Middle schools Essay

There are some types of conditioning that are employed in middle schools and high school settings. Take for example when the teachers enter the classroom, students are â€Å"conditioned† to react in certain ways. Thus, this depends on what they are used to and how teachers will treat such type of behaviors. The initial reaction of the students is referred to as the ‘baseline behavior’ (Honolulu Zoo Organization, 2009). Before any type of conditioning is applied, this behavior should be observed and recorded. In a classical conditioning, there is a large dependence on the association of a stimulus to a response and has involuntary reactions (Comparison of Classical and Operant Conditioning, 2009). In a classroom setting, classical conditioning can also be applied. Say, students love their music class and that they love to sing. Thus, before each music class, the teacher would play a song. Thus, when the students hear the music, they may start to sing or hum to the tune of the music. This increases their awareness that music class will be next. Then, shaping is applied where a series of actions are equated to a series of reactions. This defines the difference between the baseline and terminal behavior. For an operant conditioning, the most notable feature is the ‘reinforcement’ and that the reactions are voluntary (Comparison of Classical and Operant Conditioning, 2009). Say when one teacher enters the classroom, the students to stand up and greet by applause. This may be construed by the teacher as the good behavior and, thus, the teacher may give a reward for each student when the students stand and applaud. Say, the reward is a candy bar, which now serves as the positive reinforcement. Consequently, without the â€Å"stand and applaud response,† the candy bar is withheld and students are forced to stand, thus a negative reinforcement. When this is done in an every â€Å"stand and applaud reaction† response basis, thus, continuous reinforcement is applied. Within the shaping, reinforcements may vary. The reinforcement may be done in random, meaning candy bar is not given every time the stand and applaud reaction is done by student, which is called variable reinforcement. If in case the teacher gives more candy bars for a louder applause, then this is now referred to as the selective reinforcement with the aim of increasing performance. Another schedule of reinforcement is the bonus wherein the students may receive more candy bars than the usual as a surprise. The terminal behavior is the behavior after the ‘shaping’ is applied. In this example, the students’ action of standing and applauding every time the same teacher enters the classroom is the terminal behavior after the shaping including the reinforcement. Negative reinforcement is if students fail to stand and applaud or if they just sit instead of stand, the candy bar is then withheld, thus, the students will go back to the stand and applaud response for the candy bar. Negative reinforcement then pushes that the students do something for their benefit. Punishment, on the other hand, is when the students stand and applaud and then they are all sent to the principal’s office, which weakens the ‘enthusiasm’ for stand and applause behavior. Then, if the candy bar is removed after the ‘stand and applaud reaction’, thus, the reaction is no longer encouraged and this is then called the extinction. Reward is a very powerful tool for students and the proper use of it should be understood before it is utilized by the members of the academe. In the same manner, rewards can make or break students’ habits and behavior. This could be dangerous since there is a tendency of students lacking the initiative to work without the reward. This may keep students from doing their best since there is no visible gain for better performance in school. On the other hand, this may also be very helpful in stirring movements for students towards positive actions and better performance. This may be an extra boost on their determination to achieve more in their activities. Reference: Comparison of Classical and Operant Conditioning. (2009). The McGraw-Hill Companies. Retrieved March 26, 2009 from http://www. dushkin. com/connectext/psy/ch06/compare. mhtml Honolulu Zoo Organization. (2009). Operant Conditioning Terms. Retrieved March 26, 2009 from http://www. honoluluzoo. org/enrichment_operant_cond_terms. htm

Factors to Instructors Satisfaction of Learning Management Systems

Learning direction systems ( LMS ) enable establishments to administrate their educational resources, back up their traditional schoolroom instruction and distance instruction. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent associated with their satisfaction of the LMS. Consequently, this survey examined the cardinal factors that influence the teachers ‘ satisfaction of LMS in blended acquisition, and how this satisfaction is related to their purpose to continuously utilize LMS in blended acquisition and strictly for distance instruction. These investigated factors are related to teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . The findings indicated that computing machine anxiousness, persona l innovativeness, system quality, information quality, direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition. Furthermore, teachers ‘ satisfaction is a important determiner of their uninterrupted purpose to utilize LMS in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Introduction Learning Management Systems ( LMS ) and e-learning have become recently the difficult sell among stakeholders in instruction and preparation. A figure of top universities around the universe have adopted LMS for teachers and pupils to heighten the educational procedure ( Hawkins & A ; Rudy 2007 ; Browne et al. , 2006 ; National Center for Educational Statistics, 2003 ) . More than 90 per centum of all take parting academic establishments in the US are following LMS ( Hawkins & A ; Rudy, 2007 ) . Similarly, about 95 per centum of take parting establishments in the UK have adopted LMS ( Browne et al. , 2006 ) . Users ‘ satisfaction of an information system is critical to its uninterrupted success. Likewise for a LMS, its success to a great extent depends on teachers ‘ satisfaction of the system. Measuring single users ‘ credence and usage of the e-learning systems is a â€Å" basic selling component † ( Kelly & A ; Bauer, 2004 ) . Teachers may non to the full use all the characteristics, even when LMS are good in topographic point ; a study of more than 800 teachers at 35 LMS-adopting establishments found that really few teachers use LMS tools for measuring pupils or advancing community ( Woods et al. , 2004 ) . Research besides indicated that fright of engineering and deficiency of clip may restrict teachers ‘ acceptance of LMS ( Yueh & A ; Hsu, 2008 ) . Teachers ‘ demands and capablenesss should exhaustively be investigated when deploying LMS applications ( Yueh and Hsu, 2008 ) . Therefore, teachers ‘ satisfaction of LMS is important and should b e carefully studied to guarantee successful LMS deployment. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent linked to their satisfaction of the LMS. Consequently, the aim of this survey is to look into the cardinal factors lending to teachers ‘ satisfaction of LMS usage in blended acquisition environment. These factors can be categorized as teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . Investigating the non-technical factors is of import to advance the acceptance and diffusion of LMS enterprises ( Albirini, 2006 ; ElTartoussi, 2009 ) . In add-on, the survey besides assesses how teachers ‘ satisfaction of LMS usage in blended acquisition is related to their uninterrupted purpose to LMS usage in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Several organisations initiate their LMS acceptance by utilizing them in blended acquisiti on environment, to promote the hazards of a complete pure LMS usage for distance instruction. The undermentioned subdivisions discuss the background literature, research model and methodological analysis, analysis and consequences, and the decision. Background Learning Management Systems & A ; Benefits Harmonizing to the World Bank ( 2010 ) , a LMS is a package bundle that automatically administers instruction and trains human resources. It is the usage of a Web-based communicating, coaction, larning, cognition transportation, and developing to add value to scholars and concerns ( Kelly & A ; Bauer, 2004 ) . In peculiar, a LMS is an Internet application that aims to back up instruction and preparation activities ( Cavus and Momani, 2009 ) and provides a platform to back up e-learning activities ( Yueh & A ; Hsu, 2008 ) . Course Management Systems ( CMS ) and Learning Content Management Systems ( LCMS ) are sometimes used to bespeak LMS ( Yueh & A ; Hsu, 2008 ) ; other related footings are Computer-assisted Learning ( CAL ) , Computer-based Learning ( CBL ) , and Online Learning ( Chan, 2008 ) . It should be noted, nevertheless, that LMS applications are non alone to educational establishments ; even public and private organisations use such systems for preparation intents. Many LMS applications are available. The most popular LMS used at colleges and universities in the US is Blackboard followed by WebCT, which was acquired by Blackboard, Inc. in 2006 ( Falvo & A ; Johnson, 2007 ) . Other LMS solutions are Moodle, ATutor, Learn.com, Joomla, and Krawler. LMS applications offer teachers several functionalities that benefits and contribute to learning procedure. Course direction tools, group confabs and treatment, assignment entry, and class appraisal are the primary tools in LMS ( Yueh & A ; Hsu ; 2008 ) . In add-on, LMS aid teachers provide scholars with educational stuffs and track their engagement and appraisals ( Falvo & A ; Johnson, 2007 ) . More technically sophisticated LMS characteristics include keeping office hours online, making pupil groups, and delegating on-line undertakings to groups, harmonizing to Yildirim et Al. ( 2004 ) . Besides, Ceraulo ( 2005 ) indicated that ePortfolios is a cardinal characteristic in some LMS applications, which e nable teachers to keep pupil entries throughout the class ( i.e. , trials, assignments, undertakings ) . LMS solutions purpose besides to increase involvement in larning and learning among scholars and teachers, severally ( Mahdizadeh et al. , 2008 ) . Furthermore LMS enhance learning procedure efficiency and consequence in cost-savings ( Aczel et al. , 2008 ) . Prior Studies on LMS LMS have been adopted by academic and developing establishments to back up their distance instruction and/or supplement their traditional manner of instruction ( Rainer et al. , 2007 ) . Users ‘ satisfaction of LMS, as any other information system, is critical to their uninterrupted success ( DeLone & A ; McLean, 2003 ) . There are a figure of surveies that have investigated the scholars ‘ credence, usage and/or satisfaction of LMS such as Arbaugh ( 2000 ) , Pituch and Lee ( 2006 ) , Roca et Al. ( 2006 ) , Liaw et Al ( 2007 ) , Raaij and Schepers ( 2008 ) , Sun et Al. ( 2008 ) , and Wu et Al. ( 2006 ) . However, limited quantitative surveies have investigated teachers ‘ credence, usage and/or satisfaction of LMS. In the LMS context, research workers have studied LMS credence and success, from teachers ‘ position, in assorted ways. Liaw et Al. ( 2007 ) assessed factors act uponing scholars ‘ and teachers ‘ behavioural purpose to utilize e-learning, which is influenced by sensed utility, perceived self-efficacy, and perceived enjoyment. Ball and Levy ( 2008 ) investigated the impact of teacher ‘s single features on teachers ‘ purpose to utilize LMS. Teo ( 2009 ) assessed the instructors ‘ perceived utility of LMS and perceived easiness of usage. However, users ‘ satisfaction of an information system is critical to its uninterrupted usage and resulted benefits ( DeLone & A ; McLean, 2003 ) . Furthermore, cardinal factors that might impact the teachers ‘ acceptance of LMS can be related to their single features ( Ball & A ; Levy, 2008 ; Liaw et al. , 2007 ; Raaij & A ; Schepers, 2008 ; Teo, 2009 ) , LMS features ( Pituch & A ; Lee, 2006 ; Roca et al. , 2006 ) and organisation features ( Sumner & A ; Hostetler, 1999 ) . None of these surveies, nevertheless, investigated the direct impact of teachers ‘ features, LMS ‘ features, and/or an organisation ‘s features on teachers ‘ satisfaction. User satisfaction is an of import index of IS success ( DeLone & A ; McLean, 2003 ) . In add-on measuring the impacts of organisation features along with teachers ‘ features and LMS features on teachers ‘ satisfaction is critical.Teacher FeaturesThe acceptance and satisfaction of LMS may, to a great extent, be determined by the features of its users. Several dimensions of users ‘ features have been proposed and investigated as determiners of engineering credence. In the context of e-learning, few surveies have investigated the impact of teachers ‘ dimensions on LMS credence. Ball and Levy ( 2008 ) investigated the impact of self-efficacy, computing machine anxiousness, and engineering experience on teachers ‘ purpose to utilize emerging larning experience in a l ittle private university in the US and found that self-efficacy was the lone major determiner of teachers ‘ purpose. Teo ( 2009 ) found that computing machine self-efficacy straight impacts pre-service instructors ‘ perceived utility, perceived easiness of usage, and behavioural purpose in Singapore. Liaw et Al. ( 2007 ) found that perceived self-efficacy determines teachers ‘ behavioural purpose to utilize e-learning in Taiwan. Albirini ( 2006 ) investigated the perceptual experience of school instructors of the usage of ICT in instruction in Syria, and the consequences highlighted the importance of instructors ‘ vision of engineering, their experiences with it, and the cultural conditions on their attitudes toward engineering. Mahdizadeh, Biemans, and Mulder ( 2008 ) found that instructors ‘ old experience with e-learning environments and easiness of usage explain instructors ‘ perceptual experience of the utility of e-learning environments and their existent usage of these environments. Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij & A ; Schepers, 2008 )LMS FeaturesThe features of LMS may hold a great impact on the teacher ‘s credence and usage of LMS. Features of any information system, including LMS, may be related to system, information, and service support quality as classified by DeLone and McLean ( 2003 ) . E-learning systems ‘ quality was found to be important on the teachers ‘ perceived utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom ( Liaw et al. , 2007 ) . In the e-learning context, few surveies have examined the general quality of engineering or specific dimension. For case, from teachers ‘ and scholars ‘ position, Liaw et Al. ( 2007 ) investigated the impact of e-learning systems ‘ general quality on sensed utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom, and found it important. Albirini ( 2006 ) indicates that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction. Two important surveies on the impact of engineering on users ‘ credence of LMS are Pituch and Lee ‘s ( 2006 ) and Roca et Al. ‘s ( 2006 ) , but they are from the scholars ‘ position. Roca et Al. ( 2006 ) investigated scholars ‘ perceived system quality from three dimensions ( system quality, information quality, and service quality ) . They found that scholars ‘ sensed system factors ( system quality, information quality, and service quality ) straight affect their e-learning satisfaction and purpose to utilize and indirectly their sensed utility. Pituch and Lee ( 2006 ) examined the impact of system quality from three dimensions: the system ‘s functionality, interactivity, and response. As indicated, limited surveies provide a elaborate scrutiny of the influence of the three dimensions ( system quality, information quality, service quality ) of LMS on teachers ‘ satisfaction. This survey integrates these three dimensions of LMS on the teachers ‘ satisfaction.Organization FeaturesAn organisation ‘s features play a major function in the behaviours of its employees, including the credence usage and satisfaction of any engineering such as LMS. Corporate civilization plays a cardinal function in the success of any undertaking. Schein defines civilization as â€Å" the manner we do things around here † ( 1985, p. 12 ) . Cultural values shape an organisation ‘s norms and patterns, which accordingly influence employees ‘ behaviours such as LMS use. Some of an organisation ‘s features that might be relevant to the use of LMS are direction support, inducements, and preparation. There is a deficiency of empirical surveies that capture the influence of organisation factors on the credence and usage of LMS by and large. In the e-learning context, senior direction support and the alliance of e-learning with the section and university course of study are of import for its acceptance ( Sumner & A ; Hostetler, 1999 ) . Incentives are besides an of import factor for teachers ‘ credence to incorporate the engineering in learning. Incentives or inducements for teachers can be enforced by holding the usage of the engineering as a factor in a nomination for learning award, publicity, and term of office ( Sumner & A ; Hostetler, 1999 ) . Finally, developing end-users is of import, and can be in signifier of workshops, on-line tutorials, classs, and seminars. In add-on, Teo ( 2009 ) found that easing conditions, measured by proficient support, preparation, and administrative support, indirectly affect instructors ‘ credence of engineering in instruction. Teachers ‘ SATISFACTION OF LMS Framework Development This survey aimed to analyze the impact of teacher ‘s single features, LMS ‘ features, and organisation ‘s features on teachers ‘ satisfaction of LMS in blended acquisition, and accordingly, on their uninterrupted usage in blended acquisition and pure usage purpose for distance acquisition. As indicated, few surveies have examined this incorporate probe of teachers ‘ LMS credence and use. This survey assessed the single features based on teachers ‘ computing machine anxiousness, engineering experience and personal innovativeness, LMS features based on system, information, and service quality ; and organisational features based on direction support, inducements policy and preparation. The impact of teachers ‘ ego efficaciousness was besides ab initio considered as portion of teachers ‘ features, but was dropped out after the analysis because of low dependability and cogency of the concept in this survey. Figure 1 illustrates this survey theoretical account. Figure 1: Teachers LMS Acceptance and Use Model Instructor Individual Characteristics HypothesesComputer Anxiety HypothesisComputer anxiousness is â€Å" the fright or apprehensiveness felt by persons when they used computing machines, or when they considered the possibility of computing machine use † ( Simonson, et al. , 1987, p. 238 ) . Computer anxiousness is an of import factor for the credence of the engineering ( Ball & A ; Levy, 2008 ; Piccoli et al. , 2001 ; Raaij & A ; Schepers, 2008 ; Sun et al. , 2008 ) . Fear of computing machines may negatively impact the credence of LMS and the user ‘s sensed satisfaction ( Piccoli et al. , 2001 ) . Empirical grounds of the impact of computing machine anxiousness was assorted. Ball and Levy ( 2008 ) did non observe a important nexus between computing machine anxiousness and teachers ‘ purpose to utilize the e-learning ; nevertheless, Sun et Al. ( 2008 ) found that computing machine anxiousness significantly impacts the scholars ‘ sensed satisfaction of e-lear ning, and Raaij and Schepers ( 2008 ) found the computing machine anxiousness impacts the scholar ‘s sensed easiness of usage of e-learning. Therefore we hypothesized that: Hypothesis 1: Teachers ‘ computing machine anxiousness is negatively associated with their satisfaction of LMS.Technology Experience HypothesisUsers ‘ experience with the engineering ( EUT ) besides plays a major function in the credence of engineering ( Venkatesh & A ; Davis, 2000 ; Thompson et al. , 2006 ) . An person ‘s EUT is his/her exposure to the engineering every bit good as the accomplishments and abilities that are gained through utilizing a engineering ( Thompson et al. , 2006 ) . Therefore, EUT may impact teachers ‘ credence of LMS for their categories. Although empirical quantitative research, such as that of Ball and Levy ( 2008 ) , found no important impact of EUT on teachers ‘ purpose to utilize LMS, research workers Sumner and Hostetler ( 1999 ) indicated that current degree of computing machine accomplishments and extent of usage of calculating accomplishments in learning are of import for teachers ‘ credence of ICT in instruction . Likewise, Wan et Al. ( 2007 ) highlighted the importance of engineering experience on the acquisition procedures and, accordingly, larning results. Mahdizadeh et Al. ( 2008 ) suggested that teachers ‘ anterior experience with e-learning may explicate their perceptual experience of the utility of e-learning environments and their existent usage. Therefore we hypothesized: Hypothesis 2: The teacher ‘s experience with the usage of engineering is positively associated with their satisfaction of LMS.Personal innovativeness HypothesisPersonal innovativeness is another issue that may be critical factor on teachers ‘ satisfaction of LMS. Personal innovativeness in information engineering context means individual ‘s attitude reflecting his inclination to experiment with and to follow new information engineerings independently of the communicated experience of others ; â€Å" Bing used to accommodating to new systems and procedures might uncover the utility and easiness of usage more rapidly to an advanced individual than to a non-innovative individual † ( Schillewaert et al. , 2005 ) . Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij & A ; Schepers, 2008 ) Hypothesis 3: The teacher ‘s personal innovativeness is positively associated with their satisfaction of LMS. LMS Characteristics HypothesesSystem Quality HypothesisSystem quality is indispensable for the user ‘s satisfaction of any engineering, including LMS. Researchers, such as DeLone and McLean ( 2003 ) , and Seddon ( 1997 ) highlighted the impact of system quality on engineering credence, usage or satisfaction and have introduced several ways to mensurate it. Teachers ‘ credence of LMS may be determined to a great extent by system quality. The more functionalities, interactivity, and response of LMS, the better is its credence and use ( Pituch & A ; Lee, 2006 ) . Quantitative empirical surveies found a important impact of system features on e-learning credence: dependability ( Wan et al. , 2007 ; Webster & A ; Hackley, 1997 ) , handiness ( Wan et al. , 2007 ) , and system functionality, interactivity, and response ( Pituch & A ; Lee, 2006 ) . Albirini ( 2006 ) indicated that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction . Therefore, we hypothesized that: Hypothesis 4: Lumen system quality is positively associated with the teacher ‘s satisfaction of LMS.Information Quality HypothesisInformation quality is besides of import for teachers ‘ satisfaction of LMS, and refers to the perceived end product produced by the system. Information quality with great truth, relevancy, seasonableness, sufficiency, completeness, comprehensibility, format, and handiness are of import for the success of an information engineering ( Seddon, 1997 ) . There is a deficiency of research on the impact of information quality on teachers ‘ satisfaction of LMS. Some research was conducted from the scholars ‘ position. Roca et Al. ( 2006 ) measured information quality of LMS by indexs related to relevance, seasonableness, sufficiency, truth, lucidity, and format, and proved that information quality was straight important for scholars ‘ satisfaction and indirectly for sensed utility. Likewise, Lee ( 2006 ) found content quality was imp ortant for scholars ‘ perceived utility. Consequently, we hypothesize that: Hypothesis 5: LMS information quality is positively associated with the teacher ‘s satisfaction of LMS.Service Quality HypothesisService quality refers to the quality of support services provided to the system ‘s end-users. Teachers ‘ credence of LMS may be related to the quality of the support services. Common measurings of service quality are tangibles, dependability, reactivity, confidence, and empathy ( Parasuraman et al. , 1988 ; Kettinger & A ; Lee, 1994 ) . Few surveies have investigated the impact of service quality on LMS acceptance and success. For case, Roca et Al. ( 2006 ) assessed service quality by indexs related to responsiveness, dependability, and empathy, and confirmed its direct significance on scholars ‘ satisfaction and indirect significance of sensed utility in the e-learning context. Therefore, we hypothesized that: Hypothesis 6: LMS service quality is positively associated with teacher ‘s satisfaction of LMS. Organization Features HypothesissManagement Support HypothesisManagement support is a cardinal factor for the credence of any organisational enterprise. Senior directors ‘ unfastened blessing and indorsement of LMS acceptance promote teachers ‘ acceptance and credence of LMS. Directors may back up an LMS by promoting teachers to follow it and place a clear vision of the aim of the LMS and how it is aligned with the university vision. Small research has investigated the impact of direction support on teachers ‘ credence of LMS. However, in the e-learning context, senior directors should clearly place the end of LMS for the university course of study ( Sumner & A ; Hostetler, 1999 ) . This directors ‘ support assures teachers that utilizing LMS is portion of the organisation ‘s civilization and is utile and encourages them to follow and utilize the system. Directors are recognized as a high authorization ( Ali, 1990 ) ; therefore, teachers ‘ acceptan ce and credence of LMS may be associated with the indorsement of their senior directors. Management support of end-users significantly improves computing machine use ( Igbaria, 1990 ) . Facilitating conditions, including administrative support, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Consequently, we hypothesized that: Hypothesis 7: Management support is positively associated with the teacher ‘s satisfaction of LMS.Incentives Policy HypothesisIncentives, in footings of inducements, are of import factors to promote teachers to incorporate LMS in their instruction. Incentives can be â€Å" non-trivial † pecuniary and non-monetary inducements. E-learning research lacks the appraisal of inducements on LMS credence. Incentives or inducements for teachers can be enforced by utilizing the LMS as a factor in nomination for a learning award, publicity, and term of office ( Sumner & A ; Hostetler, 1999 ) . These inducements ‘ policies push teachers to follow and use LMS for their instruction. Therefore, we hypothesized that: Hypothesis 8: An inducement policy is positively associated with teacher ‘s satisfaction of LMS.Training HypothesisSupplying end-users with preparation is of import, as preparation improves teachers ‘ acceptance of LMS and illustrates its possible utility, and encourages its usage in learning. Limited research has investigated the impact of developing on teachers ‘ satisfaction of LMS. Training can be in signifier of workshops, on-line tutorials, classs, and seminars ( Sumner & A ; Hostetler, 1999 ) . Facilitating conditions, including preparation, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Therefore, we hypothesized: Hypothesis 9: Training is positively associated with the teacher ‘s satisfaction of LMS. Use and Future Intention HypothesesContinuous Blended Learning Intention HypothesisThe purpose to utilize the engineering is significantly determined by users ‘ sensed easiness of usage and perceived usefulness ( Venkatesh & A ; Davis, 2000 ) . The higher the teachers ‘ perceived utility of LMS, and existent usage, the more likely it is that they will go on to utilize it. Continuous purpose to e-learning usage is determined by sensed usefulness and satisfaction ( Hyashi et al. , 2004 ) . Therefore, we hypothesized: Hypothesis 10: The teachers ‘ satisfaction of LMS is positively associated with their purpose to continuously utilize LMS in blended acquisition.Pure Use Intention hypothesisMany organisations begin their LMS acceptance as a auxiliary tool to traditional schoolroom instruction, trusting that this auxiliary acceptance will finally advance the pure usage of LMS for distance instruction. Perceived easiness of usage, perceived usefulness, and existent usage may hold an of import impact on uninterrupted purpose for auxiliary usage and purpose for pure usage of the LMS for instruction. When teachers believe that LMS is utile, and can be utilized for auxiliary intents, they are more likely to follow it strictly for distance instruction. The sensed utility of a engineering is found to be important determiner of the purpose to utilize the engineering ( Venkatesh & A ; Davis, 2000 ) . Perceived usefulness and auxiliary usage are important determiners of scholars ‘ usage of e-learni ng for distance instruction ( Pituch & A ; Lee, 2006 ) . Thus we hypothesized: Hypothesis 11: The teachers ‘ satisfaction of LMS in blended acquisition is positively associated with their purpose to strictly utilize LMS for distance instruction. Methodology Participants ‘ Profile This survey included 82 teachers from Oman. Teachers can voluntarily follow Moodle LMS to supplement their traditional categories. The teachers were from different colleges in the university and with different demographics. About 62 per centum of them were male and 38 per centum were female. About 5 per centum of them were adjunct lectors, 27 per centum were lectors, 50 per centum were adjunct professors, 13 per centum were associate professors, and 5 per centum were full professors. The teachers ‘ age varied from 20s to above 50s: approximately 8 per centum were in their 20s, 26 per centum were in their 30s, 16 per centum in their 40s, and 32 per centum were 50 or over. Almost 44 per centum had less than six old ages of work experience, 30 per centum had less than 11 old ages, 16 per centum had less than 16 old ages, 7 per centum had less than 21 old ages, and 2 per centum had more than 20 old ages. Most indicated that their computing machine accomplishments were above norm. Almost 71 per centum have above mean computing machine accomplishments ; 23 per centum, approximately norm ; and merely 6 per centum were below norm. The bulk, approximately 59 per centum, has used the LMS for categories for three old ages or more ; 30 per centum have used it for one to two old ages ; and 11 per centum have used it for less than one twelvemonth. Research Questionnaire The questionnaire was distributed to SQU teachers. An invitation electronic mail was sent to teachers to finish the survey questionnaire either online or on an affiliated MS Word papers. A reminder was sent two hebdomads after the initial invitation. Most of the teachers filled the questionnaire online ( about 95 per centum of them ) . The questionnaire included the concepts to be measured for quantitative analysis, along with demographic inquiries ( e.g. , gender, age, grade, LMS use experience, work experience, and occupation rubric ) . Concept measurings points were phrased harmonizing to a five-point Likert graduated table ( 1= strongly disagree ; 2=disagree ; 3=Neutral ; 4= agree and 5=strongly agree ) . To statistically measure the survey model, 28 indexs were used. Tables 1 and 2 show the entire indexs used for each concept. The LMS characteristic concepts ( system quality, information quality, and service quality ) were adopted and modified from Roca et Al. ( 2006 ) and Pituch and Lee ( 2006 ) . Individual features concepts ( computing machine anxiousness and engineering experience ) were adopted from Ball and Levy ( 2008 ) ; while the personal innovativeness concept was adopted from ( Raaij & A ; Schepers, 2008 ) . Organizational features ‘ concepts ( direction support, inducements, and developing ) were self-developed, based on Sumner and Hostetler ( 1999 ) . The user satisfaction concept was adopted from Sun et Al. ( 2008 ) , and uninterrupted blended acquisition and pure LMS purpose were adopted and modified harmonizing to Pituch and Lee ( 2006 ) . DATA ANALYSIS & A ; RESULTS PLS Analysis Methodology Data was analyzed by PLS-Graph 3.0 package. PLS ( partial least square ) is a variance-based structural equation theoretical account ( SEM ) technique that allows way analysis of theoretical accounts with latent variables ( Chin, 1998 ) . The PLS attack is a variance-based SEM that assists research workers in obtaining determinate values of latent variables for prognostic intents. The PLS does that by minimising the discrepancy of all dependent variables instead than utilizing the theoretical account to explicate the co-variation of all indexs ( Chin, 1998 ; Chin and Newsted, 1999 ) . Therefore, the theoretical account waies are estimated based on the ability to minimise the residuary discrepancies of the dependent variables. The PLS algorithm uses an iterative procedure for the appraisal of weights and latent variables tonss. The procedure about converges to a stable set of weight estimations. The rating of the theoretical account is based on ( 1 ) the appraisal of the theoretical a ccount measurings by measuring their cogency, dependability, and discriminant cogency, ( 2 ) the analysis of the waies of the structural theoretical account ( Chin, 1998 ) . Table 1 and Table 2 show the independent and dependent concepts ‘ steps and lading severally.Table 1: Independent Constructs Measures and LoadsConcept MeasuresLoadingComputer AnxietyI believe that working with computing machines is really hard. 0.8717 Computers make me experience uncomfortable. 0.9493 I get a sinking feeling when I think of seeking to utilize a computing machine. 0.8961Technology ExperienceI feel confident utilizing the e-learning system 0.7617 I feel confident downloading/uploading necessary stuffs from the Internet. 0.8460 I feel confident utilizing on-line communicating tools. 0.6333Personal InnovativenessI like to experiment with new information engineerings. 0.6713 Among my equals, I am normally the first to seek out new information engineerings. 0.9735System QualityThe system offers flexibleness in learning as to clip and topographic point. 0.7046 The system offers multimedia ( audio, picture, and text ) types of class content. 0.7225 The response clip of the system is sensible. 0.7017 The system enables synergistic communicating between teacher and pupils. 0.8190Information QualityThe information provided by the system is relevant for my occupation. 0.8537 The information in the system is really good. 0.9060 The information from the e-learning system is up-to-date. 0.8457 The information provided by the system is complete. 0.8186Service QualityThe system support services give me prompt service. 0.8485 The system support services have convenient operating hours. 0.8388 The system support services are dependable. 0.8859 The system support services are easy to pass on with. 0.8769Management SupportSenior decision makers strongly back up the usage of e-learning system. 0.8811 I get support by section chair or dean on my usage of e-learning system. 0.8253 My troughs highlight the importance of e-learning system on my course of study. 0.8624 Senior decision makers clearly identify the importance of e-learning to the course of study. 0.7517IncentivesThe usage of e-learning is a factor in the nomination for learning award. 0.9396 The usage of e-learning system is a factor in finding publicity. 0.9620 The usage of e-learning system is a factor in one-year lift of instruction. 0.9685TrainingI receive developing workshops on how to utilize e-learning tools. 0.8015 I receive online manuals on how to utilize e-learning tools. 0.7993 I receive seminars on the usage of e-learning tools. 0.8761Table 2: Dependent Concepts Measures and LoadsConcept MeasuresLoadingUser Satisfaction ( SAT )I am satisfied with the public presentation of the e-learning system. 0.8078 I am pleased with the experience of utilizing the e-learning system. 0.9133 My determination to utilize the e-learning system was a wise one. 0.8684Continuous Intention to LMS Use in Blended Learning ( CUI )I will often utilize e-learning system to make a instruction undertaking. 0.8743 I will utilize e-learning system on regular footing to supplement my categories in the hereafter. 0.8645 I will ever seek to utilize the e-learning system to make a instruction undertaking whenever it has a utile characteristic. 0.8917Purpose to Pure LMS Use ( PUI )I plan to learn strictly on-line classs for distance scholars. 0.9393 I will utilize e-learning system to learn strictly on-line classs. 0.9594 I plan to learn strictly on-line classs in every bit many occasions as possible. 0.9304 Concepts Validity and Reliability The dependability and the cogency are two standards used by research workers to measure the pertinence of their measurings to their investigated theoretical account. Reliability refers to the consistence of the steps ( indexs ) of a specific latent variable ; whereas, cogency refers to how good the construct is defined by the steps ( Hair et al. , 1998 ) . With PLS, the dependability of the measurings was evaluated by internal consistence dependability, and the cogency was measured by the mean discrepancy extracted ( AVE ) , which refers to the sum of discrepancy a latent variable gaining controls from its indexs. AVE was developed by Fornell and Larcker ( 1981 ) to measure concept cogency. The recommended degree for internal consistence dependability is at least 0.70, and is at least 0.50 for AVE ( Chin, 1998 ) . Tables 1 and 2 show the theoretical account concepts ‘ measurings and lading. Table 3 shows that the survey concepts ‘ dependability and AVE are above the recom mended degrees for all the concepts.Table 3: Concepts Reliability and ValidityConceptEntireItemsDependabilityAVEComputer Anxiety ( CA )3 0.932 0.821Technology Experience ( TE )3 0.794 0.566Personal Innovativeness ( PI )2 0.818 0.699System Quality ( SQ )4 0.827 0.545Information Quality ( IQ )4 0.917 0.734Service Quality ( SvQ )4 0.921 0.744Management Support ( MS )4 0.899 0.692Incentives ( IN )3 0.970 0.915Training ( TR )3 0.866 0.683User Satisfaction ( SAT )3 0.898 0.747Continuous auxiliary Use Intention ( CUI )3 0.909 0.769Pure Use Intention ( PUI )3 0.960 0.889 To accomplish the discriminant cogency of the concepts, Fornell and Larcker ( 1981 ) suggest that the square root of AVE of each concept should transcend the correlativities shared between the concepts and other concepts in the theoretical account. The discriminant cogency is used to guarantee the differences among concepts ( Chin, 1998 ) . Table 4 shows that the theoretical account constructs satisfy that regulation, as the square root of the AVE ( on the diagonal ) is greater than the correlativities with other concepts. Therefore, all the theoretical account concepts have a satisfactory discriminant cogency concept.Table 4: Concept ‘ Correlations and Discriminant ValidityConceptCalciumTelluriumPiSQIntelligence quotientSvQMultiple sclerosisInchTRSaturdayCUIPUIComputer Anxiety( CA )0.906Technology Experience( TE )-0.1530.752Personal Innovativeness( PI )-0.295 0.5510.836System Quality( SQ )-0.092 0.159 0.2600.738Information Quality( IQ )-0.078 0.179 0.209 0.6330.857Service Quality( SvQ )-0.027 0.056 0.128 0.472 0.6890.863Management Support( MS )0.199 -0.174 0.125 0.298 0.226 0.2290.832Incentives( IN )0.227 -0.224 -0.106 0.158 0.124 0.142 0.5300.957Training( TR )0.020 0.003 0.165 0.271 0.348 0.353 0.241 0.2970.826User Satisfaction( SAT )-0.338 0.182 0.333 0.491 0.497 0.324 0.226 0.209 0.3880.864Continuous auxiliary Use Intention ( CUI )-0.329 0.373 0.493 0.488 0.365 0.191 0.173 0.163 0.340 0.7640.877Pure Use Intention( PUI )0.008 0.123 0.374 0.103 0.054 -0.026 0.072 0.094 0.113 0.355 0.4350.943Model Evaluation and Paths Analysis With PLS, R-square values are used to measure the prognostic relevancy of a structural theoretical account for the dependent latent variables, and the way coefficients are used to measure the effects of the independent variables ( Chin, 1998 ) . The significance of the theoretical account waies was assessed based on their t-values.Table 5: Model Evaluation & A ; Paths AnalysisWayBeta( I? )p-valueHypothesisCAi? SAT– 0.3058 & lt ; 0.0005 H1: supportedTEi? SAT0.0587 & gt ; 0.5 H2: non supportedPIi? SAT0.1115 & lt ; 0.025 H3: supportedSQi? SAT0.1808 & lt ; 0.025 H4: supportedIQi? SAT0.2371 & lt ; 0.001 H5: supportedSvQi? SAT0.0398 & gt ; 0.5 H6: non supportedMSi? SAT0.1272 & gt ; 0.5 H7: supportedINi? SAT0.1476 & lt ; 0.01 H8: supportedTRi? SAT0.2046 & lt ; 0.001 H9: supportedSATi? CUI0.7693 & lt ; 0.0005 H10: supportedSATi? PUI0.3592 & lt ; 0.0005 H11 supported Table 5 shows the R2 values of the endogenous dependent concepts. The analysis indicated that the theoretical account explains 47.1 per centum of discrepancy in the teachers ‘ satisfaction of LMS in blended acquisition. The analysis besides showed that teachers ‘ satisfaction of LMS in blended acquisition explains 58.4 per centum of discrepancy in their purpose to continuously utilize LMS in blended acquisition, and 12.6 % of their purpose to utilize LMS strictly for distance instruction. Table 5 besides shows the waies ‘ coefficients analysis between the exogenic independent concepts ( teachers ‘ features, LMS ‘s features, and organisation ‘s features ) and the endogenous dependent concept ( teachers ‘ satisfaction of LMS in blended acquisition ) , and, accordingly, purpose ( uninterrupted LMS usage in blended acquisition, and LMS pure usage for distance instruction ) . The analysis showed that most of the teacher ‘s features, the LMS ‘s features and the organisation ‘s features to some extent have impact on the teacher ‘s satisfaction of LMS in blended acquisition. First, teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS ( Beta -I? = – 0.3058, P & lt ; 0.0005 ) ; therefore hypothesis 1 is supported. Second, the impact of teachers ‘ experience with the engineering is non important on their satisfaction of LMS ( 0.0587, P & gt ; 0.05 ) ; therefore hypothesis 2 is non supported. Third, teachers ‘ personal innovativeness positively impacts their satisfaction of LMS ( I? = 0.2371, P & lt ; 0.001 ) ; therefore, hypothesis 3 is supported. Fourth, system quality significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1808, P & lt ; 0.025 ) ; therefore, hypothesis 4 is supported. Fifth, information quality significantly impacts teachers ‘ satisfaction of L MS ( I? =0.2371, P & lt ; 0.001 ) ; therefore, hypothesis 5 is supported. Sixth, service quality is non important on teachers ‘ satisfaction of LMS ( I? = 0.0398, P & gt ; 0.05 ) ; therefore hypothesis 6 is non supported. Seventh, direction support significantly impacts teacher ‘s satisfaction of LMS ( I? = 0.1272, P & lt ; 0.025 ) ; therefore, hypothesis 7 is supported. Eight, incentives policy significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1476, P & lt ; 0.01 ) ; therefore, hypothesis 8 is supported. Ninth, developing significantly impacts the teachers ‘ satisfaction of LMS ( I? = 0.2046, P & lt ; 0.001 ) ; therefore, hypothesis 9 is supported. In add-on, teachers ‘ satisfaction of LMS in blended larning significantly impacts their purpose to continuously utilize LMS in blended acquisition ( I? = 0.7693, P & lt ; 0.0005 ) , and their purpose to strictly utilize LMS for distance instruction ( I? = 0.3592 P & lt ; 0.0005 ) ; therefore, hy pothesis 10 and hypothesis 11 severally are supported. DISCUSSION & A ; CONCLUSIONS Discussion of Findingss and Deductions LMS include several tools that provide academic and preparation establishments an efficient and effectual agencies to back up distance instruction and supplement their traditional instruction. Furthermore, LMS enable these establishments to capture their educational stuffs and continue them for future reuse. This survey examined the impact of teachers ‘ features ( computing machine anxiousness, engineering experience and personal innovativeness ) ; LMS ‘ features ( system quality, information quality, and service quality ) ; and an organisation ‘s features ( direction support, inducements, and developing ) on teachers ‘ satisfaction of LMS in blended acquisition, and, accordingly, their future purpose of utilizing LMS in blended acquisition and in pure e-learning for distance instruction. The consequences showed that teacher ‘ single features, LMS ‘ features, and organisation ‘s features have assorted impacts on teachers ‘ satisfaction of LMS in blended acquisition. Sing the teachers ‘ single features, the survey, foremost, found that teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS. In fact, the survey showed that teachers ‘ computing machine anxiousness is the chief cardinal factor act uponing teachers ‘ satisfaction of LMS. As indicated earlier, empirical surveies showed assorted impacts of computing machine anxiousness on LMS acceptance ( sensed easiness of usage, perceived usefulness and satisfaction ) . These assorted consequences might be linked to computing machine literacy or cultural issues. Nevertheless, organisations need to look into the causes of persons ‘ computing machine anxiousness in order to extinguish it and accordingly better the acceptance of LMS in their organisations. Second, even though qualitative research has suggested that persons ‘ engineering experience might lend to the LMS acceptance and satisfaction, this empirical survey was unable to happ en a important impact of this factor on teachers ‘ satisfaction, which is consistent with Ball and Levy ‘s ( 2008 ) empirical survey. Third, the survey found that teachers ‘ personal innovativeness is another positive key factor to their satisfaction of LMS in blended acquisition, which is consistent with ( Raaij & A ; Schepers, 2008 ) . Therefore, bettering teachers ‘ personal innovativeness will better their satisfaction of LMS. Refering the LMS ‘s features, the survey found system quality and information quality are besides positive cardinal factors to teachers ‘ satisfaction of LMS. This determination is consistent with Roca and his co-workers ‘ ( 2006 ) empirical survey on scholars ‘ satisfaction of e-learning. Therefore, for a successful deployment of LMS organisations should guarantee that system is with high functionalities and contains good information quality. Unfortunately this survey was unable to observe a important impact of service quality on teachers ‘ satisfaction inconsistent with Roca and his co-workers ‘ ( 2006 ) happening. This survey, compared to Roca and his co-workers ‘ survey on scholars, investigated more factors. Refering the organisation ‘s features, the survey significantly found that direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS. Even though much qualitative research has suggested this issue, non much empirical quantitative research has asserted this impact on LMS satisfaction. Therefore, organisations and their senior directors should invariably back up the LMS enterprise and promote teachers ‘ usage. Senior directors should besides incorporate LMS usage in their inducements policy such as a factor in nomination for a learning award, publicity, and term of office. Finally, senior directors should supply sufficient preparation to teachers ; this preparation plan can be in signifier of workshops, online manuals or/and seminars Finally, the survey found that teachers ‘ satisfaction of LMS is a cardinal determiner of their uninterrupted usage of LMS in blended acquisition. The survey besides found that teachers ‘ satisfaction of LMS in blended acquisition is a cardinal determiner of their purpose to strictly utilize LMS for distance instruction. Few surveies have examined the nexus between teachers ‘ usage of LMS in blended larning to their purpose of pure e-learning. Therefore, this survey showed organisations that are non ready for pure e-learning, that the usage of LMS in blended acquisition is a valuable option to fix organisations and teachers to finish digital transmutation through the usage of LMS strictly for distance instruction. In decision, LMS is assuring for developing states, as they provide tools to expeditiously construct human resources. This survey offered important findings for research workers and practicians. The survey has demonstrated that single features, LMS ‘s features and organisation ‘s features are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition, and that teachers satisfaction of LMS is important factor on their hereafter purposes for blended acquisition or pure e-learning. Therefore, this survey provided utile penetrations for practicians ( teachers and academic establishments ) . Organizations, particularly in the Middle East where computing machine and Internet literacy is non every bit high as in developed states, should supply developing to decrease teacher ‘s computing machine anxiousness, and accordingly better their satisfaction of LMS. In add-on, organisations should follow high-quality LMS ( in footings of system quality and infor mation quality ) to advance their acceptance and usage by teachers. Furthermore, direction support and inducements are of import to better teachers ‘ satisfaction of LMS in blended acquisition. Restrictions and Future Research This survey has few restrictions. First, the sample was from one academic establishment in Oman ; more research can be conducted in several organisations in different states to better the generalisation of the findings. Second, the survey assessed LMS use from teachers ‘ position ; farther research may measure it from scholars ‘ position. Third, this survey was unable to measure the impact of self-efficacy ; new measurings might be developed to better its dependability and cogency across different states. Furthermore, future research could besides analyze in item the benefits of LMS for teachers and the critical factors act uponing organisations ‘ deployment of LMS.

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Consequences of Unethical Behavior Essay I had not heard of this until now, actually. Google paid their way out of CEO prosecution last year. Not only was their behavior unethical, and illegal, it was very socially irresponsible to the American people. Google was taking part in advertising narcotics and other prescription drugs for an illegal Canadian pharmacy on the American internet; making all of these drugs readily available to the American people. David Whitaker, a federal inmate and convicted con-artist became posed as an American government agent who went undercover to prove Google knew exactly what was going on. Google advertisement executives accepted the $200,000 worth of the government’s â€Å"set-up† money to begin advertising. Whitaker collected emails and recorded calls to prove that Google knew what they were doing were illegal. Even though it was obvious through the evidence to see that Google representatives knew that the advertisements were illegal, they extended Whitaker a â€Å"very generous credit line and allowed me to set my target advertising directly to American consumers. On August 24th, 2011, Google paid $500M dollars to pay their fines and avoid prosecution of their C. E. O. Larry Page. Through the emails and recordings, it is made obvious that Page knew exactly what was going on. Google was allowing illegal Canadian pharmacies to platform their ads on Google and target the American population. Google allowing American consumers to be targeted is absolutely outrageous. Google’s $500M fine covers the advertising costs and profits of the companies. The Department of Justice also has a â€Å"non-prosecution† agreement with Google. Now, what exactly is a â€Å"non-prosecution† agreement? To me, this all sounds like something illegal all the way around. How can a company, any company, buy their way out of prosecution? How can a C. E. O. not be classified as a drug peddler who well knows of what is going on within his company? How does this make him any different that Bernie Madoff or the Goldman Sachs C. E. O.? Google was allowing drugs to be sold through their network, period point blank; with the citizens of America being the target. How can a company buy their way out of prosecution? I just do not understand. If I was caught selling drugs, or giving people a platform to sell, I would be prosecuted to the fullest extent. Would I be able to buy my way out of prosecution? I absolutely would not! The American government would lock me away and take their sweet time about taking me to trial and finishing my case. Why was this not made more public? Now, it seems, Google is being looked into from every aspect, in which they should.

Contract Law Case Study of Hotel

Contract Law Case Study of Hotel Contract law involving a hotel and client A. In this scenario, the first significant point is the nature of the parties’ respective first dealings with one another. From the hotel’s point of view, their first contact with A was through their advertisement on their website. This advertised the price of accommodation at the Scarborough Palms Hotel as being  £300. From A’s point of view, his first contact with the hotel is through an initial emailed enquiry. Although we are not told exactly what A’s initial enquiry was concerned with, it is probable that it was simply asking for details of the offer. In order to establish what the nature of the ultimate contract is, between the hotel and A, it is first necessary to find the ‘offer’ and ‘acceptance’; the constituent parts of any contract. An offer has been held to be a statement which objectively (I.e. to a reasonable observer) indicates that the person making the ‘offer’ is prepared to contract on the terms specified in that offer (Gibson v Manchester City Council). It would at first sight, appear that the hotel’s website and advert for the accommodation at the specified price was an offer. This, however, is not the case, as it has been held by the courts that advertisements are usually ‘invitations to treat’ rather than offers, as the advert usually lacks the other essential ingredient of a contract; an intention to be legally bound (Partridge v Crittenden). This principle is in place in order to protect the advertiser from incurring liability in contract to everyone who is willing to purchase the goods (in this case, the holiday), at the advertised price. An ‘invitation to treat’ is an invitation to the other party to negotiate the terms of a potential contract. A responds to this invitation by making his initial email enquiry, which can similarly be classed as an invitation to treat, or perhaps simply an enquiry. No offer has yet been made by either party (Fisher v Bell). The hotel then respond to A’s initial enquiry informing A of a special promotion that will entitle him to the accommodation at the price of  £200. This communication will certainly be counted as an offer, as it displays an intention to be bound by the terms it mentions (a requirement that was first set out in the seminal case, Carlill v Carbolic Smoke Ball Co). A then ‘accepts’ the offer by filling in the online booking form. The hotel have stipulated a means of acceptance, by providing the online booking form which A is required to complete. This is, then, the hotel’s prescribed method of acceptance. A, through no fault of his own, is unable to complete this prescribed method of acceptance, despite his attempt. It is uncertain whether this will affect his ‘acceptance’. In Manchester Diocesan Council for Education v Commercial and General Investments Ltd, it was held that the prescribed method of acceptance was not the only possible one, prov ided the other method was no less advantageous to the offeror. Unless the hotel specifically stated that the online booking form was the only method of acceptance, A’s posting of a hard copy would be valid. We come to the issue of communication of the acceptance to the offeror. Upon A’s arrival at the hotel, he is informed that his booking form did not arrive, and that there are no available rooms. It is an established principle that an acceptance must be communicated to the offeror in order for their to be a contract (Holwell Securities Ltd v Hughes). In the present instance, however, the acceptance has been posted by A. Following Household Fire Insurance v Grant, the acceptance is effectively communicated on posting (the so called ‘postal rule‘). In order for this rule to apply, however, it must have been reasonable for A to use the post to accept the offer (Quenerduaine v Cole). In this instance, since the online booking form was not working, it seems likely that it would be found to have been a reasonable method of acceptance. As of this point, then, the contract exists between A and the hotel. The terms of the contract specify that A will have accommodation at the hotel for the price of  £200. He will later be able to claim damages for breach of contract from the hotel when they cannot furnish him with a room at that rate. Before that arises, however, there is a further contract which requires clarification. Upon A’s arrival, and discovery that his booking form has not arrived, he threatens to sue the hotel. The manager’s response is to make an offer of accommodation for  £250. It is possible that subsequently, the hotel could claim the offer was made under undue influence. It is an established principle of contract law that where a contract is induced by undue pressure, it is voidable (Williams v Bayley). This means that if the hotel can establish that the manager made the offer under pressure, the agreement could be cancelled. A agrees to these terms, and a second contract exists betwe en the parties. A then spend his holiday at the hotel and completes the second contract. A subsequently claims for damages in the amount of  £50. The hotel counter-claims for damages because A has breached the contractual term not to pursue an action against the hotel. These two claims, however, refer to two distinct contracts, and both, it would seem, are legitimate claims. It is possible that through forming the second contract, the equitable principle of waiver came into play. That is, by making the second contract, the parties (and A in particular), waived the right to claim damages (Hughes v Metropolitan Railway). There is also the possibility that by forming the second contract, the initial contract was frustrated, as it became impossible to carry out because the parties had subsequently contracted to the same agreement on different terms (Nickoll Knight v Ashton Edridge Co). With regard to the second contract, the hotel are within their rights to claim damages for A’s breach. He has clearly broken his contractual promise not to pursue an action against the hotel. There is a contract rule that a claimant cannot recover damages in respect of a loss which is too remote a consequence of the defendant’s breach of contract. If the losses flow naturally from the breach, which in this case they would appear to, the losses are recoverable (Hadley v Baxendale). The hotel, then, will be able to recover damages for A’s breach of the contract term subject, of course, to proving that this agreement was a term incorporated into the second contract. BIBLIOGRAPHY Statutes Cases Carlill v Carbolic Smoke Ball Co [1893] 1 QB 256, CA Fisher v Bell [1961] 1 QB 394 Gibson v Manchester City Council [1979] 1 WLR 294 Hadley v Baxendale [1854] 9 Exch 341 Holwell Securities Ltd v Hughes [1974] 1 WLR 155 Household Fire Insurance v Grant [1879] LR 4 Ex. D. 216, CA Hughes v Metropolitan Railway [1876-77] LR 2 App Cas 439, HL Manchester Diocesan Council for Education v Commercial and General Investments Ltd [1970] 1 WLR 242 Nickoll Knight v Ashton Edridge Co [1901] 2 KB 126, CA Partridge v Crittenden [1968] 1 WLR 1204 Quenerduaine v Cole [1883] 32 WR 185 Williams v Bayley [1866] LR 1 HL 200, HL Secondary Sources McKendrick, E., Contract Law (Oxford, 2003)

Organisations Motivational Practices and Reward Systems

Organisations Motivational Practices and Reward Systems In this task, what I have tried to accomplish is to outline how an organisations motivational practices and rewards systems can be implemented with the help of different motivational theories. For any organisation to be successful they need to motivate their workforce to work better so that they can perform better, hence providing quality service to the patients. Over the last century organisations have been dealing with the problems of having a technical aspect to the business and also a social aspect. Therefore, it is evident that the requirement of the people (employees) must be fulfilled in order to run a business successfully. There have been different motivational theories addressed with various rewards systems. However, here is what I believe that HNT should follow. I would like to see theories of Mayo, Maslow and Herzberg to be implemented in HNT for the best possible results. Mayo has talked about the Theory of human relations that concentrates on two main factors that is: The importance of teamwork: The sense of team spirit and doing what the team expected always increases motivation and the same can be done for Hargreen hospital. Small teams can be made and given responsibilities. The need for managers to take an interest in their workers (Hawthorne effect): If the superior shows interest in what their subordinates are doing and closely communicates then that gives a sense of importance and boosts up the morale of the employee.HNT needs to do the same in their organisation. Mayo received some criticism over his theory as well. It is said that the experiment carried out by Mayo are far from being scientific. Only groups with small number of workers were observed and the later experiments have failed to confirm the findings. Another thing that has been pointed out from Mayos theory is that the goals of managers will not be the same as for the worker despite their best effort. Trade may see these efforts as managements attempt to fool workers into boosting productivity. Maslow on the other hand talks about the hierarchy of needs. HNT should use this to understand what their employees want and how can they provide it to them. The hierarchy is as follows: Self actualisation: it means that HNT should arrange training, challenges and opportunities to develop the skills of employees. Esteem needs: HNT should give rewards for achievements, promotion and status. Love and belonging needs: There should be opportunities for teamwork, social facilities and a positive working relationship between the employees. Safety needs: The organisation must make sure that there are high standards of health and safety with job security and no bullying culture. Physiological needs: Organisations must pay decent salaries to enable the needs of employees to be met. The working hours should be comfortable and so should be the condition. There have been some opponents for Maslows hierarchy as they find the theory unconvincing on various grounds. They argue that any generalisation about levels of human needs is bound to have exceptions. There are cases where businesses would find that there are workers who are not interested in gaining praise or developing their personal skills. Workers like artists can even ask for creativity need before financial rewards. Another thing that is to be taken into account is that even if Maslows theory is good, it would be possible for workers to hold all levels of needs at the same workplace. If a person is satisfied with his or her salary then other levels of needs might not be that significant. Herzbergs Two-factor theory is also something that intrigues me. It has two set of factors Motivators: These motivate the workers by providing job satisfaction including: Sense of achievement Recognition of effort Interesting work Responsibility Hygiene factors: Everything that can cause dissatisfaction in the workplace are related to the working environment like Company policy Relationship with supervisor and colleagues Pay and status Security A major problem with Herzbergs theory according to several researches has shown that it cannot be applied to all workers in every business. Some jobs like low skilled cannot be enriched that easily and many workers may not see responsibility or advancement. In the above discussion I have tried to discuss different motivational theories and have illustrated their pros and cons. A mixture of these three motivational theories should be implemented in HNT. Rewards and recognitions both should be given in the shape of financial as in some sort of bonus or a paid trip to vacation spot sponsored by the company. Non financial acknowledgement can be given as a promotion or certificate or letter of appreciation that will make the employee feel good about working hard and will make them even more determined and hard working than before. BTEC National Certificate in Business Unit 16- HUMAN RESOURCE MANAGEMENT IN BUSINESS Task 2 (P4) Cooperation through contract of employment and employment involving techniques In this section, I will try to show the significance of cooperation in an organisation. The cooperation at any level in any company needs to be from both ends that is from the management side and the employee side. The two factors that contribute the most for the cooperation are the contract of employment and the employment involving techniques. For HNT to survive and retreat its good reputation that is being lost at the moment they need to have consent from both sides that is the employer and the employee. With the cooperation of both parties only it is possible to have a successful plan implemented and getting the desired results. Contract of employment: Clearly illustrates the terms and conditions to which both employer and employee has to abide by. If one of them violates the policy then the contract will be dismissed. Contracts states the date of beginning with employer and employee name on it. It clearly shows the responsibilities of both parties and what policies and procedures needs to be followed in the organisation. Like for HNT it will be mentioned that they are bound to pay the stated amount of salary on the contract to the doctor and if they fail to do so they can be accountable for that. The same goes for the employee if they dont work for the stated amount of hours then HNT has the right to deduct their salaries according or penalise the employee. Along different aspects that are covered in the contract, one of the important aspects mentioned is conditions of work and service. In that paragraph says conditions may include the following: The number of hours to be worked: When HNT is signing a contract with its employees the number of hours worked by individuals should be clearly stated. There are some limitations even according to visa policies and the employees should be asked to work within their limits. Appointment and termination: The clauses for appointment and termination are also mentioned where the employee and management is addressed to all responsibilities that are required to be adhered. The conditions in which an employee can be terminated are also explicitly mentioned so that when the contract is formed the employee exactly knows about it. The designation of the job: The designation for which an employee has been hired in the company will be mentioned on each and every contract. If an employee is a heart surgeon then his or her designation will be clearly written on the contract. Pay: What will be the salary of the employee being hired needs to be mentioned. Things like how the salary is paid? Will it be a basic salary or will it also be commission based? These things should be mentioned for HNT to be on safer side and for the employee as well. Benefits: If HNT plans to give out benefits to their employee then they should be written in the contract as well. It will tell what benefits are available to the employee and when. Disciplinary procedures: This shows what action will be taken by the Hargreen Hospital if there is a problem with doctors and nurses or the low skilled workers. Action is taken only if the employees in Hargreen Hospital fail to comply with the disciplinary or organisational rules and regulations or if doctors and nurses do full fill their responsibilities. It is important to Hargreen Hospital because if the doctors and nurses knows what action will be taken for example if it states that breaking rules leads to dismissal, this will encourage doctors and nurses not to break the rules so that they can to retain their job in Hargreen Hospital. It is important to the Hargreen Hospital because it can easily take action if doctor and nurses misbehaves because it was written in the contract. The contract of employment forces the employees to change their behaviour and behaviour according to the rules and regulations of Hargreen Hospital and this case the employee cooperates with the employer Notice: If an employee needs to leave the job or if the company is not happy with the performance of an employee there should be a notice period of at least one month that both the parties of HNT, management and employee, must obey. Grievance procedures: If there are complaint or issues by the employees of HNT there should a procedure mentioned in the contract that should guide the employees as to what they need to do to make a point. Employee rights: All the rights that are being possessed by the employee must be mentioned in clear words in the contract. If any employee wants to have maternity leave at HNT then it is their right to be given a paid leave and it should be written in the contract. All contracts have some express terms that are normally mentioned in the terms and conditions or the policy and procedure sections. These are the terms that are stated explicitly to make sure that both parties abide by them. For example the leave system, it can be explicitly stated that an employee cannot take more than 20 days paid leave. There are some implied terms as well that are automatically included to every contract. For example the Data Protection Act. If the company ask the employee to disclose sensitive data like religion, sexual orientation or the employee faces racial discrimination then the company is accountable for that and can be taken to the court of justice at any time. There are individual labour laws that protect employees from: Discrimination: HNT have to make sure that there is no display of discrimination from their side on the basis of age, race or disability. For example if a patient is discriminated i.e. due to his or her age, gender, race or colour, that patient has the right to report that doctor to court or to the authorities. Hargreen Hospital could then carry out an investigation and also provide further training for the medical staff. Pay: All employees doing similar jobs must be paid the same amount of money otherwise the employee has the right to hold HNT accountable in court. Absences: HNT have to make sure they provide paid leave to the employees especially maternity leaves and the employees have the right to ask for these leaves. Dismissay: Employees of HNT have the right not to be dismissed on disciplinary action for trade union activity or on health and safety grounds. Health and Safety Regulations: The health and safety regulations relate to the physical environment of Hargreen Hospital, relates to aspects like; safety entry and exit routes, safe working environment, and safe equipment which also relates to theory of motivating staff by Frederick Herzberg who believed that employees are only motivated if their hygiene factors are met first and then the organisation can use them to work harder. He believed that if the working conditions in an organisation are unsafe, then the employees will remain demotivated and if the organisation has safe working environment, the safe will be motivated. If doctors in Hargreen Hospital have safe equipments, they will use these equipments effectively to finish their jobs quickly for example during surgery and examinations. All these above stated points will give confidence to both the employer and the employee and provide them a good healthy relation to work together that will result in better performance of Hargreen hospital and lesser employee turnover rate. Employment involving techniques: It is another way of achieving organisational cooperation between the two parties. Its not just the legal binding between the employer and the employee that makes the work together but different techniques can be used that involves them both to work together. Here are some examples Quality Circle: HNT can assign a group of employees (doctors, nurses, technicians etc) under supervision to identify, analyse and solve work-related problems and present their solutions to management in order to improve the performance of the organization, and motivate and enrich the work of employees. Suggestion scheme: The company can also implement a suggestion scheme where all employees will have the right to give in their suggestion regarding a certain problem and then the management will address to it in the best possible manner and try to rectify it. Thus ensuring better working conditions and satisfaction to the employees. Communication groups: Different formal (finance dept, accounts dept etc) and informal (sports club, charity club etc) groups can be formed within HNT. These groups can be used often and then to socialise all the employee and management. This will allow the workforce to know each other better and will increase the understanding between them. Therefore, it will increase the performance of the workforce and a better repute of HNT. From the above discussion it is understandable that cooperation between the management and the employee is a key factor for the success of HNT. They have to make sure that they abide by the rules and make sure that the communication link between the superior and subordinate is always good and healthy just as said by Herzberg and Mayo in their respective motivational theories. BTEC National Certificate in Business Unit 16-HUMAN RESOURCE MANAGEMENT IN BUSINESS Task 2 (M2) Use of motivation theories in Hargreen Hospital In this section, we will try and compare the use of motivation in an organisation. We will start off with discussing the different motivations theories that we have discussed earlier and then see how they have managed to affect the effectiveness of an organisation. The three motivational theories recommended by me to HNT (Mayo, Maslow and Herzberg) can be used at different levels of hierarchy in the organisation. But first let us have a look at the use of motivation. If the motivational theory of Mayo, Maslow and Herzberg is applied to HNT it will definitely reduce the turnover rate and absenteeism as all the needs of the employees will be fulfilled and the coordination of subordinates with their superior will be much better. When the staff is more motivated then they can be used in a much more efficient manner than before. When the employee is provided with good health and safety measures and they know that they are secured they will obviously work better than before. Motivational theories have always emphasised on better relation and understanding between management and staff. Good relation on the basis of motivation can lead to resolving big issues such as industrial relationship issues and problems like strikes. A good motivated team of labourer would never want to go on strike when they know that all their basic necessities are being taken care of by their management. A planned, well trained and flexible workforce can only be built if HNT has a good motivational plan implemented in the organisation. This will benefit the organisation in the long run. At this point we can even recommend that HNT can use Mayos theory for all blue collar workers (porters, drivers etc) as it will provide them the sense of working in teams and would give them the idea of how important it is to have communication with their subordinates and peers. A combination of Herzberg and Maslow can be used for an efficient white collars (nurse, doctors etc) workforce as at this stage most of the staff is skilled or semi skilled and these are the people that HNT would want to retain for a longer period of time as they will be spending money to train them and they will have the expertise and knowledge that is vital for the companys growth. Last but not the least a combination of all three, Mayo, Maslow and Herzberg can be used for the gold collars (directors, CEO etc) at the top. They are the ones who have to do the decision making. They should be acquainted with each and every aspect of the organisation. Therefore, it is necessary for them to know about all three motivational theories suggested so that they can implement them all to their subordinates and the process goes on until the last subordinate. BTEC National Certificate in Business Unit 16- HUMAN RESOURCE MANAGEMENT IN BUSINESS Task 2 (D1) Ways of improving motivation in HNT In this section, we will try to suggest how different ways of motivation can be improved and then try to justify them. We will be giving examples where possible to make the point more clear. Taking into account the current situation it can be seen that the morale of the workforce is low at the moment. Due to this reason there is high turnover rate and also is the cause of absenteeism. For this matter Maslows hierarchy and Mayos theory of human relation can do wonders. If self actualisation is provided by the company to enhance the skills of their workforce then HNT will benefit from it in the long run. The more the employees get skilled the more will the service quality increase and thus increase the patient satisfaction rate. This will enable the employees to be motivated as they can be getting promotions for their good work. Thus the employees would not think of leaving HNT. The sense of working in teams will also be a vital player in the motivation of the employees. If the employee work together in teams they get to know their peers and other employees better. They develop better understanding that lifts up the performance of the whole organisation. The long and tedious hours of working and low security has also demotivated the employees. For this purpose Herzbergs two-factor theory is the best solution. A good motivator for the employees at this stage can be giving them interesting work to do. Cut down their long tedious shifts to normal sized shifts and give then different task every day. Provide them with facilities to relax a bit (the concept of breaks by Taylor can be used at this point). When HNT will do all this it will make the employee feel good about their jobs. Formation of formal and informal groups at this stage will also be beneficial for the organisation. The Hygiene factor at this point can be providing security to the employees especially to those who work at night. We know that there is high crime rate in that area. No employee would want to work in such a place living is by far out of question. So HNT must try to provide as much security as possible to all its employees so that they are not intimidated at any point of the day while working. As stated there has been a decline in the standards as well. This is also clearly a lack of motivation. There is lot of potential in the organisation but the work force the human element needs to be boosted up. The social aspect of the strategy must be understood and motivational theories at all level from higher, middle and lower level must be implemented in order to regain the good standards that HNT once had. If Mayo, Maslow and Herzbergs theories are implemented in a proper way in HNT the organisation can be up and running within a matter of few days. New recruitment from Poland and Germany will also work as a catalyst in this scenario. New workforce coming from abroad will make the working environment more competitive and employees if given incentive with proper rewards and recognition will strive to do better than ever. Motivation can also be improved among employees by using job rotation at work for example different nurses and doctors can be assigned to observe during surgery so that they can see how surgery is carried out. This gives them time to have new experiences and also this can act as an educational tour which can improve their skills. Employees can be assigned to perform tasks that porters do for example delivering mails or equipments to surgery room. The organisation uses this type of motivation so that doctors and nurses dont do the same job over and over which leads to boredom. Motivation in Hargreen Hospital can be improved by offering doctors and nurses some incentives for example free parking space, subsidised travel, vouchers, health insurance schemes, and nursery places for example if they are offered vouchers, it is like way of appreciating their services such instead of paying  £5 for a meal in Hargreen canteen, they can only pay half price which is their way of being motivated. Free parking space enable them to free to come in whenever they want because they will not charged for parking which allows them to do extra work for example the low skilled workers can come in on weekends to clean the hospital even doctors and nurses can come in do work on their own without inviting them. Offering nursery places allows doctors and nurses to bring their children to study at Hargreen Hospital which will all them to have spare time that they have been using to go to get their kids from schools but if Hargreen offers nursery places to doctors then they can bring their kids to the hospital in the morning and go back home with them in the evening.