Is Regeneration an Anti-war Novel? Essay

â€Å"Opposition gives definition† said Heraclitus in 6th century BC (Graham). If that was true, in 21st century people are given â€Å"definition† by the usage of the prefix â€Å"anti-â€Å". Therefore, an â€Å"anti-war† novel is one, which opposes any form of aggressive competition. Regeneration by Pat Barker is one of the plentiful novels inspired by the atrocious events of the First World War. Barker’s book does not focus on depicting combats and stratagems. On the contrary, it portrays in detail the mental and physical consequences of the war. Regeneration is an â€Å"anti-war† novel, which touches upon the appalling harm done by warfare and the following recovery process. Barker condemns war and her negative attitude is displayed by her complex, credible characters and hard emphasis on consequences. Description of both mental and physical war injuries tags every chapter of the novel, thus provoking the reader’s sympathy. Barker aims to create a picture of the real circumstances during that period. Both by imaginary and real characters she succeeds in creating the solemn and discouraging mood in Craiglockheart. The introduction of the patients of the hospital (Prior, Anderson, Burns and Campbell) arises sympathy in the reader. Each of them has his own misfortune caused by war, which would probably mark his life forever. They would never be able to continue their ordinary lives and would have to get used to new habits. The tragic fates of these patients make the reader indeed sympathetic. Barker uses the fates of her character to express in a hidden voice her negative attitude towards the war, thus provoking â€Å"anti-war† feelings in the reader. In addition, Barker uses other very interesting techniques to represent the awful effects of war on human psychology – representation of nightmares, dreams and hallucinations. For example, such a moment is the imaginary meeting, which Sassoon has with his friend Orme in Chapter 13 from part two. Sassoon wakes up â€Å"to find Orme standing immediately inside the door†, but then â€Å"he remembered that Orme was dead† (Barker 143). This episode represents another aspect of the war effect – grief for all the lost friends, relatives and comrades. In that particular episode, Barker also implies the idea that Orme’s visitation is a wake-up call from the dead, delivered by one of them and reminding silently of what Sassoon is delicately trying to forget. With its emotional shade the scene once again makes the reader sympathetic. As a whole, the description of the damage caused to patients, both mental and physical, makes the reader sympathetic. That sympathy in turn, promotes another attitude – â€Å"anti-war† attitude. In the novel not only physical and mental injuries are depicted, but also social ones. The social conditions are curved by war. Society puts restrictions on the individual. Any form of protest is forbidden and all those who dare object are condemned – â€Å"‘conchies’, cowards, shirkers, scrimshankers and degenerates† (Barker 4). The novel begins with Sassoon’s bold Declaration. As the plot unfolds, it becomes evident that his ideas are entirely justified but rejected. The government pronounces him mentally ill and silences him in a mental hospital. By censuring Sassoon’s protest, the country prevents another upcoming remonstrance. Also, expression of sexuality is confined in the society. At that time homosexuals would not be accepted in the army. When Sassoon implies his homosexuality during one of his sà ¯Ã‚ ¿Ã‚ ½ances with Rivers, the doctor warns him. Even though Rivers really feels sympathy for Sassoon’s unfortunate situation in the prejudiced society, he tells him that he must face the reality he lives in. The doctor explains that society could become more accepting in the future, but it is not likely â€Å"that any movement towards greater tolerance would persist in wartime† (Barker 204). He implies that it is not possible for a single man to change the world and make it look from another angle. Rivers also states its time for Sassoon to grow up and start â€Å"living in the real world†, whether or not he agrees (Barker 205). The purpose of his words is to convince Sassoon that if he admits his sexuality this would worsen his present situation even more. Moreover, through Prior’s character another social restriction that is denounced – censorship. During wartime there is no privacy at all: â€Å"I censored it every week. We read all their letters†¦.† (Barker 131). Also, soldiers are never told if their letters have arrived. They are kept like prisoners on the front with their homes and loved ones far away. By depicting all of these social restrictions from the war time Barker maintains the â€Å"anti-war† mood throughout the novel. Furthermore, by the end of the novel Rivers’ convictions shift and he realizes how unjust the war is, how awful and long-lasting the consequences are, thus contributing to the peak of the reader’s anti-war certainty. The idea of unjust war is implied through River’s change. In the beginning his ultimate goal is to see all of his patients return to the front in good health, prepared to fight once again for their country. However, because of some events Rivers starts to question war’s justification and realizes that he sends his patients to an almost certain death. The culmination of his â€Å"anti-war† conviction is when he witnesses Burns’ dire condition: â€Å"Nothing justifies this. Nothing nothing nothing†¦Ã¢â‚¬  (Barker 180). Furthermore, the doctor confirms his fears when he goes to observe Yealland’s methods. As he watches Callan’s treatment Rivers is horrified: â€Å"He couldn’t bare to go on watching. He looked down at the backs of his clasped hands†¦Ã¢â‚¬  (Barker 232). After that episode Rivers considers the differences between himself and Yealland and for his horror realizes that they are the same. In Chapter 14 his thoughts are released: â€Å"Obviously he and Yealland were both in the business of controlling people. Each of them fitted young men back into role of warrior †¦Ã¢â‚¬  (Barker 238). At that point Rivers understands that instead of curing his patients he actually breaks them down. Even though his methods are less severe than Yealland’s, the effect is the same. To a certain extent Rivers is violating his patients’ rights because of war. All of these examples portray how Barker gradually, but effectively builds the â€Å"anti-war† suggestion in Regeneration. Barker’s novel Regeneration is an â€Å"anti-war† book because it provides a unique possibility to the contemporary reader to dive into the depths of a war that had irrevocable effects on soldiers’ mentality. The author’s personal attitude is expressed by her characters’ behavior and destiny in the society. She aims to remind people of what effects the war had on previous generations and warn them, so that the same mistake does not occur. Will it?

The Importance of Having an Identity

Henry Lawson’s poem Second Class Wait Here (Second Class) shows that when an identity is forced upon an individual (an outcome of class labelling) they may struggle to feel a positive sense of belonging. Gordon Bennett’s three-panel canvas artwork Triptych: Requiem, Of Grandeur, Empire (Triptych) exemplifies how strongly accepting one’s identity under difficultcircumstances leads to a deep and enriching sense of belonging that may extend out to others. Through the shepherd Corin, Shakespeare shows that a strong sense of identity can overshadow the derogations made by others.When Touchstone claims in Act Two that he is one of Corin’s ‘betters,’ Corin replies contentedly ‘Or else are they very wretched. ’ Further on in the play, Touchstone uses simile to describe Corin ‘like an ill roasted egg, cooked all on one side’ when claiming Corin to be ‘wicked’ having never been to court. Corin, happy with his bucol ic lifestyle, shrugs off each remark stating ‘Thou have too courtly a wit for me – I’ll rest. ’ Contrastingly, Lawson in his poem Second Class shows how a lack of acceptance to one’s identity leads to a negative outlook on one’s circumstances.At the railstation Lawson works he feels surrounded and held back by signboards stating ‘Second Class wait here. ’ To Lawson, the signboards become metaphors for social labelling and cause him†¦ At suburban railway stations – you may see them as you pass – There are signboards on the platform saying ‘Wait here second class': And to me the whirr and thunder and the cluck of running gear Seems to be forever saying, saying ‘Second class wait here' – https://www. oppapers. com/join. php? join_type=free

Why have many governments found it necessary to regulate the terms, Essay

Why have many governments found it necessary to regulate the terms, conditions and processes in the sale of insurance and financial services products - Essay Example Insurance is one among the financial system. Insurance is a part of financial system. It takes care of the financial consequences of certain specific contingencies both in case of individuals and corporate bodies. The effect of the losses o financial system is not only negative but may be disastrous and catastrophic also. It may be at micro - level or macro - level. Insurance provides financial security wherever there is an insurance policy. In fact, insurance is legally compulsory. The insurance sector has weathered terrorist attacks of previously unknown magnitude; it has suffered from a severe drop in equity markets; it is going through a prolonged period of historically low interest rates and has even suffered from major credit defaults (Rossum, 2005). But it remains in good shape. The attack on the World Trade Centre is a good example in this context. Though past performance can be relied upon to decide whether regulation is necessary or not with respect to sale of insurance and financial service products, there are certain trends which support the need for regulation. They are - The regulation of the financial system can be viewed as a particularly important case of public control over the economy (Giorgio, 2004). A plethora of theoretical motivations support the opportunity of a particularly stringent regulation for banks and other financial intermediaries. Such motivations are based on the existence of particular forms of market failure in the credit and financial sectors. Regulatory Framework A regulatory framework is most essential in order to manage any financial system as a matter of fact ((ICMR), Financial Management for Managers, 2003). The governmental regulatory framework seeks to Define avenues of investment available to business enterprises in different categories, ownership-wise and size-wise; Induce investment along certain lines by providing incentives, concessions, and reliefs; and Specify the procedure for raising funds from the financial markets. Despite the existence and sale of numerous insurance policies that cover various contingencies, the economic reason for the regulation of the insurance is yet to be defined in the financial literature. There are many rigorous arguments in favour of the regulation of insurance companies, some of which are discussed as follows (Booth, Oct,2007). First and foremost, regulation can prevent the adverse affects of information asymmetries in markets for illiquid contracts. Secondly, regulation can be used to ensure that insurers commit to contracts. In the case of life insurers these contracts may be incomplete, and it may be difficult to determine the terms of the contracts objectively; this is particularly so with U.K. with-profit contracts, for example. As discussed in the initial paragraphs of this paper, the term 'financial system' traditionally includes banking, financial and insurance segments ((ICMR), Commercial Banking, 2003). A primary objective of financial market regulation is the pursuit of macroeconomic and microeconomic stability. Safeguarding the stability of the financial system translates into macro controls over the financial exchanges, clearing houses and securities settlement systems. Earlier, many academics and practitioners have argued that, there is a definite

Financial Case Report Study Example | Topics and Well Written Essays - 1500 words - 1

Financial Report - Case Study Example mpany accountant Audrey Johnstone, it was decided that an outside consultant should be hired to provide an independent analysis of the company’s recent performance and to provide suggestions for future action. Strong Tie Ltd., located in Winnipeg, Manitoba, designed and manufactured the standardized and customized structural connectors used to reinforce wood joints in the construction of decks, fences, houses and other structures. Strong Tie was a family-owned corporation founded in 1946 by Bill Johnstone to capitalize on the high demand for housing as returning World War II veterans married and began families. Bill Johnstone died in 1975 but passed the business on to his son David, who continued to operate the business along with his three daughters, Ellen, Elizabeth and Audrey. David served as CEO, while Ellen Johnstone, P.Eng, was responsible for product design and production; Elizabeth Johnstone, CSP, managed marketing, sales and distribution; and Audrey Johnstone, CA, managed the company’s finances. The Johnstone family was a pillar of the Winnipeg business community, making sizeable donations to local charities and sport teams. The standardized connectors were designed in Winnipeg based on input from architects, draftsmen and builders. The production process was highly automated with metal cutting, stamping and drilling machines completing most of the tasks. Human intervention was required to transfer work-in-process between stations, to feed machines and to pack, store and distribute the end products. This automation had allowed production to remain in Canada to date despite fierce competition from low-wage countries, particularly China. Customized connectors were produced based on specifications provided by the customer. Strong Tie prided itself on its product design capabilities. Designers in Winnipeg consistently generated an array of new standardized connectors that improved on existing products or addressed newly identified industry needs. These

Marketing Analysis for Acer Hi-Fi System Essay Example | Topics and Well Written Essays - 1000 words

Marketing Analysis for Acer Hi-Fi System - Essay Example Acer has been known for a long time as electronic producing company especially computer products. Recently, the company has entered the music product industry where its asserting is presence in the market by introducing unique and superior products in the market, hi-fi clear system being one of such products. To assert its presence in the music industry, Acer has embarked on market analysis mission for its hi-fi music system for business growth and increase in its market share. 2.0 Situational Analysis/ Opportunity Identification Situational analysis and opportunity analysis involves a clear definition of opportunities available to an organization’s operating environment both internally and externally and the challenges thereof (Stevens, Sherwood and Dunn, 1993, 7). This helps the managers to make appropriate strategic decisions to tap into the opportunities and overcome the challenges present. 2.1 Market Analysis Given that Acer group of companies has a global presence, it ha s a market potential to market its Acer hi-fi system to over 300 million middle and upper income class who forms its target market. This market segment has a higher purchasing power and superior tastes for high quality products. In addition, this market segment comprises technology literate individuals who are quick to adopt and use the product. Buyer behaviour shows a strong peer influence and appeal for quality features. Acer’s market intelligence shows that majority of the target customers have had experience with other Acer products in the past a factor the company seeks to utilize to capture a sizeable market share. Initial sales figures show that the company has the potential to grow its market share in this market segment given the unique and superior quality of its product. 2.2 SWOT Analysis The analysis process involves a critical review of the strengths and weaknesses focusing on internal factors on one hand and opportunities and threats addressing the external fact ors (Cheverton, 2004, 84). Detailed SWOT analysis is presented in the table below; Internal Factors Strengths Weaknesses Product offerings Capable of connecting to all of the devices on your home network and devices Unique sound quality and affordable Largely unknown compared to competitor brands Somehow sophisticated to some customers Acer brand Known for its quality Producer of affordable goods Not ranked among the top electronic companies Positioning problem Management Experienced in new product development and marketing strategies Understands the target market’s purchase behaviour patterns Slow to react to changes in customer demand Organizational structural challenges Market Huge global market of over 300 mn customers Better product adoption among target customers Strong tastes and preferences Rapid changes in demand Low adoption rates in some markets Human Resources Skilled manpower with strong product development, financial and marketing skills High turnover Financial considerations Revenue estimates are good given the margin/product Low cost of production ROI very promising Rising cost of raw materials and energy R&D Competent R&D teams Rapid dynamism in the music industry Capital and time intensive External Factors Opportunities Threats Consumer market High purchasing power Technologically savvy Rapid changes in tastes and

Project managment Essay Example | Topics and Well Written Essays - 750 words

Project managment - Essay Example Assistant project manager shall be responsible for assisting the manager and completing tasks designated by him. To avoid redundancy of functions, project is aided through specialization of already existing functional divisions of organization. Limited number of employees shall be hired to form part of project team, providing technical expertise that is not available with in-house departments. General equipment, labor and material are provided by such units which in turn charge them off against project costing account. Contracts officer must be hired to manage all communications between project team and functional divisions, to convey project requirements to them and to establish contractual terms with customers. The subcontractor contributes to completion of project tasks that are primarily allocated to main contractor (Whelan & George, 80). Correspondence with them must be handled directly by the contracts officer. A common project office should be established to furnish subcontrac tors adequately and formal channels of communications shall be in place. A formal document, namely Statement of Work, shall be prepared, defining responsibilities of team members and subcontractor. The organizational support functions shall provide assistance in aspects of quality control, training needs of members and information technology. A master schedule shall be prepared that identifies the constraints, significant milestones and interdependence and linkages between project activities (Public Health Emergency, 2013). How this structure actually works in the given scenario? The hierarchy in a given case is irregular, with project manager leading the project followed by assistant project manager who chairs the steering committee. Managers, of those functional divisions whose resources are being absorbed in project activities, are members of the committee. Project manager manages all matters and communications directly with the subcontractor. However, assistant project manager i s responsible for handling matters related to prime contractors. A general project office has been established to provide supporting activities of the project, while an independent contracts officer is hired who coordinates and bridges the gaps between project team, functional divisions and the project customer. Moreover, he also ensures that concrete contractual arrangements are established for all services and duly signed agreements are created and documented. Can the project manager be from military background? Armed forces have highly formalized environment, with stringent deadlines and steadfast policies and procedures. Various projects are ongoing in military forces and soldiers holding influential positions are responsible for execution of these projects. As a result, some of them have strong and effective project management experience and skills which make veterans a natural fit for leading non-military projects as well. Advantages and disadvantages of this structure Advanta ges: Involvement of managers of functional division in steering committee is highly effective since their specialized knowledge and experience can come in handy for taking decisions pertaining to project. Presence of independent contracts officer shall ensure compliance with contractual obligations, efficient coordination and collaboration of efforts to achieve project goals.

Letter to the Superintendent Essay Example | Topics and Well Written Essays - 750 words

Letter to the Superintendent - Essay Example Nevertheless, in spite of the acknowledged importance of teacher leadership, little if any is known about the pathways that teachers may follow and how they can be supported to develop as leaders. Therefore, understanding the efforts necessary to support teacher leaders is necessary. Levin (40) argues that, it is not only important to know what teachers do as leaders, but also gain understanding and in-depth descriptions of how leadership skills are developed. According to Donaldson (28), action research refers to a professional inquiry into a given situation. As the name suggests, action research is concerned with undertaking certain professional actions and its sole purpose is to understand and improve teachers’ leadership actions. In this letter, action research in education is therefore grounded on the working lives of teachers and how they experience their profession. The following are the identified action research projects that facilitate growth of teachers’ lead ership skills necessary to effect school reforms. Needs assessment The entire school reform process begins with identifying needs. Through use of rubrics and other resources, needs assessment will help in comparing leadership practices and reform programs of our school with best practices of the successful schools. The sole purpose of needs assessment is to lay out a comprehensive plan to improve student learning and performance. Teacher leadership is the process in which teachers collectively or individually influences principals, colleagues and other members of the school community to upgrade learning and teaching practices with the sole aim of increasing student learning and achievement. In addition, leadership is about action that transforms learning and teaching hence tying the school and the community together to advance quality of life and social stability (Froyd and Ohland 154). There are numerous ways in which teachers can actively engage as leaders, including mentoring new teachers, development and distributing of curriculum materials, coordinating professional development, participating in decision making among others. Strategic planning In response to the assessed leadership needs, the school will come up with a comprehensive strategic plan for developing teachers’ leadership skills. Ingram, Wolfe and Lieberman (480) observed that such strategic plans would have consensus on priority goals. Further, each priority goal will be aligned to school reform goals to facilitate the desired school reforms. Such strategic planning process will help the leadership teams to focus on priority goals that can help in capacity building for implementation of the entire school reform. Attending training workshops Teachers will undergo training workshops to hone their leadership skills as innovators, advocates and stewards. During the training period, teachers will have an in-depth review of leadership-related literature to try to understand the vast scope and the available avenues of teacher leadership and to find out potential solutions to different barriers. Developing customized goals and action plans Based on their interests, teachers will be expected to develop action plans on how to practice acquired leadership skills and the possible anticipated challenges likely to be faced. Enroll for relevant courses To support growth of leadership skills, teachers will enroll for graduate-level courses relevant to their lines of teaching. They will also

Danger Of Smoking For The Society Essay Example | Topics and Well Written Essays - 1750 words - 1

Danger Of Smoking For The Society - Essay Example The tobacco products are sources of taxes, and thus the government should not ban smoking. Weighing the benefits and drawbacks of abolition is an important exercise. Smoking affects the health of the smokers and non-smokers. Banning of the cigarette sale and smoking is important to reduce the healthcare cost and financial burden of smokers, as well as, promote a healthier nation that can work productively. Smoking affects the health of the smokers and non-smokers. The World Health Organization report attributes many deaths to smoking (Ash 3). The projections of the World Health Organization indicate that people who succumb to death from the smoking might reach ten million in 2020 (Ash 3-5). Notably, smoking in public affects the health of people and does not discriminate against the age. The children raised by the families, which smoke, have high chances of developing health complications. For instance, such children exhibit health complications such as cardiovascular and neurobiological problems. According to Ash, a study focusing on pediatrics indicated that passive smoking affects the children, and the youngsters have higher chances of suffering from chronic diseases including sickle cell anemia (2-5). In this respect, it is important to ban the sale of cigarettes in order to promote a nation that has healthier children. Smoking increases the chances of contracting medical conditions such as asthma, which consequently retards the mental growth in children. Ash reports about a study in the United States that linked the children’s exposure to the smoke from the cigarette to ill health and poor reasoning capabilities (4). The indication is that the children brought up in an environment that promotes smoking have a high possibility of exhibiting the asthmatic symptoms such as wheezing and pains in the chest.

Critically Analyse the Effectiveness of the Strategies Utilised in the Essay

Critically Analyse the Effectiveness of the Strategies Utilised in the US and UK to tackle the Purported Rise in Knife or Gun Crime - Essay Example Many have warned that storing of firearms in homes would increase the cause of violent deaths (Some facts about guns. 2007). Even though many laws were framed by the authorities in US to curtail the carrying and possession of fire arms, it did not decrease the death rate due to firearms. In 2008 the US Supreme Court made a historic decision that ratified the decision by the district to curtail the rights of citizens to carry firearms in the city. The supreme court opinioned that action by the district is a clear violation of denying individual rights and freedom for carrying firearms. Persons who advocated against ban of carrying firearms put forward statistics related to crime and deaths in the US. In 1993, there were over one million firearm related crimes in the country. In 2005, it declined to 500000 incidents. They also pointed that firearms are not the only reason for violent deaths in the US. However records of the FBI clearly suggest that many crimes including homicides are related to firearms (Tartar.A 2008). In UK increase in suicides was due to use of firearms at home. To prevent crimes related to possession of firearms, UK passed two firearms amendment acts of 1997. Due to the passing of the act, there was a decrease of possession of handguns in Britain. Many handguns were handed over to the police by the individuals (Some facts about guns. 2007). It is estimated that American citizens uses firearms for at least 764000 times in a year to defend themselves. In 1976, Washington DC enacted a virtual ban on handguns. During 1976 and 1991, Washington DC’s homicide rates grew 200 % and the US rate grew by only 12%.The US government has passed the right to carry laws which requires the law enforcement agencies to issue permits to handguns to all applicants who are qualified. Licenses are issued considering age, clean criminal record, completion of firearms safety course etc. In 1986, nine states in the US had right to carry laws. In

WRITE YOUR OWN CONSTITUTION Essay Example | Topics and Well Written Essays - 750 words

WRITE YOUR OWN CONSTITUTION - Essay Example In 1938, Romania was under dictatorship government. In addition, there was reckless dissolution of it political system by the political leaders. However, a stable government requires a well written constitution that exercises rules and regulations (Founding unites states fathers 34). Romania needs the establishment of a stable democratic form of government. For this to succeed, it requires a written constitution that set the basic democracy principles (Founding unites states fathers 45). The purpose of the constitution is to give people the right to choose a government of their interest, put enduring limits on the government, and entrench rules in the constitution. The following is a model constitution that Romania democratic government can adopt. The goal of a democratic government is to give people the right to control the government. This will demolish dictatorship and allow people to elect politicians of their choice. People will be able to put limits on the officials by dividing power among diverse parts of the government. In addition, people will require the government to respect their individual rights and be accountable through allowing regular and free elections. This will be a body of government consisting of two legislative houses which include: the house of representative and the senate. The senate house will be smaller with its members serving for longer terms. On the other hand, the house of representative will be large than the senate. Its members will serve for shorter terms. However, the two houses will be responsible of making laws through two ways. The first one will be through veto override. This is a process by which the two houses will use to vote on a bill voted by the president. In addition, two-thirds votes from each house will be required in order to pass a bill. The second one will be filibuster which will involve a parliamentary procedure for extending debates. One or more members, in the two

Advantages and Disadvantages of Organizational Structures Essay Example for Free

Advantages and Disadvantages of Organizational Structures Essay Departmentalization: Advantage- More specialized in certain fields, communication is excellent because of the knowledge one has about the function of the job, easier to work as a team to get better results. Disadvantage-Staff does not always know the case of the client in detail, other organizations may not always talk to the same person, and very specific job knowledge is required, hard to find a fill in for positions. Matrix Organizations: Advantages-more flexible than departmentalization, more than one person in charge that one can go to for assistance, wider choice for employees that fit the need. Disadvantages-employees are harder to manage due to independence, could increase expenses, more employees needed, lack of loyalty to position, constant team work needed. The Project Team: Advantages-less managers, better communication, less stress on one person. Disadvantages-who is in charge may create conflict, lack of consideration for others, lack of accountability, lack of job focus. The collegial model: Advantages-independent functioning, independent decision making, each person is equal in responsibility, each generates own income, total flexibility. Disadvantages-lack of accountability, lack of authority. In day to day operations the Matrix structure would serve well for a counseling center as its advantages are stronger than its disadvantages, Project Team structure would be the better choice for the center as it has a stronger back bone to carry the center. The Departmentalization structure is the strongest of all choices as it divides the employees by knowledge and has a better opportunity to assist clients. The collegial model would not be efficient in a counseling center as there is no real set structure for day to day operations; its disadvantages are stronger than its advantages.

Benefits of Continuous Workplace Training

Benefits of Continuous Workplace Training Abstract Training is widely used as a learning process whereby employees acquire new skills, knowledge and competence. In this fast changing world, training can be both an anchor and a lifeline. An anchor if it has a clear, focused objective, and a lifeline if it enables employees to keep up with the pace of change and allows companies to survive or even succeed. However, investment in training appears to be under-utilized. Many companies do not evaluate the impact of training programs. Many Human Resources Department (HRD) believe that they have fulfilled their duty of care after organizing training courses for employees. After an extensive literature search, it was found that many companies do not have a system of evaluation or follow-ups to ensure that trainees put into practice the knowledge and skills acquired during training programs. Human Resource (HR) managers believe that it is the responsibility of the trainer and the Head of department to ensure that employees put the learning into practice. But both of them deny this responsibility and hold the HRD accountable. It is in this context that the aim of this study is to investigate the effectiveness of training at the Hong Kong and Shanghai Banking Corporation Ltd (HSBC). This study uses exploratory as well as descriptive research designs. Survey research was conducted by way of a questionnaire among a sample number of employees who followed training courses and a face-to-face interview with the Recruitment and Development manager. The interview was audio taped, and the data obtained from the questionnaire was analysed using Statistical Package for the Social Sciences (SPSS) version 16. The study reveals that while the employees including the Recruitment and Development manager acknowledge the importance of training, unfortunately there is not a specific evaluation system and follow-ups ensuring that the learning is transferred back into the workplace. It is also discovered that while HSBC is planning to use more e-learning as a method of training, most employees prefer classroom-based, raising serious concerns over training effectiveness at HSBC. Focusing only on this study, it can be concluded that training at HSBC is not completely effective. However more in-depth research could be conducted to compare the effectiveness of different training methods available at HSBC 1.0 Introduction A hundred years ago, change was slow, like the steady flow of an untroubled river. The world is now a much different place to what it was even ten years ago. Most of the time the changes are unpredictable. The current global financial crisis is a vivid proof that the world does not stand still. With approximately eighteen banks currently operating in Mauritius, the banking sector is exposed to increasing levels of international and domestic competition. To innovate and become competitive, its human resources have to innovate in everything they do, be it their minds, their thinking, their skills and competence. While in the manufacturing sector, employee performance failures end up in the reject pile, in the service sector such as the banking sector; employee performance failures are external failures. Those mistakes are visible to the customer and thus every failure has a direct impact on customer satisfaction. Therefore, investing in people through training is a prerequisite. Employees who have the necessary skills can create powerful business advantages that can be very difficult for competitors to duplicate. Countries like Japan are trying to substitute human beings with robots. Indeed, human beings are non substitutable because they possess intelligence and potential that can never be equaled and their inventions proved it. The Taj Mahal, the Eiffel Tower, the Pyramids, the Great Wall and now the computer are all the creation and invention of humans. In Mauritius, government wants to make the Knowledge Hub another pillar of the economy. However, Mauritius is currently suffering from a massive brain drain. Many who are emigrating are highly skilled, such as Doctors, Accountants and IT Developers. School leavers who go abroad for further education rarely come back. As such, the best and brightest are lost to their home country, resulting to a lack of young and skilled people to drive the expanding market place. Therefore, the Human Resources Development Council is offering training grants where employers can recover up to 75% of training costs to encourage companies to provide training to a maximum number of employees. However, it is still debatable whether the training grant is being used effectively since measuring training effectiveness has often been neglected. But simply having all employees attend a training event does not necessarily translate into an improved workplace. The main challenge for any training program is to ensure that the learning is transferred back into the workplace. 1.1 Structure of Dissertation This study is structured as follows: Chapter 1 provides a small overview of HSBC. Chapter 2 offers a theoretical and critical background of the literature review. Chapter 3 summarizes the research approach to conduct the study. Chapter 4 provides a thorough analysis of the data obtained from the survey. Chapter 5 consists of recommendations and provides concluding comments. 1.2 Benefits of the Research The findings of this study are of major importance to HSBC as well as other companies as they assist them in adding value to their company by improving their position as an employer of choice through the delivery of effective training. The findings may also prove useful to lecturers, university students and anyone else with an interest in effectiveness of training programs. 2.0 Company Background 2.1 The HSBC Group HSBC Holdings plc, the parent company of the HSBC Group, is headquartered in London. The Group serves customers from around 9,500 offices in the main regions of the world such as Europe, Asia-Pacific, America, Middle East and Africa. With assets of US$2,527 billion at 31 December 2008, HSBC is one of the worlds largest banking and financial services organizations. In 2002, HSBC launched a campaign to differentiate its brand from those of its competitors, with that pithy phrase: â€Å" The worlds local bank†. In July 2009, HSBC was named â€Å"Best Global Bank† by Euromoney magazine. In addition, HSBC was awarded the â€Å"Best Global Debt House† and the â€Å"Best Global Transaction Banking House†. 2.2 HSBC in Mauritius In Mauritius, HSBC operates 11 full-service branches and an offshore unit, which for many years has played a leading role in facilitating cross-border investment activity. It offers a wide range of products and services to diverse domestic and cross border customer base, from accounts services to credit cards, savings, investments, loans and custodian services. Through its locally incorporated subsidiary, the HSBC Bank (Mauritius) Ltd (HBMU), the bank is able to offer many of its global customers more sophisticated financial products and structures that benefit from the extensive range of international double taxation avoidance treaties that Mauritius has negotiated. In addition, HSBC Mauritius is a leading provider of financial services to local companies across the whole spectrum from SMEs to local Top 100 companies as well as locally listed conglomerates. For three consecutive years, 2005-2007, HSBC has been bank of the year. It is also the second largest credit card issuer in Mauritius. As HSBC Mauritius continues to expand, it has decided to bring together all its non-retail operations under one site in the fast growing Ebene Cybercity in 2008. In May 2009, HSBC Mauritius has launched two Islamic banking products. It becomes the first bank in Mauritius to offer Syariah-compliant banking services. HSBC vision: To be a key value creator by identifying, developing, designing and delivering learning and employee development solutions for business success. HSBC mission: Partnering with our business lines to create value for our shareholders and our external customers. Maintaining a learning culture that energizes and motivates employees to maximize their full potential. Aligning training and employee development support with HSBC strategic imperatives. Core business principles: Outstanding customer service Effective and efficient operations Strong capital and liquidity Prudent lending policy Strict expense discipline HSBC Values: Perceptive Progressive Responsive Respectful Fair 3.0 Literature Review 3.1 Definition of training Training has been defined many times over the years. The Manpower Services Commission (1981 cited by Armstrong 1999) defined training as a planned process to modify attitude, knowledge or skills to achieve effective performance. Similarly, the Chartered Institute of Personnel and Development (CIPD) defined training as â€Å"an instructor-led and content-based intervention leading to desired changes in behaviour.† For Armstrong (2003, p.549), training is â€Å" the use of systematic and planned instruction and development activities to promote learning.† Moore (2005) found the importance of retaining staff through training by defining training as not only a way to achieve a specified standard of staff competence, but also about investing in employees to retain them. Similarly, Cartwright (2003) viewed training as an investment in people. 3.2 Definition of effectiveness Being effective implies producing powerful effects. According to Bartol et al. (1997), effectiveness is the ability to choose appropriate goals and to achieve them. Similarly, Fraser (1994) defined effectiveness as a measure of the match between stated goals and their achievement. Often, there is confusion between â€Å"effectiveness† and â€Å"efficiency† because there is a degree of inter-relationship. This relationship can best be understood by considering effectiveness as doing the right thing and efficiency as doing things the right way. According to Hunter (2005), efficiency and effectiveness are often mutually exclusive. The latter viewed efficiency as a measure of speed and cost and effectiveness as a measure of quality. For Hearn Wendy, effectiveness comes from taking the time to stop and evaluate, rather than running faster and faster. According to her, people should work smarter not harder. Similarly Ferriss (2007) believed that what people do is more important than how they do things. He also saw efficiency as useless if it is not applied to the right things. 3.3 Objectives of training Business Environment Changes and Challenges Learning Implementation Business Excellence The main aim of training is to bring about suitable changes in employees to equip them with the skills required to do their work properly. According to Armstrong (2003) the main objective of training is to achieve companies human resource development strategies by ensuring that the employees have the skills, knowledge and competence to meet present and future needs. 3.4 Importance of training Training is crucial to a companys success. It plays a large part in determining the effectiveness and efficiency of the establishment (Sharma 1997). The latter agreed that training is a must and that management has no choice between training and no training. According to him, the only choice is to select a suitable training method. Similarly, Truelove (1997) believed that workplace skills have to be refreshed from time to time just as professional soldiers and top sports people train regularly to maintain their skills. Bird (1993) also saw training as important to give employees the necessary knowledge to bring about quality improvement across the company. Batten (1992 cited by Vermeulen and Crous 2000, p.61) described the importance of training by the following words: â€Å" Train, Train, Train!† If people are to do things better, they must have the skills and knowledge to do so. If employees cannot do their jobs because they have not been trained, that will reflect in the departments performance. This is supported by Miller et al. (1998 cited by Moore 2005, p.200): When good training is lacking there is likely to be an atmosphere of tension, crisis and conflict all the time, because nobody is quite sure how the various jobs are supposed to be done and who is responsible for what. Similarly, Smith et al. (2003) viewed training as an essential ingredient for the success and longevity of teams. Eder (1990) wrote about the successful opening of the Mirage mega-casino in Las Vegas due to the training imparted to employees months before the opening of the casino. Clegg (2000) believed that developing staff to their full potential is important and is doubly required during hard times. According to an article published in the journal of â€Å" Development and Learning in Organizations† in 2004, it is exactly when times are tough and businesses are sailing through rough seas that companies need to update employees skills since to do otherwise is like throwing the lifeboats overboard to save on weight. Yet, despite a higher profile for training, there is still little evidence showing that a large number of employers accept the importance of training to organisational success. According to Clegg (2000, p.2), employees are unlikely to mention training as the most important department of the company. The author observed that: Many training departments have a bad image. Many companies will say that training is among their top priorities but almost always they change their mind when money is short. Too much training that is currently undertaken has very little impact on what the trainees do when they return to the workplace at the end of the course. Too much training is uninspiring. As rightly said by Hallier and Butts (2000, p.397), in many companies â€Å" Training is perceived to be a less varied sphere of activity and not necessarily essential to the running of the organization.† Indeed, in any economic environment, it makes no sense to throw money at training because training is still regarded as an unnecessary function. 3.5 Benefits of training Even though training costs money, in most cases the benefits outweigh the costs. Sloman (2005) believed that investing in staff through training bring long-term benefits. Sharma (1997) inferred that training provides the following benefits: Increase in productivity Improve individual and business performance thus obtaining a competitive edge. Improve morale of employees. Reduce supervision Reduce dissatisfactions, complaints, absenteeism and turnover Less accidents and wastage Enable employees to obtain job satisfaction and to progress within the organisation, thus helping the organisation to retain its workforce. Increase in organisational stability and flexibility. Avoid human obsolescence 3.6 Training: an investment or a cost? Sutherland (1999) stipulated that the most important of all capital is that invested in human beings. Law (1998), Vermeulen and Crous (2000) and Sloman (2005) took a position very similar to Sutherland (1999) by stating that people are indeed the most valuable asset of any enterprise. Sharma (1997, p.244) rightly stated: â€Å"There is no greater organizational asset than the trained motivated personnel.† Buzan and Keene (1996) in their book â€Å" The Age Heresy† argued that humans could appreciate in value whilst machinery depreciate in value fast and become redundant. Simarly, Law (1998) commented that human capital is more valuable than property or fixed assets. In contrast to many authors opinion about employees being the most important asset, many companies still consider the development of people as a discretionary cost rather than a necessary investment. For many economists, the worth of something is not determined by its purpose but to its price. Prahalad (1972, p.169) rightly stated: â€Å" To most line-managers, training has been by far an optional extra, to be indulged in when profits are good and to be dispensed with during lean periods.† He further added that traditional accounting practices considers all intangibles such as â€Å" organizational capability and worth of human resources as expenses† but all tangibles such as investment in plant and equipment as investment. Cunningham (2002, p.90) commented that for many organisations training is â€Å" nice to have†, but not an essential. The training budget is the easier option when a company has to reduce costs. As such, companies tend to cut corners which render the training ineffective (Clements and Josiam, 1995). This is an oxymoron. On the one hand, we have companies stating that employees are the most important assets but on the other hand, the same companies contradict themselves by viewing training as a cost rather than a worthwhile investment. All companies talk a lot about people development. But the moment things get tough; companies reduce training budgets, which may be a very short-sighted policy. If companies really believed about employees development, this is the one thing they would ring fence (Clegg 2000). Managers often complain about giving them a better class of workers and their problems will go away. Brown (1992) argued that employers are already equipped with a pretty good class of workers since after all they chose them. Indeed it is managers responsibility to help employees improve. The contributions of employees are often taken for granted though employees contribute a lot. Managers tend to believe in things that are visible to them but those whose contributions they cannot see tend to be neglected by them. Cartwright (2003,p.6) rightly stipulated: Consider what Mickey Mouse is worth to Disney or what a gifted program writer is worth to Microsoft. The value may be impossible to calculate in absolute terms, but it is likely to be many times the conventional worth of either asset. Barrows and Power (1999 cited by Moore 2005, p.200) believed that the alternative to training, that is not to train may even be more expensive because this lead to poor customer service. A lost customer may never return. As such, the lost revenue from poor service exceeds the costs of training a worker properly. 3.7 Effective Training Porter and Parker (1993,p.19) identified four features for successful training: Training must be viewed as a continuous process. Training must be focused so that people receive appropriate courses at the appropriate level of their needs. Training must be planned for the future to include the development of total quality skills and techniques. Training materials must be made customized to suit the particular organization. Organizations tend to believe that training â€Å" delivered en masse will mean that they have fulfilled their duty of care† (Shuttleworth 2004,p.62). The symptoms of ineffective and poor training are many. The most self- evident are dissatisfied customers, haphazard work, performance and quality standards not met, untidy work, low productivity, high production costs, excessive waste, employee dissatisfaction, poor discipline and high labour turnover. In fact, the most effective way to develop people is quite different to conventional skills training, which let us face it most employees regard as a pain in the neck. Clegg (2000) argued that it is no longer good to rely on the way things have always been done and the only way to make training more effective is to be creative. Sloman (2005) suggested that if an effective training program is in place, it could help employees realize their potential and thus benefit both the employees and the organization. According to Vermeulen and Crous (2000), for training to be effective, it must not only be planned in a systematic and objective manner but it must also be continuous to meet changes in technology, changes involving the environment in which an organisation operates, its structure and most important of all, the employees who work there. However, Harris (1995) concluded that managers tend to select training programmes according to budgets and time available, but not according to the needs of employees. Conversely, Cunnigham (2002) argued that if training remains focused on the needs of employees, important changes in developing the performance of the organization might be missed out. As such, it can be inferred that creating effective training programs require balancing the needs of the learner and the needs of the organization. In addition, Sloman (2005, p.349) commented: Training is not about constructing courses based on identified training needs. It is about making a whole series of interventions that encourage a climate in which committed learners are willing and able to acquire relevant knowledge and skills. If employees take part in training half-heartedly, it may prove costly for the organization. Even the best-planned training sessions may prove ineffective if employees are unwilling to participate. Similarly, Barrett and OConnell (2001) observed that a company can provide training to its employees, but the extent to which the training courses are then applied at work depends on the extent to which employees devote effort to learning and apply the new skills. The values projects model of learning also emphasized the importance of motivation, where the employees are willing to implement their learning. I do (Action) I will (Motivation) I Can (Skills) I Know (Knowledge) 3.8 Training Cycle For training to be effective, companies must complete the full training cycle. But as Beardwell and Claydon (2007) rightly said, the popularity of the training cycle is more evident in the rhetoric of the literature than in organizational reality. Stage 1 Identification of Training need Stage 4 Evaluation of training Stage 2 Plan of training required Stage 3 Implementation of training 3.8.1 Identification of training needs Arthur et al. (2003, p.236) stated that it is important to carry a Training Needs Analysis (TNA) before providing training because â€Å"it provides a mechanism whereby the questions central to successful training programs can be answered.† Prior to training, companies must have a clear idea of what it wants to achieve (Shuttleworth 2004) and whether the organisations needs, objectives and problems can be addressed by training (Arthur et al. 2003). Matens (HRfocus 2005b, p.11) suggested that companies should ask these key questions: Where are we now? Where do we want to go? How do we get there? How can we get commitment from key individuals? McGehee Thayer (1961) recommended a three-tier approach to determine training needs. Arthur et al. (2003) three-step process for assessing training needs is similar to McGehee Thayer (1961). They are as follows: Organisational analysis: Where training should be emphasized within the organization and which organizational goals and problems can be achieved and solved through training. Operational analysis or Task analysis: The skills, knowledge and attitudes necessary for employees to perform their jobs at the desired level. Man analysis: How well the employees are performing their tasks, who needs to be trained and for what. In the process of TNA, managers have to identify relevant training needs through the use of annual performance appraisal procedure to examine the individuals aspirations, how their jobs may change and what training is required (Hallier and Butts 2000). According to HRfocus (2005b), companies should get input about what employees want to be trained in. Although TNA is time-consuming and expensive, it provides greater financial, organizational and individual benefits. Also, training must be top-down, starting with the top team and cascading down the organization to show management commitment and to create an effective, healthy and versatile workforce. While in some organisations, training is considered to be for managers only, in other organisations managers think training is only relevant to workers, but not for them. Indeed, both these attitudes are wrong because training is for everybody (Reynolds, 1994). Similarly, Matens (HRfocus, 2005b) agreed that commitment and support from top management is vital. According to him, management has to show up for classes too. 3.8.1.1 The skills gap It is important for managers to identify skills gap, which is the difference between the skills needed to perform the required task and the skills employees already possess. The Skills Gap Skills needed Skills already acquired 3.8.2 Plan of training required Using a variety of training methods, the skills gap can be filled. In fact, Barrett OConnell (2001) observed that different training methods could encourage or discourage employees to participate in training programs. Similarly, The Learning and Skills Council (2004 cited by Beardwell Claydon 2007, p.317) commented that companies tend to choose inappropriate training methods which are â€Å" costly, time consuming, have a deleterious effect on employees perceptions of the value of training† and ultimately do not lead to increase skills levels in organizations. 3.8.2.1 Matching skills or tasks and training delivery methods Skills and tasks can be classified into three broad categories (Farina and Wheaton 1973; Fleishman and Quaintance 1984; Gold-stein and Ford 2002; cited by Arthur et al. 2003, p.236): Cognitive This relates to the thinking, idea generation, understanding, problem solving, or the knowledge requirements of the job. Interpersonal This relates to interacting with others in a workgroup or with clients and customers, which entails a variety of skills including leadership, communication, conflict management and team-building. Psychomotor This relates to physical or manual activities involving a range of movement from very fine to gross motor coordination. For a specific skill or task, a given training method may be more effective than others. This relationship has been backed by studies from Wexley and Latham (2002) who emphasized on the need to consider skills and task characteristics required to determine the most effective training method. 3.8.2.2 Training techniques On-the-job It is the most popular training method because it is job-specific, relevant, immediate and flexible. A 2006 study by CIPD conveyed that 56% of learning and development professionals agree that on-the-job training is the most effective way for people to learn in organizations (Beardwell and Claydon 2007,p.308). Conversely, Smith et al. (2003) commented that training delivered internally by employees who carry other duties apart from their responsibilities of training might lead to ineffective training because they have not received much training in how to train. On-the-job training includes the following: Demonstration It involves telling or showing trainees how to do a job and then allowing them to get on with it. It is the most commonly used training method (Armstrong 2003) because it is immediate and accessible to most employees. This method is effective if the person giving the demonstration clearly defines what results have been achieved and how they can be improved. However this method can result in the passing of bad or even dangerous working practices. Also, it does not provide a structured learning system where trainees understand the sequence of the training they are following. Job rotation The aim is to increase employees experience by moving them from job to job or department to department. It can be an inefficient and frustrating method of acquiring additional knowledge and skills if it is not carefully planned and controlled (Armstrong 2003). For this method to be effective, a program has to be designed stating what trainees are expected to learn in each department or job. Also, there must be a suitable person to assess whether the trainees are given the right experience and the opportunity to learn. Coaching It is a person-to-person technique to develop individual skills, knowledge and attitudes (Armstrong 2003). It can be very effective if it takes place informally as part of the normal process of management. Coaching consists of providing guidance on how to carry out specific tasks to help individuals learn rather than force-feeding them with instructions on what to do and how to do it. Mentoring It is the process of using specially selected and trained individuals to provide guidance and advice to develop the careers of the employees (Armstrong 2003). The aim is to complement learning on the job. The mentor provides personal support and should not be an immediate superior to enable the employees to talk openly about problems and discuss any concerns frankly. Secondment or attachment It involves the employees widening their skills or learning other skills by visiting other departments. It can also be used to increase awareness and understanding of other departments roles and concerns. Off the job It usually takes place in training areas or centres, away from the employees immediate work positions. It includes lectures, case study, seminars and role-playing amongst others. This method is mainly theoretical. As rightly criticised by Beardwell and Claydon (2007, p.322) this method is frequently pigeon-holed as the old way of doing things and typified as teacher centred, classroom based, process-focused and providing learning that is difficult to Benefits of Continuous Workplace Training Benefits of Continuous Workplace Training Abstract Training is widely used as a learning process whereby employees acquire new skills, knowledge and competence. In this fast changing world, training can be both an anchor and a lifeline. An anchor if it has a clear, focused objective, and a lifeline if it enables employees to keep up with the pace of change and allows companies to survive or even succeed. However, investment in training appears to be under-utilized. Many companies do not evaluate the impact of training programs. Many Human Resources Department (HRD) believe that they have fulfilled their duty of care after organizing training courses for employees. After an extensive literature search, it was found that many companies do not have a system of evaluation or follow-ups to ensure that trainees put into practice the knowledge and skills acquired during training programs. Human Resource (HR) managers believe that it is the responsibility of the trainer and the Head of department to ensure that employees put the learning into practice. But both of them deny this responsibility and hold the HRD accountable. It is in this context that the aim of this study is to investigate the effectiveness of training at the Hong Kong and Shanghai Banking Corporation Ltd (HSBC). This study uses exploratory as well as descriptive research designs. Survey research was conducted by way of a questionnaire among a sample number of employees who followed training courses and a face-to-face interview with the Recruitment and Development manager. The interview was audio taped, and the data obtained from the questionnaire was analysed using Statistical Package for the Social Sciences (SPSS) version 16. The study reveals that while the employees including the Recruitment and Development manager acknowledge the importance of training, unfortunately there is not a specific evaluation system and follow-ups ensuring that the learning is transferred back into the workplace. It is also discovered that while HSBC is planning to use more e-learning as a method of training, most employees prefer classroom-based, raising serious concerns over training effectiveness at HSBC. Focusing only on this study, it can be concluded that training at HSBC is not completely effective. However more in-depth research could be conducted to compare the effectiveness of different training methods available at HSBC 1.0 Introduction A hundred years ago, change was slow, like the steady flow of an untroubled river. The world is now a much different place to what it was even ten years ago. Most of the time the changes are unpredictable. The current global financial crisis is a vivid proof that the world does not stand still. With approximately eighteen banks currently operating in Mauritius, the banking sector is exposed to increasing levels of international and domestic competition. To innovate and become competitive, its human resources have to innovate in everything they do, be it their minds, their thinking, their skills and competence. While in the manufacturing sector, employee performance failures end up in the reject pile, in the service sector such as the banking sector; employee performance failures are external failures. Those mistakes are visible to the customer and thus every failure has a direct impact on customer satisfaction. Therefore, investing in people through training is a prerequisite. Employees who have the necessary skills can create powerful business advantages that can be very difficult for competitors to duplicate. Countries like Japan are trying to substitute human beings with robots. Indeed, human beings are non substitutable because they possess intelligence and potential that can never be equaled and their inventions proved it. The Taj Mahal, the Eiffel Tower, the Pyramids, the Great Wall and now the computer are all the creation and invention of humans. In Mauritius, government wants to make the Knowledge Hub another pillar of the economy. However, Mauritius is currently suffering from a massive brain drain. Many who are emigrating are highly skilled, such as Doctors, Accountants and IT Developers. School leavers who go abroad for further education rarely come back. As such, the best and brightest are lost to their home country, resulting to a lack of young and skilled people to drive the expanding market place. Therefore, the Human Resources Development Council is offering training grants where employers can recover up to 75% of training costs to encourage companies to provide training to a maximum number of employees. However, it is still debatable whether the training grant is being used effectively since measuring training effectiveness has often been neglected. But simply having all employees attend a training event does not necessarily translate into an improved workplace. The main challenge for any training program is to ensure that the learning is transferred back into the workplace. 1.1 Structure of Dissertation This study is structured as follows: Chapter 1 provides a small overview of HSBC. Chapter 2 offers a theoretical and critical background of the literature review. Chapter 3 summarizes the research approach to conduct the study. Chapter 4 provides a thorough analysis of the data obtained from the survey. Chapter 5 consists of recommendations and provides concluding comments. 1.2 Benefits of the Research The findings of this study are of major importance to HSBC as well as other companies as they assist them in adding value to their company by improving their position as an employer of choice through the delivery of effective training. The findings may also prove useful to lecturers, university students and anyone else with an interest in effectiveness of training programs. 2.0 Company Background 2.1 The HSBC Group HSBC Holdings plc, the parent company of the HSBC Group, is headquartered in London. The Group serves customers from around 9,500 offices in the main regions of the world such as Europe, Asia-Pacific, America, Middle East and Africa. With assets of US$2,527 billion at 31 December 2008, HSBC is one of the worlds largest banking and financial services organizations. In 2002, HSBC launched a campaign to differentiate its brand from those of its competitors, with that pithy phrase: â€Å" The worlds local bank†. In July 2009, HSBC was named â€Å"Best Global Bank† by Euromoney magazine. In addition, HSBC was awarded the â€Å"Best Global Debt House† and the â€Å"Best Global Transaction Banking House†. 2.2 HSBC in Mauritius In Mauritius, HSBC operates 11 full-service branches and an offshore unit, which for many years has played a leading role in facilitating cross-border investment activity. It offers a wide range of products and services to diverse domestic and cross border customer base, from accounts services to credit cards, savings, investments, loans and custodian services. Through its locally incorporated subsidiary, the HSBC Bank (Mauritius) Ltd (HBMU), the bank is able to offer many of its global customers more sophisticated financial products and structures that benefit from the extensive range of international double taxation avoidance treaties that Mauritius has negotiated. In addition, HSBC Mauritius is a leading provider of financial services to local companies across the whole spectrum from SMEs to local Top 100 companies as well as locally listed conglomerates. For three consecutive years, 2005-2007, HSBC has been bank of the year. It is also the second largest credit card issuer in Mauritius. As HSBC Mauritius continues to expand, it has decided to bring together all its non-retail operations under one site in the fast growing Ebene Cybercity in 2008. In May 2009, HSBC Mauritius has launched two Islamic banking products. It becomes the first bank in Mauritius to offer Syariah-compliant banking services. HSBC vision: To be a key value creator by identifying, developing, designing and delivering learning and employee development solutions for business success. HSBC mission: Partnering with our business lines to create value for our shareholders and our external customers. Maintaining a learning culture that energizes and motivates employees to maximize their full potential. Aligning training and employee development support with HSBC strategic imperatives. Core business principles: Outstanding customer service Effective and efficient operations Strong capital and liquidity Prudent lending policy Strict expense discipline HSBC Values: Perceptive Progressive Responsive Respectful Fair 3.0 Literature Review 3.1 Definition of training Training has been defined many times over the years. The Manpower Services Commission (1981 cited by Armstrong 1999) defined training as a planned process to modify attitude, knowledge or skills to achieve effective performance. Similarly, the Chartered Institute of Personnel and Development (CIPD) defined training as â€Å"an instructor-led and content-based intervention leading to desired changes in behaviour.† For Armstrong (2003, p.549), training is â€Å" the use of systematic and planned instruction and development activities to promote learning.† Moore (2005) found the importance of retaining staff through training by defining training as not only a way to achieve a specified standard of staff competence, but also about investing in employees to retain them. Similarly, Cartwright (2003) viewed training as an investment in people. 3.2 Definition of effectiveness Being effective implies producing powerful effects. According to Bartol et al. (1997), effectiveness is the ability to choose appropriate goals and to achieve them. Similarly, Fraser (1994) defined effectiveness as a measure of the match between stated goals and their achievement. Often, there is confusion between â€Å"effectiveness† and â€Å"efficiency† because there is a degree of inter-relationship. This relationship can best be understood by considering effectiveness as doing the right thing and efficiency as doing things the right way. According to Hunter (2005), efficiency and effectiveness are often mutually exclusive. The latter viewed efficiency as a measure of speed and cost and effectiveness as a measure of quality. For Hearn Wendy, effectiveness comes from taking the time to stop and evaluate, rather than running faster and faster. According to her, people should work smarter not harder. Similarly Ferriss (2007) believed that what people do is more important than how they do things. He also saw efficiency as useless if it is not applied to the right things. 3.3 Objectives of training Business Environment Changes and Challenges Learning Implementation Business Excellence The main aim of training is to bring about suitable changes in employees to equip them with the skills required to do their work properly. According to Armstrong (2003) the main objective of training is to achieve companies human resource development strategies by ensuring that the employees have the skills, knowledge and competence to meet present and future needs. 3.4 Importance of training Training is crucial to a companys success. It plays a large part in determining the effectiveness and efficiency of the establishment (Sharma 1997). The latter agreed that training is a must and that management has no choice between training and no training. According to him, the only choice is to select a suitable training method. Similarly, Truelove (1997) believed that workplace skills have to be refreshed from time to time just as professional soldiers and top sports people train regularly to maintain their skills. Bird (1993) also saw training as important to give employees the necessary knowledge to bring about quality improvement across the company. Batten (1992 cited by Vermeulen and Crous 2000, p.61) described the importance of training by the following words: â€Å" Train, Train, Train!† If people are to do things better, they must have the skills and knowledge to do so. If employees cannot do their jobs because they have not been trained, that will reflect in the departments performance. This is supported by Miller et al. (1998 cited by Moore 2005, p.200): When good training is lacking there is likely to be an atmosphere of tension, crisis and conflict all the time, because nobody is quite sure how the various jobs are supposed to be done and who is responsible for what. Similarly, Smith et al. (2003) viewed training as an essential ingredient for the success and longevity of teams. Eder (1990) wrote about the successful opening of the Mirage mega-casino in Las Vegas due to the training imparted to employees months before the opening of the casino. Clegg (2000) believed that developing staff to their full potential is important and is doubly required during hard times. According to an article published in the journal of â€Å" Development and Learning in Organizations† in 2004, it is exactly when times are tough and businesses are sailing through rough seas that companies need to update employees skills since to do otherwise is like throwing the lifeboats overboard to save on weight. Yet, despite a higher profile for training, there is still little evidence showing that a large number of employers accept the importance of training to organisational success. According to Clegg (2000, p.2), employees are unlikely to mention training as the most important department of the company. The author observed that: Many training departments have a bad image. Many companies will say that training is among their top priorities but almost always they change their mind when money is short. Too much training that is currently undertaken has very little impact on what the trainees do when they return to the workplace at the end of the course. Too much training is uninspiring. As rightly said by Hallier and Butts (2000, p.397), in many companies â€Å" Training is perceived to be a less varied sphere of activity and not necessarily essential to the running of the organization.† Indeed, in any economic environment, it makes no sense to throw money at training because training is still regarded as an unnecessary function. 3.5 Benefits of training Even though training costs money, in most cases the benefits outweigh the costs. Sloman (2005) believed that investing in staff through training bring long-term benefits. Sharma (1997) inferred that training provides the following benefits: Increase in productivity Improve individual and business performance thus obtaining a competitive edge. Improve morale of employees. Reduce supervision Reduce dissatisfactions, complaints, absenteeism and turnover Less accidents and wastage Enable employees to obtain job satisfaction and to progress within the organisation, thus helping the organisation to retain its workforce. Increase in organisational stability and flexibility. Avoid human obsolescence 3.6 Training: an investment or a cost? Sutherland (1999) stipulated that the most important of all capital is that invested in human beings. Law (1998), Vermeulen and Crous (2000) and Sloman (2005) took a position very similar to Sutherland (1999) by stating that people are indeed the most valuable asset of any enterprise. Sharma (1997, p.244) rightly stated: â€Å"There is no greater organizational asset than the trained motivated personnel.† Buzan and Keene (1996) in their book â€Å" The Age Heresy† argued that humans could appreciate in value whilst machinery depreciate in value fast and become redundant. Simarly, Law (1998) commented that human capital is more valuable than property or fixed assets. In contrast to many authors opinion about employees being the most important asset, many companies still consider the development of people as a discretionary cost rather than a necessary investment. For many economists, the worth of something is not determined by its purpose but to its price. Prahalad (1972, p.169) rightly stated: â€Å" To most line-managers, training has been by far an optional extra, to be indulged in when profits are good and to be dispensed with during lean periods.† He further added that traditional accounting practices considers all intangibles such as â€Å" organizational capability and worth of human resources as expenses† but all tangibles such as investment in plant and equipment as investment. Cunningham (2002, p.90) commented that for many organisations training is â€Å" nice to have†, but not an essential. The training budget is the easier option when a company has to reduce costs. As such, companies tend to cut corners which render the training ineffective (Clements and Josiam, 1995). This is an oxymoron. On the one hand, we have companies stating that employees are the most important assets but on the other hand, the same companies contradict themselves by viewing training as a cost rather than a worthwhile investment. All companies talk a lot about people development. But the moment things get tough; companies reduce training budgets, which may be a very short-sighted policy. If companies really believed about employees development, this is the one thing they would ring fence (Clegg 2000). Managers often complain about giving them a better class of workers and their problems will go away. Brown (1992) argued that employers are already equipped with a pretty good class of workers since after all they chose them. Indeed it is managers responsibility to help employees improve. The contributions of employees are often taken for granted though employees contribute a lot. Managers tend to believe in things that are visible to them but those whose contributions they cannot see tend to be neglected by them. Cartwright (2003,p.6) rightly stipulated: Consider what Mickey Mouse is worth to Disney or what a gifted program writer is worth to Microsoft. The value may be impossible to calculate in absolute terms, but it is likely to be many times the conventional worth of either asset. Barrows and Power (1999 cited by Moore 2005, p.200) believed that the alternative to training, that is not to train may even be more expensive because this lead to poor customer service. A lost customer may never return. As such, the lost revenue from poor service exceeds the costs of training a worker properly. 3.7 Effective Training Porter and Parker (1993,p.19) identified four features for successful training: Training must be viewed as a continuous process. Training must be focused so that people receive appropriate courses at the appropriate level of their needs. Training must be planned for the future to include the development of total quality skills and techniques. Training materials must be made customized to suit the particular organization. Organizations tend to believe that training â€Å" delivered en masse will mean that they have fulfilled their duty of care† (Shuttleworth 2004,p.62). The symptoms of ineffective and poor training are many. The most self- evident are dissatisfied customers, haphazard work, performance and quality standards not met, untidy work, low productivity, high production costs, excessive waste, employee dissatisfaction, poor discipline and high labour turnover. In fact, the most effective way to develop people is quite different to conventional skills training, which let us face it most employees regard as a pain in the neck. Clegg (2000) argued that it is no longer good to rely on the way things have always been done and the only way to make training more effective is to be creative. Sloman (2005) suggested that if an effective training program is in place, it could help employees realize their potential and thus benefit both the employees and the organization. According to Vermeulen and Crous (2000), for training to be effective, it must not only be planned in a systematic and objective manner but it must also be continuous to meet changes in technology, changes involving the environment in which an organisation operates, its structure and most important of all, the employees who work there. However, Harris (1995) concluded that managers tend to select training programmes according to budgets and time available, but not according to the needs of employees. Conversely, Cunnigham (2002) argued that if training remains focused on the needs of employees, important changes in developing the performance of the organization might be missed out. As such, it can be inferred that creating effective training programs require balancing the needs of the learner and the needs of the organization. In addition, Sloman (2005, p.349) commented: Training is not about constructing courses based on identified training needs. It is about making a whole series of interventions that encourage a climate in which committed learners are willing and able to acquire relevant knowledge and skills. If employees take part in training half-heartedly, it may prove costly for the organization. Even the best-planned training sessions may prove ineffective if employees are unwilling to participate. Similarly, Barrett and OConnell (2001) observed that a company can provide training to its employees, but the extent to which the training courses are then applied at work depends on the extent to which employees devote effort to learning and apply the new skills. The values projects model of learning also emphasized the importance of motivation, where the employees are willing to implement their learning. I do (Action) I will (Motivation) I Can (Skills) I Know (Knowledge) 3.8 Training Cycle For training to be effective, companies must complete the full training cycle. But as Beardwell and Claydon (2007) rightly said, the popularity of the training cycle is more evident in the rhetoric of the literature than in organizational reality. Stage 1 Identification of Training need Stage 4 Evaluation of training Stage 2 Plan of training required Stage 3 Implementation of training 3.8.1 Identification of training needs Arthur et al. (2003, p.236) stated that it is important to carry a Training Needs Analysis (TNA) before providing training because â€Å"it provides a mechanism whereby the questions central to successful training programs can be answered.† Prior to training, companies must have a clear idea of what it wants to achieve (Shuttleworth 2004) and whether the organisations needs, objectives and problems can be addressed by training (Arthur et al. 2003). Matens (HRfocus 2005b, p.11) suggested that companies should ask these key questions: Where are we now? Where do we want to go? How do we get there? How can we get commitment from key individuals? McGehee Thayer (1961) recommended a three-tier approach to determine training needs. Arthur et al. (2003) three-step process for assessing training needs is similar to McGehee Thayer (1961). They are as follows: Organisational analysis: Where training should be emphasized within the organization and which organizational goals and problems can be achieved and solved through training. Operational analysis or Task analysis: The skills, knowledge and attitudes necessary for employees to perform their jobs at the desired level. Man analysis: How well the employees are performing their tasks, who needs to be trained and for what. In the process of TNA, managers have to identify relevant training needs through the use of annual performance appraisal procedure to examine the individuals aspirations, how their jobs may change and what training is required (Hallier and Butts 2000). According to HRfocus (2005b), companies should get input about what employees want to be trained in. Although TNA is time-consuming and expensive, it provides greater financial, organizational and individual benefits. Also, training must be top-down, starting with the top team and cascading down the organization to show management commitment and to create an effective, healthy and versatile workforce. While in some organisations, training is considered to be for managers only, in other organisations managers think training is only relevant to workers, but not for them. Indeed, both these attitudes are wrong because training is for everybody (Reynolds, 1994). Similarly, Matens (HRfocus, 2005b) agreed that commitment and support from top management is vital. According to him, management has to show up for classes too. 3.8.1.1 The skills gap It is important for managers to identify skills gap, which is the difference between the skills needed to perform the required task and the skills employees already possess. The Skills Gap Skills needed Skills already acquired 3.8.2 Plan of training required Using a variety of training methods, the skills gap can be filled. In fact, Barrett OConnell (2001) observed that different training methods could encourage or discourage employees to participate in training programs. Similarly, The Learning and Skills Council (2004 cited by Beardwell Claydon 2007, p.317) commented that companies tend to choose inappropriate training methods which are â€Å" costly, time consuming, have a deleterious effect on employees perceptions of the value of training† and ultimately do not lead to increase skills levels in organizations. 3.8.2.1 Matching skills or tasks and training delivery methods Skills and tasks can be classified into three broad categories (Farina and Wheaton 1973; Fleishman and Quaintance 1984; Gold-stein and Ford 2002; cited by Arthur et al. 2003, p.236): Cognitive This relates to the thinking, idea generation, understanding, problem solving, or the knowledge requirements of the job. Interpersonal This relates to interacting with others in a workgroup or with clients and customers, which entails a variety of skills including leadership, communication, conflict management and team-building. Psychomotor This relates to physical or manual activities involving a range of movement from very fine to gross motor coordination. For a specific skill or task, a given training method may be more effective than others. This relationship has been backed by studies from Wexley and Latham (2002) who emphasized on the need to consider skills and task characteristics required to determine the most effective training method. 3.8.2.2 Training techniques On-the-job It is the most popular training method because it is job-specific, relevant, immediate and flexible. A 2006 study by CIPD conveyed that 56% of learning and development professionals agree that on-the-job training is the most effective way for people to learn in organizations (Beardwell and Claydon 2007,p.308). Conversely, Smith et al. (2003) commented that training delivered internally by employees who carry other duties apart from their responsibilities of training might lead to ineffective training because they have not received much training in how to train. On-the-job training includes the following: Demonstration It involves telling or showing trainees how to do a job and then allowing them to get on with it. It is the most commonly used training method (Armstrong 2003) because it is immediate and accessible to most employees. This method is effective if the person giving the demonstration clearly defines what results have been achieved and how they can be improved. However this method can result in the passing of bad or even dangerous working practices. Also, it does not provide a structured learning system where trainees understand the sequence of the training they are following. Job rotation The aim is to increase employees experience by moving them from job to job or department to department. It can be an inefficient and frustrating method of acquiring additional knowledge and skills if it is not carefully planned and controlled (Armstrong 2003). For this method to be effective, a program has to be designed stating what trainees are expected to learn in each department or job. Also, there must be a suitable person to assess whether the trainees are given the right experience and the opportunity to learn. Coaching It is a person-to-person technique to develop individual skills, knowledge and attitudes (Armstrong 2003). It can be very effective if it takes place informally as part of the normal process of management. Coaching consists of providing guidance on how to carry out specific tasks to help individuals learn rather than force-feeding them with instructions on what to do and how to do it. Mentoring It is the process of using specially selected and trained individuals to provide guidance and advice to develop the careers of the employees (Armstrong 2003). The aim is to complement learning on the job. The mentor provides personal support and should not be an immediate superior to enable the employees to talk openly about problems and discuss any concerns frankly. Secondment or attachment It involves the employees widening their skills or learning other skills by visiting other departments. It can also be used to increase awareness and understanding of other departments roles and concerns. Off the job It usually takes place in training areas or centres, away from the employees immediate work positions. It includes lectures, case study, seminars and role-playing amongst others. This method is mainly theoretical. As rightly criticised by Beardwell and Claydon (2007, p.322) this method is frequently pigeon-holed as the old way of doing things and typified as teacher centred, classroom based, process-focused and providing learning that is difficult to

The sociological theory of social constructionism

The sociological theory of social constructionism Social Constructionism essentially represents a sociological theory of knowledge that studies the development of various sociological phenomena in social contexts. A social construct, the anchor of this theory, refers to a concept that is the artefact of a specific group. Social constructs, to elaborate, dispense with take away from commonly accepted inherent qualities of items, concepts, or issues, and instead focus on their dependence upon, and the contingent and conditional rationale of, our social sense. They describe such issues and things are more easily described as the result of numerous human choices, rather than of natural laws or divine intention. The origins of present day social constructionist theories go back to the writings of Immanuel Kant. Kant argued for the existence of a world that was independent of human minds, thus implying that humans should not assert that they created the world. This world, he said, is without structure and is not divided into things and facts. Structure is imposed on the world by perceiving it and thinking of it in specific ways, as also and by the adoption of particular sets of beliefs, (rather than instead of others) about it. Vivine Burr (2003, p 2) argues that social constructionism enables individuals to adopt critical attitudes towards their conventional and traditional methods of perceiving and understanding the world and their own selves. It provides humans us with fresh ways on perceiving ideas and things that are considered to be commonplace and are unquestioningly accepted. Numerous things like for example money, newspapers or citizenship are socially constructed and. All of these t hings would not obviously have existed in the absence of society. Each of them furthermore could have well been constructed differently. Social constructionism encourages people to question the widely held perception that conventional and accepted knowledge has sprung has come about from objective and impartial examination of the world. It is as such opposed to the positivist epistemology of traditional science and spurs thinking individuals to constantly question their assumptions about the appearance of their environment and its various components. This short study deals with the implications of social constructionism for social workers and how its use can help them social workers to understand human behaviour. Specific emphasis has been given to the use of social constructionism in understanding commonly held perceptions and attitudes towards mental disorders. The Use of Social Constructionism by Social Workers to Understand Human Behaviour Social workers have two fundamental objectives, namely the strengthening of the ability of individuals and groups to cope with and overcome the many difficulties and challenges they confront in life, and the bringing about of improvements in various social and environmental circumstances areas, in order to improve the satisfaction of human needs; especially of people from underprivileged and oppressed social segments. Social workers plan and attempt their various interventions through their understanding of environmental circumstances, the various reasons for such these conditions, and the client system. Such understanding and knowledge and the consequent adoption of theoretic approaches significantly influence the point, the tool, and the nature of social work intervention. It becomes evident that adoption of theoretic preferences, based upon an understanding of the reality of the client environment, is crucial, both to social work theory and its practice. Theories of classical empiricism assert that the truth about the world is established and is independent of the individual. Social constructionism conversely puts forth argues that such truth is certainly not independent of individuals but is actually depends upon their thoughts, perceptions and beliefs. Social workers, by using social constructionism, will be able to understand the various dimensions of reality within such individual thoughts, perceptions and beliefs. Constructionists state that reality cannot be known separately from our elucidation of it. Social constructionism works on the principle that reality is constructed socially and places emphasis on language as a critical route for interpretation of experience. Whilst objectivists state that individuals make discoveries and find out about the reality of the world through the construction and testing of hypotheses via the actions of neutral observers, constructionists debunk such assumptions arguing that the interests and values of observers can never be separated from their observations and are thus bound to influence the final construction of common perceptions about world realities. Gergen (1985, p 270), states that generation of ideas of reality is initiated by social, rather than individual, processes and that the touted objective reality of the positivist approach is actually the result of various social construction processes that are influenced by historical, political, cultural and economic conditions. With such knowledge being essentially constructed, it can change over time and diverge across cultural groups that embrace different perceptions and beliefs about human nature and development. Considering that the norms, beliefs, valu es, traditions, attitudes and practices of different cultural groups vary from each other, the social construction of their knowledge is also likely to differ significantly. An understanding of this fundamental principle can help social workers in their realisation of the different perceptions, attitudes and behaviours of different individuals towards similar social phenomena or stimuli. Social constructionism helps social workers in adopting critical stances towards established assumptions on regarding the social world that reinforce the interests of powerful and dominant social groups and assists them in realising that the world has come about because of historical processes of communication and negotiation between groups and individuals. Gergen (1985, p 266), states that people see the world through the eyes of their particular communities and cultures and respond accordingly. Established assumptions, understandings and behaviours of people are sustained by social, political, economic and moral institutions. Payne (1997), states that reality, according to social constructionism, can be stated to be the guidance of behaviour by individual perceptions of knowledge and reality. Individuals arrive at shared perceptions of reality through the sharing of their knowledge via different social processes that first organise such knowledge and thereafter establish it by making it objective. Social and individual activity thus becomes habitual with individuals sharing their assumptions about their perceptions of reality. People behave in line with social conventions that are based on such shared knowledge. These conventions are furthermore institutionalised because of the agreement of many people on such understandings on different aspects of society. Such realisations and accords become legitimised by processes that integrate these ideas about reality into ordered and believable systems. Social workers need to realise that social understanding is finally the combined result of various human understandings through the operation of circular processes, wherein individuals contribute to the construction of social meaning within social structures of societies through processes of institutionalisation and legitimisation. Societies consequently create conventions through the participation of individuals in their structures, which, in turn influences the behaviours of people. Spirals of constantly moving influences build and rebuild the conventions that people adopt and by which they live. Berger and Luckmann, (1966), state that individuals experience the world to be an objective reality, comprising of persons and events that exist separately of individuals perceptions. Language provides the means through which individuals make sense of their environment, classify persons and events, and interpret new experiences. The shared reality of everyday life by different individuals distinguishes it from individual realities, (like dreams). Language helps individuals in sharing their experiences and making it available to others. Such sharing of reality leads to institutionalisation and thereafter to habitual ways of working. Habitualism makes the behaviour of different individuals predictable, facilitates joint activity and perpetuates social control mechanisms. Knowledge is as such institutionalised within sub-groups, or at social levels, and significantly influences the behaviour of people. Social constructionism allows social workers to question dominant structures of knowledge and understand the impact of culture and history. Social workers by and large understand the requirements of humans through the interplay of different ideological, ethical, political and economic factors. An understanding of social constructionism can help them in understanding the responses behind the actions of both dominant and vulnerable groups of society and decide upon the adoption of the best suited routes for bringing about social change. Social Constructionism and Mental Illness Much of modern day societys perceptions about mental ailments are influenced by the medical and psychological models, which state that medical illnesses are real; they concern disturbances in thoughts, experiences, and emotions and can be serious enough to cause functional impairment in individuals. Such ailments make it difficult for individuals to sustain interpersonal relationships and conduct their jobs. They can also sometimes result in self destructive actions, including suicides. The more serious of such illnesses, like extreme depression and schizophrenia, can often be chronic and lead to serious disability. The social constructionist approach states that such much of modern day perceptions about mental ailments are caused by the specifically constructed vocabularies of medical and psychological models, replete with their elaborate terminologies for mental disorders and focused their focus on deficits. Social constructionism can help social workers in understanding the socially constructive and destructive illusions that have been created put up by existing medical and psychological models and deficit based language. Walker (2006), states that vocabularies of medical and psychological models, including the concept of mental illness itself, are essentially social constructions. They are made up of vocabularies that describe deficits and diseases and perceive human beings as things that can be examined, diagnosed and treated, much in the manner of machines. Such perceptions (a) lead to obsessions with compliance, (b) distinguish between normal and pathological states, and (c) position prac titioners as experts, even as clients are represented built up determined as passive and obedient recipients of treatment. Recommended treatments focus on elimination of symptoms, support established paternalistic roles, and are not focused on actual client needs. Examined from the perspective of linguistics, reified categories like bipolar disorder and schizophrenia appear to be defined by clusters termed as symptoms; schizophrenia for example is concerned with the occurrence of audio hallucinations. Such terms, it is evident exists only because of the creation of consensus among the dominant groups of doctors and psychologists and persist because of convention. Mental illnesses are often described akin to physical ailments like diabetes, where individuals are required to manage their lives with specific medications. Such comparisons are used to explain the working of medications and to make the diagnosis and recommended treatment for mental ailments acceptable to clients. Such analogies however breakdown completely considering if it is realised that discussions about thoughts and feelings of individuals concern their identities and not their bodies. Social workers need to understand that the vocabularies of medical and psychological models essentially position clinicians as the most suitable interpreters of client experiences. Even apparently harmless terms like clinical or treatment plans establish contexts where clients are perceived to be abnormal or having pathologies, even as clinicians are established as authorities with abilities to perform interventions for assisting clients in overcoming their pathologies. With the power of definition lying with clinicians, the labelling of people as mentally ill pushes them to the borders of society and takes away from them their intrinsic rights and privileges. Social constructionism helps social workers in understanding that whilst political and human pressure has helped in eliminating the incarceration of the mentally ill in mental hospitals, the distinction created by vocabulary on mental illness leads to the movement of centres of power to clinicians and undermines efforts for self determination and community integration. Such medical and psychological vocabularies constitute obstacles to more inclusive mental health programmes and undermine social understanding of people with mental disorders.