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Of cultural diversity within an organisation
Cultural and organizational diversity
Examine the importance of cultural diversity to organizational success
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WHAT IS SKILL? CRITICALLY DISCUSS BY REFERRING TO THE THREE KEY APPROACHES TO DEFINING SKILL, I.E. SKILL IN THE PERSON, SKILL IN THE JOB AND SKILL IN THE SETTING.
INTRODUCTION
Within core leadership, management and business texts, skill is a clearly recognised requirement for success, but one which is rarely discussed in depth. For example, Henry (2011) sees the skills of individual employees as one of the key resources of production and recognises the importance of social skills but makes no further definitive statement. Morrison (2009: 334) addresses how a national environment is influential in the fostering of an educated and skilled workforce and its importance for foreign investment, balanced against the cheap-labour attraction of low-skill environments. However, the factors shaping the important concept and resource of skill and the associated human aspects are not explored.
In creating his successful automotive business empire, Henry Ford (1923) considered individual skill as one aspect of an overall production process – a balance of being able to work hard, a capacity to think or learn, but where the aspect or impact of personality or personal factors was limited as much as possible. Every person ended up working at a level that suited their skills i.e. where they belonged (Ford, 1923: 97). Today, work remains an important aspect of personal identity, with people wishing to be recognised for their skills (Doherty, 2009).
However, in a post-Fordist era with globalisation, trans-national labour availability and the increasing importance of the service sector, it is appropriate to contemplate the concept of skill and the associated challenges in greater depth (Kumar 1995). This paper seeks to do so through a discussion...
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...ling to the far away towns’ the call centre labour process and globalization. Work, Employment & Society, 19(2), pp.261--282.
The Week (2013). Will British Army allow women to serve in combat roles [Online], Available: http://www.theweek.co.uk/defence/51198/will-british-army-allow-women-serve-combat-roles [25 July 2014].
Van Echtelt, P., Glebbeek, A., Lindenberg, S. (2006). The new lumpiness of work explaining the mismatch between actual and preferred working hours. Work, Employment & Society, 20(3), pp.493--512.
Walby, S. (1986). Patriarchy at Work, Cambridge: Polity Press.
Weber, M. (1962). Basic Concepts in Sociology, London: Peter Owen Ltd.
Weber, M. (1978). Economy and Society: An Outline of Interpretive Sociology, Berkeley: University of California Press.
Women in the Army (2014) [Online], Available: http://www.army.mod.uk/join/20221.aspx [25 July 2014].
The military is trying to find new ways to recognize the fact that women now fight in the country’s wars. In 2011 the Military Leadership Diversity Commission recommended that the Department of Defense remove all combat restrictions on women. Although many jobs have been opened for women in the military, there is still 7.3 percent of jobs that are closed to them. On February 9, 2012, George Little announced that the Department of Defense would continue to reduce the restrictions that were put on women’s roles. The argument that “women are not physically fit for combat” is the most common and well-researched justification for their exclusion from fighting units. It has been proven if women go through proper training and necessary adaptations, they can complete the same physical tasks as any man. Though there seem to be many reasons from the exclusion of women in the military, the main ones have appeared to be that they do not have the strength to go through combat, would be a distraction to the men, and that they would interrupt male bonding and group
Growing up witnessing his mother work as a waitress, Rose grew to appreciate the skills of physical work from a young age and in his essay takes this appreciation a step further by analyzing the knowledge required of blue-collar workers. First he references his mother’s ability to balance trays on her arm while holding coffee, having knowledge of how to position her body or to remember where each plate should be sat. He also references her ability to multitask, or “make every move count”, and how her mind was constantly at work thinking how to add task together to make sure the needs all her customers were met (281). He also cites the similar traits shared by his Uncle Joe. Joe worked as the foreman at General Motors, a quick paced environment as mentally taxing as family restaurant. Rose tells how his uncle “constantly faced new problems and became a consummate multitasker, evaluating a flurry of demands quickly, parceling out physical and mental resources” (282). His uncle learned to solve any problem, and even found areas in the shop where improvements could be made. Because of his experience, Joe was not only able to innovate the nozzle for spray painting cares but also began using shift rotation on the floor to ease the stress of factory workers (282-283). By adding his uncle’s experience, Rose is able to provide a more detailed explanation
Campbell begins by examining the Women’s Auxiliary Army Corps in the United States and the “experiments” that the Army General Staff held “to see how well American women could perform” (302). Ultimately, they discovered that “mixed gender units performed better than all male units” (302). Similar British experiences found much the same thing; in fact, it was the model of the British army that the United States “was watching closely” (306). In Britain in 1941, 125,000 women were drafted into the military, while 430,000 more volunteered over the next three years (306). The purpose of these units was to allow more men to fight offensively on the continent while the women protected the defensive lines. Neither country allowed the women to fight, however; in the United States the public was not “ready to ...
Weber, Max. 1978. Economy and Society: An Outline of Interpretive Sociology. University of California Press.
"Update: Women in the Military." Issues and Controversies. Facts On File News Services, 29 May 2007. Web.
Watson, T. (2008) The Meaning of Work. The Sociology of Work and Industry. London: Routledge.
I noticed from all the capable people I know that their skills were acquired through hard work, their passion for what they do, and years of experience in their trade or profession. I can 't think of anyone who is born with skills. If you come across people who achieved certain results due to natural ability than hard work, there 's a good chance that hard work has been invested. For example, when I was in school, there were students who seem to breeze through tests and get great results. What a lot of people don 't know is that behind the great results were extra hours spent on self-studying and hours of private tuition that their parents put them through. Another example: when I worked in a research firm, there were people who stood out above others. These were the same people who invested extra time to get their skills right.
Ruby, J. (2005, November 1). Women in Combat Roles: Is That the Question?. Off Our Backs,35, 36.
Weber, M. (1978). Economy and society : an outline of interpretive sociology. Berkley: University of California Press.
They are not the technical skills required by an occupation but are the enabling skills that are necessary in most occupations and that allow people to do their jobs successfully. (Molson)
But still there is a vast skill gap that causes a mismatch between industry needs and institutional output. India being a nation with a high percentage of youth nearly 35% are between the age group of 15 to 21 who after completing their graduation are in a position to enter into a job market. But due to the lack of skills that are required for an industry many people out of that lot fail to enter the job market (Murugaia S. 2014) Employers recognize that “soft” skill development is essential for their employees. These skills are difficult to teach to employees once they are on the job. Therefore, they should be learned through development opportunities such as higher education (Arensdorf,Jill
Wojack, Adam N. “Women Can Be Integrated Into Ground Combat Units.” Integrating Women into the Infantry (2002). Opposing Viewpoints Resource Center. Thomson Gale. University of South Alabama Library. 13 July 2006 .
Page and Wilson (1994) after reviewing 337 citations regarding competencies, defined it as “the skills, abilities, and personal characteristics required by an „effective‟ or „good‟ manager”. The point to note about this definition is the inclusion of directly observable and testable competencies, such as knowledge and skills, and the less assessable competencies related to personal characteristics or personal competencies.
Competency-based education is perceived by some as the answer, by others as the wrong answer, to the improvement of education and training for the complex contemporary world (Harris et al. 1995). Popular in the United States in the 1970s in the performance-based vocational teacher education movement, competency approaches are riding a new wave in the 1990s with the National Vocational Qualifications (NVQs) system in England and Wales (begun in 1986), New Zealand's National Qualifications Framework, the competency standards endorsed by Australia's National Training Board (NTB), and the Secretary's Commission on Achieving Necessary Skills (SCANS) and the National Skills Standards initiative in the United States. Competency standards are propelled by a strong political impetus as the way to prepare the work force for the competitive global economy. At the same time, a growing chorus of critics argues that the approach is conceptually confused, empirically flawed, and inadequate for the needs of a learning society (Chappell 1996; Ecclestone 1997; Hyland 1994). Much of the debate is taking place in Britain and Australia, where there has been more time to examine the impact of the competency approach, and this publication therefore focuses on literature from those countries. However, the issues are relevant to vocational education anywhere. This publication looks at the claims of both sides in an attempt to locate the reality of competency-based education and training (CBET).
All people contain a thing within them known as skill. Skill the ability to do something well; expertise. Many people claim that that are skilled in a certain activities. I may take time for people to learn, develop a skill, but some people are naturally skilled at certain things. Whether it is sports, cooking, math, reading, etc. People may use the skills they have or learn to decide what they will do in the future. Skill can be the deciding factor in whether you will be very successful or unsuccessful in certain activities in your life.