Brief the case of Holmes v. South Carolina, 547 U.S. 319 (2006) Coursework

Brief the case of Holmes v. South Carolina, 547 U.S. 319 (2006) - Coursework Example However Holmes denied the charges and confessed that the crime was committed by a third party named Jimmy Mc Caw White. Holmes was of the opinion that the police framed him in this crime. Defendant also produces several witnesses who claimed that the third party was found in the premises of the crime scene during the hours of crime. Holmes produced several witnesses to prove that he was innocent in this case and was trapped by the police. He also asserted that the forensic results were manipulated by poor handling by the police officer. Issue: Is Holmes guilty for the death of the old women in South Carolina? Any case in order to be justified needs solid evidence against the person who is guilty. Moreover there is argument from the defendant that police his trying to frame him .Holmes suggested that The crime was committed by a third party and also produced witnesses for the same. The only proof against Holmes was the palm print, fiber of clothing and DNA elements found at the vicini ty and on victim respectively. .It was a known fact that the police officer handling the case dealt with evidence collection in a negligent manner. He collected the samples with bare hand and henceforth the results were not trust worthy. The issue before the court is that, on what basis they can prove the guiltiness of the defendant as to the crime. How can the court claim that Holmes committed the crime on the women? Court draws conclusion based on evidence found at the crime scene .With regard to this case all the forensic evidence provided was unreliable due to the poor handling of samples by the police officer. Rule: According to federal rule of evidence, rule 702 is a key one. Cornell University of law(2010) states that â€Å"If scientific, technical, or other specialized knowledge will assist the trier of fact to understand the evidence or to determine a fact in issue, a witness qualified as an expert by knowledge, skill, experience, training, or education, may testify theret o in the form of an opinion or otherwise, if (1) the testimony is based upon sufficient facts or data, (2) the testimony is the product of reliable principles and methods, and (3) the witness has applied the principles and methods reliably to the facts of the case†. Analysis: The Federal rule of evidence is crucial here as the whole case is centered around the validity of the forensic evidence found on the vicinity and victim. Once a crime is committed there should be strong evidence against the defendant in order to sentence the defendant. Even though, the evidence is found, the authenticity of it cannot be established due to the manipulation of them by the police officer. . The forensic result of the crime scene was not authentic as the police officer collected the samples without using gloves. This is against the law as samples are not obtained following the principles laid down by the civil procedure. Since the reliability of the evidence is very questionable, the court ca nnot pass any order against Holmes which prove him guilty Conclusion: Since the U.S. Supreme Court was not satisfactory about the credibility of the forensic results, there are no grounds to accuse the defendant of the crime. At the same time the probability of the involvement of the third party was ruled out on the basis of evidence found on the crime scene. Finally it can be concluded that Holmes involvement in the rape and murder could not be established due to lack of genuine evidence. Work cited Law School, Cornell University. (2010, December).

Civil cases Essay Example | Topics and Well Written Essays - 1000 words

Civil cases - Essay Example There are various factors in consideration before a case is allocated; case complexity, parties involved, financial worth of the claim, oral evidence, significance of claim to other people, kind of remedy being sort, and views of other parties. Cases allocated to this track are worth  £10,000 or less (Freer, 2006). These are the straightforward cases which do not require a prehearing procedure like in the case of a normal trial. Small claims cases incur a small legal cost. Cases in small claims include accident claims, consumer disputes, ownership of goods disputes, and disputes between tenants and landlords. Some cases however are not included in this claim even though they are worth less than the stated amount. These include, personal injury claim whose value for loss and suffering is more than  £ 1,000, repair claims by tenants of more than  £ 1,000, and disputed allegation claims (Freer, 2006). Cases allocated to the small claims track have restrictions on recovery costs and evidence. Hearing is short and the concerned parties represent themselves. Fast claims cases are worth up to  £ 25,000 in value (Freer, 2006). They have certain conditions that make them allocated to this claim. It is a requirement that the cases should not last for than one day, and that parties should have expert representatives in two areas of the case. Normal cases to allocate to the fast track include; personal injuries with a value of up to  £25,000, personal injuries with claims of pain worth more than  £1,000, and repair claims by tenants worth more than  £1,000 (Freer, 2006). As the trial is restricted to one day, it does not allow opening speeches. The multi claims track involves cases which have a value exceeding the fast track limit or other cases that have less value but are termed to be complex or too important to be allocated to the fast track and small claims. In essence multi track cases have a value exceeding  £25,000 (Freer, 2006).

Strategic Thinking In Logic Versus Creativity Commerce Essay

Strategic Thinking In Logic Versus Creativity Commerce Essay It is mutually agreed that the converses of intuition and analysis generate tension during the strategic thinking process. Researchers and contributors to strategic management making the case for logic argue that for strategy to be effective, the strategic thinking process must involve extensive formal analyses and objective collection and processing of data both from within and without the corporation (Hill and Jones, 2007; De Wit and Meyer, 2010). Rational reasoning enables managers gain an accurate perspective on the different options available before identifying the strategic option that best serves the organisations cause: achieving its goals and objectives. Logical analysis encompasses assessing internal and external risks, strengths and weaknesses, market need and so on; so that strategy can be thought out to fit each of the above factors. In contrast to logical thinking, creative thinking involves taking a leap of imagination (De Wit and Mayor, 2010, p. 60) without any logically defined reason for taking such a leap. Creative thinking is a divergence from the rules governing rational argumentation towards problem-solving. Strategic thinking from this perspective is therefore not governed by previous arguments or analyses, but is the generation of action plans using intuition (Hill and Jones, 2007). The strategy thinker will use intuitive judgement to derive a vision for the future. Proponents of this approach argue that it is the best way to define problems and generate innovative solutions since rationality has the potential to frustrate the process of generating novel insight, which, they say, should be the objective of strategic thinking (De Wit and Meyer, 2010). See (appendix A) Apple Inc. case study. Strategic Formation: Is strategy deliberate or emergent? From the dichotomy of rational versus creative thinking, the paradox of strategy deliberateness versus emergency arises. The deliberate doctrine opines that strategy creation ought to follow a coherent series of steps, a coordination of efforts, strategic resource allocation and utilisation and a prior, systematic programming of all processes and activities in the organisation (De Wit and Meyer, 2010). Strategy is a deliberate, systematic attempt to achieve fit between an organizations internal and external strengths and weaknesses, threats and opportunities (Sadler and Craig, 2003). The paradox of deliberateness and emergence comes courtesy of the cognitive school of thought. Managers who prefer logic in strategic thinking certainly believe that strategy formation is a deliberate process; whereas those who prefer intuition would go for the opinion that strategy formation is an emergent process. Managers who believe in emergence understand the process of strategy formation as anchored in an organisations capacity and willingness to stay open to new opportunities or trends, maintaining flexibility to changes in the internal and external environment being able to cognitively discern emerging ideas and concepts and the socio-political and cultural factors; and acting in response (Clegg et al., 2005; De Wit and Meyer, 2010). Strategy thus becomes a reactive process. The deliberate school of thought maintains that strategy has to be crafted; that responding to internal and external factors cannot solely be used to provide an organisation with a roadmap for achieving i ts objectives and realising its vision. See (appendix B) United Parcel Services (UPS) case study. Strategy Renewal: Is change Discontinuous or Evolutionary? Organisational change is an integral element of the strategy process. Strategy aims to outline an organisations plan for achieving its objectives. Sometimes, there are abrupt changes in the internal and external environment, shifts in production or project implementation life-cycles or changes in organisation dynamics (De Wit and Meyer, 2010). With such eventualities, the organisation has to renew its strategy. The paradox of revolution (discontinuous change) and evolution (continuous change) is occasioned by the two approaches to strategic renewal. Continuous change advocates for an evolutionary approach in increasing productivity and operational efficiency (Watson, 2000). Continuous change is feasible with emergent strategy formation since change motivators are everyday observed changes or trends in the internal and external environment. On the contrary, discontinuous (revolutionary) change involves performing a radical surgery to an organisations strategy. Unlike evolutionary strategic change, discontinuous change does not involve continual improvement of an organisations corporate strategy: strategic renewal is achieved by making distinct transformations from one strategic approach to another (De Wit and Meyer, 2010). Whether strategic renewal is achieved through revolutionary or evolutionary change is dependent on specific factors. In project management for example, revolutionary change is a suitable approach since typically, projects have predefined implementation timelines and budgets (Whittington, 2000). Continuous change becomes appropriate when the organisation undergoing change wants to maintain or improve its operational efficiency and competitive advantage in the long run. However, when organisations continuously evolve their strategies to maintain a competitive advantage, increase productivity and operational efficiency, counter the effects of changes in the external and external environment and meet changing customer or client requirements, revolutionary change is still unavoidable (De Wit and Meyer, 2010). Every once in a while, an organisation has to initiate revolutionary changes, processes and projects that wholly transform their strategic outlook and business processes. See (Append ix C) Ferrari case study. Conclusion From the analysis done in this report, it is evident that strategy dichotomies or the paradoxes arising from strategic thinking, strategy formation and strategy renewal are closely interrelated. They arise due to the diversity in the contexts with which strategy is interpreted and understood. Effective corporate strategising, it appears, must be conducted by applying opposing perspectives alongside each other. For example, some specific case may call for a combination of logical and creative thinking in strategy formation whereas others may call for logic only (Clegg et al., 2005). Effective managers should be able to identify which approach will be most effective for each specific case.

An Analysis of Wright’s Poem Saint Judas Essay -- Saint Judas

An Analysis of Wright’s Poem Saint Judas      Ã‚  Ã‚   Upon reading the poem "Saint Judas" by James Wright, the reader quickly realizes that the poem deals with Judas Iscariot, one of Jesus' twelve apostles.   The author describes Judas as "going out to kill himself,"(line 1) when he sees a man being beaten by "a pack of hoodlums"(2).   Judas quickly runs to help the man, forgetting "how [his] day began"(4).   He leaves his rope behind and, ignoring the soldiers around him, runs to help.   Finally, he remembers the circumstances that surround his suicidal intentions and realizes that he is "banished from heaven"(9) and "without hope"(13)   He runs to the man anyway and holds him "for nothing in [his] arms"(14)      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In order to understand James Wright's intentions in writing this poem, one must first have an understanding of the biblical story that it deals with.   According to the Bible, "Satan entered Judas, who was numbered among the twelve [apostles].   So he went his way and conferred with the chief priests and captains, how he might betray [Jesus] to them.   And they were glad, and agreed to give him money.   Then he promised and sought opportunity to betray Him to them"(Luke 22. 3-6).   The Bible goes on to document Jesus and the apostles during the Last Supper, and Jesus revealing his knowledge of Judas' plan to betray him.   He tells his apostles:   "But behold, the hand of my betrayer is with me on the table"(Luke 22. 21).   Judas later leads the officials to Jesus and identifies him to them by kissing Jesus.   "Now His betrayer had given them a sign, saying, 'Whomever I kiss, He is the One, seize Him...Then immediately he went up to Jesus and said, 'Greetings, Rabbi! and kissed Him"(Matt. 26. 48-49).   After Jesus is ta... ...ough Wright does not say it directly, this may even suggest that the victim Judas encounters could be Jesus on his way to be crucified.   Judas temporarily forgets his intent to kill himself and runs to the victim, ignoring the soldiers.   Then he remembers the Last Supper and the meal he ate with Jesus and the other apostles ("Bread my flesh had eaten"(12)), and his betrayal of Jesus with a kiss ("the kiss that ate my flesh"(13)).   He goes to the man and "[holds him] for nothing is his arms"(14).   In this line Wright compares Judas' payment for betraying Jesus to the fact that he now offers comfort for nothing.    Works Cited 1. The Holy Bible, New King James Version. Reference edition. Thomas Nelson, Inc. 1983. 2. Wright, James. "Saint Judas." Approaching Poetry, Perspectives and Responses. Ed. Meg Spilleth. Boston: Bedford/St. Martin's, 1997. 70.   

Literature review on contemporary HRD Essay

Critically discuss and evaluate current perspectives on the changing role and nature of training and learning in organisations and human resource development. This should include a critical appraisal of key theoretical perspectives on the strategic role of HRD within contemporary organisational contexts Within this submission, I have illustrated the changing role and nature of training and learning within context of a learning organisation. Training and learning in organisations. So what do we mean by training and learning within an organisation? One view is that it is about developing a learning organisation, an ‘organization that is continually expanding its capacity to create its future. For such an organization, it is not enough merely to survive, ‘Survival learning’ what is more often termed ‘adaptive learning’ is important, indeed it is necessary. But for a learning organization, ‘adaptive learning’ must be joined by ‘generative learning,’ learning that enhances our capacity to create’. Senge (1999:14) Further support for this ‘generative’ view is seen in Wick and Westley (1996) who take the perspective that a learning organisation should be seen against the backdrop of its culture. Arguing values, beliefs, feelings, artefacts, myths, symbols, metaphors’ form part of any approach taken by a learning organisation. It arguably impossible to clinically define what a learning organisation consists of in a generic form. By creating a learning organisation you create a learning climate, thus hopefully a training and learning culture. Senge takes the view that, what fundamentally will distinguish learning organizations from traditional authoritarian â€Å"controlling organizations† will be the ‘mastery of certain basic disciplines. That is why the â€Å"disciplines of the learning organization† are vital’. Senge (1999: 5). However, it is to be noted that Senge uses the word discipline to mean a set of practices rather than a rigid system of rules, which is often inferred understood in the modern use of the word. Going on to comment, ‘To practice a discipline is to be a lifelong learner. You never arrive; you spend your life mastering disciplines’. Senge (1999: 11) Futher confirming the view that, this area of management study is far from being a science, but he does present offer a few guiding principles in his best selling book, The Fifth Discipline, ‘Have realistic goals, challenge your assumptions, commit to a shared vision and that teamworking is good for you. We see here the dualistic approach of both the need for the organisation and the individual to become intrinsically involved in the concept. Although a popular view, others have felt that organisation learn in there own right, almost biologically. Schon for example sees organisations as, ‘repositories of knowledge’ independent of their members (Schon, 1983:242). There is a wide school of thought that learning organisations develop and are not imposed, ‘†¦as cultures develop and alter their expectations, (an example of which would include the demise of unions and the capitalist ideology of the Thatcher years) so must organisations change that employ within that culture.’ (Schon, 1983). Further cultural identities in terms of sector, product or organisations must also be taken into account, highlighted by the work of both Argyris (1960) and Hofstede (1994). One mistaken view is that the term a ‘learning organisation’ is a new concept. It is certainly true that as the world changes new approaches must be investigated to maintain both personal and organisational survival. However, the idea that organisations have only recently had to deal with changing situations, both operationally and strategically, is clearly absurd. Only the pace and scope of change in the last 50 years has brought the spotlight on organisations managing its human resource in a more effective manner. It remains a truism that it is not an argument about leaning and development, after all we have all learnt and development within any organisation we have been in contact with either consciously or subconsciously. The argument must surely be how we identify, focus and deliver that learning in an organisational context to produce value to the individual and therefore hopefully the organization. A view highlighted by Argyris and Schon (1974) Historically this point is confirmed, ‘We trained hard†¦ but it seemed that every time we were beginning to form up in teams we would be reorganised. I was to learn later in life that we tend to meet any new situation by reorganising†¦Ã¢â‚¬â„¢ Caius Petronius, AD 65. However, the key element of a learning organisation is that it is about people and how they learn, develop and ultimately (or hopefully) contribute to the organisation. The link with HRD is therefore both binding and key in determining how T&D takes place in an organisation. Yet we still come back to what is a learning organisation. One simple view that will form the basis of my assignment is, ‘A learning organisation can, in plain terms, be described as an organisation which anticipates changes in its environment by learning on a strategic level; deliberately aims at improving its ability for learning and which, in order to learn on a strategic level, makes use of the learning of all employees, therefore this employee learning is enhanced at all hierarchical levels. (Sambrook and Stewart, IDPM Paper 1999). Therefore, it can be argued that the development of a learning organisation the most important factor in the changing role of T&D within organisations. Human Resource Development (HRD) Having settled on a broad view of what a learning organisation is, fitting it within a HRD context can only be achieved if we understand what we mean by HRD. In a learning context, HRD has been described as, ‘Organised learning experiences in a definite time period to increase the possibility of improving job performance growth’. (Nadler and Nadler, 1990:1.3). However, HRD covers a much wider field, ‘HRD is the integrated use of training and development, career development, and organisation development to improve individual and organisational effectiveness. (McLagan and Suhadolnik, 1989:10). A further view, ‘HRD is a process of developing and/or unleashing human expertise through organisation development (OD) and personnel training and development (T&D) for the purpose of improving performance. Swanson (1998) confirms this view that HRD is about the relationship of individuals with the organisation in a learning environment. But surely, HRD can be defined more accurately? Presently there is no universal view or agreement on the theory or multiple theories that support HRD as a discipline. On one hand some have called for systems theory to serve as a unifying theory for HRD to access all useful theories as required (Gradous, (1989) and on the other hand many have proposed sets of principles in the forms of comparative lists of added value, products, processes, and expertise (Brethower, 1995). The alterative to having a sound theoretical and disciplinary base for the HRD profession is the present state of ‘rudderless random activity aggressively sponsored by a theoretical professional associations and greedy consultants’ (Micklethwait & Wooldridge, 1996; Swanson, 1997). This view, it is argued, is a short-term sell of perceived success without having a deep understanding of the key components of the concept. ‘For this reason, a discrete and logical set of theories as the foundation of HRD is proposed. It is comprised of psychological theory, economic theory, and systems theory’ (Passmore, 1997; Swanson, 1995, 1999). Economic theory is recognised as the primary force at the organisational level with the systems theory recognising the importance of direction, politics and purpose that could affect any organisational system. Psychological theory acknowledges human beings as a resource, whilst trying to understand the behavioural patterns that must be taken into account, opening the HRD function up to new ideas and concepts such as NLP and EQ. It is believed by Passmore, Swanson et al. that these three theories, more than any others, make up the modern view of HRD. Development of HRD Early incarnations of HRD concerned themselves with a personal management function, ‘Personal management function at an administrative level, independent of commercial realities, into a concept that has become central to the strategic and commercial success of the organisation.’ (Huczynski and Buchanan, 2001: 668) However, as organisations adapted to change and new ways of thinking so did its human resource function: 1964-70 – systematic approach to diagnosis of training 1968-75 – standardization training for job categories by industry. (Such as motor, construction and social work) Thorough off-job basic education for skilled occupations 1970-75 – systematic planning of training for all categories of employee 1974-80 – company contribution to training for young people and long-term unemployed to meet national needs 1979-90 – business-orientated training directed at improving organizational effectiveness (value added) 1988 – present – personal development with individualized plans for which each employee and their boss take responsibility. Sambrook & Stewart IDPM Paper (1999) The last of these observations highlights a move away from organisational directed learning, as it sees the individual start to take more control of their own development needs. Due to the differences in organisational needs, cultural context organisational structure and resources available, the concept of the individual taking more responsibility for their development is a significant shift away from earlier ideas. Additionally, there has been a shift in the last decade from organisations training to meet competence voids, towards a more learning environment that relies on experiential learning and self direction. It is argued, such an approached, does not limit itself to training, ‘†¦but stretched to facilitating and supporting learning processes within the organisation, with the aim to contribute to meaningful organisational learning processes. Sambrook & Stewart IDPM Paper (1999) This clearly has an impact on the concept of HRD and any approach it may take within an organisation. (cf. case study research by Tjepkema & Wognum, 1995). Once again, it can therefore be argued, that a key role of HRD is to create and/or maintain a learning organisational environment as the foundation to any training and learning within an organisation. Yet even with this backdrop, many commentators still take the view that HRD should be subject to tight quantitive justification, that HRD needs to demonstrate that their activities add value to the organisation which is their paymaster. (Walton 1999: 1). However, Walton falls short of believing that value is the only issue in developing a learning organisation through a HRD function. Yet there remains a broad body of support that does lean towards this view. Swanson and Arnold (1997) consider that HRD in an organisational context has no meaning unless the connection is made to performance. A point echoed, Welsh 1998 who contends, ‘An employer doesn’t teach for the sake of learning †¦ What are the rewards?’ (Welch, 1998). With Mayo adding softness to the argument by involving a learning process to the HRD list of ingredients, ‘there needs to be a systematic method of linking business goals with the learning process. Mayo 2001: 82 However, there remains a danger that the HRD function, however defined, becomes over indulgent, becoming the end rather than the means to add some value to the sponsoring organisation. Maybe it is this fear, which when added to high-level managerial naivety of modern HRD approaches, which has seen many a HRD organisation become the first casualty of any downsizing. But why has the evolution of HRD been necessary? Quite simply the world of people and the environments in which they work has changed. A decade ago, Peter Drucker anticipated this change when he said in The Age of Discontinuity. ‘Businessmen will have to learn to build and manage innovative organizations.’ Others continue to see change. Ansoff, a long-time student of business strategy, adds as he envisages organisations reducing its reliance on structure: ‘†¦ Structure will become a dynamic enabler of both change and unchange, the ultimate model of ‘organised chaos’. (Peters and Waterman Jr, 1995: 111) Thus asking the question, can HRD stand still in a world of chaos or will is need to develop further new strategies to protect its value to a given organisation? The world is changing and as long as the interpretation and subsequent management of the change is influenced by human organisations the HRD function, however loosely defined, will need to continually adapt if it is to both manage and influence organisational direction if it is find a place in this ever changing ‘chaos’. Strategic HRD With a change in the type of work being undertaken in the western economy over the last 50 years, less ‘dominated by labour-intensive, low-tech industries with semi-skilled operatives, to high-tech industries reliant on highly skilled knowledge workers in relatively short supply, individuals are now seen as the single most significant source of sustainable competitive advantage.’ Walton (1999: 85) The role of HRD has therefore needed to change to provide the level of support required from its parent organisation. The management, retention and developing of this organisational resource, ‘knowledge workers’,(Wilson 1999) has taken on greater importance at higher managerial levels. A reflection of this is the fact HRD/HRM in many large organisations plays a much more important role at boardroom level, contributing to the overall organisational strategy. But does a HRD manager sitting on the Board make HRD strategic? Walton (1999) argues that for HRD to become strategic is needs to be HRD with a holistic, long-term approach, that may or may not develop a strategic awareness of company goals. He defines the term as one, ‘undertaken with full strategic intent, with an understanding how the initiative being undertaken adds to the coherence of the SHRD effort, congruent with an explicit learning philosophy incorporated into the overall organisation mission’ In short, for it to be strategic the HRD function needs to be holistic with a function to integrate and develop into the overall strategic management system. A little clarification comes from Burgoyne 1988, ‘†¦strategic approach has to be conscious and reflective; unplanned, interpersonal and functional experiences cannot be classified as strategic in organisational terms unless explicitly linked to implementation of corporate policy.’ However, Burgoyne does takes the view that such an approach should be linked to the hard systems of HRD such as planning, recruitment and selection strategies, feeling that a more objective approach is better implemented and quantified within an organisation. As Harrison (1997) points out, ‘despite the hype that surrounds a number of organisations where the planned development of people has made a notable contribution to the achievement of business goals†¦research has failed to reveal any significant connection between HRD and business strategy across the UK.’ An example of a SHRD approach was for many organisations the move toward individual responsibility for there own learning, ‘At the beginning of the decade the strategic attention was focused on self-managed learning, continuous personal development, learning organisation and the people messages associated with Total Quality Management (TQM). Walton (1999: 85). Nearly 15 years later many organisations are still working at getting this message across to a workforce that has not fully grasped the concept. The debate about turning strategy into practice remains an issue that continues to find its way into many Board rooms and commented on by many and varied management writers. However, because SHRD has taken a holistic view, fully integrated into the organisational management strategy, is that all that is needed for HRD to become SHRD. Wilson (1999) argues that HRD will deal with detail whilst modern SHRD should do no more than provide a framework for guidance, a point touched on by Mayo, ‘ †¦the task for HQ†¦is to determine the frameworks of best practice which will enable diverse and locally owned implementation, and to provide consultant help built round the local need,’ putting the view that organisations operate better when decentralised and given there own accountability and responsibly. It is clear in this scenario that anything other than a SHRD framework would be difficult to implement. An example of such a framework maybe, ‘a successful learning climate’ Walton (1999: 11) Conclusion Over the last decade, the role of HRD has both, found a niche and come under fire in organisations trying to compete in an ever changing political, economic and cultural environment. Add globalisation, demographic changes and the ever changing world of information technology (IT) and not surprisingly, HRD has had to both adapt and show direction in its approach and function in modern organisations. Balancing between both an art and a science it has had to prove its value to organisations in what ironically is the very environment it should be showing its main worth – managing the human resource in a world of constant change in compressed markets. The struggle of organisations to produce strategy in Tom Peters world of innovation and creativity, often results in the crisis, tactical, and short term approach taken by many organisations that often goes on to see HRD as the first enemy target of this struggle. The need for definition and justification for a HRD component remains more real today than at any time if it is not to been see as a luxury component in a volatile world that, arguably under pressure, relies more on economic stability than a humanistic resource development approach that often produces results beyond a strategic planning horizon. However, HRD is not a science, and as such will continue to change, develop and find new roles in the adapting, fast moving world of the modern working environment.

Environment Threat and Opportunity Profile

ENVIRONMENT THREAT AND OPPORTUNITY PROFILE (ETOP) : ENVIRONMENT THREAT AND OPPORTUNITY PROFILE (ETOP) A VIEW FROM:-Anish CONTENT : CONTENT Definition of environment Overview of environment scanning Techniques of environment scanning DEFINITION : DEFINITION Environment means the surroundings, external objects, influences or circumstances under which someone or some thing exits. ENVIRONMENTAL SCANNING : ENVIRONMENTAL SCANNING Environmental scanning is a process of gathering, analyzing, and dispensing information for tactical or strategic purposes.TECHNIQUES OF ENVIRONMENT SCANNING : TECHNIQUES OF ENVIRONMENT SCANNING SWOT ETOP ETOP : ETOP It is a process of dividing the environment into different sectors and then analyzing the impact of each sector on the organization. ETOP FOR BICYCLE COMPANY : ETOP FOR BICYCLE COMPANY CONCLUSION : CONCLUSION ETOP provides a clear picture to the strategists about which sectors & different factors in each sector, have a favorable impact on the orga nization.Organisational Capability Analysis †¢Internal Environment -strength & weakness in different functional areas Organization capability -Capacity & ability to use distinctive competencies to excel in a particular field -Abilty to use its ‘S’& ‘W’to exploit ‘O’& face ‘T’in its external environment Organization resources – Physical & Human cost, availability -strength / weakness Organization behaviour Identity & character of an organizationleadership, Mgt.Philosophy, values, culture, Qly of work environment, Organization climate, organization politics etc. ResourceBehaviour Distinctive competence -Any advantage a company has over its competitor -it can do something which they cannot or can do better -opportunity for an organization to capitalize -low cost, Superior Quality, R&D skills METHODS & TECHNIQUES USED FOR ORGANIZATIONAL APPRAISAL Comprehensive, long term Financial Analysis -R atio Analysis, EVA, ABCKey factor rating -Rating of different factors through different questions Value chain analysis VRIO framework BCG, GE Matrix , PIMS, McKinsey 7S Balanced Scorecard Competitive Advantage Profile Strategic Advantage profile Internal Factor Analysis Summary Organizational Capability Profile (OCP) -Weakness(-5), Normal(0), Strength(5) Financial Capability Profile Sources of funds (b) Usage of funds (c) Management of funds Marketing Capability Profile (a) Product related (b) Price related (c) Promotion related (d) Integrative & Systematic