Survey after survey confirms how the success of businesses has become increasingly dependent on the ability and skills of their staff. And because talented workers are in short supply the hunt for people of unusual ability will continue in earnest. Hiring such people is the relatively easy part; keeping them engaged so that they don't move on and getting the best out of them while they are with you is what really matters. Drawing on original research, including interviews with senior executives, recruitment specialists and headhunters, and people considered 'talented' within their organisations, this book outlines the way in which companies such as Ford, Goldman Sachs, Cisco, Diageo, Tesco, General Electric and HSBC are facing the challenge of recruiting and developing the talent they need. This book will also boost readers' own career prospects.
Why so many mergers fail and what can be done to make them succeed. Worldwide merger and acquisition activity in 2000 was worth around $1,400 billion. But the M&A failure rate is high - roughly half fail and the financial gains of even successful mergers are often neutral. Why is this the case? This book argues that the reason is because financial and strategic considerations still dominate merger negotiations and that the soft, fuzzy, people issues are largely ignored in the belief that they can be sorted out later during the integration phase. In reality, however, and this has become even more true with the growth of the new economy, people are the real deal makers and that it is only when individuals choose to commit their imagination, creativity and energy to a merger that the real synergies flow. Merger success is all about leading and managing people - and the people issues need addressing right from the start of negotiations. Daimler-Benz, Compaq and Digital Equipment, and Zeneca and Astra, this book examines where companies so often get things wrong and lays out a clear course for how to get it right.
Eggleton explores dating myths, where to look for someone new, the proactive approach of personal ads, where and how to place ads, how to respond to ads, the growing acceptance of the Internet, and more.
This book looks at managing uncertainty as a new business imperative. It ·analyses the sources and triggers of business turbulence, and explores different models for classifying uncertainty·explores the cost of uncertainty in the shape of business disruption and lost opportunities - as well as the price paid by staff in the shape of psychological stress, diminished job satisfaction, trust and commitment. ·shows how embracing uncertainty can lead to greater innovation and business growth·draws on new thinking from practitioners, academics and consultants and the experiences of a wide variety of organisations including Intel, Procter & Gamble, Siemens, Boeing, Qinetiq, Philips, China Telecom, Ford, Apple, Nokia, Mars, Shell and Glaxo SmithKilne. Managing Uncertainty is aimed at business leaders and managers who are looking for new ideas and approaches that will help them to succeed in the highly uncertain times we live in today.
A project evaluated the overall effectiveness of the Advanced Courses Development Programme (ACDP) of the Scottish Vocational Education Council. A peer review of selected Higher National (HN) unit specifications involved 195 subject experts who completed evaluation questionnaires on specifications in their specialist areas. The main body of the research consisted of a series of case studies of the development of HN units and courses in colleges throughout Scotland. Development work for the new courses took these basic forms: national development of HN unit specifications and course frameworks, local development undertaken by a college, consortium development undertaken by two or more colleges, and joint development between college and industry. Evidence was insufficient to suggest a national or a local approach was markedly better than the other. Informational support was not sufficient in itself; staff most valued support in actually carrying out their tasks. Data suggested strongly that staff saw external validation of courses as legitimate and valuable. Five components of the system were examined regarding their role in an effective program: competence, HN unit specifications, assessment, merit, and quality assurance. Findings also indicated that most staff saw as successful the facility for articulation that was intended as a central feature of the ACDP and many teachers felt they were changing their style because of introduction of new HN units and courses. The conclusion was that the fundamental model was sound. (YLB)
The first Standard Grade courses have been in place in Scotland for almost ten years. This document reports on a study with the following goals: (1) to describe the actual mathematical competencies of pupils gaining grades 3, 4, 5, and 6 in Standard Grade Mathematics; (2) to describe the competencies shown in school work by pupils failing to achieve at least grade 6 in Standard Grade Mathematics; and (3) to identify any changes that might seem desirable in grade-related criteria which might lead to improvements in the teaching of basic competencies in mathematics. Examination scripts and classroom work of (n=1,188) students in grades 3 to 7 were collected and analyzed. This report discusses the findings in the following areas: number, measure, relationships, shape, information handling, interpreting a task, doing a task, and completing a task. Significant differences were found between grades 4 and 5 in examination performance. An appendix contains criteria descriptors used in analysis of Standard Grade Mathematics. (MKR)
In June 1994 the Scottish Office Education Department asked the Scottish Council for Research in Education to assist in a study of performance over time in the Higher Grade examinations in biology, English, geography, and mathematics. Statistics have shown that the number of students gaining passes on these Higher Grade examinations is increasing from year to year, and the question of whether the standards for these examinations have been eroded has been raised. The study depended on the analysis of original test scripts retained by the Scottish Examination Board, beginning with 1987 as the earliest year for which scripts were available for all subjects. In general, 100 scripts were used for each subject for each year; variations that caused small reductions in the actual number of scripts are noted in the sections describing each subject. The analysis supports the conclusion that there are no grounds for believing that there has been any change in the standards of performance for any given band of award (ranging from A to no award). Some differences in detail for specific subjects are noted in sections reviewing the scripts by content area. An appendix for each of the subjects describes results in detail. (Contains 14 figures, 31 tables, 9 appendix tables, and 146 appendix graphs.) (SLD)
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