The Importance Of Transferable Skills Marketing Essay

The Importance Of Transferable Skills Marketing Essay The transferability of one persons skills can reveal the competencies of this person in performing an especial job which can be utilised in the performance of another job. In nowadays working environment, its a critical task to develop personal transferable skills in order to broaden the career options (McCourt and Eldridge 2003). For example, different people have distinct natural abilities to develop the skills like multiple tasks throughout their lives and thus they are applicable to a variety of working situations. The transferable skills are different from the job-related skills which are only utilised in one particular of work. Most of the employers think that the transferable skills are more important because they would like to expect their staffs to use the skills in more than one job even if the work is irrelevant to their previous educational or working experience (Moorhead 2005). This literature review will focus on the importance, implementations, and outcomes of transferable skills which is analysed in Human Resource aspects. The specific transferable skills differ in different preferences of people. For example, if people like to work with information and data, their specific transferable skills may include budgeting, measuring, analysis, research, or surveying. If people who enjoy working with ideas, their specific transferable skills may include developing, restructuring, painting, planning, or problem solving (Block and Betrus 2003). Definition The transferability of skills is defined as the specific capacities which allow the people to achieve in a spacious range of different jobs and tasks (Assiter 1995). It will become an advantage of competitiveness for the people because the transferable skills essence of marketable and tangible can provide the quality value for many organisations (Brown and Lent 2005). Transferable skills can be measured, such as the language or information skills, as well as self-motivation and initiative attribute which are able to be used in the workplace (Foster 1998). This kind of skills tends to be learned by trying to anticipate potential environments of application so that they can be transferred easily. The process is mostly set up the bridges between knowledge levels and capabilities whereby increases transferability (Hakkarainen et al. 2004). An inventory of transferable skills categorises into forty basic skills, such as the basic skill of communication can be separated into the specific skills of questioning, interviewing, listening, and writing. Most of these skills are developed naturally from all aspects of peoples life, and then they can transfer them to their jobs (Lock 2005). According to those definitions of transferable skills, they are all indicating that it can be implemented as any roles in different industries because the skills come from the life upon the basic skills. This can help the people to identify the different personal skills that they have utilised in their living and working environment. However, the critical issue is that people have to comprehend the transition between the basic skills and transferable skills so that they can improve their personal development through the transferability of various jobs. Reason for Transferability of Skills The importance of transferable skills Being a high extent of competitive society, its a crucial task for people to enhance their own forces and thus they are enabled to handle the challenges in different working situations. Hence, the transferable skills can be one of the most effective competencies to those who are new graduates or returning to the working places (NJIT 2010). Its a critical factor that people have to identify their transferable skills from the experiences of the jobs since the title of job never disclosed all the details of the actual work and the formal job description is often different from the facts. This is the reason that its important to anatomise each previous and current job to observe varied skills used on the jobs. After identify the personal transferable skills, it can help to discover the most suitable position in peoples career depends on demonstrating at the work place. It can be also apply to the interviews to show the skills and talents to the employers. Besides that, the transferable skills can be developed from the basic skills of the daily life, such as the language, writing, communication, organising, and self management skills. These basic skills can not be neglected because they will become the accelerant for transferable skills due to the steady foundation (Aswathappa 2005). Once the employees have improved their basic skills in their daily lives and moved on to the development of transferable skill, it would bring them higher social and economic returns. Demands of organisation Transferable skills are valuable to most of the employers and organisations. They would like to offer the staffs with flexibility in their career planning so that they can obtain the transferable skills from a variety of activities (Gardner et al. 2009). For instance, after involved in a large trade event, the employees might gain or enhanced the abilities of teamwork, leadership, and effective communication. In addition, many employers are using on-the-job tests to evaluate the degree of multi-task skills so that they can be trained properly to develop the transferable abilities (Mathis and Jackson 2008). The transferable skills of the employees can help to meet the organisational requirements, utilise the services properly, and increase the efficiency (Randhawa 2007). It also tends to a wide range of capacity at same level when the company is recruiting new staffs (Marchington and Wilkinson 2005). It can be discovered from the job requirements of the organisations which prefer their staffs to gain the transferable skills in order to increase its productivity and working effectiveness. Implementations The needs of transferable skills The transferable skills have become an important aspect for the organisations to measure and evaluate their staffs. The employers will discover the potential of the employees to perform in other roles at same level. The performance can help the company to decide that the developmental needs of the employees and the next paces within the company (Bohlander and Snell 2008). The skills are totally based on the work performance rather than entirely on accessibility and knowledge due to the flexible qualifications (Brown and Lent 2005). For example, the needs of the skills will include assertiveness, negotiating, persuading and influencing, indentifying key issues, data analysis, organising work individually, etc. This can occur to the employees that they are able to listen effectively to the details of a project meanwhile expressing the idea immediately in the meetings.

Employee rewards Essay

Employee reward is about how people are rewarded in accordance with their value to an organization (Armstrong, 2001). It is concerned with both financial and non financial rewards and embraces the philosophies, strategies, policies, plans and processes used by organization to development maintain reward systems. An employee reward system consist of an organizations integrated policies, processes, practice, structures and procedures which will provide and maintain appropriate type and levels of pays benefits and other forms of rewards. The main components of a reward system include processes for measuring the value of jobs, the contribution of individuals’ in those jobs and the range and level of employee benefit to be provided, these processes consist of job evaluation, market rate analyses and performance management (Armstrong,2004). Practice for motivating people by use of financial and non-financial rewards, the financial reward rewards consist of base and variable pay and employee benefits and allowances and non-financial rewards are provided through effective leadership, the work itself and the opportunities given to employees to develop their skills and careers. Structures for relating pay and benefit levels to the value of positions in the organization and for providing scope for rewarding people according to their performance, competence, skill and experience (Gephart&Caroll, 1998). Employee rewards are an effective way to drive performance and reinforce the behavior that helps a company meets its objectives. Pay bands are profiled in terms of the level of required competence, which describe the typical or minimum requirements of the roles allocated to each band. Individual roles are then slotted into the appropriate band by the company their profile with the band profiles. The purpose of pay structure is to organize and demonstrate organizations compensation philosophy and to reflect and support the advancement of the company culture. An effective pay structure allows employees to attract and retain the people who can help achieve our business goals (Jones, 1991). Broad banded pay structure is one in which the range of pay is significantly higher than convectional graded structures. The progression is appropriate because they provide for more flexibility in making and administrating pay decision. Broad banded structure recognizes that in flat organizations career are more likely to develop within more broadly homogenous areas of responsibilities rather than progressing up a number of steps in a clearly defined hierarchy. This structure has few broad bands which reduces the problem of grade drift. More authority is developed to managers to manager rewards in their departments which they can view them as their kingdom. The broad banded pay structure posses a problem of controlling pay decision so that a fair degree of equity and consistency is achieved. Broad banded pay structure requires that the line managers are literate on the issues of pay otherwise the process will be badly managed and complains will arise in the organizational of discrimination in pay. Broad banded pay structure can only succeed in sophisticated organizations with a tradition of good pay practices if this is not adhered to misunderstanding may occur due to irregularities in pay of employees doing the same job. Broad banded pay structure enable line mangers the freedom to manage the pay of their staff within their budget but this can become disadvantageous especially if the managers create their own kingdoms in these departments. Also too much scope for pay progression. The control mechanism in broad banded pay structure can be provided but can be difficult to mange and costly as job evaluation of no longer drive grading decisions (White&Drunken, 2000). Broad banded may pay structure create unrealistic expectation or scope for pay rise as it seems to restrict the scope for promotions making if difficult to understand equal pay progress. All these issues can cause potential problems in an organization that operates a traditional narrow banded structure. Narrow banded structure has ten or more graded and progression is expected to occur in small but relatively frequent steps. Progression is usually linked to performance. It is more appropriate in an organization when the organization is large and bureaucratic with well defined and extended hierarchies. In narrow banded structure pay progression is expected to occur in small but relatively frequent steps (Thrope&Homan, 2000). The culture in the organization having narrow banded structure is one in which mass significance is attached to status as indicated by grindings. This pay structure is appropriate when same little scope of pay is wanted as it facilitates control and clearly indicating relativities. In a narrow banded structure the hierarchy is tall as all the jobs are allocated into a salary grade within the structure on the basis of an assessment of their internal and external value hence it will be difficult for a broad banded pay structure when being introduced in the organization as it is mostly appropriate for flat organization not all hierarchy organization. Each salary grade consists of a salary range in narrow banded structure which can be 10 or more grades while in a broad banded pay structure. It is more flexible and can consist of five to six broad bans. In a narrow banded structure the rate of salary progressive is determined by performance as well as length of service while the broad banded pay structure progression is linked to contribution and competency of the employee. In narrow banded pay structure the number of salary ranges required depends on the lower and upper salary level of the jobs in the structure of an organization, the differentiate between the ranges, and the number of distinct levels of responsibility in the hierarchy which need to be catered for by separate grades. This will create many pay grade which if a broad banded pay structure is introduced in the organization implementation will be difficult as it will be possible to design and differentiate them more accurately as an aid to better precision when grading jobs.

The 1944 Education Act and Its Ramifications to Date

The 1944 Education Act and its ramifications to date The purpose of this essay is to identify the features of the 1944 Education Act and its ramifications. The state of education prior to the 1944 Act will be mentioned and how it mirrored society as a whole. A critical appraisal of justifications for selection and comprehensivisation, as a successor to the tripartite system, will be addressed. This paper will also provide an explanation of the selection process and the arguments and problems that relate to it.I will be analysing the sociological ideas and will be discussing post war trends and events in Britain and education in particular and evaluating how issues of ability, IQ, class, gender and or/ethnicity have affected change. At an appropriate point, mention will also be made of the Nature/Nurture debate and how these factors affect academic achievement. Historically education was only available to affluent males. Grammar schools run by the church taught Latin, Greek and R. E. The fees to attend such schools were extremely high, therefore education and social class were very much linked together.Education for women was only made available to extremely wealthy women of the upper class and only consisted of embroidery, music, singing, painting etc. Women were seen to be pure and virginal and their placement within society was in the home. The lower class members of society really struggled and were not offered many educational opportunities. Eventually education for women was offered but it was very limited. During the eighteenth century there were many developments to education, one being the introduction of charity schools (elementary schools), which were aimed at providing a very basic education for the poor.They were taught the basic 3 R’s which were reading, writing and arithmetic. This empowered them with sufficient literacy to function in society but not enough to challenge or change a society, therefore status quo is maintained. The schools w ere created for the 7 – 12 age groups, so with only 5 years of learning and limited resources, the children were not very rounded. This generation of ill-educated children were only educated to fit a certain role such as factory and shop workers. The 1870 Forster Act & the 1902 Balfour Act were beneficial to the working class in that they created expansion/extension of education.Although they created expansion, it still led to greater numbers of children having a ‘limited education. ’ The 1944 Education Act (‘The Butler Act’) was introduced and aimed to remove the inequalities that remained in the system. Education was now mandatory, the school leaving age was raised from 12 to 15 years old and free secondary education was provided for all pupils. The tripartite system was created consisting of three different types of schools; grammar, technical and secondary modern.Children would be allocated a place in one of these schools dependant on the results of a new examination taken at the age of eleven, known as the ‘11 plus. ’ This was intended to give children of all backgrounds equal opportunities to gain a better education, rather than one based on the ability of their parents to pay expensive fees for private education. It did provide the working class with the opportunity to gain entry to grammar schools but the assessment only focused on three subjects: English, Maths & Logic. If one of those subjects was not your strong point, then your whole life chances were determined of that one exam.Also the 11 plus only focused on a child’s performance on that particular exam day, so if you were ill or were suffering from family or domestic problems that had a bearing on how you were thinking or feeling, it was not taken into consideration. In that respect I feel the 11 plus selective system was unfair. An individual’s opportunity to get the best possible education was all down to that one particular day. Acc ording to Rick Roger’s book ‘Education & Social Class: â€Å"In reality, the notion of ‘equal but different’ failed and parity of esteem between the three different schools was never created.Few technical schools were established and the secondary modern became the cinderellas of the education service despite providing for the majority of the school population. †(Roger 1986: 3) This extract shows that new system didn’t manage to reduce the social division it merely replaced it with a newer form of social division. The nature/nurture debate is neither unique nor particular to the 1944 Act, but it is something to be addressed. Nature, suggesting your intelligence is inherited from your parents and nurture, the belief that learning is affected by the home and the school environment.Relating the debate to the 1944 Act, brings to our attention the difference in education between social classes. The upper and middle class children would have definit ely had advantage over the working class children, in terms of cognitive development, as their parents would have been well educated and able to pass on far greater knowledge. They also would have had better living conditions and quieter homes to concentrate on homework. The working class tended to have many children, shared bedrooms would have been common, which was not the ideal learning environment.The philanthropic aspects of the act were very much linked to the Second World War. The generally poor fitness standards of the working class recruits highlighted to the government that changes needed to be made. Free milk in schools, regular free dental and health checks were therefore introduced. After the Second World War, Butler was faced with societal problems such as rebuilding bomb damaged cities on an epic scale and re-fashioning an educational system. Six years of fighting in the Second World War led to a common bond between people in all walks of life who shared the same valu es and goals to rebuild their country.Butler realised that there was a need for builders, carpenters and engineers to facilitate this. These skills were taught in the secondary modern schools, which 75% of students attended. When the 11 plus exam was introduced it created an element of elitism. Some pupil’s self-esteem would have been lowered due to achieving low grades, making them feel inferior intellectually and socially. Some pupils progress educationally at different rates and ages, this system did not take this into consideration. It was such criticisms that would eventually give rise to the comprehensive school.The comprehensive system was introduced by the labour party in 1965 to replace the tripartite system and is still used today. Rather than having three different schools; grammar, technical and secondary modern it combined all three. From a governmental prospective this proved much more economical. The system offers a wide range of subjects across the academic sp ectrum and the selection process is removed. It gives a greater number of children a better chance of social mobility, teaching children how to get along with one another regardless of class differences.Classes are streamed which means children can move between sets depending on academic ability and individual progress. The advantages are that children work alongside others of the same ability and that certain lessons can be taught in more depth. However streaming and setting does reinforce social division within a school, with an elitist grammar stream. Another disadvantage is that classes are large therefore students don’t always get the individual attention needed. In 1972 the minimum school leaving age was raised to 16. Students could sit GCE or CSE examinations depending on their abilities.In 1988 these examinations were fused together to form the GCSE (General Certificate of secondary education). Over the last 70 years there have been significant changes made to the edu cation system. Girls are now educated on par with boys. The 1948 welfare act, which introduced the NHS and benefits, instigated mass immigration which meant that British schools had to cater for ethnic minorities and different religious beliefs. The integration of different cultures meant that children began to have a better understanding of other countries ways of life but this did also lead to racial discrimination.The 1944 Education Act has narrowed the gap between the social classes. It was unheard of for working class people to attend university but today it is quite common place. However the increase in fees due next year is likely to reverse this trend. It is still the children from the higher social classes that have the advantage of being able to attend public and independent private schools. It is these selective and expensive establishments that give students a greater opportunity to attend the top universities. Bibliography Rogers, R (1986) Education and Social Class. Gr eat Britain: Taylor & Francis Ltd

Staples Case Critique - 1484 Words

Staples Case Analysis Critique 1. What is Staple’s competitive advantage in the online marketplace? The critique team agrees that Staples.com’s competitive advantage in the online marketplace is Staples’ brand name. The analysis team correctly points out that 75% of the market is being served by generic retailers, so that Staples.com can use Staples’ brand name to better reach into that portion of the market. Staples has an established customer network under its brand name from which Staples.com can gain wallet share. Staples.com also has Staples’ customer demand information and consumer feedback databases. The critique team would add that the â€Å"click and mortar† can use Staples’ established distribution and customer service systems†¦show more content†¦The critique team would add that there is likely to be cannibalization of the catalogue business because the models are so closely-related. Staples should commission a study to find estimated rates of cannibalization so that an orderly response can be implemented. The analysis team is also correct that Staples.com should focus on market share over wallet share. The market is very large and growing fast. The critique team would add that by capturing online market share ahead of competitors, Staples.com can reduce the cost of overcoming competitor customer loyalty in the online market. The switching cost will still be absent for many customers that are new to the internet office supplies market. The critique team would add that Staples’ catalogue business increased wallet share by a factor of three. This is the very business that will likely be cannibalized in the ordinary course of business by opening the online store. Staples should not spend too much money on trying to increase wallet share when it will likely be transitioning between business units. 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