Non-financial rewards for motivating employees free essay sample

Describe what is meant by motivation. What types of non-financial reward might a company use to motivate employees? Motivation can be defined as the reason an individual is performing a task extremely well compared to normal behaviour. Besides that, it is also the process that initiates, guides and maintains goal-oriented behaviours. A well-motivated workforce can provide several advantages such as better productivity, lower level of absenteeism, lower level of staff turnover, and improve product quality. In short, motivation is needed for employees to always be effective and efficient and with that firms and companies can reduce expenses such as labour cost. To motivate employees, companies can use various type of non-financial reward such as recognition, rewards, opportunity and flexibility. Most of the non-financial rewards are related to the needs of the employees based on Maslow hierarchy of needs. Flexibility would be an ideal way to motivate employees because it shows that the company understand their daily routines and practices and not force them to work whenever they are not able to. We will write a custom essay sample on Non-financial rewards for motivating employees or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Tesco that understands their employee’s work/life balance has adopted this reward which makes their employees motivated to come for work when they are able to which includes part time, full time, compressed hours and staggered hours. This will also cause the employees to feel comfortable and stay dedicated to the company. Apart from flexibility, rewards are given to employees such as free health benefits, discount on gym membership, staff discount on products and many more. Employees from every age group can gain from free health benefits. This shows that Tesco values their employee and at the same time creating trust and respect. Other benefits for staff include rewards called the Lifestyle break where employees get 4-12 week break and get their jobs back, Career break where employees gets 6 months to 5 years away with the right of return and the pension scheme which gives long term benefits. Besides that, recognition and opportunity keep employees motivated to work harder and also go further to reach their full potential. Recognition from employers can be in various form such as award presentation in from of peers, new office or upgraded work space and many more. For instance, Tesco offers Personal Development Plans, recognition of skills and talents, opportunity for promotion, and career progression programme. Through recognition of skills and talents, employees will feel appreciated with their abilities and they can gain more  benefits by utilizing their talents and at the same time keep improving. Opportunity for promotion keeps every employee aware of the benefits they will gain from the promotion which make them even more motivated and work harder to achieve their goal. Types of promotion will be floor manager, supervisor and many more which provide the significant employee to lead the others. The career progression programme is to assist and motivate employees to work in different departments which can help them increase their skill and knowledge which will result in increasing their efficiency and effectiveness in the near future. Since the rewards are closely related to the Hierarchy of needs, employees are motivated to achieve the next level of the pyramid after achieving another. Another non-financial reward that is believed to motivate employees is job security. Employees will feel comfortable with the environment of the job thus being motivated to work harder and maintain or improve their job status. Besides that, Tesco aims to motivate its employees both by paying attention to hygiene factors and by enabling satisfiers. Therefore, motivation plays a vital role in assisting the progression of employees step by step by providing them rewards every now and then. Both parties will gain from them and help improve business for customers which will lead to a greater future for the company.

Red Supergiants are the Largest Stars in the Universe

Red Supergiants are the Largest Stars in the Universe Red supergiants are among the largest stars in the sky. They dont start out that way, but as different kinds of stars age, they undergo changes that make them big...and red. Its all part of star life and star death.   Defining Red Supergiants   When astronomers look at the largest stars  (by volume) in the universe, they see a great many red supergiants. However, these behemoths are not necessarily- and almost never are- the largest stars by mass. It turns out theyre a late stage of a stars existence and they dont always fade away quietly.   Creating a Red Supergiant How do red supergiants form? To understand what they are, its important to know how stars change over time. Stars go through specific steps throughout their lives. The changes they experience are called stellar evolution. It starts with star formation and youthful star-hood. After they are born in a cloud of gas and dust, and then ignite hydrogen fusion in their cores, stars usually live on something astronomers call the main sequence.  During this period, they are in hydrostatic equilibrium. That means the nuclear fusion  in their cores (where they fuse hydrogen to create helium) provides enough energy and pressure to keep the weight of their outer layers from collapsing inwards. When Massive Stars Become Red Supergiants A high-mass star (many times more massive than the Sun) goes through a similar, but a slightly different process. It changes more drastically than its sun-like siblings and becomes a red supergiant.  Because of its higher mass, when the core collapses after the hydrogen burning phase the rapidly increased temperature leads to the fusion of helium very quickly. The rate of helium fusion goes into overdrive, and that destabilizes the star. A huge amount of energy pushes the outer layers of the star outwards and it turns into a red supergiant. At this stage, the gravitational force of the star is once again balanced by the immense outward radiation pressure caused by the intense helium fusion taking place in the core. The star that transforms into a red supergiant does so at a cost. It loses a large percentage of its mass out to space. As a result, while red supergiants are counted as the largest stars in the universe, they are not the most massive because they lose mass as they age, even as they expand outward. Properties of Red Supergiants Red supergiants look red because of their low surface temperatures. They range from about 3,500 - 4,500 Kelvin. According to Wiens law, the color at which a star radiates most strongly is directly related to its surface temperature. So,  while their cores are extremely hot, the energy spreads out over the interior and surface of the star and the more surface area there is, the faster it can cool. A good example of a red supergiant is the star Betelgeuse, in the constellation Orion. Most stars of this type are between 200 and 800 times the radius of our Sun. The very largest stars in our galaxy, all red supergiants, are about 1,500 times the size of our home star.  Because of their immense size and mass, these stars require an incredible amount of energy to sustain them and prevent gravitational collapse. As a result, they burn through their nuclear fuel very quickly and most live only a few tens of millions of years (their age depends on their actual mass). Other Types of Supergiants While red supergiants are the largest types of stars, there are other types of supergiant stars. In fact, it is common for high mass stars, once their fusion process passes beyond hydrogen, that they oscillate back and forth between different forms of supergiants. Specifically becoming yellow supergiants on their way to becoming blue supergiants and back again. Hypergiants The most massive of supergiant stars are known as hypergiants. However, these stars have a very loose definition, they are usually just red (or sometimes blue) supergiant stars that are the highest order: the most massive and the largest. The Death of a Red Supergiant Star A very high-mass star will oscillate between different supergiant stages as it fuses heavier and heavier elements in its core. Eventually, it will exhaust all its nuclear fuel that runs the star. When that happens, gravity wins.  At that point, the core is primarily iron (which takes more energy to fuse than the star has) and the core can no longer sustain outward radiation pressure, and it begins to collapse. The subsequent cascade of events leads, eventually to a Type II supernova event. Left behind will be the core of the star, having been compressed due to the immense gravitational pressure into a neutron star; or in the cases of the most massive of stars, a black hole  is created. How Solar-type Stars Evolve People always want to know if the Sun will become a red supergiant. For stars about the size of the Sun (or smaller), the answer is no. They do go through a red giant phase, though, and it looks pretty familiar. When they begin to run out of  hydrogen fuel their cores begin to collapse. That raises the core temperature quite a bit, which means theres more energy generated to escape the core. That process pushes the outer part of the star outward, forming a  red giant. At that point, a star is said to have moved off the main sequence.   The star chugs along with the core getting hotter and hotter, and eventually, it begins to fuse helium into carbon and oxygen. During all this time, the star loses mass. It puffs off layers of its outer atmosphere into clouds that surround the star. Eventually, whats left of the star shrinks to become a slowly cooling white dwarf. The cloud of material around it is a called a planetary nebula, and it gradually dissipates. This is a far more gentle death than massive stars discussed above experience when they explode as supernovae.   Edited by Carolyn Collins Petersen.

Financial Management Essay Example | Topics and Well Written Essays - 500 words - 6

Financial Management - Essay Example The company continues to be on the rise according to the FIA report of 2010. The report that was published on March 2011 reveals that contracted traded in NYSE Euronext experienced a rise of 24.6% in the FY2010 to reach 2.155 contracts (Heckman, 2009) The NYSE is the world’s largest company in terms of cash equities exchange. It has been in operation for about 215 years, and its dealings are in capital formation, whereby the company serves institutional and individual investors, the trading movement and its listed companies. By the end of 2006, over 2700 users (operating companies, exchange traded funds and closed end funds) were listed in the corporation. These listed companies represented the global market capitalization of over b$25 trillion. Ever since, the company has enhanced its reputation in cash equities exchange. As compared to the rest, Euronext is an extremely new financial entity, which was formed in 2000 (Brigham, 2009). The governance of NYSE Euronext is by a board of directors that is elected manually. A majority of these directors are independent while the rest of the team comprises of a CEO, deputy CEO, non executive chairman and deputy chairman. The markets of the company are regulated according to local requirements. When the merger was done, it was agreed that there would be no additional requirements for all the listed companies. This was to guard the company from American Law especially, the Sarbanes-Oxley Act. The Sarbanes-Oxley Act of 2002, also known as the Public Company Accounting Reform and Investor Protection Act is an enactment of 2002 is a federal law that governs corporate finance. The law was enacted after many high ranking companies including WorldCom and Enron were implicated in corporate accounting scandals. The Act brought reform into American business and enhanced criminal penalties for any company that destroys, falsifies,

Busines Strategy Essay Example | Topics and Well Written Essays - 1750 words

Busines Strategy - Essay Example Strategy Safari presents ten schools of thought which according to Mintzberg are classified into two broader areas of Descriptive schools as well as Perspective schools. Under these two broader areas, there are ten different categorization of the various schools of thoughts. Perspective schools of thoughts are those which consider that the companies based on their assessment of their current situation and resources attempt to formulate strategies whereas under descriptive schools of thoughts, organizations tend to take a historical view of the events which has caused the companies to reach at their present status and position. The ten schools of thoughts than are discussed according to their individual characteristics as well as assumptions in order to accurately define the respective schools of thoughts. This essay will attempt to critically analyse the underlying assumptions, perspectives as well as the paradigm stance of the Design School of Thought as discussed in Strategy Safari by Henry Mintzberg. Before discussing the design school of thought, it is of great importance that we must first attempt to initiate a debate on the concepts of resources and capabilities and how both the concepts have been utilized in the literature and their link with the design school of thought. Apparently, the strategies... Outside In perspective of the strategy formulation look at the market and the external situations as the major influence over the strategy making process within the organization and is largely opportunity driven while working on Positioning approach. This approach also allows firms to be more responsive to the changes taking place outside and convert them into opportunities. However continuous repositioning by the firms may keep their focus away from their distinctive competencies. However on the other hand, the inside out perspective of strategy formulation tend to take into account the resources of the firms and not the market as the chief source of strategy making within the organization. The focus of this approach has been on resources and capabilities of the firm and not on the external forces such as market. This approach is basically strength driven based on the internal capabilities of the firm with more emphasis on delivering and achieving more internal competencies. This approach also allows the firm to tap the opportunities in much better way as compared to the firms working on the basis of outside in perspective. The inside out perspective is what the key perspective of design school of thought is basically. Design School of Thought In its essence, Design school of thought see strategy as a conceptual process. It attempts to match the internal resources of the firm to the external environment in order to find a best strategic fit between the organisational resources and organisational strategies. The historical roots of this school of thought can be traced to the Harvard Business School as it appeared in the work of Selznick in 1957 when he first coined the word of

Handmaids Tale - Basic Response Essay Example for Free

Handmaids Tale Basic Response Essay One of the ways in which The Handmaid’s Tale creates opportunities to respond is through its discussion and exploration of a dystopian society. A dystopian society is often characterised as a futuristic setting with oppressive societal control and elements of totalitarianism. The Handmaid’s Tale is set in the futuristic Republic of Gilead and a way in which Atwood has chosen to display a dystopian society is through creating a sense that the citizens of Gilead are under constant surveillance, a characteristic of dystopian literature. This can be shown through the reoccurring motif of â€Å"the eye. † The eye motif symbolises the eternal watchfulness of god and the totalitarian state with its recurrence creating a sense that citizens of Gilead are constantly being surveyed. This is shown as Offred states â€Å"to be seen-to be seen- is to be- her voice trembled-penetrated. † The use of repetition and italicise of the word ‘seen’ is used to highlight the fact that individuals don’t want to be seen, creating an ominous presence of control and threat through the constant watching. Another way The Handmaid’s Tale creates opportunities to respond in relation to its dystopian reading is in its discussion of citizens in fear of the outside world. This fear is shown through the presence of â€Å"The Wall. † The wall serves as a symbolic barrier separating Gilead from the outside world and also emphasising the existence of the totalitarian state and its allusion of a perfect world. This meaning is shown as the wall is described to have â€Å"barbed wire along the bottom and broken glass set in concrete along the top. Visual imagery here is used to create fear of the outside world through the literal and metaphorical barrier the wall represents. It is also important to note that the value of Atwood’s text is evident in the way it is a cautionary novel, designed to provide a reflection and thus provide commentary on the potential for 21st century society to adopt these extremes. Therefore the novels exploration of elements of dystopian society including the perceived surveillance of citizens and fear of the outside world creates opportunities to respond to The Handmaid’s Tale in relation to its comments about dystopian society, making it valuable. Even though the totalitarian regime has been destroyed, Atwood warns us that governments can still exploit woman. In the Historical Notes, it is concerning how Professor Pieixoto states, â€Å"No new system can impose itself upon a previous one without incorporating many of the elements to be found in the latter. † This implies that selected characteristics of the dystopian Gilead Republic will be adopted by a new government. Another way in which The Handmaid’s Tale creates opportunities to respond is through its complex interpretation from a feminist perspective. This is shown within the novel as the Handmaid’s bodies are used for procreation, their sexual freedom has been denied. This is seen through the constant discussion of fertility with Offred often belittling herself and her body to be used, â€Å"we are like containers, it’s only the insides of our bodies that are important. The outside can become hard †¦ like the shell of a nut. † Here a simile is used to continue to degrade and dehumanise Offred through equating her to a simple â€Å"nut,† an empty being, only valued for her fertility. Also the way in which women are used for procreation is shown through the motif of red, â€Å"a nondescript woman in red,† with women here further dehumanised to â€Å"nondescript† beings. The motif of red is used to represent fertility. The way females are often referred to as red throughout the text highlights how the Handmaids’ sole purpose within the society of Gilead is to procreate, demonstrating once again how females within the society are only valued for their bodies. In regards to a feminist interpretation, male dominance is also presented throughout the novel through the discussion of sterile- this is again italicised to emphasise its effect relating to a feminist viewpoint as males don’t go to colonies yet females do highlighting gender inequality. The inclusion of these elements discusses a range of feminist concerns allowing it to be interpreted in a myriad of different ways, increasing its value. The Handmaid’s Tale furthermore creates opportunities to respond through its inclusion of post-modern elements thus making it valuable. The novel can be read from a post-modern perspective as Atwood uses self- reflexivity as a means of questioning what is truth. This is shown when Offred admits, â€Å"This is a reconstruction, all of it is a reconstruction. It’s a reconstruction now, in my head. † The use of repetition, â€Å"reconstruction† creates emphasis and awareness of how the story Offred tells is only fractured pieces of the story, taken apart and put back together. Atwood here is trying to make her reader’s question if what is being said is true; implying that not everything read is necessarily true. This post-modern analysis which believes in the existence of multiple truths can be further seen through Offred’s narration shown as she questions â€Å"you want the best for her. Don’t you? † Here metafiction is used as Offred directly communicates with the audience, presenting an element of post- modern literature. From a post-modern interpretation the truthfulness of Offred’s singular narration is questionable accentuated when she consciously reinstates, â€Å"I don’t want to be telling this story. † This highlights how her narration could be subjected bias rather than truth. Thus The Handmaid’s Tale can be interpreted from a post-modern perspective making it valuable as this is one of the many ways it can be responded to. In conclusion it is through the different ways to respond to Margaret Atwood’s novel, The Handmaid’s Tale that the text possesses value. These responses are generated in relation to dystopian, feminist and post-modern interpretations that the novel discusses. Each of these comments on 21st century society and encourage audiences to respond to their own society in different ways making the text valuable.

Will the Real Lupe Garza Please Stand Up? Essay -- Ethics Case Study

An ethical dilemma is defined as a moral issue, where a situation has two equivalent undesirable alternatives and neither choice will resolve the ethical predicament. Lupe Garza, mother of two children, is a temporary employee at a plant. Garza is an excellent and talented worker, and supervisors have taken notice in her skills. A human resource specialist named Sara Jones, mislead Garza in thinking she would unquestionably obtain a permanent job position at the plant, causing Garza to turn down another job opportunity. During the interview, Garza is truthful and informs Mark Solomon, a human resource specialist, that she is currently using someone else’s identity in order to work legally and her real name is Carmen Mendoza. Mark tell Garza that she will not be able to obtain the permanent positions at the plant because of her circumstances. Garza pleads Mark for the position, felling remorseful Mark leads Garza into believing she may have a chance in obtaining the position. Furthermore, during the interview, Garza informs Mark, there are other employees using someone else’s identity. The major true ethical dilemma in this case is whether the human resource specialist should hire Garza permanently knowing she is an illegal worker or deny Garza the position. An additional ethical dilemma is presented to Mark, after the interview with Garza. Mark is faced with the decision whether the plant should continue to employ temporary Hispanic workers knowing that they may be an illegal or stop hiring these employees. The stakeholder in an ethical dilemma is anybody that is affected by the outcome of the decision. In this scenario, Mark Solomon and Garza Lupe will be both subjected by the end result of the decision. The conflict is ... ...6-irca Noe, R. A., Hollenback, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management. (5th ed.). New York, NY, 10020: McGraw-Hill Irwin. Retrieved from http://highered.mcgraw- hill.com/sites/0078112613/information_center_view0/supplements.html Fransson, M. C., Gareett, N. A., & Noll, C. L. (2005). Will the real Lupe garza please stand up? The Society for Case Research Leonard, J. C. (2014). Business policy & strategy. (Beta ed.). Ronkonkoma, NY 11779: Linus Learning. U.S. Department of Homeland Security. U.S. Citizenship and Immigration Services, (2013). I-9, employment eligibility verification. Retrieved from website: http://www.uscis.gov/i-9 U.S. Department of Homeland Security. U.S. Citizenship and Immigration Services, (2013). I-140, immigrant petition for alien worker. Retrieved from website: http://www.uscis.gov/i-140

Bereavement: Emotion and Loss Essay

Bereaved children need support within school to deal with the loss of a loved one. This may be by being given opportunity to talk about their feelings or through practical activities. Naturally, each individual deals with bereavement in a different way, some may feel sad or angry, some may feel guilty about the death and others may withdraw and show signs of depression. The age of the child as well as their previous experiences, or lack of, can affect what they understand about death therefore it must be dealt with and prepared for accordingly. For instance, for those who have not dealt with loss before, starting with other kinds of loss is a good way in. With very young children this could be done effectively in circle time, using story, discussion and activities. You can talk about loss such as of toys or personal belongings and later develop this into a discussion about pets which may get lost or die, before finally talking about losing people who move on, move out or die. As a teacher we are more than likely able to empathise with children who are experiencing bereavement as this is probably something we, as adults, have experience. Consequently, it could be difficult to separate our own feelings and thoughts from the situation we are dealing with in order to console a child and reassure them that things will get better. It is important then to consider your own emotional response to the death and loss and reflect upon you feelings and how you deal with these situations in order to stop this from inhibiting your ability to help children in this situation. The parent/carer’s view and what they would like their child to understand about death is also important to consider as a teacher and it is important to make sure that you act on their wishes so that the message that you deliver reflects these views. However, whilst this is important, I also feel it is part of a teacher’s duty to help families understand the importance of children being appropriately involved in what is happening rather than being excluded and sheltered and how this can affect them in a negative way later in life also. Furthermore, this raises the importance of working and communicating effectively with parent/carer’s throughout these situations to find out behaviours the child is exhibiting when dealing with the loss and then develop a plan to help the child through this period. Most importantly, as a teacher, it is vital that a secure and closed environment which allows everyone to talk about the kinds of feelings that loss and bereavement bring is developed within the classroom and an appropriate level of confidentiality and trust is maintained.