A Study Of Computer Ethics Violation

A Study Of Computer Ethics Violation There has been a widespread use of ICT in teaching and learning process. Computer is one of the most technologies used in learning activities by students in universities throughout the world. It is a mean to facilitate learning, improve academic success, provide access to many resources and give opportunity for communication (Kay Lauricella, 2011). Even though the computers provide students with advantages, they might also lead to several ethical problems. There is extensive unethical usage of computer among students. Kuzu (2009) stated some of these unethical computer using behaviors such as using unlicensed software, copying files or programs without authorization, contempt of peoples work, accessing personal information of people and publishing this on the Internet without authorization, communicating on the Internet in disrespected way, downloading of others files and e-mails, opening adult web sites and sending viruses. These are some of the unethical practices of computer which lead to the build a big construct that is computer ethics. Martin and Yale-Weltz (1999) stated that there are characteristics caused by computer use namely: new concerns emerge rapidly, computer ethics, and computerized information. The term of computer ethics refers to a part of social and humanistic studies of computing (SHC) which is theoretical of the way in which different forms of information technology shape these computer ethics which have been developed to address individuals or social systems (Breij, 2001). On the other hand, Shelly (2010) is more specific and described the term computer ethics as ethical guidelines that lead people to the right way of using computers and information systems. Moreover, Barnard, de Ridder and Pretorius (2003) state that computer ethics is the study of behavioral activities of IT professionals that is useful for all of society. Baase (2003) definition is quite closely to Barnards definition and describes computer ethics as a list of professional ethics same as medical, legal, teaching and accounting ethics. Computer ethics aim is to make decisions that depend on criteria of ethics, and then to provide more generalized ideas in terms of theoritical evaluation, ethical insights, normative standards, educational programs, legal advice and so forth (Floridi Sanders, 2002). Ethical issues are very essential in every society. The increased growth of computer usage has been generated a lot of questions of what is good and is not good ethics regarding the activities of computer use. Therefore, there are some organizations that pay attention in social and ethical results of extensive computer usage such as Association for Computing Machinery (ACM), Institute of Electrical and Electronics Engineers (IEEE) Computer Society, the Data Processing Management Association (DPMA). ACM is one of these organizations which is special interest group that address the side effects of using computer and its aim is to raise awareness about the impact that technology has on society (ACM, 2012). In this case, AC M has established a code of ethics and professional conduct in 1992. It is clearly that computer has become a part of the educational environment which students use it as research and communication tool. At the same time, using computer has created ethical problems and violation of computer ethics is on the rise (Maslin, Zuraini Ramlah, 2009). In other word, there are different practices that students do and relate to the use of computer unethically. As Frestone and Mitchell (2004) stated that downloading music, movies and software is unmoral due to the copyright issues. Moreover, students are generally more tend to pirate software and other intellectual property (Kini, Ramakrishn Vijayaraman, 2004). Intellectual property is mind creation, names, designs, etc. It is divided into two types: industrial property and copyright which includes poem, films, designs, music and games. Maslin, Zurainy, Rashidah, Ramlah and Norshidah (2010) found that a round more than half of students are aware of abuse of computer ethics in terms of intellectual property and privacy. Therefore, there are a lot of discussed sites of computer and networks. Information privacy, intellectual property rights, code of conduct and green computing are some examples of those sites (Shelly, 2010). In addition, Namlu and Odabasi (2007) build an unmoral computer using behavior scale (UECUB) to define unethical computer behaviors. A factor analysis of the related items discovered that the factors can be categorized into five groups; intellectual property, social impact, safety and quality, net integrity and information integrity. Based on the experts in the field of computer security, universities are one of the lowest secure places (Maslin Zuraini, 2008). Furthermore, academic dishonesty in these days technology is classified as an issue for higher education (Underwood Szabo, 2003). Scheyvens, Wild and Overton (2003) found that the level of plagiarism is in high level in graduate students more than in undergraduate students because of the high degree of demand for critical and analytical writing. Therefore, different groups of people whether they are organizations or individuals have become more concerned about ethical issues caused by interconnected world (Martin Woodword, 2011). IIUM is a unique university all over the world. It integrates traditional and moral values in the all modern areas of disciplines. The essential aim of establishing IIUM is to generate international center which can combines beneficial knowledge and Islamic values in all types of disciplines which can lead to the right way of Ummahs leading role in variety fields of knowledge (IIUM philosophy, 2012) According to Tun Sri Mohd Sidek Hj Hassan (The president, IIUM Community), IIUM must be highly ethical even as it strives excellence (IIUM Code of Ethics, 2008). Concerning this, As an Islamic- oriented institution, IIUM students are expected to be ethical concessionaires at all time. IIUM has established the IIUM Student Code of Ethics which is a code of practices depending on the strong basic of Islamic values with a view to gaining a high level of morality in commitment with IIUMs core values namely, Integrity (trustworthiness), Justice and Fairness, Adab and Professionalism. IIUM Code of Ethics defines integrity (Istiqamah) as trust (Amanah) and stresses the need for sincerity, accountability, justice and transparency in all academic conduct (IIUM code of Ethics, 2008). Besides that, IIUM is committed to supplying a wide range of internet services to all its population and facilities by providing access to broadband and wifi to all its members whether they are students or staff as well as providing them with a number of computer laboratories in each Kullyah. Based on these services, students use computers whether they are university computers or their personal computers in their university or personal lives. In IIUM, There are several Kulliyyahs the Kulliyyah of Information and Communication Technology (KICT) is one of its kullyyahs which was opened in November 2001. Since that time, KICT has produced knowledge workers who have a variety of ICT skills and knowledge and Taqwa of Allah. KICT offers Cyber Law and Islamic Ethics (INFO 4502) as Kullyyah required course for all students to equipped them with more information of ethical computer use (KICT, 2005). At the same time, the Institute of Education (INSTED) is one of Malaysias top education schools in IIUM. It offers a wide range of undergraduate and postgraduate courses in different specialization. INSTED provides the strategies that reduce the gap between theory and practice (INSTED, 2012). Unlike the KICT, INSTED does not offer Cyber Law and Islamic Ethics as an Kulyyah required course. In this case, students are not familiar with the ethical practice of computer use. Recently, some studies have conducted in IIUM related to assess the ethical behaviors in terms of academic integrity practice and computer ethics among IIUM students. To clarify, Moshood (2010) conducted his study to examine the IIUM students perceptions toward academic integrity practice. Integrity practice in the IIUM campus was determined by two important sub- constructs (awareness of academic integrity policy and commitment to academic integritys implementation). On the other side, Maslin, et al. (2007) investigated the awareness of computer use among undergraduate computer science students from UTM and IIUM. Generally, many researches have been done in computer ethics field. The large number of these studies conducted to investigate students awareness and perceptions of computer ethics and ethical beliefs (Adebayo, 2005; Akbulut, Usal, Odabasi Kuzu, 2008; Acilar, 2010; Jabour, 2011; Maslin Zuraini, 2008; Maslin, Zuraini Ramlah, 2009; Molnar, Kletke Chongwatpo, 2008; North, George North, 2007; Perryer Jordan, 2002; Peterson, Rhoad Vangght, 2001; Virginiam, Kelly Kathleen, 2011; Teston, 2008). Furthermore, these studies investigated the impact of gender, computer experience, age and program of the study on ethical judgments and ethical awareness. STATEMENT OF THE PROBLEM It is obviously that universities and educational organizations pay a huge attention in providing computers to their students or members. Despite the increased using of computer and its applications such as Internet and shared resources in human lives activities all over the world, however some users of computers such as students do not practice the code of computer ethics due to their ignorance of these ethics or due to their lack knowledge regarding these ethics. In addition they are not familiar with the idea that ethical issues related to computer use might be of importance to them in their future career as computer professional (Namlu odabasi, 2007) Therefore, they do not aware of the side effects of violation of computer ethics. It is noteworthy that in Malaysia, computer ethics is not offered as an individual subject, but rather the topic integrated in some related courses such as Management Information Systems or Cyber Law and Ethics course (Maslin, et al, 2009). In IIUM, KICT offers the course of Cyber Law and Ethics as a required course for all students to equip them with more information of ethical computer use (KICT, 2005). On the other hand, INSTED does not require this course for the students who are under this institution. Therefore, on the absence of computer ethics guidelines as a subject or chapter in the INSTED courses, there is a need to assess students violation of computer ethics and make comparison between KICT as-they have at least background about computer ethics- and INSTED students. In addition, According to IIUM website, the philosophy of the university is to create international center of educational excellence which integrate Islamic Knowledge and values in all disciplines. Furthermore, In IIUM, integrity (Istiqamah) is recognized as the essence of the university code of ethics. IIUM Code of Ethics (2008) requires students to the code of ethics strictly in their academic works and general lives. This code of ethics contains many core values such as piety, honesty, trustworthiness, responsibility, sincerity, accountability, justice and transparency. With this code of ethics, IIUM students practices are expected to be ethically (IIUM Codes of Ethics, 2008). In addition, IIUM requires integrity practice to be able to produce ethically outstanding scholars in various fields of studies (Moshood, 2010). As a result, it requires firm commitment to the implementation of academic integrity policies. Consequently, IIUM administrators and faculty are expected to be comm itted to implement the integrity policies in campus. Therefore, this study firstly will examine the level of students violation of computer ethics in two different Kullyyahs with the existence of Islamic values in the university. Moreover, the researcher will investigate if there is any relationship between students violation of computer ethics and the level of IIUM faculty and managements commitment to the implementation of academic integrity policy from students perspective. Finally, there are some researches were conducted in the field of computer ethics. The large number of these studies conducted to investigate students awareness and perceptions of computer ethics and ethical beliefs (Adebayo, 2005; Akbulut, Usal, Odabasi Kuzu, 2008; Acilar, 2010; Jabour, 2011; Maslin Zuraini, 2008; Maslin, Zuraini Ramlah, 2009; Molnar, Kletke Chongwatpo, 2008; North, George North, 2007; Perryer Jordan, 2002; Peterson, Rhoad Vangght, 2001; Virginiam, Kelly Kathleen, 2011; Teston, 2008). Furthermore, these studies investigated the impact of gender, computer experience, age and program of the study on ethical judgments and ethical awareness. In IIUM context, there are only one study was conducted in terms of academic integrity practice and one study in term of computer ethics. To clarify, Moshood (2010) conducted his study to examine the IIUM students perceptions toward academic integrity practice. On the other hand, Maslin, et al. (2007) investigated the awareness of computer use among undergraduate computer science students from UTM and IIUM. After examine the literature, It is clear that there is a lack of studies which conducted to evaluate the real violation of computer ethics among students. To add, there is no study investigate whether there is any relationship between students violation of computer ethics and the level of IIUM faculty and managements commitment to the implementation of academic integrity policy from students perspective or not. Therefore, this research aims to assess the level of students violation of computer ethics, examine any significant difference between KICT and INSTED student violation of computer ethics and to investigate if there is any relationship between students violation of computer ethics and the level of IIUM faculty and managements commitment to the implementation of academic integrity policy from students perspective. Conceptual framework The study of Peterson , Rhoads Vaught (2001) revealed that age as a factor has an effect on ethical behavior. They found that older people have high level of ethical behavior than younger. In term of investigating different program on students ethical computer use, Akbulut, Uysal, Odabasi Kuzu.(2008) investigate the effect of program on unethical computer using behavior. They found that there is no significant difference among different programs of study. By contrast, Maslin, Zuraini Ramlah (2009) found that there were some significant differences in ethical awareness of computer use among undergraduate computer science students from different universities (UTM and IIUM) In addition, Maslin, et al. (2009) have developed this model of ethical awareness of computer use: In IIUM, Integrity (Istiqamah) is recognized as the essence of the university code of ethics (IIUM Code of Ethics, 2008). Academic integrity, according to the Center for Academic Integrity (International Center for Academic Integrity, 2011), is defined as a commitment, even in the face of great difficulties, to five basic core values: honesty, trust, fairness, respect, and responsibility. Based on these values, principles of behaviors come into being that help academic communities convert these ideals into practice. Based on previous studies and model, in present study, the researcher will investigate the effect of age and program of study (Kullyyah) on students violation of computer ethics. The model will be as following: The extent of faculty and managements commitment to the implementation of academic integrity policies from students perspectives. Age Program of the study (Kullyyah) Violation of computer ethics PURPOSE OF THE STUDY The purpose of this study is to assess the level of computer ethics violation among IIUM students whether they are undergraduate or postgraduate students in two different Kulyyahs and to find if there is any significant difference between KICT and INSTED students in their violation of computer ethics. Moreover, this study aims to examine if there is any relationship between students violation of computer ethics and the extent of faculty and managements commitment to the implementation of academic integrity policies from students perspectives. RESEARCH QUESTIONS This study designed to address the following questions: What is the level of violation of computer ethics among IIUM students? Is there any statistically significant difference between KICT and INSTED students in their violation of computer ethics? Is there any relationship between IIUM students violation of computer ethics and the extent of faculty and managements commitment to the implementation of academic integrity policies from students perspectives? Is there any statistically significant difference between different groups of students ages in their violation of computer ethics? DELIMITATION Conducting this study will not generalize to all universities in Malaysia. It will be limited to IIUM only. Specifically, this study will focus on only two Kullyyahs (KICT and INSTED). Although there are several aspects of students misconduct behavior, however this study will be restricted to find out the level of computer ethics violation. Furthermore, this study will find out only the effect of faculty and managements commitment to the implementation of academic integrity policies from students perspectives on students violation of computer ethics. However, there are others factors affect students violation of computer ethics. SIGNIFICANCE OF THE STUDY The results from this study will make a meaningful contribution to our knowledge concerning computer ethics violation in our University. Moreover, this study will provide data about the level of IIUM students unethical practice of using computer that could help the lecturers to be informed about their students violation of computer ethics and help them to find what they think that help their students if the level is low. Furthermore, the leaders of the KICT and INSTEAD will be awarded about the level of students violation and make their decisions of how the level of ethical practice in using computer be improved if the level is low. Finally, this study will give a clear picture about the nature of the relationship between students violation of computer ethics and the extent of faculty and managements commitment to the implementation of academic integrity policies from students perspectives which helps the policy makers of IIUM to take more notice on academic integrity practice in IIUM campus. DEFINITION OF TERMS Computer ethics: Moral guidelines that govern the use of computers and information system. In this study computer ethics will only cover intellectual property, privacy and shared resources (adapted from Shelly, 2010). Intellectual Property: A broad category of materials, inventions and original works that are legally recognized as proprietary assets of an individual or organization which cannot be used without permission or legal licensure (Adapted from Techopedia.com, 2010) Privacy: The degree to which personal information, digital communication and digital devices can be accessed and shared by individuals (Adapted from your Dictionary.com, 2012) Shared Resources: Known as network resources, refer to computer data, information, or hardware devices that can be easily accessed from a remote computer through a local area network (LAN) or enterprise Internet (Techopedia.com, 2012). IIUM: International Islamic University Malaysia. IIUM is a unique university either in Malaysia or on a broader plane of the world. Since its inception English is used both as its medium of instruction and the language of its administration. It blends harmoniously modern and professional disciplines with traditional values and moral virtues. Its students originate from more than 100 countries representing nearly all regions of the world. IIUM has spared no effort to ensure that it provides the best tertiary education possible in all branches of knowledge. 6. KICT: Kullyyah of Information and Communication Technology in IIUM. 7. INSTED: Institute of Education in IIUM. 8. Violation: an act that disregards an agreement or a right (AudioEnglish.net, 2006). 9. Academic integrity: refers to the extent that core ethical values ( honestly, sincerity, piety, quality and originality) are transparently observed and strictly implemented in all academic pursuits. This is expected to facilitate the attainment of comprehensive excellence in the academic process as highlighted in the IIUM fundamental mission for learning. 10. Commitment to Academic Integritys Implementation It contains four indicators that measure the extent of the university administrators and facultys commitment to the implementation of academic integrity policies. The four observed variables include (Code of ethics is well implemented in IIUM; Academic integrity practice is adequated emphasized by lecturers at the beginning of each course; Consequences of dishonest practices are well discussed in most of my classes; and Defaulters of academic integrity rules are given appropriate sanctions in IIUM.

Critically Contrasting Personnel Management and Human Resource Management

Critically Contrasting Personnel Management and Human Resource Management 1. INTRODUCTION Over the last few decades with the onset of the industrial revolution, the work place has seen a change in stance with respect to its people working in organizations. The key theme resonates around the ever increasing importance being given to the employees or the human resource. It started with what theorists referred to as personnel management. Some theorists believe that personnel management evolved in to what is now called human resource management while others draw significant strategic and operational differences between them (Torrington et al. 2005). The basic difference that the researchers find between these two is their area of focus within the organisation. Personnel management looks primarily into administrative aspects of the organisation while, Human resource management, on the other hand, looks after developing, retaining and growing the human aspect the organisation. In most organisations today we see a growing importance given to this function at strategic levels. In this essay, the theory that exists for personnel management and human resource management will be critically contrasted and analysed to come to a conclusion in the debate mentioned in the previous paragraph. A number of theorists look at each of these as independent elements as well as relational elements and this essay explains the establishment of the context of each of the elements i.e. personnel management and human resource management, the change or the perceived transformation of personnel management to human resource management and drawing differences and similarities found in the existing literature to conclusively define whether there is a difference between the two or is Human Resource Management a term which is purely an evolution of personnel management. 2. THEORY AND PHILOSOPHY OF PERSONNEL MANAGEMENT AND HUMAN RESOURCE MANAGEMENT There has been a significant amount of literature that has been critical of personnel management of being low on organisational status in the recent years. The perception is widely held that the function of personnel management is limited in a reactive and administrative position and fails to hold relevance to the aims of the organisation. To elucidate this perception it should function at a strategic level (Lundy, 1994). Authors such as Drucker (1968), Watson (1977), Legge (1978) and Rowland and Summers (1981) relate personnel management to an administrative role. This could include payroll, maintaining practices with respect to regulation and other such activities. Torrington and Hall (1987) noted that personnel management looks towards the line manager for the as a key driver for the integration to the overall organizational goals. However the lack of strategic direction sometimes causes a conflict with the overall role of the manager which is more strategic in nature. Lundy (1994 ) noted that the establishment of the trade unions in UK along with the subsequent welfare movement that began with the onset of the industrial revolution in the early 19th century became the underlying cause of this conflict. Trade unions meant the workers were represented, were informed and could now demand and fight for their rights while line managers and governments considered labour as commodity. This lack of strategic composition in personnel management began to see the emergence of Human Resource Management as a replacement term. The pitfalls that were once faced with the administrative outlook of the personnel management were being eliminated by extended the boundaries to generate a more strategic role within the organization. Hence, human resource planning became aligned and was getting integrated with the overall organizational strategy. HRM, according to Bratton and Gold (2003), is a strategic approach to managing employment relations which emphasizes that leveraging peoples capabilities is critical in achieving competitive advantage. Torrington et al (2005) describe human resource management as a philosophy that deals with the carrying out of organisational activities that are people oriented and that extends to those who are not employed in the organisation. Human resource management is now, in the English speaking world, the most extensively used term that describes the activities of the management in terms of employment relationship (Boxall and Purcell 2003). A significant number of changes took place around 1994 with relation to trade unions, organisational restructuring. There was also a rise in the atypical forms of employment. With respect to these changes Beardwell and Holden (1994) suggest that: Any assessment of the emergence of Human Resource Management has, at least, to take account of this changing context of employment and provide some explanations as to the relationships that exist between the contribution HRM has made to some of these changes on one hand and, on the other hand, the impact that such changes have had on the theory and practice of HRM itself (p. 5). The human resource management can be looked at in the light of five aspects. First, the senior management considers the people problems at a more serious level. The overall delegation of responsibility lies with the line manager. Second, team work, communicating, and empowerment within employees is given a high level of importance. Third, employee development through the facilitation of training allows the employee to contribute more substantially to the organization. Fourth, every employee is considered as an individual. His or her needs are carefully assessed and emphasis is given to them. Lastly, the overall fit is considered to be around the greater strategic fit of the organization. 3. PERSONNEL MANAGEMENT VERSUS HUMAN RESOURCE MANAGEMENT Personnel management is conventionally believed as having little focus over the business links that are broader in nature and it is believed that it concentrates more on the activities of the personnel professionals and also on the operational techniques within the organisation. Thus the function of it is seen as low administrative record keeping and maintenance of people. In contrast to this function, human resource management is considered to concentrate more on the business linkages and also in comparison to personnel management it is usually labelled as an established and good people management practice (Redman and Wilkinson 2006). Legge 1995 (in Beardwell and Claydon 2007: 9), lists out three significant points that show that human resource management differs from personnel management. First, HRM is concerned with the responsibility of the top managers for the management of the culture. Secondly, she states that personnel management appears to be something performed on subordin ates by managers rather than something that the latter experience themselves. Finally, she says that human resource management defines the role of the line- managers rather than personnel managers. She further argues that the three differences stated above emphasize on human resource management, in theory, of being more of a central strategic management task as compared to personnel management. Armstrong (2006) states that human resource management lays more emphasis on the strategic fit and integration and its philosophy is management and business oriented. He contrasts Human resource management from personnel management on the basis that achievement of commitment and the management of the organisation culture are given more emphasis by HRM than personnel management. Storey (1992) and Guest (1987) each carefully differentiate personnel management and human resource management. The approaches considered by both also vary. Storey (1992) looks at the differences in light of the practical aspect; Guest (1987) draws more on the psychological aspects between the two. Points of difference between Personnel management and HRM as noted by Storey (1992) Dimension Personal Management HRM 1. Beliefs and assumptions Contract Behaviour Referent Conflict Careful delineation of written contracts Norms/ customs and practice. Institutionalized. Aim to go beyond contract. Values or mission. De emphasized. 2. Strategic aspects Key relations Initiatives Corporate plan Speed of action Labour management. Piecemeal. Marginal to. Slow. Customer. Integrated. Central to. Fast. 3. Line Management Management role Key managers Communication Standardization Transactional leadership. Personnel specialists. Indirect communication. High (e.g. parity an issue). Transformational leadership. General/business/line managers. Direct communication. Low (e.g. parity not seen as relevant). 4. Key levers Selection Pay Job design Training and development Foci of attention for interventions Separate, marginal task. Job evaluation (fixed grades). Division of labour. Controlled access to courses. Personnel procedures. Integrated, key task. Performance related. Teamwork. Learning companies. Wide ranging cultural, structural and personnel strategies. TABLE: Difference between Personnel Management and Human Resource Management. Source: Storey, 1992: 35 In the table above, Storey (1992) lists possible differences that are present between personnel management and human resource management. These differences describe the strategic aspect of personnel management as labour management and of Human resource management as customer management. Conventional personnel management focuses more on rules and norms, customs of the organisation and the practices which have already been established, whereas the human resource management tends to be more inclined towards giving importance to the values and mission that are set for the organisation. The personnel management approach is particular about the establishment of policies and procedures within the organisation and it enforces conformity of employees to these rules through careful delineation of written contracts. In contrast to this aspect of personnel management, Human Resource Management tends to go by the spirit of the contract. The structure of job design followed by personnel management is division of labour i.e. different people are assigned to different areas of expertise, where as Human resource management involves teamwork in which a group of people are assigned to accomplish a goal. Points of difference between personnel management (PM) and human resource management (HRM) as noted by Guest (1987) Personnel Management Human Resource Management Psychological Contract Fair days work for a fair days pay Reciprocal commitment Locus of control External control Internal control Employee relations Pluralist approach Collective Low Trust Unitarist approach Individual High trust Organizing principles Mechanic Forma/defined roles Top down strategy Centralized Organic Flexible roles Bottom up strategy De-centralized Policy Goals Administrative efficiency Standard performance Cost minimization Adaptive work force Performance improvement Maximum utilization Table: Difference between personnel management and human resource management. Source: Guest, 1987 In the above table, Guest (1987) examines the main differences between personnel management and human resource management. Like Storey, Guest also analysis a number of segments of the organisation to draw the main differences between the two debated terms. The psychological contract, which is the mutual agreement reached between the employee and employer, was the first element of difference. While personnel management considered it as obligatory from both parties to remunerate according to work and vice-a-verse. The control in case of personnel management was an external entity while the human resource management stemmed from within. Another key factor was trust. Guest believes that the personnel management failed to generate employee trust which in the case of human resource management was the key. The mechanistic approach of personnel management meant a formal, top down and centralized approach to managing employees. Human resource management on the other hand is considered to be m ore flexible originating from employees and de-centralized. The overall aim of personnel management, according to Guest, looked at drawing the most bang from the buck while minimizing the cost. However the goals for human resource management have taken on a role of improving performance by adapting the workforce to maximize the output. Painting the overall scenario, the differences cited by Guest (1987) and Storey (1992) reflect the fact that there lie differences between personnel management and human resource management on both practical as well as psychological fronts. The overall difference in its application has been considered to draw a clearer understanding of the differences cited above. However, literature also considers a number of key similarities which underlie both aspects of employee management. 4. SIMILARITIES Strategies of both Personnel Management and Human resource management flow from the business strategy. Both have the view that managing people is the responsibility of the line managers. Soft HRM and Personnel management have identical values with regard to the respect of the individual, develop people to achieve and facilitate their own satisfaction and the organisational objectives to the maximum level (Armstrong, 2006). Poole (1999) notes that despite the differences stated there are a number of factors that provide for a number of clear similarities between human resource management and personnel management. Emphasis on integration: Poole (1999) notes that both these models emphasize on their integration with the overall organizational goals. Line management as the driver: He notes that once again human resource management and personnel management look to the line management to deploy the human resource practices and policies. Individual development: Poole (1999) considers the model of Personnel Management and contrasts it with the models of Human resource management and concludes that both state the significance of developing the individual employee to the level of his highest abilities within the organization. Also while considering work in this field he found similarities in context laid down regarding the dependent nature of the employees. Importance of selection and job allocation: Poole finds that the correct allocation of jobs to the appropriate people is an important factor in the integration with the organization. It is worth noting that the integration with the organization was the basic similarity between human resource management and personnel management. 5. RHETORIC OF HUMAN RESOURCE MANAGEMENT Keenoy and Anthony (1992: 235) consider the relation between the employment relationship and human resource management as rhetoric and metaphors. HRM its self is shown in a positive light when words such as nurturing and organic are brought into the picture. However, other terms which described personnel management were reactive, monitoring and bureaucratic provided a negative connotation. In relation to the dominant emergence of HRM, Legge (1995) argued: The importance of HRM, and its apparent overshadowing of personnel management, lies just as much (and possibly more so) in its function as a rhetoric about how employees should be managed to achieve competitive advantage than a coherent new practice (p. xiv) Legge (in Storey 1995) further notes that there has been hype due to the existence, assumptions and epistemology of soft and hard models of HRM. This according to Bach and Sisson (2000) can be done to achieve a state of control over the workforce. The hard model of HRM deals with the employees in a less humanistic approach by referring to the more quantitative nature of reducing costs, managing head count and the overall need of the hour. While the soft model of HRM deals with the development of the employees and an overall well being of the employee. Bach and Sisson (2000) noted that the soft HRM camouflages the negative aspects of the hard HRM to paint a positive picture. In practice, both the elements of hard and soft HRM exist together and impacts the employee directly. Critiques of HRM such as Keenoy find that ambiguity in the term Human Resource Management is a remarkable feature in itself. (Beardwell and Claydon 2007) 6. CONCLUSION Human Resource Management has become the most widely used term which refer to the activities of the management of the organization towards its employees. There are a number of debates surrounding the meaning, definition and scope of HRM and personnel management. Some critics find a number of similarities between the two while others find significant contrasts between the two. Legge (1995) sets forward the view that there is no major difference between the principles and values of the two but Storey (1992) found a number of aspects that differentiate the two. To summarise, personnel management is widely observed as having an operational schematic to people management with the aim at achieving efficiency within the norms of providing justice to the employees work. From the literature, conclusions can be drawn that the difficulty faced by personnel management in obtaining credibility in the eyes of the employees paved the way for the rise of Human Resource Management. The concern about the difference between personnel management and the extent to which HRM represented a positive or negative phase in peoples management gave rise to the debate relating to the differences and similarities of HRM and conventional Personnel Management. In summary, it can be noted from the literature that the inevitable evolution of personnel management was fuelled by the lack of trust with employees and gave rise to the emergence of Human Resource Management. The hard and soft models of Human Resource Management lay evidence to this evolution by displaying characteristics of the more mechanistic aspects of personnel management.

Industrial Revolution :: essays research papers

Industrial Revolution   Ã‚  Ã‚  Ã‚  Ã‚  In the previous class, we learned the changes of the Industrial Revolution. The Industrial Revolution had changed literally everything. Lives changed, roles changed, education changed, homes changed, health changed, romance changed; everything had changed.   Ã‚  Ã‚  Ã‚  Ã‚  The elements of the home changed in quite a few ways. The home was always filled with the people that lived there because they spend their time at home. The home was made of things that you could find locally or that you could make by hand. Houses were made out of mud, wood, and straw. The family had basically slept in the same bed for less consumption of space and for warmth. Not only did they live with the entire family, however they lived with fleas, rats, and lice. This allowed diseases to be spread and in effect, the population was very little because of the severity of the diseases. After the Revolution, the home is filled with less people because the people transport to other places. The home is filled with things that you can find all over the world. Houses are made out of steel frames, wood, glass windows, and very sturdy materials in addition to the idea that specialized workers made your home. The refrigerator and toilet were invented and people slept i n different beds causing an increase in the population due to the decrease in disease.   Ã‚  Ã‚  Ã‚  Ã‚  The elements of man and woman had changed as well. Man and woman married each other for survival. Man and woman needed each other for children and for each other’s work labor. Therefore, sex was a necessity for survival. Children were only acquired after marriage, if the child was born any other time, the couple was shunned by the community. Marriages were arranged by the parents and the husband between a money agreement. Once the couple married, no one left the farm but mainly lived their lives on the farm. Women married at the age of 14-16 and men in their mid 20s and 30s. This is because the women had a better chance of survival through childbirth at the age of 14, 15, and 16. After the Industrial Revolution, sex is pleasurable and couples do it for pleasure and not for survival. Sex is done before marriage in some cases and also advertised in movies. Couples marry as a result of love and attraction for one another. There is no longer a need for each oth er as a means of survival.

To Save a Life is not an Option :: Essays Papers

To Save a Life is not an Option As America has progressed through the years, its citizens have grown more and more conscientious about their health and safety, and through science and technology have designed many things to be safer and increase health for little money. Laws have been passed so that health may be maintained and in many cases it is cheaper to live a healthy lifestyle rather than an unhealthy one. Cigarettes put deep holes in pockets, and fines keep people from not wearing their seatbelt, yet despite the low cost of many safety advances made for automobiles, consumers are still forced to pay more for safety features in cars. With the low cost of manufacturing and installing safety features such as anti-lock brakes and side airbags, safety features should no longer be an option on automobiles, but standards. Over 9,000 deaths are caused by side impact passenger vehicle accidents in America every year. (IIHS) Crash tests conducted by the institute have shown great potential for side airbags, especially for protection in smaller vehicles being hit from the side by larger vehicles such as SUVs which are becoming very popular these days. â€Å"Side airbags that include head protection are reducing deaths by about 45 percent among drivers of passenger cars struck on the near (driver) side,† claims the Insurance Institute for Highway Safety. The effectiveness of head protecting side airbags is a 53% reduction in risk of two-vehicle accidents and an estimated 74% reduction when a smaller vehicle is struck in the side by a larger vehicle. Without side airbags, the is no protection for a passenger’s head from protruding objects such as trees, poles or other vehicles causing far more deaths or permanent injury than if the head were protected. (IIHS) Side airbags are available on 40 percent of 2003 model passenger vehicles, 16 percent on which they are optional. (IIHS) The option of side airbags for different manufacturers varies in cost; for Chevrolet it is a $400 option, for Ford it is a $300 option and for Honda it is a $250 option. Using the Chevrolet Malibu as an example as a side airbag optional vehicle, side crash tests show much better results for the Malibu with side airbags. On a scale of 1-4, 4 being the best, in a side collision test, the Malibu with side airbags received a 3 while the Malibu without side airbags received a 1.

Metis Struggle for Self Identification Essay -- Canadian History Stru

Metis' Struggle for Self Identification   Ã‚  Ã‚  Ã‚  Ã‚   One of the most contentious issues in Canada’s history is that of the Metis. Some people feel this unique group of people does not deserve any sort of recognition, whereas others believe their unique history and culture is something to be recognized and cherished. The history of the Metis people is filled with struggle; not only struggles against other powers, but also a struggle for self-identification. Despite strong opposition, the Metis people of Canada have matured as a political force and have taken great strides towards being recognized as a unique people.   Ã‚  Ã‚  Ã‚  Ã‚  The word Metis is a French word that means: â€Å"mixed race†. Today it is often used for anyone who has European – Indian heritage, but when the colonies of Canada were being formed Metis had a specific meaning. The roots for this hybrid race came from French – Indian ancestry. It did not matter how much of each you had in you, as long as there was some of each. At the time, the Metis seemed to be superior in comparison to the individual Indian or Frenchman, because they appeared to possess certain marks of superiority over both parent types or strains . This meant they had all of the good characteristics from each group and left the bad ones behind.   Ã‚  Ã‚  Ã‚  Ã‚  The history of the Metis started with the European colonization of North America. With the arrival of the West European powers, fraternization and trade began between the European settlers and the many First Nations peoples throughout Canada. The French were the first foreign power to realize the potential benefits of allying with the First Nations peoples. Consequently, the French explorer, Samuel de Champlain, proposed a union of the French and First Nations . Champlain’s, and therefore France’s, goal was to create a mixed-blood race to populate the continent and form a new, thriving colony for France . The offspring of these unions did not live the life Champlain envisioned; instead they often lived exclusively with one group or another. It was not until the years when fur trading became a lucrative, thriving business that children of mixed descent began to realize their own unique place in the world.   Ã‚  Ã‚  Ã‚  Ã‚  When these times arose, these children were the envy of most because they were not only bilingual and bicultural , but they also knew the lifestyles of both the white man and the Indian. The... ...n hundreds of years ago. The injustices of the past have left their mark, but just as in the past, the spirit of the people will enable them to prevail against difficult odds until they finally receive their due. Bibliography 1)  Ã‚  Ã‚  Ã‚  Ã‚  Adams, Howard. Prison Of Grass, (Saskatoon: Fifth house Publishers, 1975) 2)  Ã‚  Ã‚  Ã‚  Ã‚  Corrigan, Samuel. The Struggle For Recognition, (Winnipeg: Pemican Publications, 412 McGregor St., Winnipeg, Manitoba, Canada, 1991) 3)  Ã‚  Ã‚  Ã‚  Ã‚  Daniels, Harry W. We Are The New Nation, (Ottawa: Native Council Of Canada, Ontario, K1P 5L6, 1979) 4)  Ã‚  Ã‚  Ã‚  Ã‚  Eccles, W.J. Essays On New France, (Oxford: Oxford University Press, 1987) 5)  Ã‚  Ã‚  Ã‚  Ã‚  Lussier, Antoine S. The Other Natives, (Winnipeg: Manitoba Metis Federation Press, 300-275 Portage Ave, Winnipeg, Manitoba, R3B 2B3, 1975) 6)  Ã‚  Ã‚  Ã‚  Ã‚  MacEWAN, Grant. Metis Makers Of History, Saskatoon: Western Prarie Books, Saskatchewan, 1981) 7)  Ã‚  Ã‚  Ã‚  Ã‚  Maguet, Elizabeth. Hold High Your Heads, (Winnipeg: Pemican Publications, 412 McGregor St., Winnipeg, Manitoba, Canada, 1992) 8)  Ã‚  Ã‚  Ã‚  Ã‚  Sealey Bruce D. The Metis: Canada’s Forgotten People, (Winnipeg: Manitoba Metis Federation Press, 300-275 Portage Ave, Winnipeg, Manitoba, R3B 2B3, 1975)

Crisis Management Communication Plan Essay

A crisis is defined as a time of intense difficulty, trouble or danger. This situation can come in the form of an important decision must be made in one’s health. Everyone deals with a crisis in a differently. In order to manage a crisis appropriately the proper communication must be used. Health care professionals need to learn how to effectively communicate in any type of crisis. Dynamics of communication used during a crisis can make a difference in how someone will react and respond to a high stress situation. Stress Reduction There are many ways to reduce stress during a crisis. Implementing a way to reduce stress can influence the outcome of the situation, or the people involved. Having a proactive approach to managing stress means there needs to be a solid, responsible leader. There also must be a plan, team support and goals to uphold. During a crisis it is important to take charge of the situation, recognize what is happening, and communicate effectively. This means monitoring our verbal and nonverbal communication. When we are conscious of our communication it can help decrease the stress during a crisis. The verbal communication should be congruent with our nonverbal communication (Managing Stress During a Crisis, 2014). Nurses should also remember not to overload clients with too much information. Short sentences that are direct and to the point are the best way to communicate during a crisis situation. Resolution of Communication Issues In times of crisis many communication challenges can arise. Resolving the challenges takes training, open communication and good listening skills. There is a need to work collaboratively and clarify the communication between all parties involved. Potential challenges can come from  miscommunication and becoming defensive. It is possible that the person making the statement may have meant one thing and the person they are talking to understands it as something else. This can further complicate the crisis and create more challenge. Active listening skills, clarifying information and being aware of nonverbal communication are specific ways to avoid miscommunication. If the health care professional is not approachable, has poor verbal and nonverbal communication skills and appears defensive when spoken to, the communication challenges will continue or even become worse (Arnold & Boggs, 2011). It is essential to understand what it will take to resolve communication challenges or spot po tential challenges. Health Care Setting Health care professionals find themselves in the line of crisis quite frequently. Sometimes it is something that we can predict. Other times the crisis happens upon us suddenly and without warning. In departments such as the Emergency Department (ED), crisis can generally be expected and the ED staff can safely believe that there will be a crisis during their shift. The outcome of the crisis can depend on how it is approached and dealt with. A patient’s rapid deterioration of their state of health or arrest in front of the family is a common crisis situation that occurs where I work. This puts the staff as well as the patient and patient’s family in crisis mode. I feel that my job as the patient’s nurse is to make sure that the situation flows as efficiently as possible. Crisis communication needs to be initiated immediately. My verbal and nonverbal communication can affect the situation. I also need to pick up on the verbal and nonverbal cues of the family. It is also important to collaborate with the team, listen to both staff and families and communicate in a professional manor. Active listening is a prominent quality of a leader, along with how they lead the team. A positive approach is always best while maintaining clear and concise communication. There are times when it is necessary to use assertive communication. This is true when dealing with a difficult person, staff or family member. The nurse needs to be a leader, professional and assertive in order to work with these types of individuals in crisis situations. When approaching a patient, family member or staff, it is important to remember that how the crisis is handled can make the situation better or worse. Knowing how to  manage crisis can be one of the most beneficial aspects. This knowledge comes through furthering your education, experience on the floor, planning and the art of active listening. Conclusion Every nurse should expect to be put in a crisis situation sometime in their career. It is in the nature of the situations that we handle in our profession. How these crisis situations are managed can determine a good or bad outcome for the patient and the patient’s family. Dealing with any crisis can be challenging but achievement is possible. The nurse should be an active listener, solid leader, and continually work on his or her communication skills. These qualities lead all those involved down the path to successful management of the situation and the best outcome or resolution of the crisis. References Arnold, E., & Boggs, K. (2011). Interpersonal relationships: Professional communication skills for nurses (6th ed.). Retrieved from The University of Phoenix eBook Collection database. Managing Stress During a Crisis. (2014). Retrieved from http://www.osha.gov/crisis

The United States of America, 1919 – 1941 – Sources Question

(a) (i) President Hoover thought that the causes of the Depression of the à ¯Ã‚ ¿Ã‚ ½29 weren't because of the USA lending money to Germany, or because of the Daweà ¯Ã‚ ¿Ã‚ ½s Plan, or any other reason that might blame the USA. He thought that all the other countries had the fault or were to be blamed because of the Depression of the à ¯Ã‚ ¿Ã‚ ½29. I think that he thought that way because as he was President from the USA, he was obviously going to defend his country and say that his country had been a victim of all the other countries and problems of other parts of the world. (ii) In source B, the historian who wrote that thinks almost completely different than President Hoover. You can clearly notice the different opinions, as in source B, it says that the Wall Street Crash was the main cause of the economic Depression of 1929, the historian seems to be sure about it. And in source A, Hoover says that, as I have already mentioned before, the USA had absolutely no fault at all of the Depression. Because of these reasons, I can compare both sources and get to the conclusion that the historian of source B did not agree at all with the opinions expressed in source A. (iii) In my opinion, source B is much more reliable and trustworthy, because the historian who wrote that did it in 1984, and it had been a long time since the war finished, and he could analyze all the sources and evidence together. I think that is easier to analyze everything in â€Å"cold†, rather than in â€Å"hot†. I mean that is better to do it after it had happened, than meanwhile it is happening. Also, one thing that is very important is that the historian was, probably, more objective that the President. Because Hoover had so much pressure that he couldn't say that the USA had the fault of the Depression even though he thought that it really did. So, I think that source B is more useful than the other as evidence of the causes of the Depression. (b) (i) One reason why agriculture did not share in the 1920sà ¯Ã‚ ¿Ã‚ ½ boom was because of the loss of the European market. During the war America had shipped millions of tons of grain to Europe. Europe ha become the main market for American farm exports. But the First World War had so bankrupted Europe that few Europeans could afford to buy American farm produce any longer. Also, the tariff barriers put up by the Republicans to protect American industries made Europe poorer still so it could not afford American produce. Another reason is that American farmers were also struggling against competition from the highly efficient Canadian wheat producers. All of this came at a time when the population of the USA was actually falling and there were fewer mouths to feed. (ii) The Wall Street Crash began as a stock market and financial crisis, especially with the crisis of the New York stock exchange. In October 1929 the Wall Street stock market crashed, the American economy collapsed, and the USA entered a long depression which destroyed much of the prosperity of the 1920sà ¯Ã‚ ¿Ã‚ ½. The depression passed from finance to industry and from USA to the whole world. Export of American capital came to an end. (iii) The Wall Street Crash lead to a collapse of the US economy because Americans, with their incomes low, couldn't buy foreign goods. People couldn't collect the money they were owed or the money they thought they had in the bank. People could not buy so factories could not sell. Unemployment grew rapidly: skills of older people grew rusty and young people had no opportunity to learn. This made the people feel discouraged and frustrated, so they turned to new and disturbing political ideas. Optimists, including Hoover, thought that the depression was only a low point in the business cycle, and that â€Å"Prosperity was just around the corner†. But others believed that the depression meant the breakdown of the whole system of capitalism. (iv) Hoover was regarded as a â€Å"do nothing† President. He tried to encourage the US export trade although without much success. Even more damaging to Hoover's reputation, was how little he tried to help those who were suffering because of the Depression. He believed that social security was not the responsibility of the Government. Hoover appeared to be heartless and indifferent to the suffering of the American people. There could not be a greater contrast to Hoover than his opponent, the Democrat candidate, Franklin D. Roosevelt, who believed strongly in â€Å"active government† trying to improve the lives of ordinary people; had plans to spend public money on getting people back to work. As Governor of New York he had already started doing this on his own state. He was not afraid to ask on advice on important issues from a wide range of experts such as factory, union leaders or economists.