International management 2 Term Paper Example | Topics and Well Written Essays - 4000 words

International management 2 - Term Paper Example TUI is the largest integrated tourism group in Europe, lagging far behind its competitors with a turnover of about â‚ ¬ 21,866 million and 70,200 employees in 2008. One of the unmatchable entrepreneurial landmarks of TUI is its continuous structural progress and upgrading services offered to worldwide customers. Contrary to its rivalry, TUI is very successful in both the tourism and shipping divisions because of its advanced attractive products and services as well as the expansion of new and strong brands. However, the performance of TUI has been affected badly due to ongoing war against terrorism, natural calamities, global recession and lack of customer confidence. Prior to 9/11, TUI had more dynamic growth from 1995 to 2001. Post 9/11 effects, really restricted the TUI’s expansion strategy especially in various countries of Asia. Since China is an emerging market, therefore TUI had planned a broad strategy but war in Afghanistan and its further effects in Pakistan, kept TUI to hold up its TUI China brand till 2006. In such political and military situations, ABC Tourism Company decided to launch its new branch in Greece instead of Asia. Before deciding about the Greece, ABC planned the following strategy. Greece is one of the leading tourism countries in Europe due to its quality of life, mild climate, low crime, comparatively low cost of living, competitive construction rates, and recreation facilities. TUI is the largest and No.1 Tourism Company in Europe and looking for to enhance its business horizon up to Greece which has been remained an attractive place for tourists throughout the history. Almost 16 million tourists visit this country each year. And it has a contribution of about 15% to the national GDP. Greece tourism industry is so stable and confident in its economic strength and potential that has spent huge money on its tourist attraction highlights like large scale

FORD MOTORS PHILOSOPHY vs TOYOTA MOTORS PHILOSOPHY

FORD MOTORS PHILOSOPHY vs TOYOTA MOTORS PHILOSOPHY Introduction A manufacturing/production system consists of a conversion system, which transforms inputs into output. The way conversion is done depends upon the nature of product/service and the nature of demand for such product/service. Thus the types of production are broadly classified into two categories, the continuous and the intermittent. The first category is appropriate where large scale production is required and the second is suitable where demand is non-uniform and seasonal and the product is not standardized. Ford Motors, as it is poised for mass producing standardized automobiles, naturally embraced the continuous production system. This essay attempts to compare and contrast the production philosophies and systems adopted by Ford Motors during 1930s and Toyota Motor Company during recent times. As Kanigal, Robert [1997] laid the basis for the concept of assembly line, Henry Ford, adopted the concept in1914 with due consideration to Adam Smiths philosophy of division of labour. He over simplified the tasks which led to specialization and business success (William A. Levinson, 2009). On the other hand, Toyota, which emerged as a different socio-industrial system, ironically had its roots in Henry Fords philosophy (James P.Womack, Daniel T.Jones, Daniel Roos, 2007) However, TMC digressed from the traditional Detroit philosophy based on the concept of lean manufacturing and thus carved a niche for itself and grew to such an extent that the American automobile industry shook. Henry Fords Contribution Earlier, cars were a specialized luxury, available only to the elite. Fords mass production scheme made the automobile accessible for the common man even, by virtue of Fords vision, a car for every man. This philosophy got extended to the whole range of consumer products and services which came into the reach of every common man. Henry Fords team nurtured innovation in all the 4 Ps (Product, Process, Position and Paradigm) to happen concurrently. The T-Model, which Ford and his team evolved formed the basis for emergence of an altogether completely new realm of thinking as regards manufacturing, which resulted in elimination of need for skilled labour (Joe Tidd, John Bessant, 2009). Though the basic elements existed earlier, Fords success lay in synthesizing them into a new form. The philosophy encompassed not only assembly operations, but supply chain and logistical aspects also. Features of Ford System of Manufacturing Standardization of products, components, equipment, process, tasks and tasks of control. Time and work study, to identify the optimum conditions for carrying out a particular operation and job analysis, to break up the task into small, highly controllable and reproducible steps. Specialization of functions and tasks within all areas of operation .there was considerable narrowing and re-utilization of individual tasks and an extension of division of labor. Uniform output rates and systematization of the entire manufacturing process. Payments and incentive schemes based on results. Elimination of worker discretion and passing of control to specialists. Concentration of control of work into the hands of management within a bureaucratic hierarchy with extensive reliance on rules and procedures. The Toyota production philosophy The system of production which, though had its roots in that of Ford Motors, has evolved as a distinctive one with unique features such as lean manufacturing, is known as Toyota Production System [TPS]. Sakichi Toyoda, his son, Kiichiro Toyoda and Taiichi are the founders of Toyota Motors. The founders and the engineer, Taiichi Ohno are the ones who appreciated and embraced the concept of Lean Manufacturing, founded on the original concept, being, JIT production (Sorensen, 1956). The founders of Toyota based heavily on the work of Edward Deming and the literature written by Henry Ford. Lean manufacturing (Simon, 1996) concept was even seen during the times of Benjamin Franklin. The business success and opulence of Detroit drove the Toyota team to be inquisitive about witnessing the assembly line and mass production. When the Toyotan delegation visited the US, they were not impressed. The Toyotan philosophy (Shigeo, 1996) aims at rationalizing the design of the manufacturing process and so it envisages elimination of three elements, being overburden [muri], inconsistency [mura] and waste [muda]. This entails that the process is flexible enough to be free from stress as it is supposed to generate waste. The Toyota system identified seven types of wastes, popularly called the Seven Wastes. They are over-production, motion (of operator or machine), waiting (of operator or machine), conveyance, processing itself, inventory (raw material), and correction (rework and scrap) Of the three lapses, i.e. overburden, inconsistency and waste, the latter, muda, seems to dominate the thinking of man as they see the fruitful effects of TPS. Origin of the concept of TPS It is known that Toyota Motor Company has got its inspiration not from the Detroit Philosophy, but rather from their observations made on their visit to the US in 1950s. The Toyota delegation first visited the automotive plants of Ford Motor Company located in Michigan. But they convicted that many methods adopted by the industry leaders were not satisfactory or effective. Some of the lapses they identified were: large amounts of inventory on site, the way the work was performed in various departments uneven pattern, i.e., with intervention of waiting between one operation and another operation resulting in islands of idleness, re-work in huge quantities at the end of the process. Later, the Toyotan delegation visited Piggly-Wiggly, the supermarket and observed how inventory management was carried out. The supermarket maintained scanty amounts of stock sufficient to cater to the customers and its employees for a short duration, stocks were reordered and instantly replenished. This indicated an important dimension, i.e., eliminating the need to maintain huge stocks and it was all done just-in-time. Taking cue from this philosophy, many US businesses made a direct attack on high inventory levels but ended in fiasco. This was because the American businesses did not understand the underlying issues. A principle of maintaining low levels of inventory also implies that proper alignment should be made with the vendors such that they were in a position to supply materials and components just-in-time. A complete delineation with the entire supply chain is necessary. This important aspect was ignored by the American automobile industry. It cannot be achieved overnight. Toyotans admitted that it took 20 years for them to implement JIT programme. Tenets of Toyotan Philosophy CONTINUOUS IMPROVEMENT Challenge: Work without challenge makes people indolent and lackadaisical and nonchalant. Kaizen: Capabilities, skills, efficiency and the like are not constant. They keep improving over time. Hence benchmarks need to be revised constantly. Innovativeness is a natural propensity. Genchi Genbutsu: Try to find the root cause before making correction of the apparent defects. RESPECT FOR PEOPLE Respect: Others must be respected. There should be mutual understanding and a readiness to accept responsibility to build mutual trust. Team work: Working together to achieve organizational and individual objectives through commitment. LONG-TERM PERSPECTIVE Short-term goals are mere derivatives of the long-term ones and the former are dependent on the latter and hence, priority shall be given to pursue/revise long-term goals. THE RIGHT PROCESS PRODUCES THE RIGHT RESULTS Creation of a continuous process flow facilitates inherent problems to be apparent at surface. Lacunae, if any, will come to surface; unevenness in loading of work stations will be indicated. Adopting pull system of production prevents overproduction. Under pull system of production, production scheduling is not done for large scale manufacturing. Master production schedule is made based on the current orders on hand. Once these orders are processed, the production process is stalled and rescheduled upon receiving new orders. Thus, products are pulled out of the system by customers. As long as production goes, care should be taken to avoid unevenness of flow of the process. This requires every material, tool, equipment and labour to be readily available at the respective work station to avoid interruption. Defect to be nipped in the bud. This means that if the job on the assembly line or at a work center is found to be defective, the same cannot be passed to the next work station/center without being rectified of the defect. This gives two-fold advantage; first, all the output that comes out will be defect free and secondly, there is no need to invest on a quality assurance system. Line stopping Where, on an assembly line, if any defect is noticed by the operator[s], he is given discretion to stop the assembly line by means of a switch and hold it till the defect is rectified. Continuous improvement is based on standardization of operations/tasks and employee empowerment. Standardization of operations facilitates fixing benchmarks for employees and thereby provides for comparison of performance against benchmarks. Once they are met by the employees, the benchmarks will be revised. This way, performance and efficiency keep increasing year by year, leading to ever increasing performance and productivity. Visual control system: This system alarms the workers of any lapse or defect that my arise during the production process. When the system identifies a defect, it alarms the workers through visual devices. Using fool-proofed technology: The Toyotan philosophy calls for using equipment of proven technology to ensure a steady and uninterrupted flow of the process as well as to get the output of the desired quality. DEVELOPING PEOPLE AND PARTNERS ADDS VALUE TO THE ORGANIZATION Leaders should be developed from among the employees who relish the philosophy, understand it thoroughly and are willing to share it with others. Exceptional personnel and teams who imbibe and nurture the aspirations of the company should be developed. Network partners and suppliers by sharing expertise should be honored and challenging assignments should be given to help them improve. A SUSTAINED EFFORT TO RESOLVING ROOT PROBLEMS DRIVES ORGANIZATIONAL LEARNING A personal involvement in a situation provides a thorough understanding of an issue. Decision making shall be done coolly through consensus, taking into consideration all possible options. Implementation shall be done quickly. This is based on the belief that collective wisdom is always superior to the individuals. Creating an environment in the organization so, that every employee indulges in learning things and improves performance on a sustained basis. This makes the whole organization, a learning organization. How Toyota Is Comparable To And Discernible From Ford Production Philosophy Toyota Relies on piece-meal style of production, i.e., produces only when there is pull from the customer Ford Whereas Ford manufactured in large scale to create stock based on estimated demand Nature of work Toyota Designed the work so, that workers had to be multi- skilled to perform complex tasks. Ford Over simplified complex operations such that workers needed low level skills Standardization Toyota Though was influenced by the writings of Edwards Deming and Henry Ford, was embarrassed on eye-witnessing the assembly lines of Ford Motors facilities in Michigan. Ford Could demonstrate business success through the policy of standardization of products, components, equipment, process and control. Pace of output Toyota production system was continual and produced in small quantities as each customer merited. No pile up of finished goods. Ford Held the policy of turning over at uniform pace to create huge pile up of stocks. Set up time cost Toyota Fundamentally designed for continual flow meriting frequent changeovers and set ups, but this could be offset by the extra costs of blocking capital in the form of huge pile up of stocks, characteristic of Ford Motors. Ford As the scheduling is done for continuous run, changeovers are less frequent and so, low set up time and cost. Workers discretion Toyota Allowed certain amount of discretion to workers on the assembly line such as empowering them to inspect the job for defects and to stall the flow on the assembly line to rectify the defect then and there and then let it go to the next work station to ensure zero defect situation and to eliminate the need of rework division. Ford Eliminated the scope for workers discretion to be used at the work place since each worker on the assembly line had to perform only a single task and the next task had to be done by the next worker. Workers had no authority to stop the flow of work as such, an incidence of defect is allowed to pass till the end of the process and the defective item is sent to rework division. Process design Toyota Focused on three criteria while designing its production system, i.e., overburden, inconsistency, and waste. These words are simple, but have far reaching effects. The last criterion is pivotal for the success of the company. The seven wastes concept indicates a treat amount of insight of the Toyotans and it is unique of Toyota. But, ironically, Toyotan inspiration is rooted in the writings of Edward Deming, who happens to be the American. The fun lies in the fact that American automobile industry did not pay heed to Demings philosophy, but non-Americans exhibited faith in it. Ford Bureaucratized as far as administration/control is concerned. All employees have to observe scalar chain and abide by the rules and procedures Long-term perspective in planning Toyota Ford Both companies look into far future. Developing people Toyota Promotes development of exceptional individuals and teams. Ford Does not focus on developing experts as it has over simplified the tasks, rather, workers might gain efficiency as they do the single task repeatedly. Pay and incentives Toyota Provides ample scope for personnel to grow as it nurtures innovation, employee participation and so on. Ford The policy is to pay and provide incentives based on results. Problem solving Toyota Employees are nurtured in such a culture that they address a problem through the root cause instead of taking a perfunctory look. Ford Employees are not trained along making deeper efforts in addressing problems. They used to leave the problem at perfunctory levels. Summary The world has witnessed a constant transformation as regards the automobile production/operations philosophy. The Fords mass production (produce to stock) philosophy received ample appreciation and was convicted to be the right path by most other manufacturers (1914). This has been evidenced by the way the Big Three, (Ford Motors, General Motors and Chrysler) flourished during early and mid 20th century. But the onset of Toyota production system, which is based on the philosophy of lean manufacturing, started sending tremors into the well complacent American automobile industrys regime. The principle of Toyota Motor Company (TMC) to eliminate wastes and subsequent TMCs success attracted other manufacturers who tried to copy, but in vain. They could not imitate the whole TMCs philosophy as it is.

Love in John Donnes A Valediction: Forbidding Mourning and Andrew Marv

Love in John Donne's A Valediction: Forbidding Mourning and Andrew Marvell's To His Coy Mistress John Donne's "A Valediction: Forbidding Mourning" and Andrew Marvell's To His Coy Mistress" both talk about love but has different views about it, one talks about physical love and the other talks about spiritual love. John Donne's "A Valediction: Forbidding Mourning" compared love to a circle while Andrew Marvel's "To His Coy Mistress" compared love to a straight line. Both poems are act of persuasions. "A Valediction: Forbidding Mourning" is persuading the reader that true love is eternal while "To His Coy Mistress" the speaker is persuading the mistress to make passionate sex with him. Therefore, with all of these similarities and differences, it's commendable to compare the two works of literature. "A Valediction: Forbidding Mourning" has a subtle theme of religion in itself particularly, Christianity in relation to life after death. The main theme of the poem is true love will continue on, even after death. Lines one through two illustrate the notion of afterlife. "As virtuous men pass mildly away, And whisper to their souls to go..." Essentially, it implies that we have souls, and souls are the immortal part of men (human beings). John Donne's notion that we have souls and there's life after death are presumably based on his Christian beliefs. Donne was born in England and raised by a prosperous Roman Catholic family. At the age of 42, Donne accepted ordination in the Angelican Church. He, then, became and earned a reputation as one of the greatest preachers (Abcarian and Klotz 1121). Donne was 60 years of age when he wrote the poem; presumably, he was still a preacher at the time. Therefore, his poem can be suggested as... ...ourning." Although the main central theme of the poems were directly opposite of each other, we can relate that physical love and spiritual love has a connection to each other. Physical love can turn to spiritual love or perhaps spiritual love can turn to physical love.   At one point or another, we have experienced both physical and spiritual love. On the surface, we can say that spiritual love is a cut above physical love. However, it's hypocritical to say that we do not come into contact with emotions such as desire or lust. Therefore, physical love is at the same level as spiritual love. It is merely difficult to admit that we do experience lust because it is not something to be proud about. Social convention dictates that we should not feel lust. Moreover, lust is one of the seven sins. However, lust is a valid emotion that every one experience once in a while.

Understanding the Principles of Assessment

1. Understand the principles and requirements of assessment 1. Explain the functions of assessment in learning and development. Assessment is carried out to evaluate that learning has taken place. It measures the learner’s attainment of knowledge and skills in their particular learning area. Assessment encourages learners to ask questions on anything they have not fully understood, as learners know that they will have to prove their knowledge and understanding during assessment to the standards of the awarding body. The anticipated outcome of assessment is that the learner will complete assessment to City and Guild standards within the time frame stated, with no assistance and show through answering questions that they have full understanding of the subject. 2. Define the key concepts and principles of assessment. Assessment has to remain fair, consistent and valid to ensure all learners have an equal and fair chance of receiving a fair assessment. An assessor cannot be swayed to give a learner an easier assessment because they favour the learner. The assessment process may have to be adapted to be suitable to the learner’s needs but, needs to eventually lead to the same outcome. 3. Explain the responsibilities of the assessor. The role of the assessor is to assess the learner’s knowledge and performance in a range of tasks. This includes, ? Ensuring that the learner has demonstrated competence and knowledge in the assessment to the standard of City and Guilds criteria. ? Assessments need to be planned between the assessor and each learner; the learner needs to be fully aware of his/her responsibilities in the collection and presentation of evidence. The assessor then needs to observe the learners performance in their workplace or similar environment and can ask questions to confirm a learners understanding. ? Accurate and constructive feedback needs to be given to the learner whether they have passed the assessment or not. If the assessment has not been achieved the learner needs to be aware of why they did not achieve and how they can rectify this for the next time they are assessed. ? Records of the learner’s achievement must be kept up to date and be available for the learner to see. 4. Identify the regulations and requirements relevant to assessment in own area of practice. As a tutor , I am required to discuss and set targets for the completion of tasks, units, skills development and observations to the City and Guild standards. This is to ensure the learner achieves their programme. I am responsible for the learners to complete the programme units with the time-scale stated by the awarding body, the time-scaled will initially be dictated by the Learning and Skills council but, learners will be assessed on an individual basis and time-scales adjusted to suit individuals. As an assessor I have to set challenging targets, record their progress against their targets in the learners individual learning plan (ILP), monitor their progress with every 4 or 8 week reviews in which progress is discussed and targets are agreed and set for learner to work towards. Once assessment begins I have to give learners clear and constructive feedback on their achievement and progress, learner progress is monitored through 1 to 1 .. Each learner has a portfolio logbook that records the learner’s competence against the standards for the qualification they are working towards. I have to ensure that the logbook is completed and kept up to date to show what progress has been made, and what areas of competence have yet to be achieved, this allows me, learner and visitor from the awarding body to easily track the learner’s progress. Once the learner has achieved their qualification, it is my responsibility to advise them of any further programmes they could do to develop their skills further. 2. Understand different types of assessment methods 1. Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. | | | |Assessment Methods |Strengths |Limitations | |Observation of performance in the work |Authentic |Demanding on assessors time | |environment |Low disruption to candidates workplace |Travel | | |Assesses real life skills. Need co-operation from candidate’s | | |Could help in integrating assessment across|workplace. | | |outcomes and units. |Reliability may be hard to achieve. | |Examining products of work |Authentic |Time-consuming with large groups. | | |Showcases learner’s skills. | | |Clear feedback back can be given on the | | | |work | | |Questioning the learner |Can occur naturally out of an observation |Is difficult to manage with larger numbers | | |Non-threatening to the learner |of learners | |Can be offered to learners with additional |Due to the range of responses from | | |support needs |learners, reliability may be difficult to | | |May fill in gaps in the learners portfolio |achieve. | |of evidence | | |Discussing with the learner |Learner may feel less threatened. |Time-consuming with large numbers of | | |More one to one |learners. | | |Could help less confident learner. | |Use of others (witness testimony) |Others may see areas which are normally |Authenticity of testimony could be | | |difficult for assessors to observe |questionable | |Looking at learner statements |Builds confidence in the learner’s |Learners with additio nal learning needs may| | |capabilities. |find it difficult. | |Understand the standards they are working |Does not show the learners practical | | |to. |ability. | |Recognising prior learning |Gauge the learner’s knowledge of learning. |Prior learning could be to a higher/lower | | |Recognise if any additional learning needs |standard | | |maybe required. | | . Understand how to plan assessment 3. 1Summarise key factors to consider when planning assessment. Key factors that have to be taken into consideration when planning assessment are; †¢ Is learner ready? †¢ Suitable time †¢ Suitable model †¢ Convenient for workplace †¢ Suitable environment Is Learner Ready? To determine if the learner is ready for assessment, Assessment has to be planned between the assessor and each learner, together they must come up with a plan that will suit the learner’s employers and the unit the learner is to be assessed on. As an assessor you have to be flexible to accommodate the learner. Suitable model The learner has to ensure the correct model is selected for assessment the learner is planning to do. For the colour unit (GH9), all models must have been skin tested 24-48 hours before the application of colour; this is a requirement to ensure insurance is valid. The correct model must be chosen so the learner can be assessed on what they plan, for example; a short haired client would not be suitable for a long graduation assessment. Convenient for workplace. A good relationship has to be established between the assessor and the learners employers. The learners workplace needs to be aware of the learners progress throughout the course and when planning the assessment the assessor hs to contact the workplace to ensure it is a suitbale time for the learner to be assessed. Suitable place Observing the learner in their workplace is the most suitable place to assess the learner. Whilst in the workplace a holistic assessment is more likely to happen, as different units may also be assessed when the assessor only planned on one. . 2 Evaluate the benefits of using a holistic approach to assessment. An holistic assessment will make the learner feel comfortable and competent in their assessment as it gives the assessor the oppourtunity to see the learner in their workplace covering another unit or aspect of the learners course as it naturally happens. This could occur without the learner realising. An holistic approach will help the assessor to use their time more efficiently, as hopefully more assessment than planned will occur. . 3 Explain how to plan a holistic approach to assessment. The assessor has to take some responsibility for collecting and structuring evidence when planning an holistic approach to assessment, further evidence is collected through observation of the learner and questioning the learner. The learner can also collect evidence but, must be supported by the assessor. 3. 4Summarise the types of risks that maybe involved in assessment in own area of responsibility. The types of risks that maybe involved in assessment of my own area are high, it is important for the assessor and learner to ensure the assessment is carried out in a safe environment. Learners must adhere to their own salon procedures and insurance policies. When assessing a learner at their workplace the assessor would have to ensure it was safe to do so, before the planning of assessment the assessor would have to make sure the workplace had carried out a risk assessment, have health and safety certificates, liability insurance, a first aid box, fire extingushers and fire procedures. . 5Explain how to minimise risks through the planning process. Risks will be minimised through the planning process by making sure the learner is complying with the worksplaces in-house policies (each salons policies will differ) and local by laws. The assessor must follow their policy and procedures when planning the assessment. The learner can be questioned on any of the policy and procedures and t he learner has to be able to explain them. 4. Undertand how to involve learners and others in assessment. 4. Explain the importance of involving the learning and others in the assessment process. It is important to involve the learner and others in the assessment process so that the learners and employers know the progress of the learner and what the learner still has to achieve. If the employers know the learners know the learners progress they are more likely to encourage and motivate the learner, the employer may make time to train with the learner or let the learner observe other stylists work which will expand the learners skills and understanding. Knowing the learners progress, employers may be able to observe a specific piece of evidence that has not occurred when the assessor has been present, when the assessor does visit the workplace the employers could provide the assessor with a witness testimony of the evidence they observed. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. Documentation Log books are given to each learner once registered on the course and are available to the learner and others and provide useful means of assessing the progress of the learners achievement and performance. The log book documents the learners ability to carry out a range of tasks. This document works well for the assessor to minitor progress and any areas the learner may require more guidance. Log books are alos checked by the internal verifier once a unit is completed, to ensure everything is completed to the standards, also the log book may be sampled by an external verifier. Policies Policies are necessary to ensure learners and others know what is expected and what they have to achieve to gain the qualification. All learners will work against the same policies so each learner has to meet the same requirements to complete the qualification. Procedure Procedures are in place for learners and others to follow, each assessment follows the same procedure and cannot be amended. Assessors work is sampled by IV’s to ensure each learner is being treat equally and fairly and that the assessment is following the standards procedure. Skills analysis Learners and others need to be aware of the learners skills, so guidance and further teaching can be given to the learner to pass assessment. If the learners has not passed assessment this is documented with constructive critism and help on areas the learner has missed. By keeping a record the learner can check and practice the skills. . 3Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. to promote learner involvement a tracking grid is used for each individual learner. The tracking grid is for the learner to keep a record of their own progress on what they have practiced in salo n, this encourages the learner’s development of skills as they can track what they need to practice and when they will be ready for assessment. Learners also reflect on what they have done, learnt and what they can learn from after each session by completing an end of day form. The learners have to state what they have learnt, what they enjoyed the most and least and anything they have achieved in the session, there is also spave for the assessor/tutor to make comment on what they learner has done, these forms are filed and can be used for learners to reflect on. Learners are to approach the assessor once they feel ready to be assessed, the assessor has to advise the learner to look through the criteria of the unit the learner wants to be assessed on and the learner is to decide if they feel they can meet the criteria. If the assessment id not achieved feedback is a must, by asking the learner ‘how they felt it went’ will encourage the learner to analyse their work and reflect on what they could do better next time to achieve the assessment. 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. An assessor is the hairdressing sector would have to be flexible to fit in with the salons opening times. Many salons are closed Mondays but, open Saturdays. In order to assess a learner it may require the assessor to work when they normally have a day off, work later or start earlier. If a learner was particularly shy the assessor may have to go at quieter times in the salon to carry out an assessment, if it is a busy salon the assessor has to ensure they do not get in the way whilst doing assessment. 5. Understand how to make assessment decisions. 5. 1Explain how to judge whether evidence is:- Sufficient A performace criteria is stated in each learners log book for each unit within the NVQ qualification. The learner must achieve the stated outcomes to have sufficient evidence to meet the requirements. Authentic The learner is watched by the assessor from start to finish of the assessment to ensure outcomes are met and assessment is completed with the time scale stated by the standards. Current All assessments are recorded in the learners logbook, which is completed by the assessor dating and signing to confirm assessment has been achieved, the learner also signs the log book. Dating the log book ensures assessments are current. 5. Explain how to ensure that assessment decisions are:- Made against specified criteria The outcomes in the logbook for each unit ensure that the assessment decision is made against the specified criteria and that the learner is working to City and Guild standards. Valid To ensure the assessment is valid, the assessor has to ensure that the learner is being assessed against the correct standards. For example; if a learner was being assessed on styling hair (G H10), the assessor would not use change hair colour (GH9) standards to assess the learner against. Reliable By following the standards set by City and Guild for each assessment, it ensures that the same result will be achieved. Fair By following the standards all assessments are fair. An assessors personal feelings about the learners cannot cloud cloud the assessors judgement. 6. Understand quality assurance of the assessment process. 6. 1Evaluate the importance of quality assurance in the assessment process. A trainee assessor is observed by an internal verifier, at Woodspeen Christopher Pauls, assessors are given 5 days notice before the observation. The observations take place to ensure assessors are working to the same standards and that assessments are being completed correctly. The IV will also have interviews will the learners to see how they are learning and interacting with their assessor, this gives the learners to air any grievances they may have which they may have not wanted to discuss with their assessor. An IV will go through the learners logbook after the learner has been on the course for 6 months, this is to ensure that the assessors accupational competence is up to date. The IVwill give feedback to the assessor verbally and written. The IV can sample the log book at anytime and will go through the whole log book again once the learner has completed. At Woodspeen Christopher Paul all assessors attend a standardisation meeting in which the assessors are split into small groups and given the same unit to work through and assess. The assessors then discuss their findings and work together so all assessors come to the same outcome, so all assessors is working to the same standards. 6. Summarise quality assurance and standardisation procedures in own area of practice. To ensure trainee assessors are correctly assessing they will be observed by the IV every 3 months, trainee assessor also have 100% sampling/counter signing which takes place initially and all assessment decisions will be countersigned by qualified assessors. Any problems that are identified during sampling the IV will follow up with discussion/training with the assessor involed. All evidence sampled in the log book is initialled in red by the IV, all feedback will be kept and dated for EV’s. All these actions are taken to ensure every assessor is working to the standards set by the awarding body, ensuring there is standardisation within the assessors. 6. 3Summarise the procedures to follow when there are disputes concerning assessment in area of practice. Every learner has the right to a fair assessment process, if the learner feels that they have been treated unfairly they have the right to appeal the decision. There is a NVQ appeal procedure in line with the awarding body requirements and NVQ code of practice which must be followed. The learner must first approach the centre lead internal verifier, if not resolved then to the centre manager, if the learner is still not happy with the outcome it will then be referred to the awarding body who will pursue the matter with the external or lead verifier. Assessment decision unfair Report to the internal verifier within 10 days Internal verifier to investigate within 10 days If problem not resolved it will be passed to centre co-ordinator who will give a decision within 10 days or within a time scale that has allowed for full investigation of the complaint If still not resolved it will be passed to the awarding body within 10 days The final decision will rest with the awarding body. 7. Understand how to manage information relating to assessment. 7. 1Explain the importance of following procedures for the management of information relating to assessment. It is important to follow procedures when managing information relating to assessment to ensure all assessors are working to the NVQ standards. All information collected during assessment must be kept up to date and and follow the policies and procedures of the awarding body. This information should be available to learners and others to see at any point. Following procedures in the assessment process enables internal and external verifiers track the work of the learners and sample work of the assessor to ensure everything is being done to the company and awarding body standards. 7. 2Explain how feedback and questioning contribute to the assessment process. The assessment process is to plan, assess, give feedback and develop. Firstly, the assessor and the learner must come up with a plan for assessment, the assessor will write up the planned assessment plan before assessment begins, the learner is then assessed through observation and the assessor asking relevant questions, once assessment is completed feedback needs to be given to the learner from the assessor, if the learner has achieved the assessment feedback still needs to be given on what the learner did really well on anything they could still improve on and then a plan is made between the assessor and learner on what the assessor would like to see next assessment and how the learner can achieve and develop their skills for this. If the learner has not achieved the assessment constructive cristism is given to the learner, the feedback will be what they didn’t achieve on, what they did well and what they need to do to imporove, the learner will also be given a plan on what they need they need to complete to enable the learner to achieve asses sment next time. The learners are given a 2 week period before they are assessed again to develop their skills. 8. Understand the legal and good practice requirements in relation to assessment. 8. 1Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare.

Cultural and Ethical Issue of Globalization

Cross-Cultural Perspective: The Cultural and Ethical Issue of Globalization Many American companies that are outsourcing jobs to other countries create a problem in the economy of the Unites States and also creates a cultural effect in a global scale. To this day, The United States had lost millions of manufacturing jobs compared to two decades ago (Heffner, 2012). Americans can no longer compete to international manufacturers, which put the United States economy in doom.There are many factors involved as to why American companies’ decides to do its manufacturing business outside of the United States. The most obvious reason is the cost of labor. International wages from third world countries cost way less than wages in the United States. For example, manufacturers in China get paid 33 cents an hour (Heffner, 2012). As a company, the cost of doing business outside of the Unites States is way cheaper than hiring workers in the United States, which would cost more than 20 folds. In addition to wages, outsourcing jobs outside of the United States would also save companies cost for payroll taxes, benefits, and dealing with unions that are common in The United States. Moreover, doing business outside the United States increases a company’s capital because the cost of labor wages and manufacturing are less, yet the sales remain the same. The cost of real estate and plant cost is less than in the United States. Companies don’t have to worry about maintenance, property taxes, insurance, and cost for operations (Samuels, 2013).Although there are standards created by the International Labor Organizations when it comes to doing business in other countries, there are still fewer regulations set forth in other countries compared to regulations that are mandatory in doing business in the United States (Samuels, 2013). Companies will need to follow set rules and regulations in the United States, which means more paperwork, more taxes, worrying about worker s rights, providing benefits to workers, paid time offs, vacations, etc.More regulations means more cost and companies will definitely outsource jobs outside of the United States if it means saving them millions of dollars in cost. Another effects of outsourcing jobs outside of the United States are the cultural changes that are accompanied by doing business in other countries. It is no doubt that economy of third world countries are growing due to international trade that most foreign company brings in. But global business can change the way people live in a country. The ways of living are affected and so as the native language of the country.For example, The Philippines is considered one of the poorest countries in the world (The Poorest Countries in the World, 2013) and just a decade ago there were very few foreign countries that do businesses in the Philippines. Now, there are so many American companies like, IBM, Cisco, TeleTech, and Sprint that outsourced jobs to the Philippin es. Again, it is good for the growing economy of the Philippines, but at the same time it creates a culture shock in the country. It is now mandatory to take English courses in the Philippines, and most people are now speaking English language.Long-term effect could be a decline in the native cultures in the Philippines. One example of ethical problems that arises in global business can be seen in the case of the company Nike. More than a decade ago Nike was involved in a scandal that the company allegedly hired children in its workforce in Pakistan, but later it was concluded that it was indeed the truth. Children made the soccer balls that were manufactured in Pakistan by Nike Corporation. It was known that the children were paid 66 cents to spend all day stitching the soccer balls.Although there were laws in Pakistan about child labor, it was not fully enforced in the country (Azam, 1999). The problem was that records of birth were nearly impossible to obtain in countries like Pa kistan. Therefore, there are now records keeping of how old the workers were. The country is not like the United States was every born child is listed in a database. Nike Corporation admitted the allegations and apologized for employing workers that in the United States would be considered under aged workers (Boggan, 2001) .The company pledged not to hire under aged workers, â€Å"Nike said it would raise the minimum age for hiring workers at shoe factories to 18 and the minimum age for hiring workers at other plants to 16, in countries where it is common for 14-year-olds to hold such jobs. It will not require the dismissal of underage workers already in place† (Cushman, 1998). The company also â€Å"pledging to allow outsiders from labor and human rights groups to join the independent auditors who inspect the factories in Asia, nterviewing workers and assessing working conditions† (Cushman, 1998). Companies like Nike needs to consider the ethical responsibilities that is part of doing business in other countries. Not just because the country, like Pakistan, has laws that were not enforced properly in the country, it does not give any company the right to stray from the ethical responsibilities of companies to their employees. They should treat workers of other countries the same way that they would do if they were to employ workers in the United States.When companies do business with other countries they must be aware of the cultural and ethical perspective that can arise in doing such businesses. There are many factors that influence the companies’ decision on outsourcing jobs, but the social responsibility of a company must be equal across the board. It doesn’t mean that wages, benefits, or other factors will be the same for worker in the United States and in other countries, but the level of commitment to workers, respect, and treatment must be adherence to the ethical responsibilities of companies to their worker. References Az am, F. (1999, June). NIKE: Nike Shoes and Child Labor in Pakistan. Retrieved from http://www1. american. edu/ted/nike. htm Boggan, S. (2001, October 20). ‘We Blew It' Nike Admits to Mistakes Over Child Labor. Retrieved from http://www. commondreams. org/headlines01/1020-01. htm Cushman, J. (1998, May 13). INTERNATIONAL BUSINESS; Nike Pledges to End Child Labor And Apply U. S. Rules Abroad. Retrieved from http://www. nytimes. om/1998/05/13/business/international-business-nike-pledges-to-end-child-labor-and-apply-us-rules-abroad. html Heffner, T. (2012, May 15). American Manufacturing Can No Longer Compete. Retrieved from httphttp://economyincrisis. org/content/american-manufacturing-can-no-longer-compete Samuels, D. (2013). Pros & Cons of Outsourcing Manufacturing Jobs. Retrieved from http://smallbusiness. chron. com/pros-amp-cons-outsourcing-manufacturing-jobs-40320. html The Poorest Countries in the World. (2013). Retrieved from