Employee perception on suggestion scheme Essay

Introduction:- Suggestion scheme is a formalized mechanism which encourages employees to contribute constructive ideas for improving the organisation in which they work. The overall aim is to gather, analyse and implement ideas in order to create results that have a positive impact on the business and/or deliver new value to customers. There are two approaches to the suggestion scheme * Traditional approach-which offers cash to their employees for the suggestions they provide. * Participative approach-continuous improvement in employee job profile through higher level of participation. SCREENING OF THE SUGGESTION Every suggestion is evaluated as per the criteria adaptability, creativity, originality and efforts, taken by the suggestor/employee. The amount of award is indicated with proper calculation and understanding of committee. If there is rejection then similar remark is indicated. Generally award is given when the suggestion is implemented. However if the suggestions are accepted and the course of implementation is longer, then interim award is given to the suggestor/employee to keep up his moral. In the same format other information regarding the implementing is indicated. A certificate is given to the suggestor/employee when the suggestion is accepted. This is signed by the chairman of the scheme or some top/ respectable person in the organization. In the good cultured company there is practice of giving a certificate of appreciation to the suggestor/employee even if it gets rejected. Often it carries good value to the suggestor/employee. It is more than money for some of them. Objective:- Primary objective:- * To understand employee suggestion scheme. Secondary objective:- * To analyse effective implementation of suggestions availed by employees. * To interpret initialisation in the part of management in processing the provided suggestions. * To measure employee-superior relationship and support. * To integrate creativity and constructive aptitude and attitude in non-personnel employees. * To set up a management infrastructure to generate ideas, evaluate and capture quality ideas and sustain constant flow of ideas.

The Man Who Loved Flowers

Thomas Mahoney 2-15-13 ENG 112 The Man Who Loved Flowers This story starts out in a very peaceful innocent setting, in New York City. There is a sense of love in the air, and the smell of spring. There is a man walking along the streets in a gray streets turning everyones attention because then can tell he is happy and in love. This story takes place in May of 1963 right before the summer starts. Stephen King is extremely descriptive in the story with the man's appearance; â€Å"He had that look about him.He was dressed in a light grey suit, the narrow tie pulled down a little, his top collar button undone. His hair was dark and cut short. His complexion was fair, his eyes a light blue. Not an extraordinary face, but on this soft spring evening, on this avenue, in May of 1963, he was beautiful†(King) The interesting thing about this story is how it seems so beautiful and peaceful, but draws a thin line with insanity.The first sense of something being wrong in the story is when the man goes to buy flowers, and there is a radio playing a news program talking about a hammer murder that was on the loose, but this is immediately dismissed because everything seems so perfect in the moment. As the man walks away he hesitates and touches something in his pocket, which foreshadows what could happen later in the story. â€Å"The young man passed the flower-stand and the sound of the bad news faded. He hesitated, looked over his shoulder, and thought it over.He reached into his coat pocket and touched the something in there again. For a moment his face seemed puzzled, lonely, almost haunted, and then, as his hand left the pocket, it regained its former expression of eager expectation. â€Å"(King) The imagery in this story is so beautiful and down to earth for almost the whole story, until it becomes dark and depressing at the end. King goes from writing about flowers, the beautiful spring weather, love being in the air, kids loving life and playing, to a hammer, blood everywhere, dark alleys, creepy vibes, and a presence of death.When the story turns from afternoon to night is when the man goes to visit Norma, the love of his life. This is when the story turns dark. They grow close together, and the closer they get, he realizes that the woman is not Norma, in fact, Norma had been dead for Ten years. He handed her the flowers though and she denied him and gave them back. She thanks him and begins to explains that she is not Norma, but he cuts her off mid sentence and whispers â€Å"Norma†(King)as he pulls the hammer out of his pocket. This gives an extremely creepy mood to the story abruptly. She backed away, her face a round white blur, her mouth an opening black 0 of terror, and she wasn't Norma, Norma was dead, she had been dead for ten years, and it didn't matter because she was going to scream and he swung the hammer to stop the scream, to kill the scream, and he swung the hammer the spill of flowers fell out of his hand, the sp ill spilled and broke open, spilling red, white, and yellow tea roses beside the dented trash cans where the cats made alien love in the dark, screaming in love, screaming, screaming. (King) King brings up how hard it is to love to the reader during this part of the story by being extremely descriptive and frightening. He shows how hard life is to move on once you're in love and then you lose the one love. This is one of the hardest things for people to deal with in life. The name of the character is revealed at the end of the story, King calls him â€Å"Love†. He presents the idea that love makes you do insane things that you would never do if you weren't in love, and it can take over you're personality and change your life.At this point in the story, King confuses the reader by making them realize how misleading the story was from the beginning. It gives a sense of the unknown to the reader and leaves them questioning how it went from being so positive to negative in a matt er of seconds. There are some small hints that he foreshadows in the beginning of the story but nothing too evident. â€Å"His own smile trembled a little, and he felt a moment's disquiet. Her face over the sailor blouse suddenly seemed blurred. It was getting darker now. . . could he have been mistaken?Surely not. It was Norma. â€Å"(King) It is a crazy and unexpected change of events when it goes from having the reader believe that it is a typical friendly man that is in love, and all the sudden the reader discovers he was the hammer murderer. That's what makes this a great story because it is so misleading at first. King is so creative in the way he makes you think when you are reading the story, he knows how to get inside the readers head and really make them think about the thin line between fear and love, and how easily that line is broken. None of it seemed real, none of it seemed to matter. The air was soft and sweet. Two men with beer bellies stood outside a bakery, pitc hing nickels and ribbing each other. Spring trembled on the edge of summer, and in the city, summer is the season of dreams. â€Å"(King) It would take a genius to predict that the man in the beginning of the story ended up being a killer at the end, it is hard to even believe. it makes you think that anyone you see walking on the street could be a killer like that, and you would never know.The fact that King doesn't provide the main character with a name further proves the point that and unsuspecting person could be a cold hearted killer. This is another reason King is such a great writer, he is so clever with the way he tells his stories and all of the minor details he provides. He creates a character that seems to be a typical everyday male that is in love with a girl, but underneath that he is a murderer. This brings me back the my thesis of how thin the line between love and insanity is.I love the way the mood suddenly switches and smoothly King makes the transition into a dar k frightening story. â€Å"His name was love, and he walked these dark streets because Norma was waiting for him. And he would find her. Some day soon. He began to smile. A bounce came into his step as he walked on down Seventy-third Street. A middle-aged married couple sitting on the steps of their building watched him go by, head cocked, eyes afar away, a half-smile on his lips. when he had passed by the woman said, ‘How come you never look that way any more?Huh? , ‘Nothing,' she said, but she watched the young man in the grey suit disappear into the gloom of the encroaching night and thought that if there was anything more beautiful than springtime, it was young love. â€Å"(King) This is a great way to end the story because it presents the reader with a sense of hope, and brings back the sense of beauty that started the story. King is a writer unlike any other, he makes the reader think in ways that make them question there own life.

The Conclusion of Kerner Commission Report Essay

The Conclusion of Kerner Commission Report - Essay Example My extensive research on the riots enabled me to realize that there are significant differences between what the commission reported and what actually happened back in the mid 1960s. I found that the riots were far less destructive than they were claimed to be and in most cases there were no serious confrontations between black and white people. Therefore, what actually happened was less extensive and less destructive than it was reported by the mass media. However, most of the public sector lacked other sources of information and believed what they saw on the television or heard on the radio and thus their beliefs and impressions were shaped accordingly. (Symposium: The Urban Crisis: the Kerner Commission Report Revisited., 1993 pg 10-15) Therefore, most of the American society was a victim of what is known as the sensationalizing strategy of mass media. I believe that the Commissions claim regarding two societies has ever materialized. My view is backed up by the fact that by 1985, American African population in the suburbs had increased to approximately 20.8 million. If America had been moving towards distinct unequal black and white societies as predicted by the Kerner Report, then the American Africans would not have been able to gain the immense political success which they have in the modern society. An African American scholar W. E. B. Du Bois over 100 years ago stated that: â€Å"The problem of the twentieth century is the problem of the color line† (Walker et al 2007 pg 1) ... If America had been moving towards distinct unequal black and white societies as predicted by the Kerner Report, then the American Africans would not have been able to gain the immense political success which they have in the modern society. An African American scholar W. E. B. Du Bois over 100 years ago stated that: â€Å"The problem of the twentieth century is the problem of the color line† (Walker et al 2007 pg 1) I do believe that wherever multi cultural societies live in close proximity, racism will be inevitable. But what I do not believe is that racism alone is capable of dividing the nation. Despite all the controversies, the Civil Rights movement of the 1960s was a success because due its efforts the African American population has been able to accomplish its birth right i.e. an equal status to American white population. Before the Civil Rights movement was launched, African American population did not have an equal status to the white and were not even allowed to vot e. (Walker et al 2007 page 23). Therefore, they had no elected representation in American Parliament. After the Civil Rights movement was launched, things started to change dramatically. In accordance with the Voting Rights Act of 1965, the Literacy test was abolished and therefore ensured that the black voters were not discriminated. Therefore, the Civil Rights movement paved the way for the success of African American population. It forced the Americans to accept the black population as equal to the white population. (Walker et al 2007 pg 24-25) Indeed, the success of the movement was reflected by the fact that Cruel and unjust punishment of black people was abolished by the American Government. Furthermore, American government strived

Strategy Research Paper Example | Topics and Well Written Essays - 250 words

Strategy - Research Paper Example Without BLS, the company that knows what business to focus on will not be able to maximize productivity and profits. Without the FLS, different divisions will not function effectively in line with business strategies. Any global or national environment with similar competitive sporting goods should be studied in connection with expansion plan to discover who will be the competitors, how they compete in terms of pricing, quality, and availability, because competitors might have their respective advantages which will be a threat to the entry of sporting goods. Opportunities will be available if a competitive advantage or evident differentiation can be established. Existing missions and goals should be the premise of developing strategies. Cost leadership involves all the strategies and activities that allow for the company to arrive at desired â€Å"features that are acceptable to the consumers at the lowest cost relative to that of competitors†, according to Hitt, Michael A.; Ireland, Duane R.; and Hoskisson, Robert E. (2010, p.108) . It is crucial to have this because people will compare the products, and will want to get the best value for their money’s worth. If features are the same for different options, the price will make the difference. 2You are a CEO of a regional sporting goods company and are contemplating expanding into the global market; however, you are unsure of what your strategy for globalization should be. You need to meet with your management team to develop a strategy. Explain how the following Factors apply into your strategy decision: External Environment (National, Global); Opportunities and Threats; Mission and Goals; and Leadership and Culture? Explain why the â€Å"Cost Leadership â€Å"strategy would apply

Healthcare Model Presentation Essay Example | Topics and Well Written Essays - 1500 words

Healthcare Model Presentation - Essay Example The inequality in the Mexican healthcare is being felt in two folds. The first aspect of the inequality is the urban-to-rural inequality, where the population in the urban areas of the country has a better healthcare access, compared to those living in the rural areas (Garman, Johnson & Royer, 2011). The other aspect of the inequality in the Mexican healthcare system occurs in the form of the rich-to-poor healthcare access inequality, where the rich are better placed to access both high quality and also affordable healthcare services, compared to the poor, whose access to healthcare is hindered by both cost and distance to healthcare service facilities (Ruelas, 2002). Therefore, in addressing the inequality in the Mexican healthcare, both aspects of the rural-urban coverage as well as the rich-poor healthcare disparity are the core issues that must be resolved. Problem statement Healthcare services provision has greatly advanced over the decades in Mexico. Consequently, statistics ha ve shown that the mortality rate has declined, while the birth rate and the life expectancy rates have greatly improved, from a mere life expectancy of 42 years in 1940, to the current 73 years by 2012 (Barraza-Llorens, Panopoulou & Diaz, 2013). While this is a notable achievement of the healthcare system in Mexico, further statistics have emerged to the effect that, 52% of the Mexican population finances their healthcare services out of their pocket (Johnson & Stoskopf, 2010). This notwithstanding, even the very poor population, especially in the rural areas and the informal settlements around the city prefers to go for the private healthcare provider services, not because the quality of the healthcare is poor, but because the accessibility of such healthcare facilities, especially regarding their locations have left the poor without a choice, but to go for the private services (Barraza-Llorens et al., 2002). This scenario is in sharp contrast with the situation in the urban areas, which are populated by the middle-and the high-class population, where the access to public healthcare services is easily accessible, owing to strategic locations of such facilities within the urban rich regions. Therefore, while the government is striving towards ensuring that the whole of its population is either covered by the public or the private healthcare practice, it has not been able to address the issues of urban-rural, and the rich-poor health inequalities (Ruelas, 2002). Purpose statement Effective assessment of the success of the healthcare system should be based on both the quality of the healthcare services provided, as well as on the burden of paying for such services that is borne by the patients (Barraza-Llorens, Panopoulou & Diaz, 2013). The healthcare system in Mexico is especially problematic in some of the employment sectors, where some employees are covered by a duo-system of both private and public healthcare services, while the other category is uncovered. Further, the distribution of the public

Strategy, Business Information and Analysis Essay - 1

Strategy, Business Information and Analysis - Essay Example In particular, Porter has contributed mainly the following: five forces model (1980); generic competitive strategies of cost leadership, product differentiation, and focus (1980; 1985); competitive advantage (1985; 1987); four corners model (1980); value chain (1985); diamond model (1990), and market positioning strategies. Since Porter’s contributions have created a pervasive influence on business theory and practice, a lot of strategists from different fields have considered examining, recommending or applying his ideas. Nonetheless, given that his contributions have received widespread attention, it is the case that his ideas have been subject to criticisms. As a matter of fact, despite the fact that it made his 1980 book entitled â€Å"Competitive Strategy† the ninth most influential management book of the 20th history (Bedeian & Wren, 2001: 223), Porter’s five forces model received criticisms. In this regard, this paper delves mainly at critically analyzing and evaluating Michael Porter’s contribution to the field of strategic management. In order to give more focus and attention to the works of Porter to the strategic management area, this paper is limited to evaluating only three contributions. Basically, it aims at answering three points. First, it plans to look at Porter’s concept of competitive advantage. After analyzing the concept, second, this paper examines one of the specific types of strategies, his five forces model. The consideration of choosing this particular contribution is because of the fact that despite this model made his book the ninth most influential management book of 20th history, still, it received criticisms. Third, it also intends to assess his generic competitive strategies of cost leadership, product differentiation and focus. This work is selected because he considers such strategies to be generic. Meanwhile, the exigency to critically assess Porter’s contribution is because there is a need to understand why he has happened to be one of the most influential characters in the field of strategic management. This paper is of significance because it offers a deeper understanding of key concepts, ideas and debates in the said field. Likewise, the importance of this paper is that it can offer a critique of Porter’s work. To pursue the objective of this paper, this paper is structured in giving initially an overview of each contribution of Porter which is then followed by a particular critique of his work: competitive advantage, five forces model, and generic competitive strategies of cost leadership, product differentiation and focus. Lastly, it discusses the outcomes of this critical assessment. A Critical Assessment of Michael Porter’s Contribution to the Field of Strategic Management Overview of Competitive Advantage As a concept, competitive advantage is meant by Porter (1980) as a competence achieved via attributes as well as resources in order for higher level performance relative to

Arbitration Essay Example | Topics and Well Written Essays - 500 words

Arbitration - Essay Example Additionally, other characteristics of arbitration are that it is a confidential process. The confidentiality of the existence of the process as well as any other disclosure made during the arbitration process is protected. Parties are allowed to restrict access to confidential information and trade secrets. Moreover, the parties are required to select the arbitrator or panel of arbitrators. The arbitrator is required to act honestly and impartially and accord each party a reasonable opportunity to present his or her case. An arbitrator is also required to implement a procedure appropriate to the situation in order to arrive at a fair decision. Agreements to arbitrate or arbitration clauses are usually divided into two types. There are clauses that are contained in contracts and provide that in case of a dispute, such dispute shall be resolved through arbitration. These contracts will be normal contracts, but with clauses to arbitrate. The other type of arbitration agreements is signed after the dispute has occurred, and the parties agree to resolve this dispute through arbitration. These later types of arbitration agreements are considered as submission agreements. Regardless of the type of arbitration agreement adopted, it is imperative that both parties consent to the process. Consent is obtained by signing contracts with arbitration clauses or signing of submission agreements. Also essential to an arbitration clause is the concept of mutuality. In Wisdom v. AccentCare (paragraph 5), the appellate court held that mutuality is vital in employment contracts and lack of mutuality renders the contract substantially and proc edurally unconscionable. The issue before the court in this case was whether an arbitration clause contained in an employment contract requiring the employee to submit all disputes to binding arbitration lack mutuality or is mutuality inferred by the language of the agreement. In AT&T Mobility v. Concepcion (paragraph b), the

E-Marketing Segmentation, Differentiation, and Positioning Strategies Coursework

E-Marketing Segmentation, Differentiation, and Positioning Strategies - Coursework Example ther issue that proper entry research can turn up: no company wants to suddenly find that it has gone from a saturated domestic market to a saturated one. Therefore, companies must research carefully before making the move to market, and know what kind of customers they are targeting. â€Å"With three types of customers-those who shop exclusively through the catalogs, those who purchase strictly through retail, and those who utilize both channels of distribution - The J. Peterman Company is committed to learning all they can about their customers to gain increased market share† (J, 1999). Note that at the writing of this quotation, J Peterman was not involved with online marketing yet. However, at that present, it was proactive, and met the challenge of the future. In terms of the competitor market jpeterman.com shares within various segments, there are various niche competitors, such as Sharper Image, and J Crew, which have a larger market share and presence. It would be a mistake to offer the more lucrative market a product that it could not afford or could easily replace with a cheaper competitor’s product of similar quality. Although this market may be more willing to pay more initially for something faddish than the busy family market segment, it should not be the intention of the company to cash in on a quick fad and lose the long-term perspective warranted by this important market. Therefore, the company should follow a pricing strategy that places a great deal of importance not only on internet price cutting, but also on establishing perceived value in the customer base and leveraging this perception in terms of long-term customer attenuation. J Peterman is in a very competitive industry. The source of this is the popularity of this industry as a commerce supplier that can also now be accessed over the internet. Many businesses like J Peterman are rushing to invest time and money in networked e-commerce systems, so as to enhance consumer

School of Health Ethics Form Essay Example | Topics and Well Written Essays - 2500 words

School of Health Ethics Form - Essay Example The research paper, therefore, is about a survey of a representative of a physician in the United States who can be deemed to care for patients nearing their deaths so as to assess the frequency in which request for assisted euthanasia or suicide and compliance with such requests (Atwood-Gailey, 2003: 2). Euthanasia is said is said to have historical rooting from the Greek language meaning â€Å"good health†. However, over time, the meaning has evolved to mean that one person knowingly leads to the death of the other who is considered terminally or seriously ill and can not be saved from the situation. The main emphasis attached this mercy killing is always to bring to an end the suffering of the later like for example patients diagnosed with bone cancer among other ailments. Within the country, the procedure for taking an away life in order to end is not allowed in all the fifty states, however countries like Netherlands and Belgium practice as it is legal under the law. In s pite of euthanasia not being legal within the country, physician-assisted suicide is legal and being practiced and being practiced in different states within the country. Examples of states practicing physician-assisted suicide are Washington, Oregon, and Montana (Lo, 2009). However, the two are always similar but the main difference depends on who administers the medicine to bring a patient life to an end (Mcdougall, Gorman & Roberts, 2008). In physician-assisted suicide, a physician plays a crucial role in creating lethal medications for the patients, but the medications are always used by the patient at his own time and comfort, however, this is the opposite of euthanasia because the physician here takes an active role in ending a patient’s life.

Education in Schools Essay Example for Free

Education in Schools Essay The Inspectorate wishes to thank the following for the use of photographs: Clonakilty Community College, Clonakilty, Co Cork Saint Mark’s Community School, Tallaght, Dublin 24 Saint Mac Dara’s Community College, Templeogue, Dublin 6W Scoil Barra Naofa, Monkstown, Cork Scoil Nano Nagle and Talbot Senior National School, Clondalkin, Dublin 22 Whitechurch National School, Whitechurch Road, Dublin 16  © 2008 Department of Education and Science ISBN-0-0000-0000-X. Designed by Slick Fish Design, Dublin Printed by Brunswick Press, Dublin Published by Evaluation Support and Research Unit Inspectorate Department of Education and Science Marlborough Street Dublin 1 To be purchased directly from Government Publications Sales Office Sun Alliance House Molesworth Street Dublin 2 or by post from Government Publications Postal Trade Section Unit 20 Lakeside Retail Park Claremorris Co Mayo â‚ ¬20 Contents Foreword Executive summary xi xiii Part 1 Introduction Chapter 1 ICT in primary and post-primary education in Ireland 1. 1 1. 2 1. 3. Introduction Background ICT policy and investment in education 1. 3. 1 1. 3. 2 1. 3. 3 1. 4 1. 4. 1 1. 4. 2 1. 4. 3 1. 4. 4 1. 5 Policy for ICT in education ICT in the curriculum Investment in ICT in education Computers in schools Other ICT equipment in schools Expenditure on ICT and technical support Other areas covered in the census 1 2 3 6 6 9 11 12 12 14 15 16 16 17 18 18 20 21 21 22 23 24 25 27 28 30 30 30 30 30 ICT infrastructure census in schools (2005) Summary Evaluation methods Chapter 2 2. 1 2. 2 2. 3 2. 4 Introduction Approaches to evaluating ICT in schools Overview and aims of the evaluation National survey of primary and post-primary principals and teachers 2. 4. 1 2. 4. 2 2. 4. 3 2. 4. 4 Survey sampling methods Survey research methods Response rate Comparison of respondents and population 2. 5 2. 6 Case-study school evaluations 2. 6. 1 2. 6. 2 Primary schools Post-primary schools Observations during classroom inspections (primary) and subject inspections (post-primary) 27 2. 7 2. 8 On-line evaluation Evaluation outputs and terms 2. 8. 1 2. 8. 2 2. 8. 3. Outputs Junior and senior classes Quantitative terms used in this report iii ICT in Schools Part 2 Chapter 3 3. 1 3. 2 3. 3 3. 4 3. 5 ICT infrastructure and planning in schools ICT infrastructure in primary and post-primary schools 31 32 33 37 38 41 41 42 45 45 49 53 56 57 59 59 61 64 64 66 69 70 70 72 73 75 79 80 81 90 98 99 99 101 102 102 105. Introduction The ICT advisory service ICT and funding ICT maintenance, technical support, and obsolescence Access to computers 3. 5. 1 3. 5. 2 Access by teachers Access by students Organisation of ICT facilities in case-study primary schools Organisation of ICT facilities in case-study post-primary schools 3. 6. The use of computers in schools 3. 6. 1 3. 6. 2 3. 7 3. 8 3. 9. ICT peripherals Software Use of e-mail 3. 10. 1 3. 10. 2 3. 11. 1 3. 11. 2 The learning platform The school web site Main findings Recommendations ICT planning in primary and post-primary schools 3. 10 The on-line environment 3. 11 Summary of findings and recommendations Chapter 4 4. 1 4. 2 Introduction The planning process 4. 2. 1 4. 2. 2 4. 2. 3 4. 2. 4 The ICT steering committee The ICT co-ordinator The ICT plan The acceptable-use policy Teachers’ professional development Using ICT in classroom and lesson planning and preparation Planning for using ICT in teaching and learning Principals’ priorities for ICT development Teachers’ priorities for ICT development Main findings Recommendations. 4. 3 Implementation of ICT planning 4. 3. 1 4. 3. 2 4. 3. 3 4. 4 Forward planning 4. 4. 1 4. 4. 2 4. 5 Findings and recommendations 4. 5. 1 4. 5. 2 iv Part 3 Chapter 5 5. 1 5. 2 5. 3 ICT and teaching and learning in schools ICT and teaching and learning in primary schools 107 108 108 111 111 112 113 114 116 120 126 127 127 127 128 129 130 131 133 134 134 134 135 135 137 139 140 141 141 145 148 149 151 152 153 155 163 167 Introduction Teachers’ ICT qualifications and skills Classroom practice and ICT 5. 3. 1 5. 3. 2 5. 3. 3 5. 3. 4 5. 3. 5 5. 3. 6 5. 3. 7 Planning Frequency of ICT use Organisation of ICT use Focus of ICT use Use of resources and applications in the classroom Quality of provision Provision for students with special educational needs by mainstream class teachers Access to ICT Planning for the use of ICT Frequency of ICT use Focus of ICT use Use of resources and applications Quality of provision 5. 4 ICT in special education 5. 4. 1 5. 4. 2 5. 4. 3 5. 4. 4 5. 4. 5 5. 4. 6 5. 5 5. 6. Assessment Developing ICT in the classroom 5. 6. 1 5. 6. 2 Factors that constrain the development of ICT in the curriculum Factors that facilitate the development of ICT in the curriculum Main findings Recommendations ICT and teaching and learning in post-primary schools 5. 7 Findings and recommendations 5. 7. 1 5. 7. 2 Chapter 6 6. 1 6. 2 Introduction ICT qualifications and skills 6. 2. 1 6. 2. 2 Teachers’ ICT qualifications and skill levels Students’ ICT skill levels Timetabling of dedicated ICT lessons Curriculum and content of dedicated ICT lessons School principals’ support for the use of ICT in the classroom ICT in practice in the classroom Quality of provision 6. 3 Dedicated ICT lessons 6. 3. 1 6. 3. 2 6. 4 Classroom practice and ICT 6. 4. 1 6. 4. 2 6. 4. 3 6. 5 ICT and special educational needs v ICT in Schools 6. 6 6. 7 Assessment Developing ICT in the classroom 6. 7. 1 6. 7. 2 Factors that constrain the development of ICT in the classroom Factors that facilitate the development of ICT in the classroom Main findings Recommendations. 168 168 168 170 172 172 174 6. 8 Findings and recommendations 6. 8. 1 6. 8. 2 Part 4 Chapter 7 7. 1 7. 2 Summary of findings and recommendations Main findings and recommendations 177 178 179 179 181 182 184 184 186 188 188 189 191 194 197 Introduction Main findings 7. 2. 1 7. 2. 2 7. 2. 3 Infrastructure ICT Planning ICT in teaching and learning ICT infrastructure Professional development needs of teachers ICT infrastructure in schools Planning for ICT in schools ICT in teaching and learning 7. 3 Main recommendations for policy-makers and policy advisors 7. 3. 1 7. 3. 2 7. 4 Main recommendations for schools 7. 4. 1 7. 4. 2 7. 4. 3 References Appendix vi Abbreviations. AP AUP BOM CAD CEB CESI CPD DES ECDL EGFSN ERNIST ESI EU FETAC ICD ICT ISC LC LCA LCVP LSRT MLE NCC NCCA NCTE NPADC OECD PCSP PISA SCR SDP SDPI SDPS SDT SESE SESS SIP TIF VEC VLE WSE assistant principal acceptable use policy board of management computer-aided design Commercial Examining Board Computer Studies Society of Ireland continuing professional development Department of Education and Science European Computer Driving Licence Expert Group on Future Skills Needs European Research Network for ICT in Schools of Tomorrow Education Services Interactive (Project). European Union Further Education and Training Awards Council in-career development information and communications technology Information Society Commission Leaving Certificate (Established) Leaving Certificate—Applied Leaving Certificate Vocational Programme learning-support resource teacher managed learning environment National Competitiveness Council National Council for Curriculum and Assessment National Centre for Technology in Education National Policy Advisory and Development Committee Organisation for Economic Co-operation and Development Primary Curriculum Support Programme Programme for International Student Assessment student-computer ratio school development planning School Development Planning Initiative (Post-primary). School Development Planning Support (Primary) special-duties teacher Social, Environmental and Scientific Education Special Education Support Service Schools Integration Project Telecommunications and Internet Federation Vocational Education Committee virtual learning environment whole-school evaluation vii ICT in Schools Tables Table 1. 1 Table 1. 2 Table 1. 3 Table 2. 1 Table 2. 2 Table 2. 3 Table 2. 4 Table 3. 1 Table 4. 1 Table 4. 2 Table 4. 3. Table 4. 4 Table 4. 5 Table 4. 6 Table 5. 1 Table 5. 2 Table 5. 3 Table 5. 4 Table 5. 5 Table 5. 6 Table 5. 7 Table 5. 8 Table 5. 9 Funding of ICT in education policy initiatives Student-computer ratio (SCR) in each school sector in given years Proportion of schools having at least one fixed and one mobile data projector Comparison of survey sample. and population, primary schools Comparison of survey sample and population, post-primary schools Number and level of lessons observed, post-primary schools Quantitative terms used in the report Awareness and use of NCTE and ICT advisory services among teachers Teachers’ attendance at NCTE and ICT advisory service training courses Professional development preferences of post-primary teachers, by subject Teachers’ use of internet resources in planning and preparation for teaching Primary principals’ views on the strategic development of ICT Post-primary principals’ views on the strategic development of ICT Teachers’ priority areas for the development of ICT Proportion of primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced†. Proportion of primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† Inspectors’ observations on the use of ICT to facilitate teaching and learning in classrooms Teachers’ use of software and the internet to facilitate learning Most frequently used applications in the teaching of individual curricular areas Applications used by members of special-education support teams to promote the development of skills. Most frequently used applications to promote the development of individual learning priority areas Comparison of inspectors’ ratings of the quality of ICT provision in supporting children with special educational needs in mainstream and special-education support settings Table 5. 10 Table 6. 1 Table 6. 2 Table 6. 3 Sample of inspectors’ comments on the quality of ICT use in special-education support settings Proportion of post-primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced† Proportions of post-primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† 144 Timetabled dedicated ICT lessons in post-primary schools 149 142 133 132 131 130 113 117 117 111 109 12 13 14 24 25 29 30 36 83 88 93 100 100 102 Inspectors’ comments on the quality of use of ICT observed in teaching and learning 123 viii Table 6. 4 Table 6. 5 Table 6. 6 Table 6. 7 Table 6. 8 Table 6. 9. Commonly taught topics in dedicated ICT lessons Principals’ descriptions of how ICT is used in some subjects Principals’ views on the impact of ICT on teaching and learning Location of lessons observed during subject inspections ICT resources available in the classrooms of lessons observed Use of the internet and software in teaching and learning 151 153 154 155 155 161 Diagrams Fig. 2. 1 Fig. 2. 2 Fig. 2. 3 Fig. 3. 1 Fig. 3. 2 Fig. 3. 3 Fig. 3. 4 Fig. 3. 5 Fig. 3. 6 Fig. 3. 7 Fig. 3. 8 Fig. 3. 9 Fig. 3. 10 Fig. 4. 1 Fig. 4. 2 Fig. 4. 3 Fig. 4. 4 Fig. 4. 5 Fig. 4. 6 Fig. 4. 7 Fig. 4. 8 Fig. 4. 9 Fig. 4. 10 Fig. 4. 11 Fig. 4. 12 Fig. 4. 13 Fig. 5. 1 Fig. 5. 2 Fig. 5. 3 Survey response rates Mainstream lesson observations in primary schools Subjects reviewed at post-primary level Teachers’ ratings of NCTE and ICT advisory services Access to computers by primary teachers Access to computers by post-primary teachers Access to computers by fifth-class students Access to computers by fifth-year students Frequency of use of ICT peripherals by primary teachers Frequency of use of ICT peripherals by post-primary teachers Provision and use of e-mail address by subject taught, post-primary schools. The primary school web site: teachers’ responses The post-primary school web site: teachers’ responses Contents of ICT plans, primary schools Contents of ICT plans, post-primary schools Staff ICT training in primary schools within the previous three years Staff ICT training in post-primary schools within the previous three years Principals’ and teachers’ views on ICT training requirements, primary schools Principals’ and teachers’ views on ICT training requirements, post-primary schools Use of computers for lesson preparation Resources provided by mainstream primary teachers using ICT Use of the internet in planning and preparation for teaching, by subject Scoilnet visits by teachers. The most popular sections of Scoilnet among teachers Teachers’ ratings of Scoilnet Teachers’ views on what Scoilnet should contain Use and related proficiency of applications in teaching Extent to which mainstream teachers plan for the use of ICT Organisation of teaching and learning during use of ICT 23 28 29 34 41 42 43 44 54 54 58 62 62 77 77 81 82 86 87 90 91 93 94 95 96 97 110 112 113 ix ICT in Schools Fig. 5. 4 Fig. 5. 5 Fig. 5. 6 Fig. 5. 7 Fig. 5. 8 Fig. 5. 9 Fig. 5. 10 Fig. 5. 11 Fig. 5. 12 Fig. 5. 13 Fig. 5. 14 Fig. 6. 1 Fig. 6. 2 Fig. 6. 3 Fig. 6. 4 Fig. 6. 5 Fig. 6. 6 Fig. 6. 7 Fig. 6. 8 Fig. 6. 9 Fig. 7. 1. Frequency of ICT use to promote learning in curricular areas Frequency of ICT use among mainstream and special class teachers to facilitate development of skills Frequency of use of individual internet resources by internet users Inspectors’ rating of the quality of use of ICT in teaching and learning Students’ proficiency in individual tasks Level of ICT support for students with special educational needs in mainstream classrooms Level of access by students with special educational needs in special-education support settings. Extent to which special-education support team members plan for the use of ICT Inspectors’ observations of the use of ICT to facilitate teaching and learning in special-education support settings Frequency of ICT use in special-education support settings to facilitate development of skills Inspectors’ ratings of the quality of use of ICT in teaching and learning observed in special-education support settings Proficiency and use of applications in teaching Students’ use of computers Students’ ICT skill levels Use of ICT in the planning and preparation of observed lessons Main uses of ICT in teaching and learning in the subjects inspected, as reported by teachers. Frequency of use of computers in teaching Settings in which ICT is used in classrooms Use of the internet and applications, by subject area Inspectors’ rating of the quality of use of ICT in teaching and learning observed International student-computer ratios from PISA 2003 114 115 119 122 125 126 127 128 128 129 132 143 146 147 156 157 158 159 162 164 179 x Foreword. Information and communication technology has brought profound changes to almost all aspects of our lives in recent years. It has transformed activities as basic as how we work, communicate with each other, treat illnesses, travel, shop and enjoy our leisure time. The pace of change shows no sign of slowing: indeed, the development of ICT and its applications to areas such as the integration of media, are continuing at even faster rates than heretofore. In a relatively short period of time, ICT skills have become as fundamental to living a full life as being able to read, write and compute. Ireland has been a leading player in the development of the ICT industry. We have been a leading exporter of ICT hardware and software, and many of the key businesses in the industry have important bases here. Like other countries, we have also recognised that if our young people are to live full lives in a world transformed by ICT, they need to have opportunities to acquire and develop ICT skills from an early age. Since the late 1990s, we have made considerable investments in ICT infrastructure in schools, and in training for teachers and other professionals. Until now, little national research evidence has been published on the impact that the new technologies have had on schools and especially on teaching and learning. This report examines the extent to which ICT has been used in schools at both primary and post-primary levels and, more importantly, assesses the impact that ICT has had on teaching and learning, including the ways in which ICT is used to support the learning of students with special educational needs. The evaluation shows that while much progress has been achieved in the roll-out of ICT in schools, considerable challenges remain. The report presents findings and recommendations that will be of interest to teachers, principals, school support services, curriculum developers and policy-makers. I hope that it will inform debate and policy decisions on how we can ensure that young people have the skills, knowledge and attitudes necessary to benefit from the opportunities presented by this powerful technology in the years ahead. Eamon Stack Chief Inspector xi ICT in Schools xii Executive summary xiii ICT in Schools Executive summary. An evaluation of the infrastructure, planning and use of information and communications technology in teaching and learning was conducted by the Inspectorate in primary and post-primary schools during the school year 2005/06. The objectives of the evaluation were: †¢ to examine the extent to which ICT was used in primary and post-primary schools †¢ to evaluate the impact of ICT on teaching and learning †¢ to assess the ICT skills of students at selected points in the education system and to obtain their views on their experience of ICT in their schooling †¢ to obtain the views of principals and teachers on their ICT skills and their opinions of the impact and future role of ICT in education †¢ to make recommendations for policy development regarding ICT in schools. xiv Executive summary. The evaluation methods comprised: †¢ a national survey of primary (234) and post-primary (110) principals †¢ a national survey of primary (1,162) and post-primary (800) teachers †¢ case-study school evaluations by inspectors (32 primary schools, 20 post-primary schools) †¢ observations during classroom inspections (77 primary schools) †¢ observations during subject inspections (111 post-primary schools) †¢ a follow-up on-line survey of teachers in case-study post-primary schools. Summary of main findings The findings and recommendations are summarised here and are elaborated in chapter 7. Infrastructure †¢ The student-computer ratio (SCR) in Irish schools is 9. 1:1 at primary level and 7:1 at post-primary level. Information available from the OECD suggests that countries that have taken the lead in the provision of ICT in schools are aiming for or achieving a SCR of 5:1. †¢ In the main, schools make effective use of the grants provided by the DES for developing their ICT systems. However, schools generally spend considerably more on ICT than the sums made available through these grants schemes. †¢ The lack of technical support and maintenance is a significant impediment to the development of ICT in schools. †¢ At primary level, computer rooms are generally a feature of the larger schools. However, access by students to computers was found to be superior where the computers were located in the classrooms. At the post-primary level there is a greater permeation of computers in specialist rooms than in general classrooms. †¢ Schools were found to use a limited range of ICT peripherals, mainly printers, scanners, and digital cameras. Digital projectors were found in post-primary schools. At primary level, interactive whiteboards were present in a small number of schools. †¢ Schools that made dedicated computer facilities available to teachers reported that it led to the use of more high-quality and creative teaching resources in classrooms. xv ICT in Schools Planning †¢ Responsibility for ICT in a school can lie with an ICT steering committee, the principal, the deputy principal, an ICT co-ordinator, or a combination of these personnel. Greater efficiency is achieved where a named person has responsibility for ICT within a school and where their role is clearly defined. †¢ The majority (71%) of primary schools surveyed, but fewer than half (46%) of post-primary schools, were found to have a written ICT plan. These plans tend to concentrate more on infrastructural issues than on how ICT can be used to enhance teaching and learning. †¢ Most schools (83% of primary schools, 87% of post-primary schools) were found to have an acceptable-use policy (AUP). This is a product of the requirements of the Schools Broadband Access Programme and the safety-awareness initiatives of the NCTE. It is also an indication of the seriousness that schools attach to the risks associated with the use of the internet. †¢ The majority of teachers make some use of ICT in lesson planning and preparation. Newly qualified teachers are more likely to use ICT for this purpose than their more experienced colleagues. However, fewer teachers were found to plan for the use of ICT in teaching and learning. At the post-primary level, planning for the use of ICT in teaching varies between subjects. The programmes for Transition Year, LCVP and LCA specifically encourage planning for the use of ICT in teaching and learning. Teachers of these programmes regularly reported that their involvement also encouraged them to use ICT in their teaching with other class groups. †¢ School principals and teachers identified the provision and maintenance of hardware in schools and the provision of professional development opportunities in ICT as being strategically important for the development of ICT in their school. Generic programmes of professional development, because of their wider appeal, were found to have a greater take-up among teachers than topic-specific programmes. Teaching and learning †¢ Only 30% of primary teachers and 25% of post-primary teachers rated their ability as either â€Å"intermediate† or â€Å"advanced† with regard to using teaching and learning methods that are facilitated by ICT. Recently qualified teachers had a higher perception of their ICT skills than more experienced teachers. †¢ At the primary level, the inspectors reported evidence of the use of ICT to facilitate teaching and learning in 59% of the classrooms visited. However, the inspectors observed ICT actually being used in only 22% of the lessons observed. Nearly a quarter of all inspections showed a competent or optimal level of performance in relation to the use of ICT in the classroom. xvi Executive summary †¢ Where ICT is used in primary classrooms it predominates in core curricular areas, such as English and Mathematics, and in Social, Environmental and Scientific Education (SESE). †¢ The evaluation found that many fifth-class students in primary schools do not have the competence to complete basic tasks on the computer. While most students reported being able to perform many of the most basic computer tasks, such as turning a computer on and off and opening or saving a file, more than 30% reported that they were not able to print a document or to go on the internet by themselves. Almost half (47%) reported not being able to create a document by themselves. The majority did not know how to create a presentation (72%), use a spreadsheet (86%), or send an attachment with an e-mail message (88%). Competence in the use of ICT is limited for the most part to basic ICT skills, centred on the use of word-processing. †¢ Only 18% of the post-primary lessons observed by the inspectors involved an ICT-related activity. Students’ interaction with the technology was observed in only about a quarter of these instances. The most common ICT-related activity observed was the use of a data projector to make a presentation to a class group. Inspectors judged that effective integration of ICT in teaching and learning was occurring in approximately half of the lessons in which the use of ICT was observed (i. e. in approximately 11% of all lessons observed). †¢ Dedicated ICT lessons at the post-primary level are more prevalent among first-year classes, and are provided less frequently as students progress towards the Junior Certificate. The majority of schools concentrate on providing students with such lessons in their Transition Year, in the LCVP, and in the LCA. †¢ High levels of integration of ICT were found at the post-primary level in the science and applied science subjects and in subjects in the social studies I group. 1 Subjects were also identified that rarely made use of ICT, the most notable being Irish. †¢ The evaluation found that fifth-year students in post-primary schools had the confidence to perform many basic computer operations by themselves, for example saving, printing, deleting, opening and editing a document. However, it also found that they generally needed some assistance to perform more complicated tasks, such as moving files, copying files to external storage devices, and writing and sending e-mail. A relatively low proportion of these students reported being able to create a multimedia presentation. Students required most help with attaching a file to an e-mail message, constructing a web page, or dealing with computer viruses. While the post-primary inspectors generally commented positively on the students’ ICT work that they observed, they were also concerned that the tasks undertaken by the students were largely word-processing and presentation tasks. 1 Social Studies I group includes History; Geography; Art, Craft, and Design; and Music. Social Studies II group includes Religious Education; Physical Education; Civic, Social and Political Education (CSPE); and Social, Personal and Health Education (SPHE). xvii ICT in Schools †¢ ICT is widely used to facilitate the provision by schools of special education. Generally, ICT is used more frequently by members of the special-education team rather than by mainstream class teachers. The emphasis in students’ engagement with ICT in special-education settings is mainly on the support of literacy. Support for ICT †¢ The level of awareness among teachers of the ICT advisory service is generally low, with fewer than half the respondents at both the primary and the post-primary level reporting an awareness of it. Awareness is higher, however, among ICT co-ordinators than among other teachers. †¢ The use of the ICT advisory service is also low. At the primary level only 22% of all respondents reported having used the service, while at the post-primary level the corresponding figure was 15%. Summary of key recommendations for policy-makers and policy advisors †¢ The level of ICT infrastructure in schools needs to be improved. Specifically, Ireland should be working towards equipping not just all schools but all classrooms with an appropriate level of ICT infrastructure. Consideration should be given to equipping all classrooms with a computer for use by the teacher, broadband internet access with adequate bandwidth, and a fixed data projector and screen for use by the teacher in presentations. Furthermore, to ensure appropriate access to ICT by students, Ireland should strive to reduce its student-computer ratio (SCR) from the present 9. 1:1 in primary schools and 7:1 in post-primary schools. International evidence suggests that countries that have taken a lead in this area are aiming for or achieving a ratio of 5:1 or less in all schools. †¢ Improvements in ICT infrastructure will need to be supported by the introduction of a national ICT technical support and maintenance system for schools. Schools also need to be provided with the capacity to regularly upgrade their own ICT infrastructure. †¢ The pedagogical dimension of the ICT advisors’ role in an education centre could be more appropriately provided by the relevant school support services, in liaison with the ICT school coordinators. The technical dimension of the ICT advisors’ role could be provided in a number of ways, including for example, by having a commercially supplied ICT maintenance and support for schools. With an effective IT maintenance system in place, the pedagogical role of ICT coordinators within schools could be enhanced and supported with appropriate training. xviii Executive summary †¢ Support services should give priority to the integration of ICT in teaching and learning. There is an opportunity for such services to work more closely with schools, and with school ICT coordinators in particular, to determine staff training needs and assist in organising appropriate professional development courses for teachers. Support service personnel should aim to be proactive in providing examples of how ICT can be used to facilitate teaching and learning in any programmes provided. Furthermore, course organisers should take greater account of the wide range of ICT abilities and experiences commonly found in groups of teachers and should provide differentiated ICT learning experiences for course participants. †¢ Additional guidance should be provided to schools and teachers of students with special educational needs so that the needs of learners may be matched more appropriately with the technology available. †¢ There needs to be an increased emphasis on the application of ICT in teaching and learning in teacher education at pre-service, induction and continuing professional development stages. It is recommended that teacher education departments in third-level colleges should provide student teachers with the skills necessary to effectively use ICT in teaching and foster in them a culture of using ICT in their work. Consideration should also be given to extending and expanding significantly the current range of professional development courses available for teachers. A major focus of such an initiative should be on how ICT may be integrated fully in the teaching and learning of specific subjects and curricular areas. The ICT Framework for Schools, which the NCCA will issue in the near future, will be a further assistance to schools in this regard. Key recommendations for schools †¢ Schools and teachers should regularly review the use of ICT in their work. In particular, they should strive to ensure greater integration of ICT within teaching and learning activities in classrooms and other settings. †¢ Teachers should exploit the potential of ICT to develop as wide a range of students’ skills as possible, including the higher-order skills of problem-solving, synthesis, analysis, and evaluation. †¢ Principals should encourage and facilitate suitable ICT training for teachers. Schools should liase with relevant support services and should endeavour to establish mechanisms to facilitate the sharing of good practice among members of the staff. †¢ Schools should endeavour to provide all their students with an  appropriate and equitable level of experience of ICT at all class levels: at the primary level and at both junior and senior cycle at the post-primary level. xix ICT in Schools †¢ Schools should plan for the maintenance and upgrading of their ICT systems. †¢ Computer rooms, where they exist, should be used to maximum effect. Staff members and students should be provided with adequate access to the internet. Post-primary schools in particular should aim to increase the permeation of ICT in general classrooms. †¢ A designated staff member should be responsible for ICT development. An ICT plan should be developed, using a consultative process, and an appropriate-use policy (AUP) should also be established. †¢ Teachers should endeavour to integrate ICT more in their planning and preparation for teaching. †¢ Schools need to ensure that ICT is used to support students with special educational needs in the most effective and appropriate way. Schools need to ensure that they match students needs to the most appropriate technology available, and that ICT is used to support not only the acquisition of literacy but the widest range of students needs. †¢ Schools should exploit the benefits to be had from ICT in their assessment procedures and also in their administrative practices. xx Chapter 1 ICT in primary and post-primary education in Ireland Part 1 Introduction 1 ICT in Schools †¢ Part 1 Introduction 1. 1 Introduction Information and communications technology (ICT) is an accepted element in all our lives and has a central role to play in education. Since the appearance of the first Government policy on ICT in education in 1997, a substantial investment has been made in ICT facilities and training in Irish schools. In Ireland, as in other countries, the debate about ICT in education concentrates on the potential impact of ICT on teaching and learning and on the measures that need to be adopted to ensure that the potential of ICT to enrich students’ learning experience is realised. This Inspectorate report presents the findings of a major evaluation of the impact of ICT on teaching and

Theories of Perception and Perception in the Workplace

Theories of Perception and Perception in the Workplace Perception Perception can be termed as the ability to see, hear, or become aware of something through the senses. It can be understood as the way in which something is regarded, understood and interpreted. In our day to day activities we perceive things constantly. Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. Various authors have defined Perception as follows : â€Å"The best and the most beautiful things in the world cannot be seen, nor touched†¦but are felt in the heart† Hellen Keller â€Å"To begin with, our perception of the world is deformed, incomplete. Then our memory is selective. Finally, writing transforms.† Claude Simon Perception includes our five senses i.e. touch, sight, taste smell and taste. It also involves the cognitive processes required to process information, such as recognizing the face of a friend or detecting a familiar scent. The perceptual process is a sequence of steps that begins with the environment and leads to our perception of a stimulus and an action in response to the stimulus. Most of the perception process takes place subconsciously. However what we perceive can be substantially different from objective reality. For example, we may view our workplace as a great place to work favourable working conditions, interesting job assignments, good pay, excellent benefits, understanding and responsible management but someone else may have a different view point than ours. This is due to the difference in our way of thinking or perception. The Perception Process consists of Three Steps: They are: Selection Organization Interpretation 1. Selection Selection is the process by which we attend to some things in our environment and not others. Because we are exposed to infinitely more data than we can possibly manage, the first thing our brain helps us do is select the data we want to attend to. Many things affect what data we select out of the environment to attend to, but this is primarily a matter of contrast: we are attracted to larger things against a smaller background and vice versa; things that move against a still background, and vice versa; things that repeat, things that are familiar in a strange environment, things that are different in a familiar environment, etc. For example if we are walking around a park we may focus on the swings and not the lake. This is due to the fact that we want to focus on the swings because we give greater importance to it. 2. Organization While we may have selected out and attended to particular data in the environment, many messages are still ambiguous – that is, we can ‘‘arrange’’ the data in more than one way. We all can remember from some training exercise or psychology class those pictures and images that challenged your perceptual abilities – like the one that is both the old haggardly woman and the beautiful young woman with a hat – but not at the same time? There are others that are common – lines that are both bent and parallel; grey spots that appear between squares, but are not ‘‘really’’ there in the physical data? Thats the same issue plaguing us. Importantly however, notice that in all cases, we cannot see the competing sets of stimuli at the same time. We cannot see the old woman and the young woman at the same time; we cannot see the lines as parallel unless we are told to look; we cannot see how the man continually ascends the staircase unless we look for other data. The fact that we see one thing and not the other is the way perception works in conflict. Of course, it’s the same physical picture for everyone, so what explains the discrepancy in ‘‘reality’’? Again, the same picture for everyone – the physical data don’t run around and rearrange themselves when we blink – so why don’t we see the same thing? 3. Interpretation The final perceptual process is interpretation, where we attach an assessment or evaluation to the data, or derive a particular understanding of the data. Our interpretations, as do our organizing schema, come from our mental models or frames of reference. Past experiences play an important role in how we interpret data, as well as our assumptions about human nature, and our expectations about people, things and events. How we interpret data is also influenced by personal mood, as well as ‘‘closure’’, which allows us to add finishing touches to an experience to reduce any uncertainty about the data. It is what allows us to finish another person’s sentence for them, or generalize what another person must be like based on what they are wearing or something they say. Various Studies Conducted on Perception There have been many research and studies done on Perception. Some of them are detailed below: 1. Self Perception Theory Self-perception theory (SPT) is an account of  attitude  formation developed by  psychologist  Daryl Bem (1972).According to self-perception theory, people come to know themselves in the same way that they come to know others. They observe their own behaviors in a variety of situations and then they make attributions about their behaviors. Of course, people are free to make so-called fundamental attribution errors. Most of the time we prefer to attribute the causes of behaviors in others to personality traits or internal factors, rather than situational ones. We tend to think that another persons actions are caused by something within, rather than being caused by circumstances, or external, situational factors. The personality traits to which we attribute our own behaviors can be seen as self-definitions. This is especially true in the context of narratives about ourselves in psychotherapy. It may be useful to outline specifically how self-definition operates in counselling and psychotherapy. Such a model can serve to identify the stages of the process. It should also point out a basis for the reciprocal nature of therapy. Here is a proposed six-step outline of the self-definition process in counselling and psychotherapy. In a psychotherapy experience, people learn about themselves by observing their own behaviors: They observe and attend to the things they say about themselves in counselling sessions. The therapist encourages new behaviors, including new recognitions of feelings, new experiences and new cognitions. People then try out new behaviors, both in and out of the counselling sessions. With the counsellors help, they reflect on these new behaviors: What do these behaviors say about their self-definitions? They then redefine their selves according to their new behaviors. Feedback from others, including the counsellor and other members in a group counselling setting, allows them to monitor the changes. It may be that when this sequence occurs, therapists quite often notice that the therapy is â€Å"working.† Perhaps good counselling and psychotherapy experiences can be best understood as instances of heightened self-perception. 2. Extrasensory Perception Extrasensory perception or ESP refers to the sixth sense in an individual. It was coined by Dr. J. B. Rhine to denote psychic abilities. These psychic abilities included telepathy, clairvoyance, clairaudience and precognition or retro cognition associated with them. He believed that individuals perceive using their mind senses rather than the physical senses. Experiments and Findings Ina Jephson (1920) was one of the first person to conduct a study using cards on ESP. She reported mixed findings across two studies. G.N.M. Tyrrell conducted further experiments using target-selection and data-recording to guess the location of a point of light in future. Other experiments of paranormal cognition and ability to retrieve information through token objects were conducted by Whateley Carington and J. Hettinger respectively. In the 1960s, cognitive psychologyandhumanistic psychology were the centre of development. Therefore in line with them, parapsychologists became increasingly interested in the cognitive components of ESP, the subjective experience involved in making ESP responses, and the role of ESP in psychological life. Memory, for instance, was offered as a better model of psi than perception. This called for experimental procedures that were not limited to Rhines favoured forced-choice methodology. Free-response measures, such as used by Carington in the 1930s, were developed with attempts to raise the sensitivity of participants to their cognitions. These procedures included relaxation, meditation, REM-sleep, and the Ganzfeld (a mild sensory deprivation procedure). 3. Gregory (1970) and Top Down Processing Psychologist  Richard Gregory (1970) believed that perception is a hypothesis. Heargued that perception is a constructive process. It relies on the approach of top down processing. For  Gregory was of the opinion that perception involves making inferences and best guesses from what we see.He argued that people perceive using their past experiences as an anchor in his approach. When we see something, we develop a perceptual hypothesis based on prior knowledge. The hypotheses we develop are nearly always correct. However, on rare occasions, perceptual hypotheses can be disconfirmed by the data we perceive. 4. Gibson (1966) and Bottom Up Processing James Gibson (1966)  criticized Gregorys discussion citing it as artificial and of having no relevance in the real world. It is important to note that Gregory noted these as exceptions in his theory rather than a norm. Gibson was of the opinion that perception is direct. He believed that there is enough information in our environment to perceive directly.Gibson thought that perception is sensation and we get what we see. He believed that the information we receive about our environment w.r.t. to shape, distance, size, etc. is sufficiently detailed for us to form our own perception. For example, Gibsons support of the argument that perception is direct is parallax motion. As we move through our environment, objects which are close to us pass us by faster than those further away. This is most recognisable when we are moving in a fast car. Emerging trends and Challenges globally and in India Factors Affecting Perception in Workplace There are various factors that can affect an individuals perception in a workplace. These factors are responsible for the difference in attitudes among employees, absenteeism, turnaround, job satisfaction etc. The various factors are : Stereotyping: We sometimes see stereotyping in an organisation based on an employees field of work. The most common example is that of white-collar employees and blue-collar employees. The employees from both these stratas have a different perception of each other simply because the kind of work they do. Though both are contributing towards the growth of the organisation but stereotyping brings different perceptions among them Personal problems: Many a times the personal problems of a worker finds its way into his/her work life. These problems can include death, divorce, pregnancy etc. A worker going through a personal problem may be grateful that he has a job atleast and works hard to retain the same. On the other hand he sees is colleague as not being so grateful and perceives him/her as lazy. Cultural Difference: Cultural Differences may play a major role in development of perceptions among individuals. These occur due to the upbringing and the past experience of an individual. Asian employees have a tendency to focus more on the relationship with their employer compared to their western counterparts. In America and Britain the emphasis on time management which is secondary to Indian employees. Management Styles: If a manager does not interfere in the subordinates work and maintains a distance between them he may be perceived as one who does not care about the employees or their work. However if he interferes, he may be thought to be a person who does not trust anybody. Gender Bias: Gender bias and sexual harassment are burning issues that plague all organizations today. What constitutes sexual harassment and what does not is widely influenced by perception. Macabe and Hardman conducted a survey in Australia on sexual harassment and found that white-collar workers perceive and report sexual harassment more than blue-collar ones. The survey found that in white-collar organizations, most women experience sexual harassment. While men were more tolerant than women, women who had experienced it were most likely to report it. In blue-collar organizations, the type of harassment and the people most likely to report it were same but there were no gender differences as far as sexual harassment is concerned. Conclusion Perception is the way we perceive people, objects and events. A number of factors operate to shape and sometimes distort perception. These factors can reside in the perceiver; in the object, or target, being perceived; or in the context of the situation in which the perception is made. When we look at a target and attempt to interpret what we see, our interpretation is heavily influenced by your personal characteristics our attitudes, personality, motives, interests, past experiences, and expectations. For instance, if we expect police officers to be authoritative or young people to be lazy, we may perceive them as such, regardless of their actual traits. The Perception theories too are not cent percent applicable in all cases. This is due to the fact that each individual is different and he has a separate way of thinking. I would like to conclude by saying that Perception is about PERCEIVING and it depends on the individual. References: Books Robbins , Judge and Vohra (2013) Organisational Behaviour Perception and Individual Decision Making In-text reference : (Robbin, Judge and Vohra,2013) Journals R. Michael Boneko (2011). Learning in conflict: revisiting the role of perception  Development and Learning Organizations VOL. 25 NO. 2 2011, pp. 15-17,  In-text reference : (R.Michael Boneko, 2011) Rostylsaw W. Robak (2001). Self-Definition in Psychotherapy: Is it Time to Revisit Self-Perception Theory?  North American Journal of Psychology, 15277143, 2001, Vol. 3, Issue 3  In-text reference : (Rostylsaw W. Robak, 2001) Ellis, A. (2000). Rational emotive behavior therapy.  In R. J. Corsini D. Wedding (Eds.), Current Psychotherapies (6[supth] ed., pp. 168–204). Itasca, IL: F. E. Peacock Publishers.  In-text reference : (Ellis, A. ,2000) Websites Kendra Cherry Perception and the Perceptual Process.  Retrieved from the website : http://psychology.about.com/od/sensationandperception/ss/  In-text reference : (Kendra Cherry) Boundless Psychology Sensation and Perception  Retrieved from the website:  https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/sensation-and-perception-5/the-basics-of-perception-39/selection-168-12703/  In-text reference : (Boundless Psychology) Wikipedia Perception Theories  Retrieved from the website : http://en.wikipedia.org/wiki/perception-theories.html  In-text reference : (Perception Theories)