Bonifacio savings and loans association free essay sample

The Bonifacio Savings and Loans Association (BSLA) in its last monthly consultative meeting for the year decided to embark on a one-year deposit campaign program. Dubbed as BSLA’s â€Å"Employee Motivation Program (EMP)†, the deposit campaign aimed to increase deposit levels which was BSLA’a traditional source of funds. Mr. Danillo Lagman, VP for operations, was chosen as overall program coordinator. After a month of preparation, Mr. Lagman and his staff were ready to launch the EMP. Under the guidelines, bank officers and employees were given award credits for every account turned in. points were based on the opening balance and their average balances thereafter. The participants were divided into teams, with one branch/division representing one team. To monitor progress of the EMP, solicited clients surrendered introductory cards given to them by the EMP’ participants. Passbooks/deposit certificates were then marked with the EMP logo. As an added incentive, aside from individual bonuses specific credit levels reached, special bonuses were given to teams if group targets were met. We will write a custom essay sample on Bonifacio savings and loans association or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Personal team award credits earned were summarized and distributed at the end of each month within the deposit campaign period. The more award credits earned, the more expensive the merchandise that could be redeemed. The list of prizes included calculators, watches, living room and dining sets and microwave ovens, among others. Mr. Panganiban, head of the Accounting Division, took great pains to get a big budget for the program. He was the one who introduced the EMP to the board during the year-end meeting he held strongly to the belief that with the proper incentives, the employees could be enlisted to help the Bank attains its targets. During the consultative meeting, Mr. Panganiban outlined to the managers the deposit level targets for their respective branches. Because of the EMP, increases in targets were noticeably higher than the previous years. It was only expected that the Paranaque and Sucat branches would share the bulk of  the burden since from the previous records, the bigger branches (in terms of total resources and volume of transaction) were given target levels. It was well-known fat that Mr. Lagman would take place Mr. Panganiban. But both officers and staff of the Bank could guess as to who would be promoted to replace Mr. Lagman. According to the people at the head office, the personal files of Mr. Torres and Mr Garrido, managers of Paranaque and Sucat branches, respectively, were already on the table of Mr. Lucban, BLSA’s president and son of majority stockholder, Fransisco Lucban. A month after the EMP was launched; there was a slight improvement of the percentage increase in volume of deposits and number of accounts. Sucat branch, BSLA’s second largest branch, was the major contributor. On the second and third months, Sucat branch consistently topped the EMP posting and highest percentage increase in deposit levels. The head office branch which had an edge over the other branches in terms of number of team members and clients lagged a poor third. Early in the program, Mr. Lagman projected the existing accounts of the head office branch alone could bring in substantial additional deposit. Also, the branch was situated in growing commercial district in Paranaque where were still no branches of other banks thereby representing good prospects for generating more deposits and turning in new accounts. In BSLA’s first quarter meeting, Mr. Lagman brought up the topic by joking asking Mr. Torresif he had guards who looked like stunt men assigned at his doors. Mr.Torres just smiled and promised to remove Mr. Garrido from his lofty perch on the second half of the program period. Mr. Lagman knew that by just bringing up Paranaque branch’s less than satisfactory performance in the EMP, he had further antagonized Mr. Torres. Mr. Lagman never really like the letter. He saw him as a do-gooder who would always interface with company polices to earn the gratitude and admiration of his staff. It was common knowledge that the previous year Mr. Torres pushed for and was almost successful, if not for the interference of Mr.  Lagman, the setting up an Employee Relations Committee. Mr. Lagman gained the support of Mr. Lucban by reasoning out that the committee might function as a mini union when opportunities present themselves in the future. On this way home, Mr. Torres reflected over what transpired during the first quarter meeting. He had a fairly good idea why the Cash Department/Head Office Branch was behind the EMP, but because of Mr Lucban’s presence, he felt that the meeting was not the proper time to set the records straight. Mr Torres has been with BSLA since its inception. Immediately after graduating from a big local University, he was hired by Mr Fransisco Lucban, who was then the president of the company. Mr Torres had occupied several positions, from his entry level as junior bookkeeper at the Acounting Department to his present position as branch manager which he had been occupying for the last five years. Mr Torres was quite popular with his staff. Rising from the ranks, he has familiar with branch work and was known to pitch in and help whenever a teller, bookkeeper or some other staff was absent. Mr Torres knew that the Cash Department is grossly understaffed and that it has repeatedly requested for additional personnel. Established in 1978, Bonifacio Savings and Loans Association is a family-owned S L performing the basic function of thrift bank. Formerly concentrating on agricultural and real estate loans, BSLA in recent years had gradually shifted to costumers loans which are used for purchase of appliances, jeepney units and car financing. Loan portfolios of BSLA are mostly short-term loans to individuals or small-scale business. As in the past, BSLA had relied on deposits as a major source of funds. Over the three years before the EMP was initiated, deposit liabilities had grown at an average of 12%. Performance for said period followed consistent growth pattern with net income increasing by an average of 16%. BSLA was majority-owned by the Lucban family, a prominent clan in Mindoro. Aside from BSLA, the clan had holdings in various small to medium-scale business which include a rural bank, a taxi-operation which presently has 30 units plying Metro Manila, a pawn shop, two gasoline-stations, a trading company and a piggery operation in Mindoro which had approximate 200 heads. The family’s patriarch, Fransisco Lucban still had the upper hand in most of the family business. From inception to the mid-1980, BSLA was headed by the elder Lucban. Since then, his eldest son, Robert, had slowly taken over the day-to-day management of the bank. In mid-30’s, the younger Mr Lucban graduated from a local premier university and has earned his master’s degree in U.S. Aside from managing BSLA, he is actively involved in the management of the family business. The younger Mr Lucban is known to be very fond of delivering talks at civic gatherings and club meetings and castigating with the same gusto in the Bank. During his tenure at BSLA, Robert Lucban had created a highly centralized organization. All promotions, whether staff or officer, were screened by rum. The managers did not have loaning authorities. All loans applications, therefore, needed Mr. Lucban’s signature before they could be released. Because of his being involved in other family business and social commitments, Mr. Lucban routinely took home papers. The system under which BSLA operated had created slack time for the head office personnel. This, however, excluded the head office branch/ Cash Department which, aside from servicing their own clients, monitored and cash-in-vault levels of other four branches, the cash transfers and pick-ups, among others. Despite the poor performance of BSLA’s head officer branch, the one year incentive program was considered a success. Deposit ADB levels increased by 30% and income from operation grew by 22% over the previous year (as against historical average increase of 12% and 5% respectively). Mr Lagman was quite happy with the results although he thought that they could have done better if the Paranaque branch had participated more actively in the program. He  personally felt that Mr Torres was partly to blame for the lack of support given by his staff. He knew that this had not escaped the attention of Mr Lucban although the latter did not mention anything about Paranaque’s poor performance. That same year, the Board directors declared a bigger dividend than the yearly 10% profit. Other than the yearly merit increase and mid-year and year-end bonuses given to the employees, there were no significant adjustments in the employee’s salaries. Due to the success of the incentive program, BSLA decided to launch another one the following year. Like in the past, the main office did not put in substantial contribution to the program. Sucat branches were still the major contributors though they did not perform as well as the past. ADB levels were expected to at least hit the previous year’s 30% increase which went up by only near historical level at 14%. Several prizes which had already been ordered remained unclaimed. Individual and group targets, already attained the last year, were expected to be at least matched in the second EMP. They were not met. reference: Human Behavior in Organization By: Concepcion Rodil Martinez

Information on Education and Schools in Connecticut

Information on Education and Schools in Connecticut Education varies from state to state as individual states control much of the educational policy that governs the school districts across their state. Even still, school districts within an individual state often offer key differences from their neighboring counterparts as local control also plays a critical role in shaping school policy and implementing educational programs.   Because of this, a student in one state or even a single district can receive a drastically different education than a student in a neighboring state or district. State legislators shape education policy and reform for individual states. Highly debated educational topics such as standardized testing, teacher evaluations, charter schools, school choice, and even teacher pay vary from state to state and typically aligns with the controlling political parties views on education. For many states, education reform is in continuous flux, often causing uncertainty and instability for educators, parents, and students. Constant change can also make it difficult to compare the quality of education students are receiving in one state compared to another. This profile focuses on breaking down education and schools in Connecticut. Connecticut Education and Schools Connecticut State Department of Education Connecticut Commissioner of Education Dr. Dianna R. Wentzell District/School Information Length of School Year: A minimum of 180 school days is required by Connecticut state law. Number of Public School Districts: There are 169 public school districts in Connecticut. Number of Public Schools: There are 1174 public schools in Connecticut. **** Number of Students Served in Public Schools: There are 554,437 public school students in Connecticut. **** Number of Teachers in Public Schools: There are 43,805 public school teachers in Connecticut.**** Number of Charter Schools: There are 17 charter schools in Connecticut. Per Pupil Spending: Connecticut spends $16,125 per pupil in public education. **** Average Class Size: The average class size In Connecticut is 12.6 students per 1 teacher. **** % of Title I Schools: 48.3% of schools in Connecticut are Title I Schools.**** % With Individualized Education Programs (IEP): 12.3% of students in Connecticut are on IEPs. **** % in Limited-English Proficiency Programs: 5.4% of students in Connecticut are in limited-English Proficient Programs.**** % of Student Eligible for Free/Reduced Lunches: 35.0% of student in Connecticut schools are eligible for free/reduced lunches.**** Ethnic/Racial Student Breakdown**** White: 60.8% Black: 13.0% Hispanic: 19.5% Asian: 4.4% Pacific Islander: 0.0% American Indian/Alaskan Native: 0.3% School Assessment Data Graduation Rate: 75.1% of all students entering high school in Connecticut graduate. ** Average ACT/SAT score: Average ACT Composite Score: 24.4*** Average Combined SAT Score: 1514***** 8th grade NAEP assessment scores:**** Math: 284 is the scaled score for 8th grade students in Connecticut. The U.S. average was 281. Reading: 273 is the scaled score for 8th grade students in Connecticut. The U.S. average was 264. % of Students Who Attend College after High School: 78.7% of students in Connecticut go on to attend some level of college. *** Private Schools Number of Private Schools: There are 388 private schools in Connecticut.* Number of Students Served in Private Schools: There are 73,623 private school students in Connecticut.* Homeschooling Number of Students Served Through Homeschooling: There were an estimated 1,753 students that were homeschooled in Connecticut in 2015.# Teacher Pay The average teacher pay for the state of Connecticut was $69,766 in 2013.## Each individual district in the state of Connecticut negotiates teacher salaries and establishes their own teacher salary schedule. The following is an example of a teacher salary schedule in Connecticut provided by the Granby Public Schools District (p.33)    *Data courtesy of Education Bug . **Data courtesy of ED.gov ***Data courtesy of PrepScholar. ****Data courtesy of the National Center for Education Statistics ******Data courtesy of The Commonwealth Foundation #Data courtesy of A2ZHomeschooling.com ##Average salary courtesy of National Center of Education Statistics ###Disclaimer:   The information provided on this page changes frequently.   It will be updated regularly as new information and data becomes available.

The three stages of a trial and the presentation of evidence Essay

The three stages of a trial and the presentation of evidence - Essay Example Before analyzing the three-stage process of the criminal trial it is necessary to present the background against which the three-stage trial process is set. It is this background that necessitates the presentation of evidence in a way that it is tested and thus assists the tribunal of fact as far as humanly and reasonably possible to arrive at an honest conclusion. The background foundations for the criminal trial also ensures that the defendant’s right to a fair trial is protected and that he or she has an opportunity to counter the evidence presented against him or her. The foundation for the three-stage trial process in the presentation of evidence is grounded in Article 6 of the European Convention on Human Rights. The right to a fair trial as enunciated in Article 6 of the European Convention on Human Rights provides the defendant with an inalienable right to confront the witnesses against him at the trial. This is also known as the right to not only confront one’s accusers but the right for one’s accusers to confront the accused person.6 In this regard, at the stage of the trial where the prosecution presents its case, evidence is presented substantiating the allegations against the accused through the direct examination of witnesses for the prosecution.7 At the close of the prosecution’s case, the defendant who has the inalienable right to remain silent may make a submission of no case to answer.8 The right to remain silent is not specifically mentioned in the European Convention on Human rights but has been interpreted by the courts to be a necessary part of the right to a fair trial as provided for in Article 6 of the Convention. In fact it was held in Murray v UK that: the right to remain silent under police questioning and the privilege against... From the research it can be comprehended that the trial itself is concerned with the presentation of evidence relevant to the legal and factual issues before the court. The evidence is either presented or debated throughout the trial pursuant to the laws and rules regulating the presentation and admissibility of evidence. Quite often evidence is relevant but inadmissible and unfortunately, in balancing the scales of justice for both victims and defendants and protecting the accused right to a fair trial, the best evidence may not be presented in the courts. However, it is this balancing exercise that requires that as far as possible, the best evidence is presented and at the end of the day, regardless of the outcome, it is supported by the evidence that was legally and fully presented in the course of the trial. If both sides merely traded evidence that was not subject to cross-examination the tribunal of fact would only be getting one side of the story and thus an incomplete version of events. Therefore, examination-in-chief, cross-examination and re-examination facilitate that telling of a complete version so that a tribunal of fact is in possession of the best available and admissible evidence. The strength of the evidence will be tested and scrutinized during cross-examination. The authenticity of the scrutiny and tests during cross-examination will be tested during re-examination.

Self-Assessment reflection Essay Example | Topics and Well Written Essays - 750 words

Self-Assessment reflection - Essay Example I highly value an opportunity for independent thought or action and moderately consider frequent raises in pay. Moreover, I attach little significance in developing close friendship at work. Notably, these aspects would enhance my intensity, direction, and persistence towards attaining a organizational goal. In considering my dominant needs, my scores for the need for achievement were 19, for affiliation were 14, for autonomy were 20, and for power were 18. Notably, my dominant needs relate to the McClelland's Theory of Needs, which recognizes the need for achievement, and the need for power. However, I negate the need for affiliation. More so, I do my best at work, where I rarely spend time interacting with people. I disregard supervision and enjoy leading a project in my work. This relates to the expectancy theory, which asserts that efforts lead to successful performance and that we should reward successful performance. In analyzing the rewards that I value most, I have a score of 4 for good work, 4 for prestigious title, 3 for vacation time, 4 for job security, 3 for recognition, 5 for interesting work, 3 for pleasant conditions, 5 for advancement, 3 for flexible schedule, and 2 for friendly workers. In fact, recognition is the most powerful and least expensive workplace motivator. As such, I highly value, good pay, prestigious title, and job security. However, vacation time does not matter to me. Indeed, payment should correlate with performance. Indeed, I value piece-rate pay where get a fixed sum for each unit of production completed. In considering my view on the nature of people my Theory X- Theory-Y, orientation had a score of 25. I value people of theory Y who exercise self-direction and self-control if committed to objectives. Ideally, I disagree that the average human being requires direction and supervision and hence has no ambition. This represents people of theory X whom I must coerce or control to perform. I also disagree that everybody can acq uire leadership but agree that rewards motivate people to work. However, I am not sure whether fellow employees can influence me and whether individualism is more objective oriented than teamwork. Moreover, I agree that a good leader should give specific, detailed, and complete instructions in a work environment. Indeed, this relates to the Goal-Setting Theory, which asserts that the goals set by the leaders increase performance in an organization. In analyzing my willingness to delegate, I responded to 18 items and scored 52 points. Ideally, I disagree that delegating jobs leads to poor performance. Moreover, I do not supervise my subordinates in secrecy and wholly delegate all my jobs to the subordinates with an aim of reviewing the results. Nevertheless, it is not certain that I will get time to delegate properly. As such, according to my assessment results, a manager can achieve the greatest success in motivating me by satisfying my growth needs and creating an enabling environm ent for the development of new skills and knowledge at work. Moreover, the manager can successfully motivate me by giving me a good pay and offering me a chance to think and act independently. On the other hand, according to my assessments, I highly value rewards, which include good pay, prestigious title, and job security in my work. I also value an interesting work and chance to advance in my work.

Roles of Culture in Organizations Essay Example for Free

Roles of Culture in Organizations Essay Whats the role of culture in modern corporations and how can it be managed effectively? People in every workplace talk about organizational culture and that mysterious word that characterizes a work environment. One of the key questions and assessments, when employers interview a prospective employee, explores whether the candidate is a good cultural fit. Culture is difficult to define, but you generally know when you have found an employee who appears to fit your culture. He just feels right. Culture is the environment that surrounds you at work all of the time. Culture is a powerful element that shapes your work enjoyment, your work relationships, and your work processes. But, culture is something that you cannot actually see, except through its physical manifestations in your work place. There are so many different definitions of culture in the past by many scholars in the past. The variety of meaning is so diverse that it is impossible to offer any value as a research topic. Culture seeks to describe those facets of human experience that contribute the differences and similarities in how people perceive and engage with their world. We define organizational culture as a set of shared, often implicit assumptions, beliefs, values and sense-making procedures that influences and guides the behavior and thinking of organizational members, and continuously enacted and in turn reinforced –or changed- by the behavior of organizational members. Our definitions is fully compatible three characteristics universally seen as central to the concept of culture: (a) it emerges during the adaptive interaction between people and their environment, and therefore it will change when these interactions change; (b) it is by necessity constituted only of shared, intersubjective elements; and (c) it is transmitted to members across time periods and changing member cohorts or generations. In many ways, culture is like personality. In a person, the personality is made up of the values, beliefs, underlying assumptions, interests, experiences, upbringing, and habits that create a person’s behavior. Culture is made up of the values, beliefs, underlying assumptions, attitudes, and behaviors shared by a group of people. Culture is the behavior that results when a group arrives at a set of rules (generally unspoken and unwritten) for working together. An organization’s culture is made up of all of the life experiences each employee brings to the organization. Culture is especially influenced by the organization’s founder, executives, and other managerial staff because of their role in decision making and strategic direction. Edger Schein’s (1985) three levels of culture: artifacts, values and assumptions. For Schein, the essence of culture is located at the level of basic assumptions which reflect how members of culture experience reality, how they perceive the physical and social world, and how they think and feel. These assumptions are taken for granted, and rarely questioned. A culture’s assumptions provide the basis for and interact with values –Schein’s next level of culture. Values are the social norms, principles, standards and objectives that are valued by cultural members for their intrinsic worth. Values are accessible because they are revealed by behavior and priorities. Cultural values often indicate what is seen as morally right and wrong in a particular context. Even though values remain subconscious, members are more aware of them than of their underlying cultural assumptions. In particular, members become aware of their values when they are challenged during times of change or when someone violates conventions. Values are linked to artifacts, Schein’s third cultural level, in that values-congruous behaviors express and manifest the cultural values and assumptions located at the other levels. This can happen through deliberate expressive actions, through unintended expressive actions, or through other actions that manifest cultural assumptions and values. Anything observable linked to behavior can be seen as artifacts including objects, verbal expressions and activities. But how culture effect on organizations? The culture of a country or region in which the organizations function influences the way of motivating employees. In some countries, such as Japan, giving an individual reward to an employee could embarrass the recipient and so be de-motivating. In high-context collective cultures, there are often expected norms of behavior for particular situations. Offering rewards for individual behavior that runs counter to group norms is unlikely to have a positive influence on motivation. In some countries, the perception of material items is as gifts rather than as rewards for performance. In China, for example, organizations often distribute food to all employees as holiday gifts. People in higher position positions get more or better quality items, but employees make no connection between their performance and the gifts. People in different cultures communicate among themselves differently. The major differences in how people from different cultures communicate with each other are language usage, verbal style, and nonverbal communication. Two people may speak the same language but speak it quite differently. Verbal communication styles are another way for cultures to vary in their communication patterns. In cultures employing a direct style, the speaker tries to convey his true feelings through the choice of words. In the indirect style, the speaker selects words to hide his real feelings. The direct style is common in individualistic, low-context cultures, and the indirect style in collective, high-context cultures. The direct style allows the individualist to express his own ideas clearly. The collective orientation is to maintain group harmony and concern for the feelings of others. There is a number of effects of culture on organization and making a diverse multi-cultural organization must be a great challenge to the managers, but there are also advantages of managing organizational culture. There are seven characteristics of culture which can help managers to manage the culture more effectively. (www.about.com ) †¢ Culture = Behavior. Culture is a word used to describe the behaviors that represent the general operating norms in your environment. Culture is not usually defined as good or bad, although aspects of your culture likely support your progress and success and other aspects impede your progress. A norm of accountability will help make your organization successful. A norm of spectacular customer service will sell your products and engage your employees. Tolerating poor performance or exhibiting a lack of discipline to maintain established processes and systems will interrupt your success. †¢ Culture is learned. People learn to perform certain behaviors through either the rewards or negative consequences that follow their behavior. When a behavior is rewarded, it is repeated and the association eventually becomes part of the culture. A simple praise from an executive for work performed in a particular manner molds the culture. †¢ Culture is learned Through Interaction. Employees learn culture by interacting with other employees. Most behaviors and rewards in organizations involve other employees. An applicant experiences a sense of your culture, and his or her fit within your culture, during the interview process. An initial opinion of your culture can be formed as early as the first phone call from the Human Resources department. †¢ Sub-cultures Form through Rewards. Employees have many different wants and needs. Sometimes employees value rewards that are not associated with the behaviors desired by managers for the overall company. This is often how subcultures are formed, as people get social rewards from coworkers or have their most important needs met in their departments or project teams. †¢ People Shape the Culture. Personalities and experiences of employees create the culture of an organization. For example, if most of the people in an organization are very outgoing, the culture is likely to be open and sociable. If many artifacts showing the company’s history and values are in evidence throughout the company, people value their history and culture. If negativity about supervision and the company is widespread and complained about by employees, a culture of negativity, that is difficult to overcome, will take hold. †¢ Culture is negotiated. One person cannot create a culture alone. Employees must try to change the direction, the work environment, the way of work is performed, or the manner in which decisions are made within the general norms of the workplace. Culture change is a process of give and take by all members of an organization. Formalizing strategic direction, systems development, and establishing measurements must be owned by the group responsible for them. Otherwise, employees will not own them. †¢ Culture is Difficult to Change. Culture change requires people to change their behaviors. It is often difficult for people to unlearn their old way of doing things, and to start performing the new behaviors consistently. Persistence, discipline, employee involvement, kindness and understanding, organization development work, and training can assist you to change a culture. Your work culture is often interpreted differently by diverse employees. Other events in people’s lives affect how they act and interact at work too. Although an organization has a common culture, each person may see that culture from a different perspective. Additionally, your employees’ individual work experiences, departments, and teams may view the culture differently. Your culture may be strong or weak. When your work culture is strong, most people in the group agree on the culture. When your work culture is weak, people do not agree on the culture. Sometimes a weak organizational culture can be the result of many subcultures, or the shared values, assumptions, and behaviors of a subset of the organization. For example, the culture of your company as a whole might be weak and very difficult to characterize because there are so many subcultures. Each department or work cell may have its own culture. Within departments, the staff and managers may each have their own culture. Ideally, organizational culture supports a positive, productive environment. Happy employees are not necessarily productive employees. Productive employees are not necessarily happy employees. It is important to find aspects of the culture that will support each of these qualities for your employees. Managers must know well how to manage the organization’s culture and have to explore many aspects of organizational culture and cultural change to make organization more effective and productive. The concept of culture will become useful for the managers to make successful and productive organization by managing culture effectively. Managing culture is very much concerned with leadership of a manager. Culture is a difficult to define concept and is capable of being misinterpreted by managers who must attempt to make use of it in their work activities. A range of definitions were explored, as were number of facets of both organizational and national culture relevant to the human experience of work. New employees must be effectively integrated into the organization if they are to become productive members. It is not possible to manage every person all the time that they are at work. Internalization of responsibility and knowledge of requirements must be delegated if effective management is to be achieved. Culture is able to offer a meaningful way of accounting for many related phenomena. However, the notion of culture, particularly a strong culture, however attractive, provides a conflict-free way for managers to ensure harmony and the achievement of objectives, is simplistic and does not reflect experience. Culture is a problematic concept because it is difficult to define in precise terms. It is an easy term to recognize in that it is relatively obvious how organizations differ. When visiting an organization, a ‘feeling’ becomes apparent which provides a general indication of the culture. For example, one organization might feel busy with a buzz of activity and a feeling of purpose; while another might feel relaxed with a feeling of calmness in the approach to work. It is important for managers to study other cultures also because their competitors, suppliers, shareholders, or employees may come from other cultures. In developed countries there is also an increasing number of immigrants and workers bringing their own cultures into their new homes. Managers have to be able to integrate them into the new work environment. Hence, it is necessary for managers to know their culture as well as to understand their way of life. References i. â€Å"Organizational behavior management, by John Martin fellenz.† Publisher â€Å"South- Western† ii. â€Å"Organizational behavior-an experiential approach, by Joyce S, David A, Irwin M, and Marlene E.† Publisher â€Å"Pearson† iii. www.about.com iv. www.biomedcentral.com v. www.attractorconsulting.com vi. www.academia.edu

First Impressions in Bernard Shaw’s play The Devil’s Disciple Essay

Bernard Shaw’s play â€Å"The Devil’s Disciple† is set in 1777 when the American War of British Independence was at its height. Richard Dudgeon is the main character in this production and he begins as a ‘black sheep’ in a family of self-righteous puritans. Richard has entitled himself â€Å"The Devil’s Disciple†. In the first Act of the play, Richard’s father has died and this starts the reading of his will. During this scene we get a lot of the other characters views on Richard before we meet him. It seems that almost everyone apart from Essie (Richard’s cousin). Everyone finds it hard to talk about him as if it is against the rules, e.g. Judith Anderson says to Essie, â€Å"Dick Dudgeon! Essie: do you wish to be a really respectable and grateful girl, and to make a place for yourself here by steady and good conduct?† †Then you must never mention the name of Richard Dudgeon – never think even about him. He is a bad man†. This suggests that Judith believes even thinking about Richard could mean you were becoming a bad person yourself. However, we find out later that she has never actually met Richard Dudgeon, so is only saying this from what she has heard. Whilst Mrs Dudgeon and Mr Anderson are talking at the very beginning of the scene, Mrs Dudgeon also expresses her view of Richard. She says, â€Å"Let it be a warning to him. He may end that way himself, the wicked, dissolute, godless—â€Å" This shows us that he is even hated by his own mother. From all of the views shown in the early stages of the first act about Richard, we get the impression that he is a terrible person, with no respect or cares for anyone else. Even when we meet Richard, our opinions as an audience don’t change greatly, he shows himself as quite arrogant and sarcastic. How... ... a fool. Judith: Like a hero. I think that Shaw made us change our opinion of Richard in the context of the story that he is telling because it shows us how even the ‘worst’ people among us can change, or that these people are not so bad after all, just covering up their true selves until the time is right. Anderson (whilst talking to the British soldiers) says, â€Å"Sir: it is in the hour of trial that a man finds his true profession. This foolish young man [placing his hand on Richard's shoulder] boasted himself the Devil's Disciple, but when the hour of trial came to him, he found that it was his destiny to suffer and be faithful to the death. I thought myself a decent minister of the gospel of peace, but when the hour of trial came to me, I found that it was my destiny to be a man of action and that my place was amid the thunder of the captains and the shouting.†

Family and International Assignment Policy Essay

What Is Your Critical Evaluation of Colgate-Palmolive’s International Assignment Policy? What Are Its Strengths And Weaknesses? Colgate-Palmolive’s (C-P) international assignment policy was designed to standardize entitlements for the expatriate managers. It covered tax equalization, goods and services, housing, the actual move and settling in, sale or rental of the principle residence, relocation allowances, living expenses, education, vacation, leave, post allowance and smooth transitions (Rosenzweig, 1994). The assignment policy was progressive, permitting applicants a 5 day pre-acceptance tour. The language courses at the company’s expense were paramount. Overall, the company sought to address both the expatriate and his family’s quality of life. I subscribe to the motto: â€Å"a happy wife makes a happy life†, thus I would agree that the policy was comprehensive and supported the aforementioned and motto. Strengths included â€Å"financial parity† and the overall family and spouse assistance program. However, the greatest strength was C-P’s willingness to improve the policy and orientations based on surveys (Rosenzweig, 1994, p. 7). The only weakness I can surmise is that such a policy does not support a local indigenous applicant. What Should Colgate-Palmolive Do About the Growing Issue of Dual-Career Families? C-P has two courses of action (COA). Do not hire or address dual-career families or succumb and make the overseas assignments attractive to dual-career families. COA one would limit their candidate pool. One C-P human resource manager (HRM) stated: â€Å"the frequency of dual-career families among C-P’s young managers was a reflection of their high quality: ‘We tend to attract people who have been to graduate school and who often met their spouses at graduate school. Both spouses are educated professionals and both tend to want to pursue their careers’† (Rosenzweig, 1994, p. 9). Thus COA two would support a larger qualified candidate pool. However, there is a cost(s) associated. C-P discussed income replacement to offset the spouses lost income (Rosenzweig, 1994, p. 0), but was viewed to expensive. Others recommended C-P change the overseas perception, in lieu of a loss or sacrifice, a positive spin was placed on foreign employment. Personally, I would opt for COA one but with two additions. Transfer young single executives on shorter term assignments in support of saving costs and capitalize on modern technologies that did not exist at the time this article was published. Secure virtual training conference lines can be purchased for under $25,000 permitting daily interaction, meetings and mentoring between C-P headquarters and the expatriate manager. Lastly, C-P foreign employees may capitalize on the numerous web based social technologies such as Skype and Face Time that are now a staple communication platform. What Should an MNC Consider When Designing a Policy Regarding International Career Development? It is paramount that MNC focus on recruiting processes. A larger diverse, multi lingual applicant pool who have lived and been educated abroad would mitigate many of the culture shock experiences associated with overseas assignments. The policy development should incorporate local nationals employed by companies like C-P. In the US, we are familiar with the big Japanese motor companies like Toyota and Nissan, but we often overlook the other foreign owned companies like Pillsbury and CBS Records who employ thousands of US professionals. Ultimately, MNC must address the monetary compensation and quality of life for 2 potential candidates: host-country employees and home country employees (where the headquarters is located). Certainly, I am not naive to the fact that compensation is not easily addressed as it should conform to local laws and taxation (both host and home countries). What Should an Employee Consider When Deciding to Accept or Decline an International Assignment? How Does the Employee’s Current Career Stage Affect Such a Decision? As an active duty Soldier with family and prior overseas duty assignments, I have had given this question a great deal of thought. Certainly C-P’s policy covering areas such as tax equalization, goods and services, housing, the actual move and settling in, sale or rental of the principle residence, relocation allowances, living expenses, education, vacation, leave, post allowance and smooth transitions are important. Ultimately, it boils down to education, medical care, quality of life and face time with family. Dependent on one’s age and the age of your children, a support system for the spouse is paramount. Extended family is ideal if the expatriate will travel frequently, thus transcontinental travel, accessibility to international airports is important. Quality of education and backwards planning are important. The closer children get to high school and college age, the more important it is to be in the US with a stabilized duration of assignment.