The Concept Of Inclusive Education Education Essay

The Concept Of Inclusive Education Education Essay The commitment of IE was made by the governmental and institutional agreement of Salamanca in 1994. After a few years, EFA and the Millennium Development Goal of universal primary education were also adopted as the global education agenda to be achieved by 2015. After fifteen years getting the agreement of Salamanca, the UNCRPD recognizes a right to education for people with disabilities. So the global commitment of IE has strengthened between Salamanca and the CRPD. By the Article 24 of the UN CRPD stated that all state parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including: Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring; Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community; Ensuring that the education of persons, and in particular children, who are blind, deaf or deaf-blind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support PWDs. Also the right to an education without discrimination is stated in the UDHR (1948) and CRC (1989).   The Convention on the Rights of the Child specifically declares the rights of CWDs to enjoy a full and decent life in conditions that promote self-reliance, and facilitate the childs active participation in the community. Moreover, Rule 6 of the UNs Standard Rules on the Equalization of Opportunities for PWDs (UN, 1993) provides for equal rights for children and adults with disabilities and for the provision of an integrated school setting.  Ã‚   Myanmar is undertaking the ASEAN Decade for PWDs, Bali Declaration on the Enhancement of the Role and Participation of the PWDs in ASEAN Community, BIWAKO Millennium Framework, and BIWAKO plus Five in close collaboration with regional countries. Policy development on Education for people with disabilities in Myanmar Myanmar Child law for especially for education Myanmar Child Law was enacted in July 1993 in order to implement the rights of the child recognized in the CRC. The Article 20 of that Child Law stated that (a) every child shall have the opportunities of acquiring education and the right to acquire free basic education (primary level) at state schools. Also the Ministry of Education shall have an objective of implementing the system of free and compulsory primary education; lay down and carry out measures as may be necessary for regular attendance at schools and the reduction of untimely drop-out rates and make arrangements for literacy of children who are unable for various reasons to attend schools opened by the States to become literate. Article 22 stipulates that every child shall have the right of access to literature contributes to his or her all-round development and to acquire knowledge. According to Article 18, a mentally or physically disabled child (i) has the right to acquire basic education (primary level) or vocational education at the special schools established by the DSW or by a voluntary social worker or by a non-governmental organization and (ii) has the right to obtain special care and assistance from the State. Myanmar basic education law The basic education law was promulgated in 1973 and amended in 1989. The aim of the governments education policy is to create an education system that can generate a learning society capable of facing the challenges of the knowledge age (MOE, 2007). According to the Basic Education Law (1973), the main objective of basic education especially for children with disabilities is to enable every citizen of the Union of Myanmar to become a physical or mental worker well equipped with a basic education, good health and moral character. The National Constitution of 1974 specified that every citizen shall have the right to education and shall be given basic education which the state prescribes by law as compulsory. By the principle of compulsory education, the only five years, from grade 1 to 5, covers free education for all children. Primary education is organized with two levels; kindergarten level from grade 1 to 3, and upper primarily for grades 4 and 5. Also, the new Constitution of 2008 fulfilled with the educational policy for every citizen; (a) has the right to education; (b) shall be given basic education which the Union prescribes by law as compulsory; and (c) have the right to conduct scientific research explore science, work with creativity and write to develop the arts and conduct research freely other branches of culture. According to the education policy of 1989, MOE is organized with nine main departments such as Basic Education I, II, and III; Educational Planning and Training; Higher Education (Lower and Upper Myanmar); Myanmar Board of Examinations; Myanmar Education Research Bureau (MERB); and Myanmar Language Commission. The departments Basic Education I, II, and III are implementing the basic education policy. Special education is under the authority of DSW. In the decision making process at all levels of MOE, the decision making committee is set up by the Minister, two Deputy Ministers, Director General and Chairperson of the departments. The decisions of this committee are implemented by those responsible departments of all levels. Based on the Dakar EFA Framework for Global Action and the Millennium Development Goals, Myanmar has formulated national EFA Goals as Myanmars needs and context through a participatory process involving the UN organizations, various Ministries and I/LNGOs. The four concerned areas for achieving the goal of EFA in Myanmar are access to and quality of basic education, early childhood development, non-formal education, and education management and information system. To implement the goal of EFA, MOE uses six main strategies especially for developing and expanding Child Friendly Schools and making more accessible in basic education for all children with disabilities. Through the EFA National Action Plan (EFA-NAP), therefore, the Ministry of Education has established an inclusive education framework in accordance with international standards and goals that addresses EFA goals directly. The latest curriculum for primary was revised since 1998 for having a more balanced rather than emphasizing only academic subjects. The school principals and teachers are the main task of monitoring and evaluating on the impact of curriculum for childrens development. Life skills was made mandatory for inclusion at the primary level as a separate core curriculum in 1998 and at secondary level as a separate co-curriculum in 2001. Contents, teaching-learning methods and hours have been carefully specified for primary and secondary school curricula. Inclusive education policy In the past decade, there has been significant traditional progress to ensure CWDs who have access in mainstream schools. However, with culture and knowledge barriers from some school principals and teachers, the journey towards fully inclusive education has only just begun. A clear understanding of the meaning of IE in the Myanmar context, it has a clear definition in all policy statements along with references to international normative instruments.   In addition, the current implementation processes of IE are following the guidelines of the EFA framework.   IE policy acts on both the national and local level.   At the national level, the government is implementing with a new policy of inclusive education, while at the local level schools and the community are participating in the process of capacity building, and resource mobilization for those children with disabilities.  The national policy on IE is grounded in international legislation and policy.   Implementation of IE policy in Myanmar This research focuses on the primary and lower secondary level students with disabilities for the purpose to address the educational needs of CWDs in Myanmar. The political and social context is discussed in terms of international policy on reforms and initiatives, especially the Salamanca Statement that agreed to ensure a basic education for all children, including CWDs. The Salamanca Framework for Action (1994) was a significant milestone in the education for CWDs: The Statement defines and recommends the mode of service delivery of timing and intervention that linked to inclusive practices. National-level policy and laws as they relate to CWDs are briefly described in service delivery, and increase awareness about the educational opportunities for them. Myanmar is now implementing 6 sectors for PWDs across the nation such as Enhancing Education Standard, Improving Vocational Trainings and Job Opportunities, Promoting Health Care Service, Enhancing Reintegration into the Society, Upgrading Capacity Building and Morale, and Providing Social Needs. Moreover, the government tries to make the concerted efforts harmoniously for the quality of life of PWDs at pleasant. According to the guidance of the EFA-NAP, the following activities are being implemented: Providing primary school textbooks worth over 1835.51 million kyats in free of charges for over 5 million primary students to initiate free, compulsory primary education; Preparing the programs for scholarships and stipends which will be implemented starting from 2012-13AY in basic and higher education sectors; and Enacting the private school registration law and developing rules and regulations in coordination with concerned departments to contribute the education services by the private sector. For improving the quality of school education, monitoring and supervision mechanism has been strengthened since 2006-07 AY by focusing on the teaching and learning process. Basic education schools were classified by 5 levels (A, B, C, D, E) based on applying the following monitoring and supervision criteria- (a) Accomplishment of the school principal; (b) Level of school attendance; (c) Implementation of monthly lesson plans; (d) Students achievements; (e) Use of teaching aids, facilities laboratories; (f) Cultivating morale and ethics; (g) Capacity of teaching staff; (h) Adequate classrooms and furniture; (i) School sanitation and tidiness; (j) Adequate teaching aids and multimedia facilities; (k) Greening of a school campus; and (l) Good physical setting of schools. Myanmar has been making progress in the education sector to fulfill MDG 2: Achieve universal primary education with the target of ensuring that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling: however the dropout rate still high in secondary school level. A total of 92 governments including Myanmar and 25 international organizations reaffirmed commitment to the goals of Education for All (EFA), recognizing the necessity and urgency of providing an education for children and youth with special needs within the regular education system. By the official data on net enrollment in primary schools was 84.6% in 2010 (MOE, 2010, EFA in Myanmar) and the gender discrimination has mostly been removed from basic education enrollment. However, the net enrollment rates in secondary and tertiary education are very low. The quality of education at all levels remains a serious concern. At the present, MOE is making special arrangements for the disabled and other excluded children to attend formal schools and to continue their education receiving special care and attention. In Myanmar, IE programs were formulated to accommodate for all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. These programs include all vulnerable children such as CWDs; children form mobile families, orphans, street children, and other disadvantaged children. No.25 Basic Education Primary School (Yangon) is the best witness of MOE in implementing IE. A new multi-pronged strategy for the capacity building in Teacher Education can promote the progressive adoption of effective teaching and learning methodologies for all CWDs at all levels. MOE and other partners strengthen educational management for the Basic Education Sector Plan that supports the Governments education service delivery to meet commodities needs at the school level. IE is a programme that creates opportunities for CWDs to pursue education together with non-disabled children in mainstreaming schools. It can bring about the educational opportunities for them. Nowadays, CWDs who have completed their primary education through special schools are now able to continue their education in mainstreaming schools by keeping abreast with other non-disabled children. IE According to the statistics data from MOE in 2011 showed that, there were 801 disable children in mainstreaming schools, 1450 children in special schools for the blind and the deaf, 30 disable students in universities and colleges and 6 disable students in master degree courses in 2010-11 AY. The government policy was developed and practiced with policy reform to fill the gap in legal and policy development. As par hearing from the media, the advocacy for helping disabled issue more and more in Myanmar. The government policy and legal change occur on resetting criteria for definition of PWDs. Out of nine criteria (international norms), some implementation processes of IE use four criteria to define the PWDs. To be more specific about educational opportunities for CWDs, the government agrees to provide all children (including all regardless of physical condition) equal opportunity to learn basic education. In the actual situation, there has a gap between policy and practice. The concept of IE means welcoming all children, without discrimination, in formal schools. Indeed, it is a focus on creating environments responsive to the differing developmental capacities, needs, and potentials of all children. Inclusion means a shift in services from simply trying to fit the child into normal settings; it is a supplemental support for their disabilities on special needs and promoting the childs overall development in an optimal setting. It calls for respect of difference and diversity of individual characteristics and needs. This has to include a consideration of overall organization, curriculum and classroom practice, support for learning and staff development. The governments and stakeholders  perceptions on inclusive education IE is under the umbrella of EFA. Myanmar has an IE policy, which most of CWDs have an opportunity to join mainstream schools but obviously limited to those with mild disability because of the lack of capacity, skills and knowledge as well as infrastructure for the teachers and schools. The government ratified EFA goal at UN organization. It is over ambitious and hardly meet its goal due to poverty that causing low income for all poor families. It is more positive as regard to authority inclusive education in the future since the new government has practiced its openness policy and more transparent with people. IE policy in Myanmar strongly based up on last three years experiences not only for officers and teachers from MOE in Yangon Division but also other divisions and other stakeholders such as DSW, other I/LNGOs those who work in inclusive livelihood programs so that they can include disabled people in their development activities. Understanding the concept and philosophy of IE is a vital need for the sustainability and success of the project. After implementing the awareness raising activities on this issue especially for CWDs and their parents, the effectiveness of understanding disability and inclusive education concept correctly and it is very encouraging. It is one of essential program in the country and will need to promote amongst other disability related organizations. IE policy for PWDs has been implemented by its own strategies. It was not seen as an active engagement in formal basic education. The goal is set based on its definition for PWDs. This means that IE policy, itself, needs to be redefined to reach its goal. So far, the current policy and goal work hand in hand. The effectiveness and quality of outcome is not up to the mark due to the governments poor budget allocation in the Education Sector. The effectiveness of IE at this stage seems not only at the government schools, also next to the special schools such as blind school or deaf schools to take students from special schools to arrange exams etc. So there needs to have a wider understanding of IE, whereby every school needs to prepare to accept CWDs to provide the same opportunities like other children. And also need a dedicated education department on this. The strategies of inclusive development and mainstreaming everything for PWDs will be very costly and never finish. There has no objection but they need a lot of support. The only problem is prioritization. The departmental structure for the dedicated handle affairs for CWDs needs either at mainstream schools or at special schools and needs to incorporate training components for teachers. This has not been done yet a lot. Participation by PWDs in the policy formulation and implementation processes, there needs to go a long way for the current Myanmar condition. The governments perspective IE for PWDs; Myanmar has signed ratified the UNCRPD on 7th December 2011 IE has been already in the discussion pilot phase in collaboration with concern I/LNGOs Inclusion is a new concept for Myanmar, where only 12% of I/LNGO are inclusive of PWDs, where inclusive is commonly mistaken with Automatic Beneficiary and part of beneficiaries rather than inclusion as a process. For ensuring that significant progress is achieved so that all school-age children have access to and complete free and compulsory basic education of good quality, the completion of basic education by all CWDs is the basis form of achieving Universal Basic Education. Nonetheless, the provision of schooling and policies determining how education opportunities are distributed across priority target groups in Myanmar clearly will have far reaching effects on opportunities for productive work. The status and education level of women and girls can exert particularly strong inter-generational effects, and are thus crucial for reducing poverty. Following concerted efforts by the Government, I/LNGOs and communities, the primary school intake rate has increased sharply during the EFA period, although the dropout rate after finishing the primary level remains high. Quality assurance in basic education is especially important, because low quality can lead to low access if CWDs and their familie s do not see the impact of enrollment in low-quality schools. Most of the I/LNGOs do not take part in the position of formulation and implementation process on basic education for CWDs, where mainly focus on the Rights of PWDs and promote equal rights and inclusion through involvement of Law Drafting and Social Policy development. As I/LNGOs, they can only include all children out of school in the process of giving second chance of learning basic education. In dealing with government line department, they have not yet involved in the formulation process. Implementing processes of IE by I/LNGOs TLMI is involving a little part in this area of IE implementation processes. They only conduct trainings for teachers on disability issues, the importance of CWDs to get the opportunity to attend schools like any other children and providing some barrier free arrangement in selected schools. TLMI is working with the parents of CWDs to convince to send the formal school and on the other hand they also try to engage with school principals to accept and pay attention for those children. Also they proposed the education need of PWDs in the Draft disabled law, advocate the decision makers and teacher, and we are working together with U Tin Nyo, retired DG from MOE who is very interested in IE for CWDs. Eden initiated the project of IE implementing in formal schools and the plan for barrier free renovation such as walkways, seat toilet and one handrail that fixed in the toilet. In that project, 80 IE students were gathered at Eden Centre for CWDs. Also Eden celebrated the township level awareness meeting for introducing to the teachers for successfully implemented IE policy. It means that the principals and teachers from 21 schools are introducing IE awareness about IE at their schools. Therefore, IE process can only succeed through strong collaboration and cooperation amongst all shareholders especially from the government site and the donor site as well. Eden is cooperating with DSW and MOE. According to their advice, they held workshops and trainings for awareness raising workshop with DSW and MOE and shared awareness about IE and disability issue to other I/LNGOs staff, local authorities, other stakeholders and teachers from mainstream schools. EDEN organizes a series of mobile training courses throughout Myanmar aimed at helping improve the lives of disabled people which focus on activities such as CBR, IE and disability development. Through the help of DSW and Department of Basic Education No.(1), (2) and (3), awareness training not only about IE but also the Social Model of Disability was conducted in mainstream schools. PWDs in Yangon have more chances to access this information with help from NGOs and DSW, but those living in rural areas having difficulties due to inconvenient transportation and lack of mobility, U Hta Oke said. Im pleased about the growing number of people working in the field, but most of them are using a charity approach, which involves giving food, money, tools and other necessities, he said. Not many are using a life-based approach, which means providing training so they can stand on their own feet. Moreover, for the educational status of children with hearing/ seeing/ intellectual disabilities in Myanmar is inadequate and behind-the-times. There is only the DSW has one project on sign language especially for people with hearing disability. There is no standard educational practice. Teachers learn by copying the methods of older teachers. The Mary Chapman School in Yangon uses the philosophy Total Communication that is method has been a widely adopted language policy in deaf education from the 1970s. But this philosophy is out-dated. Graduation rates are very low. In Yangon Division, only 14 students with hearing disability have passed high school and only six have graduated from university until 2011-2012 academic years. According to the UN CRPD agreement emphasizes bi-lingual/bi-cultural education for people with hearing disability. Also, Braille e-mail and Internet have been developed and utilized in the training school for persons with visual impairments since 2006. In general, the technical for education and training initiatives are not new to Myanmar. As a result of some recent educational developments and reforms, it is new to some teachers and learners both in curriculum and methods of delivery. One of the most important concerns in the Myanmar educational sector is how CWDs can be provided with opportunities to take responsibility for their learning throughout the concepts of community involvement and technical assistance to achieve a sustainable future. Special schools which are supported IE for CWDs Myanmar has a policy of IE, which means disabled students, including those who are blind, are allowed to attend classes in mainstream schools. Despite the policy, mainstream schools are not properly equipped to cater for students with disabilities which mean that most CWDs are forced to attend special schools. There are challenges to implementing the policy, since schools lack the required resources and facilities. Myanmar Christian Fellowship of the Blind (MCFB) was founded on 4th August, 1975, to upgrade the basic level of education afforded to blind people in order to increase opportunities of leading independent in life styles. That foundation encourages beneficiaries in education specific to their needs including vocational training, as well as a focus on how to cope as a blind parent and job placements. The MCFB accepts children aged five and above and enrolls a similar method to the government mainstreaming schools. At that school, students can learn from grade 1 to 5 and then they can continue their secondary education in formal school. That school charges Kyats 15,000 a year for day students and Kyats 40,000-50,000 for boarding students, which covers accommodation, meals and tuition fees. However, there are over 700 blind and visually impaired students receive a formal or vocational education. The schools should be equipped with teaching materials in Braille, and teachers who know how to teach the blind by using Braille, said Mr. Thein Lwin, the general secretary of MCFB. Also the principal of the Kyeemyintdaing School for the Blind said that the school accepts children from age six to 16, who are taught to the fourth standard. After they finished the primary education, they are sent to a formal school to continue their secondary education. The school and provides has both day students and boarders with free of charges for all fees of food and accommodation. The school can accept 200 students for one academic year. Mary Chapman School for the Deaf accepts children from the ages of five to 18. At that school, children can learn regular curriculum that is taught in formal schools together with speech reading, finger spelling and sign language. Moreover, children at that school over 10-year of aged are taught reading, writing and arithmetic and vocational training such as tailoring, knitting, book binding, bag-making, cooking and massage. The school fee is Kyats 6,000 per month including meals for students. The School for Disabled Children in Mayangone Township in Yangon is operated by the DSW. That school accepts both physically and mentally disabled children between the ages of six to 18 and teaches the standard curriculum up to the fourth standard. It has developed a special curriculum for children with a learning disability that take into account the extent of their disability and their capacity to learn. The current admission fee is Kyats 10,000 for one academic year. Problems of accessibility to education faced by PWDs The government runs the IE as the national level education development plan, however, there is a lack of educational assistive materials such as Braille books, Braille writing frames and syllabuses, qualitative/standard papers for writing in Braille, assistive devices for mathematical teaching or learning, and sign language interpreters. For these reasons and because of the lack of skilled teachers, the IE systems benefits have not been realized. Learning through the restricted environment has also been one the most critical issues of educational opportunities for PWDs that needs to be addressed in order to create equality and equitable education in Myanmar. The current education system does not suit for PWDs in rural area, specifically in promoting the education standard of CWDs. In fact, there are several factors that influence over the education opportunity for CWDs. In addition, the researcher tries to explore what are those factors, challenges, and obstacles in pursuing education in the community. The following data are contributed by the PWDs and community representatives during the field research. Towards the attainment of MDGs, many challenges still remain with regard to special focus which is required on hard-to-reach areas. A need of advocacy with more focus on duty bearer is a strategy to make sure of the long term commitment. The policy needs to be rewritten with a better understanding of authorities, duty bearers and duty holders. Moreover, the accessible services for PWDs in Myanmar is very little, only those who live in cities could access to those services and even then they need to get to such places where by need a lot of barriers to overcome to get there and money factor is another big barrier. In 2008, there are only 100 Physiotherapists appointed in hospitals under ministry of health. According to the First Myanmar National Disability Survey 2010 showed that there were only 50% of PWDs in Myanmar never attended school, out of which 66.5% enrolled in primary schools, 22.2% in secondary schools. Some kind of problems concerned with CWDs. A large percentage of those who do attend mainstream schools soon drop-out because of unfriendly attitudes and environments in educational settings. They often encounter negative treatment from their peers who are not sensitized to disability issues. Most teachers and school principals are not familiar with the idea of including. In Myanmar, one of the Southeast Asia countries, most of the people are still discriminate and exclude the CWDs traditionally. They believe money can make CWDs to be happy. Its not right. In special schools, there have IE projects for all CWDs. It can only the way to make in those childrens lives to be valuable. While the enrollment rate increase almost 100% every year at school opening seasons, there is alarming about 40-50% dropping out before they completed in their primary education so one could imagine for students with disabilities. There is little help for schooling opportunities for students with disabilities with the current situation because of the low awareness about the disability issue, wrong traditional believes and practice, less accessible resources (Brielle, sign language, teaching aids, Buildings, etc.), Low prioritization and no special law and regulation to protect them. Among the four types of disabilities, accessibility for physical disability, blind and deaf disability may be about 3. For people with intellectual disability is 0.05. The vast majority of CWDs never attended school and that a large percentage of the ones who do attend mainstream schools soon drop out due to inaccessible school infrastructure, lack of learning scopes, improper learning process and unfriendly school environment. But amongst the children that are not in any form of educational setups, a large majority shows a keen interest to acquire education. CWDs may have many of the problems that affect children at risk. The difficulties and problems are not because of their impairments but because of several barriers around their environments. During this field research, the researcher notified that there is an absence of reliable and consistent data on the educational status of children according to their disabilities. This makes it difficult for educators, policy-makers and programmers to understand the nature of the problem, and identify possible solutions. Moreover, the current teaching methods are not addressing to the individual needs of students with disabilities by lacking training and experience of teachers in teaching and handling them. Currently, the education o

Downsizing †an Effective Form of Organisational Change That Seeks to Improve Business Performance?

DOWNSIZING – AN EFFECTIVE FORM OF ORGANISATIONAL CHANGE THAT SEEKS TO IMPROVE BUSINESS PERFORMANCE? Personnel restructuring, right sizing, reductions in force or the most common term used; downsizing, is defined by Budros (1999 : 70) as â€Å"An organization’s conscious use of permanent personnel reductions in an attempt to improve its efficiency and/or effectiveness†1 Downsizing has occurred throughout the industrialized world (Ryan & Macky, 1998)2, affected blue and white collar workers (Littler et al. 1997)3, targeted lower-level workers, professionals, middle managers, and higher-level workers (Littler, 1998)4, and permeated all industries (Morris et al. , 1999)5. It is simply known as reductions that organisations make in the number of employees that are on the payroll. Numerous organisational sociologists notably Freeman & Cameron (1993) state that downsizing is a strategic decision made by the organisation and that the term should not be confused with the term layoff. They state â€Å"The difference between layoffs and downsizing is that layoffs are solely concerned with the individual level of analysis, while downsizing is a broader concept applicable to other levels of analysis than solely the individual level. Additionally, downsizing is a strategic decision while layoffs are an operational mechanism used to implement a downsizing strategy. †6 Since the 1980’s downsizing in organisations has become a ubiquitous feature of all modern organisations with reductions of cost being the main catalyst for the decision by management. Many individuals believe that the main reason for downsizing is because â€Å"Foreign competition compels domestic industry to downsize by trimming fat. †7 With the prevailing gusty winds of global economic recession, the topic of organisational downsizing is making the headlines, while the question ‘Are we going to be next? is nervously being asked by employees around the water cooler who are anxiously waiting to find out if their position is being made redundant. Currently downsizing is in full swing, with company management and directors giving the now infamous topical spiel to their employees about the organisation being hit hard by the harsh economy and they cannot afford to keep the employees on if the organisation is to remain profitable and competitive. Companies in all sect ors are cutting costs on downsizing its workforce. From computer company Dell wanting to ‘trim’ $3billion from its budgetary expenses by downsizing 8800 employees of its workforce to international coffee chain Starbucks having to shut down 600 of its coffee shops in the U. S. , downsizing its workforce by close to 12,000 people, all organisations are feeling the pinch of the recession. Both companies stated the same reason for their recent moves; save costs due to the flailing economy, which is ravaging through the U. S. and beyond. Yet, it is not always in bleak and dire economic situations when companies downsize. Research by the American Management Association found that an overwhelming percentage of US firms downsized during the 1980’s and 1990’s even when profitable, stating â€Å"Data collected for the American Management Association show that 80 per cent of US firms that downsized were still profitable at the point of downsizing, and that on the day of announcement of rationalization their stock prices typically rose by 7 per cent. 8 In the summer of 2001, a survey conducted by PricewaterhouseCoopers found that fifty percent of the 114 companies surveyed stated that they downsized within the previous 18 months, and of those companies that downsized, fifty percent planned on downsizing again within the next 18 months. 9 So why do organisations engage in downsizing even if the organisation is prospering and their stock prices are on the rise? Or the economy is not being hit hard by crises? Do management of the organisation believe that the organisation can continue to grow by scaling down on its workforce? Do technological advances in performing job tasks created and inspired by employee innovation render certain employment positions obsolete? Downsizing has a stigma associated with it. The work environment is effected, morale is obviously low, and employees’ are not as innovative and are not as prepared to take risks. Reasons for organisations downsizing that may seek to improve business performance may be because salaries and benefits are possibly the major operating expenses of an organisation, the organisation can contract the jobs to a supplier of cheap labour, and thus have more money available. This would come under the Economic Theory as proposed by (Zhao) et al. which is basically an attempt to manipulate business performance. Zhao et al. found that financial outcomes of downsizing are the most dominant, but this theory has failed to deliver the financial benefits expected. It can portray annual shareholder reports in a positive light. The company is seen to be taking proactive steps thinking and investing in its future, which sees share prices rise as the organisation is doing something constructive, as evidenced by the data collected by the American Management Institute. Some of these reasons are measures to improve business performance. If jobs can be performed cheaper, and the same results are achieved, then it would be a wise move from an organisational standpoint to contract these jobs out. The organisation would have more operating money at its disposable which would obviously benefit the organisation. In the case of mergers or acquisitions occurring, it is inevitable that some positions will be no longer available as if both companies are in the same field of expertise, (such as banking, or manufacturing etc) having an excess amount of employees doing the same tasks would be rendered useless, as the same goals and objectives could be achieved by fewer individuals. The benefit from this is an increased amount and diversity of information is beneficial for improving the development of the organisation. Creativity and new ideas among ‘new’ team/group members can lead to new innovative ideas being discovered which will benefit the organisation. Although these are some of the reasons why organisations choose to downsize, there is an overwhelming supply of literature on the subject that seeks to show the negative effects of downsizing. In their paper on organisational downsizing authors Anders Richtner and Par Ahlstrom10 state a lack of the organisations stock of knowledge can emerge after downsizing. As employees leave the organization critical skills may be lost which can damage customer relationships or operations†11 (Drew, 1994). Employees who have been unfortunate to be included in the organisations downsizing plan, may have their job functions incorporated into the tasks of the employees who survived the wave of downsizing, thereby having the incorporated tasks being neglected or not being carried out as effectively as they would have been done if the employees were not let go. This may lead to ‘corporate anorexia’12 a term coined by Hamel and Prahalad, which they described as leaner organisations not necessarily being healthier organisations. It is, as they explain a business disorder, marked by an extreme fear of being insufficient that leads to excessive cost cutting to the point of serious loss of business and sometimes bankruptcy. Another theory proposed by (Zhao) et al. was the Institutional Theory. This sees downsizing as a response to environmental uncertainty. Organisations may choose to implement downsizing as it gives the management a sense of control. In times when organisational decision making executives are unable to forecast the environment, they may make decisions based by what similar organisations are doing. Executives may choose this strategy because information, professional advice, and executive training programs suggest that it can result in performance improvements when an organisation is a certain size. Another theory proposed by (Zhao) et al. on why downsizing strategies have been pursued to improve business performance is the Socio-Cognitive Theory. This theory sees downsizing being based on managers’ mental models that view it as being an â€Å"effective way of conducting business better, faster and smarter. †13 The managers’ decisions to downsize are socially constructed through social interaction and connected enactment process. Yet, currently there is no empirical evidence that exists to hold that this theory holds well in practice. The theories presented on downsizing in this paper seek to show the how downsizing can improve business performance. Downsizing if done when only necessary can improve business performance, as it can save the organisation money, and make it more competitive. By letting excess employees go ‘corporate anorexia’ could take form and present itself in an organisation, a state no organisation would like to find themselves in. It is important that an organisation downsizes only when it needs to be done, not when other organisations are doing it. There is a severe lack of conclusive evidence supporting long term benefits of downsizing. Ample amounts of literature exist that highlight the negative aspects of downsizing in the long run. The effects downsizing has on its surviving employees can be severe. However if downsizing is to be implemented, it should be managed effectively to maximise organisational performance, which why it was being implemented in the first place. There are many terms and definitions that try to explain best practice. Wikipedia which is the collectively created and controlled encyclopaedia gives a simple definition on the term best practice. It is defined as â€Å"An idea that asserts that there is a technique, method, process, activity, incentive or reward that is more effective at delivering a particular outcome than any other technique, method, process, etc. 14 In the context of downsizing within the organisation establishing best practice would be to put in place a set of procedures that would allow for smooth, open and transparent interactions within the organisation during a time where downsizing is required in order to maximise organisational performance. When a company decides to downsize it must have a clear idea of what it is hoping to achieve thr ough its downsizing and a clear plan of how to do this (best practice). Downsizing is very hard and therefore requires all of the company’s resources if it is to be effective. If a company decides that it must downsize than it is vital to avoid agitation to employees, and therefore it must be an open practice which makes effective communication vital throughout the whole organisation. A key element in regard to best practice for downsizing is that if the company must downsize then it must be done within legal parameters, and the company should be clear about what employee must leave the organisation e. g. â€Å"Lay off ten percent of employees across all departments on a seniority- only basis. This way no employee can claim that he or she was dismissed for discriminatory reasons. †15 (Heathfield, S, 2009) It must also be acknowledged that this method of downsizing can be inefficient in that it may deprive the company of employees with key skills, and or have a larger negative impact on some departments compared with others. During any downsizing it is vital that a climate of trust exists within the organisation in order to limit the impact of the low morale that surviving employees may experience. If there is no trust between employees and management then downsizing can have further damaging effects on the organisation and far from benefiting the organisation it will weaken it further. This will occur if there is no trust and can lead to remaining employees resenting management, not caring, more sick days and generally not putting the same amount of effort into their work that the applied before the downsizing. This was the result of a bad downsizing in a company in the UK. Survivors began to resign themselves to insecurity and channel their distaste towards management in order to cope with instability. â€Å"Survivors reported unfairness, mistrust, shock and demoralisation as their key reactions to redundancy. †16 (Campbell-Jamison et al, 2001) This sort of low morale is known as ‘Survivor Syndrome’ Survivor Syndrome can be defined as a term which has been used to describe the reactions and behaviours of people who have survived massive and adverse events, i. e. organisational downsizing. This term relates to the workplace after employees who survive large scale redundancies may feel guilt at having survived or low morale and a feeling of despair. To sum up best practice in relation to downsizing it can be seen as a process where by downsizing is deployed only when necessary, in an open and clear fashion with good communication, within legal parameters and most importantly in a way that limits the fall out with remaining employees who remain after the downsizing in order to maximise organisational performance and employee morale. In order for downsizing to be effective and maximise organisational performance it must be managed correctly. Part of this effective management is the need to acknowledge that this is a massive change in the organisation that will have a big impact on how work is done in the organisation and the morale of the employees within the organisation, and therefore this change should be managed correctly. For this to occur several things need to happen. Firstly and most fundamentally in order to manage downsizing properly it must have been firstly evaluated that downsizing is needed in the organisation and that it is not just a show off of a no nonsense attitude by new owners of a company. Secondly staff must have it clearly explained to them why there had to be redundancies and why some people lost their jobs while others didn’t. This will help to reassure them of the safety of their position within the organisation and raise morale which is ound to be down after redundancies and can also help lessen the effects of ‘survivor syndrome. ’ Thirdly in downsizing management, most organisations will try to help employees that have been made redundant to move on and find future employment. This has been seen as a proactive step from an organisational standpoint, as it is the right thing to do and can help raise the morale of the remaining employees by showing that the organisation is a caring one. â€Å"This is ethica l, reasonable and positive. Plus, your survivors are watching. †17 (Heathfield, S, 2009) After downsizing it is important to direct as much energy as possible into the employees that have survived the wave of downsizing as they are likely to be suffering from low morale. If this energy is directed properly it can help with quicker recovery after downsizing and will minimise the damage to trust between staff and management, and can also help to boost productivity even though the there has been downsizing this could be seen as consolidation. Finally employees that remain must be given assurances that they are valued, this is most effective when it is done on a one to one basis where the employee is reassured of their value to the organisation and the security of their position within the organisation. It is evident from this piece it can be seen that there is much empirical evidence to suggest that downsizing can be a damaging form of organisational change and there is very little to suggest that it is of benefit. However if downsizing is to be deployed as a form of organisational change it is important that it is only used where necessary to avoid ‘corporate anorexia. Also when it has been decided that downsizing is the best however unpalatable option it is vitally important that the organisation has an established set of best practices to implement the downsizing and that the management team is ready to oversee the downsizing and work hard with the survivors to regain trust and improve overall organisation perfor mance. Bibliography The following sources were used in the compiling of this project: 1 http://swoba. hhs. se/hastba/papers/hastba2006_001. pdf 2 http://www. cmr-journal. org/article/viewfile/72/34: Article entitled How Do Organizations Implement Downsizing? 3 http://www. mr-journal. org/article/viewfile/72/34 Article entitled How Do Organizations Implement Downsizing? 4 http://www. cmr-journal. org/article/viewfile/72/34 Article entitled How Do Organizations Implement Downsizing? 5 http://www. cmr-journal. org/article/viewfile/72/34 Article entitled How Do Organizations Implement Downsizing? 6 http://swoba. hhs. se/hastba/papers/hastba2006_001. pdf 7 Downsizing in America-Reality, Causes and Consequences. Page 16. By William J. Baumol, Alan Blinder, and Edward N. Wolff. Published by Russell Sage Foundation. 8 The Employment Relationship -Key Challenges for H. R. By Paul R. Sparrow and Cary L. Cooper. Published by Butterworth Heinemann. 9 http://hr. blr. com/news. aspx? id=7457 10 http://swoba. hhs. se/hastba/papers/hastba2006_001. pdf 11 http://swoba. hhs. se/hastba/papers/hastba2006_001. pdf 12 Competing for the Future. By Gary Hamel and C. K. Prahalad. Page 12. Published by Harvard Business Press. Accessed through: http://books. google. ie/books? id=rgvGFiiYCXYC&pg=PA12&lpg=PA12&dq=corporate+anorexia+hamel+and+prahalad&source=bl&ots=BtoG_Ytyac&sig=mK-90ek2Fh_M6pvDbV24PRtfV2M&hl=en&ei=fGTCSaG8B6SLjAequZWfCw&sa=X&oi=book_result&resnum=1&ct=result 3 The Employment Relationship -Key Challenges for H. R. By Paul R. Sparrow and Cary L. Cooper. Published by Butterworth Heinemann. 14 http://en. wikipedia. org/wiki/Best_practices 15 http://humanresources. about. com/od/layoffsdownsizing/a/downsizing. htm 16 Campbell-Jameson, F. , Worral, L, and Cooper C, 2001. Downsizing in Britain and its effects on survivors and their organisations. ‘Anx iety, Stress and Coping’ Vol 14, p. 35. 17 http://humanresources. about. com/od/layoffsdownsizing/a/downsizing2. htm

Descriptive Essay - Original Writing - 953 Words

I grabbed his arm and pulled it to mine And if you love me the way i love you you ll stay here...... he shook his head and i felt him brush my hair from my face Tk.........let me go... it wasn t an angry let me go it was I m sorry but you have let me go No... If you want to go take me with you. im crazy i thought as i looked up at him. More tears fell from his face. He cried beautifully without the ugly puffed lips and blotchy skin but just tears. Glassy eyes with tears of fire and ice it seemed the way the light hit them. Tears that fell onto his skin, perfectly tan and strangely nice against the almost redness of his hair. I hated to think so but he was amazing in the dull 4am light. The moon hit his face just enough to make him look like artwork. Art that somehow is beautiful but also makes you think. He took my arm and rolled up my sleeve. Look at you...... he traced the endless scars on my arm, not all self inflicted but all with a reason,all with a meaning. I wiped my eyes eve n though no tears were there. Scars and cigarette burns......just another page in my story. he pulled off his hoodie and i saw his arms. Burn marks. From the fire...most of them..... he breathed, painfully. From the past. i traced a few of the scars on my arms with his finger. From my father and other horrible people. i traced more scars and shivered as i did. I traced the long scar from rist to elbow and felt him quake. From me. i traced the last scars remaining. And thatsShow MoreRelatedDescriptive Essay - Original Writing1110 Words   |  5 PagesI don’t know how I got to where I am, but I’m here now, and I have to win if I want to live. I am in a game, and in order to live, I have to escape. That’s the thing, though: I don’t know how to escape. I was running for my life around this old house that looked like it came straight out of a horror movie. I doubled over and held my head in pain as I saw the static, which meant it was coming. 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You probably shouldn t read if you don t like that, but for those of you who do: Enjoy! - - Suspension isn t necessarily the first thing you want to hear your priciple utter, but for me it was normal. I ve lost count of how many times I ve visited this office over my high school years. It was almost like a second home to me, and not welcoming one either. Two weeks, I ll call your mom and ask her to come pick you up. My principle, Mrs. Webb spoke irritably before turning in her chair and digging out my mom s number. An exasperated sigh escaped my lips as they talked for a few moments before she hung up and left me alone on the black, leather couch. I laid down on it, staring at the blank white ceiling. I knew I was trouble, but I couldn t lie and say I didn t like the chaos. It s a bitter feeling, which happens to be favorite. Personally, two weeks seems unfair. 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North Korea s Current Day Issues - 1074 Words

When someone says North Korea, what do you think of? Many think of the controversial politics, their controversial leader, or even the controversial movie, â€Å"The Interview.† The majority of people don’t tend to think about the country’s geography, or how North Korea’s history shaped its future. Today’s media tends to focus on the actions of Kim Jong-Un. Politics are a huge part of North Korea, but so are its history, economy and its geography. By analyzing these four features of the country, we can see how they relate to North Korea’s current day issues. (Perfect introduction!) PHYSICAL GEOGRAPHY North Korea is in the northernmost region of the Korean peninsula. A peninsula is a strip of land surrounded by water on three sides. The Bay of†¦show more content†¦(www.worldatlas.com) ECONOMIC SYSTEM The economical system of North Korea is known as a strict command economy. This means that the government is in full control of the market. They determine what goods should be produced, how many goods should be produced, and the price of the products. After the Korean War, North Korea focused heavily on industrial development. This gave them a boost in metal manufacturing. In the modern day, North Korea now focuses on improving their military through heavy government spending. This spending along with other economic setbacks, such as international debt, have North Korea’s economy on a stable decline with short periods of improvement, according to Investopedia. It should also be noted that North Korea is very private when it comes to its economical records since they haven’t released any reliable data on the state of their economy. The statements previously made in this paragraph can’t fully be trusted due to the lack of dependable sources. (www.in vestopedia.com) HISTORICAL OVERVIEW After World War II, Korea was split up into two regions, North and South Korea. North Korea emerged as a communist country in 1948 under Kim II-sung. In 1950, the Korean War began when North Korean forces marched into areas of South Korea. This was seen as an invasion and chaos followed. The fighting among the two sides continued until an armistice was signed in July 1953. Even though the fighting came to a halt, theShow MoreRelatedKorean Relations And Reunification Of Korea Essay1244 Words   |  5 Pagesand Reunification of Korea Even though Korea is separated for seventy years, Korean people seem to be getting used to the fact that their country is divided in half. Maybe that’s because Koreans cannot feel separation in everyday lives. However, due to the division of South and North Korea, both countries are spending needless and considerable amount of money on military expenditures, which is all burdens for the citizens in both countries. 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