Hiring and Firing Essay Example for Free

Hiring and Firing Essay This essay will identify and discuss the different recruitment and selection practices of organizations in the UK and these practices will be compared to the counterparts in the rest of European Countries. The essay will also comment on the pitfalls in the UK organizations which have led to tied hands of the managers in these corporations. The terminating practices in the organizations of UK will also be discussed and the pitfalls will be compared to the companies based in the European Countries. This is the reason why fewer students are choosing IT related fields in their graduate degrees as there are no jobs available for the locals in these companies. This is a pitfall that has been dug by these IT companies themselves as they will not receive any talent from the local market if there is a restriction of off-shoring in the future (MarketWatch 2006). Poor Recruitment Practice in UK A people assessment company, Talent Q that helps employers in managing and recruiting talent, has found many companies and managers to be taking poor decisions routinely when hiring employees. There are many bad consequences of this poor hiring practice as the fall in productivity is equal to GBP 2,400 per annum for each worker who finds himself misplaced in a job which he does not want to do or is not capable of performing. Effectively, the aggregate amount goes up to GBP 5million per annum for the economy of UK (M2PressWIRE 2007). According to an official survey of Talent Q, 24 percent of the employees who were recruited were not asked to give an aptitude test and another 44 percent of the personnel who were hired were not short-listed using any personality test. Based on 25 years of academic research across many companies of large scale, these findings were processed through a model which is universally accepted. This model demonstrates the cast iron effectiveness of the assessment. The true extent of the issues for the employers became clear when these results were combined with salary data from Office for National Statistics. The CEO of Talent Q commented that the organizations often fail to employ people on the basis of aptitude test and personality test. However, employing people on the basis of gut feeling is by far the worst employment technique known, whereas many studies have shown that when employers use assessment techniques to find out the personaliy and aptitude of a person, they get much better results (M2PressWIRE 2007). Word of Mouth Recruiting The applicants who apply through word-of-mouth are found to be more suitable than the recruits obtained by advertising and are more likely to stay longer in the job. However, it is not always the case that the best candidate for a job is selected through word-of-mouth applications. This practice for recruitment is being practiced in the UK at higher rates among the senior levels and is known as headhunting. The objective of these seniors is to fill the higher paying jobs with the people whom they know or are there relatives (HRM Guide Network 2007). Promise of Bonuses The promise of bonuses while recruiting the employees has been the worst pitfall of the recruitment practices in the UK. Mercer Consulting has found through research that the overall pay of CEOs in the UK from bonuses has grown from 13 percent to 19 percent in 2004 (Mercer Human Resource Consulting 2004). There has been a major effect on the earnings growth rates in the UK because of the large number of bonuses that were paid in the recent years (Freeman 2002). This practice of attracting talent through offering bonuses does not guarantee a motivated employee. This ensures only that decisions are made by the employees that get him the bonuses and these decisions may harm the company in the long-run. The companies in the UK are also using bonuses as a tool for employee retention and this practice is becoming quite common in the UK economy. However, the new plan to attract new talent and to lay off the existing employees is not in the hands of the managers at middle or lower level. The senior management is most of the companies makes such decisions (Nisar 2007). Off-shoring in the UK Many companies in the UK, especially those related to IT and innovation, are hiring skilled but relatively cheap labor from overseas. This hiring has been allowed by the government because of which work permits and visas have also been allotted to thousands of workers from abroad. Although these cost effective options cannot be ignored by the managers but they find their hands tied when they find cheap labor which can help the company reduce cost (MarketWatch 2006). The Responsibility of the Managers The managers and personal secretaries are getting increasingly responsible for the recruitment of unfilled vacancies. However, these managers cannot be so sure about hiring the right person or deciding a testing system for the vacancy. Where these managers are asked to cut costs, they are also asked to hire the best person. However, tests such as aptitude test, personality test, skill test or psychometric tests can be very expensive. This is in contradiction to cheap hiring and many managers find themselves in a position of hiring a person not fit for job because of fixed or limited budget allocated for hiring (Renshaw 2003). According to the head of a psychometric company, most of the employees are hired within the first five minutes of an interview which is done with the help of instincts. Although in these five minutes, the conversation does not go beyond smiles and introductions but many think that this is the best practice. Hiring through taking tests has been proved to be the best technique which many managers in the UK do not follow. Those employees who are hired without these tests, they are more likely to immerse the company in losses (Renshaw 2003). Lowering Hiring Requirements The companies with vacancies in the Europe mostly respond with lowering the hiring requirements so as to lower the cost associated with hiring. These chances although increase the chances of filling the vacancy but it also results in a match that resists or terminates when he is hit by a requirement that he cannot address to because of lower level of skills or experience. When searching costs are high, the European employers are more likely to hire under qualified employees for temporary positions. One of the consequences of hiring an under qualified person is high firing costs if the employee is able to get a permanent contract (Brencic 2009). Temporary Employment Practices in the Europe Many countries in Europe ban or restrict the use of temporary workers. However, there has been a growing acceptance for the temporary employment in the region. Many companies which do not want to rush in hiring and then make a wrong choice are hiring temporary employees. The UK, Luxembourg, Netherlands and Denmark are the countries among those which have temporary labor markets, but the countries like Greece, Italy, Spain, France, Belgium, Germany and Portugal still have stringent policies over temporary hiring (Messmer 1994). Firing Practices in Europe The economies of Europe have been awfully trailing US and other developed countries because of forests of red tape, vast welfare, overregulation and restrictive hiring and firing practices. Firing Limitations in UK Due to the implementation of several equal employment opportunity acts and laws in the United Kingdom, the employers are restricted to fire or layoff employees. This literally throws a manager at his seat with his hands tied as he cannot fire any employee who is not performing. According to the laws, based on the personal status of the worker, an employer may not establish hiring or recruiting criteria. Employers are not allowed to retaliate against, lay-off or fire their employees citing reasons based on the personal status outlined in the federal legislation of anti-discrimination. The labor is protected with the act of penalties and recourse which says that if an employee is discriminated in the areas of firing and hiring, he may collect all the monetary damages that are done by the employer (Pearson 2010). Firing Practices in Germany In December 2000, the Vauxhall Motors Luton announced the closure of a facility with firing of approximately 2000 people. No details were announced publicly about the firing of employees and what benefits would they get. The employees being affected were not told about the decision that the management was about to take about the closure of a facility. The employees were not even told why the facility was closed or why were they being fired (Butler, Sweeney and Crundwell 2009). This shows that the firing practices in Germany are very different as compared to UK, where a company has very limited power to fire permanent employees. In Germany, however, the companies have power to lay-off the employees whenever they want without presenting any reason. Similarities of Firing Practices in UK and other European Countries In this time of economic downturn, when many large corporations are engaging in downsizing practices, the countries like UK, Italy, France and Germany are targeting the older employees for lay-offs. The reason behind is quite logical as the employees grow older, they become less productive and the company find more talented young people to replace them (Cattaneo et al.  2010). The organizations in most of the economies of Europe view older employees as more disposable and give little value to them (Barth et al. , 1993; Eastman, 1993; Loretto and White, 2006). Conclusion There are certain similarities in the UK and Europe companies when it comes to laying-off or recruitment of the employees. However, the differences are more as the UK companies are bound by laws and strict regulations for firing employees which literally ties the hands of the managers when it comes to firing and hiring of the employees.

Why Do Girls Cut? Essay -- Psychology

Why do people hurt themselves? In a journal article from the American Journal of Psychotherapy, Louise Ruberman notes that about 2.1 million teens suffer from nonsuicidal self-injury, or NSSI. Young women between the ages of 14 and 18 years old take part in NSSI due to poor development of the relationship with their mothers, childhood abuse, and psychiatric disorders. Although there are multiple ways of causing injury to oneself, cutting of the skin as a means of self-mutilation is said to be the most common (Ruberman 119). We will start out by examining the problems that occur during the relationship development between a mother and a daughter at a young age. Gender role identity and body image are directly related to the relationship a young girl has with her mother while she is growing up. During the young ages, a girl needs to feel accepted and positively identified by her mother in order to be happy with her femininity. Mothers play a very important role in helping young girls establish their self-esteem, because a young girl’s first role model is most often her mom (Daniluk & Usmiani 47). If this relationship somehow goes astray, the young girl may easily form a negative body image of herself. Behaviors of self abuse often occur right around the age of puberty, and the reaction to a negative self-esteem may result in NSSI and cutting. According to Ruberman (120), girls who choose cutting as their means of self-injury are using their skin as a â€Å"canvas† to cut open and obtain some control over their own body. This behavior is derived from the lack of control they feel they posses. Ruberman (120), states in her artic le that a mother’s job is to stand by her daughter as she grows from birth without interfering with her own fea... ...ans of communication when less intense strategies have failed, such as yelling or speaking. All in all, the decision to take part in self-punishment is highly influenced by the behavior of others as we are growing up. Works Cited Glassman, L. H., Weierich, M. R., Hooley, J. M., Deliberto, T. L., & Nock, M. K. (2007). Child maltreatment, non-suicidal self-injury, and the mediating role of self-criticism. Behaviour Research & Therapy, 45(10), 2483-2490. doi:10.1016/j.brat.2007.04.002. Ruberman, L. (2011). Girls who Cut: Treatment in an outpatient psychodynamic psychotherapy practice with adolescent girls and young adult women. American Journal Of Psychotherapy, 65(2), 117-132. Usmiani, S., & Daniluk, J. (1997). Mothers and their adolescent daughters: Relationship between self-esteem, gender role identity.. Journal Of Youth & Adolescence, 26(1), 45.

Development and Learning in the Classroom

In a quotation mark by Columbia professor and philosopher, Mortimer Adler, â€Å" The intent of acquisition is growing, and our heads, unlike our organic structures, can go on turning as we continue to populate. † The University of Kansas ‘ Circle of Inclusion Project defines developmentally appropriate patterns as ; â€Å" the construct of developmentally appropriate patterns refers to supplying an environment and offering content, stuffs, activities, and methodological analysiss that are coordinated with a kid ‘s degree of development and for which the person kid is ready. Three dimensions of rightness must be considered: age rightness, single rightness, and rightness for the cultural and societal context of the kid. † A instructor ‘s occupation is to do certain that what they are learning their pupils is appropriate to their pupil ‘s degree of development. There are three chief countries of development, which are cognitive development, social- emotional development, and psychomotor development. These types of development are a portion of every pupil ‘s life and it is of import that instructors take them into history when they are learning a category to guarantee that every kid gets the opportunity to larn the stuff required. Cognitive development, as noted in the Classroom Assessment text edition, focuses on a kid ‘s rational operations ( Popham, 2011, p. 35 ) . In cognitive development, there is a â€Å" construct of cognitive manner, which refers to a dimension of cognitive processing along which people differ from one another † ( Morra, et Al, 2008, p 45 ) . When a kid reaches adolescence, normally happening between the ages 12 and 20, many alterations take topographic point. â€Å" Intelligent alterations both quantitatively and qualitatively during adolescence † ( Gumbiner, 2003, p. 27 ) . â€Å" Adolescents get down to believe faster and more expeditiously than kids, even their mathematical operations are conducted more quickly † ( Gumbiner, 2003, p. 27 ) . Jann Gumbiner continues to explicate Jean Piaget ‘s theory of cognitive development and how an stripling enters a phase of formal operational thought, which is the concluding province of cognitive development tha t normally occurs around the ages of 11 and 15 ( 2003, p. 29 ) . â€Å" This phase represents a to the full mature, big manner of sing the universe. Adolescents in this phase execute logical operations and hypothetical-deductive logical thinking. They form hypotheses and so infer replies, whether it is about algebraic maps or real-world dating state of affairss † ( Gumbiner, 2003, p. 29 ) . â€Å" There are so qualitative alterations in the manner adolescence think about the universe around them that helps them to pass on better with grownups † ( Gumbiner, 2003, p. 29 ) . Once pupils reach this degree of growing, â€Å" they are eager to undertake relevant jobs, discuss and portion point of views about critical issues, and speak about ethical picks that impact their actions † ( Crawford, 2008, p. 26 ) . The rational development of striplings has specific larning demands. â€Å" Adolescents that have diverse cognition, involvements and abilities need the chance to develop a scope of accomplishments and prosecute a assortment of content countries † ( Crawford, 2008, p. 27 ) . If an stripling is capable of critical rating, drawn-out focal point, illative thought and logical thinking, they should be given the clip and chance to believe critically and be given a higher-level of analytical oppugning than they had before ( Crawford, 2008, p. 27 ) . Glenda Crawford explains that a instructor ‘s function in learning based on cognitive acquisition is to pattern, steer, and aid as pupils think about and utilize cognitive schemes, and through pattern and over clip addition a degree of proficiency ( 2008, p. 69 ) . â€Å" The typical characteristics of this type of learning include: Mold: when pupils observe and listen while the instructor demonstrates and explains a undertaking. Coaching: pupils perform the undertaking while the instructor supports and makes suggestions through constructive feedback. Sequencing: pupils engage in more ambitious and diverse undertakings as proficiency is gained. Externalizing: pupils explain aloud their cognition, thought, and logical thinking. Reflecting: pupils compare their thought and public presentation with that of experts. Exploring: pupils are helped to use, spread out, and polish their accomplishments independently † ( Crawford, 2008, p. 69 ) . Social-emotional development is what a individual learns from the environment around them. Thomas M. Brinthaupt and Richard P. Lipka explain that societal alterations begin in early to middle childhood by larning how to expect other ‘s reactions and internalise behavioural criterions. They begin to compare their public presentation to their ain work from the yesteryear and to those of other kids ( 2002, p. 4 ) . He continues stating that â€Å" it is non until late childhood and early adolescence that ego and individuality most to the full reflect the interpersonal sphere, including egos that differ depending on the societal context. This is a clip when kids begin to demo greater independency from their households and when equal dealingss addition in importance and strength, peculiarly with respect to appraisals of personal competency † ( Brinthaupt et al, 2002, p. 4 ) . An stripling ‘s social-emotional growing is crafted by their cultural communities, households, equals, and schools, which in bend are set to steer individuality geographic expedition toward their personal ends, values, beliefs, and patterns ( Azmitia et al, 2008, p. 3 ) . A pupil ‘s household plays a major function in the societal development of an adolescent adolescent. Brothers, sisters, and parents are really of import in the manner a adolescent may take to look at school. Younger siblings will look to older siblings as function theoretical accounts, such as â€Å" when an older sibling is a good pupil, the younger sibling may besides vie to go a good pupil besides † ( Gumbiner, 2003, p. 47 ) . When it comes to parents, striplings should be considered when doing determinations ( Gumbiner, 2003, p. 48 ) . â€Å" A good parent to a adolescent is democratic and guides him or her into doing their ain intelligent, cautious determinations. Parents and striplings can discourse family regulations, appropriate haunts, and safety. They will sometimes differ, and this is normal † ( Gumbiner, 2003, p. 49 ) . Many times turning up adolescents will hold their ain sentiment on things such as drive, curfew, friends, fellows and girlfriends, and their parents may hold a different position. Parents should listen to their kids ‘s logical thinking and be prepared to negociate. Adolescents tend to acquire attitudes and become rebellious towards authorization, particularly when a parent is commanding ( Gumbiner, 2003, p. 53 ) . The activity environing a adolescent is what helps them turn and do better determinations later in life. Learning from errors is a major portion of adolescence. â€Å" Harmonizing to Aristotle, immature people entered adolescence as unstable, and by the terminal of the period, they developed a sense of self-denial. The most of import feature of adolescence is the ability to take † ( Gumbiner, 2003, p. 18 ) . Adolescents face different anxiousnesss when come ining junior high and high school. â€Å" Adolescents feel dying about loss of control, gender, dependence-independence, the demand to be rational, credence by equals, competency, and organic structure image ; these are age-appropriate anxiousnesss that are related to the societal outlooks of that age group † ( Gumbiner, 2003, p. 44 ) . Adolescent relationships with their equals can do the most anxiousness because they are seeking to interrupt from dependance to independence from their parents and their friends become the focal point of dignity ( Gumbiner, 2003, p. 45 ) . â€Å" The increasing impact of others ‘ perceptual experience of the ego is partially due to the psychological alterations that take topographic point in adolescence. They start believing about their hereafter and can organize hypotheses about what may or may non alter in their personalities, behaviour, instruction, household, and relationships with fr iends and intimate spouses † ( Brinthaupt et al, 2002, p. 33 ) . â€Å" Adolescents thrive in a acquisition environment where they are motivated personally, guided socially, challenged intellectively, and supported deliberately as they engage in relevant and meaningful acquisition experiences † ( Crawford, 2008, pp. 83-84 ) . Students learn from their milieus and when they are in a schoolroom, instructors need to take the schoolroom environment into history. Crawford besides believes that the usage of flexible grouping is indispensable to their societal dimension that enables pupils to interact with their equals on a assortment of prosecuting, suitably complex undertakings ( 2008, p. 84 ) . â€Å" Adolescents thrive in a nonthreatening puting where they feel emotionally safe to prove thoughts, to utilize their diverse endowments, and to negociate and reflect upon how others perceive them and who they are going as human existences. A safe schoolroom is free of intimidation, embarrassment, confusion, ridicule, defeat, ennui, and societal exc lusion † ( Crawford, 2008, p. 86 ) . â€Å" Social groupings balanced by such factors as gender, ability, leading, job resolution, originative or artistic endowment, cognitive abilities, backgrounds and linguistic communications, and energy degrees are known as folks that are helpful with schoolroom direction and direction † ( Crawford, 2008, p. 89 ) . Social groupings promote societal accomplishments, it builds community among the pupils, and it gives the pupils a sense of belonging ; and this sense of belonging and inclusion in the schoolroom maximizes larning ( Crawford, 2008, p. 89 ) . In the groupings, there needs to be a sense of single answerability. Adolescence may be really societal, but they may non hold the personal accomplishments that are needed for true coaction and instructors need to take that into history when making group undertakings ( Crawford, 2008, p. 93 ) . Having a rubric for group undertakings on each person ‘s public presentation would be a good manner to mensurate what the pupil à ¢â‚¬Ëœs input was on the undertaking and it guarantees that each pupil has done its portion. â€Å" Some elements of an stripling ‘s demands as scholars when a instructor is seeking to learn them are: Avowal: The demand to experience accepted, safe, cared about, listened to, and acknowledged. Contribution: The demand to do a difference, conveying alone positions, collaborate reciprocally on common ends, and aid others win. Purpose: The demand to understand the significance of larning and how it impacts and makes a difference personally and with the drawn-out community. Power: The demand to do picks, create quality work, and have reliable support. Challenge: The demand for work that complements and stretches strengths and, through personal attempt, leads to success and achievement † ( Crawford, 2008, p. 85 ) . Crawford continues to demo how these elements support a positive schoolroom that requires instructors to reflect upon and respond continually to the many ways pupils ‘ differ in preparedness, involvements, larning manners, background, civilization, and place life ( 2008, p. 85 ) . The concluding type of development is psychomotor development. Webster ‘s dictionary defines psychomotor development as a patterned advance acquisition of accomplishments affecting mental and motor activities ( psychomotor development ) . Popham describes measuring psychomotor by aiming a pupil ‘s large-muscle or small-muscle accomplishments ( 2011, p. 35 ) . Psychomotor accomplishments include any such activity affecting motion such as playing athleticss games in gym category, typing on a keyboard, larning how to drive a vehicle, or playing an instrument in set category. It has to make with coordination between your encephalon and the parts of your organic structure such as your custodies, weaponries, pess, and legs. Aims that are normally attempted are imitation, use, preciseness, articulation, and naturalisation ( Clark, 2004 ) . These aims contain certain cardinal words that instructors use when acquiring their pupils to utilize psychomotor accomplishments. â€Å" These cardinal words are: Imitation: Transcript, follow, replicate, repetition, adhere, observe, place, mimic, attempt, reenact, and copy Manipulation: Re-create, construct, execute, put to death, and implement Preciseness: Demonstrate, complete, show, perfect, calibrate, control, and pattern Articulation: Concept, solve, combine, co-ordinate, integrate, adapt, develop, explicate, modify, maestro, better, and learn Naturalization: Design, specify, manage, invent, and project-manage † ( Clark, 2004 ) . In the Classroom Assessment book, Popham explains how Benjamin Bloom and his co-workers were the first to present the differentiation between cognitive, affectional, and psychomotor educational results ( 2011, p. 35 ) . â€Å" In Bloom ‘s Taxonomy of Educational Objectives, it showed that a dominant sort of pupil behaviour was seen when instructors devise educational aims for their pupils † ( Popham, 2011, p. 35 ) . These three types of development that were the focal point of this paper are of import to instructors when they are learning. Every schoolroom will hold different types of scholars, because no pupil is merely likewise, and instructors must happen a manner to link and learn every kid what they need to cognize in order to win in high school. Adolescents are traveling through so many alterations and it is a instructor ‘s occupation to understand that these striplings need counsel. By cognizing what type of pupils are in a instructors schoolroom, instructor s can be prepared to measure them in ways they can make each pupil.

Karl Marx History of Economic Thought - 1454 Words

HS11-7,756,1.00 History of Economic Thought Christof Zanecchia 10-992-204 Professor Allgoewer Karl Marx: â€Å"A context for inevitable social revolution† Of particular interest in Rima’s summary and critique of Marx’s background and social/economic contributions is the quote: â€Å"It is not the consciousness of men that determines their being, but, on the contrary, their social existence that determines their consciousness.† Karl Marx, in reference to modes of production, which refers to the social relationship present in ownership and the use of the means of production, explains how the effects of the control of modes of production on society are intrinsic in a†¦show more content†¦Marx rejects the classical view of exchange, explaining that under conditions of simple reproduction of goods, money serves only as a medium to circulate commodities. In the classical view, this process of production and exchange involves the exchange of individualsà ¢â‚¬â„¢ commodity surpluses for money, which are used to buy other commodities. This process whose purpose is to satisfy only wants can be represented by C-M-C. The capitalist process for Marx is different in that the capitalist uses money to buy labor power as a commodity whose use value, in turn, is at his disposal for the entire working day. The capitalist then uses the selling price of workers’ products (in which their labor power is set) to return an amount of revenue to the capitalist that exceeds the wage cost of the labor he purchased. This can be represented as M-C-M or â€Å"buying in order to sell.† This creates an immediate economic advantage from the standpoint of the capitalist in the M-C-M process because he has the money to purchase the capital labor necessary to create more money through â€Å"surplus labor power.† For Marx, this represents a change in the classical perspective from â€Å"buying in order to sell† to an attitude of â€Å" buying to sell dearer.† This alters the exchange process into an input of M â€Å"en style lapidaire† to create an output of more M or â€Å"value that is greater than itself† – a process that benefits the capitalist agentsShow MoreRelatedThe Wealth Of Nations By Adam Smith1384 Words   |  6 Pages Throughout history, books have influenced the world. Some books, such as the Bible, have influenced Christians. Common Sense by Thomas Paine encouraged Americans to join the fight against the British. Other books, however, do more than simply encourage; they introduce a new philosophy. 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