...Human Resource Management The case study is on Harrods and each task is 1000 word. UK COLLEGE OF BUSINESS AND COMPUTING Module Booklet Course: EDEXCEL BTEC Group: Ed excel HND Group Module: Unit 21 – Human Resource Management Module type: Optional Module Code: : K/601/1264 Module Credit: 15 Teaching Period: (15+6 weeks) Level: 4 Contact Hours: (15*3+6*3 = 63) Lecturers: 15 weeks Revision Clinic: 3 week Feedback and assignment guidance: 3 weeks Lecturer: Mr Stephen Moore Start date: 03/10/2013 Day: Thursday Time: 10.00 – 1.00 Room: LH 02 Term: Sept 2013 – Jan 2014 CONTENTS 1. INTRODUCTION, AIMS AND OBJECTIVES 2. MODULE OUTLINE AND TEACHING METHODS 3. READING AND COURSE PREPRATION 4. LECTURE WITH DETAILED COURSE PROGRAMME AND OBJECTIVES 5. ASSESSMENT DETAILS Welcome to the Human Resources Management lecture class Module Leader: Mrs. SUNITA KOTTA ...
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................p Task 1 ............................................................................................................p 1.1 job description to help with the recruitment and selection......................p 1.2 legislations around equal opportunities..................................................p 1.3 selection process design an interview......................................................p Task 2.............................................................................................................p 2.1 skills and attributes for leadership.............................................................p 2.2 difference between leadership and management..........................................p 2.3 scenarios’ and compare leadership styles...................................................p Task 3.............................................................................................................p 3.1 benefits of team working for an organization..............................................p 3.2 work towards a specific goal ......................................................................p 3.3 effectiveness of the team in achieving the goals............................................p Task 4..............................................................................................................p 4.1 factors in planning the monitoring and assessment of work performance......p 4.2 assessments of the development...
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...According to Harmer (1991: 46-47) states that when the two people are engaged in talking to each other we can be sure that they in general way to suggest that a speaker makes a define decision to address someone. Speaking may be forced on him in the way but we still say that he wants or intends to speak, otherwise he would keep silent. According to Maybin (1992: 56) says that communication is an exchange between people, knowledge, information, ideas, options, feeling so there must be concept, ideas, in the fellow speaker of what they are going to say. The speakers have a basic competence in communication their ideas. The able to communicate their ideas, the students will be given opportunity to practice their English. According to Micheal (1998: 103) language is a symbolic system used by communicators to construct and convey information. Good languages developed by a system, set of rules followed by the wearer. According to Nunan (1991: 47) Speaking is one of four skills of English. It can help people to understand something from other interlocutors of language. Speaking will be focus for the first section on speaking. It involves fluent and accuracy expression meaning, the exercising of pragmatic, or communicative, competence and the observance of the rules of appropriate. Communication is a collaboration venture in which the interlocutors negotiate meaning in order to achieve their communication. According to Widdowson (1985: 57) that speaking is an oral communication that...
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...EGERTON UNIVERSITY COURSE CODE: PECI 431 COURSE TITLE: RESEARCH PROJECT RESEARCH TITLE: EFFECTS OF SOCIO-ECONOMIC STATTUS ON THE PERFORMANCE OF LEARNERS YEAR: LEVEL 4 BLOCK 3 SUBMITTED BY: MUSINAI JAPHETH APRIL 2016 i ABSTRACT Socioeconomic status has been a major challenge in the support and provision of the necessary resources in the performance of many learners across the globe, thus provision of learning resources, school friendly environment, motivation and achieving higher in academics has become a big challenge. This study was guided by the following objective:- To determine how socioeconomic status and school environment influences learning process, To investigate how socioeconomic status contributes to academic achievement of learners. To find out the level of motivation as a result of family socioeconomic status facilities provision of learning resources. The researcher used case study design. This was chosen because the research involved intensive study to find out factors that explain details the present state. Questionnaires and interviews were used. Data collected was recorded and analyzed inform of tables, graphs and piecharts. ii Contents ABSTRACT.......................................................................................................................................................ii CHAPTER ONE ...............................................................................................................................................
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...preparing to deliver an ILM NVQ. This a generic document and should always be read in conjunction with the ILM QCF NVQ Qualification Specifications Part 2 Technical Info document and the ILM Centre Manual (www.i-l-m.com/centres). IMPORTANT NOTES: * This document replaces the previous ILM NVQ Level 2, 3, 5, and 7 General Qualification Information for QCF NVQs. * 2011 SCQF SVQs are now standalone products and are no longer S/NVQs. They have separate specifications to meet SQA and SCQF requirements. Please refer to our SVQ webpage’s for detail and SVQ resources section online * Centres should be aware that the specifications for NQF Team Leading and Management NVQs at Levels 2, 3, 4, 5 should continue to be followed for learners who have been registered on this version of the NVQ prior to July 2010. These NQF products are no longer eligible for public funding under government programmes from the 31 July 2010 for new starts in 2010/11. * These specifications should also be used for Dual Certificate and Management Apprenticeship delivery and approvals * Centres may also find reading the ILM Supporting Notes for ILM VRQs useful as these QCF NVQ units are hybrid...
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...2002 - 12:00 This article is about the British Council's Young Learners Centre in Paris and how they use children's literature in their teaching of English * The role of stories and storytelling in language teaching * Selecting story books * Pupil responses * Personal and professional development of teachers * Other support materials * Books referred to in this article The role of stories and storytelling in language teaching Once upon a time and not so very long ago in the capital city of France, a teaching centre for little children and not so little children was opened. One little child and then two and then three and then many, many more came along. And so our story unfolds ….. There was a little red hen, a meerkat in trouble, a brown bear, a black elephant and a white elephant, a very hungry caterpillar, Spot the dog, a clever tortoise, a big, roaring, yellow, whiskery lion, a kangaroo from Woolloomooloo and many more. These are just some of the colourful characters from children's literature who have helped children aged 5 - 10 attending holiday classes at the British Council's Young Learners Centre in Paris learn English. These weekly courses take place each afternoon for two hours. The educational value of using stories and the technique of storytelling has always been undisputed throughout the world. Now more and more English as a foreign language (EFL) teachers of young learners are using carefully selected stories from the world of children's...
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...Chapter I THE PROBLEM AND ITS SETTING Introduction “You cannot teach what you do not know, you cannot give what you do not have.” Iris(2015) It has been relatively believed that one cannot give what he does not have. As a matter of possession, knowledge must have a deeper sense of ownership. According to Iris (2015), the teacher helps the students to learn the things that are very essential. He cannot be a teacher if there are a lot of things that he does not know and does not have enough knowledge and skills are needed to be a teacher. He must be ready enough and very skillful so that he will be able to do the job as a teacher. It is not just about lecturing basic knowledge with the students, it is about touching each student’s life to be a better person. Teachers are the lights that lead the students in the right path, letting them discover what they want and guide them to know the important things in life. According to Rahman (2011), teaching can be learned with different levels of competence. The teachers play a key role in the educational process. The teachers influence the future personal, social and economic lives of people. The demands on them are significant and these can be met only by creating a scientifically based profession, which is supported by a body of theoretical and practical knowledge. In the 21st century, all fields of life have experienced changes due to knowledge and information explosion. Teacher Education sub sector has also experienced new...
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...information transfer whereas their students become passive listeners. According to international research, passive learning has disadvantages mainly because students do not engage in the lesson. The study introduces a new model for higher education called TBAL: Technology-Based Active Learning. It intends to face the challenge of transfer to active learning, using mobile devices in face-to-face courses. Following a research undertaken at the Neri Bloomfield School of Design and Education (n = 67), the new model was found to be very successful. Students, who participated in the research, reported that courses based on TBAL principles, improved their learning process, were very experiential and had a significant contribution for better participation, collaboration and teamwork. The TBAL model was found to be applicable to courses based on text reading, in particular, but it may be also suitable for quantitative courses, subject to appropriate adjustments. Full Text * TranslateFull text * Turn on search term navigation Headnote Abstract In many institutions of higher education worldwide, faculty members manage lessons based on information transfer whereas their students become passive listeners. According to international research, passive learning has disadvantages mainly because students do not engage in the lesson. The study introduces a new model for higher education called TBAL: Technology-Based Active Learning. It intends to face the challenge of transfer to active...
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...opportunity to apply critical-thinking skills to psychological problems and issues. The basic tenets of psychology are presented from a historical perspective, with attention to research-based behavioral science. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: · University policies: You must be logged into the student website to view this document. · Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Carpenter, S., & Huffman, K. (2010). Visualizing psychology (2nd ed.). Hoboken, NJ: Wiley. All electronic materials are available on the student website. Week One: Introduction to Psychology Details Due Points Objectives 1.1 Describe the development of the discipline of psychology. 1.2 Compare and contrast research methods used to examine psychological phenomena. 1.3 Explain biological influences on the human brain. Readings Read Ch. 1 & 2 of Visualizing Psychology. Review this week’s Electronic Reserve Readings. Participation Participate in class discussion. 1 Discussion Questions Respond to weekly discussion...
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...Background Introduction If you could improve performance, increase student morale an develop self esteem of a student, would you? According to B.F Skinner, behavior is a function of its consequences. The learner will repeat the desired behavior if positive reinforcement follows the behavior. Skinner said, “When someone behaves in a way we find reinforcing, we make him more likely to do so again by praising or commending him. We attest to the value of the person’s behavior by patting on the back, or saying good or right or giving him a token of our esteem such as prize, honor or award.” Guthrie assume that learning depends on action an organism must do, it is to learn. Once the student performed the required response, the teacher must present the student a reward, which will capture his or her attention that the student will eventually further improve his or her performance. For example, when students do exceptionally ell in class, he or she will earn medal or a star. Another, the student will be more motivated if his or her teacher will say “good job” or “very great answer” for every correct answer and good performance. The researcher believes that rewards have something to do with learning and we assume that motivation is important to the learner. A reward must be something desirable; without the desire, there can be no reward (Tria, 1998) Since the researchers have mentioned the concept of positive reinforcement issue, let us specify its aspects. We have...
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...and its Background Introduction If you could improve performance, increase student morale an develop self esteem of a student, would you? According to B.F Skinner, behavior is a function of its consequences. The learner will repeat the desired behavior if positive reinforcement follows the behavior. Skinner said, “When someone behaves in a way we find reinforcing, we make him more likely to do so again by praising or commending him. We attest to the value of the person’s behavior by patting on the back, or saying good or right or giving him a token of our esteem such as prize, honor or award.” Guthrie assume that learning depends on action an organism must do, it is to learn. Once the student performed the required response, the teacher must present the student a reward, which will capture his or her attention that the student will eventually further improve his or her performance. For example, when students do exceptionally ell in class, he or she will earn medal or a star. Another, the student will be more motivated if his or her teacher will say “good job” or “very great answer” for every correct answer and good performance. The researcher believes that rewards have something to do with learning and we assume that motivation is important to the learner. A reward must be something desirable; without the desire, there can be no reward (Tria, 1998) Since the researchers have mentioned the concept of positive reinforcement issue, let us specify its aspects. We have...
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...UNIVERSITY OF EDUCATION, WINNEBA (COLLEGE OF TECHNOLGY EDUCATION, KUMASI) IMPROVING THE PERFORMANCE OF SECOND YEAR ACCOUNTING STUDENTS’ IN DOUBLE ENTRY PRINCIPLES THROUGH PARTICIPATORY METHODS OF TEACHING AND LEARNING: USING POPE JOHN SENIOR HIGH SCHOOL AND MINOR SEMINARY, KOFOFIDUA AS A CASE STUDY URIAH- ACQUAH PANFORD JUNE, 2015 IMPROVING THE PERFORMANCE OF SECOND YEAR ACCOUNTING STUDENTS’ IN DOUBLE ENTRY PRINCIPLES THROUGH PARTICIPATORY METHODS OF TEACHING AND LEARNING: USING POPE JOHN SENIOR HIGH SCHOOL AND MINOR SEMINARY KOFOFIDUA, AS A CASE STUDY BY URIAH- ACQUAH PANFORD (4121010023) A PROJECT REPORT PRESENTED TO THE DEPARTMENT OF ACCOUNTING STUDIES EDUCATION, AT THEUNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THEAWARD OF BACHELOR OF SCIENCE EDUCATION DEGEE IN ACCOUNTING STUDIES JUNE, 2015 ACKNOWLEDGEMENT I wish to express my heartfelt appreciation to Mr. Frank Yao Gbadago, a lecturer ine department of Accounting Studies Education of the University of Education, Winneba, Kumasi Campus for his guidance and directions in writing this action research report. To Mr. Imoro Musah Daniel, what would...
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...CHAPTER 1 1.1 INTRODUCTION TO TRAINING ITS MEANING AND DEFINATION Training is one of the important aspects of manpower development. It has gained significance since 1960s and continues to be growing importance for organizations today. Training is normally views as a short term educational process utilizing a planned, systematic and organized procedure by which non-managerial personnel acquire the technical knowledge and skills necessary for increased effectiveness in achieving organizational goals. Training can be introduced simply as a process of assisting a person for enhancing his efficiency and effectiveness to a particular work area by getting more knowledge and practices. Also training is important to establish specific skills, abilities and knowledge to an employee. For an organization, training and development are important as well as organizational growth, because the organizational growth and profit are also dependent on the training. But the training is not a core of organizational development. It is a function of the organizational development. Training is different form education; particularly formal education. The education is concerned mainly with enhancement of knowledge, but the aims of training are increasing knowledge while changing attitudes and competences in good manner. Basically the education is formulated with in the framework...
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...studentNational University of Singapore MW5200 MSC SCIENCE COMMUNICATION PROJECT Project Report Strengthening student engagement in the classroom. Course: Msc (Science Communication) Faculty of Science National University of Singapore Ganeshini D/O Sri kanthan A0075383Y Name: Student ID: Project Supervisor: A/P Helmer Aslaksen ABSTRACT The Ministry of Education (MOE) recognizes the importance of student engagement in the classroom. However, keeping students engaged in the classroom is a challenge for many educators these days. Student engagement is a contested concept, theorized in a variety of different ways within academic literature. This projects aims to define and understand the concept of student engagement. The purpose of this project was also to find out the usage of engagement based approaches in the classroom. The survey results in this project indicate that teachers do use these approaches in the classroom but not frequently enough. Usage of engagement based approaches in the classroom can be increased with changes in attitudes of teachers, sufficient support from schools and changes in modes of assessment. i AKNOWLEDGEMENTS I would like to thank the following people who have helped me in making this Masters Project interesting and a memorable one: Associate Professor Helmer Aslaksen for his guidance and patience. Without his constant assurance and encouragement this would not be possible. Colleagues and friends who contributed...
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...has been shown to have roots in physiological, behavioral, cognitive, and social areas. Motivation may be rooted in a basic impulse to optimize well-being, minimize physical pain and maximize pleasure. It can also originate from specific physical needs such as eating, sleeping or resting, and sex. Motivation is an inner drive to behave or act in a certain manner. These inner conditions such as wishes, desires and goals, activate to move in a particular direction in behavior. Contents 1 Types of theories and models 1.1 Motivational theories 1.2 Conscious and unconscious motivations 2 Psychological theories and models 2.1 Rational motivations 2.2 Intrinsic and extrinsic motivation 2.3 Push and pull 2.4 Self-control 2.5 Drives 2.6 Incentive theory 2.7 Escape-seeking dichotomy model 2.8 Drive-reduction theory 2.9 Cognitive dissonance theory 2.10 Content theories 2.10.1 Maslow's hierarchy of needs 2.10.2 Herzberg's two-factor theory 2.10.3 Alderfer's ERG theory 2.10.4 Self-determination theory 2.11 Temporal motivation theory 2.12 Achievement motivation 2.13 Cognitive theories 2.13.1 Goal-setting theory 2.14 Models of behavior change 2.15 Conscious motivation 2.16 Unconscious motivation 2.17 Thematic Appreception Test 2.18 Intrinsic...
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