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23

Please Start Fromthe Left Page

Researchers and Developments

satisficing behaviours, acceptable to the dominant coalitions, which is the reality of strategy-making (Legge, 100 :1995). As the name suggests, the systemic approach emphasises the significance of larger social systems, characterised by factors such as national culture, national business systems, demographic composition of a given society and the dominant institutions of the society within which a firm is operating. The strategy formation is strongly influenced by such factors, and faced by these pressures the strategist may intentionally deviate from rational planning and profit-maximisation. It will not be sensible to suggest that organisations adopt only one of the four particular approaches to strategy formation, but certainly it has to be a mixture of possible combinations along the two dimensions of processes and profit- maximisation.

34

Researchers and Developments

where owing to a number of reasons (such as unpredictability of the dynamic business environment) it is not possible to adopt a rational, planned and deliberate process, although profit-maximisation is still the focus. In such competitive and uncertain conditions where managers do not feel they are in command, only the best can survive (survival of the fittest or being at the correct place at right time). The key to success thus largely lies with a good fit between organisational strategy and business environment (also see Lundy and Cowling, 1996). The processual approach is different on the profit-maximisation perspective where managers are not clear about what the optimum level of output is or should be. A high degree of confusion and complexity exists both within the organisations and in the markets; the strategy emerges in small steps (increments) and often at irregular intervals from a practical process of learning, negotiating and compromising instead of clear series of steps. This is related to the inability of senior managers to comprehend huge banks of information, a variety of simultaneously occurring factors and a lack of desire to optimise and rationalise decisions. The outcome is then perhaps a set of

Figure: 1.1 Whittingtons (1993) generic perspective on strategyOrganisations adopting the classical approach (like the army) follow a clear, rational, planned and deliberate process of strategy formation and aim for maximisation of profits. This approach is most likely to be successful when the organisations objectives and goals are clear, the external environment is relatively stable, the information about both the external and internal environment is reliable and the decision-makers are able to analyse it thoroughly and make highly calculated decisions in order to adopt the best possible choice. Strategy formulation is left to top managers and the implementation is carried out by operational managers of different departments. This scenario demonstrates the difference between first-order strategy or decisions and second-order strategy or decisions, where the former represents the strategy formation by top managers and the latter is an implementation of the same by lower-level managers (for details see Miller, 1993; Purcell 1989; Legge, 1995). It also represents the classic top-down approach of Chandler (1962) where organisation structure .follows the strategyThe evolutionary approach represents the other side of the strategy formation continua

35

Researchers and Developments

Over the past three decades or so a lot has been written under the field of strategic management about the nature, process, content and formation of organisational strategy (see e.g. Mintzberg, 1994 ;1987; Quinn et al., 1988; Ansoff, 1991 Whittington, ;1993 2001). A classical strategic management process consists of a series of steps, starting from establishing a mission statement and key objectives for the organisation; analysing the external environment (to identify possible opportunities and threats); conducting an internal organisational analysis (to examine its strengths and weaknesses and the nature of current management systems, competencies and capabilities); setting specific goals; examining possible strategic choices / alternatives to achieve organisational objectives and goals; adoption / implementation of chosen choices; and regular evaluation of all the above (see e.g. Mello, 2006). The abovementioned first five steps form part of strategic planning and the last two steps deal with the implementation of an ideal strategic management process. They also deal with both the content (revealed by the objectives and goals) and process (for example, planning, structure and control) of an organisational strategy (Chakravarthy and Doz, 1992; Lundy and Cowling, 1996).However, in real life, it is important to note that for a variety of reasons and pressures (such as scarcity of time, resources, or too much information), top decision-makers do not follow such a formal and rational approach (also called as deliberate approach) when formulating their organisational strategy. Based on their experiences, instincts, intuition and the limited resources available to them (along with factors such as need for flexibility), managers adopt an informal and bounded rational approach (resulting in informal incremental process) to strategy formation (see Quinn, 1978; Mintzberg, 1978). Mintzberg (1987) says that formal approach to strategy making results in deliberation on the part of decision-makers, which results in thinking before action. On the other hand, the incremental approach allows the strategy

emerge in response to an evolving situation. Lundy and Cowling (23 :1996), summarising Mintzbergs thinking, write that deliberate strategy precludes learning while emergent strategy fosters it but precludes control. Effective strategies combine deliberation and control with flexibility and organisational learning. A number of scholars (such as Ansoff, 1991) have criticised Mintzbergs work as over-prescriptive.

The debate with regard to the formation of organisational strategy continues. For example, Whittington (1993) presents four generic approaches to strategy formation along the two dimensions of processes and outcomes of strategy (see Figure 1.1). The x axis deals [Fig. 1.1]with the extent to which strategy is formed in a rational, formal, planned and deliberate manner , is a result of bounded rational approach or is emergent in nature. The y axis relates to continua of outcomes, i.e. the extent to which organisational strategy focuses on profit-maximising outcomes. The top left-hand quadrant represents a mix of maximum profit-maximisation and a formal planned and deliberate approach to strategy formation. Whittington denotes this combination as classical. The combination in the top right-hand is that of profit-maximisation and an emergent kind of strategy formation called the evolutionary approach. The other two combinations the emergent approach to strategy formation and pluralistic types of outcome and deliberate process and pluralistic outcomes are denoted as processual and systemic approaches respectively.

36

Researchers and Developments

Emergence of strategic human resource management (SHRM

The above developments in the field of HRM highlight the contribution it can make towards business success and an emphasis on HRM to become an integral part of business strategy (Lengnick-Hall and Lengnick-Hall, 1988; Brewster and Larsen, 1992; Bamberger and Meshoulam, 2000; Schuler and Jackson, 2007). The emergence of the term strategic human resource management (SHRM) is an outcome of such efforts. It is largely concerned with integration of HRM into the business strategy and adaptation of HRM at all levels of the organisation (Guest, 1987; Schuler, 1992).

What is strategy?

The origin of this concept can be traced in its military orientation, going back to the Greek word strategos, for a general who organises, leads and directs his forces to the most advantageous position (Bracker, 1980; Legge, 1995; Lundy and Cowling, 1996). In the world of business it mainly denotes how top management is leading the organisation in a particular direction in order to achieve its specific goals, objectives, vision and overall purpose in the society in a given context / environment. The main emphasis of strategy is thus to enable an organisation to achieve competitive advantage with its unique capabilities by focusing on present and future direction of the organisation (also see Miller) , 1993 Kay; 1991.

The debate relating to the nature of HRM continues today although the focus of the debate has changed over time. It started by attempting to delineate the differences between Personnel Management and HRM (see e.g. Legge, 1989; Guest, 1991), and moved on to attempts to incorporate Industrial Relations into HRM (Torrington et al., 2005), examining the relationship of HRM strategies, integration of HRM into business strategies and devolvement of HRM to line managers (Lengnick-Hall and Lengnick-Hall, 1989; Brewster and Larson, 1992; Budhwar and Sparrow, 1997) and then the extent to which HRM can act as a key means to achieve competitive advantage in organisations (Barney, 1991). Most of these developments have taken place over the last couple of decades or so, and have precipitated changes in the nature of the HR function from being reactive, prescriptive and administrative to being proactive, descriptive and executive (Boxall, 1994; Legge, 1995). At present then, the contribution of HRM in improving a firms performance and in the overall success of any organisation (alongside other factors) is being highlighted in the literature (see e.g. Guest, 1997; Schuler and Jackson, 2007 ;2005). In relation to the last debate, three perspectives emerge from the existing literature: universalistic, contingency, and configurational (Katou and Budhwar, ;2006 2007.The universalistic perspective posits the best of HR practices, implying that business strategies and HRM policies are mutually independent in determining business performance. The contingency perspective emphasises the fit between business strategy and HRM policies and strategies, implying that business strategies are followed by HRM policies in determining business performance. The configurational perspective posits a simultaneous internal and external fit between a firms external environment, business strategy and HR strategy, implying that business strategies and HRM policies interact, according to organisational context in determining business performance

37

Researchers and Developments

An Introduction to Strategic HumanResource Management

and is considered to be the origin of HRM as a defined school of thought. HRA emphasised human resources as assets for any organisation. This asset view began to gain support in the The last .(1990 ,1980s (Hendry and Pettigrew twenty-five years or so have then witnessed rapid developments in the field of HRM, which are an outcome of a number of factors such as growing competition (mainly to US/UK firms by Japanese firms), slow economic growth in the Western developed nations, realisation about the prospects of HRMs contribution towards firms performance, creation of HRM chairs in universities and HRM-specific positions in the industry, introduction of HRM into MBA 1980s, and a continuous curricula in the early emphasis on the involvement of HRM strategyin the business strategy.

By : Pawan Budhwar and Samuel Aryee

What is HRM? Developments in the field of HRM are now well documented in the management literature Schuler ;1995 ,Legge ;1992 ,(see e.g. Boxall ;2000 ,Sisson and Storey ;2007 ,and Jackson The roots of HRM .(2005 ,.Torrington et al 1950s, when writers go back as far as the like Drucker and McGregor stressed the need for visionary goal-directed leadership and management of business integration This was succeeded by the .(1987 ,(Armstrong 1960s, behavioural science movement in the headed by Maslow, Argyris and Herzberg. These scholars emphasised the value aspect of human resources (HR) in organisations and argued for a better quality of working life for workers. This formed the basis of the organisational development movement 1970s. The human initiated by Bennis in the resource accounting (HRA) theory developed was an outcome of these (1974) by Flamholtz sequential developments in the field of HRM

38

Its Technically correct

Showing Data at our page

39

Its Technically correct

tions. I have personally made great connec-tions through Facebook and Twitter, many of them are not even active on Linkedin. So if youre like many, spending time on Face-book anyway.

Status Updates

It should be the first thing that comes to your mind; to update your Facebook status stat-ing your current employment situation and what you are looking for. People will most probably rush to help by sending you links or referring you to hiring personnel.Dont post that you are looking for a job on a companys Facebook page though as you will come off as desperate.Join and get active in groupsFacebook groups are an excellent place to get to know people through participating in discussions, asking questions and offer help. This gives you a chance to demonstrate your knowledge in the field and keep up-to-date with the latest trends and news in the local or international markets.After having a number of conversations with people, you can send a friend request to those you would like to get to know better and follow their individual timeline.The ultimate goal is to stay connected to the industry players. Hopefully this will keep your name in their minds for when someone is hiring.

Facebook ads

Another way to reach out as a professional is creating ads. This works best for self-em-ployed professionals working as freelancers or startup owners. But its also beneficial when you use it in a smart not-in-your-face manner by creating a simple ad with a tag-line and link it to a blog or Website.You can choose what demographics you want to target and your maximum spend per day, it is often cheap but it also depends on the country market youre targeting. The more specific you can make it the better, you only want the right people clicking through as you pay per click.Social networks have a great potential for socializers. Facebook is not a winner when it comes to official recruitment processes unlike Linkedin but what Facebook has is something more powerful; personal interac

40

Its Technically correct

How to use F a c e b o o k for job

So how can you utilize your presence on the most popular social network to help you in job seeking?

Networking

If Facebook was a country, it would be the 2nd largest country in the world. That said, I can safely say that most of your colleagues, previous employers, business partners and prospective bosses are on Facebook.Take advantage of being out there along HR recruiters and talents-hunting employers to network with them. Approach potential em-ployers and business partners by sending them a private message to introduce yourself and ask for advice or offer help. They will ap-preciate the fact that youre not using Face-book as everyone else.If you find out through Facebook Pages that a certain company is recruiting, try to know who the hiring manager is then check for friends or friends of friends in common, in or-der to get referred to people working for the company or even the hiring manager direct.

In a recent study by Jobvite on how job seek-ers are using social networks to hunt for jobs and how employers seek candidates; one of the findings was that 94 percent of recruit-ers use LinkedIn to look for candidates, yet only 36 percent of job seekers are active on the site. There is a missed opportunity here for social job seekers. Or perhaps recruiters should look at where they are fishing. 83 per-cent of job seekers said they prefer and use Facebook for job search, but only 65 percent of recruiters utilize it.Even though you should have an optimized profile on Linkedin as a professional to help you with your personal brand and getting noticed by recruiters who use Linkedin for sourcing; the need for utilizing Facebook for job hunting is also increasing as the study re-vealed that 64 percent of high quality source of candidates came from referrals (friends and acquaintances on the difference social media platforms). Moreover, 42 percent of recruiters have apparently reconsidered an applicant based on what a social profile re-vealed.

41

Report

1010you introduce yourself and shake hands with the interviewer. 6. Excessive NoddingMany people nod a lot during interviews out of anxiety and their desire to appear agreeable and friendly. Nod once or twice with a smile of agreement but dont over do it or you will ap-pear nervous, silly or trying too hard. 7. FidgetingStop fidgeting. It distracts your interviewer and you definitely want them to focus on what you have to say not on your moving hands or the sound of coins jingling in your pocket. 8. Unwanted facial expressionsIt is crucial for your facial expressions to match your tone. If you want to express your enthusi-asm for working at the company but your facial expressions convey that the mere idea of that is torturing you, forget about being hired. 9. Shifty EyesDistracted or upward eye movements can sug-gest someone is lying or not sure of themselves. Its important to look someone directly in the eye to convey confidence and certainty. 10. StaringWhile its important to be confident and look the interviewer in the eye, you have to break away. Locking eyes with someone for an ex-tended period of time can be interpreted as ag-gressive, not to mention creepy

Body language can betray you in a job inter-view if youre not aware of how your body acts or reacts without your consent. From eye con-tact to arm touching, here are a list of 10 body language mistakes to avoid in your next job in-terview:1. Bad PostureLeaning back is lazy or arrogant, leaning for-ward is aggressive and slouching is just lazy. In-stead, sit tall and straighten your back as much as possible. 2. Crossed ArmsAccording to psychology crossing arms often signals defensiveness and resistance. Open your arms at your sides to appear approachable and receiving. This will put your interviewer at ease and make them feel comfortable commu-nicating with you. 3. Hands Behind BackClasping hands behind the back may signal resis-tance and could mean to the other person that youre hiding something. Its important that you appear open and approachable so dont try to control your body gestures by keeping your hands still behind your back. 4. PointingPointing and excessive hands movement results in invading the other persons space aggressive-ly. You certainly dont want that to happen in an interview. 5. Breaking Eye ContactDont stare, but try to hold your interview-ers gaze for one extra second before breaking away. Do this especially at the beginning when

42

Training and Employment

There are two types of motivation, intrinsic and extrinsic. Intrinsic motivation is when students learn a language for its own sake. Students perform a particular task due to their needs, interests, curiosity or enjoyment (Brown, 2007). Whereas extrinsic motivation is when students learn a language for receiving rewards, passing exams or avoiding punish-ment (Brown, 2007). Intrinsic motivation is thought to be more important than extrinsic motivation because it stems from inside the students themselves. Brown (2007) argues that intrinsic motivation last for long term retention. However, it has been argued that extrinsic motivation some-times paves the way for intrinsic motivation (Ellis, 1994)Teachers enthusiasm about their subjects is a significant factor in raising students motiva-tion. If teachers dont love their jobs and dont enjoy teaching, students may feel this and conclude that the subject is not wroth standing and thus this will decrease their motivation (Harmer, 2007). Dorniey (2001) suggest that teachers need to show their interests and excitements in teaching English and talk about benefits of learning English and then share these things with students. Students may see teachers enthusiasm in how well the teach-ers are prepared and having organized plans, and in making the classroom environment supportive and attractive. The more teachers are enthusiastic in teaching English, the more students may be highly motivated.

43

The high status of English as a global language have pushed many countries to adopt English as a second and/or a foreign language in education system. Many researches have been carried out on how English as a second and/or a foreign language is learnt and how various factors affect the process of learning English. One of the most affective factors in second language learning success or failure is motivation. Nunan (1999, pp.232-233) points out that motivation is a combination of effort plus desire to achieve the goal of learning the language plus favourable attitudes to-wards learning the language. However, it has been suggested that teacher is one of the most important determinant of second language learners motivation (Dorniey, 2001). Abdulaziz Eidah

Alharthi

TRIZ or have attended seminars are taught quite wrongly that TRIZ is primarily com-posed of the 40 principles and contradiction matrix, the truth is ARIZ is the core method-ology of TRIZ.ARIZ is an algorithmic approach to finding in-ventive solutions by identifying and resolv-ing contradictions. This includes the system of inventive standards solutions which Alt-shuller used to replace the 40 principles and contradiction matrix, it consists of SuField modeling and the 76 inventive standards. A number of TRIZ-based computer programs have been developed whose purpose is to provide assistance to engineers and inven-tors in finding inventive solutions for techno-logical problems. Some of these programs are also designed to apply another TRIZ method-ology whose purpose is to reveal and forecast emergency situations and to anticipate cir-cumstances which could result in undesirable outcomes.One of the important branches of TRIZ is fo-cused on analysing and predicting trends of evolution in the characteristics that existing solutions are likely to develop in successive generations of a system.

columns (as the negatively affected element) and based upon the research and analysis of patents: wherever precedent solutions have been found that resolve a conflict between two of the elements, the relevant cells in the matrix typically contain a sub-set of three or four principles that have been applied most frequently in inventive solutions which re-solve contradictions between those two el-ements.The main objective of the contradiction ma-trix was to simplify the process of selecting the most appropriate Principle to resolve a specific contradiction. It was the core of all modifications of ARIZ till 1973. But in 1973, after introducing the concept of physical contradictions and creating SuField analysis, Altshuller realized that the contradiction ma-trix was comparatively an inefficient tool and stopped working on it. Beginning ARIZ-71c contradiction matrix ceased to be the core of ARIZ and therefore was not a tool for solving inventive problems that Altshuller believed should be pursued. Physical contradictions and separation principles as well as SuField analysis, etc. became the core. Despite this, the 40 principles has remained the most pop-ular tool taught in introductory seminars and has consistently attracted the most attention amongst the tens of thousands of individuals who visit TRIZ-focused web sites in a typical month. Therefore, many of those who learn

44

Training and Employment

TRIZ process for creative problem solvingBy the early 1970s two decades of research covering hundreds of thousands of patents had con-firmed Altshullers initial insight about the patterns of inventive solutions and one of the first ana-lytical tools was published in the form of 40 inventive principles, which could account for virtually all of those patents that presented truly inventive solutions. Following this approach the Typical solu-tion shown in the diagram can be found by defining the contradiction which needs to be resolved and systematically considering which of the 40 principles may be applied to provide a specific solution which will overcome the contradiction in the problem at hand, enabling a solution that is closer to the ulti-mate ideal result.The combination of all of these concepts together the analysis of the contradiction, the pursuit of an ideal solution and the search for one or more of the principles which will overcome the contradic-tion, are the key elements in a pro-cess which is designed to help the inventor to engage in the process with purposefulness and focus.One of the tools which evolved as an extension of the 40 principles was a contradiction matrix in which the contradictory elements of a prob-lem were categorized according to a list of 39 factors which could impact on each other. The combi-nation of each pairing of these 39 elements is set out in a matrix (for example, the weight of a stationary object, the use of energy by a mov-ing object, the ease of repair etc.) Each of the 39 elements is repre-sented down the rows and across the

the earliest findings of the massive research on which the theory is based is that the vast majority of problems that require inventive solu-tions typically reflect a need to overcome a dilemma or a trade-off between two contra-dictory elements. The central purpose of TRIZ-based analy-sis is to systematically apply the strategies and tools to find superior solutions that over-come the need for a compro-mise or trade-off between the two elements.

TRIZ in its classical form was developed by the Soviet in-ventor and science fiction writer Genrich Altshuller and his associates. He started de-veloping TRIZ in 1946 while working in the Inventions In-spection department of the Caspian Sea flotilla of the So-viet Navy. His job was to help with the initiation of inven-tion proposals, to rectify and document them and prepare applications to the patent of-fice. During this time he real-ised that a problem requires an inventive solution if there is an unresolved contradiction in the sense that improving one parameter impacts neg-atively on another. He later called these technical con-tradictions.His work on what later re-sulted in TRIZ was interrupt-ed in 1950 by his arrest and sentencing to 25 years in the Gulag. The arrest was partially triggered by letters which he and Raphael Shapiro sent to Stalin, ministers and newspa-pers about certain decisions made by the Soviet Govern-ment, which they believed were erroneous

TRIZ theory of

45

Training and Employment

experiences, trainingsetcYour chances are better to get hired by your dream company even when youre not looking if youre always one step ahead from other professionals in your field. 4-Join conversations onlineDont wait till you lose your job or at that point where you must find another one to mingle on-line and join professional net-works on Linkedin or Facebook. Join shared-interest groups on Linkedin and Facebook and fol-low pages of companies youre interested in working for. Showcase your experience and knowledge by replying to posts and starting new discussions. Its a great way to meet other professionals and build relation-ships with potential colleagues and recruiters. 5-Update your contact detailsMake sure your email address or phone number are listed as a way of communication on Linkedin. Moreover, make sure your notification settings are edited so that if you do not check LinkedIn regularly, you would receive email messages about new direct messages and who viewed your profile. Even if youre not looking for a job right now, its nice to know that you were considered.

If you present yourself as a pro-fessional properly online; you will be getting job offers even when youre not applying. But in order to land your dream job unexpectedly, you have to be prepared: 1-Look the partYou dont have to be job hunt-ing at the moment to dress like a professional. Im not saying you should wear your suit when youre out having coffee with your friends but pay attention to your outfit and how you come across all the time. Dressing in a sloppy or inappropriate manner might cause a potential employ-er exclude you forever from any future recruiting plans even if they meet you at the park. 2-Be careful how you look like onlineIts even worse if you dont look professional in your Linkedin picture. Study shows that 19% of the time recruiters spend on your profile is on your pro-file picture. Upload a decent, professional picture preferably with a confident smile to keep you in recruiters minds.Over 60% of recruiters look up candidates profiles on Face-book! Becareful what people can see on yours. 3-Keep your profile updatedMake sure your online CV is up-dated all the time whether on Linkedin or other job search-ing Websites like Bayt.com. Add new certifications, skills, work

How to be considered for a job

when youre

not evenlooking

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Our Technical Community

LinkedIn is the largest and most dominant social network in the profes-sional arena. Totally different from the likes of Facebook, it is used for maintaining a professional persona and brand. Other uses for LinkedIn include finding a job, networking, recruiting new employees, getting sales leads and even getting your business news

1. Make a findable and visually appealing profile.2.Use your LinkedIn profile to showcase everything that doesnt fit on your resume.3. When youve got a profile youre ready to show the world, strategi-cally connect with others4. Once youve got a valuable network, snoop5. Stay active on the site.

How To Use LinkedIn: 5 Smart Steps To Career Success

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Our Technical Community

Online classifieds becoming popular inSaudi Arabia

in daily newspapers, Tabaza said, and low one-digit thou-sand posts in weekly print classifieds. For this reason, he believes that online classified is fast overtaking the print media as far as exposure and visibility is concerned.Classifieds listing stopped growing 2 to 3 years ago while most titles have witnessed a 20 to 30 percent decline in the volume of ads last year. This year seems to be follow-ing suit, he said.He added that online classi-fieds have become so popu-lar in the Arab world that in some countries leading classi-fied websites are more well-known than Facebook.He noted that in expat-dom-inated countries like UAE, Qatar and Oman, the En-glish-language generic classi-fied website Dubizzle has also done well.

Arab News 2014 : Online exposure is fast gaining popularity in the Kingdom and other Arab countries with ma-ture audiences, according to Khaldoon Tabaza, founder and managing director of iMENA Holdings and an online expert.Take the case of OpenSooq.com. It has become so popular in Saudi Arabia. With a sim-ple, easy to use website and popular iOS and Android apps, it is also leading in countries where the number of Internet users is growing very quickly, he said.He added that it reaches 250,000 to 400,000 users dai-ly, depending on the day of the week. In terms of depth, he added that classified websites usually have tens of thousands of postings per day.This is big compared to a max-imum of several hundred posts

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Opinion on the way

6. Dont overdressAnother obvious tip. Dont show up to work wearing interview clothes. Wearing a suit when you usually dress casually is a giveaway that youre in the job hunt. If you are interviewing at either end of the workday, or during lunch, change your clothes before you get to work or right after you leave.7. Check your online privacyDont ever update your profiles on LinkedIn or Facebook saying that youre looking for a job. You can also adjust your privacy settings on most of online job search services so that your current employer cant see your information.8. Choose references carefullyDont use your current boss or co-workers as references. Organizations often check refer-ences on several candidates while making a final decision. Use managers and co-workers from past jobs instead.9. Wait till you have a written offerDont give your notice until you have a writ-ten offer. Organizations or people within might change their minds overnight before deals are finalized. You dont want to be in the position of asking for your current job back and my ad-vice is to never do that because it will make you vulnerable infront of your boss. Wait until youre positive its a done deal to share the good news!10. Dont burn bridges with your current jobDont change how you work as long as youre still at your current job. Many people check out emotionally when they start looking for a job. Its not smart to do that as your reputation is always at stake, not to mention that one day, one of your colleagues or even boss might be-come your partner or boss, or they might help you get a deal in the future. Be sure to follow proper resignation protocol by giving at least two-week notice, and dont leave without ty-ing up any loose ends. Remember to ask for a recommendation letter before you leave too.By protecting your privacy and acting smart about your job hunt, youll manage to get your desired job without losing your current one.

By :Arab news

Finding a new job is not easy in such an econo-my, but it gets tricky when you want to do that as quietly and gracefully as possible.In this article, we will show you ways to look for a new job without risking to lose your cur-rent one.1. Dont announce itDont tell your boss or your co-workers that youre looking for a new job. Sharing this in-formation only with your confidents, telling the wrong people that youre looking for a jobwill most likely move you to the dog house. You dont want to risk getting on your bosss wrong side while he or she looks for your re-placement.2. Use your own communication systemAvoid using your work email, telephone, fax or any other tool of communication in your job search. Not only is this unethical, but most or-ganizations have the ability to monitor your communication and they probably do that all the time. Conduct your job search at home, or bring a personal computer or cell phone to use off site during your lunch hour.3. Dont list your work contact information This may sound obvious but it doesnt hurt to double check. Make sure your resume and cov-er letter dont list your work phone or email address.4. Interview on your own timeDo your best to not schedule job interviews during your workday. Schedule them for be-fore or after work, on weekends, or during a vacation week. If thats not possible, at least try to schedule interviews during your lunch break.5. Honesty is the best policyYou dont have to tell your boss that youre taking a day off to have a job interview; but dont lie and say that youre sick or your grand-mother just died. You can simply state that you need to take a day off for personal reasons. Hopefully your boss will not run an investiga-tion to know more.

How to Find a New Job without Losing Your Current One

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Opinion on the way

RPL is a very simple and straightforward process of assessing someones skills or knowledge, regardless of where and how these were learned. Unlike other forms of assessment it doesnt judge someones evidence of competence solely by the credentials or qualifications they have achieved, although this can form part of their claim. Nor does it consider where a person worked, their age, gender or physical attributes.What RPL does is allow people to demonstrate that they are capable of undertaking specif-ic tasks or working in certain industries based on evidence of skills and knowledge gained throughout their life.RPL is what is known as a criterion-referenced assessment assessment of skills and knowledge against certain criteria. And this criteria is outcomes-based (i.e., the outcome of somebody doing something, such as the outcome of writing is a letter, or the outcome of making some-thing which results in an end product), not process-based such as learning.In teaching or traditional training, the criteria against which formative and summative assess-ments are conducted is known as teaching or training objectives. (Sometimes theseare also referred to as learning objectives but these are really the outcome the learners seeks to achieve, not the teacher or trainer.) They may be written in different ways but in all cases they include the behaviour to be observed, the conditions under which such behaviour is to be performed, and the standards or criteria which the performance must meet. These are the standards to be achieved as a result of the learning or training activity.

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the gaining of additional qualifications. Some academic institutions include Credit Transfer within their overall RPL umbrella, as the pro-cess still involves assessment of prior learn-ing, regardless of how achieved.RPL is known by many names in different coun-tries. It is APL (Accreditation of Prior Learn-ing), CCC (Crediting Current Competence), or APEL (Accrediting Prior Experiential Learning) in the UK, RPL in Australia and New Zealand, and PLAR (Prior Learning Assessment and Recognition) in Canada (although different jurisdictions within Canada use RPL and RCC (Recognition of Current Competence). France has a more sophisticated system in which as-sessment is known as Bilan de competenc-es, Bilan des competences approfondi, or Validation de Acquis des Experiences (VAE). Regardless of the title, all are the same and all are RPL.

Recognition of prior learning (RPL), prior learning assessment (PLA), or prior learn-ing assessment and recognition (PLAR), de-scribes a process used by regulatory bodies, adult learning centres, career development practitioners, military organizations, human resource professionals, employers, training institutions, colleges and universities around the world to evaluate skills and knowledge (learning) acquired outside the classroom for the purpose of recognizing competence against a given set of standards, competen-cies, or learning outcomes. RPL is practiced in many countries for a variety of purposes (e.g. competence standing in a profession, trades qualifications, academic achievement, recruitment, performance management, ca-reer and succession planning.Methods of assessing prior learning are varied and include: evaluation of prior experience gained through volunteer work, previous paid or unpaid employment, standardized exams or observation of actual workplace behavior. The essential element of RPL is that it is an assessment of evidence provided by an indi-vidual to support their claim for competence against a given set of standards or learning outcomes.RPL is sometimes confused with Credit Trans-fer or assessments conducted in order to recognize advanced standing or for assign-ing academic credit. The essential difference between the two is that RPL considers evi-dence of competence that may be drawn from any aspect of an applicants professional or personal life. Credit Transfer and advanced standing deal primarily with an evaluation of academic performance as it relates to a par-ticular field of study and whether or not ad-vanced standing may be granted towards

Recognition of prior learning

Opinion on the way

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Martin Doel OBE Chief Executive

Martin Doel took up his appointment as Chief Executive of the Association of Colleges (AoC) in 2008. AoCs role is to represent and support the interests of Further Education, Sixth Form and Specialist Colleges and to provide them with a range of support services. Prior to joining AoC Martin served in the Royal Air Force in a range of operational support roles, culminating in his appointments as the Director of Training and Education for all 3 Armed Services, working in the Ministry of Defence; the MOD is the largest employer of apprentices in the UK. He has published articles on military assistance in humanitarian aid operations, strategic planning enterprise education and apprenticeships. He was appointed OBE in 1998 for his work in support of operations in the Balkans and for his contribution to Anglo-German relations. He holds a Masters Degree with Distinc-tion from Kings College, London and a First Class Honours Degree in Education from King Alfreds College Winchester. He is a fellow of the Royal Society of arts and Royal Aeronautical Society and serves as a Trustee for the Aspire and Achieve Foundation and as a member of several advisory Boards.

Michale S. McComis, Ed.D.(pronounced Michael Mick-com-is) Executive DirectorAccrediting Commission of Career Schools and Colleges (ACCSC)

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Dr. McComis serves as the Executive Director and Chief Executive Officer for ACCSC, managing the day-to-day operation of the Commissions Arlington, Virginia office and staff, and overseeing the accreditation process for over 730 institutions. Michale is also responsible for the Commissions legislative and policy activities and is the liaison with the higher education community.

Michales tenure with ACCSC began in 1994 and during that time he has conducted hun-dreds of on-site evaluations to ACCSC member institutions. He is a frequent speaker at state and national conferences on accreditation and higher education issues as well as accreditation workshops and training seminars. Michale has also participated in interna-tional accreditation activities in Saudi Arabia, Malaysia, Brazil, Canada, and the Carib-bean and has on behalf of the Commission met with numerous international delegations seeking information about accreditation in the United States. Michael has also testified in both houses of the U.S. Congress on accreditation issues.

Michale earned his Bachelor of Arts in History, Master of Education, and Doctor of Educa-tion degrees from the University of Virginia where he serves as an adjunct faculty mem-ber teaching graduate courses in education policy. Before attending college and joining ACCSC, Michale earned experience in the trades by working as an electricians appren-tice and HVAC technician and through his service in the United States Marine Corps.

Michale S. McComis, Ed.D.(pronounced Michael Mick-com-is) Executive DirectorAccrediting Commission of Career Schools and Colleges (ACCSC)

L Williams Principal (Dudley College)

After completed O levels and A Levels at St Columbas College, St Albans, Lowell pro-gressed to the University of Warwick where he obtained a degree in English and American Literature. Lowell also has an MBA, with distinction, in Educational Management from the University of Leicester. Between 1985 and 1991 Lowell worked for an educational charity in Coventry supporting disaffected young people through the medium of outdoor education. He entered the further education system in 1991 joining Daventry Tertiary College as a middle manager before progressing to Stephenson College, Coalville, in 1998 as Deputy Principal and South Leicestershire College in 2001 as Principal. In June 2007 Ofsted rated South Leicestershire College as outstanding in all areas. The college was awarded Beacon status in January 2008 and Lowell was highly commended in the nation-al QIA Star Awards in the Outstanding Leadership category. In March 2008 he took up a new challenge as Principal of Dudley College and led the college through a very success-ful Ofsted inspection. The college has been graded as Outstanding by the Skills Funding Agency for its financial and business performance. The college specialises in technical and vocational programmes for young people and employers. In challenging economic times, Lowell has led the creation of the multi-million pound Dudley Learning Quarter. This inspirational new town centre campus includes Dudley Evolve, a state of the art vocational centre, Dudley Sixth, a dedicated A level centre and the Dudley Technology Centre, a specialist STEM centre (science, technology, engineering and mathematics). The first phase of the Dudley Learning Quarter opens to students in September 2012.

Lowell is Chairman of the colleges Energy Training Hub, a company specialised in the development and delivery of renewable energy and environmental technologies. He is also principal trainer with the colleges Leadership & Management Training Hub, which offers tailored development programmes to senior and middle managers across the pub-lic and private sector.

Dudley College has strong international partnerships in India, China and the Middle East. His recent work has included Skills for Employability projects in Yemen, Oman, Bahrain and Tunisia as well as leadership and management training projects in Saudi Arabia and Croatia. The college works closely with the British Council, UK Trade and Investment, TVET UK, English UK and UK-India Skills Forum.

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International Speaker Cheonsik WOO (Mr.)Dr. Cheonsik Woo is a senior fellow at the KDI currently serving as the special vice president for global research cooperation. After joining KDI in 1995, he has led the Knowledge Economy Division (division head; Aug. 2002 - Sep. 2004) and then the Department of Industrial and Corporate Affairs/Competition Policy (Vice President and Director, Oct. 2004 - March 2006 & April 2011 Feb. 2012). Recently, he worked at the OECD as a senior analyst at the Office of the Secre-tary-General (Oct. 2008-Dec. 2010), and before that, served as the Senior Counselor to the Deputy Prime Minister of the Ministry of the Finance and Economy of the Korean Government (Aug 2006 Feb 2008). Dr. Woo holds a BA in economics from Seoul National University, and MA & PhD in Economics fromColumbia University, US. Before joining KDI, he has taught at Clemson University, U.S, during 1991-95.During his tenure at KDI, he has worked on many issues pertaining to Koreas development strategy and policies, such as enhancing industrial/national competitiveness and upgrading education and HRD system. He has been the project leader and principal author of several special national flagship projects of Korea, including Vision 2030 of Korea: A Hopeful Nation in Harmony (2006), Dynamic Korea: A Nation on the Move (2004), Vision 2005: Human Re-sources Development Master Plan of Korea (2001) His major research works of late include Sills beyond School (2011) (OECD -KRIVET, co-author) Making Reform Happen: Lessons from OECD Countries (2010), OECD (project coordinator and the 2nd editor), Koreas Long-term National Vision and Strategy for the 21st Century (2008), Social Capital in Korea (2007), Pri-vate Tutoring in Korea: Demand, Payoff, and Conditioning Factors(2005), and A Comprehen-sive Study on Koreas Industrial Competitiveness (2003).

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The Seventh Saudi Technical Conference and Exhibition2nd 4th November 2014

News

30,000 fresh TVTC graduates find employment

The official added that with the conclusion of memorandums of understanding for employment with various firms, the graduates were also offered a further 540 career opportunities in 355 public and private sector companies.He pointed out that TVTCs main role is to train the national cadre for jobs but through its work with employment departments in its various colleges, it is able to assist graduates in seeking suitable jobs. Other programs, he added, prepare graduates for the labor market and are held at the end of each training phase. There are also career meetings within the training units. A career website, which is an electronic channel of communi-cation between graduates and those interested in employment, also helps the newly trained work force.He continued: The abundance of career opportunities available indicate that TVTCs programs and disciplines are aligned with the labor market in the King-dom.He added that this confirms that the TVTC is committed to develop its programs constantly to meet the needs of the Saudi labor market.

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The Technical and Vocational Training Corporation (TVTC) announced here that it had contributed to providing 30,000 jobs to fresh graduates during the training course last year.According to Deputy Governor Rashid Al-Zahrani, 26,000 male and female graduates from various technical colleges and training institutes were given jobs through TVTCs em-ployment bureaus across the Kingdom.Graduates of the TVTC are in high demand by private sec-tor firms which offered 26,264 job opportunities during last years training period while both the public and mili-tary sectors provided another 2,985 opportunities in addi-tion to 234 civil service jobs, Al-Zahrani said.

News

TVTC trainee numbers surpass 100,000 mark

tor will expand its strategic partnerships with existing business enterprises in various sectors to meet the needs of the Saudi labor market.According to him, the CoE provides quality training programs, which will be supervised by international expertise through education and international training institutions.This years training will also implement a program on a capacity-building project, said Al-Ghafis. It will market a shift toward self-employment for technical colleges by granting these colleges more technical, financial and administrative mandates, along with international expertise. This will contribute to improving the level and quality of the training process and long-term outcome.

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As many as 100,000 trainees took part in a training program organized by the Saudi Technical and Voca-tional Training Corporation (TVTC) this year and The trainees, both boys and girls, enrolled in technical colleges and secondary industrial institutes, including Colleges of Excellence (CoE) and institutes of strategic partnerships with the private sector for the first se-mester of the training year.In statement, TVTC Gov. Ali Al-Ghafis said there would be various projects and development programs in the technical and vocational training this year. The sec

The Seventh Saudi Technical Conference and Exhibition (STCEX 2014)

Under the noble patronage of the Custodian of the Two Holy Mosques King Abdullah bin Abdulaziz Al-Saud, Technical And Vocational Training Corporation is organizing The Seventh Saudi Technical Conference and Exhibition (STCEX 2014) at King Faisal Conference Hall - In-terContinental Hotel Riyadh during the period 02-04 of November 2014, 09-11 of Muharrm 1435.STCEX is an annual conference which gathered local and international experts of technical and vocational training filed and labor market, to exchange experiences, recommendations and enhance the development process of technical and vocational training in the Kingdom of Saudi Arabia.According to TVTC Gov. Ali Al-Ghafis, the high-profile event, under the aegis of Custodian of the Two Holy Mosques, is being organized by TVTC in a strategic partnership with the Human Resources Development Fund (HRDF).The three-day event reflects the generous support given by the leadership for the sector, training and human resources development in the Kingdom, and the great interest in the programs and activities provided by the corporation, said Labor Minister Adel Al-Faqeih, TVTCs board chairman, while thanking King Abdullah for his patronage.According to Al-Ghafis, the facilities for the training programs have greatly contributed to the development of various programs through strategic partnerships with international training firms

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Magazine published by department of public re-

lations and Media (JCT-TVTC)

Director-GeneralDean of the College

Eng. Abdul Rahman alseray

Chief EditorAbdul Rahman Aljubieiri

EditorsAhmed AlqhdheBandar AlqhtaniAbduallh Almalki

ProductionAbdulrhman Bakather

Alla Alkhnbashi

... In this issue

RPL

Technical Conference andExhibition Seventh Saudi

Development projectsof the Foundation

Recognition of prioreducation RPL

Strategies for effective training

The vision of Technology