Training and Development of Employee Soft Skills

Training and Development of Employee Soft Skills Introduction This paper will discuss training and development of employees and focus on soft skills. This will compare the literature with case studies and conclude on the benefits of training in organisations. Skills of employees are broken down into two main headings, hard (technical) that allow them to perform the tasks that make up the role, and soft skills that encourage interactions, with colleagues, peers and customers. This paper has concluded that both skills need to be present to gain the most from the customer relationship, although soft skills will increase the benefit of hard skills, they allow the communication of technical skills. Soft skills are the interaction between individuals, which includes communication and empowerment, autonomy and decision making. Soft skills are discussed as the last competitive edge organisations can posses, that add value. This skills are difficult to assess, many are already present in employees, but not nurtured. The theorist during the early 1990’s discussed soft skills from a management perspective; it was discussed as the hidden value (or skill) that organisations could offer. This perspective has now changed, to one of marketing theory, discussed in areas such as relationship marketing and customer value. This is opinion by marketers is that by encouraging soft skills in employees it will add value to the product. Marketing theory discusses that customer loyalty can offer the organisation repeat business; this is valuable as it utilises economies of scale, lowering marketing and production costs. This is a cost effective method to maintain and increase business, leading to a higher level of revenue, but it requires the organisation understanding what the customer requires from this relationship. The question raised at this point, is should customer loyalty be taken for granted, or can it be effected by actions from the organisation, therefore should it have resources ploughed into it. Can employees be trained to meet the needs of the customer? Can organisations build on this through skill utilisation of the human resource, can training affect the relationship, and will lack of training have a negative affect on this. The skills that are needed are classified as soft, in contrast to the hard technical skills that are required for job performance. At first the area researched was the customer’s opinion of their loyalty, why they made repeat purchases and what actually influenced their decisions. This area proved subjective, they enjoyed the experience of purchasing, and often attributed to the organisations representative. It then followed to look at the skills of organisations in further depth, studying the skills of their representatives, and how the training and developing of soft skills could add to this relationship. Literature states that the evaluation of training is neglected, although it must be noted that there is no universal method that can be employed. Evaluation of training is a subjective area, with various factors that impinge on the successful transfer of new skills. Numerous organisations were contacted, but the response level was low, therefore it was decided to review soft skills within three organisations, as an interaction with both colleagues and ultimately customers. The three organisations that were chosen are all in different industry sections and in different stages of the life cycle. The first organisation agreed to the research, but then became reluctant to disclosure further information. The organisations felt that the economic position they were in would not be helped by a report written into the possible causes, although, it was stressed this was not the purpose of the paper. It was agreed to keep the organisation anonymous, but meant that their accounts could not be discussed in relation to training. To maintain neutrality throughout the paper all three organisations would study in the same method. This focussed the paper on utilisation of soft skills, the amount of training invested in them and the ultimate benefit to the organisation. The paper concludes individually on all three organisations. Assessing their levels of commitment to skills training, the value they place in this, and the culture that encourages the transfer of skills. The main conclusions are drawn from this section. 3.0 Aims and objectives The aim of this paper is to study the value of soft skills training in terms of attracting repeat customers and increasing company profits. This aim is wide, to allow for other discussion which after reviewing the literature review and case studies, will appear relevant to the paper. The first objective is to determine the extent to which training can improve the soft skills of employees that are customer facing, combining this with practical experience. In terms of being combined with experience, it may be useful to study whether training before extensive experience of dealing with customers is more effective than training employees who already have significant experience. Do employees get stuck in their ways and find it harder to change. Although it must be noted that the organisational structure and culture will have a direct affect on level of transfer of new skills. The second objective will be to determine to what extent employee and managerial soft skills can influence the tendency of customers to become repeat, and potentially loyal, customers. Again, soft skills will only be one potential factor influencing customer choices, and it will be necessary to attempt to determine the impacts of the other aspects of the marketing mix: price, promotion, place and product. It is hypothesized that there will be certain combinations of the various aspects that will have the desired effect; however this may vary according to customer demographics. The third objective will be to determine the extent to which soft skills can be converted to company profits, as a result of gaining more customers, and repeat customers, and how this is affected by company training policies and expenditure. In other words, the data will be used to attempt to discover if expenditure on soft skills training actually produces significant rewards for a company. It will be necessary to study several organisations who have invested in soft skills training programs, and attempt to determine the perceived improvement in the soft skills of their employees. This should also be compare against an organisation that have not invested in soft skill training, to contrast the skills of the employees. The areas that will be examined will involve the structure, culture, leadership and training programmes within the organisations. These findings will be compared to the literature review and a marketing database Factiva to determine the importance customers place on the soft skills of company employees. Surveys of customers were considered; however they may produce even more distorted results, as many customers are unsure of their personal reasons why they make repeat purchases. The surveying of organisations will determine their expenditure on training, both in time and capital, and focus on soft skills. This should be discussed with the value they place on the customer and the level of repeat business they expect. 4.0 Methodology This chapter discusses the research methods used for the project and the justification for the choice of methods.   It discusses methods that were not used, with justification of why they were not included.   Included is a critique of methods selected, and with hindsight identifies any changes that would have enhanced the research.  Ã‚  Ã‚   This paper evaluates customer loyalty that is demonstrated through repeat business. Can organizations influence the level by training their employees in soft skills?   Selection of the topic was stimulated and formed the identification of customer loyalty perhaps being the last competitive edge that organisations can offer.     The nature of the research was discussed with colleagues and fellow students this not only added practical ideas and suggestions, it opened new avenues of thought.   This was the discussed with lecturers sounding out ideas, gauging opinions and clarifying the question.   Focusing in on the question was obtained by employing relevance trees, narrowing the research area.   This gave direction to the research, although with reviewing the literature this changed several times (Buzan, J. 1995).   Next, a research proposal was compiled, with the benefit of organising ideas and setting a time-scale for research.   Theoretically, the proposal would highlight any difficulties with the research question and access to data.   Creating a time-scale would focus on targets and meet deadlines in the completion of the paper.   This time scale proved invaluable when new avenues were investigated, it helped focus on where the project should be. The literature review, discussing theories and ideas that exist on the topic formed the foundation of the paper.   The findings from the research are then tested on theories for validity (Saunders, M. et al 1997).   The literature review was challenging, there is a great deal of academic research on training, but very little on the topic area. Journals and books were the back bone for the review, both in marketing and management theory. Tertiary data sources, such as library catalogues and indexes were used to scan for secondary data.   This produced journals and newspaper articles, books and Internet addresses.   With the amount of literature, it took time to sort out relevant material to the research.   Narrowing down the search Bell’s (1993) six point’s parameters was applied.   Applying key words that were identified in the first search produced relevant and up-to-date material (Bell, J.1993).   A limitation on the literature search was the amount of time to read all articles and books on the subject. Whilst reviewing the literature references to other publications were followed and reviewed.   Bells checklist on identifying the relevance of literature found was a practical method to reduce the amount of reading (Bell, J. 1993). Ethical considerations in research fall into three categories, during design, collection, and reporting of the data.   These areas were carefully considered at all stages of the research (Oppenheim, A.1996:84).   The data sought throughout the research should remain within the scope of the project (Saunders, M. et al 1997).  Ã‚   Participants were instructed on the purpose of the paper and how their input would be used. The person privacy must not be evaded during interviewing Oppenheim (1996) referred to this saying â€Å"respecting the respondents right to privacy, as the right to refuse to answer certain or all questions† (Oppenheim 1996:84).   By participating in the research, no harm should fall on the participant.   Consent must be obtained from both the organisation and individuals before commencement of research.   The data sought throughout the research should remain within the scope of the project (Saunders et al 1997).  Ã‚   Questionnaires were selected to obtain the overall picture of soft skills from employees and there relevance to customer retention. Before the questionnaires were distributed a letter was delivered given to all employees explaining the purpose of the research, and how the information was to be used.   The letter contained a contact number for the researcher, and gave a guarantee of anonymity of the information.   An advantage of communicating to respondents before the questionnaire was that it increased the response rate, and addressed ethical concerns (Saunders et al 1997).   Fellow students were used to pilot the questionnaires; to test the information gained from the questions and the time take to complete it.   From this, adjustments were made on the wording, removing technical jargon (Bell 1993).   Closed questions maintained the anonymity of the participants, but had the disadvantage of limiting the data that could be collected, therefore a mixture was used.   A cop y of the questionnaire is in appendix four. Processing the data from the questionnaires was achieved using a spreadsheet programme; variables were coded and entered into the computer.   This information was quantitative and proved easy to evaluate.  Ã‚   Other methods of research gave qualitative data; this was evaluated using key words, and summarising the script to show trends, although some subjectivity will always remain (Cresswell 1994).   Classifying the data into categories before it was analysed, putting it in groups of similar responses, allowed the data to be workable, then conclusion were drawn (Saunders et al 1997).   Interviews were used on key employees to gain the formal structure, market segment and background of the organisations (Wass Wells 1994).   After the questionnaires, some employees came forward interested in offering themselves for further input to the research.   Although helpful, they could show bias; those coming forward could have an axe to grind, using an interview to grind it, therefore this was rejected (Saunders et al 1997). Case studies of organisations that through varying levels require repeat business to compound and improve their market share have been reviewed and compared to the literature. The case studies discuss the organisations strategy, culture and management style. To produce primary data on customer loyalty proved to be a vast task, taking a lot of time to produce results. Internal and external operations of several organisations would have to be compared to reach any level of validity. Other methods of data collection were considered and rejected.   Focus groups would have offered free flowing information. This could have been facilitated with discussion led by the researcher.   The idea was rejected due to the limited resources. The amount of data collected would have taken a long time to analysis, and could have been bias. It was decided to do case studies on organizations and interview employees. The questionnaire remained anonymous, not only to protect employees, but to allow for the information to flow without recourse. The findings of this will be presented in section seven and in the appendices. Choosing a multi-method approach for a research strategy allowed several methods for the collection of data.   Adding validity of findings and different perspective to the research, each method selected complimented and triangulated the results of another.   Questionnaires and interviews triangulate the results from observation (Saunders et al 1997).   Each method employed for research has its own advantages and disadvantages’; using a multi-method approach reduces bias and increases validity (Saunders et al 1997). Multiple regression analysis will be the best method for analysing the data, once potential bias has been identified and removed. Several models will need to be tried, as the relationship may not be simple, and the model that is found to be most accurate would have implications for the analysis of the third objective, as there will potentially be an optimal level of soft skill training, above which the rewards will not match any further increase in expenditure. Multiple regression will often be the most apt form of analysis, as it will offer information on the explanatory power of certain variables, which will be useful when concluding whether training or experience are most important for soft skill development, the relationship between training and experience, and any potential significance of which of the two is acquired first. Also, for the second objective, multiple regressions can be used for both employees and managers, to determine whether it is the soft skills of employees, or of managers, that have more impact on the number of repeat customers a company receives.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The major limitation of the study lies in its relatively small sample size and the limited coverage. This was mainly attributable to the limited time and other resources available for the study. 5.0 Literature review   This section of the paper is broken down into five sections, which are all relevant. The first section will discuss training and development, followed by the changes in modern organisations, and what is expected of them. The third section will discuss skills and the requirements from them followed by a section of the theory on how to train; if the method selected for training is not appropriate then the end result will disappoint the organisation. The final section will discuss from the marketing aspect the value in attracting repeat business. 5.1 Training and Development This section will discuss what training and development is the benefits to the organisation and focus of the soft skills. 5.11 What is training and development? Training can be defined as a planned process to change attitudes, knowledge or skills and behaviour through a range of activities to achieve effective performance. When this training is in the work situation, it develops the employee to satisfy current or future needs of the organisation (Beardwell, I et al 2004). It is generally accepted that methods of training can usually be separated into two categories: on-the-job, and, off-the-job. On-the-job training is implemented at the trainees workplace, while off-the-job training is conducted away from the trainees workplace and takes them outside of their work environment (Mullins, L. 2005). Training can be used as a change agent, to change the culture of an organisation. It is a tool that can improve organisational effectiveness, especially in fiercely competitive markets. All too often organisations that are facing financial problems will cut back the training program, where as they could be used to increase overall performance. The training budget is viewed too often as an expendable, and the first to cut or even go in crises (Rogers 2004). 5.1.2 Why train Nobody in business would disagree with the clichà © that a company is only as good as the people in it. But opinions differ on how that translates into practice, and what it means in terms of the way a firm goes about gathering and developing a world-class staff line-up. With near full employment in the UK, the fight for talent is as ruthless as ever, and getting, hanging on to and developing those people remains the HR issue of the moment. The principal function of any organisation is to increase the value of the business and therefore enhance the wealth of its Owner(s). This is obtained by efficient use of the limited â€Å"resources† available to them (T Blackwood, 1995). Garrick (1998) discussed that HRD is inextricably linked to market economics, that knowledge is prized in so far as it can generate a market advantageâ€Å"(Garrick 1998:5). Leading to the assumption that HRD can give the organisation advantage aiding the ability to increase profit.   Therefore using that theory HRD should be viewed as a vital function of all organisations, and not just there to satisfy training issues, a proactive role. Garavan et al (2000) discusses the emergence of strategic HRD practices, which are directly linked to the organisation’s strategies, with profit maximising paramount, HRD is a tool that should be employed to obtain and support this (Garavan et al, 2000).  Ã‚   It is argued that organisations require new skills to survive; the new thinking is based on complexity and chaos theory. Organisations are viewed as self-regulating, emergent, open, whole systems. This contrasts the metaphor of organisations being machines to that of organisations as living systems (Capra 2002 cited in Nixon 2004:58). For organisations to prosper in the future global economy, workplace culture needs to enhance a learning organisation, fluid responses to the ever changing environment. This can only be obtained with proactive HRD policies, disseminat ing a culture of learning through out the organisation (Nixon 2004).   Since the late 1990s the business environment has drastically changed (Mullins, L. 2005). Chaos theorists have argued that the world of the organisations is â€Å"turbulent and chaotic, making it impossible for them to predict the future†. Therefore conventional approaches to strategic decision making are no longer appropriate (Harrison, R. 1997:78). Competition and the pace of change in business require continuous improvement, therefore it means continuous learning. From this demand the market for business education has grown with a proliferation of courses, full- and part-time, open and bespoke (Mullins, L. 2005). Investment in training and development is an issue that provokes varying reactions amongst business managers. The allocation of time and resource is an issue to organisations, therefore there is a tendency to focus towards on the job training and learning through experience. 5.1.3 What are Soft Skills The term that describes this interpersonal dimension of life at work is soft skills. Soft skills are attitudes and behaviours displayed in interactions among individuals that affect the outcomes of such encounters. These differ from hard skills, which are the technical knowledge and abilities required to perform specific job-related tasks more formally stated in job descriptions. In the past, it was felt that managers and employees did not need soft skills as long as they could do their work, but now even positions in hard, task-oriented roles require soft skills as well as technical skills (Muir, C. 2004) This introduces new challenges on how the organisation responds to the interpersonal evolution, how do you measure the need for soft skills, and how to design programs that address such needs? One theory is to ensure the workforce is a high-performing by (1) the requisite knowledge, skills, and abilities for the organisation to accomplish its current mission and that is (2) appropriately prepared for achieving the vision for the future (Muir, C. 2004) This position includes working collaboratively with Human Resource and Development partners in staffing and employment, organisation development, diversity, performance management, and total compensation to recruit, develop the capabilities of, and retain desired staff. This is used to create conditions that engage employees in productive, meaningful work. These conditions are a result of designing systems, providing needed resources, and implementing policies that support employees and that develop their skills and knowledge in ways that match the organisations evolving challenges and priorities. Guidance is vital in the training function, throughout the organisation to foster an enterprise-wide view of capability development (Muir, C. 2004) Soft skills development has been viewed as a fad. This is now viewed as a necessary component in organisational development. These skills it can be argued that these skills are at the very heart of creating capability in employees and leaders. Individuals require the technical skills unique to their role, whether they are craft workers in a maintenance department or payroll specialists in accounting. However, even at the individual employee level it soon becomes apparent that little work gets done in isolation. All employees must be skilled at participating in team projects and affirming others. They must be adept at managing conflict and creating inclusive relationships that improve team performance and launch ideas. Indeed, the soft skills of negotiating solutions are the essential tools of effective contributors everywhere (Muir, C. 2004) Moreover, those formal leadership roles, it is vital to be proficient in soft skills. Thinking systemically and acting strategically is the linchpin of effective leaders, but excellent soft skills are necessary to actually implement the vision and to communicate values, standards, and expectations. Although this is limited where command-and-control approach is appropriate. Individuals support what they help create, and soft skills are the essential tools for helping them contribute to their full potential (Muir, C. 2004) While soft skills are apparently essential workplace requirements, they are also it appears that they are lacking. According to Field and Ford (1995) soft skills are like an iceberg, `under the surface, and although hard to understand, help employees contribute fully to the new, challenging work environment. This makes them liable to subjectivity, difficult to define, observe or measure and open to the influence of work organisation and the social construction of skill in the workplace. Thus, it is the premise of this paper that an organisations culture, the predominant management style and the extent of management/employee soft skills will have an influence upon workplace participation (Field, L and Ford, B 1995). Soft skills are an important factor in the success of decentralised, participatory work environment programs. Soft skills include teamwork, decision making and conceptualisation. Changes to workplace organisational structure require soft skills to foster improved communication and understanding of accountability. The subsequent globalisation of markets, deregulation of various sectors and the pressure to be competitive have all had major implications for the management of organisations and the skills required of the workforce (Connell, J. 1998). 5.2 The changing nature of organisations Over the past decade organisations are changing, through pressure from the markets and the environment. This has forced change on many, this section will discuss the implications on organisations and how it has forces a change in the skills required from employees. This section will also discuss management sttl and the culture of organisation, and how this impacts on training. 5.2.1 Changing environment The present challenge facing learning facilitators is how will training continue to be relevant in todays ever-changing business landscape? Political, economic, social and technological factors are irrevocably changing the way and the nature of commerce. Throughout the UK, the economy is a state of flux, swinging from a traditional manufacturing base to small to medium-sized service based organisations. The sustained strength of the pound has not helped UK businesses that export products, thereby witnessing the decline of manufacturing. Forward thinking businesses are now recognising that it is through their people that competitive advantage can be achieved. Best (2001) discussed the â€Å"new economy, as a knowledge-based economy without borders, where the race is between companies and locales over how to learn faster and organise more flexibly to take advantage of technology-enabled market opportunities†Ã‚   (Best (2001) cited in   DeFillippi, R. 2002). Organisations have changed in the way they operate, shifting from immobile-wired infrastructures to mobile, miniature, and wireless modes of communication, computing, and transacting.   Customers now demand 24 hour service, with â€Å"any time, any place solutions of their problems (DeFillippi, R. 2002). Radical shifts are taking place in management theory; these shifts need to be reflected in the theory of training and development. The move towards a knowledge economy makes these shifts vital to the survival of the organisation. Ideas of training tend to focus on results; typically they are short-term and assume transferable skills. Ideas of personal development may be insufficiently focused on the workplace. Therefore for an organisation to enter the knowledge economy, it is vital for them to review their training and development to a broader aspect (Bryans,  P. Smith, R. 2000). Increasingly, as the nature of business and organisations change, its leaders are recognising that their most valuable assets are their skilled employees and, more significantly, the knowledge, both tacit and explicit, that is possessed by these employees. The knowledge is power clichà © has never been more accurate than in todays corporate world. This added value that this can b e seen in products and services is now dependant on knowledge based intangibles (Rogers 2004). 5.2.2 Organisational Structure There is conclusive evidence that the world of work has changed significantly over the past 20 years. Handy (1989) sees fundamental changes in organisational life reflected in what he refers to as the shamrock model with its three groups of workers core, contract and temporary or flexible. Guirdham (1995) says that the nature of work, the nature of organisations and the structure of the workforce have all changed and will continue to change (Handy (1989) and Guirdham (1995) cited in Falconer,  S and Pettigrew, M 2003:49) Reshaping of organizations, re-engineering, restructuring; all these things have led to leaner organizations and the dismissal of a lot of people. Many workplaces have disappeared from the scene, many competences are also disappearing and there is a risk of destroying uniqueness of some cultures as a whole (Civelli, F 1997:248). The corpus of knowledge, experiences and abilities, position or job status in an organisation was traditionally also a guarantee of job security. However, these are losing their traditional importance. In the marketplace it is difficult to recognize and get to know the abilities and knowledge of whole populations of young, highly educated people; the marketplace has difficulty in understanding the traditional value of experience (Civelli, F 1997). The major problem is how the knowledge, experience and capabilities can be actualised. The product in a society of more and higher educated people and with more institutionalised training is, paradoxically, a poorer work market. The relationship between people and work is institutionalised as a qualification at school and work experience. People learn not only inside the boundaries of institutions, but in everyday life situations. Illich, (1971) stated that most part of things we learn we have learned outside schools and outside works, factories, offices, banks or training courses (Illich, (1971) cited in Civelli, F 1997:248). Handy (1994) wrote instead of an organization being a castle, a home for life for its defenders, it will be more like a condominium, an association of temporary residents gathered together for their mutual convenience (Handy, C. (1994) cited in Civelli, F 1997:250). 5.2.3 Management Style and Organisational Culture The major viewpoint on work organisation this century have focused on increasing worker productivity through various strategies such as scientific management, human relations, the quality of working life and attempts to change organisational cultures. While the culture of organisations has increasingly become the focus of multidisciplinary research, concepts and definitions are as elusive as they are controversial. Arguments tend to polarise between anthropologists and management writers. Anthropologists view culture as the sum of the behaviours, values and attitudes of the group or the organisation, while management writers tend to adopt the view that culture is the product of management strategy and, as such, can affect productivity depending on whether it is weak or strong (Wiener, 1988). The strong (Deal and Kennedy 1982) and the excellent (Peters and Waterman 1982) culture strategies linked `positive culture with increased productivity. These culture strategies functioned for a time as the â€Å"new management panacea† amongst American organisations, when faced with losing the competitive edge they looked to Japan for an explanation of the qualities which led to their success. These qualities included transformational leadership style, encouraging the creation of a shared vision and a collective co Training and Development of Employee Soft Skills Training and Development of Employee Soft Skills Introduction This paper will discuss training and development of employees and focus on soft skills. This will compare the literature with case studies and conclude on the benefits of training in organisations. Skills of employees are broken down into two main headings, hard (technical) that allow them to perform the tasks that make up the role, and soft skills that encourage interactions, with colleagues, peers and customers. This paper has concluded that both skills need to be present to gain the most from the customer relationship, although soft skills will increase the benefit of hard skills, they allow the communication of technical skills. Soft skills are the interaction between individuals, which includes communication and empowerment, autonomy and decision making. Soft skills are discussed as the last competitive edge organisations can posses, that add value. This skills are difficult to assess, many are already present in employees, but not nurtured. The theorist during the early 1990’s discussed soft skills from a management perspective; it was discussed as the hidden value (or skill) that organisations could offer. This perspective has now changed, to one of marketing theory, discussed in areas such as relationship marketing and customer value. This is opinion by marketers is that by encouraging soft skills in employees it will add value to the product. Marketing theory discusses that customer loyalty can offer the organisation repeat business; this is valuable as it utilises economies of scale, lowering marketing and production costs. This is a cost effective method to maintain and increase business, leading to a higher level of revenue, but it requires the organisation understanding what the customer requires from this relationship. The question raised at this point, is should customer loyalty be taken for granted, or can it be effected by actions from the organisation, therefore should it have resources ploughed into it. Can employees be trained to meet the needs of the customer? Can organisations build on this through skill utilisation of the human resource, can training affect the relationship, and will lack of training have a negative affect on this. The skills that are needed are classified as soft, in contrast to the hard technical skills that are required for job performance. At first the area researched was the customer’s opinion of their loyalty, why they made repeat purchases and what actually influenced their decisions. This area proved subjective, they enjoyed the experience of purchasing, and often attributed to the organisations representative. It then followed to look at the skills of organisations in further depth, studying the skills of their representatives, and how the training and developing of soft skills could add to this relationship. Literature states that the evaluation of training is neglected, although it must be noted that there is no universal method that can be employed. Evaluation of training is a subjective area, with various factors that impinge on the successful transfer of new skills. Numerous organisations were contacted, but the response level was low, therefore it was decided to review soft skills within three organisations, as an interaction with both colleagues and ultimately customers. The three organisations that were chosen are all in different industry sections and in different stages of the life cycle. The first organisation agreed to the research, but then became reluctant to disclosure further information. The organisations felt that the economic position they were in would not be helped by a report written into the possible causes, although, it was stressed this was not the purpose of the paper. It was agreed to keep the organisation anonymous, but meant that their accounts could not be discussed in relation to training. To maintain neutrality throughout the paper all three organisations would study in the same method. This focussed the paper on utilisation of soft skills, the amount of training invested in them and the ultimate benefit to the organisation. The paper concludes individually on all three organisations. Assessing their levels of commitment to skills training, the value they place in this, and the culture that encourages the transfer of skills. The main conclusions are drawn from this section. 3.0 Aims and objectives The aim of this paper is to study the value of soft skills training in terms of attracting repeat customers and increasing company profits. This aim is wide, to allow for other discussion which after reviewing the literature review and case studies, will appear relevant to the paper. The first objective is to determine the extent to which training can improve the soft skills of employees that are customer facing, combining this with practical experience. In terms of being combined with experience, it may be useful to study whether training before extensive experience of dealing with customers is more effective than training employees who already have significant experience. Do employees get stuck in their ways and find it harder to change. Although it must be noted that the organisational structure and culture will have a direct affect on level of transfer of new skills. The second objective will be to determine to what extent employee and managerial soft skills can influence the tendency of customers to become repeat, and potentially loyal, customers. Again, soft skills will only be one potential factor influencing customer choices, and it will be necessary to attempt to determine the impacts of the other aspects of the marketing mix: price, promotion, place and product. It is hypothesized that there will be certain combinations of the various aspects that will have the desired effect; however this may vary according to customer demographics. The third objective will be to determine the extent to which soft skills can be converted to company profits, as a result of gaining more customers, and repeat customers, and how this is affected by company training policies and expenditure. In other words, the data will be used to attempt to discover if expenditure on soft skills training actually produces significant rewards for a company. It will be necessary to study several organisations who have invested in soft skills training programs, and attempt to determine the perceived improvement in the soft skills of their employees. This should also be compare against an organisation that have not invested in soft skill training, to contrast the skills of the employees. The areas that will be examined will involve the structure, culture, leadership and training programmes within the organisations. These findings will be compared to the literature review and a marketing database Factiva to determine the importance customers place on the soft skills of company employees. Surveys of customers were considered; however they may produce even more distorted results, as many customers are unsure of their personal reasons why they make repeat purchases. The surveying of organisations will determine their expenditure on training, both in time and capital, and focus on soft skills. This should be discussed with the value they place on the customer and the level of repeat business they expect. 4.0 Methodology This chapter discusses the research methods used for the project and the justification for the choice of methods.   It discusses methods that were not used, with justification of why they were not included.   Included is a critique of methods selected, and with hindsight identifies any changes that would have enhanced the research.  Ã‚  Ã‚   This paper evaluates customer loyalty that is demonstrated through repeat business. Can organizations influence the level by training their employees in soft skills?   Selection of the topic was stimulated and formed the identification of customer loyalty perhaps being the last competitive edge that organisations can offer.     The nature of the research was discussed with colleagues and fellow students this not only added practical ideas and suggestions, it opened new avenues of thought.   This was the discussed with lecturers sounding out ideas, gauging opinions and clarifying the question.   Focusing in on the question was obtained by employing relevance trees, narrowing the research area.   This gave direction to the research, although with reviewing the literature this changed several times (Buzan, J. 1995).   Next, a research proposal was compiled, with the benefit of organising ideas and setting a time-scale for research.   Theoretically, the proposal would highlight any difficulties with the research question and access to data.   Creating a time-scale would focus on targets and meet deadlines in the completion of the paper.   This time scale proved invaluable when new avenues were investigated, it helped focus on where the project should be. The literature review, discussing theories and ideas that exist on the topic formed the foundation of the paper.   The findings from the research are then tested on theories for validity (Saunders, M. et al 1997).   The literature review was challenging, there is a great deal of academic research on training, but very little on the topic area. Journals and books were the back bone for the review, both in marketing and management theory. Tertiary data sources, such as library catalogues and indexes were used to scan for secondary data.   This produced journals and newspaper articles, books and Internet addresses.   With the amount of literature, it took time to sort out relevant material to the research.   Narrowing down the search Bell’s (1993) six point’s parameters was applied.   Applying key words that were identified in the first search produced relevant and up-to-date material (Bell, J.1993).   A limitation on the literature search was the amount of time to read all articles and books on the subject. Whilst reviewing the literature references to other publications were followed and reviewed.   Bells checklist on identifying the relevance of literature found was a practical method to reduce the amount of reading (Bell, J. 1993). Ethical considerations in research fall into three categories, during design, collection, and reporting of the data.   These areas were carefully considered at all stages of the research (Oppenheim, A.1996:84).   The data sought throughout the research should remain within the scope of the project (Saunders, M. et al 1997).  Ã‚   Participants were instructed on the purpose of the paper and how their input would be used. The person privacy must not be evaded during interviewing Oppenheim (1996) referred to this saying â€Å"respecting the respondents right to privacy, as the right to refuse to answer certain or all questions† (Oppenheim 1996:84).   By participating in the research, no harm should fall on the participant.   Consent must be obtained from both the organisation and individuals before commencement of research.   The data sought throughout the research should remain within the scope of the project (Saunders et al 1997).  Ã‚   Questionnaires were selected to obtain the overall picture of soft skills from employees and there relevance to customer retention. Before the questionnaires were distributed a letter was delivered given to all employees explaining the purpose of the research, and how the information was to be used.   The letter contained a contact number for the researcher, and gave a guarantee of anonymity of the information.   An advantage of communicating to respondents before the questionnaire was that it increased the response rate, and addressed ethical concerns (Saunders et al 1997).   Fellow students were used to pilot the questionnaires; to test the information gained from the questions and the time take to complete it.   From this, adjustments were made on the wording, removing technical jargon (Bell 1993).   Closed questions maintained the anonymity of the participants, but had the disadvantage of limiting the data that could be collected, therefore a mixture was used.   A cop y of the questionnaire is in appendix four. Processing the data from the questionnaires was achieved using a spreadsheet programme; variables were coded and entered into the computer.   This information was quantitative and proved easy to evaluate.  Ã‚   Other methods of research gave qualitative data; this was evaluated using key words, and summarising the script to show trends, although some subjectivity will always remain (Cresswell 1994).   Classifying the data into categories before it was analysed, putting it in groups of similar responses, allowed the data to be workable, then conclusion were drawn (Saunders et al 1997).   Interviews were used on key employees to gain the formal structure, market segment and background of the organisations (Wass Wells 1994).   After the questionnaires, some employees came forward interested in offering themselves for further input to the research.   Although helpful, they could show bias; those coming forward could have an axe to grind, using an interview to grind it, therefore this was rejected (Saunders et al 1997). Case studies of organisations that through varying levels require repeat business to compound and improve their market share have been reviewed and compared to the literature. The case studies discuss the organisations strategy, culture and management style. To produce primary data on customer loyalty proved to be a vast task, taking a lot of time to produce results. Internal and external operations of several organisations would have to be compared to reach any level of validity. Other methods of data collection were considered and rejected.   Focus groups would have offered free flowing information. This could have been facilitated with discussion led by the researcher.   The idea was rejected due to the limited resources. The amount of data collected would have taken a long time to analysis, and could have been bias. It was decided to do case studies on organizations and interview employees. The questionnaire remained anonymous, not only to protect employees, but to allow for the information to flow without recourse. The findings of this will be presented in section seven and in the appendices. Choosing a multi-method approach for a research strategy allowed several methods for the collection of data.   Adding validity of findings and different perspective to the research, each method selected complimented and triangulated the results of another.   Questionnaires and interviews triangulate the results from observation (Saunders et al 1997).   Each method employed for research has its own advantages and disadvantages’; using a multi-method approach reduces bias and increases validity (Saunders et al 1997). Multiple regression analysis will be the best method for analysing the data, once potential bias has been identified and removed. Several models will need to be tried, as the relationship may not be simple, and the model that is found to be most accurate would have implications for the analysis of the third objective, as there will potentially be an optimal level of soft skill training, above which the rewards will not match any further increase in expenditure. Multiple regression will often be the most apt form of analysis, as it will offer information on the explanatory power of certain variables, which will be useful when concluding whether training or experience are most important for soft skill development, the relationship between training and experience, and any potential significance of which of the two is acquired first. Also, for the second objective, multiple regressions can be used for both employees and managers, to determine whether it is the soft skills of employees, or of managers, that have more impact on the number of repeat customers a company receives.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The major limitation of the study lies in its relatively small sample size and the limited coverage. This was mainly attributable to the limited time and other resources available for the study. 5.0 Literature review   This section of the paper is broken down into five sections, which are all relevant. The first section will discuss training and development, followed by the changes in modern organisations, and what is expected of them. The third section will discuss skills and the requirements from them followed by a section of the theory on how to train; if the method selected for training is not appropriate then the end result will disappoint the organisation. The final section will discuss from the marketing aspect the value in attracting repeat business. 5.1 Training and Development This section will discuss what training and development is the benefits to the organisation and focus of the soft skills. 5.11 What is training and development? Training can be defined as a planned process to change attitudes, knowledge or skills and behaviour through a range of activities to achieve effective performance. When this training is in the work situation, it develops the employee to satisfy current or future needs of the organisation (Beardwell, I et al 2004). It is generally accepted that methods of training can usually be separated into two categories: on-the-job, and, off-the-job. On-the-job training is implemented at the trainees workplace, while off-the-job training is conducted away from the trainees workplace and takes them outside of their work environment (Mullins, L. 2005). Training can be used as a change agent, to change the culture of an organisation. It is a tool that can improve organisational effectiveness, especially in fiercely competitive markets. All too often organisations that are facing financial problems will cut back the training program, where as they could be used to increase overall performance. The training budget is viewed too often as an expendable, and the first to cut or even go in crises (Rogers 2004). 5.1.2 Why train Nobody in business would disagree with the clichà © that a company is only as good as the people in it. But opinions differ on how that translates into practice, and what it means in terms of the way a firm goes about gathering and developing a world-class staff line-up. With near full employment in the UK, the fight for talent is as ruthless as ever, and getting, hanging on to and developing those people remains the HR issue of the moment. The principal function of any organisation is to increase the value of the business and therefore enhance the wealth of its Owner(s). This is obtained by efficient use of the limited â€Å"resources† available to them (T Blackwood, 1995). Garrick (1998) discussed that HRD is inextricably linked to market economics, that knowledge is prized in so far as it can generate a market advantageâ€Å"(Garrick 1998:5). Leading to the assumption that HRD can give the organisation advantage aiding the ability to increase profit.   Therefore using that theory HRD should be viewed as a vital function of all organisations, and not just there to satisfy training issues, a proactive role. Garavan et al (2000) discusses the emergence of strategic HRD practices, which are directly linked to the organisation’s strategies, with profit maximising paramount, HRD is a tool that should be employed to obtain and support this (Garavan et al, 2000).  Ã‚   It is argued that organisations require new skills to survive; the new thinking is based on complexity and chaos theory. Organisations are viewed as self-regulating, emergent, open, whole systems. This contrasts the metaphor of organisations being machines to that of organisations as living systems (Capra 2002 cited in Nixon 2004:58). For organisations to prosper in the future global economy, workplace culture needs to enhance a learning organisation, fluid responses to the ever changing environment. This can only be obtained with proactive HRD policies, disseminat ing a culture of learning through out the organisation (Nixon 2004).   Since the late 1990s the business environment has drastically changed (Mullins, L. 2005). Chaos theorists have argued that the world of the organisations is â€Å"turbulent and chaotic, making it impossible for them to predict the future†. Therefore conventional approaches to strategic decision making are no longer appropriate (Harrison, R. 1997:78). Competition and the pace of change in business require continuous improvement, therefore it means continuous learning. From this demand the market for business education has grown with a proliferation of courses, full- and part-time, open and bespoke (Mullins, L. 2005). Investment in training and development is an issue that provokes varying reactions amongst business managers. The allocation of time and resource is an issue to organisations, therefore there is a tendency to focus towards on the job training and learning through experience. 5.1.3 What are Soft Skills The term that describes this interpersonal dimension of life at work is soft skills. Soft skills are attitudes and behaviours displayed in interactions among individuals that affect the outcomes of such encounters. These differ from hard skills, which are the technical knowledge and abilities required to perform specific job-related tasks more formally stated in job descriptions. In the past, it was felt that managers and employees did not need soft skills as long as they could do their work, but now even positions in hard, task-oriented roles require soft skills as well as technical skills (Muir, C. 2004) This introduces new challenges on how the organisation responds to the interpersonal evolution, how do you measure the need for soft skills, and how to design programs that address such needs? One theory is to ensure the workforce is a high-performing by (1) the requisite knowledge, skills, and abilities for the organisation to accomplish its current mission and that is (2) appropriately prepared for achieving the vision for the future (Muir, C. 2004) This position includes working collaboratively with Human Resource and Development partners in staffing and employment, organisation development, diversity, performance management, and total compensation to recruit, develop the capabilities of, and retain desired staff. This is used to create conditions that engage employees in productive, meaningful work. These conditions are a result of designing systems, providing needed resources, and implementing policies that support employees and that develop their skills and knowledge in ways that match the organisations evolving challenges and priorities. Guidance is vital in the training function, throughout the organisation to foster an enterprise-wide view of capability development (Muir, C. 2004) Soft skills development has been viewed as a fad. This is now viewed as a necessary component in organisational development. These skills it can be argued that these skills are at the very heart of creating capability in employees and leaders. Individuals require the technical skills unique to their role, whether they are craft workers in a maintenance department or payroll specialists in accounting. However, even at the individual employee level it soon becomes apparent that little work gets done in isolation. All employees must be skilled at participating in team projects and affirming others. They must be adept at managing conflict and creating inclusive relationships that improve team performance and launch ideas. Indeed, the soft skills of negotiating solutions are the essential tools of effective contributors everywhere (Muir, C. 2004) Moreover, those formal leadership roles, it is vital to be proficient in soft skills. Thinking systemically and acting strategically is the linchpin of effective leaders, but excellent soft skills are necessary to actually implement the vision and to communicate values, standards, and expectations. Although this is limited where command-and-control approach is appropriate. Individuals support what they help create, and soft skills are the essential tools for helping them contribute to their full potential (Muir, C. 2004) While soft skills are apparently essential workplace requirements, they are also it appears that they are lacking. According to Field and Ford (1995) soft skills are like an iceberg, `under the surface, and although hard to understand, help employees contribute fully to the new, challenging work environment. This makes them liable to subjectivity, difficult to define, observe or measure and open to the influence of work organisation and the social construction of skill in the workplace. Thus, it is the premise of this paper that an organisations culture, the predominant management style and the extent of management/employee soft skills will have an influence upon workplace participation (Field, L and Ford, B 1995). Soft skills are an important factor in the success of decentralised, participatory work environment programs. Soft skills include teamwork, decision making and conceptualisation. Changes to workplace organisational structure require soft skills to foster improved communication and understanding of accountability. The subsequent globalisation of markets, deregulation of various sectors and the pressure to be competitive have all had major implications for the management of organisations and the skills required of the workforce (Connell, J. 1998). 5.2 The changing nature of organisations Over the past decade organisations are changing, through pressure from the markets and the environment. This has forced change on many, this section will discuss the implications on organisations and how it has forces a change in the skills required from employees. This section will also discuss management sttl and the culture of organisation, and how this impacts on training. 5.2.1 Changing environment The present challenge facing learning facilitators is how will training continue to be relevant in todays ever-changing business landscape? Political, economic, social and technological factors are irrevocably changing the way and the nature of commerce. Throughout the UK, the economy is a state of flux, swinging from a traditional manufacturing base to small to medium-sized service based organisations. The sustained strength of the pound has not helped UK businesses that export products, thereby witnessing the decline of manufacturing. Forward thinking businesses are now recognising that it is through their people that competitive advantage can be achieved. Best (2001) discussed the â€Å"new economy, as a knowledge-based economy without borders, where the race is between companies and locales over how to learn faster and organise more flexibly to take advantage of technology-enabled market opportunities†Ã‚   (Best (2001) cited in   DeFillippi, R. 2002). Organisations have changed in the way they operate, shifting from immobile-wired infrastructures to mobile, miniature, and wireless modes of communication, computing, and transacting.   Customers now demand 24 hour service, with â€Å"any time, any place solutions of their problems (DeFillippi, R. 2002). Radical shifts are taking place in management theory; these shifts need to be reflected in the theory of training and development. The move towards a knowledge economy makes these shifts vital to the survival of the organisation. Ideas of training tend to focus on results; typically they are short-term and assume transferable skills. Ideas of personal development may be insufficiently focused on the workplace. Therefore for an organisation to enter the knowledge economy, it is vital for them to review their training and development to a broader aspect (Bryans,  P. Smith, R. 2000). Increasingly, as the nature of business and organisations change, its leaders are recognising that their most valuable assets are their skilled employees and, more significantly, the knowledge, both tacit and explicit, that is possessed by these employees. The knowledge is power clichà © has never been more accurate than in todays corporate world. This added value that this can b e seen in products and services is now dependant on knowledge based intangibles (Rogers 2004). 5.2.2 Organisational Structure There is conclusive evidence that the world of work has changed significantly over the past 20 years. Handy (1989) sees fundamental changes in organisational life reflected in what he refers to as the shamrock model with its three groups of workers core, contract and temporary or flexible. Guirdham (1995) says that the nature of work, the nature of organisations and the structure of the workforce have all changed and will continue to change (Handy (1989) and Guirdham (1995) cited in Falconer,  S and Pettigrew, M 2003:49) Reshaping of organizations, re-engineering, restructuring; all these things have led to leaner organizations and the dismissal of a lot of people. Many workplaces have disappeared from the scene, many competences are also disappearing and there is a risk of destroying uniqueness of some cultures as a whole (Civelli, F 1997:248). The corpus of knowledge, experiences and abilities, position or job status in an organisation was traditionally also a guarantee of job security. However, these are losing their traditional importance. In the marketplace it is difficult to recognize and get to know the abilities and knowledge of whole populations of young, highly educated people; the marketplace has difficulty in understanding the traditional value of experience (Civelli, F 1997). The major problem is how the knowledge, experience and capabilities can be actualised. The product in a society of more and higher educated people and with more institutionalised training is, paradoxically, a poorer work market. The relationship between people and work is institutionalised as a qualification at school and work experience. People learn not only inside the boundaries of institutions, but in everyday life situations. Illich, (1971) stated that most part of things we learn we have learned outside schools and outside works, factories, offices, banks or training courses (Illich, (1971) cited in Civelli, F 1997:248). Handy (1994) wrote instead of an organization being a castle, a home for life for its defenders, it will be more like a condominium, an association of temporary residents gathered together for their mutual convenience (Handy, C. (1994) cited in Civelli, F 1997:250). 5.2.3 Management Style and Organisational Culture The major viewpoint on work organisation this century have focused on increasing worker productivity through various strategies such as scientific management, human relations, the quality of working life and attempts to change organisational cultures. While the culture of organisations has increasingly become the focus of multidisciplinary research, concepts and definitions are as elusive as they are controversial. Arguments tend to polarise between anthropologists and management writers. Anthropologists view culture as the sum of the behaviours, values and attitudes of the group or the organisation, while management writers tend to adopt the view that culture is the product of management strategy and, as such, can affect productivity depending on whether it is weak or strong (Wiener, 1988). The strong (Deal and Kennedy 1982) and the excellent (Peters and Waterman 1982) culture strategies linked `positive culture with increased productivity. These culture strategies functioned for a time as the â€Å"new management panacea† amongst American organisations, when faced with losing the competitive edge they looked to Japan for an explanation of the qualities which led to their success. These qualities included transformational leadership style, encouraging the creation of a shared vision and a collective co

The Call Of Jack London Essay -- essays research papers

The Call Of Jack London   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  During a time when man had gold fever, and philosophical views plagued the minds of many, one man took these views and turned them into great outdoor adventures. John â€Å"Jack† Griffith London, a twentieth century author, wrote The Call of the Wild, other novels, and short stories that depict the philosophical views of the time and added adventure to them by using his own life experiences that carried thousands of men including himself to the Klondike in search of gold.   Ã‚  Ã‚  Ã‚  Ã‚   In Winter 1876 San Francisco John and Flora London shared the joy of childbirth in the celebration of their only child together. They named the baby boy John Griffith London, or Jack for short. He became the twelfth child of his father, for through his first marriage he had eleven children. Jack London’s family was stricken by poverty. His father had many trades, however worked mainly in truck gardening(McCracken 370). After Jack’s graduation from grammar school, which he attended in Oakland, Jack read many novels, mainly ones about romance, travel, and adventure. He took many odd jobs to make ends meet(Comptons Interactive Encyclopedia).   Ã‚  Ã‚  Ã‚  Ã‚  Jack had ambitions for a life at sea. At age fifteen Jack London bought a boat of his own, called Razzle Dazzle. He became an oyster pirate, sailing the San Francisco Bay robbing oyster beds and becoming a heavy drinker. Jack had many hard times. He spent some time as a hobo and spent some time in prison. At the age of nineteen he entered high school. Hard work enabled him the privilege of attending The University of California at Berkley. Less than a year passed and he gave up school to try and support his family and persue a writing career. He did not sell any of his work(Kunitz and Haycraft 844).   Ã‚  Ã‚  Ã‚  Ã‚  He joined the gold rush to the Klondike in the summer of 1897. The group stopped along the Yukon near about the Stewert River for winter. London became vary ill with Scurvy and was forced south for survival. Upon his re entry to San Francisco Jack learned of his fathers death. He could not find work of any kind, so once again he tried his hand at writing. His first writing, a story about life on the Yukon, was accepted by a magazine called Overlan... ...ty. This is illustrated in a quote from the book, â€Å"His cunning was wolf cunning...his intelligence, shepherd intelligence and St. Bernard intelligence.†(London) â€Å"London’s unusual subject allows him to see virtues in return to an aboriginal state that could not be found if humans were the subject.†(Magill 1148) He also uses the literary element of contrast to bring effect to his novel. For instance when â€Å"Buck is at his most savage he is also most completely fulfilling his potential utulizing his brain, muscles, and heart to the utmost.†(Magill 1148)   Ã‚  Ã‚  Ã‚  Ã‚  Jack London had a life full of ups and downs . He used ideas of philosophy that affected the world to inspire all of his writings as well as the ideas of his own experiences and of the great adventures celebrated in the age of time. He used ideas of Charles Darwin, racial hierarchy, and the American Credo of success to inspire his writings. Once he tried to make it to Alaska himself, so he was able to use some of what he experienced to add realistic adventure to his stories. All elements of his life and his era helped make him one of the greatest adventure writers of the generations.

t true knight :: essays research papers

The Definition of a Knight   Ã‚  Ã‚  Ã‚  Ã‚  Knights were a type of soldier established in the middle ages, sworn to protect the nobility. They followed the rules of chivalry, rode the best horses, bared the finest arms and weaponry, and were highly respected. A strong need for protection of the nobility brought knighthood to be and chivalry to order. True knights are far and few now, by the end of the 16th century knighthood was over. Real knights fought hand-to-hand, before guns and gun-powder, heavily armored and ready for battle. Finding a true knight might seem hard now, but true knights exist, they just don’t look the same.   Ã‚  Ã‚  Ã‚  Ã‚  A knights training started early in his life. At age 7 a boy would be a page. At 14, a page would become a squire, and the training would become tougher. Finally at age 21, a squire would become a knight, and he would serve in the military for 40 more years. This sounds familiar to life now doesn’t it? At 7, a boy/girl would help around the house or at others houses. He/she would be learning about how to complete different tasks in the garden, the kitchen, the garage, etc. At age 14, a boy/girl might acquire a part-time job, or summer work. Train more for the â€Å"real world† and gain more knowledge for the future. This is also the age that he/she might learn about sex, drugs, respect, kindness, even love maybe. Finally at age 21, that boy/girl is now a man/woman. Pursuing a career, starting a family, and working hard to provide and protect his/her family.   Ã‚  Ã‚  Ã‚  Ã‚  The way a person is raised now, is not much different of that of a knight. The difference now might be chivalry. A chivalrous knight will be courteous, kind, protective of what’s right, aggressive to what is wrong, and will value the true things in life; family, love, and life. The same 21 year old man/woman, will love their family, love their spouse, protect his/her family, be kind to others, teach his/her children right from wrong.   Ã‚  Ã‚  Ã‚  Ã‚  A Knight is, kind, chivalrous, gentle, honorable, merciful, and willing to sacrifice.

Essay --

Genocides of the World: Armenia â€Å"Armed roundups began on the evening of April 24, 1915, as 300 Armenian political leaders, educators, writers, clergy and dignitaries in Constantinople (present day Istanbul) were taken from their homes, briefly jailed and tortured, then hanged or shot (United Human Rights Council).† That was the ending of some of the thousands upon thousands of lives lost during the Armenian genocide. Some say this genocide never was an actual genocide, but when that many people die I don’t know how it can’t be considered one. Some of the deaths where slow and dragged on until the victim’s body could no longer take it, while others where quick and easy. This is the Armenian Genocide. We decide our future, and we must not let anger get the best of us. The Ottoman Empire was angered by the Armenians, and now is responsible for the horrible attacks and murders towards the Armenian people. Now, all they can do is pretend it didn’t happen. At its peak, The Ottoman Empire consisted of most of Southeast Europe, North Africa, and almost all of the Middle East (United Human Ri...

Ageplay

Gentry, Kristin Jennifer Cherry English 101. 04 Spring 2012 Ageplay: Emotionally Gratifying, Socially Taboo! Ageplay, or the often sexually- taboo act of role playing, where one consenting adult personifies a minor child, while the other serves as a caretaker for the â€Å"minor child†, is a highly common phenomenon that shocks and perplexes many, but serves as profound emotional fulfillment for those who participate in the lifestyle. Throughout the following pages it is my intent to explore the many facets of age play and especially dissect, with integrity, the â€Å"why† behind this unique subject matter.Overwhelmed with a wealth of information, I have broken down the subtopics, for convenience and ease in reading. I have incorporated a variety or research sources varying from books written by esteemed sexologists to personal interviews from age players right here in the community. To protect their identity some have chosen to anonymously contribute to the paper while others have allowed me to use and alias. What is this age play thing all about? Ageplay is type of role playing mostly practiced amongst the kink community.In some cases, ageplayers will limit â€Å"sceneing† or â€Å"play† to the â€Å"vanilla† world, sexless, or seemingly blase, 9-5, mundane life, but, it is far less frequent than the sexually- driven alternative. There are three common age ranges that are explored in this kink. The first is Adolescentilism, where a relationship is formed around a person who identifies as a young adult or high school aged person. Often, a â€Å"naughty school girl† fantasy falls into this category.Authors Gloria and William Brame and Jon Jacobs, educated Sexologists and experts in the BDSM arena, wrote about this in the candid, wildly-popular book: Different Loving: The World of Sexual Domination and Submission. On page 129 it reads â€Å"[in this type of ageplay] the fantasy is likely of only temporary duration. â₠¬  Paul Rulof, a lifestyle educator and conference presenter raises a good, supportive point in his writings that suggests why this might be true. On page 52 of his first book, he sheds a new perspective about this particular age range of role play.He notes the following: â€Å"The teenage years are often ones of exploration of the self-identity, interactions with others, and many different experiences. Many firsts often happen during this time: first kiss, first date and first romantic partner. † The attraction of new and exciting events is most likely short-lived once those first experiences have occurred. When prompted during an interview, â€Å"Draven†, a Bloomington-Normal based Daddy had to say this about the appeal of this age range. The naive instincts of a pre-teen appeal to the hero complex that most men possess. We like to be needed and especially when we can offer our insight about sexual discovery. I personally enjoy watching my baby girl grow emotionally and become a sweet young lady as a result of my influence. † The next age group fetish mentioned in the trio-penned â€Å"Different Loving† was the Juvenilism range. This includes littles who personify, or emotionally connect with 6-12 years of age.Punishment is a cornerstone of functionality in this age range. Littles who identify as a juvenile are typically more sensitive and require great emotional care. Most littles who have a bratty, or disobedient streak, fall into this group, thus the frequency in punishment for these preteen boys and girls. Brame, Brame and Jacobs had this to say about unique, therapeutic punishment tactics for littles in this age range, â€Å"The parent figure may ask embarrassing questions about the submissive’s personal or sexual habits.By stripping away the submissive’s privacy, the dominant exposes not only the submissive’s body but also her inner nakedness and vulnerability. In some juvenilist scenarios the dominant role plays as the erotic guide. † Surprisingly, despite the small amount of littles who fall into the pre-teen category, the Juvenilism age range is not the most popular. The last age fetish, Infantilism, or â€Å"ABDL†s (Adult Baby/Diaper Lovers), is the most commonly known age play fetish (Different Loving, p 137).This class of ageplayers is, by far, the most controversial and is what has been most depicted in the media, in documentaries, and even on reality shows since the 1980’s when a Phil Donahue episode practically turned daytime television viewers inside out with discomfort. The episode featured an adult baby, his Mommy and clips of footage showing his daily routines as an ABDL. Visions of an adult willingly soiling himself or fully relying on another adult to feed him, when he was physically capable to feed himself, shocked the studio audience, and home viewers, alike.Very young myself at the time, less than 9 years old, I had so many questions and the i mages burned into my memory, mostly from fascination and wonder. I was so very confused and yet, so afraid to ask my very judgmental and cynical grandmother why everyone was yelling at this big baby and his Mommy. I filed the images away into the back of my mind and, on occasion, when I hear stories of bigotry and discrimination surrounding ageplayers, that particular story comes flooding back to me.The controversy behind age play absolutely stuck me for over two decades. During my research for this paper I was surprised to find that two of the interviewees, a couple, not involved in the lifestyle in any way, for the Brames’ and Jacobs’ book referenced the same Donahue show in their testimonial: â€Å"We saw a [Phil] Donahue [show] about infantilism and were amazed at the outrage that some people felt about infantilists, who are engaged in something completely innocent.They enjoy being in baby clothes and get a certain amount of satisfaction from recreating their earl y childhood. Statistically, nobody knows whether it’s normal or not. The psychiatrist on the show was very clear on the fact that these people were doing nothing wrong. † (p137) The experts who scripted â€Å"Different Loving† had this to say about this controversial group of littles: â€Å"Many D&Sers ( BDSM participants) express discomfort with infantilism, as well, perhaps because it is difficult to understand why someone would wish to be as helpless as and infant. (p137) History has taught us that anger and fear are products of ignorance. I believe that this is a solid explanation for the public’s response to ABDLs in the media. The intolerance is most likely fueled, further, by the notion that most adult babies are typically of male gender, which contradicts, completely, the general standard of patriarchy in our society. Unfortunately, with minimal awareness and exposure I do not see a wave of acceptance and empathy any time soon from the greater pop ulation.Despite the negative talk about adult babies, and/or their caretakers, and the lifestyles that they lead, of the three categories, Infantilism offers one unique aspect that neither of the other two can offer. The ABDL model is the perfect erotic outlet for those that are afflicted with disabilities that affect fine and gross motor skills and mobility, as well as neurological conditions that may affect the ability to control bodily functions.In all age ranges the caretaker will make decisions and approach their relationship with their little as they would a person who is biologically the age that their little feels. This includes physical and emotional care. In my observation of a social setting, where several couples were gathered for a kinky birthday party for a local Daddy, I saw first-hand how this plays out between a top (the roleplayer of authority) and the bottom ( the role player with the least amount of obvious power), or in this case, a Daddy and his daughter.During the birthday party the little was feeling feisty and apparently a little bratty. Much like an over-stimulated, attention-seeking, sugary-cake-filled six year old would, the little aimed to be the center of attention and repeatedly was speaking over her Daddy and interrupting him as he attempted to make announcements about the food to his party guests. Excited, the little would bounce up and down in front of him in attempt to get him to listen to her not-at-all-related-to-birthday-cake story.Despite the Daddy’s firm verbal prompts to calm down and fully fueled by an adoring on-looking crowd, the little continued to be a nuisance. Finally, the Daddy grabbed the little by the arm, guided her to a nearby chair, firmly guided her bottom into the seat, bent over to her eye level and sternly ordered to her sit down, stop talking and to make no attempt to get up without his permission. It looked like a scene I have seen a million times myself as a parent and former preschool classro om assistant.The little was petite in stature and sported short, pink hair in a pixie styled haircut and natural looking make-up. It was certainly believable to the party attendees and understandably so. The little was acting like a typical child the age the same age of her inner little would act and her Daddy was acting like any loving parent would. For Bigs and littles, this relationship is not a scripted, â€Å"fairytale-esque† , theatrical experience. The bond between the pair and their interactions are easily solidified by a fascinating concept called â€Å"headspace†.Once a scene begins between a caretaker and a little, the reality and natural roles melt away and, almost like a person with multiple personalities, the emotions, thoughts, habits, preferences, and behaviors of the inner personality surfaces and the person that they function as during their vanilla life dissipates, even if for a little while. It is very much trance-like in some cases, and almost alwa ys, in sexual scenes. In order to best understand what age play is all about there are terms that one should become familiar with.These terms are pivotal to communicating with those who identify as minors or caretakers. The lifestyle breeds a whole new language of its own and knowing the lingo fosters a relatable nature when building trust amongst the kink community members. You will note new definitions and terms you have most likely not been introduced to prior to the reading of this paper. For example, the most common term is â€Å" a/the little†, referring to the person who identifies as the minor.The term â€Å"Big† is intentionally capitalized, and can refer to the little when they are functioning as their genuine, or â€Å"real life† age; it can also be used as a term to describe the caretaker, or counterpart to the little. Another popular word often heard in conversations about age play is â€Å"inner little†. This refers to the distinct feeling o f being â€Å"small†, or younger, than one’s true age, a separate entity, if you will, from who they are forced to be every day in their â€Å"adult life†. There have been great debates when it comes to phrasing the description of littles and their personal connection with their inner little.I recently surveyed a group of littles, in a discussion forum, online ( that shall not be named for the protection of the contributors), as to how they speak of their inner little. The great phrasing debate is typically split between themselves as â€Å"having a little† or â€Å"being a little†, while on a rare occasion, some will say that they â€Å"are little†. This particular description is the least common as very few people desire, or are able, to live the lifestyle 24/7. When I posed the question: â€Å"How do you refer to your relationship with your little? in a discussion forum, open only to littles, I was bombarded with an avalanche of response s. After filtering through and reading the ample list of opinions over 50% of the littles speak of ownership of their little, as if their body hosts a shell for their little to live and safely surface when the need strikes. Slightly over 25% of the all-female responders would represent their little by saying â€Å"I am a little â€Å", while the rest commented that they do not ever leave the feeling of being little therefore it is senseless to refer to it at all.Littles have preferences, much different than their Big (in this case I am referencing the vanilla person who â€Å"hosts† the inner little), in everything from hobbies, to fashion, to sleep habits, to comfort rituals, to sexual fantasies, to even how they talk, behave and relate to those around them. In most things ageplay when a debate arises, there is no consensus, as the ageplay community is still evolving. It is adaptable, based on personal preference and relationship history, to whatever extent the partners ar e comfortable with, in any facet that they so choose.There are no societal expectations with ageplay, as there are with traditional parent/child roles. There are no social norms to adhere to within the community. The world of ageplay is very pliable and the appeal is very transparent once you begin to take a close look at the logistics of ageplay. Who age plays? As someone who is rarely surprised by taboo or kinky concepts and ideas, I am generally taken back by the diversity of those involved in the ageplay community. No one is excluded from having unique sexual preferences and, certainly, no one is ever exempt from personal hurt and â€Å"baggage†.In ageplay, the egalitarian roles serve as unconventional, therapeutic tool for people from all walks of life. In my personal interviews and connections that were made with the local ageplayers I have met everyone from the college-educated, pre-med student all the way the blue collar, entry-level, fast food worker. Like profession or education level, other demographics do not limit who participates in such a lifestyle. I have met participants as young as 18 years old and as old as 72. Sexual kinks and taboos are not dictated by demographics and age play is no exception.Why age play? The beauty in this way of life is that it is customizable to individual needs. As an aspiring sex therapist I find immeasurable worth in personalizing what works for healing old hurts and sorting through hang ups with the tools you have before you. If someone is to grow from their pain and rise above it the method has to be something they believe in and trust will work. With ageplay, both partners steer the ship, so to speak, and the whole intent is to do so with their partner’s well-being in mind.The caretaker, also referred to as the â€Å"top†, â€Å"master†, â€Å"Daddy†, â€Å"Mommy†, or â€Å"Big†, depending on those involved and to what extent they interact, parents the little with loving guidance and reassurance while the little fills a need to almost â€Å"ego stroke† their Big and construct a confidence and self-esteem boost within them. There is a mutual understanding, and a simultaneous bond between the two, that buffs out the unfulfilled emotional needs of each other and brings great joy and liberation from those wounds. During an e-mail conversation with â€Å"Mr.Beck†, a local Daddy and leader in the BDSM social scene here in Bloomington-Normal, Illinois , that I have had the fortune of befriending, I discovered that the â€Å"why† is a sensitive topic that some choose not explore for themselves. In response to a question asking if he thought there was a direct link between trauma and eroticism (a personal attempt to deconstruct Sexologist Gloria Brame’s theory on the matter, stating that there is no direct link ( Different Loving, p127) he responded as follows: â€Å"I believe that every form of sexual expression exists o n a spectrum.Some people are gay with only one person. Some people are into the â€Å"lifestyle† only with younger people. So on and so on. There isn't a one size fits all with any form of sexual expression. There are littles working out issues, of course. I have been with a little who had been groped by her father but wanted to call me â€Å"Daddy† during sex. When I asked she was clear that her biological father and the â€Å"Daddy† figure of her fantasies were completely different people. I think that age play is, at the heart of it, about finding a role that makes sense and embracing it.There are â€Å"kittens† and experts are not rushing out to find out what role the family cat played in their upbringing. Those who are attempting to push age play out into the realms of the broken homes and disquieted minds are, in my opinion, wanting to push uncomfortable questions, about their own sexual landscape, out at arm’s length. † This particular Daddy is what is called a â€Å"24/7 Daddy†, or a Daddy who lives the lifestyle around the clock, at every opportunity. There aren’t many spaces where he would edit his words or interactions with his little. When questioned about his version of the â€Å"why ageplay? He seemed to be passive aggressive in his response, and evasive to a complete, personal answer. I would say that he was defensive in his wording and not at all comfortable in examining his personal motivation for entering a relationship of the age play nature. For some members of the kink community doing self-reflective exercises unveils some scary and uncomfortable truths that are too intense in nature to comprehend and deal with. This is a common issue when looking at most taboo practices. Many age players share in Mr. Beck’s mentality mentioned in his interview.The idea behind trying to understand the origin for the kink is usually â€Å"just go with it and embrace it†¦it is what it is. à ¢â‚¬  For those like myself and Paul Rulof, Chicago- based age play educator and Daddy, we believe that there is a certain, natural connection, through ageplay, to â€Å"righting the wrongs† of the past that children have no control over. Rulof speaks to this theory in his book: â€Å"Ageplay: From Diapers to Diplomas â€Å"when he wrote: â€Å"For many, ageplay is an opportunity to connect with an aspect of themselves that they have forgotten or set aside†¦some people like to explore alternate models of who they could have been with ageplay. p. 65) As a researcher of this social phenomenon I am on the fence about making a claim that 100% of ageplayers are motivated by deep, unmet, emotional need. I would still say that the majority of ageplayers are gaining a sense of control over an area in their life that they felt they lost early on, but I don’t ever care to categorize any group of people, in its entirety, and attach it to one label or judgment, no matter how concrete the evidence is proving that the label is justified.Rulof listed some of his thoughts on the reasons why people partake of this lifestyle, some sexually motivated, some not. His reasons were listed, as follows, on pages 19-34, the biggest chapter in the book: The participants get to: * Relive their childhood – â€Å"†¦ a great number of people have experienced childhoods that they look back upon as desirable or ideal times†. Paul goes on to write that adult life can be viewed as boring and mundane, whereas childhood is generally the complete opposite. Mr.Rulof paints this point as an obvious motivator for ageplaying. (p19) * Rewriting their childhood – â€Å"For littles, rewriting or re-envisioning their childhood is one reason that ageplay might be appealing. However, ageplay is not simply a reaction to one’s own childhood events. Some ageplayer’s own personal childhood or possible negative events may not influence their play mu ch at all†¦Everyone has something in their childhood that they would like to change: disappointments, lacks, incompletion and missed opportunities. (p19) I felt that the author seems to have waivered in his stance on this particular justification, however, at a closer look, and full reading of his book, his claim strongly supports that point I mentioned earlier about how subjective this lifestyle truly is. Sure! Some people do use the little part of themselves to mend the past through conscious actions as an adult while others may focus more on specific hurtful events and relationships. The third option is that ageplay benefits them in some way not at all linked to negative childhood experiences.This group of participants, I gather, based on my interviews, are the ones that are working to address something they would improve about themselves in their current phase of life, be it confidence, the ability to connect with others, building trust in intimate relationships, mastering discipline and will power issues, or just filling a need to be needed†¦which brings me to Paul’s next theory for reasoning. * Practicing Caregiving – â€Å"When caregivers play, they are able to explore the naturally ingrained caregiving traits that they have. (p23) I view this as playing â€Å"grown up house†, or maturing the favored childhood role play game to better hone in on nurturing skills in a less threatening way than what usually occurs in vanilla relationships. * Exploring Gendered Childhoods – â€Å"Especially for transgendered individuals, ageplay provides opportunities to explore childhood experiences as the gender they feel more closely associated with and different than their biological sex. † (p23) During my research I found a podcast whose subject matter is solely based on ageplay.One of the hosts, a lively and entertaining male, â€Å"scenes†, or role plays, as a female baby. Spacey, the host is one of three regular hosts of the show. He recently helped produce an episode of the podcast that completely focused on â€Å"sissies†, or male adults who roleplay as young, adolescent or baby girls. The guests on the show were two â€Å"sissies†, one of which who exercises his civil rights, even in instances of airport pat downs, to live his sissy life around the clock.The gentleman went by the name â€Å"Sissy Stephanie† and he spoke about some of the challenges he encounters living the lifestyle but felt that they emotional payoff is worth the attacks. The second guest, â€Å"Bunny†, talked about his transgendered ageplay and how his youthful, female persona serves as a mechanism to relate to others through a sweet and vulnerable personality, as his vanilla, male self struggles with connection, relatability and trust, typically. Taking Different Options – Much like rewriting your childhood, this theory talks supports the idea that there are particular details in the ageplayer’s childhood that they would like to â€Å"re-do†. Paul writes, on page 24: â€Å"For example, ‘good girls’ can be tease, tramps, or hang out with the â€Å"wrong type of guys†. He went on to offer that some littles appreciate the chance to earn praise for poor or disappointing choices from their past, or even a shot at living on the wild side and pushing boundaries that were obviously unsafe to do as children, such as actually going with the creepy neighbor who offers little kids candy. Shrinking Childhoods – This point was very interesting me, as I had never heard of such an idea about role playing as a minor, but Mr. Rulof wrote about how one might be dissatisfied with their timing of hitting developmental, social or emotional milestones in their childhood and ageplay offers them the a shot at restoring their self-image and confidence in their abilities. * Innocence – â€Å"†¦the loss of a childlike innocence and be coming jaded with the world seems to be a reoccurring theme with some ageplayers.The realization that there are not magical places, fanciful creatures, and happy endings is difficult for some to accept. The desire to regain innocence and escape adult responsibilities could factor in to a desire for ageplay. † (p25) * Relaxing and Enjoyable – Page 26 of Paul Rulof’s book highlights how ageplay encompasses the simplicity and carefree nature of childhood and how the escape from everyday adulthood is sometimes just enough reason, alone, to partake in a non-sexual form of age play. A combination of Popular Fetishes – Paul, not only an author and educator, is a creator of CAPcon, Central Illinois’ premiere ageplay convention. He has a wealth of knowledge on the subject matter and did fervent research, himself, while penning his book and the statistics he uncovered proved to be helpful in supporting this point. Page 27, in Ageplay, describes how this form of role playing is ranked 51st, out of the 100 top favored fetishes. Three of the main components that make for good role play are fetishes in themselves and were also ranked on the top 100 list.Upon reaching out to Mr. Rulof, I discovered that his statistics came from a kinky social networking site, much like Facebook; it is a hub, the high ground, for those in the kink community at large. The site listed role-play itself as the 23rd most popular fetish, followed by cuddling in 81st place and costumes barely squeezing in under the 100 mark as the 92nd most practiced kink. These items were ranked in order based upon serving as the number one kink choice for the site members. For example, Mrs.Smith may like to be spanked during intercourse but being bitten is her favorite fetish so biting would have been her vote. This supports how well age play involves three majorly ranked fetishes, out of thousands, literally, and wraps them up into one kinky, therapeutic ball of goodness. * Enhan cing Roles – â€Å"Ageplay presents a different mental framework through which you can view your partners or others. † Paul wrote for three pages examples that show how a dominant personality or a submissive personality can flourish in this type of role play.People who may not typically be drawn to this type of play just may participate because of the ability to fine-tune egalitarian roles in this medium. * Filling Psychological Needs – I am a huge fan of how the author referenced â€Å"Maslow’s Hierarchy of Needs† to prove, what I personally see as the greatest motivator for role playing as a Big or little. There are essential human physical and emotional needs that human’s require fulfillment of to develop in a healthy and productive fashion. Much like ageplay, there is a parallel between the progression of human development from birth to adulthood and beyond.Many ageplayers will identify with multiple ages and, depending on their mood, re quire different things from their caregiver. Often, littles will not â€Å"morph†, for a lack of a better term, into a different age until they feel satisfied with their needs being met at their current age. In Maslow’s model, humans cannot progress or develop in the natural way without having their basic needs met at their current stage in life. * Playing with the Taboo – This idea hones in the basic human calling to be rebellious, or go against the grain, if you will.There is something engrained in us, as a society formed from hunters and gatherers ages ago, that tugs at our moral compass and prods us to be daring and bold and to break the mold of what is socially acceptable. Men especially are often deduced to a walking set of procreating DNA who lack in the ability to make ethically-upstanding choices without challenge. This set up allows all role players to abandon what is socially acceptable and what is defined as â€Å"normal† and escape to a place where it is ok to break the rules and enjoy it. Fetishes -Different from the supporting point earlier that highlighted similarly ranked fetishes, this last reason speaks to the flexibility for exploration into other, new kinks, that ageplay allows. Because of the disciplinary aspects of ageplay there are countless punishment-based fetishes that could be brought into a scene, as well breast-feeding, diapering, play date, schoolgirl, dollification, and many, many other adjacent fetishes for those who wish to dabble in new sexual discovery.Ageplay is often a starting point for kinksters who wish to slowly introduce themselves to harsher, less – nurturing-based fetishes. Though the BDSM pioneer took a seminal approach in analyzing the logic and motivation behind â€Å"sceneing† with ageplay principles, is all truly speculation and the reasoning varies for each individual. In addition to varied gains between top and bottom roles, personal needs manifest from each role play er, independently, and there rarely a clear understanding of why this is such a comforting, natural expression for anyone.The reasons for entering this lifestyle can be many and completely askew, much like rewards. The Power Exchange Book series, written by Dr. Bob Rubel, includes a book about ageplay. The Doctor shared first-hand accounts and experiences from fellow ageplayers that he interviewed during his research for the literature. The most profound and beautifully moving words were from a woman who goes by â€Å"Bethie Hope O. †. On page 70, the next to last page of the book, these words were composed what following her heart and investing in her Daddy has added to her life: I remember the first few times I visited my Daddy, looking at him or being around him, or even just talking to him on the phone felt like someone was shining a light into the world that was not there before. It was like the world was covered in clouds all the time and when he was around the clouds p arted and the sun came out and shone down on everything and I felt warm. I remember the days before my Daddy like a kind of dream, and really, that is how I lived, like I was sleepwalking. I got by, but I did not thrive. Now I feel like I truly live, like the sun is shining on me all of the time.Part of the reason for that is because I’ve learned so much about myself and I’ve found the freedom to just be me, and to do what makes me happy. Part of the reason is my Daddy and how he is with me and how he makes me feel. Part of it is how I love him and how loving someone so much makes me feel. People seem to think that it’s an unhealthy thing to have such strong attachments to just one person and maybe it is but my Daddy is my everything. He is my Daddy, my Master, My partner, my best friend, my confidant, my lover†¦I love him as if I were bore from his own body! †