | | |design centers & integrate those into their existing programs. | 6. 1 General system diagram for project implementation :- System diagram for project implementation is as shown fig. 7. 6. 2 Goal structure :- . 2. 1 MISSION OF THE HRD PROJECT IS :- To provide Trained manpower for Line process, Educational processes and Enabling processes. Personnel required for SP, IP, CP, SL also HRD, III, MIS, OD, PM. 6. 2. 2 GOALS OF THE HRD PROJECT ARE :- Mission is broken down into three major goals. 6. 2. 2. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s & Polytechnics (Principals, HOD’s & Teachers) 6. 2. 2. 2 To develop rig ht type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. . 2. 2. 3 To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD & Project management. 6. 2. 3 Objectives of the HRD project :- These are component objectives aimed to achieving each goal mentioned above. Goal No. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s & Polytechnics (Principals, HOD’s & Teachers) Objectives for Goal No. 1 01. Job analyzed for line workers, (students, teachers, HOD etc). 02. Recruitment rules/norms revised / modified /prepared. 03. Selection procedures for line workers prescribed. 4. Mechanism developed. for assignment of job based on knowledge & skills possessed by the line workers . 05. The training needs of line workers assessed by considering individual needs & organizational needs. 06. Need based training provided for line workers 07. Reliable & valid evaluation system developed for line workers to get the necessary feedback to accomplish the goal successfully. 08. Standardized the performance appraisal formats for line workers. 09. Devised result oriented reward system for line workers. 0. Provided guide lines for promotion and lateral movements of the line workers. 11. Developed a mechanism linked to performance a appraisal for joint dialogue counseling & career planning of the line worker. Goal No. 2 To develop right type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. Objectives for Goal No. 2 1. Devised a mechanism for identification of curriculum designers, learning resource developers, instructional designers i. . staff functionaries from TES. 2. Identified the staff functionaries. 3. Assessed the training needs of staff functionaries. 4. Provided initial, induction, inservice train ing by arranging need based training programme for staff functionaries. 5. Developed a valid & reliable evaluation sys5tem to get necessary feedback to accomplish the goal successfully. 6. Devised result oriented reward system for staff functionaries. 7. Developed a mechanism for joint dialogue counseling & career planning of staff functionaries. Goal No. 3To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD & Project management. Objectives for Goal No. 3 1. Identified the staff required for project management in each area MIS,HRD, III, OD, Project planning. 2. Assessed the training needs of staff required for project management. 3. Provided need based training to the staff required for project management. 4. Developed a valid & reliable evaluation system to get the necessary feedback to accomplish the goal successfully. 5. Devised result oriented reward system for executives of the project. 6. Project management structure :- 6. 3. 1 Ro les & functions of each component of management structure (OD,III,MIS,PM,HRD) :- Roles & Functions of Line Functionaries :- 1) Students Learning :- Role is an self directed learner. Functions – Management of the self. Management of others Management of information Management of task. 2) Role of Instructional Designers :- Functions – To organize T/L experiences so that the students not only gets generic skills but also acquired vocations specific competencies. 3) Role of L. R. D. C. :- Role of L. R. D. C. is learning resource development & utilisation.Functions are to design appropriate message suitable to the student & teachers requirement & make it available both in print & non print media. 4) C. Design & Develop :- The role is curriculum designers & developers. Functions – To design curriculum to enable teachers & students to co-ordinate their T/L experiences by co-ordinating the teachers in activities in Basic sciences, Engg. Sciences & Tech. Subjects for eac h branch of Engineering. 5) Institutional planning :- The role is planning. Institutional activities, curriculum development in various branches of engg.As well as short term programmes for continuing. education are carried out with optimum use of physical, information, human & financial resources. 6) State planning :- The role is planning at the state level to facilitate co-ordinated actions of institutional planning both administration units & academic institutions & bring team within the state level policy framework. All these are interconnected so that the framework at the state level provides framework for institutional planning which in turn provides framework for curriculum planning etc. Enabling Processes :- ) The III is to link education system at the state, institution, department, teachers & student level with the industrial systems so that both work together for providing both economic & social development of the country. 2) The O. D. provides supporting conceptual frame work within which the administration & academic institutions can plan & organise systematic transformation of the organisations to be able to adapt themselves to the ever changing environmental conditions. 3) I. S. – Provides conceptual framework to (1) generating, acquisition, torage, retrieval & dissemination of information just in time for the front line workers & supporting staff can organise their liasoning work , R & D, design, develop, implementation & evaluation tasks both for plan & non plan activities. 4) PM – The role is to provide & conception framework for all those who work to design, develop, implementation & evaluation the projects aimed at innovations in the education system. 6. 3. 2 Roles & functions of project structure of specific HRD project :- Roles & functions expected to be performed by different units shown in the project structure are given below. )SMG (State Management Group) The chairman is DTE (M. S. ) Mumbai. Functions – 1) To co-or dinate the work of project cells in DIIC & MSBTE for the purpose of integrating their project management so that the educational projects are properly complemented by enabling projects. 2) Make recommendations for policy making by DIIC & MSBTE to assist their respective project cells to carry out their work. 2) DIIC Role – Major roles of DIIC is to frame a policy for implementation of the project & to administer & allocate resources in the recommendation of state management group.. Functions – ) To identify policies for project structure required for planning / implementing HRD project. ii) To issue state level policy guidelines for R&D, design, development, implement & evaluation of state level project. iii) To issue policy guidelines to resources allocation iv) To send policy guidelines to concerned officers . v) To appoint officers by name in various cells vi) To obtain the regular feedback from SMG for HRD to review the progress & solve the problems of the project cells. vii) To take administrative & remedial actions on receiving feedback. 3) MSBTEThe major role is to co-ordinate the activities of educational projects, OD & collaborate with PM of MSBTE. Function : I) To communicate the policies regarding educational projects for the institutes. II) To identify the staff functionaries at design centers. III) To assist in developing the general models for HRD for different levels of hierarchy ( staff functionaries) for educational projects. IV) To obtain regular feedback from SMG for HRD project(Educational Projects) to review the progress & solve the problems of the design centers. 4) PM at DIIC Co-ordination cells of HRD project will work under the project manager at DIIC.The Joint Director will be the project manager. PM will be responsible for designing, implementing & evaluating the projects. 5) HRD Co-ordination Cell CHAIRMAN – 1) HRD Co-ordinator – Deputy Director in DIIC SECRETARY – 2) Project Assistant – Ass istant Director in DIIC 3) Member – Programmer 4) Member – Educational Consultant The selected members from design centers will constitute task groups at DIIC. These task group will work with HRD Co-ordination cell to develop general models for all enabling projects for different levels of hierarchy. The supra – system will consist of – 1) DIIC & MSBTE i. e.Top Management. 2) Project cells of other enabling projects & MSBTE project cells. Major role of HRD co-ordination cell is to co-ordinate the activities of HRD project in reference with enabling & educational projects Liaison, R&D, Design, Policy Development, Implementation & Evaluation of project at state level. Functions – 1) To preside meetings of the cell. 2) To manage all the following activities of HRD with the assistance of Task Group – a) Designing the general models / mechanisms for HRD for different levels of hierarchy. b) Pilot testing of the instruments developed through Task Groups. c) Validation of the instruments. ) Application of the instruments at Design Centres e) Sending the input formats to the Information service co-ordination cell. f) Sending the output formats to the Information service co-ordination cell. g) Receive the output from Information service cell for different purpose. h) Disseminate the output to the concerned (higher ups, Task Groups, design centres. ) i) To assess the training needs of line-functionaries / staff functionaries. j) To prepare action plans for HRD. k) To prepare staff development plans. l) To implement the plans through Task Groups. m) To ensure the output from training programs. ) To ensure supply of resources. o) To take remedial actions whenever necessary. p) To collect & communicate the feedback to state management group. q) To generate ideas for effective / cost effective HRD r) To keep / maintain the update record of all relevant activities. s) To guide the cells / design centres with the help of educational c onsultants. t) To keep the continuous liaison with educational & other enabling projects co-ordination. u) To identify the training needs of line functionaries / staff functionaries pertaining to the education for implementation / evaluation of the HRD project. ) Design Centres The members selected from design centres to work as task groups in co-ordination with HRD cell at DIIC will also be working directly with PM at MSBTE. The design centres will apply the models developed by PM for particular discipline through experimentation and will then disseminate the tested knowledge to other polytechnics through six regional polytechnics. 7) Regional management Group Joint Director of the region will be the chairman of this group & will the responsible for observing the effective implementation monitoring and evaluation of tested educational and enabling projects. ) Six Regional Polytechnics These will be responsible for regional co-ordination of implementation , monitoring, evaluation of tested educational & enabling projects received from design centres. 9) Project Cell at Institution Level (identified polytechnic/other poly. ) Project cell will access all developed and tested models from designing centres through regional polytechnics and will integrate those into their existing programmes. 7. BUDGET 1. Budget Heads The budget is normally prepared under two heads i. e. non-recurring and recurring expenses for any kind of project. . Non recurring expenses Non recurring expenses are usually considered as one time expenses at the initial stage of the project. These are incurred mostly pertaining to the infrastructural development required for the project including expenses for building, equipment, furniture, vehicle, books, consultancy, fellowship etc. 7. 3 Recurring expenses Recurring expenses are the regular expenses frequently required for the project period. The recurring expenses includes salary of project staff, consumables, O. & M. charges etc. 4.

Organisation design

estructuring is rife once again in our organizations. Is all this really necessary or are we Just getting it very wrong? Do we keep designing in the traditional and two dimensional way we have always designed our organizations in? Let us rethink why we would restructure in the first place and how we would do it in a way that is more sustainable and less disruptive to the organization. Let's start with some simple ideas and principles. Include organization design as part of your strategic planning process. When your business model or value chain changes, your overall structure needs to change with it.For other times, accountabilities and roles need to continually evolve. Create broad roles that can evolve, not tightly defined Jobs. Remember we frequently encounter problems beyond our Job descriptions and we need to develop people so they can be redeployed. When you restructure, change the way the work is done or there will be no change. Functions focused on effectiveness cannot report to functions focused on efficiency Functions focused on long-range development cannot report to functions focused on short-range results Having the wrong people in the wrong roles will continue to make the structure ineffective.Understand that there will always be paradoxes in the system like centralization AND decentralization and learn to manage it through behavior rather than structure. No amount of restructuring can make up for leadership and culture failures. Restructures often don't change power structures. People like creating extra layers to serve their own agendas. Do not allow it if the business model and value chain does not require it. Let's improve how we do things using 4 fundamentals. 1 .Job families based on the value chain – broken down into core and support The first step is to design value chain based Job families – a Job family is a cluster of roles that have a lot in common as far as competencies and outputs are concerned. Identify the core functi ons that must be performed in support of the business strategy. Define what each function will have authority and be accountable for. Once his is clear, support Job families can be defined. Examples are Finance, Human Resources and Operations. Support should never be greater than core. . Levels of work Now define the right number of levels. The starting point, says Jacques, is â€Å"to get the right structure, including the right number of vertical layers, and well-defined accountability and authority not only in manager-subordinate working relationships, but in cross-functional working relationships as well† Oases, â€Å"The Aims of Requisite Organization,† in Requisite Organization). All roles in a level have a similar approach to work, and a similar level of complexity, regardless of the business unit or Job family they fall into.This paves the way for clear goal alignment. You should not have more than 5-6 levels of work in total for example Operational employees, First line leaders, Expert leaders, Executive Leaders and Strategic leader(s). 3. Systems thinking to get governance and matrix structures right Now make sure you put the governance , organization support and matrix structures over it that can manage the accountabilities and risk appetites of your functions and ensure you understand where to place resources between core and support and between central and decentralized functions. . Generic roles, not people And very importantly†¦ When creating the structure, ignore the people involved and just identify the core and support business functions that must be performed. Create generic roles that are not person dependent and can evolve. Have similarities in role design across levels and in Job families and only define the unique bits differently. This makes it much easier to redeploy people instead of making them redundant whilst growing other parts of the business.The ensuing picture looks like this: If we evolve the picture further to incorporate the matrix and governance designs the final design will look something like a three dimensional matrix using the Biometric design developed by DRP. Elisabeth Dossal: If you need help in developing a sustainable well-designed organization structure, please contact me on [email  protected] Com.

Invent a term that defines a personality type (such as soccer mom or Essay

Invent a term that defines a personality type (such as soccer mom or helicopter parent) - Essay Example It is based upon 2 different words -- a sponge and a kid. A sponge is a highly absorbent material that seems to keep on taking everything that is given to it without ever giving anything back. A kid is a child who is solely reliant in his parents for his existence. In the case of a Sponge Kid, I define that person to be over the age of 18, still living with his parents, without any regular source of income, and still receiving an allowance from his parents. Normally, an American child is considered to be capable of earning his own income and providing for his needs such as food and housing by the time that he or she turns the legal age of 18. There was a time when the children of that age automatically moved out because they went to college out of state and therefore had to fend for themselves. But times have gotten tougher for everyone and parents can no longer afford to help pay their child's tuition fee if the child opts to attend college out of state. In such situations, the now young adult child finds himself attending either a community college or a vocational school. He or she is no longer required to move out of the house due to the proximity of their parent's residence to their educational institution. Additionally. the money that the parents save on tuition fees trickles down to the child who now continues to receive an allowance from his parents. Giving the child the idea that he does not have to work nor help pay for the expenses around the house. Time was when a child could continue to live in his parent's house only if he agreed to pay some small token of rent at the very least upon turning 18. Parents no longer expect that of their kids these days because of the current economic climate in the country. I have a cousin who is now 21 and still jobless. As far as we all know, he had managed to complete a business degree at the local community college but he has yet to put his theoretical know-how to actual use. He still lives in the same house with his parents, in the same bedroom that he has occupied since the day that they brought him home from the hospital. Every time he is asked why he still does not have a job, he simply replies, â€Å"The economy just doesn't have any job to offer right now. It's not like I am not looking.† Not that he is to blame for his situation. His parents have not helped him become a more mature and responsible individual by their actions either. They have cuddled him and provided for all his needs without question. They claim to understand that he needs time to â€Å"get his groove† and â€Å"find that perfect job†. By supporting all his needs from a bed to sleep on, to the money in his pocket, they have helped create the perfect sponge child. A child who takes and takes from his parents without ever feeling the need to provide for himself nor reciprocate the act of kindness and financial help that his parents extend towards him because they â€Å"understand his situationâ₠¬ . A Sponge Kid is not to be confused with a Boomerang kid who actually leaves his parents home but finds himself returning to the family home due to certain financial difficulties. Boomerang Kids actually have lives independent of their parents and some of them, like in the case of my sibling, return home to save on money but actually contribute financially to the household in whatever capacity they can. In other words,

Strategic managment Case Study Example | Topics and Well Written Essays - 250 words

Strategic managment - Case Study Example veraging them further because the firm was aware that their old ways of coming up with a finished market was over, and that technology needed to be incorporated to come up with a world class product and also market it (Marsh, 1998). The firm was also aware of some of the markets that they could venture into in order to leave a mark. S&M scores on Kay’s three areas by ensuring that their products are long lasting. For instance, in consumer handtool labels, S&M was able to come up with a label that would last for nearly 10 years without wearing out and still have the same effect it would have when it was new (Marsh, 1998). Some of the lessons that can be drawn from this case study are that firms should be willing to accept change in their production and marketing strategies if they want to overcome the stern competition in today’s world. However, the risk of using cheap means of production is that another competitor, one day, might beat them, and consumers might be forced the switch their

Increase in Economic Growth does not Necessarily Lead to an Increase Essay

Increase in Economic Growth does not Necessarily Lead to an Increase in Human Well-Being - Essay Example There are many definitions to the term economic growth; however, economists agree that economic growth refers to the growth in goods and services that a country produces over a period of time; this growth is measured in gross domestic product (GDP) (La Grandville, 2011, p536). GDP includes the goods and services that a country produces, that is to mean the personal expenditure of the people in the country added to the government expenditure and the net exports, which is the value of exports minus imports (Contanza, Hart, Posner and Talberth, 2009, 3). There have been various concerns by economists of how well GDP measures the well-being of individuals in a country with most of them arguing for differentiation between economic growth and economic well-being. This paper will therefore analyse critically the claim that an increase in levels of economic growth does not necessarily translate to increase in the well-being of individuals. The idea of well being of an individual can be eithe r objective or subjective. In the objective well-being, individuals use material goods that are measurable such as buying a new house or car among other material gains. However, economic growth is not usually associated with improved material well being because some of the factors that cause the economic growth also cause negative impacts in the society such as exploitation, environmental degradation or unequal spread of the wealth. GDP as a measure of well being of individuals’ measure the value of intermediate goods, which are not enjoyed by people rather they are used to produce other goods and services. In addition, the exclusion of military expenditure from GDP since there is no measurable output undermines the improvement in the quality of life that people enjoy due to military operations to secure the boarders of a country hence reducing criminal activities (D’acci, 2011, 49). The subjective well being of is the state of happiness that is usually brought about b y the enjoyment of the material wealth. In most of the instances, the subjective well-being, which is the psychological utility of the good that an individual has, is used to measure the variations in the objective well being of the individual. Research has found out that in some instances even with improves material wealth of a country, the happiness levels do not improve , however this claim has been refuted as in most instances the wealthier a country becomes the happier the residents are as wealth leads to increased levels of expressed happiness (Oswald ,1997, 1815). In addition, the levels of happiness that an increase in material wealth brings are usually attached to the social expectations and aspirations. Therefore even if economic growth increased the material wealth of an individual, the economic standards benchmark will rise, the individual will therefore remain at the same position or be worse off relative to the new economic standards and expectations which in return do es not making him any happier. In addition, the increase in employment that is brought about by economic growth does not necessarily lead to increased well being of an individual (Kenny, 1999, 6). Research conducted by the international labour organisation has showed that over 40% of workers are classified as poor, this happens when the employment increases without accompanying increase in productivity of each worker, it has been confirmed in East Asian countries such as Vietnam where increased levels of productivity among employees have led to reduction in poverty levels in the country. The idea that economic growth d

Prove how a more Community feel to college and more social events can Research Paper

Prove how a more Community feel to college and more social events can lead to higher grades - Research Paper Example These influences may not be exactly related to academics but drift towards an individual’s more personal realm involving their lifestyle and mind-frame while attending these academic institutions. One of these influences is the general feel of the academic institute/college that a person is attending (Brick 23). The ability of the college to provide a more comfortable environment for their students through initiating a â€Å"community feel† around the college is one way that a tertiary institution may be able to assist their students in improving their grades. Problem Definition Tertiary education can be said to be the trickiest part of the academic system as in most cases it is usually meted out in different circumstances than those that individuals had become accustomed to in their past academic experiences (Hanushek 74). This is largely due to the fact that this can be referred to as the final stage of traditional education and thus the environment the student is sub jected is more in tune with the post academic structure they will find after they graduate (Brick 15). This is to say that in college, students are treated more like the adults they will be when released to the world. However this change in scenery may affect individuals negatively as they may find it difficult to cope with the switch leading to a drop in their grades. The drop may be significant or barely noticeable depending on the individual but nonetheless the problem has to be faced in a bid to come up with ways that students are able to improve their grades in college. The more traditional solutions may not work at this time as the environment may not be suitable to cultivate success and thus more conventional methods may be needed. For instance increased study may not work as well as there is no one present to monitor whether an individual has actually increased their level of studying (Pashler 56). Whereas in previous situations such as high school and below there is usually an authoritative figure observing the studying habits of an individual be it a teacher or a parent and thus one is felt compelled to read when they know they are being monitored. However, college brings about a different atmosphere where there is usually no authoritative figure to monitor ones actions (this is usually due to the freedom that comes with moving out of the house.) and thus another source of motivation may have to be found if one wishes for improved grades. This can be seen by the drop in grades of an individual after they have cleared high school and have moved on to college. This is especially true in what can be referred to as the â€Å"non –elite† institutions and mainly consists of community colleges and various institutions on a similar level. The elite institutions (in this case would include schools such as Harvard, Yale, and Brown) may fall out of this category of a drop in grades as the pressure is still there for those who join such institution s to perform (Hanushek 83). The various individuals attending college can be seen as a community and thus a role should be taken up by a member of this particular community to attempt to improve the academic results of the institution in general through finding out ways in which colleges can bring about a more â€Å"

Personal Wildly Important Goal Essay Example | Topics and Well Written Essays - 250 words

Personal Wildly Important Goal - Essay Example According to the study  the team should spend time in discussing the goals. When they talk about them every day, they will have mutual accountabilities towards achieving them. This means that they must be too sure of the goals. This calls for both vertical and horizontal communication among the team members. The team members should be aware of the key measures of success. There is a need for feedback. It is important to let the workers know when they do right. This will be an incentive to the team. However, it is hard to measure how much people are trying. Customer feedback is also important. It gives the organization a sense of evaluating whether it has achieved the goals or not. To achieve set goals and estimated results within the set constraints of time and budget, a manager uses a project. This implies that project management is very crucial in achieving the goals of the firm. All goals should be clearly stated In conclusion, project management is very important in achieving o rganization’s goals. It helps the team to define the most important goals and this result in the achievement of the firm’s strategic plans.

Global warming Essay Example | Topics and Well Written Essays - 1500 words - 2

Global warming - Essay Example The Earth is heating up and it will affect the crops. The rising of the sea level, the melting of icecaps and the global climatic changes are all the impacts of global warming. Global warming has influenced the business strategies as people try to reduce the greenhouse effect through efficient operations or energy conservations techniques. Regulations are imposed every other day to reduce the quantity of carbon dioxide and other gases emitted into the atmosphere. Nevertheless, it is argued that global warming presents new oppurtunities to businesses; it encourages innovation and creativity with the help of advanced technology. Global warming is believed to be destructive and expensive (Richman, 2007) but smart companies know which way the wind is blowing and how fast the ice is melting (Gunther, 2006). They find new ways to innovate, save energy, cut costs and reduce emissions. Insurers manage $26 trillion of assets of companies and are trying to influence the government to change po licies so that radical action can be taken to cut greenhouse gas emissions (Webber, 2002). Businesses have to evaluate the risks and analyze the oppurtunities that climate change has posed (Hagen, 2007). Stronger storms, prolonged droughts in some areas and heavy flooding or precipitation in other areas can adversely affect the immovable properties of businesses. The value of properties in coastal areas could decrease and they may be required to construct sturdier buildings that are more solid and resistant.

Software Requirement Specification Essay Example for Free

Software Requirement Specification Essay In existing system, professor takes the attendance manually and records the details of absentees or presenters. Using this records professor stores the student’s attendance in each day in the attendance list and calculates the attendance percentage manually. In this system professor must consider each student separately and keep this list safely. It takes lot of time. Professor must spend more time to record the each student’s attendance in the attendance list. The project aims in implementing software that helps professor to take the attendance using mobile phone. For this mobile must support java application. This project is based on J2ME technology. Professor enters the attendance to the mobile using keypad. It is a manual process. After saving the absentees or presenters in to the mobile, teacher can edit the attendance list in the mobile. And this attendance details can send to a computer using GPRS. After sending the files to a computer, attendance list must be updated automatically. Modules 1.User Module: The main purpose of the user module is to provide security. This module is specially designed for staffs, which use mobile phone to take attendance. Each staff enter username and password before enter in to attendance list. If username and password cannot match, he/she can’t enter in to attendance page. 2. Attendance Entry Module: The purpose of Attendance Entry Module is to mark the attendance using cell phone. In this module Lecturer takes the attendance using the cell phone. Lecturers select the branch, semester and year. After this session he enters in to attendance page. Here staff makes a mark on the absentees. 3. GPRS connectivity Module: The main function of GPRS connectivity module is sends attendance list to the server database by connecting cell phone with the server through GPRS. In this module attendance list in the cell phone is sends to the database. 4. Updating the Database Module: The first function of this module is to update the attendance list from the cell phone. When the attendance list from the cell phone receives, server automatically updates its database. The server updating the database whether any change from cell phone occurred. 5. Display Module: The Displaying attendance list Module deals with the WEB application of CBAS. In this module Students can view their attendance through WEB. Student must select the branch and year then they get the attendance list of the class. 6. SMS Module: The main advantage of SMS module is that the Students can know their attendance by sending SMS from anywhere. Students send a SMS to the server with their register number. If it is in correct format, the server will replays the attendance of corresponding student through SMS. Otherwise sends an error message.

Nicaraguan Cocoa Trade Essay Example for Free

Nicaraguan Cocoa Trade Essay Cocoa has been an important part of Mesoamerican life for more than a thousand years. It began as a sacred, ceremonial food until the discovery of the Americas by the Europeans. From that time to today cocoa has been a booming commodity locally and more importantly, in the worldwide marketplace. (Somarriba, 2009) However, Nicaragua struggles to capture a big portion of the international market, although cocoa from that region is generally accepted as very high quality. In the late 1970’s farmers struggled with both crop disease and lower market prices. The outcome was a massive replacement by farmers from cocoa to bananas, which were believed to be more profitable. The effect was a decrease in cocoa bean production, which has remained relatively low until recently. Today cocoa is frequently cultivated by indigenous peoples and peasant farmers. Many Mesoamerican countries use the cocoa farms as a key land use effort to reducing poverty. (Somarriba, 2009) However, Nicaragua is beginning to turn their focus on better production methods, and more land specifically designated to the production of cocoa. Experts have estimated that only 6400 hectares are farmed each year in the cultivation of cocoa. That number roughly represents about one thousand cubic tons per year in cocoa production. (Navarrete, 2005) In addition to this, most farmers are small scale generational farmers, passing along traditions through the years. However, it has also been estimated that in comparison to the 6400 hectares that are farmed each year, a possible 350,000 hectares are suitable for cocoa production. (Navarretes, 2005) This exciting prospect is further fueled by the high demand for quality cocoa by international buyers such as Germany, The Netherlands, and the USA. (Dand, 2009) Although Nicaraguan cocoa is known for its very desirable characteristics and therefore good market prices, the area struggles with low production. The two biggest contributors to such minimal output are both poor agricultural management and technology, and plant-diseases. (Navarretes, 2005) Cultivating cocoa is a relatively easy crop. Many farmers like the lack of costly equipment or chemicals that would eat up profits. However, cocoa is very labor intensive. One of the many problems facing Nicaraguan farmers is learning how to deal with these issues on a steady basis to increase crop production. Firstly, soil preparation and plot placement is important. Cocoa needs well drained soil and plenty of water, humidity and sunshine. Often the small considerations like weeding and cutting down excessive shade trees that steal soil nutrients and sunlight are neglected and cause poor crops, although they are fairly easy problems to remedy. . (Navarretes, 2005)Another easy remedy that is often overlooked is that of dead or diseased pod and limb removal. Neglecting such seemingly simple tasks have had disastrous effects on whole cocoa crops. The diseased or dead pods and limbs quickly become diseased and spread rapidly throughout the crop. Adding to these mounting problems, farmers try to save crops with chemicals, but misuse and poor techniques result in killing the crops anyway. One of the most deadly diseases that cocoa farms are susceptible to is the Monilia virus. This devastating virus acts like a cancer and is very easily spread. In the late 1980’s the Monilia virus was responsible for crop failures in most of Mesoamerica. (Lok, p. 251) Management practices were introduced to help educate farmers on easy methods to save crops. These included removing infected fruit, pruning and weed control. One of the biggest problems remaining today that stands as a great hindrance to the desired cocoa production is simply that many of these farmers are ill-educated on farming techniques, and don’t know how to identify or resolve any of these fairly simple problems. However, NGO’s and extensionist groups have tried to come in and remedy the problems. Extensionists focused mainly on farming practices and taught farmers how to identify and resolve problems. Also, they spent time educating farmers on methods for stimulating production, site choices and record keeping. Several problems were faced in all of these areas. First of all, one method which involves opening up the crown of the tree for longer term production must be carefully balanced by how much water is near the tree, humidity being an important factor in healthy cocoa trees. In one study after education the farmer on proper techniques, the farmer didn’t relate the balance of humidity and sunshine, and lost the entire crop to dehydration. This proved to encourage distrust in the farmers of the extensionists who were there to help leading to the general consensus by the farmers that they should continue to stick to their own methods. (Lok, p. 255) As one farmer expressed his feelings on the matter, â€Å"I was told to establish my plot here, because it was the best place according to the extensionists, but I regret having done so. Next time I will establish my plot far from the river on the slope. This will give me less work, while still producing an acceptable amount of cocoa. †(Lok, p. 255) In addition to differences with training techniques, resistance by farmers was also had in relaying the importance of cutting down other trees that inhibit good cocoa crop production. Part of the problem lies in the simple fact that farmers use many of the trees for other necessary uses. For example, many of the shade trees are used for firewood and fruit and are seen by the farmers as being indispensable. Moreover, when trying to establish a basis for recording yield production, extensionists found that farmers would hesitate to give the correct amount. Farmers insecure living circumstances, murder, theft and kidnapping, as well as debts needing to be repaid to the NGO’s all play their part in the farmer’s inconsistencies and reluctance to report accurately. Unfortunately these problems only add to the difficulties being faced in trying to increase production. (Lok, p. 255) With the aid of extensionists also came the helpful tools that the NGO’s had to offer. Because most cocoa was initially sold to middle men, farmers got low prices for their crops, thus ensuring the cycle of low production. With help from NGO’s cocoa prices went up which opened opportunities for funding for better methods. The main problem faced in this are was mostly one that often strikes countries struggling with economic development. One government leader in attempting to address this problem of squandering increased income bluntly stated, â€Å"Brother workers and peasants, begging your pardon, but you will have to get drunk less, and dedicate the money to your family. † (Fagen, 1986) Its second largest task of providing ways to market its product has been aided both internally and externally. With new focus on commercialization and export procedures change is inevitable. Just as in the case with farming techniques, many of the issues that are hindering a large scale export are easily resolved. For instance, one of the major obstacles in the commercial cycle is simply that the roads are in such bad condition make travel impassable. (Dand, 1997) With the addition of government projects and government backing the potential for success is high. In addition, Nicaraguan commercialization of cocoa is focusing on the utilization of the CAFTA organization to help increase productivity. (Dilger, 2005) Following CAFTA encouragement, Nicaragua would focus its commercialization with the United States, who â€Å"buys 25% of the world production†. With this strengthened focus CAFTA will also push cocoa as a free market product, trying to lift restrictions and increase sales. (Dilger, 2005) Interestingly, CAFTA is also aware of the traditional cocoa cultivation practices and is urging farmers to try mew methods. (Dilger, 2005) Regardless of the many obstacles, the national goal of Nicaragua to increase production of one of its finest exports remains strong. Nicaragua is aware of its problems of low production, lack of credit, persistent Monilia, and pricing wars. (Dilger, 2005) However, with Nicaragua’s high quality cocoa and the accompanying international demands, Nicaragua could easily compete in the international cocoa trade. The potential for growth is strong, as is the determination of Nicaragua. References Dand, R. (1997). The International Cocoa Trade. New York: John Wiley Sons. Retrieved March 26, 2009, from Questia database: http://www. questia. com/PM. qst? a=od=114030771 Dilger, Robert. Kopsell, Edgar. (August 2005) Estrategias publicas-privadas en el sector Cacoa en Nicaragua y Acuerdos regionales de comercio libre. Fagen, R. R. (1986, November). The Politics of Transition. Monthly Review, 38, 1+. Retrieved March 26, 2009, from Questia database: http://www. questia. com/PM. qst? a=od=5002128448 Lok, Rossana. (1998) Traditional Cocoa Agroforesrty Systems in Wasala, Nicaragua. Navarrete, Ignacio Thelma Gaitan. (2005). Cadena del Cultivo Cacao. Somarriba, Eduardo. Sustainable Cocoa Production in Mesoamerica. www. worldcocoafoundation. org. Retrieved March 26, 2009

Questions on analysing red bulls marketing strategies

Questions on analysing red bulls marketing strategies Red Bull is a highly successful branding story. The brand came to India in 2003. Although the brand has been keeping a low profile compared to the Cola majors , Red Bull has created a category of energy drinks in the Indian market. According to Economic Times ( 30.05.08) the energy drink market in India is estimated to be around 100 crore. The market now has two main players Red Bull and Power Horse. Energy Drinks are not much popular in India or it can be said that this product is used mostly by sport persons hence a niche. So far the use of these kind of drinks has not percolated to the mass market.. The energy drink broadly comes under the category of functional drinks which is a bigger market estimated to be around Rs 543 crores. Q1. Argue for the most relevant segment criteria to be used in the international market selection process? Red bull has consistently worked on growing international sales. Red bull has a well developed network of local subsidiaries set up in key markets to oversee distribution in any given region. Instead of targeting largest distributors with greatest reach, red bull targets small distributors who often become exclusively red bull distributors. Small independent venues are also the first targets. Red Bull does not use traditional market the local subsidiaries are responsible for local marketing content such as oral marketing, bill boards and radio. Q2.Which changes would you suggest for red bulls future global marketing mix in order to make future challenges? Have an ability to gain new customers and retain current customer loyalty: With Red Bulls target market currently aimed at the Generation Ys (15 30 year olds) there is the question of whether this generation will continue to drink Red Bull as they grow older.  And will the next upcoming generation accept this product as their own. They should segment the market in two difeernt ways, one relating to the youth. Second to the older generation Have Health and Social Implications: Due to growing pressure on organisations in society, Red Bull now promotes their product with current societal and health issues in mind. Childhood obesity and type 2-onset diabetes has become a major issue across western developed nations. By introducing sugar free Red Bull will open up a new opportunity to the health conscious and diabetics. Managing this issue will be a constant process and Red Bull must be seen to be adjusting their product to suit society. By not having only one product: One particular issue Red Bull has to consider is their limited product range. Unlike their major competitors such as Coca Cola and Pepsi, who have various different products in different beverage classes (water, soft drinks, electrolytes) Red Bull does not. Only having one product can be a positive however, for example Red Bull can concentrate 100% effort on their product while not being distracted by other influences, however the downside is that should the market share of that product decrease in the future, Red Bull has no back up product to cover the loss. Q3.How will you categorize red bulls oral global marketing strategy? Red Bull globally is known for buzz marketing. It is a brand which has built its equity through careful below the line marketing. During the initial launch time, Red Bull used to invest heavily in buzz marketing . Some of the famous marketing strategy adopted by Red Bull is given below : Student Brand Managers : The brand tried to reach the trend setters and opinion leaders by appointing ( informal agreement ) student brand managers across campuses. These members were given free Red Bull cans and was encouraged to organize parties for other youngsters. Identify Hot Spots : The brand identified hot spots where the majority of consumers /opinion leaders gather. This could be a bar or a party area. Once these hotspots are identified, the brand campaigns in that spot. Red Bull has the famous slogan Red Bull gives you wiings . The ads are revolving round this theme of the brand giving a high. One fact is that Red Bull need not do much of a product advertisements because the brand was confident that once the customer tries the product, he will start understanding the benefits of this product. Q4.Red bulls is available in large cities in India across supermarkets, restaurants and bars. Evaluate for opportunities for market expansion in India? In India which is a market which is characterized by heavy duty advertisements, high profile celebrity endorsements and mouth watering sales promotions, Red Bull has managed to take the different route. Since the launch the brand has managed to dominate the Indian market with more than 60 % market share . The popularity of Red Bull has prompted many cola majors to launch their energy drinks brand in India. There are news reports of Coca Cola and Pepsi bringing their global brands in this category into the Indian market. Despite the success of Red Bull and Power Horse, there are stumbling blocks in the development of this category . The main issue is regarding the perception of consumers towards this category. Energy drinks are usually viewed this type of drinks with suspicion. Frankly speaking they have an attached perception that this energy drinks are associated with alcohol ( it was a perception). I was surprised to find that these products are targeted towards youth.And these products are more found in pubs and bars which further reinforced the perception that these drinks have parity with products like beer.India, the culture is different. The consumption of these beverages are not considered a part of social living. There are restrictions in consumption and availability of these beverages. Red Bull is marketed heavily through pubs and bars across the western markets. But in India , Red Bull should keep away from associating itself with these kind of beverages. Because such an association will repel many customers especially ladies. Having said that, this category also offers excellent growth potential also provided the brand rationalizes the price. The price of energy drinks vary between Rs70-95 per can which can restrict the frequency of purchase of this product.