Does Social Class Fill The Void - 1364 Words

Does Social Class Fill the Void? It is said that right before someone dies, they see their life flash before their eyes. They are said to see the things most dear to them. However, no one on their deathbed regrets the amount of money they have. In the moment of clarity, most realize that a number on a paycheck is not as important as emotional and mental possessions. People always tell each other that money can not buy happiness, yet most end up spending every waking moment thinking about money. Why do people waste their time and energy pursuing something that is not what they truly need? Often, people use social class to escape a void in their lives that can not be filled with materialistic possessions. Many people realize this rarely†¦show more content†¦For instance, this quote shows that Pip has not been aware that he is of a lower class. Being in the Satis house opens the door to the possibility of achieving a higher social status. Pip has a void in his life, and it is based on the shame he feels about his social standing. This realization is what will start Pip on his social-climbing journey. As time passes, Pip acts on these feelings of incompetence, which are his â€Å"particular reasons for wanting to be a gentleman† (130). To clarify, this evidence proves that Pip is attempting to escape his void of shame with the power of a higher social class. He is trying to stop being ashamed of his origins by leaving them behind. Pip is using higher social status as a means to get away from his problems. For Pip, becoming a gentleman is his escape from the shame he feels. In contrast, at the end of the novel, Pip realizes that working â€Å"pretty hard for a sufficient living† is what truly makes a man â€Å"do well† (496). To further the point, this citation illustrates that Pip realizes that striving for social class is actually making him more unhappy. His constant reaching does not make his shame go away, it only makes it worse. Pip then realizes that an honest, hardworking lifestyle is the only way to make the shame

Strategic Challenges And The Global Security Environment

The central problem discussed in this paper is determining the general capabilities needed in the Joint Force 2025 to rebalance the force considering the current strategic challenges and the global security environment. This paper proposes that the Joint Force of 2025 must focus on its competitive advantages and it must curtail ineffective and expensive programs to preserve its ground forces capability to provide deterrence and defeat capabilities critical to our National Strategic Objectives. To support this position, this paper first articulates the emerging threats to U.S. National Interests and compares them to the key strategic direction of published Department of Defense (DoD) strategy and strategic concepts. Secondly, this proposal provides broad capabilities that the Joint Force must aggregate from the services of the DoD, and the general capabilities of each service. Finally, this paper highlights and mitigates the inherent risks to its proposed capabilities. The emerging th reats to U.S. National Interests are several, at the same time that Sequestration, or the Budget Control Act of 2011, magnifies the criticality of miscalculated future force decisions. The persistent trends that summarize the threats of 2025 include the proliferation of weapons of mass destruction, the rise of modern competitor states, violent extremism, regional instability, transnational criminal activity, and competition for resources. The National Military Strategy (NMS) of 2015 breaksShow MoreRelatedStrategic Challenges And The Global Security Environment819 Words   |  4 Pages(JF25) considering the current strategic challenges and the global security environment. This paper proposes that the JF25 focus on its competitive advantages and curtail ineffective and expensive programs to preserve its ground forces’ capability to provide deterrence and defeat capabilities critical to our National Strategic Objectives. To support this position, this paper articulates the em erging threats to U.S. National Interests and highlights the key strategic direction of published DepartmentRead MoreNational Strategic Guidance And The Global Security Environment1605 Words   |  7 PagesGeneral Dempsey articulated the United States military is the premier global military with a decisive military advantage but dominance just doesn’t happen necessitating the United States military to maintain the decisive edge. Dempsey’s statement is the catalyst for the premise of Joint Force 2025 in which the United States military embarks upon a transition and rebalance to address a wide continuum of emerging threats to our nation’s national interests in the foreseeable future. Dempsey correctlyRead MoreU.s. Joint Forces And The Strategic Direction1677 Words   |  7 Pagescommanders will experience considerable challenges operating in the global security environment. The current strategic direction has prompted a shift of military resources to the Asia-P acific. This trend will continue. Additionally, globalization, cyber-attacks and advances in technology will further challenge the Joint Forces in the next ten years . The U.S. Joint Forces must identify and develop critical technology now in order to overcome future challenges risk in 2025. Diminishing resources andRead MoreGlobal Security Challenges Facing The United States Military1659 Words   |  7 PagesThere will be significant global security challenges facing the United States Military by 2025. The U.S will face multiple, coinciding security issues from state actors and regional networks all taking full benefit of rapid science and technological changes. Three overlapping conflicts which has the greatest potential to influence state and non-state actors and force the Armed Forces to restructure their formations are â€Å"Wars of Silicon, Iron, and Shadow. â€Å"The United States must design an innovativeRead MoreComparing The 1971 White Paper On Defence And The 2008 Ca nada First Defence Strategy990 Words   |  4 Pagescompare the strategic environment, Canada’s greatest allies, the alliances Canada supported, and Canada’s security and defence priorities in the 1970s and under the Canada First Defence Strategy (CFDS). As this paper will demonstrate, the key differences witnessed in the 1971 White Paper on Defence and in the 2008 Canada First Defence Strategy is in terms of the specificities of the foreign and defence policy presented, the perceived types of threats to national and international security, and the CanadianRead MoreStrategic Direction And Global Security Environment1648 Words   |  7 Pagesto U.S. national interests. The services must invest in systems that maintain strategic deterrence, infrastructure that supports power projection and operational concepts that advance wide spectrum operations in order to support diplomacy and national security. This essay will begin with providing a brief synopsis of the strategic documents, which form the guidance used to analyze and develop Joint Force 2025 strategic capabilities. A discussion of Joint Force 2025 general capability requirementsRead MoreStrategic Direction On The United States1647 Words   |  7 PagesThe United States will not be able to effectively rebalance the Joint Force in 2025 unless sequestration is reversed. The current U.S. strategic direction has prompted a shift of military resources to the Asia-Pacific. Globalization, cyber-attacks and advances in technology will further challenge the Joint Forces in the next ten years. It is imperative that the U.S. Joint Forces be adequately funded in order to identify and develop critical technology, establish policies and maintain adequate forceRead MoreThe Problem Of Total Joint Force1604 Words   |  7 Pagesinclude hybrid and near peer competitors trying to tip the balance in the global security environment. In addit ion, as the Department of Defense (DOD) learned from past wars while its resources reduce, the total JF 2025 must adapt and become more agile in countering these emerging threats. The DOD has provided the strategic and military guidance along with associated posturing statements for the complementary capabilities of strategic adaptability and agility that will enable the rebalancing of the totalRead MoreStrategic Direction And Global Security Essay1618 Words   |  7 PagesThe general capabilities required by the Joint Force in 2025 will be a global surveillance and strike (GSS) network, increased naval and air investments and ensuring cyber technology outpaces adversaries. Based on the current U.S. strategic direction and global security environment these capabilities are necessary. Satellites and cyber technology will be part of the design of the GSS system. The U.S. military will be able to strike quickly and remain engaged for increased periods while additionalRead MoreThe Secu rity Environment That Is Shaping The Joint Force 2025 ( Jf25 )1650 Words   |  7 PagesThe security environment that is shaping the Joint Force 2025 (JF25) is incredibly complex and rapidly evolving. Challengers to security and stability include two aggressive competing powers (China and Russia), two nuclear capable regional hegemons (North Korea and Iran), and a persistent threat of terrorism to the homeland. The global commons are contested and access to the space and cyber domains are no longer guaranteed. Fiscal constraints limit the available means for the Joint Force (JF)

Enlightenment Philosophy in Frankenstein Essay - 1882 Words

Egotism is characterized by an inflated appraisal of one’s intellect, ability, importance, and appearance. It is practiced by placing oneself at the center of his or her world. In Mary Shelley’s Frankenstein, or The Modern Prometheus, Shelley seeks to deliver her idea of the egotistic archetype as it relates to the ideals of The Enlightenment Period, a time period she sees as self-centered. Shelley sees the arrogance in the fact that Enlightenment philosophers test the limits of human understanding and attempt to simplify the ambiguities of nature. She asserts that man is egotistical to believe that he or she can completely dominate a comprehension of the human experience. In the novel, Victor Frankenstein embodies Enlightenment†¦show more content†¦Victor had an obligation to care for his creation, but chooses at first glance of his construction to abscond from its presence. The comparison of Victor as God-like highlights Enlightenment philosophers who have go ne beyond the limits of humanity in order to attain knowledge. Victor is characterized then as a savant manipulating nature. The Creature acts as a balance for philosophers to stop and reflect upon their own enterprise and determine the fine line between acceptable and unacceptable knowledge as it pertains to nature. To this end, Shelley enforces that humanity must pay due respect to the limits placed in front of them by avoiding the Enlightenment philosophy that man is to find a definite definition for every phenomenon he encounters. Shelley’s novel faces the task of creating a notable message that her audience will appreciate. In order for Shelley to effectively signify that mankind must be able to demarcate the attainment of knowledge, she takes her novel to an extreme. Shelley writes, â€Å"Frightful must it be; for supremely frightful would be the effect of any human endeavour to mock the stupendous mechanism of the Creator of the world† (Shelley 40) in order to stress Victor’s extravagant notions. As Joseph Kestner, professor of Romantic and Victorian literature, puts it, Victor positions himself as the head of all hierarchies in denying God as the sole creator of man. The intention of the author for placing Victor at such a high positionShow MoreRelatedThe Elements Of Gothic Fiction In Mary Shelleys Frankenstein1717 Words   |  7 Pagesâ€Å"Frankenstein†, written by author Mary Shelley is a classic example of literature written during the Victorian era. Simultaneously, it also constitutes a lot of elements of â€Å"Gothic Horror†. However, understanding the setting and genre of the book is crucial to enjoyment of the novel. Though, the main character of the novel - Victor Frankenstein - resides in Switzerland, the book takes place throughout many locations in the book. Some of which include, Ingolstadt, London, and Edinburgh. Moreover,Read MoreEssay about Romanticism in Frankenstein1010 Words   |  5 Pagesand Lord Byron, it is natural that her works would reflect the Romantic trends. Many label Shelley ¡Ã‚ ¯s most famous novel Frankenstein as the first Science Fiction novel in history because its plot contains the process of a scientist named Victor Frankenstein creating a living human being from dead body parts, but that is only a part of the entire novel. At its core, Frankenstein is a product of Romanticism featuring the traits of a Romantic hero on a Romantic quest, the embracement of nature ¡Ã‚ ¯s sublimityRead MoreEssay on Frankenstein is Not a Natural Philosopher1238 Words   |  5 PagesSmith’s article ‘Frankenstein and natural magic’ takes a literary approach to t he analysis of ‘Frankenstein’ although this is supported by some background scientific knowledge. Through the article, Smith describes the impacts science has made on Frankenstein’s life . Smith plays close attention to Frankenstein’s childhood, where he discovered the ancient philosophers, and his Ingolstadt years. It is in these periods where Smith argues that Frankenstein is not a natural philosopher but a natural magicianRead MoreRousseau s Views On Inequality And Origin Of Languages1513 Words   |  7 Pagesarticles have found and appreciated that Jean Jacques Rousseau philosophies are present in Mary Shelley’s Frankenstein. Rousseau’s essay Discourse on Inequality and Origin of Languages can be directly correlated with the development of the creature in Frankenstein. While it is clear that Rousseau’s philosophies follow the transformation of the creature I sparked more of an interest in the philosophies of John Locke and connect ing his philosophies with the transformation of the creature. John Locke’s EssayRead MoreRomantic Elements Of Frankenstein1358 Words   |  6 PagesFrankenstein; or The Modern Prometheus, is a novel written by English author Mary Shelley in 1816. Originally intended as a gothic ghost story while on retreat in Geneva, Shelley’s novel would later become the groundwork for modern science fiction and horror. As a romantic piece, Frankenstein is a novel intended to entertain, to scare, and to bring a sense of unease to the reader. Culturally and historically, however, it acts as a romantic commentary on the transition from the Enlightenment periodRead MoreRomantic and Enlightenment Ideas in Frankenstein Essay1153 Words   |  5 Pages The Enlightenment age encouraged everyone to use reason and science in order to rid the world of barbarism and superstition. In fact, Kant argued that the public use of ones reason must always be free, and it alone can bring about enlightenment among men (Kant 3). Enlightenment thinking not only influenced philosophy and the sciences, but also literature (especially in Popes Essay on Man). In reaction to Enlightenments strict empiricism, Romanticism was born. In Frankenstein, Shelley arguesRead MoreEvil in Mary Shelleys Frankenstein1462 Words   |  6 PagesMary Shelleys Frankenstein is very much a commentary on the Enlightenment and its failure to tame the human condition through reason. The human condition can be defined as the unique features which mold a human being. The creature is undoubtedly a victim of this predicament. He grapples with the meaning of life, the search for gratification, the sense of curiosity, the inevitability of isolation, and the awareness of the inesc apability of death. These qualities and his ceaseless stalking of hisRead More19th Century Changes for Europe and America1453 Words   |  6 Pagesmovements were born. From Enlightenment to Romanticism, Realism to Symbolism, each had their own unique way of looking at life and meaning. These differences and similarities in style can be seen in their respective various forms of philosophy, as well as music and literature. The age of Enlightenment began as one of the first alternative ways of thinking. It emphasized more scientific reason and fact rather than believing that God controlled all things. The age of Enlightenment saw advances in scienceRead MoreThe Enormous Influence of the Enlightenment on the World and Mary Shelleys Frankenstein1082 Words   |  5 Pagesweapon that could break the feudalism. The Enlightenment was the product of this period. The origin of the Enlightenment was in England, and throughout in the Europe. France was the core country of the Enlightenment. The influence of the Enlightenment on the world was enormous. It provided plenty of mental preparation for the French Revolution; had inspired role in American Revolution. Voltaire’s Letter on England In the course of the Enlightenment, a large number of thinkers have emerged:Read MoreYou Call That Progress?1401 Words   |  6 Pages You Call That Progress? Scientific research has often challenged boundaries of what people find necessary and oppositions to advancements in the field are mainly composed of fear—is nature being tested? Mary Shelley’s Frankenstein depicts Victor Frankenstein pushing the boundaries of nature in the name of science, when it seems like the world was not ready for such a creation. A college student today might remember growing up with Dolly the Sheep, the first successful cloned mammal. Dolly’s achievement

Important Characteristics Of An Individual s Behavior

Business is a broad field, and there are many important characteristics that play a significant role in ensuring that business decisions are done correctly. Laws and regulations are made and enforced to make sure that corrects decisions are done. One of the main purposes of laws is to make sure that ethical principles are not broken. However, each situation is different and some times laws and ethics intertwined, and laws could cause people to act in unethical ways. Ethics could be defined as moral principles that guide an individual’s behavior. Ethics could be influenced by the person who is seeing it and by the culture in where the situation is taking place (McKay, Nitsch Peters). A major guideline that could be used to evaluate if a situation is ethical is to determine if a situation is right or wrong. Is very important that businesses or global banks follow ethical guidelines. This would allow society to trust in their decision making. The word society covers a big group of people, which include investors, clients, and other financial industries (McKay, Nitsch Peters). Having ethical guidelines would help a business or a bank to growth in a healthy way for a long term. Moreover, a recent ethical scandal that took place in London but had a huge influence in the United States was the JP Morgan London Whale Scandal. This incident took place in 2002, and it brought huge losses to the biggest bank in the United States. This is what happened in 2002, JP Morgan tradersShow MoreRelatedHigh-Performance Teams1225 Words   |  5 PagesAbstract The purpose of this paper is to explain how a group can become a high-performance team. The purpose is also to examine the impact of demographic characteristics and cultural diversity on group behavior. This paper will illustrate how demographic characteristics and cultural diversity contribute to or detract from high-performance teams. High-Performance Teams A high-level of performance makes up the basis for groups and teams today. High-performance is a major focus for many organizationsRead MoreCybercrime Law Research Paper911 Words   |  4 Pageschoose not to participate in the criminal behavior. On the other hand the positive school of criminology believes that individuals participate in crime because of forces beyond individual control and relies on the scientific method to prove it s theories (Cullen amp; Agnew, 2006 ). Individuals should not be held solely responsible for their actions because not everyone is rational. Outside factors can play an important part in determining one‟s participation in crime. Now that we haveRead MoreOrganizational Citizenship Behavior Is Defined As A Set Of Behaviors1669 Words   |  7 Pagesreview Introduction: Organizational citizenship behavior is defined as a set of behaviors which extends from one s basic requirements of job. Generally, organizational citizenship is extra role behavior or a variety of behaviors like helping colleagues and organization by presenting it in a positive way in front of others and by doing over time voluntarily. The first research made on organizational citizenship behavior was by Bateman and Organ in 1980 s. They presented their genuine theories that wasRead MoreAdolescent Drug Abuse And Alcohol1426 Words   |  6 PagesSubstance abuse can lead to negative behavior such as problems at home and school, loss of friends, health issues, and lack of memory. This paper will focus on how peer, family characteristic, and individual and factors link with substance abuse in adolescents. It also will show a connection and variables linking to factors in at risk youth. It is a fact that most adolescent are influence by drugs and alcohol because of their peers, family a nd individual characteristic. IntroductionRead MoreThe Biological Theories Of Crime Essay1218 Words   |  5 PagesBiological theories of crime attempt to explain behaviors through examination of individual characteristics. Cesare Lombroso was one of the founding fathers of the biological theory of criminology, stating that criminals are biologically different from non-criminals. The biological perspective explained that crime was a characteristic of human nature. Through Lombroso’s research observing physical characteristics in Italian prisoners and soldiers, he concluded that criminals were physically differentRead MoreWhat Is Organizational Culture And Discuss Factors Associated With Understanding An Organization Is Its Success1353 Words   |  6 Pagesassociated with understanding an organization s culture, with examples presented to show my discussion points. This essay will therefore discuss some of the main reasons why it is important for organisation and when it should be changed. In the era of globalization, exploring and understand the culture and behavior of the organization have become very important, as it is composed of people of different race, color and culture. Organizational behavior culture largely determines the interaction ofRead MoreBehavioral Genetics : How Does Genes Influence Brains Behavior1600 Words   |  7 PagesBehavioral Genetics: How does Genes Influence Ones Behavior Many believe that the environment such as the individuals people associate with, the extracurricular activities people are involved in, the music people listen to, including things shown on tv and video games all influence behavior. Though all of the things listed above are said to be true, and do indeed play a role in behavior. There are major things inside the body that trigger peoples behavioral responses. Those major things are calledRead MoreSituational Leadership Theory Of Leadership Essay1214 Words   |  5 Pagesleadership depends upon each individual situation. This theory requires an individual to analyze the needs according to a particular situation and then act towards it. Ability or maturity of the followers are equally important than leader who leads the situation. Situational leadership theory is a part of the group of the theories which are known as contingency theories of leadership. Contingency theories of leadership suggests that a leader s efficiency is related to the leader s skills or behaviour inRead MoreMedia Aggression And Aggressive Behavior Essay1033 Words   |  5 PagesI found that this review examined just how aggression and aggressive behavior is depicted in the media and how this impacts society’s perspectives and thoughts when it comes to aggression behavior. There was a review of the literature by the authors, in which they analyzed the relational and physical aspects of aggression in many media aspects (film, broadcast television, music, books, and video games). Findings across media types, the evidence finds that both physical and relational aggressionRead MoreDifferent Types Of Individual Behavior1683 Words   |  7 Pagesstrongly depends on how well the individuals work together as part of a team and how they p ortray themselves with their personality and emotions. One’s individual characteristics can greatly affect how well they can work with others. These individual characteristics include; personality, values, self-concept, perceptions, emotions and attitudes, and stress. In combination with one’s individual characteristics, there are four variables that influence an individual’s behavior and performance. These four

Hrd Report Free Essays

string(53) " work within which educational processes take place\." DETAILED PROJECT REPORT FOR HUMAN RESOURCE DEVELOPMENT 1. 0 CONTEXT :- 1. HISTORICAL BACKGROUND – 1. We will write a custom essay sample on Hrd Report or any similar topic only for you Order Now DEVELOPMENT IN TECHNICAL EDUCATION- National policy on education 1986 which includes 10 year Technician education investment program for upgrading newly introduced Diploma Programs, with emphasis on rural population as well as continuing education programs aimed at upgrading already employed Technicians. This policy also emphasized on improving the quality of these Diploma Programs by strengthening teacher’s training program, curriculum development, examination student assessment system and modernizing the Workshops, laboratories and classrooms of the polytechnics. Finally NPE – 86 aimed to improve the efficiency of the TES by strengthening the A. I. C. T. E. , the Four T. T. T. I’s, the D. T. E. , M. S. B. T. E. , granting academic autonomy to selected polytechnics and further strengthening the NTMIS and NATIONAL BOARD of ACCREDITATION . (Ref. A comparative study of Technical Education in Germany India with spl-reference to Maharashtra – Ph. d. dissertation – by Dr. A. R. Thete ) The World Bank assisted Project for strengthening Technician education system in Maharashtra State was implemented by the State Government during 1992 to 1999. (Ref- Policy Direction report – DIIC (M. S. ) Mumbai) The World Bank assisted Project has been conceived as the means of implementing most of the decisions included in the NPE –1986. The goal of WBAP was to support NPE – 1986 and emphasis was given on capacity expansion, quality improvement and efficiency improvement. As an impact of this project, infrastructure facilities have been provided to all the institutions and there has been some achievements towards improving quality of polytechnic education system. On the similar lines of the World Bank Assisted Project the Canada-India Institute Industry linkage project has been launched in Maharashtra State . It will enhance the efficiency and effectiveness of the TES by means of INDO-AUSTRIA Project is under planning stage and this will provide CNC Machining Technology in the Technical Institutes of Maharashtra State for Training and Educational purposes. (Ref- Policy Direction report – DIIC (M. S. ) Mumbai) 1. 1. 2 Thrust toward qualitative improvement :- Prior to the emergence of World Bank assisted Project the training was imparted by ISTE, TTTI etc. The experiences gained during training were not fully utilized. Due to World Bank assisted project the State has made effort to improve management and educational process, but these efforts were fragmentary. In the last five decades there has been manifold expansion in polytechnic education systems. The unprecedented expansion notwithstanding, the system design has remained more or less static. Changes in the system if any have been superficial in nature. As a result, the system continues to produce more of the routine kind of output, not adequately responding to the changing needs. (Ref. – Draft policy guidelines for training teachers of polytechnics engineering colleges – Ministry of H. R. D. , Department of Secondary Higher Education, May-2000) Technical education is now considered as one of the most crucial inputs for socio – economic development with enormous potential for improving the quality of life of the people. Improvement in Education Management processes is essentially slow, primarily because educational enterprise as whole is labour intensive and not capital intensive. Improvement of capabilities of system as whole involves acquisition of new knowledge, skills and attitudes. not only by individuals but also at the collective level by teams, departments, institutions and State level organizations. (Ref- Policy Direction report – DIIC (M. S. ) Mumbai) This requires HRD strategy on the long term basis. It requires capability of Key personnel at each level of operation for project management. Human Resource Development is a continuos process. Also in order to sustain the gains of World Bank assisted Project and to make deliberate efforts in improving quality and efficiency of the system. Directorate of Industry Institute Co-ordination has taken initiative to formulate HRD strategy on long term basis and a systematic, scientific Staff Development Planning for Technical Education System for 2000-2005 with co-operation of M. S. B. T. E. and T. T. T. I. , Bhopal. 1. 1. 3 Resource group formation for H. R. D. :- Directorate of Industry – Institute co-ordination has taken initiative to formulate H. R. D. strategy on long term basis and a systematic scientific staff development planning with the co-operation of M. S. B. T. E. T. T. T. I. , Bhopal. For preparing a detailed project report n Human Resource Development for T. E. S. of Maharashtra, a State Resource Group (S. R. G. ) was formed in May 2000. 1. 1. 4 Master plan for the whole Technical Education system :- A master plan indicating post project status of total T. E. S. , system’s diagram linked to the customer is prepared by S. R. G. as shown in fig. 1. The linkages of various educational processes en abling processes are shown in fig. 1. HRD is the one of enabling process which is linked to all other educational enabling processes. See parent document by State Resource Group lead by Shri Makone. 1. 1. 5 Context of H. R. D. ith respect to Technical Education System :- A master plan indicating post-project status of total Technical education System diagram linked to customer (i. e. industry) is drawn to understand the Role of Human Resource development in Technical Education System. (Ref. – fig. 1) It is an system’s diagram which shows – 1) Customer of the system 2) Mission of Technical Education System. 3) Goal of the T. E. S. 4) Output 5) Signal Input 6) Process Educational Enabling 7) Management 8) Resource Input 9) Supra system 9. 1) Suppliers of Input 9. 2) Suppliers of Resources 9. 3) Regulatory Agencies 0) Competitors. The ultimate output of T. E. S. required is manpower having right type of knowledge , skills attitudes . In order to accomplish this o utput, Process of transformation of HRD has to be planned. These processes are classified into two categories – i) Educational Processes – which ensure that the students are educated trained through scientific action by levels of key personnel. ii) Enabling processes – which ensure that this main educational process are supported by ‘ enabling processes ’ which provide frame work within which educational processes take place. You read "Hrd Report" in category "Papers" The Educational Processes are – 1) State Planning – At State level 2) Institutional Planning – At institute level 3) Curriculum design development – Department level 4) L. R. D. C. – L. R. U. C. – 5) Instructional design – At Class room 6) Student’s learning – level All these processes interact with each other. The enabling processes which enables the Educational processes to perform in the right direction are – 1) State Project Planning – Ensuring that innovative projects are systematically managed at all levels of project institute. ) Industry Institute Interaction – Ensures that project institutes are linked to industry. 3) Human Resource development – Ensures that all project institutes are equipped with right type of Human resource in right numbers at right time. 4) Management Information System – Ensures that all projects institutes have access to all types of information ( gener ic specific) for decision-making. 5) Organisational development. – Ensures that all project institutes are simultensasly helped to 1) establish the project cells 2) restructure the parent institute so that project-cell working in close co-operation with the main stream staff. These enabling processes are each designed developed implemented simultensasly at all levels of the system. Process of Human Resource development is linked with all the educational processes and also the Enabling processes quoted above. Trained manpower which is the output of H. R. D. , is required to sustain the Educational Enabling processes to make the T. E. S. effective efficient. System diagram for the H. R. D. system indicating Post-Project status is as shown in figure No. 2. The output of H. R. D. is trained manpower required for all the educational enabling processes. The process of Transformation consists of three stages. ( Article faculty development by Dr. P. J. George, Programme Director, I. S. New Delhi) 1) Initial Training 2) Induction Training 3) In service Training. In Initial Training, theoretical Input in new disciplines in Education information management is to be given. In Induction Training microskills are to be developed in Inservice Training consolidation of microskills into a macro-skills their utilization in the actual institutional context takes place. 6. Developmental model of Human Resource Planning Development in Industry to serve as model of HRD in TES (Model from E. H. Schein) :- CONTEXT :- Human growth takes place through successive encounters with one’s environment. As the person encounters a new situation, he or she is forced to try new responses to deal with that situation. Learning takes place as a function of those responses work out and the results they achieve. If they are successful in coping with the situation, the person enlarges his repertory of responses, if they are not successful the person must try alternate responses until the situation has been dealt with. If none of the active coping responses work, the person sometimes retreats from the new situation or denies there is a problem to be solved. These responses are defensive and growth limiting. For growth to occur, people need two things : New challenges that are within the range of their coping responses and knowledge of results – information on how their responses to the challenge have worked out. If the tasks challenges are too easy or too hard, the person will be demotivated and cease to grow. If the information is not available on how well the persons responses are working, the person cannot grow in systematic, valid direction but is forced into guessing or trying to infer information from ambiguous signals. The organizational growth similarly takes place through organizations successful coping with the internal external environment. But since the organisation is a complex system of human, material, machines, financial informational resources, we must consider how each of these areas can be properly managed toward organizational effectiveness. In order for the organisation to have the capacity to perform effectively over a period of time it must be able to plan to recruit, manages develop, measure, dispose of and replace human resources as warranted by the tasks be done. A key assumption underlying organizational growth is that the nature of jobs will change overtime, which means that such changes must be continuously monitored in order to ensure that the right kinds of human resources can be recruited and developed to do these jobs. In an ideal Human resource planning development system we should seek to match organisation’s needs for human resources with the individuals needs for personal career growth and development. A developmental model of Human resource planning development is depicted in figure 3. It involves both individuals organizational planning a series of matching activities designed to satisfy mutual needs. The components of an effective H. R. P. D. System can be derived from this diagram – 1) In the organisation the overall planning component shown at left hand side in fig. . 2) Components that ensure an adequate process of staffing the organisation. 3) Component that plan for monitor growth and development. 4) Component that facilitate the actual process of growth and development of the people who are brought into the organisation. This growth development must be organized to meet both the needs of the organisation the needs of the individuals within it. 1. 1. 7 Brief descrip tion of components of developmental model :- As said earlier the function of the components mentioned in article No. 1. 1. is to ensure that the organisation has an adequate basis for selecting its human resources developing them toward the fulfillment of organizational goals. 1. 1. 7. 1 ORGANISATIONAL NEEDS 1) PLANNING FOR STAFFING Strategic Planning – These activities are designed to determine the organisation’s goals, Priorities future directions, products, market growth rate, geographical location organisation structure design. 2) Job / role planning :- This activity can be thought of as a dynamic kind of job analysis, where a continual review is made of the skills, knowledge, values etc. urrently needed in the organisation that will be needed in the future . From a planning point of view it is probably most important for the highest level jobs – how the nature of general functional management will change as the organisation faces new technologies, new social values new environmental conditions. From these knowledge, skills , attitudes, values job descriptions are to be generated. 3) Manpower Planning Human resource inventorying – These activities draw on the job/role descriptions generated and assess the capabilities of the present human resources against those plans or recruitments. These activities may be focussed on the number of people in given categories are often designed to ensures adequate supply of people in those categories. Or the process may focus more on how to ensure that certain scarce skills that will be needed will in fact be available, leading to more sophisticated programmes of recruitment or human resource development. 1. 1. 7. 2 INDIVIDUAL NEEDS :- The three activities mentioned above are all geared to identifying the organizations needs in the human resource area. These three activities should be linked to each other organizationally. If these activities are not linked together, the situation reflects on erroneous assumption about growth development. 1) Career job – choice 2) Earlier career issue locating 3) Mid – career issue locating. If there are no major change in job requirements as the organisation grows develops, the system normally work, But if job themselves change, it is no longer safe to assume that today’s human resources, with development plans based on today’s job requirements, will produce the people needed in some future situation. Therefore more job/role planning must be done, independent of the present in the organisation. . 1. 7. 3 MATCHING PROCESS :- (Linking of organizational need to individual needs) 1) Job Analysis :- If the organizational planning has been done adequately, the next component is to specify what jobs need to be filled what skills etc. are needed to those jobs. It will help to specify what kind of recruitment to undertake and how to select peopl e from among the recruits. 2) Recruitment Selection :- This activity involves the actual process of going out to find people to fulfill jobs developing systems for deciding which of these people to recruit / hire. These components may be very formal including testing, assessment and other aids to the selection process. 3) Induction, Socialization Initial Training :- Once the employee is recruited / hired, these ensures period during which he or she learns the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particulars of the job and so on. The goal should be to facilitate the employee’s becoming a productive useful member of the organisation both in short run and in terms of long range potential. ) Job design Job Assignment :- One of the most crucial components of staffing is the actual design of the job given to the new employee the manner in which assignment is made. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy for the new employee and neither too meaningless nor too risky from the point of view of the organisation If the job is too easy or too meaningless, the employee may becom e demotivated, if the job is too hard and involves too much responsibility risk, the employee may become too anxious, frustrated or angry to perform at an optimal level. The four components 1) Job analysis,2) Recruitment selection, 3) Induction, Socialization Initial Training, 4) Job design and Job assignment are the matching processing geared to ensuring that the work of the organisation will be performed. These processes are to be performed by line managers, personnel staff specialists together. Line managers have the basic information about jobs skills requirements. Personnel specialists have the interviewing, recruiting assessment skills to aid in the selection process. In optimal System these functions shall be closely co-ordinated. Recruiters shall provide to the employee, accurate information bout the nature of the organisation actual work he / she will be doing in it. Recruiters also need good information on the long range human resource plans so that these can be taken into account in selection of new employee. Development Planning: – Same planning activities are essential so as to make the employee remain motivated, productive maintain a reasonable level of job satisfaction. i) Inventorying of development plans: – The planning component will consist of pulling together the information into a centralized inventory that will permit co-ordination evaluation of the development activities. i) Follow up evaluation of development activities: – Development plan for individual employees will be written down, implemented evaluated either in relation to the individuals own needs for growth or in relation to the organizations needs for new skills. Career Development Processes: – These processes must match the organisation’s needs for work with the individual needs for a productive satisfying work career. It must provide some kind of forms and movements for the employee through some succession of jobs, whether these involve promotion, lateral movement to new functions or simply new assignments within a given area. Training (Initial, Induction, Inservice) :- Training will be in three phases – i) Initial – To provide opportunities to acquire generic/ abstract knowledge in new field of studies ii) Induction – To develop microskills. The chaining of which leads to acquisition of macro skills. iii) Inservice – Using macro-skills chains in the actual job context. Performance Evaluation Judgement of Potential: – The process of performance appraisal will be standardized formalized. Such standardized formalized performance appraisal will help to justify promotions to give recognition. Organisation Rewards: – Line managers must actively work with compensation expert to develop a joint philosophy and set of goals based on an understanding of what the organisation is trying to reward what employee needs actually are ( people at different career stages many different things. ) Promotion other job changes: – If the promotions opportunities are limited because the pyramid narrows at the top, an effective H. R. P. D. System shall concentrate on developing career paths, system of job rotation, changing assignments, temporary assignments, lateral job moves that ensure continuing growth of all human resources. One of the key characteristics of an optimally challenging job is that it both draws on the persons abilities skills. Source – E. H. SCHEIN – The Art of Human Resource Management. Training and Development opportunities :- Formal training and other development programmes and education activities are necessary in the total process of human growth and development. These should be carefully linked both to the needs of the individuals and to the needs of organisation. The individual should want to go to the programme because he or she can see how the educational activities fits in to the total career. As much as possible training and educational activities should be tied to job/role planning. Career Counseling : – Growth and development only come from within the individual himself or herself, its important that the organisation provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue, counseling and career planning. this process should ideally be linked to performance appraisal. Because it is that context that the boss can review with the sub-ordinate the future potential development needs, strength weakness, career options etc. Joint Career Planning :- The boss is often not trained in counseling but he possess some of the key information. The employee needs to initiate career planning. Also the sharing of information is properly done is not the same as making commitments or setting up of false expectations. Whatever is decided about training, next steps, special assignment, rotation should be jointly decided by the individual and appropriate organizational resource. Each step must fit in to the employees life plan and must be tied in to organizational needs. Follow – up and Evaluation :- Whatever decided should not merely be written down but executed. If there are implementation problems, the development plans should be re-negotiated . Whatever developmental actions were taken it is essential that they be followed up and evaluated both by the persons and by the organisation to determine what, if anything, was achieved. The organisation should make plans to talk to the individual before or after the programmes that what will be the appropriate next assignment for him or her following the programme. Planning for and Managing disengagements :- The planning and managing process reviewed below are counter parts of ones that have already discussed but are focused on different problems like late career loss of motivation, obsolescence and ultimately retirement. Organizations must recognize that there are various options available to deal with this range of problems. Beyond the obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement. Continuing Education Re-training :- These activities have their greatest potential, if the employee is motivated and if there is some clear connection between what is to be learned and what the employees current or future job assignment required in the way of skills. More and more organizations are finding out that it is better to provide challenging work first and only then the training to perform that work ones the employee sees the need for it obviously for this linkage to work well continuous dialogue is needed between employees and their managers. Job Redesign :- Job changes or job re-design is required in general applied to the particular problems of levelled – off employees. Job Enrichment :- Job enrichment and other efforts are required to re-design work to increase motivation and performance. Job Rotation :- When the employee becomes unresponsive to the job characteristics themselves and pays more attention to surrounding factors such as the nature of supervision, relationships with co-workers, pay and other extrinsic characteristic in otherwords before organisation attempt to cure levelled of employees by Re-motivating them through job re-design or job relation. They should examine whether those employees are still in responsive mode or not. 2. 0 POST PROJECT STATUS OF H. R. D. SYSTEMS FOR T. E. FOR QUALITY IMPROVEMENT :- The developmental model of Human Resource Planning Development in Industry is to be adopted for HRPD system of TES for quality improvement. 1. System’s Diagram for post project status of H. R. D. system :- It is depicted in fig. 2. 2. 2 GENERAL :- The old concept of staff development was confirmed to imparting knowledge skill to teachers that are needed for class room teacher. This consist of developing the requisite subject competence pedagogical skills. This focuses on improving the teaching related abilities is job embedded which means that it undertakes the development of the staff for performing job activities. The new concept of professional development on the other hand focuses also on improvement on job performance is mostly job related. Fig. 2 and Fig. 4 depicts post project status of HRD for TES. In fig. 2 processes are shown while in fig. 4 developmental model indicating processes with activities is shown. The process activities in fig. 4 are as follows . 2. 3 Organisational Needs :- Customer and their training needs – Needs of TES primarily can be categorized in two ways – it needs two types of manpower to manage quality improvement of the T. E. S. 1) Line Functionary – Staff at regional and institutional level, Principal, teachers, students. 2) Staff Functionary – To manage functions in CDC, instructional design, students learning as well as III, HRD, IS OD. 2. 4 INDIVIDUAL NEEDS :- Above three activities can be interconnected for identifying the system needs in Human Resource area. Individual staff development is not a one time process will be distributed throughout working period of on individuals. It consist of three stages – 1) Initial training 2) Induction training 3) Inservice training. 2. 5 MATCHING PROCESS :- Job analysis :- It is necessary to specify job needs to be fulfilled about required skills needed to their jobs. It is necessary to do the job analysis for each post involved in the system at state level, Inst. evel, dept. level individual level. This will helps in understanding to a individual about job profile also to know his function in the system. It helps in deriving the roles responsibility of posts. HRD will work in this area will do job analysis as said above. Recruitment Selection :- While recruiting a person for the system through MPSC or at Directorate level certain types of norms (e. g. recruitment rules) will be developed by HRD. These norms will be helpful to get the suitable person for the system. Induction Socialization :- When the employee will be recruited he will learn the ropes, learns how to get along in the organisation, how to work, how to fit in, how to master the particular job, how to see viable future in the career. The goal will be to facilitate the employee’s becoming productive useful member of the organisation both in short term long term. Job design / Assignment The job assignment to the new employee will be made to be carefully. The issue is how to provide optimal challenge, a set of activities neither too hard nor too easy neither too meaningless nor too risky from the point of view of the organisation. Job design job assignment are the matching processes geared to ensure that the work of organisation will be performed. Line managers will have the basic information about jobs skills requirement. Training (Initial, Induction, Inservice ):- Initial Training – This training will be organized to impart the knowledge basic operational skills to newly recruited staffs for better T. L. process. It includes modern Tl processes, technologies hands on practice etc. This also includes awareness about roles responsibilities of employee information regarding organisation. Induction Training – This training programme will be arrange for locating one’s early career issues. He can locate his area of contribution in learning how to fit himself in organisation becoming productivity seeing a noble future for oneself in the career. This phase insist on development, microskills in his area of interest. There liking areas includes LRD’s , instructional design, curriculum development, TL processes, instructional processes institutional process as well as he can develop himself in III, IS, OD, etc. This will help him in vertical horizontal mobility in the system. HRD system will identify system need in above areas as well as individual need in the same area and will develop arrange requisite training programme in these areas. Inservice Training – These training will facilitate to individual in his career development process. This training must provide some kinds of norms regulations for employee through some successions of job by promotion or by lateral movement or by giving simply new assignment. this training will focus on new emerging technologies in the related area enhancing profession tech. ompetence among employees. This inservice training programme will provide persons for higher level working like state planning, state management, Instt. Planning, etc. Performance evaluation :- HRD will develop reliable evaluation system to get the necessary feed back to accomplish the goals successfully. Under HRD the process of performance appraisal will be standardized which will help in providing opportunities to individual for vertical horizontal mobility. Organisational Rewards :- HRD will conceive result oriented reward system. This will motivate employees working in TES help to achieve the goal of TES effectively effeciently. Similarly promotion facilities lateral movements will also be made available. HRD will give guidelines in this matter. Promotion ;- The promotion opportunity are limited because the pyramid narrows at the top. The promotions will be done timely also HRPD system will concentrate on developing career paths, systems of job rotation, changing assignments, temporary assignments to ensure continuous growth of Human resources. Optimally challenging jobs draws persons abilities skills. Career Counseling :- For growth development of the individual the organisation will provide some means for individual employees at all levels to become more pro-active about their careers and some mechanisms for joint dialogue counseling and career planning. This process will ideally be linked to performance appraisal. Because the boss can review with the sub-ordinates the future potential development needs, strength weaknesses, career options etc. Planning for levelled – off employee :- The planning managing process are counter parts of individuals that have already discussed but are focussed on different problems like late career, lack of motivation obsolescence and ultimately retirement. Organisation will recognize that there are various options available to deal with this range of problems, beyond obvious ones of either terminating the employee or engaging in elaborate measures to re-motivate people who may have lost work involvement. Job design / Job Rotation :- Job changes or job re-design is suggested which will be applied to the particular problems of levelled – off employees. When the employees become un-responsive to the job characteristic themselves and pays more attention to surrounding factors such as the nature of supervision, relationship with co-workers, pay other extrinsic characteristic, they should examine whether those employees are still in responsive mode or not. 2. 6 Management of the post project status :- All institutions signing the project will be simultaneously engaged in conducting routine activities at the same time managing project activities. HRD Cells will be installed at D. T. E. , D. I. I. C. , M. S. B. T. E. , R. O. s, R. B. T. E. polytechnics devoted for managing the project. Their functions will be liasion, R D, design, policy making, development, implementation, evaluation, 2. 7 Resources at the post project status :- The content of this section is based on the system’s diagram in fig. 2 in which item No. 5 i. e. resource inputs are shown. They are the resources needed to install management management processes. R esource planning is intended to ensure that the existing additional resources are strengthened, developed kept ready for project implementation. 1) Physical Resources :- Every institute of TES will have adequate physical resources. ) Human Resources :- System will have trained Human resources capable of managing change in educational processes enabling processes. 3) Information Resources :- HRD components will have a stock of generic information specific information required it will flow from one institute to another. 4) Time Resources :- HRD will have long term policy and a time bound action-plan geared to vision, mission , goals, objectives activities. 5) Financial Resources :- HRD component will have financial management to carry out The change process over a long term project period. Provision will be made for internal revenue generation. ******************************************************************************************* 3. 0 PRE-PROJECT STATUS :- 3. 1 Context of W. B. A. P. under which staff development cells were instituted and Role Function of S. D. C. 3. 1. 1 CONTEXT :- PreWBAP status of HRD – In 1965 TTTC was established at Karad. It was shifted to Pune in 1970. TTTC conducted long term programmes of diploma degree in Technical Teachers Training. In 1980 TTTC was handed over to TTTI Bhopal and extension centre of TTTI was established in Pune in 1980. Prior to WBAP, TTTI other organisation like CII, IIT ISTE were announcing the training programmes through their calendar the state (DTE) deputed the staff for the programmes but it was not in the planned way. WBAP was implemented in the state of Maharashtra for improving quality efficiency of Technician Education in the state. Developmental activities like Staff development, Curriculum development, Learning resource development, Industry Institute Interaction were started in various polytechnics under various subcomponents of this WBAP. Primarily Government Polytechnics situated at six Regional Headquarters were considered to initiate all these activities. These centres being Autonomous institutes were expected to develop these activities for their own needs further percolate concepts benefits related to these activities in the region. In order to implement sustained S. D. activity for faculty supporting staff Government, Government Aided Unaided polytechnics of state S. D. cells had been established under WBAP at the six lead centres i. e. Government Polytechnic, Mumbai, Pune, Nashik, Aurangabad, Amaravati Nagpur. Ref. :- Staff development activity under S. D. Cell at lead centre polytechnics Programme calendar Jan. 99 – June99 ) By DIIC, Mumbai. 3. 1. 2 ROLE OF S. D. C. :- Training programme calendars were sent to principals of all polytechnics by SPIU/DIIC, Mumbai. They had to prepare staff development plan of their institutes by identifying the teachers / ministerial / supporting staff for the progra mmes listed in the calender taking into consideration academic planning of their institute. Such staff development plans prepared were submitted to SDC’s. All SDC’s were to compile the information received from different polytechnics and pass on the same to DIIC for further execution. This was the practice adopted during WBAP. 3. 2 STATUS OF THE PROGRAMMES :- The programmes planned were categorized as follows :- 1. State level programmes – These were the programmes for which staff member from any polytechnic of state was a participant. 2. Regional Programmes – Some programmes were planned for the specific region. 3. 3 TYPES OF PROGRAMMES IN THE PREVIOUS CALENDERS. :- 3. 3. 1 Long Term Programmes – †¢ Induction Phase I, †¢ Induction Phase II, Industrial Training of Teachers †¢ Induction programme for office staff (ministerial staff ), †¢ Industrial training of workshop staff. Short Term Programmes – 1) Management development programmes for Principals HODs, Librarians storekeeper. 2) Content updating programmes for teachers. 3) Skill updating programmes for supporting staff. 3. Sys tem’s diagram for Pre-project status :- System’s diagram for Pre-project status is as shown in figure 5. 3. 5 Present status of Clients:- There is no client focussed HRD. 3. 6 Present status of output :- (Trained manpower) Currently the staff development programmes are not designed as per the needs of the organizations. Also the individual training need is not assessed. In short, there exist no systematic scientific staff development planning. In certain area like Learning Resource Development , Curriculum Development, some manpower is trained but strategy for HRD does not exist as explained in post project status also manpower required for State planning, Institutional planning, LRUC, Instructional design, Student’s learning, III, MIS, Organisational development, Staff development, the manpower is not trained to the satisfactory level. . 7Current status of input:- (Current status of knowledge / skills / attitudes of line and staff functionaries) The teachers should have the knowledge skills of instructional design, LRDC, LRUC . The HODs should have the knowledge skills of Curriculum design, development, implementation evaluation. The principals should have the knowledge skills of instituti onal planning. State level / regional level officials should have knowledge skills of planning management. The line workers required for enabling processes are staff development officers, training placement officers, project officers. They should have knowledge skills of understanding enabling processes, planning implementation of these processes. But existing faculty is lacking in professionalism required to undertake / perform such processes. (i. e. knowledge in ID, CD, IP, CDC etc. ) 3. 8 Current status of process of transformation :- (Strategies activities to convert current level of competence of line and staff functions into those described in post project status) The process of transformation includes a process chain depicted in fig. 5. i) Job analysis for the all the post is not in existence. The roles responsibilities of SDO, TPO, Project officers, Deputy secretary, Assistant secretary, System Analyst are not clearly mentioned. ii) It is observed that modification in recruitment rules are necessary. Recruitment rules for certain post like Deputy Secretary, Assistant Secretary etc. are not prepared yet. Most important is the gap which still focusses todays job function not future design of job function. iii) Induction Socialization – Presently there is no effort for a newly recruited employee to convert him in productive useful member of the organization both in short run long run. Induction phase I phase II program are currently in operation. iv) Job design assignment – It is observed that currently there is no job description done in professional way also the work allotment in the institution are not as per the ability skills of the employee. Presently allocation of the work to the subordinates is done by priority of the work. Staff shortage is one of the main reasons for improper allocation of work. v) Training need assessment – Assessment of individual training needs, organizational needs their matching to accomplish a certain goal is not done systematically scientifically. i) Training – Presently training is imparted on the basis of felt needs not on the basis of needs assessed scientifically systematically. Also needs of the individuals for his / her vertical horizontal mobility have not been considered. Except for few innovative project like LRDC there is no concept of induction inservice training as such. vii) Performance E valuation – Presently there is no professional way of obtaining feedback mechanism for performance evaluation. It is observed that there is vast gap in performance measurement reality. Performance appraisal reports are not fact oriented towards the activities of the individual. The current stress is on the confidential reports which makes performance appraisal difficult. viii) Organisational reward – There is no reward system to motivate employees at institutional level to engaging attempt to enhance quality of his work. Only state level Best Teacher awards are awarded by the State Government, but these are not in sufficient numbers. ix) Promotion – There are no timely promotions. Many of the key posts are vacant. The work of key posts is allotted to another faculty member in the system for longer time. ) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism for utilizing levelled-off employees which reduces the efficiency of the system. xii) Job Rotation – There is no alternative job rotation system by design in existence. 3. 9 Current status of man agement :- At state level there is no full-fledged management structure for HRD. At institute level there are staff development cell at lead centres only. At department level class room level, the roles of HOD roles of Sr. teachers in HRD are not clearly defined. ****************************************************************************************** 4. 0 PROJECT JUSTIFICATION :- Firstly though the design of the world bank assisted project was based on system thinking ( implicitly of course ), the actual implementation was carried out in a fragmented way, treating each sub-component independent of another sub-components without relating their output to the major goals of â€Å" Strengthening Technician Education system † There are gaps found by comparing post project status pre-project status. The gaps are mentioned below – . 1 Gaps in customer identification :- Line and Staff functionaries are not identified except for LRDC, specifically for HRD, because there is no such HRD strategy in existence. 4. 2 Gaps in output specification :- The line workers and staff functionaries must have their desirable inventory of knowledge, skills attitude required to do their functions for quality improvement. 4. 3 Gaps in input :- It is the need of system to have better record of competencies possessed by the functionaries to enable HRD system to design HRD program. 4. 4 Gaps in process :- ) Job Analysis – Job analysis is not done for the posts – SDO,TPO,PO,Dy. Secretary, Assistant Secretary, System Analyst etc ii) Recruitment – Revision / modification of recruitment rules is required by focusing on future design of job function. iii) Induction Socialization – Absence of mechanism of induction socialization for a newly recruited employee. iv) Job design Assignment – There is a staff shortage and hence cannot assign the work as per the ability skills of the employee. v) Training need assessment – No systematic scientific assessment of training needs. i) Training – Training is not divided in three parts –1) Initial, 2) Induction 3)Inservice . There is no need assessment for the individuals for his vertical horizontal mobility . vii) Performance Evaluation – There is no mechanism for feedback from performance evaluation . There are no seprate performance appraisal reports for the different post like Joint Director, Deputy Secretary, Assistant Secretary, SDO, TPO, PO, etc, on the basis of their job functions. viii) Organization reward – To motivate employees at different levels there are no financial rewards in sufficient numbers. x) Promotions – Many of the key posts are vacant. There are no timely promotions. x) Career counseling – There is no career counseling for employees in TES. xi) Planning for levelled-off employees – There is no mechanism to utilizing levelled-off employees. xii) Job rotation – There is no alternative job ro tation system. 4. 5 Gaps in management of HRD :- At state level there is no full-fledged management structure for HRD for qualitative improvement needs to be designed. At institute level there are staff development cell at lead centres only for qualitative improvement needs to be designed. At department level class room level, the roles of HOD roles of Sr. teachers in HRD are not clearly defined. 4. 6 Gaps in resources :- i) Human Resources – There is no trained Human Resource capable of managing change in educational Processes Enabling Processes. ii) Information Resources – There is no stock of generic information specific information required for HRD in the form of MIS. iii) Time Resources – Presently there is no time bound action plan of HRD geared towards vision of TES. iv) Financial Resources – Presently there is no finance available for HRD. 4. Integrated view of Gaps project justification :- The gaps in post project status and pre-project status are found and these are with respect to customer identification, output, input, process, management, resources. There are gaps in each component of the system and hence mission of TES cannot be accomplished successfully to the full extent. For integration purposes there is a need to consi der HRD at systemic level as described in systems diagram in fig. 2. In the last five decades there has been manifold expansion in engineering college and polytechnic education systems. The unprecedented expansion not withstanding , the system design has remained more or less static. Changes in the system if any have been superficial in nature. Meanwhile there have been major changes in the economic and industrial policies of the country where by the protection from international competition here –to –for enjoyed by the indigenous industry is no longer available. Indian industry is today facing fierce but healthy competition from multi-national corporations and has to improve significantly the quality of his products and services, if it is to survive in the highly competitive environment. A high level of upgradation in skills is called for if the Indian industry is to be competitive in the world market. The type of technical manpower required by the industry in the present scenario is quite different from the kind of output presently available from the technical institutions. The knowledge competencies skill profile of future technical manpower will have to be correspondingly enhance by changes in the technical education systems at all levels. The existing technical manpower will also need extensive re-orientation to meet these requirements. (Ref. Draft policy guidelines for training teachers of polytechnics engineering colleges – Ministry of H. R. D. , Department of Secondary Higher Education, May-2000) Also the massive investment of the World Bank Assisted Project during 1992-99 has given momentum to both the quantitative expansion qualitative improvement of the technical education system. It also provided basic infra-structural facilities and hence to su stain the gains of WBAP to accomplish the mission successfully, the gaps in the system must be removed for enhancing the qualitative improvement. Hence , all efforts are to be made to develop systematic and scientific Human Resource Development schemes at various levels. ****************************************************************************************** 5. 0 DEVELOPMENTAL STRATEGY OF HRD :- HRD project will ensure Human Resources required by the TES properly educated trained to enable to transform pre-project status of TES to post project status of TES i. e. making available right type of manpower at professional para professional level. Both educational processes enabling processes to be upgraded to better level of functioning. ***************************************************************************************** 6. 0 PROJECT IMPLEMENTATION STRATEGY :- 1) HRD Project Strategy :- †¢ Educational processes are – a) Students learning, b) Instructional design, c) Learning resource development, d) Learning resource utilization centres, e) Curriculum design development, f) Institutional Planning, g) State P lanning. These processes will be governed by MSBTE. M. S. B. T. E. will be project office. †¢ Enabling processes are – a) HRD, b) III, c) O. D. , d) M. I. S, e) Project Management. These processes will be governed by DIIC. DIIC will be the project office. Project structure is indicated in fig. No. 6 Liaison, R/D, design, Policy, development Implementation evaluation are the activities in the process. 2) Implementation Strategy :- |At State level |State Management Group – DTE (M. S. ) Mumbai will be the Chairman of State Management Group. | | | | | |DIIC will be the overall incharge of enabling projects. III, HRD, IS OD. There will be a project| | |manager (PM) at DIIC project office. HRD Cell will be under the control of PM. | | | | | |MSBTE will be the overall incharge of educational projects. There will be a project manager at | | |MSBTE project office. The Secretary will be the Project Manager. Members from design centers will | | |be assisting the PM for educational projects. | | | | |Identified design centers will assist to develop general models for educational enabling projects| | | apply the same for particular discipline through experimentation then disseminating the tested| | |knowledge to other polytechnics. | |At Regional Level |Regional Management Group will co-ordinate the activities at regional polytechnics. | |Six regional polytechnics will responsible for regional co-ordination of implementation, | | |monitoring, evaluation of tested educational and enabling projects. | |At Institution Level |Project Cell at identified polytechnic other polytechnics will access all developed mod els from | | |design centers integrate those into their existing programs. | 6. 1 General system diagram for project implementation :- System diagram for project implementation is as shown fig. 7. 6. 2 Goal structure :- . 2. 1 MISSION OF THE HRD PROJECT IS :- To provide Trained manpower for Line process, Educational processes and Enabling processes. Personnel required for SP, IP, CP, SL also HRD, III, MIS, OD, PM. 6. 2. 2 GOALS OF THE HRD PROJECT ARE :- Mission is broken down into three major goals. 6. 2. 2. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s Polytechnics (Principals, HOD’s Teachers) 6. 2. 2. 2 To develop right type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. . 2. 2. 3 To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD Project management. 6. 2. 3 Objectives of the HR D project :- These are component objectives aimed to achieving each goal mentioned above. Goal No. 1 To develop right type of Line functionaries from DTE, DIIC, SBTE, RO’S, RBTE’s Polytechnics (Principals, HOD’s Teachers) Objectives for Goal No. 1 01. Job analyzed for line workers, (students, teachers, HOD etc). 02. Recruitment rules/norms revised / modified /prepared. 03. Selection procedures for line workers prescribed. 4. Mechanism developed. for assignment of job based on knowledge skills possessed by the line workers . 05. The training needs of line workers assessed by considering individual needs organizational needs. 06. Need based training provided for line workers 07. Reliable valid evaluation system developed for line workers to get the necessary feedback to accomplish the goal successfully. 08. Standardized the performance appraisal formats for line workers. 09. Devised result oriented reward system for line workers. 0. Provided guide lines for p romotion and lateral movements of the line workers. 11. Developed a mechanism linked to performance a appraisal for joint dialogue counseling career planning of the line worker. Goal No. 2 To develop right type of staff functionaries required for Educational processes like students learning, Instructional design, LRDC, LRUC, CD, Institutional planning. Objectives for Goal No. 2 1. Devised a mechanism for identification of curriculum designers, learning resource developers, instructional designers i. . staff functionaries from TES. 2. Identified the staff functionaries. 3. Assessed the training needs of staff functionaries. 4. Provided initial, induction, inservice training by arranging need based training programme for staff functionaries. 5. Developed a valid reliable evaluation sys5tem to get necessary feedback to accomplish the goal successfully. 6. Devised result oriented reward system for staff functionaries. 7. Developed a mechanism for joint dialogue counseling career plan ning of staff functionaries. Goal No. 3 To develop right type of staff functionaries required for Enabling processes like MIS, HRD, III, OD Project management. Objectives for Goal No. 3 1. Identified the staff required for project management in each area MIS,HRD, III, OD, Project planning. 2. Assessed the training needs of staff required for project management. 3. Provided need based training to the staff required for project management. 4. Developed a valid reliable evaluation system to get the necessary feedback to accomplish the goal successfully. 5. Devised result oriented reward system for executives of the project. 6. Project management structure :- 6. 3. 1 Roles functions of each component of management structure (OD,III,MIS,PM,HRD) :- Roles Functions of Line Functionaries :- 1) Students Learning :- Role is an self directed learner. Functions – Management of the self. Management of others Management of information Management of task. 2) Role of Instructional Designers :- Functions – To organize T/L experiences so that the students not only gets generic skills but also acquired vocations specific competencies. 3) Role of L. R. D. C. :- Role of L. R. D. C. is learning resource development utilisation. Functions are to design appropriate message suitable to the student teachers requirement make it available both in print non print media. 4) C. Design Develop :- The role is curriculum designers developers. Functions – To design curriculum to enable teachers students to co-ordinate their T/L experiences by co-ordinating the teachers in activities in Basic sciences, Engg. Sciences Tech. Subjects for each branch of Engineering. 5) Institutional planning :- The role is planning. Institutional activities, curriculum development in various branches of engg. As well as short term programmes for continuing. education are carried out with optimum use of physical, information, human financial resources. 6) State planning :- The role is planning at the state level to facilitate co-ordinated actions of institutional planning both administration units academic institutions bring team within the state level policy framework. All these are interconnected so that the framework at the state level provides framework for institutional planning which in turn provides framework for curriculum planning etc. Enabling Processes :- ) The III is to link education system at the state, institution, department, teachers student level with the industrial systems so that both work together for providing both economic social development of the country. 2) The O. D. provides supporting conceptual framework within which the administration academic institutions can plan organise systematic transformation of the organisations to be able to adapt themselves to the ever changing environmental conditions. 3) I. S. – Provides conceptual framework to (1) generating, acquisition, torage, retrieval dissemination of information just in time for the front line workers supporting staff can organise their liasoning work , R D, design, develop, implementation evaluation tasks both for plan non plan activities. 4) PM – The role is to provide conception framework for all those who work to design, develop, implementation evaluation the projects aimed at innovations in the education system. 6. 3. 2 Roles functions of project structure of specific HRD project :- Roles functions expected to be performed by different units shown in the project structure are given below. )SMG (State Management Group) The chairman is DTE (M. S. ) Mumbai. Functions – 1) To co-ordinate the work of project cells in DIIC MSBTE for the purpose of integrating their project management so that the educational projects are properly complemented by enab ling projects. 2) Make recommendations for policy making by DIIC MSBTE to assist their respective project cells to carry out their work. 2) DIIC Role – Major roles of DIIC is to frame a policy for implementation of the project to administer allocate resources in the recommendation of state management group.. Functions – ) To identify policies for project structure required for planning / implementing HRD project. ii) To issue state level policy guidelines for RD, design, development, implement evaluation of state level project. iii) To issue policy guidelines to resources allocation iv) To send policy guidelines to concerned officers . v) To appoint officers by name in various cells vi) To obtain the regular feedback from SMG for HRD to review the progress solve the problems of the project cells. vii) To take administrative remedial actions on receiving feedback. 3) MSBTE The major role is to co-ordinate the activities of educational projects, OD collaborate with PM of MSBTE. Function : I) To communicate the policies regarding educational projects for the institutes. II) To identify the staff functionaries at design centers. III) To assist in developing the general models for HRD for different levels of hierarchy ( staff functionaries) for educational projects. IV) To obtain regular feedback from SMG for HRD project(Educational Projects) to review the progress solve the problems of the design centers. 4) PM at DIIC Co-ordination cells of HRD project will work under the project manager at DIIC. The Joint Director will be the project manager. PM will be responsible for designing, implementing evaluating the projects. 5) HRD Co-ordination Cell CHAIRMAN – 1) HRD Co-ordinator – Deputy Director in DIIC SECRETARY – 2) Project Assistant – Assistant Director in DIIC 3) Member – Programmer 4) Member – Educational Consultant The selected members from design centers will constitute task groups at DIIC. These task group will work with HRD Co-ordination cell to develop general models for all enabling projects for different levels of hierarchy. The supra – system will consist of – 1) DIIC MSBTE i. e. Top Management. 2) Project cells of other enabling projects MSBTE project cells. Major role of HRD co-ordination cell is to co-ordinate the activities of HRD project in reference with enabling educational projects Liaison, RD, Design, Policy Development, Implementation Evaluation of project at state level. Functions – 1) To preside meetings of the cell. 2) To manage all the following activities of HRD with the assistance of Task Group – a) Designing the general models / mechanisms for HRD for different levels of hierarchy. b) Pilot testing of the instruments developed through Task Groups. c) Validation of the instruments. ) Application of the instruments at Design Centres e) Sending the input formats to the Information service co-ordination cell. f) Sending the output formats to the Information service co-ordination cell. g) Receive the output from Information service cell for different purpose. h) Disseminate the output to the concerned (higher ups, Task Groups, des ign centres. ) i) To assess the training needs of line-functionaries / staff functionaries. j) To prepare action plans for HRD. k) To prepare staff development plans. l) To implement the plans through Task Groups. m) To ensure the output from training programs. ) To ensure supply of resources. o) To take remedial actions whenever necessary. p) To collect communicate the feedback to state management group. q) To generate ideas for effective / cost effective HRD r) To keep / maintain the update record of all relevant activities. s) To guide the cells / design centres with the help of educational consultants. t) To keep the continuous liaison with educational other enabling projects co-ordination. u) To identify the training needs of line functionaries / staff functionaries pertaining to the education for implementation / evaluation of the HRD project. ) Design Centres The members selected from design centres to work as task groups in co-ordination with HRD cell at DIIC will also be working directly with PM at MSBTE. The design centres will apply the models developed by PM for particular discipline through experimentation and will then disseminate the tested knowledge to other polytechnics through six regional polytechnics. 7) Regional management Group Joint Director of the region will be the chairman of this group will the responsible for observing the effective implementation monitoring and evaluation of tested educational and enabling projects. ) Six Regional Polytechnics These will be responsible for regional co-ordination of implementation , monitoring, evaluation of tested educational enabling projects received from design centres. 9) Project Cell at Institution Level (identified polytechnic/other poly. ) Project cell will access all developed and tested models from designing centres through regional polytechnics and will integrate those into their existing programmes. 7. BUDGET 1. Budget Heads The budget is normally prepared under two heads i. e. non-r ecurring and recurring expenses for any kind of project. . Non recurring expenses Non recurring expenses are usually considered as one time expenses at the initial stage of the project. These are incurred mostly pertaining to the infrastructural development required for the project including expenses for building, equipment, furniture, vehicle, books, consultancy, fellowship etc. 7. 3 Recurring expenses Recurring expenses are the regular expenses frequently required for the project period. The recurring expenses includes salary of project staff, consumables, O. M. charges etc. 4. How to cite Hrd Report, Papers

Global Citizenship free essay sample

As far as we know, many people throughout the world face different issues such as global warmth, pollution of environment, gap between wealth and poverty, discrimination, suffering of HIV/AIDS and so on. Therefore, more and more people are attracted to join in one community and solve global problems together. Nowadays, many people can be considered as citizens of our planet, or as Global Citizens. The main goal of Global Citizens is to create such conditions and solutions to problems in order to make the world around them a better place. All of them tend to have some specific qualities. I know enough people, who possess them and inspire me more to be a Global Citizen. Initially, I consider myself as a part of Global Community and as a Global Citizen because I try to help people that need it. For me, being a Global Citizen means not only enjoying our rights, but also bearing responsibilities and taking care for surrounding people and environment beyond one’s nation or territory, in order to create a virtuous society in the world. We will write a custom essay sample on Global Citizenship or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Open-mindedness and willingness to commit good deals are the main qualities, which Global Citizen should have. Every person has different types of personality, some of them can make good teachers, some good creators, other good workers, and so on. Although they have different qualities and abilities, they are part of one community and take some responsibilities for surrounding people for making the world little bit better. Therefore, they can be considered as Global Citizens. They are joined by qualities such as kindness, love to every single person on the world, motivation to hard work, and responsibility for humankind. In addition, Global Citizens should have perseverance because the mission of being responsible for human beings faces many obstacles. Accordingly, Global Citizens should wish to improve lives of others and possess kindness, responsibility, and persistence. Global Citizens are not isolated from the world and think not only about themselves. People start to be such Citizens when they start to commit good deal toward strangers, who need help. No matter if they act alone or in teams, they are still Global Citizens. I have met many people that act as Global citizens. For instance, I know people, who deal with children that have oncologic diseases, or people, who take some activities to decrease the level of HIV/AIDS sufferers, or people that engaged in charity, or other that engaged in special communities, which deal with different issues in society. I, firstly, admire with my grandmother, who have small business, but always take time and money to engage in charity for orphanage. In spite of facts that she is retired and care about her children and grandchildren, she still work hard, has patience, and has desire to help other people, to make their lives better. This example proves that anyone can take even little action toward better humanity’s life and unintentionally become a Global Citizen. I believe, I will follow my grandmother’s example because from my childhood I am kind, responsible and strive to help people. I always wished, nobody should be upset. Therefore, when I saw sad person, I approached to him/her, tried to understand situation and attempted to help. Later on, I become part of different communities such as School Parliament, International Organization â€Å"Dance4Life†, Students’ Community â€Å"Enactus†, and some others. Most of my time I spent in School Parliament, so I will tell more about its activities. This little school organization took responsibilities for almost all events in school and some activities outside it. We regularly took part in charity for orphanage, support disabled people of our school, entertained people that had oncologic diseases, and conducted some events. We helped one family to collect some amount of money to child’s operation by selling some ribbons and conducting few times charity events. It was one of the biggest deals that we did in school time ourselves. After pupil’s operation, his parents thanked us and appreciated our activities. Thus, as studying in high school we started to participate in solving some problems outside of our lives, to help others, to improve surrounding people’s lives and performed as Global Citizens. Thereby, everybody can become a Global Citizen despite age, gender, and region. To be a Global Citizen means to take actions and fulfil some duties in order to improve someone’s life. Global Citizenship should not be focused on scale of an action because helping people starts from little steps, from helping even one unknown person. Therefore, most of people, who are helping others that need a support, can be considered as Global Citizens. The majority of these human beings understand that they somehow may effect on people, who live on the other side of the Earth. Thus, they think broadly and care about surrounding people and nature.

Market Research and Project Management

Question: Discuss about the Market Research and Project Management. Answer: Introduction: Customer satisfaction is an essential element for organizations to achieve competitive advantage in the market (Steven, Dong and Dresner 2012). Specifically, aviation industry has experienced continues changes for past few decades, as more number of people are looking to avail airline services. For that reason, maintaining the satisfaction level of the customers with provided quality of services has emerged as one of the major challenges for the airline organizations. Moreover, introduction of private global companies in the Malaysian market has enhanced the significance of maintaining proper onboard experiences in order to achieve sustainable expansion in the market. In this study, the focus would be on the provided quality of onboard services by Malaysian Airlines for keeping the satisfaction level of the customers at the desired level. Malaysian Airlines was established on October 1972 with the objective of providing domestic and international airline services to the customers (malaysiaairlines.com 2017). Presently, Malaysian Airlines is facing challenges to compete with the other prime organizations regarding the provided quality of services. In this study, the focus would be on the kind of impact that proper onboard experiences can have on the satisfaction level of the customers. The study would also focuses on providing suggestions to Malaysian Airlines regarding the kind of onboard services they will have to provide in maintaining the satisfaction level of the customers at the desired level. Research aim: The study aims to analyze the impact of onboard experiences provided by Malaysian Airlines on the customer satisfaction. Research objectives: The study would consider following objectives, To highlight the significance of maintaining superior quality onboard services for achieving sustainable expansion in the market To identify the factors that affects quality of the onboard services provided by the Malaysian Airlines To critically evaluate the impact of provided quality of onboard services by Malaysian Airlines on customer satisfaction To provide effective recommendations regarding the best possible way to enhance the quality onboard services for Malaysian Airlines Literature review: The significance of maintaining customer satisfaction: As opined by Baker (2013) customer satisfaction is a great indicator for moving the business forward. Thus, it actually helps organizations to assess the kind of demand it would have to face in near future. For that reason, organizations have always focused on developing effective strategies so that the satisfaction level of the customers remains at the optimum level. Specifically, in the present extremely competitive industry like aviation sector, organizations will have to be extremely careful in maintaining the customer satisfaction level. As per the article by Namukasa (2013) customer satisfaction can be use as a indicator to understand the loyalty and purchasing decision of the people. It has been assessed that satisfied customers are more likely to come back to that particular organization in future. Therefore, it would help organizations to retail its customers for long period of time. Moreover, satisfied customers also help organizations to use the word of mouth publicity in an effective manner. As a result, it helps organizations to establish strong brand image on the market (Wu and Cheng 2013). Furthermore, satisfied customers also help organizations to differentiate itself from all other business entities in the market, which eventually create positive impact on the overall business perspective. Importance of maintaining superior quality in onboard services: As highlighted by Suki (2014) with the increasing level of competition in the airline sector, every aviation companies have focused on providing superior quality of onboard services to maintain the satisfaction level of the customers at the optimum level. For that reason, airline organizations have focused on segregating the customers in different class including first class, business class and economy class. Different organizations have focused on providing different luxurious facilities to its entire customers so that they remain loyal to the organization. For instance, first class services include luxurious cabin with excellent personalized services to fulfil all the requirements of the customers. On the other hand, business class customers are provided with spaciousness, comfort and advance technologies so that they do not feel bore at the time of travelling (Osman and Sentosa 2013). Moreover, economy class customers are also provided with excellent services to maintain the satis faction at the desired level. Moreover, airline organizations have focused on providing onboard connectivity services to the customers so that they remain updated about the flight details. In fact, airline organizations are currently trying to provide onboard Wi-Fi services to the customers for achieving competitive lead in the market. Impact of quality onboard service on maintaining customer satisfaction rate: As suggested by Hussain, Al Nasser and Hussain (2015) it is necessary for the organizations to focus maintaining the quality of onboard services for achieving optimum satisfaction level of the customers. In fact, organizations need to evaluate the effectiveness of the implemented strategies for maintaining the satisfaction level of the customers in an effective way. For that reason, airline companies focuses six service metrics or standards including overall service, personnel service, information given, n-board comfort, on-board cleanliness and on-board food services, which can directly impact on the satisfaction level of customers. For instance, on-board food services and cleanliness can have direct impact on the satisfaction rate, which eventually create adverse impact on the businesses. For that reason, majority of the airline companies focuses on utilizing Customer Satisfaction Index (CSI) for understanding the satisfaction level of customers continuously (Liat, Mansori and Huei 2014). Literature review: From the above discussion, it is obvious that maintenance of standards in the provided quality of on-board services is essential for maintaining the satisfaction level of the customers at the desired level. However, due to continues changes in the customer preferences, airline sector has to change the provided onboard services for maintaining the satisfaction of the customers at the desired level. Moreover, increasing demand of airline industry has also increases the level of challenges associated with the business process. Therefore, the study will focus on understanding the exact amount of impact that provided onboard services can have on the customer satisfaction level. Methodology: Research philosophy: Research philosophy represents a significant part of research methodology that tries to cover all possible aspect of the topic. Effective use of research philosophy allows study to create different assumptions and beliefs regarding the consumer satisfaction perspective. Positivism, realism and interpretivism are the three parts of research philosophy that studies use for fulfilling objectives (Mackey and Gass 2015). Now, in order to understand the impact of onboard services on customer satisfaction, the focus would be on positivism philosophy. The study would consider positivism, as it would allow predict and explain different factors associated with the topic. Moreover, it would allow the study to establish hypothesis regarding onboard services and customer satisfaction concept. Positivism philosophy would also allow the study to include logic regarding different concept, which eventually add value to the study. On the other hand, due to limitation of time, the study would not consi der other philosophies. Research approach: According to Silverman (2016), research approach is another crucial factor that can have major impact on the successful completion of the study. Inductive, abductive and deductive are the three parts of the research approach that studies try to use for successful completion of the topic. For highlighting the significance of onboard services on the satisfaction level of the customers, the study would consider deductive approach. It has been assessed that deductive approach would allow the study test the formulated hypothesis in an effective way. Moreover, it would also allow the study to include different previous theoretical concept about the onboard services and customer satisfaction within the airline industry. Therefore, it would also help to add value to the research study. In addition, deductive approach would also help the study to minimize the risk level as much as possible. Conversely, the study would not consider other approach, as it does not require introduction of any new theories or concepts. Research design: Research design represents a general plan that a particular study will consider for fulfilling all the research objectives in an appropriate manner. Conclusive and exploratory are the types of research design that studies consider for completing all the requirements within given timeframe (Flick 2015). In order to analyze the significance of the onboard services on customer satisfaction concept, the study would select exploratory research design. The study would consider exploratory design, as it would help to analyze different research questions in an effective way. Moreover, selection of exploratory design would allow the study to become flexible. Therefore, it would help to make necessary changes in the research process. Exploratory design would also help the study to understand the future challenges associated with research topic. Therefore, it would help to provide proper and effective recommendation about the research topic. Data collection and analysis method: Data collection represents a significant part of the methodology, as entire outcome of the study heavily depends on the collected information. Now, studies can consider primary or secondary data collection process for capturing appropriate information (Panneerselvam 2014). In order to understand the impact of onboard services on customer satisfaction level, the study would consider primary data collection technique. The study would consider primary technique, as it would help to portray the present picture of the market effectively. Moreover, it would also help the study to highlight all possible factors that can have impact on the research topic. For understanding the impact of onboard services on customer satisfaction, the study would consider both qualitative and quantitative approach. Selection of both the approach would help the study to identify the trend and also differences in perspective in an effective way. The study would utilize sampling technique for the fulfilment of the research objectives. According to Neuman and Robson (2012), probability and non-probability represents two part of sampling technique that studies consider for completing all the requirements within the given timeframe. However, non-probability sampling technique would be considered for this study to collect proper information about the research topic. The study would consider 100 regular customers of Malaysian Airlines for the collection of quantitative data. On the other hand, the study would select 5 senior managers of Malaysian Airlines for capturing qualitative data about the research topic. The study would select online survey technique for imprisoning quantitative data. On the other hand, telephonic interview will be conducted for the collection of qualitative information. The study would consciously try to include different statistical tools like mean, median and mode for ensuring the collected information can provide desired outcome. Formal plan: Research process: According to Miller et al. (2012), planning or proper selection of research process is vital for completing all the activities with the given timeframe. For that reason, the study would select systematic approach to ensure successful accomplishment of all the objectives. Firstly, the study would evaluate among the different topics related to aviation industry for selecting an interesting topic. Therefore, it would allow the research to select topic with different alternatives. Secondly, the study would focus on the formulation of clear aim and objectives for ensuring proper future path. Thirdly, the study would focus on developing literature review section based on onboard services on customer satisfaction. In this step, the study would select and analyze different previous models and theories related to onboard services and customer satisfaction concept. Here, focus will be on including different perspective of different articles so that it can add value to the research study. Fourt hly, the research process will focus on developing effective research methodology for ensuring it can accomplish all the requirements in an appropriate manner. This step would also include selection of data collection technique so that the collected data can fulfil the research objectives. It would also focus on identifying best possible data analysis technique for achieving desired outcome effectively. Timeline: Activities WK 1-2 WK 3-4 WK 5-6 WK 7-8 WK 9-10 WK 11-12 WK 13-14 Selection of research topic Identification of previous journals and articles Formulating layout Literature review Configuration of the research plan Methodology selection Selection of primary data collection process Identification of statistical tools for data analysis Expected outcomes Development of Rough Draft Final Submission Table 1: Gantt chart (Source: Created by the author) References: Baker, D.M.A., 2013. Service quality and customer satisfaction in the airline industry: a comparison between legacy airlines and low-cost airlines.American Journal of Tourism Research,2(1), pp.67-77. Flick, U., 2015.Introducing research methodology: A beginner's guide to doing a research project. Sage. Hussain, R., Al Nasser, A. and Hussain, Y.K., 2015. Service quality and customer satisfaction of a UAE-based airline: An empirical investigation.Journal of Air Transport Management,42, pp.167-175. Liat, C.B., Mansori, S. and Huei, C.T., 2014. The associations between service quality, corporate image, customer satisfaction, and loyalty: Evidence from the Malaysian hotel industry.Journal of hospitality marketing management,23(3), pp.314-326. Mackey, A. and Gass, S.M., 2015.Second language research: Methodology and design. Routledge. malaysiaairlines.com, 2017.Home | Malaysia Airlines. [online] Malaysiaairlines.com. Available at: https://www.malaysiaairlines.com [Accessed 4 Feb. 2017]. Miller, T., Birch, M., Mauthner, M. and Jessop, J. eds., 2012.Ethics in qualitative research. Sage. Namukasa, J., 2013. The influence of airline service quality on passenger satisfaction and loyalty: The case of Uganda airline industry.The TQM Journal,25(5), pp.520-532. Neuman, W.L. and Robson, K., 2012. Basics of social research: Qualitative and quantitative approaches. Osman, Z. and Sentosa, I., 2013. Mediating effect of customer satisfaction on service quality and customer loyalty relationship in Malaysian rural tourism. Panneerselvam, R., 2014.Research methodology. PHI Learning Pvt. Ltd.. Silverman, D. ed., 2016.Qualitative research. Sage. Solomon, M.R., 2014.Consumer behavior: Buying, having, and being(Vol. 10). Engelwood Cliffs, NJ: Prentice Hall. Steven, A.B., Dong, Y. and Dresner, M., 2012. Linkages between customer service, customer satisfaction and performance in the airline industry: Investigation of non-linearities and moderating effects.Transportation Research Part E: Logistics and Transportation Review,48(4), pp.743-754. Suki, N.M., 2014. Passenger satisfaction with airline service quality in Malaysia: A structural equation modeling approach.Research in transportation business management,10, pp.26-32. Wu, H.C. and Cheng, C.C., 2013. A hierarchical model of service quality in the airline industry.Journal of Hospitality and Tourism Management,20, pp.13-22.