William Golding Research Paper - 838 Words

Travis Simmons English II Adv. Mrs. Dotson 7 13 May 2012 Through the Eyes of William Golding William Golding was an amazing and artistic author. His versatile writings, visionary view on life, and the way he inputted subtle and special hints of his religious views are what made his career. Goldings life began on September 19, 1911 when he was born in UK, St. Columb Minor to a Mr. and Mrs. Golding. Alex Golding, his father, was a schoolteacher. While Mildred Golding, his mother, was a suffragette. Although Golding was born in St. Columb Minor, he and his family lived in Malborough, Britain, where his parents brought him up to be a scientist. Golding, being a reluctant boy, did not want to be a scientist. His true calling was in†¦show more content†¦He probably felt as if he himself were a child in the war. Scared, and alone. No orders on the battlefield, just instinct. He probably wanted people to feel exactly what he felt. Lord of the Flies had sold at first 2,383 copies in the United States. It was rejected even by various publis hers. But soon, the novel sky rocketed, it became very popular and it even competed with A Catcher in the Rye. Which was the number one book at the time. Later on, Golding wrote 15 more novels and literary works. None of which made as much of success as Lord of the Flies. That was his first hit by popular demand. Even though his novel, Rites of Passage, earned the Booker Prize in 1980. It was the first book in the trilogy, To the Ends of the Earth. Lord of the Flies because it is both a story with a message and because it is a great tale of adventure. My advice about reading is to do a lot of it. States Stephen King, in response to The Book That Changed My Life, a National Book Foundation program. If you have ever read Lord of the Flies, you can see where Stephen King comes off by saying this. Lord of the Flies is a story with a message, and it does tell a great tale of adventure and suspense. Golding would be really proud that his first novel, his first success, was looked so great ly upon by another great author, with numerous accounts of famous and great novels himself. Golding has been spoken of as a spiritual and religious man. His novelsShow MoreRelatedLord of the Flies by William Golding1585 Words   |  7 Pages Lord of the Flies by William Golding is a fictional novel highlighting natural characteristics of man kind. The Book was created during the post World War II period. Before creating this novel, William had experience in the navy where he learned of the nature of mankind. The introduction of the book portrays a plane crash where a large group of boys are stranded on an island. Here they grow in character and human instincts such as leadership, brutality, and survival are displayedRead MoreWilliam Golding s Lord Of The Flies1263 Words   |  6 PagesResearch Paper: Lord of the Flies William Golding, the author of Lord of The Flies, included adults for only a brief time throughout the novel, playing only a minor role at the end. The absence of adults exemplifies how children require the structure and guidance that only parents can provide, symbolically, how nations newly freed from the British Empire’s control would be better off under English colonial power to survive and maintain order before deteriorating into anarchy. The adults of theRead MoreLord of The Flies Essay1673 Words   |  7 PagesLord of the Flies was published in 1954 by William Golding. Today Lord of the Flies is a well known literary criticism. Many schools require their students to read Lord of the Flies because of the literary criticisms in the book. In this paper three themes or literary criticisms are talked about: good vs. evil, symbolism of characters, and maturity of characters. Another topic in Goldings Lord of the Flies is the battle of good vs. evil. Everything seems to start out just fine on the island; theRead MoreSavagery, Power and Fear and How It Ties in with Lord of the Flies1185 Words   |  5 Pages MLA Research Paper Savagery, Power And Fear And how it’s ties in with Lord Of The Flies Young children who are left unattended will slowly loose their civilization, which will turn into, Savagery, Power, and Fear. Civilization is when man meets his basic needs in a healthy manner. Savagery is when people revert back to their lost human instincts. Power, in the case of Lord Of the Flies it’s a position of ascendancy over others: AUTHORITY. Fear is an unpleasant often strong emotion causedRead MoreReview Of Lord Of The Flies 1346 Words   |  6 PagesTabula Rasa over Centuries People say that a person cannot live a positive life with a negative mind. That person has the ability to take action through influence and experience. Lord of the Flies by William Golding gives a graphic example about loss of complete culture to bestial ambience. This may be recognizable with the boys’ perception on fun and games. Leisure for the children on the island goes from playing Tic Tac Toe in the sand to hunting for pigs and eventually one another. In parallelRead MoreA Situationist Perspective on the Psychology of Evil Essay505 Words   |  3 Pagesthat, unlike the dispositional perspective, it often uses experimental and laboratory research to demonstrate vital phenomena, whereas other perspectives may only use archival or correlational data to suggest such answers. The main example that illustrates through experimental research and social analysis is the ease by which ordinary, good people are induced into behaving in evil ways. In his research paper, he discusses studies on deindividuation, aggression, vandalism, bystander failuresRead MoreArchetype Analysis of Lord of the Flies2467 Words   |  10 PagesAbstract: William Golding won the Nobel Prize for literature in 1983, for his first writing Lord of the Flies, in which symbolism is wildly used and attributes lots of symbolic meanings to the characters and events. The story thus becomes vivid and profound. This paper aims at using Swiss psychologist Carl Gustav Jung’s collective unconscious and archetypal theories to interpret the archetypes of characters, natural scenes and themes. Key words: symbolism, Lord of the Flies, collective unconsciousRead MoreThe Importance Of Screening And Treatment Rates For Minors And Policis1278 Words   |  6 Pagesare available to answer questions. Wyoming residents who visits this site can receive a voucher for a free or low-cost STI test. The only required personal information is a zip code because knowyo compiles STI rates throughout the state. Current Research Articles The Harvard T.H. Chan School of Public Health researched health models that demonstrate the transmission of chlamydia (Ronn et al., 2016). Each model was assessed in its own time and place to evaluate its effectiveness. They createdRead MoreThe Socialization Parents Give Their Sons And Daughters1625 Words   |  7 Pagesdating a girl while I, on the other hand, have been put under more strict circumstances when it came to dating. In society parents have differentiating limitations and expectations between their sons and daughters. The following context of this research paper will be discussing what parents expect from their children, what parents are more likely to ideally implant in the minds of their son or daughter, and why parents tend to have these different standards and expectations for their children. If youRead MoreSummary : Leviathan 1156 Words   |  5 PagesMs. Tague Sophomore English P4 4 March, 2015 Prompt 1: Social Science Research Paper Leviathan, Hobbesian Theory, states that if men live without a common power to keep them all in awe, they are in that condition which is called [War]. This statement implies men are more likely to favor disorder when there is no authority to check on their behaviors. Why do we act differently in the presence of authority? When my mother is nearby, I am more focused and I pay more attention to details. However

The Philosophy Of Philosophy - 1122 Words

Throughout the semester, in this class we have discussed and learned about not only basis of philosophical issues and the topics that pertain to them: race, society, sexuality, violence, and the basic knowledge of what is considered right or wrong, to name a few. These topics are still relevant today. This leads to the basic question of whether philosophy from hundreds of years ago, are still relevant to today and the society of which we live? The answer, simply put is yes. It is still relevant because we still do question everything, we still wonder about topics that were discussed back then, and because philosophy is the basis of critical thinking, a quality that is still useful today. We often ask questions, which in turn led us to†¦show more content†¦It goes on to state that â€Å"†¦intellect must be in direct contact with these objects. (Hakim, Albert. Historical Introduction to Philosophy. Upper Saddle River, NJ: Pearson/Prentice Hall, 2006. 191. Print.) This me ans that we are born with a certain awareness and ability to question, which leads to ideas and thoughts about the world. This leads to what we learned is the basis of philosophy, asking questions, which turns to ideas, which sometimes, but not always leads to answers. This semester we have read about philosophers who all use a variety of topics to prove their theories, beliefs, and philosophies. One topic that was used quite a bit, violence. Hobbes has been quoted saying, In the first place, I put for a general inclination of all mankind a perpetual and restless desire of power after power, that ceaseth only in death. And the cause of this is not always that a man hopes for a more intensive delight than he has already attained to, or that he cannot be content with a moderate power, but because he cannot assure the power and means to live well, which he hath present, without the acquisition of more. Hobbes, Thomas. Of Man, Being the First Part of Leviathan. Vol. XXXIV, Part 5. The H arvard Classics. New York: P.F. Collier Son, 1909–14) With this quote Thomas Hobbes is saying that people are self-interested. When man is â€Å"self-interested they have the desire to not only live, but to live well.Show MoreRelatedThe Philosophy Of Philosophy And Philosophy998 Words   |  4 PagesPhilosophy is the attempt at answering or understanding the questions that the being who is philosophizing yearns to know or wishes to understand. The importance of what the philosopher wishes to know or understand is not a determinate factor in what it means to do philosophy. The act of doing philosophy is not defined by the subject of examination but by the driving passion of knowing and understanding. This means that an individual that wishes to know why a laptop is a laptop or why is it thatRead MorePhilosophy : Philosophy And Philosophy1292 Words   |  6 Pages As a student at Richland college, I have never studied philosophy before, and I have heard very bizarre claims about what philosophy is. For that reason, I wanted to take a philosophy class so I can learn more about it. Due to lack of knowledge, I used to think philosophy as involving a kind of mystical significant, sometimes resulting from observing problems without solutions. In addition, sometimes I accustomed that philosophy is nothing more than a name that does nothing more than feelingsRead MorePhilosophy : Philosophy And Philosophy1035 Words   |  5 Pages As a student in Richland college, I have never studied philosophy before, and I have heard very bizarre claims about what philosophy is. For that reason, I wanted to take a philosophy class so I can learn more about it. Due to lack of knowledge, I used to think philosophy as involving a kind of mystical significant, sometimes resulting from observing problems without solutions. In addition, sometimes I accustomed that philosophy is nothing more than a name that does nothing more than feelings ofRead MoreThe Philosophy Of Philosophy And Philosophy1451 Words   |  6 Pages Philosophy is recognized by the questions being asked, and the methods used to answer them. These questions are usually the ones that are open-ended, abstract, or the ones that lead to controversial answers. Due to the openness in philosophy, the uncertainty, there is not just one viewpoint that is completely accepted by all to be true. This leads to many disputes and conversations that are ultimately driven by th e core of philosophy, which is its latin translation, the love of wisdom. Now, theRead MorePhilosophy And Philosophy Of Philosophy Essay2033 Words   |  9 PagesWhat is philosophy? Philosophy could be defined in many ways, but I believe that the Oxford dictionary defines it best: â€Å"The study of the theoretical basis of a particular branch of knowledge or experience or a theory or attitude that acts as a guiding principle for behaviour†. That definition basically encapsulates the entirety of what we have discussed during the time that we have been in this course. It covers the basic ideals of both eastern and western philosophy quite eloquently over the spanRead MoreThe Philosophy Of Philosophy And Philosophy2186 Words   |  9 PagesPhilosophy has always been a part of my thoughts throughout my life, but it seems like I have never truly given as much time into these thoughts until this semester. Philosophy is something that is exposed on a daily basis and should be tal ked about. I think that it is interesting to talk about philosophical subjects with friends and family to learn more about their way of thinking, morals, and who they are as a person. This class has definitely widened my horizon without me even realizing that itRead MorePersonal Philosophy : Philosophy And Philosophy1318 Words   |  6 PagesPersonal Philosophy Paper Introduction For the purpose of the paper, famous philosophies and a personal nursing philosophy is presented, including the personal definitions of the four phenomena of nursing namely person, environment, health, and nursing. The said philosophy will then be compared to other professionally-acclaimed philosophies. Included in the discussion is the importance of a nurse’s role in providing health care to persons, family, and the society and how it is able to address problemsRead MorePhilosophy : Philosophy Of Education1328 Words   |  6 Pages Philosophy of Education Jihyae Choe Liberty University TESL 419 â€Æ' Philosophy of Education A good educator decides the direction of teaching based on a resolute educational philosophy. A firm and resolute philosophy does not equate with a fixed perspective, instead it is a strong foundation that can stabilize the life long educational career. In order to establish a firm philosophical basis, passion toward education should accompany proper understanding. Successful educators who establishedRead MorePhilosophy And Philosophy Of Teaching999 Words   |  4 Pages Philosophy of Teaching Essay Assignment Mohsin Rasho Valparaiso University NUR 641 â€Å"I have neither given nor received, nor have I tolerated others use of unauthorized aid.† Mohsin Hussein Rasho Philosophy of Teaching Essay Assignment There are many students thinking about their future because they desire to be the great teacher or professor in the future. It is necessaryRead MorePhilosophy And Philosophy Of Education828 Words   |  4 PagesPhilosophy of Education Teachers, especially those in the early years of school, have the extraordinary task of instilling a life-long love of learning in their students. We are there to cultivate their young minds in an arena where children feel safe and secure while expanding and exploring their knowledge of the world around them. We are to create responsible, productive and model citizens of the world. We are given an incredible task to carry out! With that in mind, however education needs

Dttls Unit 5 Free Essays

string(29) " to the reflective practice\." Part 2 A critical Analysis of my own approach to reflective practice and exploration of potential continuing personal and professional development. Introduction This report provides a critical self analysis of my approach to reflective practice and exploration of continuing personal and professional practice. To research this report I have had to undertake a profound and honest dissection and evaluation of my own working practice. We will write a custom essay sample on Dttls Unit 5 or any similar topic only for you Order Now For research I partook in discussions with my peers, attended a master class in learning on reflection, and explored the internet and relevant books. This includes examining theories of reflective practice and how they relate to my own reflective practice and development. To clarify what I needed to examine I started by finding definitions of the key phrases. More in-depth analysis of the definitions and the meanings attached by others are developed throughout the report. Reflective Practice- ‘a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind. ’ (Moon 1999 cited on www. ukle. ac. uk 2009) Continual Personal and Professional Development- ‘maintaining, improving and broadening relevant knowledge and skills in your subject specialism and your teaching and training, so that it has a positive impact on practice and the learner development. (www. ifl. ac. uk 2009) Methodology Whilst preparing this assignment my Primary research was collated by using both personal observation and informal personal interviews with fellow peer groups, I conducted my Secondary research by colleting existing data gathered from both my Primary research as well as using the internet in order to access reviews, government statements and information as well as theories and principles used and developed by educational experts, I have also used the Doncaster College library to access reference material in the form of books and the e-library and as an additional reference method. I also adopted various ideas gained by conducting semi structured interviews and focus groups using other teachers as my target group. Once evaluating the collected data I then developed an Action Plan in order to achieve my desired goals. Theories of reflective practice. The Common Sense Theory Philosopher and educationalist John Dewey pioneered the concept of reflective practice in 1933 as the literal notion of ‘thinking about thinking’ (cited in www. educ. uats. org 2010) He was primarily interested in problem solving. When a bad incident occurs you feel upset or disconcerted and set out to identify and rectify the issue. This basic approach to reflective practice was further developed as the ‘common sense view’ by Moon (1999). She took the stance ’reflection is akin to thinking but with more added to this. ’ (cited in Roffey-Barentsen and Malthouse 2009, p8) This is reflection in its purest form. After a lesson that that went badly it is natural that you will think about what went wrong and why. The sheer basic nature of the theory leads to problems of lack of organization and documentation. The solitary nature of simply thinking cause limitations when there is no one to provide feedback. There is more consideration given to the past than the future and provides limited outlets for developing practice. Reflective Practice Donald Schon (1983) developed two concepts in relation to reflective practice: Reflection in action – A person reflects on behavior as it occurs. For example if you are using a classroom activity with learners that is clearly not working you would quickly reflect on this can find a suitable alternative immediately rather than waiting for the next session. Reflection on action -this type of reflection occurs after the event allowing time for scrutiny and analysis of the situation and time to plan further development. Kolb (1984) created his four stage model of leaning. This encompasses the continued cycle of learning. It outlines the basic concept of doing something. Reflecting on it. Researching ways of improving upon it and planning how to implement this. This brings you right back to the doing stage and so the cycle continues. This can be joined at any stage but needs to be followed in sequence to be effective. Graham Gibbs further developed this cycle in 1988. Like Kolb, his cycle of self reflection is simple to use and follows a continuous cycle. Gibbs Model for Reflection (www,qmu. ac. uk 2009) Stephen Brookfield (1995) believes critically reflective teaching happens when we identify and scrutinize assumptions that under grid how we work. For this the occur we must see our teaching from the view of the â€Å"four critical lenses†Ã¢â‚¬â„¢(cited in Roffey-Barentsen and Malthouse 2009,p10 ). The four lenses being: 1. The teacher 2. The learners 3. Our Colleagues . The view of literature and theories. Although time consuming this theory provides a thorough reflection on our practice through feedback and research rather than just our own thoughts. Professional Reflective Practice This theory combines the personal achievements generated via reflective practice with the benefits of CPD where teachers improve skills and knowledge enhances their professional performance. Tummons (2007, p89 ) describes this as ‘A constant critical appraisal of teaching and learning, and of the work of the tutor generally. Ideals from Schon, Kolb, Gibbs and other theorists can be encompassed in professional reflective practice this ideal would include seminars, workshops, conferences, meetings, training days, 1. 1 reviews, observations and general conversations. Having identified what you could do to benefit your practice you would create an action plan clearly defining SMART targets My approach to reflective practice I have in the past relied too heavily on Moon’s ‘common sense’ theory. Thinking is a natural process we have little or no control over. I have often delivered a session with my head buzzing with thoughts and ideas; these would take on the form of what went well? What did’t goes well? Why? What can I do instead? This thought process of ideas has its benefits. I was analyzing my teaching practice rather than simply carrying on with no consideration to its merits. The main problems being that I rarely wrote my reflections down. There was no organization or structure to the reflective practice. You read "Dttls Unit 5" in category "Essay examples" This form of reflection is too insular and self reliant. When I first started teaching I think I probably lacked the confidence to actively seek the views of others and accept constructive criticism. Since undertaking the DTLLS course I have as a prerequisite of learning kept a reflective journal. This method of reflection links in with Schon’s ‘Reflection on Action. ’ Actually taking time to stop and write down reflection has been very beneficial This allows time for greater and more structured evaluation identifying what went well and want didn’t’ go so well. From here I am able to plan what I need to improve upon. Schon (1983) also outlines ‘action in practice. I found this concept of ‘thinking on your feet’ a necessity of teaching. A session plan may sometimes no longer be valid. I have in the past had to a change activities that require certain numbers due to poor attendance. Similarly if I unexpectedly have a small group I may not use planned resources such as flipchart which seem impersonal for only four learners. As my teaching experience has developed so has my capacity for reflection. Drawing on Brookfield’s critical lenses. I am now more confident and aware of the benefit of feedback to seek the views of learners, peers, mentors etc. This creates a greater spectrum of reflection rather than simply my own to learn from. Gibbs reflective cycle (1988) has become a natural part of my teaching and reflective practice. This is especially beneficial with one day courses I teach again and again. In this situation it is easy to become complacent and lazy and stick with same session plan. Actively reflecting with feedback from others enables me find methods of improving the session. I then can try out the new plan. Once tried I then reflect on the new plan and so the cycle continues. Of course I wouldn’t make change for change sake. The out come of the reflection could be that it all went well in that session. Continual Personal and Professional Development As a teacher when considering CPPD I have two consider what The IFL defines as the ‘Model of Dual Professionalism’ (www. ilf. co. uk) Your subject specialsim Your teaching In both instances I need to undertake an analysis to identify training and development needs. I am still a teacher in training so my professionalism is continually developing through my college studies which includes much research. In my work place I have attended training days on relevant teaching areas such as coaching your team and Giving and Receiving Feedback and conferences such as E-Leaning and Final Lap Mentoring. Once my training is complete I will need to actively seek development opportunities in this area. I could do this through the ILF, College network, educational websites, publications and productions. The opportunities for personal and professional development in the Health and Social Care Profession are considerable. Keeping up to date with relevant legislation is paramount. Generally literature is provided on this by the Care Quality Commission or MHA Head office. For instance I recently went on a training day on delivering e-learning. However as an educationalist it is vital I don’t just assume there are no changes if no one has informed me other wise. The QCC website is the best reference point on legislation. Specific area of my role such as manual handling, Fire Safety and First aid require me to update my trainer’s skills with a refresher course every two or three years. As I teach in a company that specializes in Dementia care it is vital I actively seek new knowledge in this area. Ideas and Theories on Dementia and Dementia care are constantly progressing and it is vital I progress inline with them. To aid this read the Dementia Care magazine, Alzheimer’s Society website, Bradford and Stirling University both research in dementia care. A positive example of this is an article I read on the benefits of Doll Therapy. Some of the residents in the home carry dolls around which some cares found inappropriate. Having a professional theory to discuss with staff/Learners was highly beneficial. All development I do for my work has an effect on my personal development. The increase in skills and knowledge gives me more confidence and expands my creativity. In my free time I enjoy reading and creative writing and have taken relevant courses for pleasure. I have in the past been to work obsessed and taking on to many courses at once. This resulted stress and affected all areas of my life. I now can prioritise my CPPD to allow me time to relax and spend time on other things that are important. When I started DTLLS I was also doing an Open University course. I found it too hard to juggle both and working. I made a decision to complete the OU module I was studying and put my university studies on hold until I have completed DTLLS. Conclusion I can link my reflective practice to most of the theorists. The common sense view’ of quite literally thinking is something I do constantly but I have learnt the benefits of taking a more structured and creative approach to reflection. Working through a cycle of doing, reflecting, researching, planning and doing means my teaching practice can only improve. This has given me more confidence and benefits the learners. Linking in reflective practice with CPPD ensures my development as a teacher and a subject specialist. Through my work place I am able to identify training and development needs with my manager. As an autonomous learner is vital I constantly Seek new avenues to ensure my Health and Social Care knowledge is up-to-date and relevant. 1. Report Introduction For this report I have provided a critical analysis which summarises the following aspects of my ongoing personal and professional development in the following areas: Teaching roles and contexts within the lifelong learning sector * Impact of own beliefs, assumptions and behaviours on learners and others * Impact of own professional, personal and interpersonal skills, including Literacy, Numeracy and ICT skills on learners and others. To carry out this report I have used my personal reflective journal. I have also drawn on past assignments, observations, peer group discussio ns. I researched books, journals and the internet to gain a wider perspective. Analysing my own role as Trainer and comparing it with others such lecturers nd tutors highlights the similarities as well as exploring the unique aspects that define each role. As an individual and a teacher it is difficult to recognise and at times accept that your personal beliefs, assumptions and behaviours may impinge on learners. In this report I recognise my ‘teaching schemata’ and explore both positive and negative effects this may have on learners and others. This links in with the analysis I have made on how my personal, professional and interpersonal skills will have an impact on learners and others. Part 3 A Teaching roles and contexts within the lifelong learning sector The table below explores the different roles and contexts within the lifelong learning sector, analysing their similarities and differences. All definitions of roles are taken form: The Chambers Dictionary 10th Edition (2006) Job Role| Contexts| Duties| Same as| Difference| Trainer‘A person who teaches skills to people or animals and prepares them for a job, activity or sport’ | The workplaceCommunity Learning CentresTraining companies| * Identifying company training needs. * Designing, delivering and evaluating training. * Developing induction and appraisal schemes. Coaching and assessing individuals or small groups * * | Similarities to teacher, tutor, lecturer in terms of planning and delivering learning. Also assessments. | A trainer is generally work based as apposed to teachers or lecturers who are college or school based. | Teacher‘A person whose profession is to impart knowledge practical skill or understanding’| SchoolsSixth form colleges| * Panning sessions * Delivering learning * Evaluation of teaching and learning * Setting and marking working * Monitoring and dealing with behavioural issues. Tutor, trainer and lecturer in terms of planning and delivering learning. Dealing with behaviour is most akin to lecturers. | Different to most in that a teacher is generally associated with schools and children. Some sixth form colleges may have teachers. | Tutor‘A person who teaches a single person or very small group’| Colleges Community Learning CentresDistance and online learning. | * Planning and delivering learning to individual or small groups. * Providing feedback on assessments * Tutor may be a mentor for learning development such as a form tutor or individual tutor. Similarities to teacher, trainer, lecturer in terms of planning and delivering learning. | More 1-1 work than lecturersDifferent from all if online or distance learning. | LecturerA person who teaches at college or university| CollegeUniversities| * Teaching, lectures, seminars and fieldwork. Preparing teaching sessions and developing teaching materials. Setting and marking work. | Similarities to teacher, trainer, lecturer in terms of planning and delivering learning. | Different to NVQ and Trainer in context. Lecturers would not be found in workplace| Assessor‘Person who assesses’| CollegeWorkplace| * Plan and deliver NVQ workshops * Observe and assess candidates * Examine candidates’ evidence| Similar to trainer in that learning is work based. | Different to teacher and lecturer as an assessor will not deliver learning to large groups. | Part 3 b My role and responsibilities as a Trainer in Health and Social Care work-based learning Through discussions in the DTTLS course I have identified two major differences between my role as a Trainer and my peers as Lecturers. The first being that of context . My teaching is carried out in individual’s own workplace. Learning is delivered in a training room and in the care environment. Lecturers deliver learning in a college in a traditional classroom setting. The two do at times overlap, workplace learners may work towards vocational qualifications through local colleges. In this case I may arrange for learners to undertake this learning and support them through their work. The other main variation is in purpose. I facilitate learners with skills and knowledge to enable them to function in the workplace. Learners gain company certification or in some cases nationally recognised awards, however they are not working for one or two years towards an educational or vocational qualification as they would in a college. In unit 15 I explored the difference between teaching and training. Gary Pollice, Professor of Practice Worchester University noted this main difference. In his article Teaching Versus Training (2003). He stated training ‘focuses on skill’ whereas teaching ‘implies deeper knowledge and a longer time frame. ’ This effectively sums up one of the major differences I identified. As a trainer in Health and Social Care it is my responsibilities to ensure my knowledge is kept up-to-date and in line with current legislation, polices, procedures and changing views and ideas within the care sector. Not doing so would have a detrimental effect on learning and the working practice of learners. I am constantly aware that my CPPD will have a direct impact on the quality of training I provide. In unit 5 I examined the aims and philosophical issues associated with my subject specialism. These were derived mainly from CQC and MHA care group. The ultimate aim being to provide the best possible person centred care for service users. I work closely as part of a team to ensure this is provided. I liaise with senior staff to discuss any new developments within care and the impact they will have on learning and working practice. I often attend the same training, seminars and conferences as senior staff. This ensures we all have the same knowledge and skills Transference of skills has a major influence on how I and others measure the quality of the training I provide. Howarth and Morrison (2005, p295) observed how effective transfers are ‘affected by a range of factors beyond the design and delivery of a training event. ’ I work with key people to make sure skills and knowledge are effectively passed on to staff and reflected in the care provided. If this is not the case then I may need to reassess my own skills and knowledge. Part 3 C The Impact of my own beliefs, assumptions and behaviours on learners and others. As an individual it is difficult to recognize our own ingrained beliefs, assumptions let alone comprehend the impact these may have an others. As a teacher the impact can be magnified as others look to us to learn. In an article Focus on Teacher thinking it was stated Everything a teacher says and does springs from the teacher’s inner reality – the worldview, beliefs, values and other thinking processes that are so familiar they become invisible (www. teachersinmind. com) When I enter a classroom/training room I like to think I put my professional hat on and leave my personal influences behind. Williams and Burden ((1997, p57) however would disagree ‘Teachers beliefs about learning will affect everything they do in the classroom. To identify my own personal influences I have examined some elements of my unique ‘Teaching Schemata’ (wwww,prodait,org 2006) . This is the amalgam of beliefs , knowledge and assumptions held by the individual teacher. Elements of my personal ‘Teaching Schemata’ | * I believe it is important to have basic ICT, Literacy and numeracy skills * Reading is f un * Learning enriches your life * ICT is an inevitable part of day to day life * I think everyone should want to reach their full potential * Adults should naturally adhere to a certain code of conduct in a learning environment. Adults want to learn * Music has positive benefits on your mental well being * I love anything outdoors. * I’m a vegetarian and animals are an important part of my life * I was brought up C of E but no longer practice or believe. * Monogamy is important * I used to be shy at school but now I’m outgoing * I tend to adopt a ‘ce la vive’ attitude to life. If it makes you happy then do it! * I’m very easy going and rarely loose my temper. * People should always see the best in others and try to understand why they behave the way they do. The list above is by no means exhaustive but includes what I consider to be my main belief system. I would generally consider my positive and friendly personality to have a constructive benefit on learners. I’m proud of the fact that learners enjoy their learning and in all my observation it was commented that I had an excellent rapport with learners. In unit 15 I drew on an element of my reflective journal where this rapport had a negative effect. Four learners failed to turn up when I was being observed. I took his a personal insult, but it was pointed out to me by a colleague that it was because I was so easy going that they probably thought I wouldn’t be annoyed. The concept of achieving an equal balance between my natural friendly personality and adopting a more professional persona when necessary is an area I have developed but need to continue to do so. I have attended courses in assertiveness and influencing and negotiating to aid my development in this area. Discussing ideas with other teachers has helped significantly. In my very initial stages of teaching I made a basic mistake due to my somewhat supercilious assumptions. When setting up a learner, a lady of around 50yrs, on E-Learning I simply gave her the laptop, password and username and told her to log on to the Aims Perform site. I went off to sort out some paperwork while she did this. When I returned I found an embarrassed learner who hadn’t even switched the laptop on. She sheepishly told me she’d never used a computer before. The impact for the learner was that of humiliation and a failure to learn. For myself it was an early learning curve in never making assumptions about learners existing abilities. Although I’m still surprised how many people don’t have their own computer and have little or no ICT skills I have learnt to adjust my perception and address the situation in a manner that does not embarrass or humiliate the learner. Gaining an awareness of the extent to which adult learners may lack basic skills has had an effect on my professional development. I have actively sought ways to integrate key skills into learning. Care for Skills agency provide extensive resources and information on enabling teachers to embed key skills into the care induction programme. The impact on learners is that I, as a teacher am more in tune to learning needs and an increased opportunity to improve their key skills through work based learning. Also I taught a fully integrated course with New College which improved my skills in key skills teaching. Part 3 D The impact of my own Professional, Personal and Interpersonal skills including Literacy, Numeracy and ICT Skills on Learners and others Trainer/Teacher My teaching qualifications PTTLS and year 2 DTTLS have given me significant skills and knowledge in this area. This impacts on what I am able to offer my place of work and learners. This includes planning, delivering and evaluating individual sessions and schemes of work. Also carrying out diagnostic assessments, assessing learning, being aware learning styles and learning theories, designing and using resources. The more skills I have as a teaching professional the greater opportunity I will have to maximise the learning potential of the workplace learner at MHA. Management will have greater confidence in giving me greater responsibilities such as designing courses. I have also joined the Institute For Learning (IFL) as an affiliate member whilst working towards qualified teacher status. The IFL gives members support in continuing professional development. The IFL state: CPD gives the public, learners, the teaching community and the sector confidence that teachers, trainers, tutors and assessors are continuously improving skills and knowledge and expertise (www. ilf. ac. uk, 2009) Health and Social Care Professional As I have a dual profession there is little point in me solely focussing on my teaching skills. It is equally as important that I monitor my knowledge of my subject specialism. My learners need to have confidence that I have a higher level of knowledge of the subject than they do. The care provider I work for need to know that I am facilitating training that is current and relevant. In unit 15 I stated that one of my best assets was having what Skills for Care (2009) describe as ‘experts by experience. ’ Having years of hands on experience in the care sector not only equips me we a high level of skills and knowledge but also gives learners confidence that I know what they experience in the workplace. To keep my care skills current and relevant I attend the same training, conferences and seminars I would as if I still worked in the field. Personal Development My personal development can also have an affect on learners. Having a good level of work and life balance make me a calmer and more rounded person. Much of my personal development such as creative writing enhances my creative abilities as a teacher. I initially started my degree with the Open University for personal development rather than professional. I started with a course I knew I would enjoy – Level 2 Creative Writing. This required me to post my work on an online tutorial for others to give feedback on. Similarly I was required to give feedback on the work of others. This enhanced my ability to accept feedback from managers, teachers, college peers and learners. This in turn assisted me to provide constructive feedback to my peers and learners which is something I have difficulty with. Interpersonal Skills My interpersonal skills have developed as my confidence has grown. Looking back on my reflective journal from last year I can see there were times when I lost deportment in sessions when learners asked questions I was unsure of, didn’t participate in sessions or were deliberately awkward as they didn’t want to be in the session. This had a detrimental effect on learners and myself as I felt they would loose confidence in my ability to teach them. I over come this through feedback, talking to other teachers and simply by gaining experience. My most recent observation demonstrated how much my confidence has improved. This reflects on the quality of learning learners receive. On a general level I feel I have good interpersonal skills. Working in the care sector for years has given me strong emotional intelligence. I am easily able to empathize with other. I am able to actively listen, thus making me an effective communicator. I have been able to develop appropriate communication skills. Initially I was too much of a friend to learners and didn’t want to offend anyone. I found sugar coating feedback was non productive. I have managed to improve my balance my as a teacher, giving constructive feedback and delivering enjoyable sessions. Numeracy Numeracy is not my strongest point. I have GCSE grade C which I achieved 18 years ago. When I worked at Penhill Community learning centre working 1-1 with learners to gain entry level 3 and level 1;2 numeracy awards I was concerned about my own numeracy levels and ability to help others. I went on the Move On website to test and improve my abilities. When I started the PTTLS course I was required to take an assessment on the computer to check for skills fade. Thankfully I had a clear level 2 pass. Although numeracy is not a strong element in Health and Social care it is still important to maintain my skills in this area. I embed numeracy in areas where learners will uses it in their workplace such as weights, measurements, BMIs and statistics. This will impact on their ability to perform everyday tasks at work. ICT I have fairly good ICT skills. This has enabled me to facilitate e-learning confidently. This has helped learners to access and undertake courses they may not have had access to otherwise. e-learning enhances learners own ICT skills which will benefit them in the workplace and wider society. One area I had to develop was using ICT in presentations. My workplace did not have facilities for this so I had little opportunity to practice. I felt this limited my resources and didn’t account for exclusivity with regards to learning styles. My first attempt at PowerPoint presentation was for my presentation was to my peers at college. I was pleased to have produced and presented a presentation even if I did forget to put it on slide show! Feedback from my peers and my own reflection identified this as an area of weakness. I have since convinced my workplace to buy more equipment. I am now confident in using the projector for presentations. This enhances learners experience including participating in e learning in groups. Literacy Literacy is an area I am quite proficient in and had passed university modules in with good grades. I enjoy reading and creative writing in my free time. I do however have to be aware of the language I use and the levels I expect of others. Many of my learners will be at entry level 3 or lower so I need to keep language in resources simple. Through initial assessments I can identify what level learners are at. I embed literacy into learning. The Skills for Care Base have excellent resources I have used to enable learners with literacy. The fact that I enjoy reading means I am always keen to research my subject this will enrich the knowledge I can impart on learners. Conclusion My dual role as a teacher and a Health and Social Care Professional effectively means I I have two areas where I need to actively monitor, evaluate and accomplish continuing personal and professional development. Clearly identifying my role and responsibilities can enable me to pursue relevant avenues. Being aware of my own beliefs, assumptions and behaviours and the impact they may have on learners and others is difficult but essential. Through course of action I realised my assumptions about adult learners existing skills was having a detrimental effect on their learning. As a teacher my own personal, professional and interpersonal skills have a major impact on learners, as they are looking to me to facilitate knowledge and skills. The organization I work for is trusting in my skills to carry out my role efficiently. Not doing so could have a damaging effect on the care service users receive and the reputation of the establishment. This highlights the importance of CPPD. Words 3116 Bibliography Books Gray, G. Cundell, S. Hay, D. O’Neill, J. (2004) Learning Through the Workplace. Nelsonthorne: Cheltenham Horwath, J. Morrisson T. 2004) Effective Staff Training in Social Care Routledge: Abingdon Roffey-Barentsen, J and R ,Malthouse. Reflective Practice in the Lifelong Learning Sector. Learning Matters: Exeter Tummons, J. (2007) Becoming a Tutor in the Lifelong Learning Sector. Learning Matters: Exeter Wallace, S. Teaching and Tutoring in The Lifelong Learning Sector. Learning Matters: Exeter Internet Code of Professional Practice www. ifl. ac. uk Communication and number skills at induction and beyond www. scie-careskillsbase. org. uk (accessed 31/08/2009) Continuing Profesional Development www. fl. ac. uk Critical Reflection on Teaching www. prodait. org (accessed 17/02/2010) Education and Training – Job Profiles http://carersandadvice. direct. gov,uk Focus on Teacher Thinking www. teachersmind. com. topics. htm (accessed 17/10/2010) Gibbs Model of Reflection www. qmu. ac. uk (accessed 04/01/2010) Gary Pollice:Teaching versus training http://www. ibm. com/developer works/rational/library (accessed 10/08/09) Methodist Homes Association http://www. mha. org. uk (accessed 30/8/09) http://www. skillsforcare. org. uk/workforce_strategy (acesssed30/08/2009) Muir, G. Theories of Adult Education Teacher Versus Facilitator www. adulteducation. eu/Theories. of-adult-education (accessed 19/08/2009) Reflection and Reflective Practice www. learningandteaching. info/learning/reflecti. htm (accessed 30/01/2010) Reflective Practice www. educ. utas. edu. ac (accessed 30/01/2010 Social Care Institute for Excellence www. scie-caebase. orguk Quality Care Commission www. cqc. org (accessed 10/08/09) What is reflective practice ? www. ukcle. ac. uk (accessed 06/03/2010) What is the Difference Between a Teacher and a Trainer? http:/society. com/education How to cite Dttls Unit 5, Essay examples

Employee Motivation and Retention Strategies at Microsoft - Samples

Question: Discuss about the Employee Motivation and Retention Strategies at Microsoft. Answer: Introduction The aim behind developing this report is to have an in-depth understanding of the significance of organisational behaviour in the organisation and at the workplace. Organisational behaviour is a broad term that plays a major role in the building of the organisation. There are not only the buildings, machinery or the operations that form an organisation but the individuals that develop a flow of communication and interaction with each other for the accomplishment of the mutual objectives and aims. There are various theories of organisational behaviour that support the managers to develop a strong level of understanding among the individuals in respect to their feelings, performance and their level of perception in the organisational setting. (Alfes, et al., 2013). There is a great significance of the organisational behaviour theories and strategies to have a good control on the organisation, the organisational employees and the future sustainability of the organisation. The organisati onal behaviour can be considered as a deep study that supports in evaluating the influence posed by the individuals, groups and the organisational structure on the behaviour of the organisation (Ali and Aroosiya, 2012). In the organisational behaviour, the motivation and retention of the employees is of key significance as kit influences the behaviour as well as the performance of the employees. There is a strict need that in present time, the organisations must have their major focus on these factors for achieving a better organisational behaviour and enhanced productivity. The paper will understand the role of organisational behaviour and the employee motivation and retention in respect with Microsoft as it is one of the key example which can provide a better understanding if the aspect with its practical example. Overview of Microsoft Corporation The leader of the technology industry, Microsoft Corporation was established in the year 1975 by the efforts of Paul Allen and Gates. The organisation has developed rapidly and is presently the most recognized and largest serving multinational organisation in the technology industry cross the globe. The first programming language was developed by Microsoft in 1975 named Altair Basic which gained huge success and presently used in almost all the computers. In the year 1977, there were key launches of Microsoft named FORTRAN, IJ 1978, COBOL and also developed version of BASIC. In the year 1980, there was a huge success gained by Microsoft when it had an agreement with IBM for developing an operating system (Chakraborty and Gupta, 2010). There was development of Q_DOS also which IBM used in its computers and which was later recognized as MS-DOS. This helped the company in achieving great recognition in the releasing of the operating systems across the globe. Later to this, there as deve loped a window operating system which acquires a considerable market in the technology industry. The continuous success and growth of Microsoft demonstrates the skills of the company and its key persons. In past few decades, there has been developed a strong organisational culture with a motivated workforce. There is a strong team which helps in developing quality software products. There is a strong culture in the organisation that supports in motivating the staff and delivering the best outcomes. And thus, all this initiatives helped the organisation to remain at the top in the industry (Chakraborty, 2010). Employee Retention and Motivation at Microsoft There is a renowned and recognized name of Microsoft for being one of the employers of the choice as it is one of the top most organisations that embrace the most effective and best retention as well as motivational strategies at their workplace. There is a robust organisational culture at Microsoft which is the biggest factor in fetching the attention of the talented and competent employees and acquiring workforce that is extremely skilled and competent offers a series of competitive advantages to the company and helped Microsoft to drive success. The higher the level of motivation is the greater the level of productivity which also results in a better quality outcomes. The strong organisational culture that emphasis on having string motivational level of the employees was there till the time period of 1900s but after that the organisation started experiencing some or the other human resource issue (Chakraborty and Gupta, 2010). The key factor behind these issues according to the ex perts was less focus of the mangers on the organisational culture in the period of achievement of huge growth and thus it resulted in deterioration of the organisational culture (Armstrong and Taylor, 2014). There were number of factors that have resulted in high issues at the organisational workplace such as highly innovative culture, risk taking culture and the changing working environment. There was a high level of frustration that took place because of the ignorance of the satisfaction and importance if the employees. To have a better profitability and growth, the organisation established a different structure that has diverse set of HR practices. Because of the aim of enhancing profits, the organisation cut down the expenditure used to done for the development and growth of the employees and this negatively impacted the work and motivation of the workforce. And it resulted in occurrence of numerous human resource issues and resulted in increased turnover rate of the employees a t Microsoft (Batt and Colvin, 2011). Issues related to motivation and retention of the employees at Microsoft There are several issues that occurred at the workplace of Microsoft because of the deteriorated workplace culture. The first and the key issue were itsmanagement and the existence and follow of bureaucratic leadership. In the initial stages, there was a better and effectivemanagement because of the small organization so it can be handled and managed easily. But after the expansion phase of the company, there were several new members entered in the organisation for effectively managing the organisation but due to success and expansion, there was neglected theeffective management of the employees. And the less emphasis upon the structure of the management, there was enhanced level of bureaucracy in the organisation and in the management of the employees which ultimately resulted in negative implications upon the performance of the organisation (Bratton and Gold, 2012). And this made it complex and challenging for the new recruits to work as most of time they were disregarded. There wa s high level of rigidity in the decision making process and to have single change there was a need of approval from the higher authorities which made inconvenience for the employees to work in such a bureaucratic environment. And to manage the employees with increased level of diversity, it became challenging for Microsoft and thus the bureaucracy leadership and management structure has reduced the productivity and efficiency of the employees (Boxall and Purcell, 2011). There are number of employee motivation issues that are also related to the rough management of the organisation as there was always a rough and strict way used by the organisation for managing the employees there were numerous issues that took place because of such leadership following the workplace. There was a strict behavioural aspect that was used by the organisational managers for forcing the employees to work hard and deliver increased level of productivity. This imposed high pressure on the employees which resulted in work-life issues for the employees and the overall productivity of the workforce decreased. The rough and strict management of the employees didnt work well and there resulted in attrition of the employees due to inflexibility and high work pressure (Buller and McEvoy, 2012). There are human resources and employee related issues in respect with the low level of competition. Because of the fact that Microsoft was recognized as the leader in the technology sector and was highly known for its perfection, it became essential for the organisation to deliver the best quality to the customers and satisfy them. And this offered a big competitive benefit to Microsoft in comparison with other competitors. Therefore, the low level of competition has given success to the company and so there was less emphasis upon the human resources which led to occurrence of number of employee related issues in the organisation (Harzing and Pinnington, 2010). Another key issue faced by Microsoft in terms of low level of motivation of the employees was the risk taking culture of Microsoft. There was a tendency or culture of taking high level of risks by the organisation. There was avoidance of the errors and mistakes that were taking place at the workplace and there was increased pressure on the employees for being accountable for any negative outcome as well as for all their actions. Each and every employee remained liable for his or her job at the time of their work (Crook, et al., 2011). There was a complete justification asked from the employees when occurs any kind of error and they were charged for the same. And this threatened the workforce to perform any action which might pose a negative impact on the organisation. Therefore, the innovative culture of the organisation lost somewhere due to increased level of risks. Thus, it resulted in decreased level of organisational productivity. There is one major and key issue which affects the motivation and retention of the employees i.e. the high level of discrimination at the workplace. It was claimed by some of the organisational employees that there take place high level of discrimination at Microsoft. The African American employees filed a suit against the organisation due to experiencing discrimination at the workplace. It was clear and evident from the case that those employees were discriminated in respect with various factors including performance evaluation, rewards and recognition and workplace promotions (Hong, et al., 2012). A few cases were also filed against the unlawful termination of the some of the Blacks from the organisation. As well as, it was also realized by the employees that there is high level of discrimination in offering compensations and bonuses to the employees. The management of the organisation get shuddered with such cases and majorly the impact was on the financial performance of the comp any in the market. It was argued by the organisational management that there follows a hundred percent non-tolerance policy which used to follow in the organisation in respect with the racial discrimination issues. Thus, the issue occurred because of the fact that the organisation was failed to enforce the policy in an effective manner. There were laws and policies but the enforcement was not done. There were also few complaints highlighting the presence of discrimination in offering training to the employees (James and Mathew, 2012). Strategies used for achieving improvement in the retention and motivation of the employees There are various strategies which have been used by Microsoft in order to overcome and resolve the human resource issues at the workplace and to have increased level of employee motivation and retention in the organisation. The first and the most vital strategy used by Microsoft were making changes in the employee benefits programs and schemes. In order to reduce the cost and increase the profit, the employee benefits were curbed. But to resolve the issue, Microsoft included several things in the employee benefits such as offering discounts, health related benefits, child care facilities, transportation facilities and availability of food. Such employee benefits played a vital and significant role in gaining trust of the employees and motivating them (Jiang, et al., 2012). Such employee benefits resulted in increased satisfaction of the employees and they had a commitment towards their work and the organisation once again and the issue of attrition rate of the employees somehow get resolved. Therefore, the offering employee benefits act as a source of resolving the issue related to motivation and retention of the workforce. It offers a sense of opportunity to the organisation for offering high benefits and competitive wages to the workforce like other competitive organisations and as a result the employee benefits act as a the motivational factor for the employees (Kinicki and Kreitner, 2012). The high level of benefits and increased remuneration are highly satisfied and as a result become more productive and efficient. Thus, the increased levels of employee benefits were vital in resolving the issues and improving the organisational culture and motivation of the employees. The next strategy used by Microsoft was changes in the communication system. There was established a system that encourages occurrence of a smooth flow of communication that comprises of flow of communication in both direction i.e. up and down horizontal as well a vertical communications. There were introduced a series of programs by Brummel such as listening tour under which there was movement from one place to another for fetching the viewpoints of the employees and mainly the newly recruited workforce (Chakraborty and Gupta, 2010). The enhanced flow of communication resulted in fast resolution of the human resource issues and increased employee engagement that improves the motivation of the employees (Mathis and Jackson, 2011). The better communication system offers a chance to Microsoft to improve the organisational culture through taking ideas from the employees for the betterment of the organisational workplace. And thus, increased involvement of the employees also resulted in enhanced motivation because of the fact that employees feel a sense of belongingness as their opinions are given importance and heard. Therefore, changing in the communication system helped Microsoft in increasing employee motivation and retention (Nwokocha and Iheriohanma, 2012). There was also a new workplace set up for offering much comfort to the employees. It was one of the most innovative ways to resolve the issues of employees. The more reformed, innovative and creative organisational set up results in increased communication among the employees. It also supported in dev eloping a team spirit as there were closed workstations of the employees and thus it enhances the productivity. And thus it resulted in increased cooperation and unity among in the organisation. it further promotes a satisfied and comfortable organisational workplace and environment that resulted in increased level of efficiency (Scullion and Collings, 2011). The establishment of the creative work stations was first realised as not appropriate and loss of investment but the outcomes gained were different as it helped in declining the issues and also encouraged workforce in delivering high level of productivity. It was considered as a big initiative in order to attain improved level empl oyee retention and motivation. As well as, the improved workplace set up developed the boding among the diverse set of employees and issues related to diversity also declined. Therefore, the improved and newly designed workplaces helped in motivating the workforce for increasing the level of retention (Sandhya and Kumar, 2011). The next strategy used by the company was implementing sound performance appraisal system in the organisation. Microsoft always used to work upon a forced curve system that offers rewards and recognition only to the top level employees and thus there results biasness issue in the organisation which decreased their motivation level. This approach of management does not offer an equal opportunity to the employees to grow and develop. The African Americans were the ones who felt high level of discrimination on the basis of such systems and thus they felt de-motivated. To overcome such issue, Brummel established a new and improved performance appraisal system for eliminating the biasness in decision making (Chakraborty and Gupta, 2010). The performance appraisal system rewards the employees on the basis of their performances rather than any other factor. Therefore, it increases the fairness and equity in the organisation which motivated the employees to retain in Microsoft and give their hundred percent for the work and this also enhanced their motivation level (Sparrow, Brewster and Chung, 2016). Recommendations Microsoft is taking continuous initiatives for achieving improvement in the motivation and retention as well as for the attainment of an improved HR system in the organisation. There are few other recommendations or factors which are required to be more focused in order to achieve a highly motivated and retained group of individuals in the organisation. The primary recommendation is that there must be effective training and development sessions as it is one of the most critical aspect which supports in increasing the level of satisfaction of the workforce as well as to keep them motivated (Armstrong and Taylor, 2014). There is always required continuous growth of the competencies and knowledge for keep an individual motivated. The potential candidates seeks those organisations that offer improved development and training programs to the employees for achieving both personal as well as professional development. Therefore, it is essential that Microsoft must offer good training to the employees for improving their level of motivation and retention. The second recommendation to Microsoft is that there must be integration of the organisational culture and the human resource practices (Zheng, Yang and McLean, 2010). The culture of an organisation is one of the key aspects which help in implementation of the effective HR practices. As well as, it will also help in making the new recruits aware regarding the newly developed reforms. Therefore, a supportive organisational culture will help in fetching more competitive advantage of possessing retained and motivated workforce. There must be improved level of flexibility and transformational leadership rather than bureaucratic approach towards the new recruiters. It will help in achieving a highly motivated workforce that have an increased level of commitment towards the organisation and also retain for a longer time period (Tiwari and Saxena, 2012). Conclusion Employee retention and employee motivation are the two vital and significant aspects for an organisation that impacts the organisational culture, human resource and the organisational behaviour. The motivated workforce is one of the most precious assets for any organisation as they deliver high level of efficiency and productivity to the organisation in comparison with the de-motivated staff. Therefore, it results in upsurge revenues and growth of the organisation which also offers competitive benefits to the organisation. From this paper, it can be concluded that there are numerous strategies foe employee retention and motivation that entails workplace set up, reward and recognition, communication, etc. It is concluded and recommended that there can be achieved more improved and motivated workforce through embracing effective trainings. Therefore, the most potential way for implementing the HR practices for the motivation and retention of the employees is having integration with the organisational culture. References Alfes, K., Shantz, A. D., Truss, C., Soane, E. C. (2013). The link between perceived human resource management practices, engagement and employee behaviour: a moderated mediation model.The international journal of human resource management,24(2), 330-351. Ali, H., Aroosiya, M. (2012). Impact of job design on employees performance. Armstrong, M., Taylor, S. 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