Questions History of American Capitalism Free Essay Example, 2500 words

It sought to eliminate the power of monopolies by government organizations, as well as major banks in America. It emphasized on the necessity for the government enable a friendly environment to get a decent salary. Progressive movement also promoted the rights of women and equality among the people (Roark & Roark, 2009). The banks were able to get increased funds because of the availability of money being saved by the people who were engaged in trade activities. The banks also started giving out loans at which were paid back with interest. 6. Discuss why American business became supportive of government regulation of the American economy in the early 20th century. The business leaders and the political leaders began involving the government in the economic matters for several reasons. The change was because of the pressure that was put by other small businesses, labor unions and other firms (Fogel, Goldin & Rockoff, 1992). These unions began asking for interception of the government on their behalf in trade-related problems. Consequently, America’s business started to involve the government in its business matters for fairness. We will write a custom essay sample on Questions: History of American Capitalism or any topic specifically for you Only $17.96 $11.86/pageorder now By involving the government, the competition was going to be stepped up, and the government was going to help fight corruption. 7. Describe two reasons why the Ford Motor Company lost control of the market in the 1930s Ford Motor lost control in the 1930s because of producing many units than the demand that was available at that time. Therefore, it ended up incurring many costs than they had sold thus making many losses. Investors who had invested in Ford Motor Company started to panic hence ended up selling their shares. Consequently, the share prices dropped and the investors who had bought the shares lost their values in the company (Bak, 2003). Later, Ford Company got a bad publicity, and its customers lost their deposits in the company. Ford’s loss was also attributed to the negative comments he made on one of the articles published at that time whereby he blamed Jews for the problems that it was experiencing. 8. Describe two ways Alfred Sloan revolutionized the auto industry as head of General Motors. During Sloan’s tenure at General Motors, he revolutionized the industry through his leadership styles. For instance, he introduced the idea of changing the styles of the model s produced annually, and he fathered the concept of planned obsolescence. Secondly, Sloan revolutionized the motor vehicle industry through the introduction of varied prices for the different motor vehicle models (Heitmann, 2009).

Leadership - Ministry of Defence (MOD) - Free Essay Example

Sample details Pages: 9 Words: 2655 Downloads: 3 Date added: 2017/06/26 Category Management Essay Type Research paper Did you like this example? Abstract As an organisation the Ministry of Defence (MOD) is like any other organisation in that they have to implement training and development strategy. This strategy will be a driving force in the success of that organisation. The need for training must be identified and communicated to all individuals within the organisation. Don’t waste time! Our writers will create an original "Leadership Ministry of Defence (MOD)" essay for you Create order This training and development must be relevant and contribute to the growth of both the individual and the organisation. This assignment identifies how good management of training contributes to the success of the training and development, the importance of recognising that individuals have differing learning styles and that training does not come in a one size fits all approach. This, along with applying a balanced approach to training by incorporating multiple delivery methods will increase the effectiveness of the organisations training and development strategy. 1 Introduction 1.1 Executive Summary Learning is one of the most fundamental functions of human beings, it is a measure of growth. This growth can either be in individuals, organisations, or society, it can be the defining element of any of these groups as to whatever they success or fail. The importance of the management of training within the organization should not be overlooked. This needs to be incorpor ated within the organisations HRM strategy and must be used with a top down approach and incorporated at all levels within the organization. It is recommended that the management of training within the workplace adopts a planned and systematic approach, (Mullins, 2001, p.504). As the organisation needs to ensure that the full benefits of the training are achieve. This management of employee training like most management strategies needs to be grasped at the strategic level so it can be filtered down through the organisation. Learning styles/preferences of both trainers and trainees plays a crucial part in the success of training being delivered. Trainers need to be aware that all trainees learn differently and more importantly be aware that their own learning style or preference will have an impact on how training is delivered. It is recommended that organisations need to understand the criticality that learning styles have on the training aspect of the organisations Human Resour ce Management (HRM) policy (Bird Cassell, 2013, p.79). The trainer needs to realize and have the fore front of their mind when designing training packages that à ¢Ã¢â€š ¬Ã…“your own preference can infect the way you design your trainingà ¢Ã¢â€š ¬Ã‚  (Bird Cassell, 2013, p. 92). Not being aware of this can make the training you design and deliver in theory worthwhile and beneficial to the trainee but in reality can be unbalanced to all learning styles and detrimental to your audience. Striking a balanced approach to training will ensure that the training being delivered is worth wile and productive. This approach whilst seems to be à ¢Ã¢â€š ¬Ã…“common senseà ¢Ã¢â€š ¬Ã‚  seems to be forgotten as trainers and course designers become single minded in the way they develop training especially in this ever digital social world. It is recommended that adopting a blended learning approach to training and training techniques, (Bird Cassell, 2013, p.13). which adopts face to fa ce exposure in the classroom with other related activities. This approach is best used and incorporates the benefits of both the individual and the organisations needs are both met. (Egan, n.d). 1.2 Assignment Aim The aim of this assignment is to distinguish between different learning styles and strategies that can be employed within the workplace to enable the author to design and deliver a training package for Equipment Table (ET) Sponsors to attend prior to a new version of the application being rolled out across Defence. This is due as a result of a major software application upgrade within the Defence Equipment Table arena which was a result of a budget savings measure bought about an organisation change was brought into service in September 2011. 1.3 Assignment Limitations Due to a project delivery over run, the course design and associated manuals are based on a version that is imminently about to go live. The training was thus conducted by ET Sponsors on a system that was not in service. Depending on the length of project over run this training may need to be re-run to ensure application familiarity when the system goes à ¢Ã¢â€š ¬Ã…“liveà ¢Ã¢â€š ¬Ã‚ . To carry out this assignment, two areas of research were acknowledged; the research of reports, internet, journals and texts and the development of training materials in order to deliver a course for application users. These are all secondary sources and will provide qualitative information. Information was used to gain knowledge within the organisational learning and training arena, then subsequently used to understand how we learn and design and deliver a software application training package to Equipment Table Sponsors (ET Sponsors) as a demonstration of this knowledge. By co-relating these methods together it is envisaged that the author has gained sufficient materiel to inform the discussion and produce a coherent and comprehensive training package. 1.4 Assignment Background The Equipment Table Information System (ETIS) Project began on 2 May 08 and was delivered at the beginning of September 11. The requirement was identified due to the obsolescence of the old Army Equipment Table Production Centre (ETPC) FoxPro application (Adams, 2012, p. 7). Subsequently due to the manner in which the project was managed, the requirement for an upgraded version was quickly identified to satisfy the current application versions capability shortfalls. As a direct result of the implementation of this new version, a planned change was envisaged by the project manager and the customer in the way that future business was going to be conducted. Despite this change requirement, the training line of development had been overlooked and the user community has been left with an application upgrade which is significantly different than the previous version which, in turn, replaced the legacy application with no formal training or user manuals. The project board for this applica tion did not foresee the requirement for a training plan but as the project has moved forward, this requirement has been identified as a shortfall within the project. This has shown a lack of configuration control within the project but also how to manage the change of business process and keep the senior user and key stakeholders involved in the process (The Office of Government Commerce, 2009, p. 95). 1.5 Assignment Methodology Due to the restriction that the application is not yet live and will be after submission of this assignment due to technical issues with other Defence IS applications connectivity, the author decided to pilot the training to ensure that the training package was available once the application is live. Prior to the training being delivered, the author decided to conduct a pilot run. This was done using the authorà ¢Ã¢â€š ¬Ã¢â€ž ¢s previous experience of conducting surveys and using a similar process of conducting pilot surveys. Polit, Beck Hungler, (2001, p. 467) state that a pilot study can be used as a à ¢Ã¢â€š ¬Ã…“small scale version or trial run in preparation for a major studyà ¢Ã¢â€š ¬Ã‚ . The purpose of this pilot training was to validate the survey and to serve as a dry run ensuring that any logistical qualitative issues pertaining to the training are resolved prior to the main survey being deployed. De Vaus, (2002, p. 54) advises researchers to à ¢Ã¢â€š ¬Ã…“check to see if there are any ambiguities or if the respondents have any difficulty in respondingà ¢Ã¢â€š ¬Ã‚ . By piloting the training it is envisaged that the author has managed to avoid misleading, inappropriate or redundant training. The pilot training was conducted by two colleagues who work within Defence Inventory Management. They were invited to complete the training and provide any feedback on the survey paying particular attention to the following areas: Training Order. Wording/Terminology. Time taken to complete the training. Ease of use of the ETIS User Process Guide. Whilst the sample population should be a portion of the population to be surveyed, (Polit, Beck Hungler, 2001, p. 234), the author decided to use a sample population that did not work within the field of British Army Equipment Tables nor use a sample population that is representative of the population being trained. The author believes that the chosen personnel would provide a completely impartial and objective assessment of the survey. As they work within Defence Inventory management the sample is similar to the population being trained, this has assisted in ensuring that any training bias is kept to a minimum (Polit, Beck Hungler, 2001, p. 234). The pilot sample size represents 6.06% of the total population the final training package will train. On closure of the pilot training package, 100% of those invited to participate responded to the user feedback. Respondents found the training easy to follow but as the training was conducted without access to the application able the y were unable to say if the training combined with the application would run smoothly but could see how the interaction of PowerPoint ® and the application would work, in principle. An area of feedback was the inclusion of a progress counter. As a result of this feedback the author changed the layout and added a progress bar to each page. The author also added a more comprehensive brief about the user process guide at the beginning, explaining how the guide can be used and how it can be used a desk top guide outside of this training. The training package can be found at Appendix A of this report. The feedback from the piloted training package commented on the following areas: PowerPoint ® theme. It was noted that the main theme for the presentation should be changed from our corporate theme to another theme as we as a Top Level Budget (TLB) do not own this training package, just have complied it. The training package will be owned by the Defence College of Logistics, All Arms Wing (DCLAAW). Instructor Notes. The screen shot contained within the instructor notes were particularly small, making their value negligible and was suggested that they should be larger. The author was complemented on the fact that as a package 100% of those who piloted the training said à ¢Ã¢â€š ¬Ã‚ that with a modicum of preparatory revision, they could present the courseà ¢Ã¢â€š ¬Ã‚ . The author, after some reflection, looked at the comments made from the piloted survey and has made the following amendments to the training package prior to delivery once the system has gone à ¢Ã¢â€š ¬Ã…“liveà ¢Ã¢â€š ¬Ã‚ . PowerPoint ® theme. The author having taken this information on board contacted the DCLAAW and had a discussion with them about ownership of the training package. At the end of the discussion it was agreed that they would sponsor the package, as it was related to a Logistic IS application. But the content of the training was owned by the Senior User within the community and they would be responsible for future updates and package delivery, which the Senior User has agreed too. This resulted in the user adopting the PowerPoint ® theme for DCLAAW. Instructor Notes. Having had a discussion about the PowerPoint ® theme, the author then addressed the issue of the pictures in the lesson plans for each slide and the fact that the pictures were on the small side. The pictures in the lesson plan are to give the instructor, especially inexperienced, a quick reference guide to what slide is coming next, a visual guide in the presentation. Whilst the author disagrees with this and believes that they add little value to the trainer. The author is somewhat restricted in removing these from the training plans as this layout is standard practice within the DCLAAW and as they are the sponsor of the training package. The author felt obligated that they should keep within the spirit of the training establishment and retain the pictures. The author verbally thanked the pilot participants for their assistance and for their kind words of encouragement. The author recognises that once the training is formally delivered to the user community more amendments from the post course evaluation will have to be incorporated to the training package. 1.6 Literature Review This literature review only covers learning theories, whilst the author has had to research and develop knowledge in other disciplines, the author feels that the focus on one discipline for this review is sufficient as this may make the literature review become too wide and varied and lose relevance to this assignment. The author has noted that the field of learning styles is not unified as one but comes across in 3 different fields of study: theoretical, teaching and commercial. This brought complications for the author and was somewhat unexpected. These problems can be seen as: This is a multi disciplined area and has authors from fields including but not exclusive to psychology, sociology, business studies, management and education. This comes with its own issues as the authors will interpret the various evidence in their own discipline terms and possibly be steered by their own subjects theories and possibly tailored to suite their own subjects perspective. Commercialism is promoting certain, models, styles or inventories. This has led to certain models becoming more popular than others. In the UK for example Kolbà ¢Ã¢â€š ¬Ã¢â€ž ¢s Learning Style Inventory (LSI) and Honey and Mumfordà ¢Ã¢â€š ¬Ã¢â€ž ¢s Learning Styles Questionnaire (LSQ) are widely known and used. The gains for the creators of these models is huge but also any critical activity into the theory and empirical elements of their model claims are seen as unfavourable (Coffield, Moseley, Hall Ecclestone, 2004a, p. 2). Research is completed for differing purposes. Some aim to contribute to theory and do not intend for their model to be used in mainstream use, whilst others develop to be used by individuals in all disciplines. The author was presented with a very large amount of information available for the literature review, this made it difficult to review especially as the author is not a specialist in any of the aforementioned disciplines. This meant that the author was hit by a wave of unknowing what was relevant, current etc . This was further emphasised by the Learning and Skills Research Centreà ¢Ã¢â€š ¬Ã¢â€ž ¢s 2004 study (Coffield et al, 2004a, p. 1) which identified 71 models of learning styles and was initially used by the author to try and get a firm appreciation of the task at hand. Due to this the author became more aware of overlap between learning styles and other learning aspects. This was further put into context, (Reid, 2005, p.56) who explained that learning styles were connected to seven other aspects of learning and depending and as each area had different interpretations which may cause confusion. The author certainly believes that this is true and learning is a subject that does not fit neatly into its own box but in fact is a à ¢Ã¢â€š ¬Ã…“Russian Dollà ¢Ã¢â€š ¬Ã‚ . This was typified by Curryà ¢Ã¢â€š ¬Ã¢â€ž ¢s 1987 evaluation of learning styles by the use of the à ¢Ã¢â€š ¬Ã…“onion model of learning stylesà ¢Ã¢â€š ¬Ã‚ , (Coffield et al, 2004a, p. 8). Whilst Curryà ¢Ã¢â€š ¬Ã¢â€ž ¢s model is referencing learning styles you can clearly see his model used to explain the interconnections of learning styles (at the centre of the onion) and the seven other aspects (the next seven layers of the onion) so as you peel away each layer or another aspect you get closer to understanding the subject at the core of the subject, in this case learning styles. Kolb defines learning theory as à ¢Ã¢â€š ¬Ã…“the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experienceà ¢Ã¢â€š ¬Ã‚  (Kolb, 1986, p. 38). His model places experience as the core element of the l earning process. The author agrees with this but also believes that the theory fails to explain the importance of knowledge to complete the learning cycle. Just because an individual experiences activity does not necessarily mean that the individual has understood what has been done or more importantly why or how it works in relation to other activities especially if it is part of a system. This is due to having to choose which continuum is applicable for that learning experience, grasping or transforming, (Dochy, Gijbels, Segers, Van Den Bossche, 2011, p. 57), as the learner is forced to choose as they cannot do both simultaneously.

A Society Is Influenced More by Show Then by Substances. Free Essays

A society is influenced more by show then by substances. Our world is the world of Glamour . Our society is composed by peoples who just sees as things are shown to them. We will write a custom essay sample on A Society Is Influenced More by Show Then by Substances. or any similar topic only for you Order Now They dont have time and energy to study or analyse things. Media has a big hand in influencing people. They put things in different perspectives,so that we get easily influenced by the way they inform about the event. As our eyes see,they transfer it to rain and our brain takes first decision depending upon data sent by our eyes. We may also use previous experiences and knowledge about substances but for new entity we are depending on media or internet. So now-a-days people’s judgement is based on what they see. I will narrate my experience with a phrase ‘Ignorance is bliss’,which means-‘Not knowing is better than knowing and worrying. I think it has more to do with the economy governmental control. People are bogged down economically ,so fewer people have the energy or time to fight for what is right. So many of them just choose to believe what ever is in front of them. The one’s who refuse to believe whatever the government or the media feeds them are regarded as â€Å"conspiracy fanatics†. We are bound to believe the government media. Getting to the very core ,substances usually takes a lot of work and time. It is also very unpleasant. We can say It’s just easier to live in ignorance. How to cite A Society Is Influenced More by Show Then by Substances., Papers