Positive Attitude Towards Job Psychology Essay

Positive Attitude Towards Job Psychology Essay Job satisfaction in regards to ones feeling or state of mind regarding nature of their work. Job can be influenced by variety of factors like quality of ones relationship with their supervisor, quality of physical environment in which they work, degree of fulfillment in their work, etc. Positive attitude towards job are equivalent to job satisfaction where as negative attitude towards job has been defined variously from time to time. In short job satisfaction is a persons attitude towards job. Job satisfaction is an attitude which results from balancing summation of many specific likes and dislikes experienced in connection with the job- their evaluation may rest largely upon ones success or failure in the achievement of personal objective and upon perceived combination of the job and combination towards these ends. According to pestonejee, Job satisfaction can be taken as a summation of employees feelings in four important areas. These are: Job-nature of work (dull, dangerous, interesting), hours of work, fellow workers, opportunities on the job for promotion and advancement (prospects), overtime regulations, interest in work, physical environment, and machines and tools. Management- supervisory treatment, participation, rewards and punishments, praises and blames, leaves policy and favoritism. Social relations- friends and associates, neighbors, attitudes towards people in community, participation in social activity socialibility and caste barrier. Personal adjustment-health and emotionality. Job satisfaction is an important indicator of how employees feel about their job and a predictor of work behavior such as organizational citizenship, Absenteeism, Turnover. Job satisfaction benefits the organization includes reduction in complaints and grievances, absenteeism, turnover, and termination; as well as improved punctuality and worker morale. Job satisfaction is also linked with a healthier work force and has been found to be a good indicator of longevity. Job satisfaction is not synonyms with organizational morale, which the possessions of feeling have being accepted by and belonging to a group of employees through adherence to common goals and confidence in desirability of these goals. Morale is the by-product of the group, while job satisfaction is more an individual state of mind. CHAPTER NO. 2 JOB SATISFACTION DEFINITIONS OF JOB SATISFACTION Different authors give various definitions of job satisfaction. Some of them are taken from the book of D.M. Pestonjee Motivation and Job Satisfaction which are given below: Job satisfaction is defined as a pleasurable, emotional, state resulting from appraisal of ones job. An effective reaction to ones job. Weiss Job satisfaction is general attitude, which is the result of many specific attitudes in three areas namely: Specific job factors Individual characteristics Group relationship outside the job Blum and Naylor Job satisfaction is defined, as it is result of various attitudes the person hold towards the job, towards the related factors and towards the life in general. Glimmer Job satisfaction is defined as any contribution, psychological, physical, and environmental circumstances that cause a person truthfully say, I am satisfied with my job. Job satisfaction is defined, as employees judgment of how well his job on a whole is satisfying his various needs Mr. Smith Job satisfaction is defined as a pleasurable or positive state of mind resulting from appraisal of ones job or job experiences. Locke 2.2 HISTORY OF JOB SATISFACTION The term job satisfaction was brought to lime light by hoppock (1935). He revived 35 studies on job satisfaction conducted prior to 1933 and observes that Job satisfaction is combination of psychological, physiological and environmental circumstances. That causes a person to say. I m satisfied with my job. Such a description indicate the variety of variables that influence the satisfaction of the individual but tell us nothing about the nature of Job satisfaction. Job satisfaction has been most aptly defined by pestonjee (1973) as a job, management, personal adjustment social requirement. Morse (1953) considers Job satisfaction as dependent upon job content, identification with the co., financial job status priding group cohesiveness One of the biggest preludes to the study of job satisfaction was the Hawthorne study. These studies (1924-1933), primarily credited to Elton Mayo of the Harvard Business School, sought to find the effects of various conditions (most notably illumination) on workers productivity. These studies ultimately showed that novel changes in work conditions temporarily increase productivity (called the Hawthorne Effect). It was later found that this increase resulted, not from the new conditions, but from the knowledge of being observed. This finding provided strong evidence that people work for purposes other than pay, which paved the way for researchers to investigate other factors in job satisfaction. Scientific management (aka Taylorism) also had a significant impact on the study of job satisfaction. Frederick Winslow Taylors 1911 book, Principles of Scientific Management, argued that there was a single best way to perform any given work task. This book contributed to a change in industrial production philosophies, causing a shift from skilled labor and piecework towards the more modern approach of assembly lines and hourly wages. The initial use of scientific management by industries greatly increased productivity because workers were forced to work at a faster pace. However, workers became exhausted and dissatisfied, thus leaving researchers with new questions to answer regarding job satisfaction. It should also be noted that the work of W.L. Bryan, Walter Dill Scott, and Hugo Munsterberg set the tone for Taylors work. Some argue that Maslows hierarchy of needs theory, a motivation theory, laid the foundation for job satisfaction theory. This theory explains that people seek to satisfy five specific needs in life physiological needs, safety needs, social needs, self-esteem needs, and self-actualization. This model served as a good basis from which early researchers could develop job satisfaction theories. 2.3 IMPORTANCE OF JOB SATISFACTION Job satisfaction is an important indicator of how employees feel about their job and a predictor of work behavior such as organizational, citizenship, Absenteeism, Turnover. Job satisfaction can partially mediate the relationship of personality variables and deviant work behavior. Common research finding is that job satisfaction is correlated with life style. This correlation is reciprocal meaning the people who are satisfied with the life tends to be satisfied with their jobs and the people who are satisfied their jobs tends to satisfied with their life. This is vital piece of information that is job satisfaction and job performance is directly related to one another. Thus it can be said that, A happy worker is a productive worker. It gives clear evidence that dissatisfied employees skip work more often and more like to resign and satisfied worker likely to work longer with the organization. 2.4 IMPORTANCE TO WORKER AND ORGANIZATION Job satisfaction and occupational success are major factors in personal satisfaction, self-respect, self-esteem, and self-development. To the worker, job satisfaction brings a pleasurable emotional state that can often leads to a positive work attitude. A satisfied worker is more likely to be creative, flexible, innovative, and loyal. For the organization, job satisfaction of its workers means a work force that is motivated and committed to high quality performance. Increased productivity- the quantity and quality of output per hour worked- seems to be a byproduct of improved quality of working life. It is important to note that the literature on the relationship between job satisfaction and productivity is neither conclusive nor consistent. However, studies dating back to Herzbergs (1957) have shown at least low correlation between high morale and high productivity and it does seem logical that more satisfied workers will tend to add more value to an organization. Unhappy employees, who are motivated by fear of loss of job, will not give 100 percent of their effort for very long. Though fear is a powerful motivator, it is also a temporary one, and also as soon as the threat is lifted performance will decline. Job satisfaction benefits the organization includes reduction in complaints and grievances, absenteeism, turnover, and termination; as well as improved punctuality and worker morale. Job satisfaction is also linked with a healthier work force and has been found to be a good indicator of longevity. Although only little correlation has been found between job satisfaction and productivity, Brown (1996) notes that some employers have found that satisfying or delighting employees is a prerequisite to satisfying or delighting customers, thus protecting the bottom line. 2.5 WORKERS ROLE IN JOB SATISFACTION If job satisfaction is a worker benefit, surely the worker must be able to contribute to his or her own satisfaction and well being on the job. The following suggestions can help a worker find personal job satisfaction: Seek opportunities to demonstrate skills and talents. This often leads to more challenging work and greater responsibilities, with attendant increases in pay and other recognition. Develop excellent communication skills. Employers value and rewards excellent reading, listening, writing and speaking skills. Know more. Acquire new job related knowledge that helps you to perform tasks more efficiently and effectively. This will relive boredom and often gets one noticed. Demonstrate creativity and initiative. Qualities like these are valued by most organizations and often results in recognition as well as in increased responsibilities and rewards. Develop teamwork and people skills. A large part of job success is the ability to work well with others to get the job done. Accept the diversity in people. Accept people with their differences and their imperfections and learn how to give and receive criticism constructively. See the value in your work. Appreciating the significance of what one does can lead to satisfaction with the work itself. This help to give meaning to ones existence, thus playing a vital role in job satisfaction. Learn to de-stress. Plan to avoid burn out by developing healthy stress management techniques. 2.6 FACTORS OF JOB SATISFACTION Hoppock, the earliest investigator in this field, in 1935 suggested that there are six major components of job satisfaction. These are as under: The way the individual reacts to unpleasant situations, The facility with which he adjusted himself with other person The relative status in the social and economic group with which he identifies himself The nature of work in relation to abilities, interest and preparation of worker Security Loyalty Herberg, mausaer, Peterson and capwell in 1957 reviewed more than 150 studies and listed various job factors of job satisfaction. These are briefly defined one by one as follows: Intrinsic aspect of job It includes all of the many aspects of the work, which would tend to be constant for the work regardless of where the work was performed. Supervision This aspect of job satisfaction pertains to relationship of worker with his immediate superiors. Supervision, as a factor, generally influences job satisfaction. Working conditions This includes those physical aspects of environment which are not necessary a part of the work. Hours are included this factor because it is primarily a function of organization, affecting the individuals comfort and convenience in much the same way as other physical working conditions. Wage and salaries This factor includes all aspect of job involving present monitory remuneration for work done. Opportunities for advancement It includes all aspect of job which individual sees as potential sources of betterment of economic position, organizational status or professional experience. Security It is defined to include that feature of job situation, which leads to assurance for continued employment, either within the same company or within same type of work profession. Company management It includes the aspect of workers immediate situation, which is a function of organizational administration and policy. It also involves the relationship of employee with all company superiors above level of immediate supervision. Social aspect of job It includes relationship of worker with the employees specially those employees at same or nearly same level within the organization. Communication It includes job situation, which involves spreading the information in any direction within the organization. Terms such as information of employees status, information on new developments, information on company line of authority, suggestion system, etc, are used in literature to represent this factor. Benefits It includes those special phases of company policy, which attempts to prepare the worker for emergencies, illness, old age, also. Company allowances for holidays, leaves and vacations are included within this factor. 2.7 REASONS OF LOW JOB SATISFACTION Reasons why employees may not be completely satisfied with their jobs: Conflict between co-workers. Conflict between supervisors. Not being opportunity paid for what they do. Have little or no say in decision making that affect employees. Fear of loosing their job. 2.8 EFFECTS OF LOW JOB SATISFACTION HIGH ABSENTEEISM Absenteeism means it is a habitual pattern of absence from duty or obligation. If there will be low job satisfaction among the employees the rate of absenteeism will definitely increase and it also affects on productivity of organization. High low low High Job satisfactin Rate of turn over and absences A B Fig.no. 1 Curve showing relationship between job satisfaction and rate of turn over and absenteeism. In the above diagram line AB shows inverse relationship between job satisfaction and rate of turn over and rate of absenteesm. As th job satisfaction is high the rate of both turn over and absentiseesm is low and vise a versa. 2.HIGH TURNOVER In human resource refers to characteristics of a given company or industry relative to the rate at which an employer gains and losses the staff. If the employer is said to be have a high turnover of employees of that company have shorter tenure than those of other companies. 3.TRAINING COST INCREASES As employees leaves organization due to lack of job satisfaction. Then Human resource manager has to recruit new employees. So that the training expenditure will increases. 2.9 INFLUENCES ON JOB SATISFACTION There are no. of factors that influence job satisfaction. For example, one recent study even found that if college students majors coinsided with their job , this relationship will predicted subsequent job satisfaction. However, the main influences can be summerised along with the dimentions identified above. The work itself The concept of work itself is a major source of satisfaction. For example, research related to the job charactoristics approach to job design, shows that feedback from job itself and autonomy are two of the major job related motivational factors. Some of the most important ingridents of a satisfying job uncovered by survey include intersting and challenging work, work that is not boring, and the job that provides status. Pay Wages and salaries are recognised to be a significant, but complex, multidimentional factor in job satisfaction. Money not only helps people attain their basic needs butevel need satisfaction. Employees often see pay as a reflection of how managemnet view their conrtibution to the organization. Fringe benefits are also important. If the employees are allowed some flexibility in choosing the type of benefits they prefer within a total package, called a flexible benefit plan, there is a significant increase in both benefit satisfaction and overall job satisfaction. Promotions Promotional opportunities are seem to be have avarying effect on job satisfaction. This is because of promotion take number of different forms. WHAT IS THE IMPACT OF JOB SATISFACTION? Many managers subscribe to the belief that a satisfied worker is necessarily good worker. In other words, if management could keep the entire workers happy, good performance would automatically fallow. There are two propositions concerning the satisfaction performance relation ship. The first proposition, which is based on traditional view, is that satisfaction is the effect rather than the cause of performance. This proposition says that efforts in a job leads to rewards, which results in a certain level of satisfaction .in another proposition, both satisfaction and performance are considered to be functions of rewards. Various research studies indicate that to a certain extent job satisfaction affects employee turn over, and consequently organization can gain from lower turn over in terms of lower hiring and training costs. Also research has shown an inverse relation between job satisfaction and absenteeism. When job satisfaction is high there would be low absenteeism, but when job satisfaction is low, it is more likely to lead a high absenteeism. What job satisfaction people need? Each employee wants: Recognition as an individual Meaningful task An opportunity to do something worthwhile. Job security for himself and his family Good wages Adequate benefits Opportunity to advance No arbitrary action- a voice a matters affecting him Satisfactory working conditions Competence leadership- bosses whom he can admire and respect as persons and as bosses. However, the two concepts are interrelated in that job satisfaction can contribute to morale and morale can contribute to job satisfaction. It must be remembered that satisfaction and motivation are not synonyms. Motivation is a drive to perform, where as satisfaction reflects the individuals attitude towards the situation. The factors that determine whether individual is adequately satisfied with the job differs from those that determine whether he or she is motivated. the level of job satisfaction is largely determined by the comfits offered by the environment and the situation . Motivation, on the other hand is largely determine by value of reward and their dependence on performance. The result of high job satisfaction is increased commitment to the organization, which may or may not result in better performance. A wide range of factors affects an individuals level of satisfaction. While organizational rewards can and do have an impact, job satisfaction is primarily determine by factors that are usually not directly controlled by the organization. a high level of job satisfaction lead to organizational commitment, while a low level, or dissatisfaction, result in a behavior detrimental to the organization. For example, employee who like their jobs, supervisors, and the factors related to the job will probably be loyal and devoted. People will work harder and derive satisfaction if they are given the freedom to make their own decisions. CHAPTER NO. 3 MODELS OF JOB SATISFACTION MODELS OF JOB SATISFACTION There are various methods and theories of measuring job satisfaction level of employees in the orgnization given by different authers. List of all the theorise and methods measuring job satisfaction level is given below: A MODEL OF FACET SATISFACTION Affect theory(Edwin A. Locke 1976) Dispositional Theory( Timothy A. Judge 1988) Two-Factor Theory (Motivator-Hygiene Theory) (Frederick Herzbergs) Job Characteristics Model (Hackman Oldham) Rating scale Personal interviews action tendencies Job enlargement Job rotation Change of pace Scheduled rest periods 3.1 MODEL OF FACET OF JOB SATISFACTION Perceived personal job inputs Skill Experience Training Efforts Age Seniority Education Co loyalty Past performance Perceived amount that should be received (a) Perceived inputs outcomes of referent others a=b satisfaction a>b dissatisfaction a Inequity Discomfort Level Difficulty Time span Amount of responsibility Perceived job characteristics Perceived outcome of referent others Perceived amount received (b) Actual outcome received Fig.no.2 Model of determinant of facet of job satisfaction Edward E.lawler in 1973 propoed a model of facet satisfaction. This model is applicable to understand what determines a persons satisfaction with any facet of job. According to this model actual outcome level plays a key role in a persons perception of what rewards he recieves. His perception influenced by his perception of what his referent others recieves. The higher outcome level of his referent other the lower his outcome level will appear. This model also focus on his perception on reward level. 3.2 AFFECT THEORY Edwin A. Lockes Range of Affect Theory (1976) is arguably the most famous job satisfaction model. The main premise of this theory is that satisfaction is determined by a discrepancy between what one wants in a job and what one has in a job. Further, the theory states that how much one values a given facet of work (e.g. the degree of autonomy in a position) moderates how satisfied/dissatisfied one becomes when expectations are/arent met. When a person values a particular facet of a job, his satisfaction is more greatly impacted both positively (when expectations are met) and negatively (when expectations are not met), compared to one who doesnt value that facet. To illustrate, if Employee A values autonomy in the workplace and Employee B is indifferent about autonomy, then Employee A would be more satisfied in a position that offers a high degree of autonomy and less satisfied in a position with little or no autonomy compared to Employee B. This theory also states that too much of a p articular facet will produce stronger feelings of dissatisfaction the more a worker values that facet. DISPOSITIONAL THEORY Another well-known job satisfaction theory is the Dispositional Theory it is a very general theory that suggests that people have innate dispositions that cause them to have tendencies toward a certain level of satisfaction, regardless of ones job. This approach became a notable explanation of job satisfaction in light of evidence that job satisfaction tends to be stable over time and across careers and jobs. Research also indicates that identical twins have similar levels of job satisfaction. A significant model that narrowed the scope of the Dispositional Theory was the Core Self-evaluations Model, proposed by Timothy A. Judge in 1998. Judge argued that there are four Core Self-evaluations that determine ones disposition towards job satisfaction: self-esteem, general self-efficacy, locus of control, and neuroticism. This model states that higher levels of self-esteem (the value one places on his self) and general self-efficacy (the belief in ones own competence) lead to higher work satisfaction. Having an internal locus of control (believing one has control over herhis own life, as opposed to outside forces having control) leads to higher job satisfaction. Finally, lower levels of neuroticism lead to higher job satisfaction 3.4 TWO-FACTOR THEORY (MOTIVATOR-HYGIENE THEORY) Frederick Hertzbergs Two-factor theory (also known as Motivator Hygiene Theory) attempts to explain satisfaction and motivation in the workplace. This theory states that satisfaction and dissatisfaction are driven by different factors motivation and hygiene factors, respectively. Motivating factors are those aspects of the job that make people want to perform, and provide people with satisfaction. These motivating factors are considered to be intrinsic to the job, or the work carried out.Motivating factors include aspects of the working environment such as pay, company policies, supervisory practices, and other working conditions. While Hertzbergs model has stimulated much research, researchers have been unable to reliably empirically prove the model, with Hackman Oldham suggesting that Hertzbergs original formulation of the model may have been a methodological artifactFurthermore, the theory does not consider individual differences, conversely predicting all employees will react in an identical manner to changes in motivating/hygiene factors.. Finally, the model has been criticised in that it does not specify how motivating/hygiene factors are to be measured] 3.5 JOB CHARACTERISTICS MODEL Hackman Oldham proposed the Job Characteristics Model, which is widely used as a framework to study how particular job characteristics impact on job outcomes, including job satisfaction. The model states that there are five core job characteristics (skill variety, task identity, task significance, autonomy, and feedback) which impact three critical psychological states (experienced meaningfulness, experienced responsibility for outcomes, and knowledge of the actual results), in turn influencing work outcomes (job satisfaction, absenteeism, work motivation, etc.). The five core job characteristics can be combined to form a motivating potential score (MPS) for a job, which can be used as an index of how likely a job is to affect an employees attitudes and behaviors. A meta-analysis of studies that assess the framework of the model provides some support for the validity of the JCM. 3.6 MODERN METHOD OF MEASURING JOB SATISFACTION In this method of measuring job satisfaction the comparision between various orgnizational terms and conditions at managerial level and also the orgnization at a large. SATISFACTION WITH HUMAN RESOURCES MANAGEMENT POLICIES OF THE ORGANIZATION: 1. Management has a clear path for employees advancement 2. Decisions are made keeping in mind the good of the employees 3. Management is extremely fair in personal policies 4. Physical working conditions are supportive in attaining targets 5. I nnovativeness is encouraged to meet business problems. SATISFACTION WITH SUPERVISION 1. I feel I can trust what my supervisor tells me 2. My supervisor treats me fairly and with respect 3. My supervisor handles my work-related issues satisfactorily 4. I get frequent appreciation of work done from supervisors 5. I get enough support from the supervisor 6.Individual initiative is encouraged SATISFACTION WITH COMPENSATION LEVELS 1. Overall I am satisfied with the companys compensation package 2. I am satisfied with the medical benefits 3. I am satisfied with the conveyance allowance 4. I am satisfied with the retirement benefits 5. I am satisfied with the reimbursement of the expenses as per the eligibility 6. I am satisfied with the holiday (vacation) eligibilities SATISFACTION WITH TASK CLARITY 1. Management decisions are Ad Hoc and lack professionalism (reverse scaled) 2. Rules and procedures are followed uncompromisingly 3. My job responsibilities are well defined and clear SATISFACTION WITH CAREER DEVELOPMENT 1. I have adequate opportunities to learn and grow 2. I get opportunities to handle greater responsibilities 3. My skills and abilities are adequately used at work From all above we can conclude level of job satisfaction of our employees. 3.7 RATING SCALE It is one of the most common methods of measuring job satisfaction. The popular rating scale used to measure Job satisfaction is to include: Minnesota Satisfaction Questionnaires: It helps to obtain a clear picture of pertinent satisfactions and dissatisfactions of employees. Job Description Index: it measures Job satisfaction on the dimension identified by Smith, Kendall, Hullin. Porter Need Identification Questionnaires: It is used only for management personnel and revolves around the problems and challenges faced by managers. 3.8 CRITICAL INCIDENTS Fredrick Hertz berg and his Associates popularized this method of measuring Job satisfaction. It involves asking employees to described incidents on job when they were particularly satisfied or dissatisfied. Then the incidents are analyzed in terms of their contents and identifying those related aspects responsible for the positive and negative attitudes. 3.09 PERSONAL INTERVIEWS This method facilitates an in-depth exploration through interviewing of job attitudes. The main advantage in this method is that additional information or clarifications can be obtained promptly. 3.10 ACTION TENDENCIES By this method, Job satisfaction can be measured by asking questions and gathering information on how they feel like behaving with respect to certain aspects of their jobs. This method provides employees more opportunity to express their in-depth feeling. In his study on American employees, hoppock identified six factors that contributed to job satisfaction among them. These are as follows: The way individual reacts to unpleasant situations. The facilities with which he adjust himself to other persons. His relatives status in the social economic group with which he identifies himself. The nature of work in relation to the abilities, interest preparation of the workers. Security. Loyalty. Because human resource manager often serve as intermediaries between employees management in conflct.they are concern with Job satisfaction or general job attitudes with the employees. Philip apple white has listed the five major components of Job satisfaction .as Attitude towards work group. General working conditions. Attitude towards company. Monitory benefits Attitude towards supervision Other components tha

Current ideas about assessment in mathematics teaching

There are many methods of reflecting upon one ‘s ain work, but carried out critically and positively, all should take to an ability to better the quality of that work. The cardinal word here is â€Å" should † . Improvement will merely take topographic point if, following the contemplation, some stairss are identified and implemented to convey about betterment. It is the intent of this paper to help that contemplation and contemplation procedure. The rubric of the essay requires rating of my instruction. The word â€Å" evaluate † is taken to intend â€Å" to judge or find the significance, worth, or quality of † , as defined by Dictionary.com. The paper will measure, in a chronological order, the instruction I carried out over a two hebdomad period. In peculiar it will analyze the appraisal techniques that I employed at each phase, and will reexamine the effectivity of the appraisal. Where appropriate the paper will propose where things could hold been done better. As the rubric dictates, this paper is a contemplation upon learning that I carried out during my first arrangement, as portion of my PGCE class. As such, it refers in the most portion to personal experience and contemplations upon that experience. The paper will hence be written chiefly in the first individual, with mentions from other parties in the 3rd individual. Having considered the appraisal employed throughout the instruction, I will so see a figure of general findings, and how assessment may impact those findings.What Is Assessment and Why Is It ImportantAssessment is a portion of all of our lives from the minute we are born, as the accoucheuse places a babe on the graduated tables. It follows us through early childhood ( as female parents and wellness visitants assess what a babe can make at each phase in their development ) , into school and beyond into employment. The facet of appraisal with which this paper is concerned is the appraisal carried out within the mathematics schoolroom. The word â€Å" appraisal † is used to denote any witting activity intended to supply information about a student ‘s accomplishment or attainment. There are four chief types of appraisal, ( as defined by Weeden, Winter and Broadfoot, 2002, p19 ) Diagnostic – to place students ‘ current public presentation Formative – to help acquisition ( including equal and self appraisal ) Summational – for reappraisal, transportation and enfranchisement Appraising – to see how well instructors or establishments are executing. Of these, formative and summational appraisal will have the most focus, with consideration being given to the effects these types of appraisal have on students ‘ acquisition. Appraising appraisal is non considered within the range of this essay. Whether appraisal is good to a student ‘s acquisition or non depends on the usage to which the information gained is put. For illustration, wellness visitants may place a nutritionary demand of a immature kid which can be corrected with the appropriate input, and likewise instructors may place an educational demand of a student which they can take stairss to turn to. William ( in Weeden, Winter, Broadfoot, 2002, p29 ) suggests â€Å" all four maps of appraisal require that grounds of public presentation or attainment is elicited, is so interpreted, and as a consequence of that reading, some action is taken † . Weeden, Winter, Broadfoot ( 2002 ) besides conclude that appraisal becomes formative when the information gained is used by the instructor and student within the learning procedure. I would besides add that it requires the consequences of the appraisal to be acted upon within a short clip frame, while feedback is still relevant. Furthermore, â€Å" inventions that include beef uping the pattern of formative appraisal green goods important, and frequently significant, larning additions † . ( Black et al. 2003, p9 ) . The purpose, hence, is to guarantee that appraisal, of all types, is used formatively wherever possible.The Class That Was TaughtThe category that I taught was a Year 9 category of 20 students. Although they were classified as a lower-attaining category ( Set 3 out of 4 ) , the scope of abilities within the category and the particular demands of a few persons warrant some brief description. One male child had arrived late from Somalia and had a limited appreciation of English, but no other particular demands. Several of the students had low reading ages, typically in the age 8 – 9 scope, and were hence challenged by some word jobs. Additionally, one of these students had moved into mainstream categories at the start of twelvemonth 9, after two old ages supported by the school ‘s â€Å" nucleus programme † , and hence sometimes needed extra support as respects concentration. Four of the students in the category were on the school ‘s SEN registry as BESD, i.e. they had behavioral, emotional or societal troubles which without careful handling could take to disruption in lessons. One-half of the category entered twelvemonth 7 with a National Curriculum assessment degree of 3b or 3a, with the balance at low degree 4. By the terminal of twelvemonth 8 all were accessed at degree 4 or 5c. Several of the students moved up by merely one or two degree points during their first two old ages at Secondary school, bespeaking some cause for concern. The category was routinely supported by a Teaching Assistant, whose function was chiefly to back up the student with EAL, but besides to supply general support as required to other students.The Topic TaughtThe subject taught was Ratio and Proportion. The Scheme of Work indicated five hours of instruction, the equivalent of six 50 minute lessons, and I set about bring forthing a subject program consequently. The really first Standard which a trainee instructor must accomplish is to â€Å" hold high outlooks of kids and immature people † ( Training and Development Agency for Schools ( TDA ) , 2010 ) . With the benefit of hindsight, I can see that the word â€Å" high † in this criterion is a word that requires considerable understanding and single application to each student. At the clip, nevertheless, I took this to intend that I should anticipate all my pupils to be able to hold on the rudimentss of a given subject within a period of learning clip, determined by me, their instructor. â€Å" Low outlooks by instructors are regarded as a much bigger job than high outlooks. † ( Weeden, Winter and Broadfoot, 2002, p64 ) . Determined that my learning would non be portion of this â€Å" bigger job † , I set about my planning with high outlooks for all my students. This position was proven to be instead excessively simplistic during the instruction, but this will be elaborated upon subsequently. The subject of ratio and proportion, harmonizing to the strategy of work, is pre-dominantly a degree 5 – 6 subject, so would by necessity be disputing for most of the students. With a comparatively unfamiliar category I felt it was of import to get down by measuring how good the category would get by with some of the cardinal mathematical constructs which would be necessary for the subject. The first activity in the instruction, hence, was to re-cap fractions understanding. In peculiar, could the pupils cut down fractions to their simplest signifier, and could they happen fractions of measures? This was mostly a diagnostic appraisal, to set up a starting point for my instruction. Having established that all students had a sound appreciation of simplifying fractions, I introduced the construct of ratios and simplifying of ratios. This was followed by sharing a stated measure by a given ratio, and happening a missing measure given one measure and a ratio. The concluding instruction activity was to present the thought of proportion and to specify the difference between proportion and ratio. The subject was completed with a summational appraisal, and by self- and peer-assessment in the signifier of production of a posting. For the intents of this paper, I will concentrate chiefly on the start of the subject and the decision of the subject, and the appraisal strategies employed at these points. Some reference will be made of the interim instruction, peculiarly with mention to the effectivity or otherwise of appraisal carried out at this phase.The TeachingRe-cap FractionsMy determination to get down this subject with a re-cap of fractions was based on the similarities that I perceive between fractions and ratio. It hence seemed logical, before get downing on a new and potentially ambitious subject, to set up how much the category already knew about fractions. As claimed by Ausubel, ( in Clarke, 2005, p12 ) , â€Å" The most of import individual factor act uponing acquisition is what the scholar already knows. Determine this and learn him consequently. † Therefore, the intent of this lesson was diagnostic appraisal to be used to inform the instruction for the balance of the subject. Although diagnostic appraisal has been found to be uneffective if it is simply used for â€Å" puting † intents, it has had benefits if used to place the single acquisition demands of a student. ( Black et al. , 2003 ) . A starter activity ( of fiting braces of tantamount fractions ) indicated that the bulk of the category had an first-class appreciation of this construct. I established this by leting students to work in braces to fit the fractions, and so inquiring persons, or their spouses, for replies. I attempted to use a â€Å" no hands up † attack, as recommended by Lee ( 2006 ) , sometimes utilizing lollipop sticks to choose students to reply. â€Å" No hands up † was a new attack for the category, and many found it hard to defy seting custodies up or shouting out ( or both ) . I would hold with Lee ‘s averment that seting hands up can take to a competitory environment for some students. I would besides propose that it can take to disinterest from other students who see no demand to acquire involved. Having established that the students possessed an ability to simplify fractions, the following relevant facet of fractions was the ability to happen a fraction of a measure, e.g. A? of 36. Using mini white boards, I was able to set up that all students could work out simple measures. It was so of import to cognize the methods they had employed and to understand their idea procedures, and I used oppugning and synergistic treatment to set up students ‘ methods. As Morgan, Watson and Tikly ( 2004, p133 ) put it, â€Å" cognizing that they can bring forth the right solution is a instead dead-end piece of cognition for the instructor. It would be more helpful to happen out the restrictions of the manner they presently see the undertaking. Knowing how they see the procedure and what they say to themselves while making it, provides you with a get downing topographic point to learn them to work out more complicated jobs. † The popular method of happening A? was halving and halving once more, which led me to revise the inquiring by inquiring how to happen 1/5th of 30. This in bend led to treatment of division and generation, and through the discourse it became evident that many had troubles with times tabular arraies. As it was non my aim in this lesson to revise times tabular arraies, generation grids were made available to students who asked for them. More students asked for the grids than I had expected, which I believe was declarative of a general deficiency of assurance with mental maths. As a signifier of distinction this was effectual for those who needed the grids, but may besides hold led to others seeking an â€Å" easy option † . In the hereafter I would seek to administer such AIDSs to merely those I believed truly needed them. However, with the usage of the generation grids it was a straight-forward following measure to travel to non-unit fractions, and all students showed sensible ability to happen fractions of measures. I stated in the debut that the intent of this lesson was mostly to execute a diagnostic appraisal. As a consequence of the lesson I had gained a assurance in my students ‘ ability to manage fractions sufficiently good to come on to the following phase. I had non, nevertheless, asked my students to self-assess whether they felt the same. As a consequence, when, towards the terminal of the whole subject, I asked the students to self-assess how they felt about the assorted parts of the subject, I was surprised to detect that about all felt that they were unable to â€Å" make fractions † . It would look evident that although I believed my students had achieved the acquisition result, by the terminal of the subject they did non portion that belief. If I had instigated self-assessment during this lesson, the consequence may hold been different, but I will ne'er cognize for certain. I agree, with the suggestion of Weeden, Winter and Broadfoot ( 2002, p73 ) , that using effectu al signifiers of ego appraisal will do students â€Å" more responsible for and involved in their ain acquisition † . This is an country that I will necessitate to look to better as I move frontward into my following stage of instruction, as â€Å" it is far more valuable for pupils themselves to take part in the appraisal procedure than for instructors to be the exclusive proctors of advancement. † ( Morgan, Watson and Tikly, 2004, p134 ) . Even though the declared intent of the lesson was diagnostic appraisal, I made some effectual usage of formative appraisal during the lesson. For illustration, I used oppugning to place the students ‘ methods, and so adjusted my oppugning in response to their replies. While this was effectual, there was range for improved usage of oppugning, to examine deeper into their degree of apprehension.Ratio and ProportionThe chief instruction of ratio and proportion was spread over three lessons. Over that period we progressed from basic apprehension of the algorithms to application of the algorithms to â€Å" existent life † type jobs. As the work was spread over three lessons I was afforded the chance to reexamine the work in students ‘ books. Mindful of the research findings ( Black et al. ; Butler ; Clarke ; Thorndike ; in Stobart, 2006 ) , I restricted my marker to placing errors and doing remarks. The research of Thorndike, carried out about a hundred old ages ago, highlighted the comparative consequence of delegating classs to work, i.e. the assignment of classs taking to pupils comparing themselves against one another. This is supported by more recent research summarised by Clarke, ( 2005 ) , to boot doing a nexus to the importance of measuring attainment against the larning aims instead than against other students. My purpose in placing students ‘ errors was to be able to turn to mistakes and misconceptions in subsequent lessons. I was able to make this to some extent, but I do non hold the grounds of a follow-up appraisal to be able to corroborate whether this was wholly successful. The comment-only marker should hold been followed up by leting the pupils clip to reexamine the remarks, and re-work their replies in line with the remarks, as stressed by Black and William ( in Clarke, 2005 ) . I did non let sufficient clip for this to be done. It may besides hold been good at this phase if I had asked the students to notice for themselves on their work, as recommended by Clarke ( 2005 ) . She suggests this as a signifier of self appraisal, whereby the student, holding identified an country for betterment, would discourse the suggestion with the instructor. The in agreement betterment would so be made either in lesson clip or as a prep activity. In general, the planning of clip to let students to utilize the feedback they have received, and the subsequent appraisal of the effects, is an country of failing that I will necessitate to better if my feedback is to be genuinely formative. Another country of appraisal which I was trying to utilize during this instruction was effectual inquiring. I found a figure of troubles with effectual oppugning in this category, which may good be common across most categories. The first challenge was trying to guarantee all students were involved, without seting undue force per unit area on students who are non comfy replying inquiries in forepart of the whole category. The usage of mated activities helped in some instances, as students were able to give â€Å" squad † replies and support each other if required. Team- or pair-working is a method which I should look to widen in the hereafter, for usage with higher-order inquiries, and to promote the usage of more mathematical linguistic communication. The usage of â€Å" Study Buddies † has been shown to promote non merely mathematical talk and look, but besides peer-assessment and self-reflection ( Lee, 2006 ) . My efforts to guarantee all students were involved in replying inquiries led to some really awkward silences as I allowed the recommended ( Black et al. , 2003 ) wait-time. With one peculiarly quiet student whom I ne'er persuaded to reply a inquiry, the issue turned out to be merely one of being â€Å" afraid to acquire it incorrect † – this was a truly unfortunate state of affairs as it transpired from the terminal of topic trial that she had an first-class appreciation of the work. Not merely was her reserve making her a ill service, but the remainder of the category would besides hold benefited greatly from her part. In add-on, even if she had â€Å" got it incorrect † , this excessively would hold been of benefit. As Lee ( 2006, p26 – 27 ) states â€Å" a incorrect reply, possibly more than the â€Å" right † one, helps the instructor buttocks what further larning students need. †End of TopicAt the terminal of the subject I decided to tra nsport out two pieces of assessment – a summational trial and a brooding self-assessment. The summational trial besides included some points from the old subject I had taught this group. Its intent was to set up how good the students had remembered subjects they had been taught throughout the old six hebdomads. I was fortunate that this trial took topographic point at the start of â€Å" Christmas hebdomad † , when it was normal pattern in the school for lessons to be more relaxed. This allowed me clip to speak separately with each student, to discourse what they had done good and where they may hold had misinterpretations. I was concerned that the students were more interested in the grade they had achieved than in the feedback I was able to give them about their acquisition. Harmonizing to Weeden, Winter and Broadfoot, ( 2002, p115 ) this is non uncommon, as â€Å" the accent is ever on grade or class and seldom do students truly care about what they really achieved. † Although this was designed as a summational appraisal, I was besides able to utilize it formatively by placing a common job with algebra, and turn toing this in the last lesson of term, thereby utilizing â€Å" the wake of trials as an chance for formative work. † ( Black et al, 2003, p55 ) They besides conclude that â€Å" summational trials should beaˆÂ ¦ a positive portion of the acquisition procedure. † ( 2003, p56 ) The self-assessment took the signifier of the production of postings summarizing all they had learnt about Ratio and Proportion. The appraisal showed a assorted degree of apprehension, and ability to pass on that apprehension, within the category. One group showed an first-class apprehension and had clearly referred back to their books to guarantee that they included all the stuff right. The EAL pupil had trouble with this activity, so I encouraged him to be really ocular with his posting. Others had taken hapless notes during the instruction and struggled to remember the information – this, in itself, was a utile acquisition point for them, as they consider the quality and utility of what they write in their books. ( Two ( contrasting ) postings are included in Attachment A ) . Overall, this was an effectual drawing together of the subject, and enabled the students to self-assess their ain acquisition, as the production of postings â€Å" aˆÂ ¦ requires pupils to reflec t upon and organize their cognition in order to pass on it † ( Morgan, Watson and Tikly, 2004, p151 ) Although this self-assessment enabled students to reflect upon their acquisition, as it took topographic point at the terminal of the subject I was unable to supply an chance for students to set their contemplations into pattern. The appraisal can non hence be described as genuinely formative. An excess lesson would hold enabled the students to move upon their contemplations, thereby doing the assessment formative.General FindingsExcessively Much MaterialA repeating job with many of my lessons was trying to suit excessively much stuff into each lesson. This resulted in me travel rapidlying to â€Å" acquire through † the lesson. I therefore allowed deficient clip for examining and higher-order inquiries. This was to the hurt of my instruction and my students ‘ acquisition as â€Å" instruction is more than make fulling a kid with facts. It starts with presenting hard inquiries † ( Spendlove, 2009, p32 ) . I was losing chances, non merely to dispute and excite some of the students, but besides to measure the deepness of their apprehension and place misconceptions at an early phase.Communication and QuestioningMuch formative appraisal can be achieved by effectual communicating and oppugning. Black et al. , found effectual oppugning â€Å" aˆÂ ¦ led to richer discourse, in which the instructors evoked a wealth of information from which to judge the current apprehension of their pupils. † ( 2003, p41 ) However, many secondary school students appear to be fresh to constructive treatment in a lesson environment, and there are considerable challenges involved in altering this state of affairs, particularly if outlooks of communicating are non consistent across a school. Add to this the excess linguistic communication dimension of the â€Å" mathematics registry † as Lee ( 2006 ) calls it, and it goes some manner to explicating the trouble I had in promoting students to speak about their mathematics. While it may be disputing, the benefits of effectual communicating to pupils ‘ larning justify attempt being spent to better the quality of communicating in lessons, as â€Å" larning can non take topographic point in a vacuity and it is at its best when there is a rich bipartisan duologue between instructor and scholar and scholar and scholar. † ( Spendlove, 2004, p44 ) The countries of communicating in which students are encouraged to go involved include replying inquiries, and explicating their thoughts and methods. This can show farther troubles with the usage linguistic communication, peculiarly for students with EAL, who may happen themselves wholly excluded from the discourse. Another group of students who may hold a similar job are those for whom such communicating is unfamiliar outside school. â€Å" Children aˆÂ ¦aˆÂ ¦ . from families where English is non the first linguistic communication may be disadvantaged by trust on unwritten interaction. † ( Morgan, Watson and Tikly, 2004, p150 ) The fact that all students are larning a new mathematical linguistic communication together could be seen as a leveler for the EAL pupils, as all pupils â€Å" aˆÂ ¦need to larn how to utilize mathematical linguistic communication to make, control and show their ain mathematical significances. † ( Pimm, in Lee, 2006, p18 ) . Much of the linguistic communication will necessitate to be learnt by both EAL and non-EAL students. As a instructor purpose on promoting the usage of mathematical discourse as portion of formative appraisal in my instruction, I will necessitate to run into these challenges creatively.ExpectationsAs mentioned earlier, I set unvarying â€Å" high outlooks † for all my students, but I had given deficient consideration to the comparative nature of the word â€Å" high † . Whilst I believe that I am right to anticipate all of my students to accomplish an apprehension of what they are being taught, how fast and to what degree are things that need to be separately agreed. This so leads to the ability of students to measure their ain advancement against agreed marks and aims. I found that one student in the category ne'er did any work in the lesson until his outlook for that lesson had been separately negotiated with him. He would so bring forth some first-class work, by and large transcending my outlooks. Ollerton, ( 2003 ) relates the importance of students disputing themselves against their ain marks, instead than viing against one another, and that in such a civilization, outlook can be high but accomplishable, holding been negotiated and agreed between student and instructor.Assessment Against LevelsA trouble which has permeated my first instruction pattern has been the definition of â€Å" degrees † at which students are working. There has been an accent placed upon students being cognizant of the degree at which they are working, and being able to measure for themselves how they are come oning against those degrees. There is a danger, nevertheless, that this can take to â€Å" clicking boxes † for each point required within the degree , without needfully developing the apprehension behind the capable stuff. This is similar to the issues raised by Skemp ( 1976 ) , sing the importance of Relational Understanding as opposed to Instrumental Understanding. It is certainly possible for a student to be assessed, both by themselves and their instructors, to be working at degree 5, for illustration, while missing the relational apprehension to use their accomplishments in other countries. I tested this concern with a Year 6 student, with current maths degree ( instructor and trial ) assessed as degree 4a/5c. Without any learning about the topic of ratios ( other than a definition of the word ratio ) , this student was able to use bing mathematical cognition and apprehension to right work out ratio and proportion inquiries graded at degree 6. My twelvemonth 9 students on the other manus, while theoretically working at the same degree, and after several lessons on the topic, were unable or unwilling to utilize their accomplishments to undertake jobs which differed from 1s they had seen antecedently. ( I say unwilling, as I suspect some of their reserve was due to a deficiency of assurance in their ability to undertake more ambitious inquiries. ) So, while both the twelvemonth 6 student and the twelvemonth 9 students are assessed as working at the same degree, my belief is that the twelvemonth 6 student shows a far greater relational apprehension, while the twelvemonth 9 students show about merely instrumental apprehension. This is supported by findings which indicate â€Å" learning how to go through trials means that pupils may be able to go through even when they do non hold the accomplishments and understanding which the trial is intended to mensurate † ( Gordon and Reese in Harlen, 2006, p79 ) . The two groups come from different backgrounds and different acquisition experiences, so it is non possible to pull any decisions, other than to state that the assignment of degrees would look to give small information sing mathematical apprehension and attainment. It is possible that the twelvemonth 6 student has been encouraged to transport out more self find of mathematical constructs, an activity in which the twelvemonth 9 group were loath to prosecute. It concerns me that students are encouraged to mensurate their accomplishment by being able to click boxes instead than understand and use their mathematics. This leads to the consideration of students ‘ motive – what they want to acquire from their instruction.Motivation to LearnA uninterrupted challenge in all lessons has been promoting students to desire to larn. Pupils frequently ask the inquiry, â€Å" Why do I need to cognize this? â€Å" , and I confess to sometimes happening this a hard inquiry to reply. One of the primary countries I would seek to better in my instruction is my ability to actuate my students to larn, but first I must understand motive. There are two chief types of motive which encourage students to be in lessons ( as defined by Harlen, 2006 ) – extrinsic, where they are motivated by an external end such as deriving a making, and intrinsic, where they are motivated by the end of larning itself. â€Å" Intrinsic motive is seen as the ideal, since it is more likely to take to a desire to go on larning, than larning motivated extrinsically. † ( Harlen, 2006, p62 ) , and â€Å" intrinsic motive is associated with degrees of battle in larning that lead to conceptual apprehension and higher degree believing accomplishments † ( Kellaghan et al. , in Harlen, 2006, p63 ) . So, possibly I could hold used appraisal more efficaciously to increase the intrinsic motive of my students. The work of Harlen, ( 2006 ) identifies possible negative effects of appraisal on student motive, which mostly relate to summative appraisal and judgmental feedback. She besides goes on to depict patterns that maintain motive degrees, including affecting students in self-assessment ( Schunk ) , and the usage of feedback from regular classwork. None of this, nevertheless, leads to a decision that appraisal can assist increase intrinsic motive. Further factors need to be considered in finding whether this is the instance. There is surely grounds that formative appraisal can raise achievement degrees, as identified by Black et Al ( 2003 ) , but I do non believe that is needfully the same as raising intrinsic motive. Increased intrinsic motive is most likely to originate from bring forthing a echt involvement in what is being learnt, and hence lead to a desire to go on that larning throughout life. As Clarke ( 2005 ) claims, affecting pupils in their ain acquisition procedure has had the proved consequence of making life-long, independent scholars. Harlen ( 2006 ) describes two types of involvement – single involvement and situational involvement. Students with single involvement in mathematics will persist more and are likely to accomplish good. Sadly, nevertheless, non all students will hold single involvement. Either signifier of involvement will promote students to be involved in acquisition, so the instructor must try to make situational involvement, for illustration, through games. Having encouraged the students ‘ engagement through situational involvement, non merely will they get down to larn, but they may besides develop single involvement. One of the keys to making situational involvement is guaranting the students know what they are larning and why, and so supplying formative feedback to the student. Hence the importance of formative feedback in making involvement, taking to intrinsic motive. â€Å" no curricular inspection and repair, no instructional invention, no alteration in school administration, no toughening of criterions, no rethinking of instructor preparation or compensation will win if pupils do non come to school interested in, and committed to, larning. † ( Steinberg, in Weeden, Winter, Broadfoot, 2002, p9 ) It appears, hence, to be of critical importance that instructors use formative techniques to increase the intrinsic motive of their students to larn. At the same clip, they should avoid actions which will cut down their intrinsic motive.DecisionsThere have been several surveies over the old ages sing the impact of appraisal on students ‘ acquisition, notably the work of Black and William, at the abetment of the Assessment Reform Group. These surveies have concluded that for appraisal to raise the criterions of students ‘ attainment it must be used formatively. ( Black et al. , 2003 ) Reflecting upon my ain instruction and my students ‘ acquisition, I must admit that there are many ways in which my pattern can be improved. These include usage of higher-order inquiries, leting for self-discovery of mathematical constructs and leting clip for students to move upon feedback. It is still a duty of the instructor to fix students for external scrutinies, and to describe advancement to interested parties. As such it is necessary to strike a balance between the usage of formative appraisal to back up acquisition, and summational appraisal for coverage intents, but besides to fix students for taking external scrutinies. However, â€Å" There is ample grounds that the alterations involved ( in bettering formative appraisal ) will raise the tonss of their pupils on normal, conventional trials. † ( Black et al. , 2003, p2 ) The expression goes, â€Å" the hog does n't acquire fatter merely by being weighed † . Harmonizing to Weeden, Winter, Broadfoot, 2002, p36, Formative Assessment could be an exclusion to this regulation. In this peculiar instance, repeated and ongoing appraisal could really assist to better the quality of acquisition, if the information gleaned from the appraisal is used to do it go on.

Top List of Social Issues for Students Choices

Top List of Social Issues for Students Choices List of Social Issues for Students Secrets As you pay for homework, we provide those options free of charge. The list involves a slingshot and a tiny American flag. Remain attentive to locate relevant examples. Simply stick to the 4 easy actions in the form to file your purchase. Up in Arms About List of Social Issues for Students? The root cause of social problems is due to unemployment, which is additionally a social problem itself. They often involve problems that affect the real world. As a result, they can be raised by the unequal distribution of funding between public schools, such as that seen in the United States. A social problem is normally a term used to refer to problems with a specific area or group of men and women in the world. Quality healthcare is a social issue which causes problems for people who reside in urban environments. The gain in mass shootings throughout america has brought the matter of gun control into the spotlight as a social matter. It has turned into a social issue due to its increased domestic prevalence within the United States of america. The policies affecting social workers today can cause food deserts forming and people who can't afford to become sick. The 5-Minute Rule for List of Social Issues for Students My advice to new Hubbers is this read the help of individuals who know what they're speaking about, who know how to succeed in the sphere of on-line writing. When selecting your social problems topic, keep in mind that it's always much better to write about something you're already more or less acquainted with. Look closely at international news also. There has to be a way for society to fix the condition. Some teens are so involved in the digital world of internet gaming and media they don't really focus on things and issues around them. It is critical that children are mindful of these topics so they are in a place to understand the way their body works and reside in excellent harmony by using their entire body and soul. There are lots of young people around who do not want to accept things as they are. It's sometimes hard to come across historical biographies that young readers will really wish to pick up and read. Policy issues can relate to the medical insurance industry in the united states too. Part of this relates to the folks who grew to depend on those services while unemployed previously, but additionally, it may relate to the absence of funding those services get and to the men and women using those services but don't require help. Though the Affordable Care Act made it much easier for Americans to acquire health insurance, many find they still are not able to afford to find health insurance. Writing an intriguing essay about trendy topics is an opportunity to reveal your knowledge of the planet. If you wish to receive a degree from a reliable American college or university, then you will need to be sure which you are submitting flawless and superior essays. Sociology is, undoubtedly, a fascinating subject, particularly if you're fortunate enough to find a progressive-thinking professor. Utilize all you know to reveal your knowledge of the Earth, and bring out good old philosophical theories. One of the simplest approaches to do so is through the essay that you write. It is very important to understand that not all things that take place in society are raised to the amount of social issues. So whatever you would like to study or specialize in, these schools will provide help! It's especially typical in major cities like Chicago and New York. There are plenty of rooms to pick from. Science museums, art museums, and exceptional museums that have been designed just for children are readily available. Have a look to be acquainted with 15 of the most often encountered issues that young individuals face on account of the society. You should have your reasons, and our primary concern is that you wind up getting a great grade. The circumstance is even direr when there is just one parent. Each circumstance differs. The Meaning of List of Social Issues for Student s You've been on Hubpages for a couple of years. A degree will provide you with an opportunity at a better future, and it permits you to help people who are less fortunate. Education is potentially the most important element in somebody's success in society.

Modern competitive market environment, Brand recognition - Free Essay Example

Sample details Pages: 9 Words: 2736 Downloads: 2 Date added: 2017/06/26 Category Economics Essay Type Research paper Did you like this example? 1. Introduction In the modern competitive market environment, Brand recognition has been a widely discussed topic. Employer brand is particularly important given the fact that prospective employees have always preferred to seek employment in a recognized firm as compared to finding a mere work place. Don’t waste time! Our writers will create an original "Modern competitive market environment, Brand recognition" essay for you Create order Therefore, it is important for an organization to understand to which extent their employer brand is known, perceived and recognized compared to the competitors in the market. This knowledge gives the management (especially, HR) the opportunity to enhance their employer brand and use the same to improve the selection and recruitment process. Among the parameters sought by modern candidate, the employer values are evaluated by a number of aspects (Barrow, S.,1990) and it denotes that firms reputation as an employer. Also, the perception of the employer brand is an indicator as to how great place the company is for work ( Minchington B,2010) This is an outcome of employee value preposition and employer value proposition (EVP) which help the firm to manage every aspect of employment experience . This help a company for internal marketing and make an inside out approach for building up the reputation of the company. As a popular company in UK and a widespread retail chain in clothi ng, food and accessories, it is important to carry out a research in Marks and Spencer ( M S) to evaluate its position where employer brand is concerned and to identify the areas where it can use those findings to improve selection and recruitment processes. Therefore, this research project deals with investigating the perception of employer brand in Marks and Spencer and the extent to which it could be used to enhance recruitment and selection processes in Marks and Spencer which is the most profitable clothing retailer in UK. The researcher is the recruitment consultant who shall be working for this company to evaluate and analyze the employer brand. 2. Research Problem In todays competitive world, the employers need to provide the employees with competitive favourable working environment. It includes not only a good remuneration package, but also employee training, development, communication, team work and employability etc in order to improve employer brand. Similar issues lies with Marks and Spencer as a retail chain in UK and overseas. Since it has grown from being a single shop in 1940s into a large scale business across boarders, it is important that the company hire, develop and retain high calibre employees in its workforce. In order to achieve this end M S need to understand what employer brand perception they have achieve so far, how people compare MS employer brand against their competitors such as Tesco, Sainsbury, Gap, Next, Boots and others who are in similar business. Therefore, it is worthwhile that a research is conducted in order to find out how MS employer brand is perceived by individuals. Also, the outcome of such research he lp it enhance its employer brand perception and attract more high calibre candidate for recruitment, and retain them within the organization. This help them reduce labour- turnover and save cost thus strengthening its position ahead of the competitors. 3. Research Aim Objectives The aim of this research is to investigating the perception of employer brand in Marks and Spencer and the extent to which it could be used to enhance recruitment and selection processes in Marks and Spencer (a) To investigate the components of employer brand (b) To identify the employer brand expectations on employee perspective. (c) To evaluate recruitment and selection 4. Literature Review It is accepted that what an organization could provide for the employees in the long run is employability. This covers areas such as training, development, remuneration among the other things. What an organizations employment offer is defined as employer value proposition (EVP) or employer Brand proposition. In marketing, product branding is used to attract customers and retain existing clients. The same way, Employer brand is used to attract better candidates, train and develop them and retain them. The use of term employer brand was first came into use in 1990, and was defined as employer brand is the package of functional, economic and psychological benefits received by employment, and that can be identified with the employing company'(Simon B, 1996) In 2003, a famous employer brand survey with a an international group of readers revealed that among them, 61 percent of HR professionals had the awareness of the term employer brand and also 41 percent of non-HR professionals ( the Economist,2003) Fig-1: Key components of Employer Branding As seen in the above figure, Business development practice Ltd. of UK tried to establish the components of employer branding ( corporate eye, 2008) . Also, another survey conducted by The Economist and TMP, it was found that the expected benefits can be estimated as follows (www.modisintl.com, 2010): 53 percent anticipated a reduction in recruitment cost 73 percent expected higher employee retention 70 percent anticipated employees to recommend their organisation as a good place to work to others 59 percent expected increased commitment by employees to achieve the organizational goals 33 percent expected benefits through enhanced marketing communications 30percent expected increased profitability A study conducted by the Bernard Hodes Group found that (Modis, 2010): 53 percent candidates surveyed felt a strong employer brand resulted in shorter time to fill a vacancy 82 percent felt it helped develop their company reputation as an employer of choice 46 percent recognised its value in helping increase their job acceptance rate within the organization Employer brand management is a topic used in modern management which expands the scope of employer Brand beyond communication to cover all the aspects of the employment work experience, thus the employee management processes and practices through touch-points. This help it re shape the perceptions of existing employees and prospective candidates (Barrow, S. and Mosley, R., 2009) This methodology is known as Employer Brand management , which deals with the real experience of employment and not simply its functional or managerial presentation. This process supports not only the external recruitment of the right kind of talented individuals sought by a company to achieve its goals and objectives. It also results in the natural desire for effective engagement of employees and the retention of employees (Barrow S. , Et el, 2009) Further research has expanded the subject to discuss leadership capabilities of employer brand management, where a framework has been developed to look into the leadership capabilities necessary for managing the Employer brand (Brett M, 2010) The below aspects of Employer brand managements are discussed in this model: (1) Life cycle management of Employee- Employee life cycle is a new concept which deals with how the company develop policies, practices and systems to incorporate the changing personal needs of the employees with their age. As an example, when a female employee joins a company, company has a plan to help her through her life specially in the events of pregnancy, child upbringing etc. (2) Management of Brand portfolio- This is to allocate the brand portfolios within the company for careful management. While the marketing division is traditionally responsible for product brand portfolios, Human resources department is responsible for managing the employer brand . This segmentation is to ensure each segment has a strategy focussed on its development. (3) Community management- With the advancement of media and global communication channels, community management is a new dimension the employers have to look into in order to enhance the perception of the firm. The connection with the society serves very positively for the companies in order to connect the employees with the customers to build up a two way feedback channels. These channels help the community to understand the direction of the business and gain knowledge about their new products and services. At the same time the company gains the advantage of better understand the needs of the customers and make strategies to deliver the best and increase the profitability. Among the companies who have been very much focussed on this end Dell and Procter Gamble are noteworthy on account of harnessing the wisdom of the crowds in order to be innovate better products and servic es at a lower cost than what was previously possible. ( BRETT M, 2010) (3) Change management- This is an important aspect in the Brand management as most unhappiness of the employees come from humans natural resistance to change. Therefore, it is important that any change required within the organization is managed carefully in order to keep the level of Employer brand from deteriorating with the conflicts or shocks in the work environment. (4) Leadership Leadership is a critical factor in driving the Employer brand. When there is stong leadership in the company, the employees have more confidence and they are aware of tha fact that someone is there for them at difficult times. Leadership theories may suggest that leaders are born and not made, however, a strong leader makes a strong employer brand such as Google, Starbucks, EMS and so on. ( Robert J. ,1996) (5) Communication- At present, the companies are more focussed on their communication channels and methods in impr oving their image. These include media advertisements, the way employees and customers are treated and greeted. Management make themselves available for the employees to communicate in a pleasant working environment. (6) Training Training is important in order to influence the different levels of employees in the organizational hierarchy on the importance of Employer branding and help them develop Employer Branding capabilities across the organization. (7) Performance towards goals- The employer Brand development must always align with the goals of the organization. Performance objectives, setting of targets and goals are on going processes. The company strategies must incorporate the Employer Brand development into those strategies and performance management (John Austin,et el , 2009) 5. Research Methodology Research methodology is how the research should be carried out in a way that is practically possible in order to scientifically achieve the aims and objectives of the proposed research. (Trochim, W.M.K, 2006). Such methods can be chosen from many methods where data can be obtained and analyzed for deriving conclusions. However, due consideration must be given to avoid biasness and to conclude the research within a given period of time. 5.1 Research Design In conducting a study project, research philosophies play an important role in. The main 2 forms of research philosophies used by the researchers are (1) theory of Phenomenology and (2) Positivism. In Phenomenology method the researcher tries identify the essence of human experience about a scenario or phenomenon as explained by the participants ( subjects) of the research. These are the experiences known to them empirically by doing something or by their own instincts (Nicolaas J. Molenaar, 1982). Phenomenology leads und erstanding the experiences of the subjects and thereby develop possible relationships and patterns of the outcome (and possibly develop statistical analysis). In this method, the researcher must be careful not to allow his own experiences influence the type of questions asked or the way the research is carried out. This helps him avoid biasness. In this particular researcher decided that phenomenology would be the most suitable research philosophy to this study as Employer Brand perception is known to the participants through their own experience. This phenomenological method involves (a) interpretation of the experiences and observations from the participants, (b) Adjustment of those interpretation for researchers meanings in a form which can be used for analysis and (c) using the data for deriving conclusions and to make recommendations. In order to obtain the information as above, the researcher, after careful consideration of various methods, decided that surveys though qu estioners is the most suitable research design method given the fact that it provides an easy and straightforward method for the researcher and participants to describe their own Employer Brand perception about Marks and Spencer and easily collect data within a given period of time and ease of analysis of data collected from a sample of staff members in the organization. 5.2 Data collection method In order to collect data from the participants, researcher consider survey questionnaires to be the most appropriate method. This is based on the fact that this research is an evaluative research and the research design was based on a survey. However, semi-structured interviews are also used in order for the researcher to probe into the answers and clarify any unclear responses. This helps in improved quality of data and avoids the researcher having to seek clarifications at the stage of data analysis. In this research questionnaire shall consist of a mixture of open and close-ended questions (refer appendix-1). While close-ended questions help obtain a specific answer on a particular subject, open-ended questions give the opportunity for the participants to elaborate on an answer or describe their opinion in a wider scope. 6. Sampling Sampling is the statistical process of selecting an unbiased random subset from a population in order to yield some information/ knowledge about the whole population (Adà ¨r, Mellenbergh, 2008) This help the research to be conducted in cost effective way and makes it efficient and less time consuming. And, at the same time, it helps the researcher achieve his goals and objectives. In this research, the selected size of the sample is 80. This is in two categories. 40 male and 40 female employees in Marks and Spencer selected at Random. The researcher will first contact the head of HR at Marks and Spencer through a telephone conversation and then the selected participants are notified via telephone through the HR manager. This help the researcher to be identified by the participant as someone having right and credibility to conduct such research. Also, it help the participants superiors to allocate some time for them to answer the questionnaire and have a short interview session wit h the researcher on an agreed date and time. 7. Data Analysis Once the completed questionnaires are received by the researcher, the quantitative and qualitative data ( which have been pre coded) are entered into a structured database. Where the number of responses for each category can be calculated and tabulated in pie-charts . Also, qualitative comments (answers) given for open ended questions can be categorized based on the type of responses and can be assigned with a code for further analysis and presentation. 8. Limitations Inspite of the fact that researcher has taken steps to make the research as unbiased as possible, there are following limitations. (a) Since the participants are only selected from Marks and Spencer , the type of answers and the outcome of the result could be different in any other organization. However, since the research is conducted for Marks and Spencer and the results are used for improving its own selection and recruitment processes, the research is relevant and useful for Marks and Spencer. (b) Due to time and cost constraints, only a limited sample was selected. In a larger sample, some different would have been possible. (c) Interpretation and understanding of questionnaire would hamper the quality of answers given by the participants. Therefore, active participation of the researcher is important in order to ensure that that what is meant by a question is the same as what is understood by the participant. (d) Also, in certain cases, the participants may not pr ovide their honest opinion and try merely to provide any response if they are not interested in spending time and careful consideration for the research. But these limitations can be minimised by setting up a suitable environment for them to discuss the questionnaire with the researcher and provide real answers about their perception of employer brand. 9. Ethical Issues It is important that the research is conducted in a way that ethical issues are considered and provides the participants with assurance that the research or the results are in no way harm them in their workplace or outside. In order to win this confidence from the participants, the researcher must show them a high degree of professionalism and legitimate authority to conduct the research. (Reynolds, 1979) The researcher can obtain a letter from the Chairman of the company for access the premises and engage in research with the participant. The participants must be informed of the purpose of the research in advance. Also, they must be informed that the research is governed by the data protection act 1998 and the analysis etc are conducted confidentially and the data and intellectual property rights of the company are adhered to . Also, in designing the questionnaire, the selection of wording and presentation of it should be carried out in a manner that it would not offend the par ticipants beliefs etc. Also, the questions asked and the matters discussed in an interview must be limited to what is relevant to the research .