ESP Methodology And Syllabus

ESP Methodology And Syllabus It is debatable whether ESP has a distinctive methodology and syllabus. This paper argues that methodology and syllabus design in English Language Teaching (ELT) andESP differ little and that it is not possible to say whether general ELT has borrowed ideas for methodology from ESP or whether ESP has borrowed ideas from general ELT. two characteristic features of ESP methodology are identified: ESP can base activities on students specialism, and ESP activities can have a truly authentic purpose derived from students target needs. Dudley-Evans and St. John(1998) maintain that what characterizes ESP methodology is the use of tasks and activities reflecting the students specialist area Introduction In the 1970s, EFL teachers first ventured out of the Arts Faculty and the gentle landscape of language and literature into the land beyond the mountains inhabited by illiterate and savage tribes called scientists, businessmen and engineers, wrote Ramsden (2002). In the light of this quotation, Ramsden pours his scorn over the turning point in the history of language teaching from art to science; and from English for general purposes(EGP) to English for specific purposes(ESP) . Though ESP emanates from EGP, it has established itself as a distinct trend. The distinctions between ESP and EGP are quite fuzzy. To clarify the issue, Hutchinson and Waters (1987) pointed out that there is no difference in theory, but in practice, there is a great deal. This paper delves deeply into the literature of ESP and EGP to uncover their points of similarities and differences, chiefly at the level of syllabus design , methodology and instructional materials. For the sake of clarification, theoretical preliminaries will be provided from the outset. As expected, the current paper is comparative in nature and selective in illustration. Theoretical Preliminaries: Definitions of: EGP: According to Blackwell, EGP is polarized with ESP ( English for specific purposes) to refer to contexts such as the school where needs cannot readily be specified. This view is misleading, since purpose is always inherent. EGP is more usefully considered as providing a broad foundation rather than a detailed and selective specification of goals. EGP, then, refers to that basic linguistic code that could be used in larger context and in everyday conversation. It does not take into account neither the requirements of a workplace nor needs of learners. Being general in its nature, EGP holds a sway at the core level of language instruction. ESP According to Longman dictionary of applied linguistics, ESP refers to the role of English in a language course or program of instruction in which the content and aims of the course are fixed by the specific needs of a particular group of learners. For example courses in English for academic purposes, English for science and technology, and English for Nursing. In this regards, ESP is chiefly associated with special language or register. However, Hutchinson and Waters )1987, p.19) claimed that ESP is not a particular kind of language or methodology, nor does it consist of a particular type of teaching material. Understood properly, it is an approach to language teaching. From the above definitions, one can notice that there is no absolute clear cut between ESP and EGP. To ask which one embraces the other is likely to generate divergent views. In an attempt to answer this question, Hutchinson and waters ) 1987.p.18) have drawn a tree of ELT where the ESP is just one branch of EFL/ESL, which are themselves the main branches of English Language teaching in general.. However, A closer gaze at the tree and to the ramifications of ESP and EGP uncovers the distinctive features of each. These features will be tackled in subsequent section. Distinctive features of ESP and EGP: Despite the overlapping connections between EGP and ESP, there are several differences at the level of their concerns and practices. First, the focus in ESP is on training students to conform well to the requirements of the workplace; whereas, in EGP, the main focus is on education. Widdowson( 1983) sees the difference between Education and Training as that of creativity versus conformity (in White, 1988: p.18). Second, Designing a course content in EGP is much more difficult than in ESP for the difficulty of predicting the future needs of EGP students. Knowing about only learners survival needs is quite unbeneficial because it may lead to an oversimplified language, unauthentic communicative structure and unrealistic situational content. Third, ESP learners are usually adults with an average mastery of English language. Their main purpose is to communicate and learn a set of professional skills. In EGP, the age of learners , however, varies from childhood to adulthood. Their chief purpose behind learning English is to achieve communication in the basic everyday communication. At the level of macro-skills, the four language skills are integrated and reinforced in EGP instruction, while in ESP the selection of language skills is based on needs analysis. For instance, in studying English for science and technology, the emphasis is on context and subject of the course. At the level of micro skills, EGP has shed too much attention to teaching of grammar and language structure; yet the focus in ESP is on the context and subject of the course. Finally, a distinctive feature of ESP classroom is team- teaching, where the teacher of language collaborates with subject teacher in the delivery of the lesson. This feature is , however, absent in EGP classroom where the language teacher seems sufficient to instruct broad themes. To sum up, though ESP stems from EGP, it has preserved for itself distinctive characteristics as outlined before. To sum up, Stevens states that ESP has four absolute characteristics: 1. Is designed to meet specific needs. 2. Is related to themes and topics particular to occupation. 3. Is centered on language appropriate to those activities, in terms of lexis, syntax, discourse pragmatics, semantics and so on. 4. The above is in contrast to General English (Stevens 1988 in Dudley-Evans St. John 1998: p.4). In the subsequent section, the paper will take both EGP and ESP a stage further to list the similarities and differences at the level of syllabus design. To facilitate the process of comparing and contrasting, an example of each course content will be highlighted. Syllabus design in EGP A syllabus refers to a particular plan of a course. It is a document that details the structure and operation of ones class. It can also be called the basic reference document that guides students and the instructor through a course (Breen 1984). In the current section, this section aims to uncover the salient types of syllabus adopted in EGP and ESP based on contents of two textbooks: Natural English( EGP textbook) and English for Careers: Tourism, (ESP textbook) Based on their observations of general English language courses, Brown (1995) and Richards (1990) list the following types of syllabuses. They also point out that courses are often based on a combination of: Structural (organized primarily around grammar and sentence patterns). Functional (organized around communicative functions, such as identifying, reporting, correcting, describing). Notional (organized around conceptual categories, such as duration, quantity, location). Topical (organized around themes or topics, such as health, food, clothing). Situational (organized around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket). Skills (organized around microskills, such as listening for gist, listening for specifi c information, listening for inferences). Task- or activity-based (organized around activities, such as drawing maps, following directions, following instructions). Extract.1: Contents of Natural English , As can be observed in the content of Natural English, one of the main aims of the textbook is to enable General English learners to improve the four language skills, especially speaking and listening to everyday English. Yet, the integration of the four language skills is not the sole distinctive feature of the textbook. The contents of course book also seem to respond to the general wants of GE learners in that it all covers functions, notions, vocabulary and grammar. Each unit introduces GE learners to notions, functions and grammatical structures in an equal weight of emphasis. Thus, a point that one can infer is that EGP syllabus is integrative. Language skills as well as functions, notions, forms and semantic entries are all fused together. For example, in unit 2, the book introduces notions such as shopping and work. Concerning functions, expressing request and responding with sympathy are the main functions found in unite 1. The grammatical forms are so varied from using the present continuous to passive voice. What is so remarkable is that the communication of a notion entails the use of adequate target functions. From the design of Natural English, it is evident that the units are organized on topics. Unit one is on Cartoon Mobile Invasion, unit two on Joke lost in desert, and three on Cartoon Perfect Day. However, a striking existence of situations looms chiefly in extended speaking. Students are in front several situations, such as on train , on holiday, and are encouraged to interact , following the necessities of imagined communicative setting. To conclude, the pertinent remark we can deduce from the course content of EGP is that its syllabus is integrative and synthetic in nature. Functions, notions , forms, situations and skills gain enough space in the EGP syllabus. Nevertheless, these elements are tackled more broadly. For instance, It seems that the subjects are too general, the functions and notions are recurrent in daily life issues, and language skills are not relevant to any professional field. Now , ESP makes extensive use of content-based approaches. According to Master and Brinton (1998), CBI has the following features. The syllabus is organized around subject content; for example, in English for Careers: Tourism, an ESP textbook, the subject matter is on a number of topics from tourism, such Registration Client perceptions and supply and demand. Teaching activities are specific to the subject matter being taught and are geared to stimulate students to think and learn through the use of the target language. Language is viewed holistically, and learners learn from working with whole chunks of language and multiple skills. Content-based approaches reject synthetic approaches to course design-the idea that language or skills can be atomized into discrete items to be presented and practiced by learners one at a time. The approach makes use of authentic texts to which learners are expected primarily to respond in relation to the content. It has been argued (Hutchinson Waters, 1987) that once we remove the text from its original context, it loses some of its authenticity. For example, the intended audience is changed once the authentic text is imported into the classroom. Authenticity also relates also to the readers purpose in reading the text. For example, recommendation reports for the purchase of technical equipment are, in their original context of use, devised for the purpose of helping the reader decide which of two or more items of equipment to buy. If, however, a recommendation report is transported into a language teaching classroom and students are given an activity whose purpose is to answer c omprehension questions on it, the match between text and task is artificial. Content-based instruction tries to avoid some of these potential problems by using content (authentic texts) in ways that were similar to those in real life. Content-based approaches involve also the integration of skills. Writing often follows on from listening and reading, and students are often required to synthesize facts and ideas from multiple sources as preparation for writing (Brinton et al., 1989). In fact, ESP syllabi (in this case an English Vocational Purposes syllabus) differ from English General Purposes (EGP) syllabi, both in goals and content. Below is an outline of some major differences adapted from Widdowson (1983 in White 1988: pp.18 26), Hutchinson Waters (1987) and Stevens (1988) (both in Dudley-Evans St. John 1998: pp. 2-4). The ESP syllabus must be based on a previous analysis of the students needs, which includes not only an analysis of the situations in which the language will be used and of the language appropriate in these situations, but also an analysis of the students wants and subjective needs. The whole business of the management of language learning is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1)If we are to prescribe content, we need to ask, whose content? Methodology Having uncovered the nuances existing between ESP and EGP syllabi, This current chapter will move a stage further to draw a comparison and contrast at level of methodology, chiefly at the types of techniques employed by each and the roles they played in serving the students needs. As defined by Robinson (1991), methodology refers to what goes on in the classroom and to what students have to do. Using technical terms, it refers to classroom activities and techniques. There are too many techniques which largely emerged in EGP classroom such as tasks, role play, simulations, and so on and so forth. These techniques soon adopted by ESP practitioners . Concerning tasks, Little John and Hicks ( ) noticed that valuable tasks in EGP have certain characteristics: they should be motivating and absorbing; and exploit learners prior knowledge. In ESP, the above criteria are also predominant, but what is specific here is that ESP tasks comprise linguistic and professional skills. For instance, medical students studying English may be assigned to carry out a series of operations as outlined below: Moreover, the role play and simulations are used differently in ESP and EGP. While dealing with simulatons in ESP, Strutridge() noticed that they were originally used in business and military training with focus on outcome rather than the means -language- of training. In EGP, the outcome was ,however, less important than the means used to achieve fluency. One should not perceive hastily that means in esp have no disregarded. Stutridge concludes that in ESP end is as important as the means. Taking case studies into account, Nunan in an outsanding research tested the validity of the technique to ESP course. He found out that it helps ESP students to draw upon their professional skills, utilizing the cognitive and behavioral styles of their work rather than of traditional language classroom. Case studies may prove difficult to be conducted by EGP learners if we take into consideration their younger age and Worse of al their professional immaturity. For ESP students who are not fully qualified in their profession, the use of case studies help to induct them into some aspects of professional culture ( Charles 337,pp.28-31) Project work is out-of-class activity used in both ESP and EGP classroom. However, Fried() observed the more advanced examples of project work would be appropriate for ESP. A final technique which is common in ESP and EGP as well is the oral presentations. Usually, they are the culmination of project or case studies conducted outside the threshold of classroom. The utility of such activity is that it trains students to develop their self autonomy and master the four skills of the target language. Word processor and PowerPoint become familiar means for presentations, Succinctly, the methodology endorsed by ESP is quite similar to that of EGP chiefly if we consider the types of techniques and activities .Yet, the ways in which techniques are employed in ESP differ a lot from that in EGP. the next chapter will attempt to decipher how material design becomes a site of innovation after the emergence of ESP. Being in its heyday, ESP materials assume a divergent way from EGP. ESP designers come up with in-house materials quite plausible to the students needs more than the General ready-made textbooks which hold their strength in EGP classrooms. Materials Design One of the common characteristics of of material design in ESP is the existence of an established tradition of ESP teachers producing in-house materials. These materials are the outcome of needs analysis. the tailor made material accounts to the learners needs more than a general textbook can do., However, several questions may emerge to the surface: What are the major factors behind the over-existence of in-house materials in ESP in contrast to its acute shortage in EGP? -what are the key features that distinguish ESP materials from EGP? One of the key factors behind the profusion of in-house materials in ESP is because of its reliance on needs analysis. Need analysis is rarely carried out in GL classroom. This is partly because of the difficulty of specifying GL learners and partly because of a lack of literature on the particularities of analyzing needs data. Needs analysis tends to be associated with ESP and is neglected in GE classroom. Hutchinson and Waters(1987,p.53-54) say that what distinguishes ESP from GE is not the existence of a need as such but rather an awareness of the needà ¢Ã¢â€š ¬Ã‚ ¦ for the time being, the tradition persists in GE that learners needs cannot be specified and as a result no attempt is usually made to discover learners true needs. Secondly, The fact that ESP materials are tailored to the needs of specific group of learners makes its absolute adoption by other ESP teachers futile. Even when suitable materials are available, it may not be possible to buy them because of import restric tions pointed out Hutchinson and Waters (1987,p.). If textbooks are more available in EGP than in ESP,ESP textbooks have not been immune from criticism. Ever and Boys(p.57) mount a strong a attack on the EST textbooks suggesting that most of them are designed for, or are the outcome of, remedial or supplementary courses and assume that students already possess a knowledge of Englishà ¢Ã¢â€š ¬Ã‚ ¦.unhappily, this is not at all understood by potential users, especially in developing countries abroad where the greatest demand for EST exists. Another strongly worded attack was that the heavy concern of ESP practitioners with methodology and approach leads them to ignore issues such the accuracy of explanations ,validity of examples and suitability of linguistic content. Because ESP materials are relevanct to target needs, This may increase the motivation of ESP students, but there are other aspects which are also highly important, such as Waters (1987: 48) put it, ESP, as much as any good teaching, needs to be intrinsically motivating. () Students should get satisfaction from the actual experience of learning, not just from the prospect of eventually using what they have learnt. The following task, for instance, could be interesting for Engineering students:. Another characteristic of ESP materials is that it is more authentic than EGP materials. The latter might be produced for the purpose of teaching language, while in ESP authenticity refers to the materials used in the students specialist workplace or study institution. Additionally, for ESP authentic text selection usually follow the needs analysis. To conclude, the whole business of language learning management is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1). However, designing tailor made materials would in principle be motivating, authentic and innovative. Conclusion This paper has highlighted some of the issues involved in ESP curriculum development. It can be argued that language varieties are based in and extend from a common core of language. Or it can be argued that language varieties are self-contained entities. Needs analysis can be seen as an entirely pragmatic and objective endeavour to help course developers identify course content that is truly relevant to the learners, or it can be argued to have a bias in favour of the institutions and may overemphasize objective needs at the cost of subjective needs. It can be argued that syllabuses should specify content (what is to be taught). Or it can be argued that they should specify method (how language is to be taught). Some argue that the ESP courses should be as narrow-angled as possible. Others argue that this is not practica EST is in a parlous state and is being abandoned by many tertiary institutions who, like Sultan Qaboos University, found that the English teachers seemed to learn a lot of science, but the students didnt seem to learn much English

Reflection on Japanese Earthquake

After watching the news about the catastrophic earthquake in Japan these days, I was overwhelmed with a range of emotions: anxiety, depression, grief, confusion and shock. Like a lot of people, I was stunned by percussive images of the ruins of buildings and the bodies of casualties. I felt sorry for the dead. Meanwhile, I was deeply touched by those survived. Instead of being thrown into panic, the Japanese faced up to the catastrophe with dispassion and composure. Although their homes were destroyed and their relatives were violently torn away, they still evacuated orderly and stood calmly in a queue to get reliefs. However, the case in china is just the other way around. Some Chinese people seem to be keyed up. Many articles concerning this earthquake can be found on the internet, a majority of which are radical. These people said: It serves Japan right. If only the island country sunk and disappeared forever. Admittedly, as Chinese, I felt repugnance for Japan. However, as descendents of the country with a history of thousands of years, we should reach out our friendly hand and let the world know that we Chinese are a civilized and well educated nation. If we merely stand by or even loot a burning house, we are no better than those Japanese invaders. From my point of view, we are all world citizens living in this global village and international community. In the face of natural disaster, we human beings are vulnerable. No one is powerful enough to escape. We can do nothing but pull together to go through. Therefore, we should relate to those wretches with sympathy and love instead of being narrow-minded and ultranationalistic. Japanese people are innocent. Let’s care for them with tolerant and generous hearts and help them out of the difficulty.

Chinese Revolution Of 1911 Essay - 1743 Words

Introduction The early 20th century was a dense time for China. Before 1950, it had already experienced two revolutions (one in 1911 and one in 1949) and a civil war. From these events, a new China rose; governed not by its traditional Imperial system, but under the iron grip of communism. While the Chinese Communist Revolution is the most well known, in order to more clearly understand the series of events that took place and their causes, one must go deeper. The conditions that made the communist revolution possible were set up in the in the prior revolution and beyond. Leading to Revolution The Chinese Revolution of 1911 is arguably more important than the Communist Revolution because it did more to change the structure of China. This†¦show more content†¦The landlords served also as officials and ruled over peasants. These decrepit systems, along with their aging technologies and military, was enough for many to call for reform. While the Qing made a few desperate attempts at constitutional reform, including modernizing the military and the decentralization of power, it could not quell the fires of revolution that had already been burning in everyone’s minds. The Chinese Revolution of 1911 From the outcry of revolt arose a number of men ready to lead. Kang Youwei and Liang Qichao came out representing those in favor of putting a constitutional monarchy in place. Perhaps the notable of these leaders, however, is Sun Yat-sen. Born in 1866, Sun was raised in Hawaii and later graduated with a medical degree. In time, his political ambitions got the best of him however; he became a strong proponent of the creation of a â€Å"strong, unified, modern, Chinese republic.† With his drive, Sun lead a conglomerate of revolutionary groups called the Revolutionary Alliance or Tongmenghui. The Alliance proved popular, so much so that even Chinese businessmen living outside of the country funded it. Between the years of its founding in 1905 and the big revolution in 1911, around seven revolts were attempted against the Qing. In the fall of 1911, the conditions of the country proved ripe to turn an uprising in the city of Wuchang into a full scale nationalist revolt. The Qing conceded to demandsShow MoreRelatedThe 1911 Chinese Revolution Essay1156 Words   |  5 PagesThe 1911 Revolution kicked out the Qing Dynasty and broke the barriers to different developments in China. However, the 1911 Revolution has only provided a framework of a republic and made changes in some particular aspects related to immediate problems and difficulties in society. Hence, the relationship between the revolution and the subsequent development of China was very weak. On one hand, I do not agree with the latter part of the statement that the 1911 Revolution brought new problems to ChinaRead MoreSun Yat-Sen1450 Words   |  6 PagesYat-sen’s) role in bringing about the 1911 Revolution in China. Sun Yat-sen’s role in the 1911 revolution against the Qing dynasty was an indirect one. Sun Yat-sen was exiled in the United States during the events of the Wuchang Uprising of October 10th, 1911, hearing about it through a newspaper publication in Denver, Colorado.[1] Many Historians view Sun’s accession as the provisional President of the Republic of China, directly following the revolution, as due to his position as a â€Å"compromiseRead MoreEssay about The Opium War and Great Britains Influences In China982 Words   |  4 PagesWhile westerners in China pushed to claim rights and generally oppose Chinese reformers who worked to better China, the Chinese government and society continued to face internal problems. While westerners in China pushed to claim rights and generally oppose Chinese reformers who worked to better China, Chinese government and society faced internal problems. Being a main target for imperialism, China faced much western influence. One of the events that marked the beginning of intenseRead MoreHistory Of China Between 1810 And 19112250 Words   |  9 PagesChina The political progress in China between 1810 and 1911 was directly impacted by two sets of sentiments and a variety of western ideologies. Firstly, Western imperialistic forces exacerbated the domestic crises in China, engendering strong anti-foreign feelings. This resentment blended with the long existing anti-Qing (the last feudalism dynasty) sentiment, which had been fermenting since seventeen century among the majority Ethnic Han Chinese. These two sentiments facilitated the development ofRead MoreChinese Literature And Culture Of China1497 Words   |  6 Pages Chinese Literature and Culture Literature has a very important role to play in society and in the lives of all the people. It is an immeasurable realm and its influence is far beyond the reaches of people and one’s own comprehension of mind. It is such an enormous expanse that one would begin to articulate some form of response. Chinese literature, to many westerners, has not been easily accessible as it had remained hidden in the higher strata of the society â€Å"shi da fu (Ã¥ £ «Ã¥ ¤ §Ã¥ ¤ «)† in Chinese cultureRead MoreSoviet War : The Cold War Essay1730 Words   |  7 PagesCold War Essay 1947 through 1991 was the time period of the Cold War; the Cold War was a result caused by the tension of the after math of what had happened with world war 2 .The tension that was there wasn t just any kind of tension it was military tension between the power of the eastern bloc and the power of the western bloc. The Cold War wasn t only one war but it was decades of littlewars and intimidation. Germany was busy after the war, there where so much tension betweenRead MoreChina Has Been A Communist Country1534 Words   |  7 Pagesan extended period of time, the question whether which Chinese government is the most responsive to its people has never been permanently settled. However, I dare to claim that Qing Dynasty was the most open and receptive to its people among several Chinese governments. Some people might contend that Republic of China, Warlords, and Chinese Communist Party were the most responsive to its people. However, a close examination throughout this essa y will clearly reveal the fallacious nature of their argumentRead MoreEssay on may 4th movement2171 Words   |  9 PagesJapanese and western products, eventually causing the Chinese government to capitulate to their demands and make a stand on the world stage. This was the first mass protest in 20th century Chinese history and would serve as an example and inspiration for the next century of communist politics. nbsp;nbsp;nbsp;nbsp;nbsp;By 1914, when the First World War began, the Chinese government was still extremely unstable. Only three years earlier, in 1911, Sun Yat-Sen and his Nationalist Party had toppledRead MoreTaylorism: Response Outside the USA 1495 Words   |  6 Pagesthat Taylor’s effort not only symbolized the beginning of managerial era in industrial production but also indicate the end of craft era in the United States. In this essay, we shall explore Taylorism reception outside USA and compares the reception of Taylorism between western and Asian Country. TAYLORISM IN OUTSIDE USA In 1911, F.W.Taylor published his magnum opus book, Principle of Scientific Management which gain acknowledgment in US and was a hit worldwide (Wren, 2005). Taylor advocates theRead MoreChinas Fast Entry into the Fashion World after the 20th Century1825 Words   |  7 PagesChina’s fast entry into Fashion World after the 20th Century The dawn of the 20th century brought in many challenges in China such as cultural, political, economic, and social. The social changes increased its push after the 1911 revolution which caused in the passing of the Qing Empire. Social improvement led to amendment in dress codes as well. The head shaving and queue (long plait) men had been compulsory to wear, to validate their subservience, gradually vanished. The practice of foot compulsory

A Study On Human Resource Management Essay - 1506 Words

Human Resource Management will be outlined as a perform that deals with accomplishment, coaching and improvement, motivation and worker health and safety (York, 2009). On the contrary Watson (2002) argues that there s confused scenario concerning HRM and no precise definition exists to outline this term as a result of it’s utilized in many manners. I observe HRM as a department operating for organisation development in terms of hiring adept and proper folks and providing them the facilities they aim for to create sensible employment relationship. 60 minutes builds sensible relationship by motivating and coaching the staff to boost their experience. While most companies have an individual s resources or department that develops and implements HRM practices, responsibility lies with each 60 minutes professionals and line managers. The interaction between managers and 60 minutes professionals results in effective HRM practices. as an example, take into account performance appraisals. The success of a firm s performance appraisal system depends on the flexibility of each parties to try to to their jobs properly. 60 minutes professionals develop the system, whereas managers offer the particular performance evaluations. The nature of those roles varies from company to company, relying totally on the dimensions of the organization. This discussion assumes an outsized company with a large HRM department. However, in smaller corporations while not massive HRM departments, lineShow MoreRelatedOrganizational Studies and Human Resource Management and Question4634 Words   |  19 Pagesritualistic negotiations | | b) | To place great value on personal relations and goodwill | | c) | Agreement by general trust | | d) | To establish social trust first | | e) | To get down to business first | Question 3 (1 point)    You are a management consultant and an executive from Shell asks you to present a lecture on empowerment to her managers. Which of the following ideas should you include? Question 3 options: | a) | Historically, managers have welcomed sharing information such asRead MoreOrganizational Studies and Human Resource Management and Ghee Hoe2079 Words   |  9 PagesDemand 3 †¢ Re-Organization Structure of Ghee Hoe 3 Organization Structure 4 †¢ Complexity 4 †¢ Centralization 5 †¢ Formalization 5 Measuring Ghee Hoe Organizational Effectiveness 6 †¢ External Resource Approach 6 †¢ Internal Resource Approach 6 †¢ Technology Approach 7 Recommendation of Approaches to Improve Ghee Hoe 7 Conclusion 8 Annex 1 9 Annex 2 10 Reference 11 Introduction of Company Ghee Hoe, isRead MoreA Research Study On Human Resource Management1594 Words   |  7 PagesIn comparative studies Scholars from outside China were concerned regarding the easy transfer of the HRM technique’s with these joint venture setups leading to exchange of abnormality among the work culture. There are ten different studies focused to inspect the future of restricting and standardising the global HRM policy in China. The conclusion understood at the end from the studies often negates the possibility in the context of China (Walsh Zhu Y, 2007; Wilson, Chen Erakovic, 2006), inRead MoreHuman Resources Management (Study Notes)4758 Words   |  20 PagesPGDBM Human Resources Management Name: Anthony Koegelenberg Assignment 1: Human Resources Management Student No: 123895 Page 1 of 21 Human Resources Management Student No: 123895 Table of Contents Introduction ............................................................................................................... 3 Question 1 ................................................................................................................ 4 Answer 1 ..........................Read MoreCase Study : Human Resource Management1606 Words   |  7 Pagesfacing significant challenges with negative cash flows and a high turnover of staff despite implementing an â€Å"All Star† human resource management (HRM) change in September 2010. Twyla Thompson, the VP of spa operations and the other business executives must revisit this concept so they can attempt to stem the cash flow and staff turnover problems. This essay will analyse the case study provided from Harvard Business on ARISE and explore and recommend potential HRM options for Thompson and the businessRead MoreHuman Resources Management– Case Study1421 Words   |  6 PagesHuman Resources Management– Case Study Human resource management refers to a series of human resources policies and the corresponding management activities. These activities include corporate human resources strategy, employee recruitment and selection, training and development, performance management, compensation management, staff flow management, employee relationship management, employee safety and health management, etc. Namely: enterprise modern management method, is used to obtain (candidate)Read MoreCase Study : Human Resource Management1446 Words   |  6 PagesSUMMARY: Human Resource Management is one of the most important management tool in developing strategy s and gaining comparative advantage (Bearmont1992) .In multinational company`s HRM is a key to success.This case study is to analyze the problems faced by MR Quin CEO of Australian medium sized mining company.Exploring problems such as ,Human Resource Management ,recruitment, selection ,reward, retention culture, selection and communication.This case study analyses the Human Resource as the coreRead MoreHuman Resource Management Case Study833 Words   |  4 Pages ! ~ , , . I University Examinations 2011/2012 EXAMINATION FOR THE DEGREE OF MASTER OF BUSINESS ADMINISTRATION HCEB 602: HUMAN RESOURCE MANAGEMENT TIME: 3 HOURS INSTRUCTIONS: ANSWER QUESTION ONE (COMPULSORy) AND ANY OTHER TWO QUESTIONS QUESTION ONE :CASE STUDY As a new member of the Board of Directors for a local bank, Jack Nelson was being introduced to all the employees in the home office. When he was introduced to Ruth Johnson,Read MoreHuman Resource Management: A Case Study618 Words   |  3 PagesThe principle factor that is causing the majority of the problems in the banks home office and its respective branches is a surplus of autonomy. After reading Jack Nelsons bank study, it is apparent that the centralized authority within this organization (as represented by its home office) needs to be strengthened. Its situation is somewhat parallel to that of the United States just after the Revolutionary War when it adopted the Articles of Confederation which gave the states to much individualRead MoreCase Study : Human Resources Management2998 Words   |  12 Pages Human Resources Management Part A 1.0 Introduction Many people across the globe prefer to travel with airlines that offer little fare. As a result, a significant number of airlines have adopted a low-cost strategy, and some of them have been very successful. In developed markets such as Europe, low cost airlines have a competitive advantage over premium airlines in that the premium airlines are unable to lower the operating expenses to a point where they can remain profitable at low fares.Ryanair