Case Study Disneyland Resort Paris

1) The Disney resorts and parks were aiming for a market that focused on creating images, experiences and products to customers that emphasized fun, imagination and service. It aimed to provide a place where customers could escape the cares of the real world through the â€Å"magic† of legendary fairytale and familiar Disney characters. The market targeted families and children and the company had already built a popular brand that was associated with wholesome family entertainment. 2) Was Disney's choice of the Paris site a mistake? Yes, the choice of the Paris site was a mistake because the lifestyle, culture and ideas of Paris were very different from the culture of the Americans which caused many of the people of Paris to be in opposition with one critic referring to it as â€Å"a horror made of cardboard, plastic, and appalling colors†¦ taken straight out of comic book written for obese Americans†. The site initially seemed ideal because of the location could provide access to millions of people. Paris was a highly attractive destination and Europeans generally take more vacation time than Americans. Disney however did not anticipate the backlash they faced due to significant cultural differences such as eating behaviors were different, French visitors were highly intolerant of long lines, Disney's grooming standards for employees were deemed too strict and excessive by the French and were met with protest and the area that Disneyland Paris was built did not have sufficient housing for employees which caused Disney to have to build its own apartments and rent rooms in local homes. 3) What aspects of their parks design did Disney change when it constructed Euro Disney? Disney changed certain aspects of their designs such as having both their rides and hotel designs to emphasize the â€Å"wild west† theme which research showed was a view most Europeans had of America. They also gave the park a flavor that stressed European heritage of many Disney character, Snow white and her dwarfs were located in a Bavarian village. Cinderella was located in a French inn. Euro Disney also introduced more variety into its restaurants and snack bars, features foods from around the world. 4) What did Disney not change when it constructed Euro Disney? Disney did not change its principles of safety, courtesy , show and efficiency. Employees were trained in their strict service standards. They also did not change their grooming requirements that insisted on a â€Å"neat dress code†, a ban on facial hair and an insistence on appropriate undergarments even though the dress code was in opposition of the French. They also did not change their policy of all Disney parks being alcohol free which was very unpopular with French visitors who liked to have a glass of wine or beer with their food. 5) What were Disney's main mistakes from the conception of the Paris resort through to 2006? Some of Disney's main mistakes were that they underestimated the significant impact of cultural differences would have on the success of their park, inadequate accommodation available for their staff. They had a hectic pace of work and long hours which the staff was not used too, and the conditions were chaotic when the park opened. They also did not anticipate the lackadaisical attitude of some of the cast members. Poor planning and inadequate research before constructing the park also lead to the park being on the verge of bankruptcy which also caused a decline in visitors due to the negative publicity.

Concepts of Social Responsibility Essay

Business organizations today are socially and ethically responsible for doing the right thing, exercising good judgment in their business activities with employees, stakeholders, customers and the community. Business organizations emphasis should not only be on profits, but also on how business decisions impact society. Company Q is a small grocery store chain located in a major metropolitan area. This company will be evaluated on its attitude towards social responsibility. Also, recommendations will be given in three areas indicating how the company could improve its position regarding social responsibility. First of all, Company Q’s decision to close stores in high crime areas will have an adverse effect on the communities where they conduct business, leading to disruption and hardship in the lives of many. This definitely demonstrates an irresponsible attitude toward social responsibility. In terms of social responsibility, Company Q could help enrich the lives of families in need by supporting local community centers. Community centers play an important role in addressing the comprehensive needs of individuals and families by providing a wide range of resources that are most needed. Moreover, a responsible business could initiate programs to help disadvantaged youths and adults in the community, build employable works skills and connect them to career opportunities. Without question, the more job opportunities and employability of the citizens in that community the lower the crime rate would be. Finally, if Company Q is to be socially responsible, it must not only be committed to making a profit, but also to the economic development of the community where it does business (Ravindran, N. 2008). Secondarily, Company Q’s reluctance to offer health conscience customers a wide range of organic and healthy foods because the products are considered high margin items, is socially irresponsible and bad for business. A growing number of consumers favor organic foods, claiming that it tastes better and is healthier. Why organic? Organic foods grown naturally in well-balanced soils, ripened by the sun are healthier and tastier than products with synthetic chemicals and growth hormones. Moreover, the growing number of conscience consumers was highlighted in a recent Bursen-Marsteller report; â€Å"people will more likely choose a product that supports a social cause when choosing between otherwise similar products† (Penn, Schoen & Berland, 2010). These average consumers daily decisions are slowly but surely being influenced by social concern and responsibility. Finally, the critical issue for Company Q is the social responsibility to its customers, who looks to business to provide them with satisfying, safe products and respect their rights as customer. Lastly, Company Q decides to throw away food products, instead of donating it to the local food bank. Sadly, this behavior demonstrates a concern for profits before people attitude, which is socially irresponsible. Businesses can no longer ignore social issues because a business is a part of our society. For Company Q to become more socially responsible its sole objective must not only be to make a profit. But include concerns and responsibilities to the general welfare of the communities and societies in which they operate. Moreover, businesses should simply want to make their communities better places for everyone to live and work. The most common way that businesses exercise their community responsibility is through donations to local and national charitable organizations. Doing simple things like contributing to local food banks, may not be enough to change the world for everyone, but does alleviate some of social ills that abound in local communities.

American Myths and Mysteries

In the decades that existed in America, many interesting mysteries have not been solved yet, myths have been told. No one knows why these myths or reasons can not be solved, but it is a very interesting part of American history. From mysterious stories including serial killers to myths about mysterious living things, many have never heard of all sorts of unknown events except witnesses. Myth plays an important role in Native American religion. Creative Myth is one of the most famous traditions of the Native American tribe. Most of the nature is a mysterious mystery. When creating and sharing these myths, indigenous people can explain everyday natural phenomena such as weather related events and the beginnings of themselves. Each tribe seems to have its own creative myth - explain how their tribes have become the story of the world. These myths tell the importance of storytelling in the culture of Native Americans, and the tribal personality and their beliefs. These myths also show re spect for ancient wisdom, and how important and devout roles nature play. Western frontier myths and myths are one of the influential myths of American culture. Border is a concept that exists at the edge of civilization, especially during expansion. As the European Americans colonized and expanded in North America, the US border took place through the 17th and 20th centuries. This period became romantic, idealized in literature and art, formed myths. He is the most important scholar on the subject and the myth of the border defines America is an open land with infinite opportunities to make strong, ambitious and self-sustaining individuals. Be able to go to the top In the decades that existed in America, many interesting mysteries have not been solved yet, myths have been told. No one knows why these myths or reasons can not be solved, but it is a very interesting part of American history. - Queen Elizabeth and her explorer Princess Elizabeth, a slim and athletic, very intelligent young woman. As the second eldest son of Henry VIII, in the complex politics of this era, she has returned to third place in the throne, and she is also receiving a very practical education of political conspiracy

A Frenetic Workday Schedule Article Example | Topics and Well Written Essays - 500 words

A Frenetic Workday Schedule - Article Example Before 2005, the insomnia category was written off as not growing or changing. The chief drug to combat insomnia was the brand Ambien (it recorded sales of $ 2.2 billion in 2004 {Brandweek Magazine. â€Å"Marketers of the Year 2006: Lunesta’s Tim Healey and Jay Popli†}), that rose to the top after successfully fighting off other ambitious drugs like Sonata, Halcion and Tylenol P.M. The American public was resigned to the dominance of Ambien in the absence of a better alternative in spite of increasing high-profile cases that highlighted the dangerous side effects of Ambien (such as U.S. Rep. Patrick Kenney’s car crash, a lawyer in Buffalo who ‘messily’ raided his own fridge and tore a towel rack off the wall, the crash of the Staten Island Ferry that killed 11 persons, a Texas bus crash resulting in the death of 8 passengers, and several videos of YouTube depicting people drooling and zonked out (The New York Times. â€Å"Record Sales of Sleeping Pi lls Are Causing Worries†). Into this scenario of sleeplessness and uncertainty came Lunesta. Launched in April 2005 by Marlborough Mass.-based firm Sepracor, it swiftly emerged as the hottest sleeping pill in the U.S today. The Lunesta fairytale success story is based on two factors: a measure of good fortune, and a massive ad budget featuring an irresistible ad. Lunesta initially had two strokes of good fortune: its original name and original and was scrapped. The FDA rejected the brand name ‘Estorra’ on the grounds that it sounded too much like ‘Estrace,’ a prevailing hormone-therapy drug.  

Literature review Assignment Example | Topics and Well Written Essays - 1250 words - 1

Literature review - Assignment Example A payment contract is a structured negotiation between a supplier and a company. In this case, the company can pay the supplier a penalty or take the products from a supplier. The company and supplier agree on a payment method for all products. Additionally, the company must pay the supplier for products not taken. This is based on an agreed ceiling. Organizational managers need to recognize the methods they can use to finance international trade in order to conduct importing and exporting with an aim of maximizing the value of their organization. Pol Antras and Fritz Foley (2011) wrote an article in which they explored international trade finance practices. Their study analyzed some of the most important financial terms that support international trade (Antras & Foley, 2011, p. 7). The study provided opportunities for understanding how the financial terms affect trade. Antras and Foley (2011) used detailed transaction level information and data from a U.S based firm that exported refrigerated and frozen food products. The researchers began by outlining broad patterns on the use of different financing terms. The patterns helped in identifying a model for a trade finance mode, which is shaped by the risk that importers may default on exporters. Additionally, the model is based on the probability that exporters may fail to deliver goods according to the contract. According to the researchers, the empirical results of the study show that transactions may occur on letter of credit terms, and cash in advance in case the importer o perates in a country that has weak contractual enforcement. Exporters rarely use letters of credit. The need for prepayment diminishes as importers and exporters establish a relationship. Managers of multinational corporations need to decide the best financing terms for their transactions. Exporters may need importers to pay for ordered goods before the goods are loaded for shipment, or they may allow

Unit V Assignment Essay Example | Topics and Well Written Essays - 250 words

Unit V Assignment - Essay Example In the end, it becomes a national health problem and later turns out to be an international problem (Kelishadi, Mirghaffari, Poursafa & Gidding, 2009). The journal also provides the various health effects that are caused by environmental pollution. Perinatal disorders, infant mortality, respiratory diseases, allergies, cardiovascular disorders, stress oxidative, and mental disorders are some of the most dangerous disorders brought about by pollution. Bearing this in mind, the authors are of the notion that every individual should take action and control the environment. The authors also use scientific knowledge to strengthen their allegation on the adverse effects of environmental pollution (Kelishadi, Mirghaffari, Poursafa & Gidding, 2009). In conclusion, the authors call for the increase of awareness on the effects of pollution to the public to help in mitigating pollution. They also call on the health professionals take the initiative to help prevent and reduce the harmful effects of environment factors (Kelishadi, Mirghaffari, Poursafa & Gidding, 2009). Kelishadi. R, Mirghaffari. N, Poursafa. P & Gidding. S, Lifestyle and environmental factors associated with inflammation, oxidative stress and insulin resistance in children,† Atherosclerosis, vol. 203, no. 1, pp. 311–319, 2009. Loux N., Su Y. & Hassan S., â€Å"Issues in assessing environmental exposures to manufactured nanomaterial’s,† International Journal of Environmental Research and Public Health, vol.8, no. 9, pp. 3562–3578,

Legal and Regulatory Environment Essay Example | Topics and Well Written Essays - 1000 words

Legal and Regulatory Environment - Essay Example Mongo offered Quinn to work for their subsidiary company in Saudi Arabia. Quinn signed a form of contract that provided for a ‘Recital of International Employment Conditions,’ which guaranteed him that, if his performance would be found satisfactory, he would proceed for the job until the Mongo advised with an accompaniment of a four week written notice that his services were no longer needed (Human Resources in the Legal and Regulatory Framework, 466-505). The legal issues in this case include whether the contract between Quinn and SAMCO was legitimate ab initio, whether there existed a separate employment contract between Quinn and SAMCO and whether Quinn was a SAMCO employee, whether SAMCO erred in failing to integrate the likely interference by the government over the contract it made with Quinn, though the Royal Commission had managed to establish contractual mandate to alter at its own discretion personnel employed by SAMCO, bearing the fact that the government of Saudi Arabia is characterized with forms of employment discrimination such as age, and whether Mongo bears any responsibilities over SAMCO’s actions in another jurisdiction. The US legislation on Discrimination in Employment Act protects the populace above 40 from age prejudice (Metzger). Under this legislation, an employee has to prove that ‘he or she was within the cosseted age cohort, was qualified for the position at issue, suffered an adverse employment action, and was replaced by a sufficiently younger person.’ As a judge, if the plaintiff can prove these four elements, then a legal case suffices to stand trial. Did Hammer and Mongo act ethically? Would you have acted differently? Be sure to support your response with reference to ethical theories. The Age Discrimination in Employment Act of 1967 (ADEA) ‘protects persons forty years or older from discrimination based on age. The legislation proscribes age favoritism in providing employees benefits and establishes minimum standards for waiver of one’s rights under the ADEA.’ It prohibits age discrimination in employment with respect to individuals aged forty years or older. In 1991, Congress amended Title VII to protect U.S. citizens employed in a foreign country by a U.S. employer. The Enforcement Guidance on Application of Title VII and the Americans with Disabilities Act provides that for a nationality of an entity to be determined by the entity’s place of incorporation, the principal place of business, contacts within the United States, the nationality of dominant shareholders and/or those holding voting control, and the nationality and location of management have to be taken into account (Lindemann, 2003, p. 9). Section 109 of the Title VII provides that â€Å"it shall not be unlawful,† under either Title VII or the ADA, for an employer to act in violation of either statute if compliance would cause the employer to violate the law of the foreign c ountry in which the employee’s workplace is located (Jerry). For example, an employer may be permitted to deny employment to women in a country that prohibits women from working, even though this practice violates Title VII. Hammer told Quinn that Quinn would have a problem as his grey hair showed that he was ‘over fifty,’ and people over fifty were ‘regarded with suspicion’

Design (art and craft) innovation in Pakistan textile Literature review - 2

Design (art and craft) innovation in Pakistan textile - Literature review Example The British crown, which was colonizing Pakistan at the time of the rise of industrial revolution in the 19th century was pressurised to institute formal art and craft education in Pakistan by the Arts & Crafts Movement. This paved way for the first art and craft school in Pakistan; Mayo School of Industrial Art in1875. The industrial revolution replaced human labour with machineries, prompting the Arts & Crafts Movement in Pakistan to push for the development of formal education and skill in Design (art and craft) Education in Pakistan, to avoid machinery replacing human labour in the Pakistan textile industry. Universities such as University of Information and Technology, Hajvery University, University of engineering and Technology in Lahore, The University of Beaconhouse and the Textile university of Faisalabad have played an important role in offering design (art&craft) education. Pakistan institutions of higher learning are important contributors to the global textile industry advancement. This is achieved through offering design education and also promoting research in this field. Designers need to follow up the laid down needs of the customers to come up with a design process that will satisfy those needs effectively. The research stage is therefore the most important in the design process. In the period 1676-1820, design was characteristically utilitarian, comprising of targeting the functionality of the designs, as opposed to its aesthetic value. The role of design changed in the period between 1820 and 1910, when design education took centre stage, as opposed to the creation of designers through apprenticeship. Beyond 1930, design became mediatised, such that design education focused more on advertisement and aesthetic value. Design is a dynamic field and it has changed dramatically over the years. Starting with functional/utilitarian design, it progressed to aesthetic design and

Holidays Comparison Essay Example | Topics and Well Written Essays - 250 words

Holidays Comparison - Essay Example The essay "Holidays Comparison" presents the comparison of two holidays - the ‘4th of July’ and the ‘Christmas’. As holidays make our lives interesting, therefore, it is very common for people to wait for upcoming holidays. The main difference between these holidays is that the nature of both holidays differs to a large extent if we take a closer look at the reason for which they are celebrated. Christmas holidays have their origin in the Christian religion and for this reason, Christmas holidays may be regarded as having a religious feel. They are a reflection of the Christian belief system. And the 4th of July has a patriotic feel since it relates to a historical achievement of the American people in the history. Another prominent difference is the weather that is associated with these holidays. The 4th of July and summer appear to be bonded together and hence the celebrations are in accordance to the warm weather. Christmas is during the cold part of the year and so Christmas is celebrated in warm clothes coupled with snow. As far as similarities are concerned, both holidays are well recognized throughout the nation and both have national acceptance and approval; so the whole nation celebrates them in a unified form. Both holidays serve to give the message of being united at the national level; an aspect that is important in the international scenario. Both holidays provide a means of interaction and recreation to the masses, who are otherwise absorbed in their busy daily lives throughout the year.

Gender differentiation Essay Example | Topics and Well Written Essays - 2750 words

Gender differentiation - Essay Example Throughout the years, gender is a sensitive and controversial topic of discussion as it borders from its political correctness to the personal opinions of different people. Gender is part of everyone’s lives, it is an important concept that everyone can relate to.One of the most promising aspects of sociological studies is in the realm of gender. Every other person is affected by this concept, whatever the gender of the person may be. Throughout the years, gender is a sensitive and controversial topic of discussion as it borders from its political correctness to the personal opinions of different people. Gender is part of everyone’s lives, it is an important concept that everyone can relate to. With this, gender has been associated with different aspects of differentiation within the society, whether it be on a micro-level, such as family responsibilities, to a more macro-level that impacts the society, like employment. This paper will explore the different relations of gender with the society. Gender plays an important role in the different aspects of the society. Gender, in fact, can direct changes to the norms of the society. Gender is not only significant in one’s personal identification but also an important aspect in one’s relation with the society, based mainly on cultural differences. Gender is related to the concept of sex although it is to be emphasized that they are not interchangeable with each other. Sex is more of a biological concept while gender is more of a social concept. The issue of gender identity has been more prominent nowadays as the world faces different social transformations. This can be seen through employment patterns and parenthood (Diaz-Andreu & Lucy, 10). Social identification and personal point of view on identity are important aspects of living. It becomes our mark on the world, and it becomes how we are known for. Although social identification is largely associated with the society, it has a bearin g in one’s personal view of identity. Knowing one’s gender or being identified in such manner is important on how one lives his life. Social acceptance of gender identities is also significant in the personal and social growth of an individual. This is where identity starts, on how one sees himself as seen by his community. This is an important aspect of developing personal growth, and since one’s personal growth affects the society, then it becomes an important aspect in the growth (or stagnation) of the social views of the community. Gender is an important concept in the social world. It shapes identities, not only of the individual but of the society as well. Gender affects how one views himself and other people. It is an important aspect in social interaction. Gender, in fact, shapes social interaction, depending on how one individual sees other people and how one behaves towards another. Gender also impacts social institutions as it creates new concepts and new social rules and practices significant enough to change the society’s perspective. Society and gender cannot be discussed without one another as one concept affects the other. This is an important note to be remembered as the study of gender develops. As one understands gender, one needs to understand the social world and vice versa. Both concepts develop within one another’s changes. Unlike before, gender is related more on the cultural perceptions rather than biological setup of an individual. Sexuality has evolved to a socially constructed concept. Gender is defined to be the psychological, social and cultural aspect of maleness and femaleness (Wharton, 6). This implies that socialization has a big impact on gender identification. The concept of gender is a process, it changes between the years of its study. Prior to recent developments, gender is closely related to the biological and social concept of sexuality. This shows that gender is not a fixed concept. I t varies from the cultural and social perspectives of its study. As it encompasses all individuals of all social structures, gender is a multilevel phenomenon (Wharton, 7). Social processes and social institutions both shape and are shaped by gender. The study of gender has opened the roads to the study of feminism. In fact, most gender studies are about females than males. But gender is not only

Achievement Motivation Essay Example for Free

Achievement Motivation Essay The cognitive theories stress that need for cognitive stimulus as a way of motivating the learners to acquire new knowledge (Weiner, 1990). Thus whenever learners are faced with new tasks or challenges, they seek a solution based on their past knowledge and skills. This view corroborated Jean Piaget’s past works on how institutions adapt and plan to execute tasks. Piaget, in his various studies held that people confronted with a gap between fresh knowledge and existing knowledge of belief experience a psychological disequilibrium, which prompts them to solve so that they are back to a state of equilibrium (Weiner, 1990).   Another psychologist, Jerome Brunner, supported Piaget’s cognitive theory and suggests that learners should be prompt if identifying such knowledge gaps so that they are closed. However, studies show that the cognitive theory by Piaget is complex in implementations because learners experience different disequilibrium every time and synchrony to fill the gaps is a great challenge (Weiner, 1990). Behavioural Theories The behavioural theories were first studied by B.F. Skinner. This theory stresses the reinforcement of specific behaviour in order for extrinsic rewards achievement. The behavioural theories aid the learning process and understanding of why learners respond positively to some subject in class. This theory therefore offers the first explanation to the subject specialization trends such as languages and mathematics. However, social theorist like Bandura differ with B.F. Skinner and stressed the effects of learners need to be identified with specific subjects such as languages and mathematics. This led to the learners copying other people who have achieved past successes in the same field (Weiner, 1990). Later studies revealed that too much extrinsic motivation such as rewards is counter productive at a later stage and become a barrier to knowledge acquisition. This trend leads to over reliance on the tutor and fails to achieve the positive nature of intrinsic motivations. Therefore, tutors should apply extrinsic rewards only when appropriate as a strategy of maximizing its effects on the learner (Weiner, 1990). The humanistic Theories Abraham Maslow is regarded as the father of humanistic theories of achievement motivation. Maslow posited that people’s needs follows natural needs as ranked in a hierarchical order or importance (Weiner, 1990).   Maslow outlined a five-stage pyramid level of needs from the bottom to the apex as follows: physiological needs; safety needs; need to belong; self-esteem; and self-actualization needs. The apex of the pyramid has the self-actualizations and defines the person’s needs to operate under their full capability and capacity. This need is followed by the esteem needs that define the people’s self-projections and need to be recognized. The next level of needs is the belonging. This applies to the people wanting to be associated by peers. The next level of needs is the safety of individuals derived from the environment security. The bottom of the pyramid has the physiological needs, defined by access to food, shelter and drinks among others (Weiner, 1990). Maslow’s needs hierarchy are important for identification of cognitive needs that outline when individuals are satisfied from the basic levels. Maslow’s needs hierarchy will only be effective when people are free to probe the environment, acquire knowledge, show equitable resource distributions, are transparent and maintain order (Weiner, 1990). The problem with Maslow’s hierarchy of needs is the inability of the tutor to determine the exiting level of the learners’ satisfaction. Similarly, if the tutor is aware, they may not provide the need to the learners. Either way, the tutors have the role of modifying the learning environment to suit the surrounding learners’ needs (Weiner, 1990). Achievement motivation theory John W. Atkinson and David McClelland advanced this theory. This theory holds that people seek to achieve the highest state of aspirations. Therefore, people success aspirations are defined with failure avoidance in mind. These needs are achieved whenever an individual is successful. Thus, successful learners will claim a needs achievement depending on the subject specialization and gender as highlighted in sections of this paper. On this gender issues some studies have shown that females in patriarchal societies avoid success to protect their relationships (Weiner, 1990).   Weiner (1990) did further studies in the area odd achievement motivation. These findings considered factors of learners’ failure to achieve success whereby those who fail blame inability and bad luck. Those who succeed justify low efforts by those who failed and cite ability to succeed. The problem with the achievement theory is ability to measure and evaluate the evaluate the heights of aspirations, specify needs, identify failure as well as varying achievement behaviour (Weiner, 1990). Various works on achievement motivation theories were completed and peer reviewed over the years and most of the findings fall under learning theories and cognition theories as applied under the learners’ context (Dovona-Ope, 2008, p. 25). An adult’s achievement motivation draws its success from historical childhood period where aspirations and self-actualization are set. Therefore, when people grow up in life, they are directed by goals of achievement, which clarify purpose and objectives of achieving academic targets and others (Anderman, et al, 2004, p. 1-26). Further student achievement motivation in any academic program is to accomplish their meet the academic tasks criteria as a contemporary theory. Thus, various academic goals will be outlined to the students’ specific behaviour, intellectual capabilities and level of engagement (Ames, 1992). Student who show high level of self efficacy in special areas of learning are likely to achieve more because of the support they get from their peers, guardians, intellectual maturity and emotional preparedness (Dovona-Ope, 2008, p. 25). Contemporary perspectives on achievement motivation and how they are utilized today According to Dovona-Ope, (2008, p. 26), there are at least four contemporary factors that need to be considered when one is seeking to understand achievement motivations in a scholarly area like PhD. First, one needs to avoid the deceptions that these goals are achievable with an individualistic attitude. In the contract, collectivism with other students pursing similar goals is very important as process mistakes will be corrected effectively. This contemporary theory relies on experience that collective academic pursuit makes problem solving process and goals achievement easier (Dovona-Ope, 2008, p.26). Second, achievement motivation theories should steer of attitudes and belief that people will not succeed. This kind of complacency creates a barrier to achievements in academic process. (Dovona-Ope, 2008, p. 26). It is recommended that pursuant of the goals stick to their original plans and direction despite the many challenges abound. This process is achievable from intrinsic motivations where the goal setter listens to their inner voice that the successful completion of their career will lead to satisfaction (Wolters, 2004, p. 236-250). The earlier mentioned collective association in scholarly tasks would mitigate the fear of lack of achievement of academic goals. Studies show that collective association can overcome difficult academic times because the other member will advance positive ideas (Dovona-Ope, 2008, p. 26). Kahlefeldt (2004) agrees with this position and goes ahead to note that people become what they believe whether in success or failure. The third contemporary theory of achievement motivation is persistence (Dovona-Ope, 2008, p. 26). Persistence is one way to secure achievements learning needs because the goal pursuant focuses irrespective of the inner void to give in.   This has implications that people must believe in their capabilities, fortified by self-efficacy in PHD course as an example. Persistence also implies that the learners are able to cope with any diversionary factors along the way (Dovona-Ope, 2008, p. 28). The fourth contemporary theory on achievement motivation is premature declaration of total achievement and success. This state leads to lack of attention to details and barriers to important feedback on the process (Dovona-Ope, 2008, p. 29). Contemporary learning theories suggest that scholars should pay attention to feedback loops and mechanisms because they stand to learn more from their mistakes than from their successes. Schloss, (2001, p.8) supports this view and highlights the importance of some mistakes in a learning process in order to reinforce the achievements when issues are clarified. Other contemporary theories of achievement motivation are been built on place based education environment (Duffin, 2005). This theory suggests that people are motivated to achieve knowledge based on the natural environment and cultural perceptions. Therefore, collective culture will achieve more if the learners are in teams or groups when learning tasks are set. Similarly, the learning tasks will be achieved more when the tasks are learner centred than tutor centred (Athman Monroe, 2004, p. 9-25). In a study to determine the impact of place based education of on achievement motivation in the US, ten different reviews were carried out in more than 16 states with a framework of 265 academic institutions. This study was done over 7 year’s period from 1998. The results showed that this program caused change in the learning institutions culture, improved learners’ engagement and aroused curiosity, increased the learning achievements and prepared new grounds for future teacher practices (Duffin, 2005). Further studies showed that the learners who were exposed to more environmental stimulus achieved more that their counterparts. This particular finding stressed that the school going motivation process alone had over 10% influences in the learners’ achievements. Among the historical theorist in achievement motivation was Atkinson in 1964, who carried out a study to compare learners with high achievement motivation and phobia for failure vis-à  -vis learners with high achievement motivation and less failure phobia. This study established four dimensions, the success driven learners, the achievers, the failure phobic, failure embraces. Further studies by Covington Omelich (1991), established that Atkinson’s theory were appropriate and went further to state that females tend to conform to high achievement motivation levels and failure avoidance as compared to males especially in language and mathematics. Studies also show that males tend to achieve more motivation than female counterparts in mathematics do than in languages as a masculine cultural orientation vis-à  -vis a feminine culture orientation. Contemporary theories are applied today in various more ways. According to McGonagall, (2007, p. 1-5), contemporary theories are used to tackle the learners challenges to the tutor following their life long experiences in the academic processes. Thus, a tutor may ask learners to interpret a given scenario rather that getting cues from the tutor especially in humanities. In the area of social sciences, contemporary theories are used to unfreeze the elements of common sense amongst the learners. These two elaborations have implications that contemporary theories are used today for awareness of past assumptions that put barriers to the learning process. Therefore, the tutor or trainer assumes a new responsibility of initiating learning change process so that the learners are the centre and key actors (McGonagall, 2007, p. 1). Other areas where contemporary theories are applied are in transformation learning process. In this case, the learners who are now at the centre of the process become assimilated to the achievement motivations. Once learners have successfully been assimilated, there will be lesser resistance to new ideas and minimize knowledge conflicts. Contemporary theories eliminate learning content disorientation then further enhance achievement motivation. This strategy enables learners to identify new knowledge when they face tasks (McGonagall, 2007, p. 2). Contemporary transformation theories are used today to stimulate learners’ self-reflection and efficacy. This is a very critical step because it enables the learners to form peer groups for ideas exchange as they open themselves to criticism. Thereafter the tutor or trainer will be able to comprehend the learners’ knowledge background and the best approaches to measure and evaluate them (McGonagall, 2007, p. 2). The tutors and trainers to are using contemporary theories today to activate the learners’ limitations to a new knowledge beginning by learners’ surveys. The outcomes of such surveys are important for critical reflection of the learners. Later, tutors and trainers can use these outcomes to stimulate critical discourse where learners argue their points of view at peer level (McGonagall, 2007, p. 3). Contemporary transformation theories are used today to balance between learners workload so that they neither resist nor loose hope of their achievement motivations. New ideas management that fosters transparency of goals (McGonagall, 2007, p. 4) achieves this process. Evaluation of Memory Cognitive processes In a study by Koriat, et al. (2004, p. 643-656), memory is an important aspect of cognition because as applied in judgement in a learning process. Memory is the ability to cue knowledge and experience to respond to a stimulus influence (Koriat Bjork , 2005, p. 187-194). Therefore memory during learning is a predictor of competence of illustration of a given content or perspective. Differences in memory especially during an examination process arise due to delays, cue models, illusions or judgement perspectives. All these factors affect achievement motivation of the learners as they show how accurate they will be able to retain impacted knowledge in any learning environment (Koriat, et al. 2004, p. 643-656). Memory subject has various sub processes applicable in achievement motivation: Sensory Memory sub process According to a study by Bigand, et al, (2003, p. 159-171), the sensory memory aids in brief retention of the raw information stimuli as the person decided whether to act or store the message. Sensory memory is often very short and is perceived from the five senses of the body. When sensory memory stimulus is well structured, they can aid the cognitive memory process by enhancing retention of knowledge and skills. Sensory memory articulation is by visuals such as pictures and practical tasks (Yousoof, Sapiyan Kamaluddin, 2006, p. 259-260) In practice, sensory memory prioritizes knowledge during a learning process, hence contribute to achievement motivation. Studies show that sensory memory act without synaptic stimulus because of short feedback system. Tutors normally use sensory memory to model tools and loops for reinforcing the learners’ theoretical concepts. In real practice, sensory memory has a metaphorical symbol in learning to bridge the gap between abstract and real factors or knowledge achievement motivation (Yousoof, Sapiyan Kamaluddin, 2006, p. 259-260).   Working memory sub process Following a research by Juff (2004, p. 199-226), working memory is useful in aptitude tests to show how people connect phonological loops, grammar and lexis especially when one is learning a second language. Working memory also defines how one uses vocabulary when speaking, writing, behaving, frequency of use of words, styles of grammar and the word connections (Juff, 2004, p. 199-226). In terms of Achievement motivation, working memory applies in proficiency tests, reading tests, vocabulary breadth and in sentence constructions. Further, working memory is useful in aptitude tests and examination of language proficiency attainment (Juff, 2005, p. 121-151). In real practice, working memory also show how fast one is able to communicate in a given language or subject of specialization, that is, ability to distinguish one subject from the other by achievement motivation (Juff, 2004, p. 199-226). Long-term memory sub process According to a study by Wan (2007), long-term memory is the ability to retrieve information store after a long period of from a conservational and operational point of view. Long-term memory depends on the information classification therefore this is a predictor of how the information will be presented on stimulus (Wan, 2007). If information is old, it will not be retained and this explains how learners loose information in the longer learning period. Studies carried out to analyse long-term memory relation to cognitive process showed that the period of follow up after knowledge was impacted is very important for longer-term retention. Additionally long-term memory improves with regular rehearsal (Nuthall, 2000). In real practice, this has implications that academic contents need regular tests in order to improve the memory by the learners and their achievement motivation. Recognition sub process A study to establish existing differences in recognition (Ray Reingold, 2003, p. 131-137) showed that mismatches starts at the information coding stage and later at the encoding stage. Further, knowledge recognition depended on the sequence of internalization and speed of the process. Therefore, learners with better recognition simply reflected those who could quickly match the stimulus with the internalized knowledge codes. This study also showed that a delay in probing the store knowledge might case a lapse in recognition of certain information. In real practice, the recognition factor has implications that learning tasks need regular performance and practice other than the normal theory process of achievement motivation (Ray Reingold, 2003, p. 131-137). Recall sub process A study by Cowan et al. (2005, p. 67-73), to establish how immediate recall is affected by speed of the brain process, showed that speed was not a major issue on the accuracy of the knowledge recall. This study confirmed that knowledge presentation speed affected recall, as is the case when practical learning experiments are executed under times sessions rather than under leisure sessions. Additional factors that affected recall are the speed and frequency of rehearsal. As far as the recall is either verbal or writer form, recitation is attributed to higher recalls in verbal presentations (Cowan et al., 2005, p. 67-73). Further, this study concluded that capacity of knowledge, other than speed might also impact on the recall process, so that dense scope of information may take longer to recall. This study was very cautious on the speed variable because a set of manipulations gave different outcomes as far as recall is concerned. Finally, this study established that recall of difficult tasks may sometimes be easier that for easy tasks because the learner keep putting a lot of effort in trying to memorize and recall the knowledge. Therefore, it is common to see such a learner experience tip of the tongue phenomenon when trying to recall a simpler task (Cowan et al., 2005, p. 67-73). Recall process has achievement motivation implications that lexical learning process will be either slow or fast depending of the modes of tests as either rehearsed or random. Similarly, this study as implications that speed of learning can moderately affect recall, therefore learning process and curriculum development should bear capacity and duration in mind (Cowan et al., 2005, p. 67-73). In real practice, the variance in recall accuracy has implications that learners should be taught in phases when tasks are complex rather than in bloc strategies so that above average recall is achievement and motivated. Elaboration sub process According to a study by Reigeluth (1992, p. 80-86), on the elaboration theory, showed that learning contents need to be arranged in a hierarchical order of complexity to increased retention effects. The elaboration theory insinuates that simpler tasks should precede complex tasks in a learning process in order for the learners’ achievement motivation to stay alive. This elaboration theory has implications that the learners should always be reminded of previous lessons so that they can build on the next level of knowledge. This strategy will enable the learner to gain meaning of the following knowledge and skills internalization (English Reigeluth, 1996, p. 23-42). The elaboration process calls for various factors in order to be successful in a learning process; clarity of sequence; set induction sequence; conclusions; synthesis; ideas; recall strategies; and finally, the learners management (Reigeluth, 1992, p. 80-86). The elaboration theory is relevant in the way the tutor will present the current lesson as a continuation from the previous lesson. The elaboration theory also needs specific objectives, ideas and concepts to be broken down step by step so that the learner can optimize recall of the skills and knowledge (English Reigeluth, 1996, p. 23-42). The elaboration theory is relevant in today’s learning process because the tutor that has identified the fast and slow learners can put in extra efforts to improve the performance of the slow learners. In real practice, the elaboration theory also emphasizes that practical lessons should be included in the lesson planning to reinforce the theoretical learning process and achievement motivation. This can be achieved practically by workshops, laboratory and field visits (Reigeluth, 1992, p. 80-86). Rehearsal sub process According to a study by Dosher and Ma (1998, p. 316-335), longer words tend to slow in recall as compared to shorter words. Therefore, words like she; to; buy; put; me; are easier to recall than words like tomorrow; exaggerated; purchase; masquerade; e.t.c. The purpose of rehearsal is to improve the recall rate of such words in order for the length to shorten from a psychological point of view (Parlie, Singh, Vasudevan, 2006, p. 80 88). Rehearsal will suppress the phonological lengths and ease the articulation of the longer words just like the case of the shorter words. Once this is achieved, the learner will be able to give a continuous speech with accurate pronunciations (Dosher and Ma (1998, p. 316-335). In real practice, the relevance of the rehearsal process is in the patients with speech problems especially those who incapacitated muscular control of language. Rehearsal will improve the overall speech gaps and controls. Rehearsal can act as maintenance of phonological control process in achievement motivation (Baddeley, 2000, p. 544-549). Sub process Applications As learners transform from one level of academic achievement to the next, say from masters to PhD, they recognize the criticism that required them to achieve higher that the previous levels (Shin, Daly Vera, 2007). This pressure may cause some degree of depression, self-esteem complexes, overload and feeling of quitting. This has implications that achievement motivation and the career level engagements are inseparable from memory sub process. Some factors like ethnicity of the learner, verses tutor or supervisor, degree of peer support (Hanushek, et al 2003, p. 527- 544), and the learning norms can also impact of the memory achievement motivation (Shin, Daly Vera, 2007, p. 379- 388). A critical literature review established a research pattern that focuses on memory achievement motivation over the last two decades. Studies in the area of memory attribution or motivation theories have led to 4 categories of findings. First, Tutors should avoid aiding learners using elaborations unnecessarily when the tasks are simple because slow and low achieving learners regard this as a hint due to their low capabilities and learning efficacy (Graham Baker, 1990, p. 7-14); (Schunk, 1990). Second, learners’ earlier sign of efficacy for achievements via strategies like rehearsals should propel them to high performance so that they take charge of their individual lives (Schunk, 1990). Third, learners that regulate their learning achievements are in line with their self-efficacy and reality of personal capabilities to achieve high outcome in the learning environment and have recognition that the process is worth its course (Schunk, 1990). This is true because the learners’ metacognitive plans, evaluation and realignments show their ability to control the input in the learning tasks (Graham Baker, 1990, p. 7-14). Fourth, learners’ initial academic exposure such as master degree will play a key part in the next level academic achievement such as PhD because they have better recall of   previous knowledge and skills (Graham Baker, 1990, p. 7-14); (Schunk, 1990). Studies in the area of memory achievement have also lead to 4 main categories of findings. First, learners are motivated when they believe that tutors are concerned about their outcomes as far as long-term memory is concerned (Pokay Blumenfeld, 1990). Thus tutors that care show interactions with the learners and this bridges the gaps between their learning expectations and the knowledge status (Wenzel, 1997). Similarly, tutors that show concern for the learners’ progress complete the feedback loop in a positive manner (Ryan Pintrich, 1997). Second, learners will rarely seek assistance when they know that their memory self-efficacy will be in question; when their cognitive prowess is down; and when they see very little gains from the help process. In the contrary, proactive learners who seek to boost their working memory will seek tutors guidance appropriately (Ryan Pintrich, 1997). Third, highly motivated learners that are utilizing the learning opportunities effectively are likely to be high sensory memory achievers (Pokay Blumenfeld, 1990 p. 41-49). Various learning strategies will yield varied outcomes based on the learners’ perception of the age of the learning tools and materials. This has implications that tutors should stress on domains of new learning tools every time they make new changes from the weaknesses of the previous memory learning tools (Pokay Blumenfeld, 1990 p. 41-49). Fourth, learners are motivated to cheat when their learning institution stresses on performance and rote memory skills; when they perceive that cheating is okay; when the tutors stress extrinsic outcomes with poor elaboration; when the learners are stressed up on their academic tasks and cannot recall knowledge (Anderman et al, 1998). The various psychologist and theorists base these critical views on actual observations.   Thus, learners that are perpetually cheating in exams take motivation from high administration demands for success and achievement especially in mathematics and languages (Anderman et al, 1998). Other learners who transfer to new institutions and were not held more accountable for achievements in the previous institution, hence cheating may be rampant. Learners not held responsible tend to relax the long-term memory achievement priorities and failure may not be an option. Learners that have high self-efficacy will tend to regulate their study times so that they have a tenable strategy for achievement and technique for success (Anderman et al, 1998). Finally, learner with high self-efficacy will shun tutor help as which contradicts the earlier observation that those with low efficacy and achievement also shun help. Therefore, this critical analysis will be useful in training tutors to manage a diverse learning environment and people (Pokay Blumenfeld, 1990 p. 41-49). Various cognitive sub processes can also impact on memory achievement motivation. The expectancy theory by Atkinson was tested for achievement motivation trajectories especially in mathematics and languages across the gender divide. The tests showed that language acquisition and skills motivations were insignificant and depended on the achievement motivation. However, females tend to acquire more achievement motivation in languages than males from 10 years onwards (Penner, 2003, p. 650-655). Characteristics of cognition and learning and application context within learners’ specialization in summarizing the relationship between training and education in the context of cognition. There are driving factors that summarize the relationship between training and education in the context of cognition. Learners need to understand the contents and goals so that they can add value to their lives. This has implications that the training or tutorial process must be well defined for maximum achievement motivation. Learners need to take active role in the training or tutorial process so that they acquire the latest knowledge and skills. This has implications that the learners must be responsible in the whole process of achievement motivation (Shunk, 1990). Learners need to experience the ultimate success after each training or tutorial. This has implications that the training or tutorial process must be realistic and the feedback loop must be shortened and effective. Learners need to receive rewards for every level of achievement whether intrinsic or extrinsic. This has implications that the learning process must be safe and prepared for this achievement motivation reward delivery. Learners need to ample time to rehearse, recall, elaborate, recognize and work through the course contents. This has implications that the training or tutorial contents must be relevant and objective for the learners future career and achievement motivation. Finally, learners need to evaluate their working memory by themselves regularly. This has implications that peer and social cognitive characteristics need stimulation earlier in the course contents to facilitate self-evaluations for achievement motivation process (Shunk, 1990). There are various characteristics of cognition and learning that can be applied within the learners’ context and area of specialization to sum up the training needs and the academic context of cognition. These include the learner self control under achievement motivation; the flexibility during the learning process; internalizations of the learning contents; persistence of the leaner ; acceptability to accomplish complex tasks; phobia of learning; success inclinations and tendencies; learning independence; willingness to learn; ability to set achievable goals; orientation to the academic level; learners competitiveness and aggression; learners mastery, dominance or area or specialization; learning content flow; learners ability to compensate for content gaps; and learners pride in content achievement motivation ( Byrne, et al, 2004, p. 203-217). When it comes to these attributes ability to be mapped to predict the training needs and education for cognition, there are no major studies that have been accomplished. What is certain is that many countries are using these factors of personalities   apply these characteristics in simulations so that they can be used in interviewing workers for respective jobs as a predictor of their success at jobs (Fleenor, McCauley Brutus, 1996, p. 486 -506). The relationship between training and education in cognition should be developed from the job area that the current learner has in mind; outline the achievement goals in the training area; specify the degree of achievement proficiency; ability to internalizes the contents of the training so that the overall job performance is boosted. Since the learners are majors in the subjects, the tutor need to adopt their learning style so that the locus of control can be directed to enable the learners take responsibility in the training process to maximize achievement motivation. This approach will also ensure that the learners exploit any available opportunities to enable them make the best decisions. This process will best be accomplished by the learners self evaluation within the study context irrespective of their individual characteristics.   There are additional characteristics of cognition and learning applications that must be applied to the learners’ area of specialization for optimum achievement motivation. First, cognition and learning need an enabling environment so that the learners are free to interact and internalized the contents (Pokay Blumenfeld, 1990, p. 41-49). Second, cognition and learning applications should evaluate the learners existing knowledge ahead of outlining new knowledge to be impacted (Pokay Blumenfeld, 1990, p. 41-49). Third, cognition and learning applications need to be realistic and sensibly tied to the objectives with clarity on the performance benchmarks (Pokay Blumenfeld, 1990, p. 41-49). Fourth, cognition and learning applications should devote appropriate timeframe so that the skills are internalized (Pokay Blumenfeld, 1990, p. 41-49).   Fifth, cognition and learning applications should stress content validity so that the learners can make good use of their time (Pokay Blumenfeld, 1990, p. 41-49). Sixth, cognition and learning applications should specify the tasks in a priority manner so that learners can optimize the knowledge and skills in order or priority (Pokay Blumenfeld, 1990, p. 41-49). Seventh, cognition and learning applications should delegate tasks based on the complexity and learners capabilities. Finally, cognition and learning applications should seek constant feedback by measurement and evaluation (Pokay Blumenfeld, 1990, p. 41-49). Conclusion: Social and personal influences on cognition and how these influences the learner’s specialization This paper has evaluated the role of achievement motivation on cognition and learning along the various characteristics of the learners’ contexts. There are variances in the achievement motivations based on the learners’ specialization such as mathematics or languages. This study did not find a specific pattern to suggest that achievement motivation is gender biases passà ©, but show that gender characteristics have some level of influence on achievement motivation process and outcome. As a social factor, this study established that achievement motivation can be effected through peer learners association, tutors tools and styles of engaging the students and quality time spent between the tutor and the learner. As a personal factor, this study also established that achievement motivation can be effected today by the study based settings or environment in addition to the individual learners efforts. This study highlighted cognitive, behavioral, humanistic and achievement motivational theories as the main historical foundations for achievement motivation (Weiner, 1990). Further individual motivational characteristics were found to predict the learners’ achievement motivation today. Specifically factors that are closer to the learners such as the classroom environment, learning tools, styles and tutors will vary the achievement motivation. These social and personal influences can be applied in a linear style to influence the learners’ specialization (Singer Willet, 2003). From a gender perspective this study shows that the achievement motivation progress of males can be more predictable than of females in the language instructions today. This has implications that males who specialize in languages may need more contact hours with the tutor than their female counterparts.   As a summary of social and personal influence on cognition and achievement motivation, this study established that various learner memory characteristics such as rehearsal, elaboration, recall, recognition, long-term memory, working memory and sensory memory among other factors, contribute separately or in tandem to overall achievement motivation today. Therefore, for an achievement motivations impact on the social and personal influence on cognition to be realized, this study is of the opinion that controlling achievement motivation using contemporary theories should be prioritized and validated with learning and cognitive theories. In order to influence the learners specialization positively today, the learner must develop self efficacy and minimize hopelessness by living to high achievement motivation expectations (Shunk, 1990, p. 3-6). Therefore learners must ensure they are able to rehearse contents, following the tutors best practices and elaborations. Learners must recognize the need for knowledge and skills recall as a success factor in their future life career. Learners with long term memory will find less need for retraining or tutorial refreshment with additional sensory memory tools. Memory can be enhances in an academic program by tests of the skills achievements (Luo Craik, 2008). This study reveals that memory can be enhanced from training approaches under a controlled learning process. Generally, memory supports achievement motivation under strategic modification and when it is learner centred. Thus, prospective memory is good for long-term memory achievement. Learners who cannot recall knowledge and engage in cheating are engaging in false memory presentation (Luo Craik, 2008).

Engineering Health and Safety Principles

Engineering Health and Safety Principles 1. What are the main responsibilities of the employer and the employee under Health and Safety Act 1992? Answer : Duties of employers: Every employer shall take all practicable steps to ensure that no action or inaction of any employee while at work harms any other person. Duties of employees Every employee shall take all practicable steps to ensure- (a) the employees safety while at work (including by using suitable protective clothing and suitable protective equipment provided by the employer (b) that no action or inaction of the employee while at work causes harm to any other person. (health and sefatey in employment act 1992, 2014) 2. In marking the choice of which type of cutting fluid to use, many factors have to be considered. Name two of the important factors? Answer: selection of the cutting fluid generally depends on the types of machining process whether coolant, lubricant or both are required. Though selection for the effective cutting fluid depends the various factors which are type of machining , tool and workpiece materials, cutting speed, and the method of application. For example: machining process with slower cutting operation and where tools are exposed to high pressure in such cases fluid with good lubricating characteristics is required. Whereas, selection for the fluid is changed in high speed operation as in high speed operation temperature rises significantly so that fluid which has good cooling capacity and with some lubricity is required. (manufacturing engineering and technology, 2014, p. 617) 3. What is the purpose of chip breakers in the Turning Process? Answer: purpose of chip breaker in turning process: chip breaker controls the flow of the chip during machining. Eliminates the long chips as it can be hazard. Also reduce the heat. Reduce the intendancy of the vibration. (manufacturing engineering and technology, 2014, p. 607) 4. What effect would decrease the cutting speed have on tool life of a milling cutter? Answer: Because high cutting speed increases the temperature which results into the shorting of the tool. (manufacturing engineering and technology, 2014, p. 585) 5. Name two ways work can be held on a cylindrical grinder? Answer: Universal grinding: In universal grinding, both the workpiece and the wheel axes can be moved and swivelled around a horizontal plane, thus permitting the grinding of tapers and other shapes Thread grinding: thread grinding is done cylindrical grinders, using specially dressed wheels matching the shape of the thread. (manufacturing engineering and technology, 2014, p. 748) 6. how is feed specified on a drilling machine? Answer: Diameter of Drill Inches Feed Inches per Revolution Under 1/8 .001 to .003 1/8 to 1/4 .002 to .006 1/4 to 1/2 .004 to .010 1/2 to 1 inch .007 to .015 1 inch and over .015 to .025 (drill feeds and speeds, n.d.) 7. What is the difference between truing and dressing a grinding wheel? Answer: dressing is the process of a conditioning, producing sharp new edges on worn grains on the grinding surface of a wheel Truing: truing is the process of producing a true circle on a wheel that has become out of round. (manufacturing engineering and technology, 2014, p. 744) 8. In wire cut EDM, why does electrode wear not affect the accuracy of the cut? Answer: Because electrode doesnt touches the workpiece. (manufacturing engineering and technology, 2014, p. 781) 9. What is concurrent engineering? Answer: Concurrent engineering also known as integrated product development (IPD) its methodology is based on the parallelisation of task which means preforming the task concurrently. Concurrent engineering prefers to an approach to new product development in which all other engineering functions like design engineering, manufacturing engineering and other functions are integrated together in order to reduce the elapsed time required to bring new product to the market. (concurrent engineering , 2017) 10. In welding, what do the letters GTAW stand for? Answer: Gas tungsten arc welding (GTAW, 2017) 11. Define break-even point when comparing two types of machines making the same part? Answer: Break-even perspective are the purpose which offers precisely disguise its costs. Therefore these methods not lead to any benefit or reduction. When two different machines are making same part, the purpose of which is to offers disguise costs. 12. In machining operations, how does forming differ from generating? Answer: generating: generating machining operations of the workpiece are dependent on the feed or the movement of the cutting tool which involves different turning operations such as straight cutting, taper turning, peripheral milling and profile milling. Whereas forming machining operations is based workpiece geometry dependent on the tool geometry. Cutting edge of the tool and surface of the work part has the reverse shape example: form turning, broaching, drilling. (Forming and Generating Method in Lathe Machine Operations, 2016) 13. What are the two forms of broaching and what types of machine is used for each form? Answer: surface broaches: surface broches which generally used for cutting flat surface. Broches includes slab, slot, contour, dovetail, pot ( for precision external shapes) and straddle. Internal broaches: internal broaches which is generally used for close-tolerance hole. Broches includes hole keyway, internal gear, rifling (for gun barrels). (manufacturing engineering and technology, 2014, p. 684) 14. What is difference between a CNC machining centre and a universal milling machine? Answer: cnc machining centre is computer controlled program, which takes the instruction from the computer to select and control tools that used for cutting or shaping the metal to new product. Whereas universal milling machine is fitted with table so that it can have motion in all direction and also diving head which has ability to change gears so they can perform milling operation in all the direction. (manufacturing engineering and technology, 2014, pp. 703,705,669) 15. State an essential requirement for a lathe, which is intended to be used with diamond tooling Answer: diamond tooling is done when we have to give good surface finish and critical dimension for example: for polishing granite (manufacturing engineering and technology, 2014, p. 614) 16. What type of machining process would be used to cut an external keyway in a shaft? Answer: machining process used to cut keyways in a shaft is keyway broaching also known as spline broaching (coupling answers, 2014) 17. Define what is meant by CAD CAM? Answer: CAD: computer aided design CAD, which basically based on the principle of creating a technical drawing using different software like AUTOCAD, SOLIDWORKS, and PRO-E CAM: computer aided manufacturing Whereas CAM is referred as an software use to control manufacturing process like controlling machining tool which gives high precision. Machine used on the principle of CAM is known as CNC computer numerical control machine. (wikipedia , 2017) 18. Name two materials used to produce EDM electrodes for a sink type machine Answer: The materials which are commonly used for the making sinker EDM electrode are graphite, brass or copper tungsten. Graphite is used because of its superior machining capabilities and wearability, and copper is used because of its fine finish requirements. (qualitty EDM, 2008) 19. What feature controls the cutting speed of a milling centre? Answer: As we know the cutting speed V in peripheral milling is the surface speed of the cutter V = à Ã¢â€š ¬DN Where D is the cutter diameter and N is the rotational speed of the cutter. Thus cutting speed is directly dependent on the diameter and as well as the rotational speed of the cutter. (serope kalpakjian, 2014) 20. What is the main difference in the type of materials that can be machined when using either EDM or Water Jet cutting process? Answer: water jet cutting process: non-conductive material such as glass. Wood, plastic, ceramic EDM: material needs to be electrical conductive as EDM cuts through sparks such as graphite and metal (advanced manufractruring , 2005) 21. Compare 2 of the following casting processes on surface finish, accuracy, type of pattern and cost a. Sand moulding b. Shell moulding c. Gravity die casting d. Pressure die casting Answer: Sand moulding Shell moulding Surface finish Not good machining, forging, may required to obtain the required shape followed by the quality control Good surface finish Accuracy Dimensionally accurate High precision Type of pattern Match plate pattern Many pattern Cost Low cost Low cost (manufacturing engineering and technology, 2014, pp. 705,711) 22. Explain the purpose for which the investment casting process is used. Indicate the type of material that can be cast and some general estimate of the finish and accuracy obtained Answer: Purpose: knee replacement Type of material: ferrous and non-ferrous metal alloys. Surface finish: good surface finish Accuracy: high precision (manufacturing engineering and technology, 2014, pp. 271-272) 23. Explain clearly the difference between the HOT and COLD chamber die casting processes, giving the types of material casting in each process Answer: Hot-chamber process use a piston to forces a certain volume of metal into the die cavity through a gooseneck and nozzle 2.Cold-chamber process is where molten metal is poured into the injection cylinder (shot chamber) (manufacturing engineering and technology, 2014, pp. 278-279) 24. Giving examples of each show the difference between injection moulded and compression moulded plastic parts Answer: Injection moulded plastic Compression moulded plastic in injection moulded is used with thermoplastic polymers Compression moulding is used with thermosetting plastics for example: injection moulding is used for making chair. machine has three main parts i.e. injection unit, mould and clamp. process starts when plastic is poured into hopper from where plastic pallet moves to the barrel of injection unit inside, a screw transports the pallets forward t. heater bands wrapped around the barrel warms up the plastic pallets. as the pellets are moved forward by the screw, they gradually melt, and are entirely molten by the time they reaches the front of the barrel. once enough molten plastic is in the front of the screw it rams forward like the plunger of a syringe. in a matter of seconds, the screw injects the molten plastic into the empty part of the mould called the cavity image. the plastic solidifies in under a minute the mould opens and the part is ejected. for example: compression moulding is used to make rubber boots for which plastic is pre heated and then poured into the mould and held there for few minutes at fixed temperature and then finished product is then removed from the mould and then can be machined for further better finish or removal of the waste (plastic injection molding , 2015) (manufacturing engineering and technology, 2014, pp. 512,520) 25. What is the main difference between Hot Rolling and Cold Rolling, Giving examples of each process? Answer: Hot rolling Cold rolling Low tolerance High tolerance More Malleable Increase strength of material through strain Harding as much as 20% High temperature up to 1000F Low temperature equal to room temperature Sink when cooled down More precise dimensions Hot rolled steel is used in situations where precise shapes and tolerances are not required For example: used in welding and I-beam cold rolled steel is used in situations where precise shapes and tolerances are required. For example: used in production of metal furniture or desks. (n.d.). Retrieved from https://www.metalsupermarkets.com/difference-between-hot-rolled-steel-and-cold-rolled-steel/ administration, n. z. (2014, april 4). health and sefatey in employment act 1992. Retrieved from new zealand legislation: http://www.legislation.govt.nz/act/public/1992/0096/latest/DLM278829.html concurrent engineering . (2017, march 7). Retrieved from wikipedia : https://en.wikipedia.org/wiki/Concurrent_engineering coupling answers. (2014, december 2). Cutting Keyways Broaching, Keyseating, Wire-Cut EDM, Shaping, Milling . Retrieved from coupling answer: http://www.couplinganswers.com/2014/12/cutting-keyways-broaching-keyseating.html crayons, s. (Director). (2015). plastic injection molding [Motion Picture]. drill feeds and speeds. (n.d.). Retrieved from viking drill and tool : http://www.vikingdrill.com/viking-Drill-FeedandSpeed.php Forming and Generating Method in Lathe Machine Operations. (2016, februray 17). Retrieved from mechaenical engineering: https://basicmechanicalengineering.com/forming-and-generating-method-in-lathe-machine-operations/ government, n. z. (1992, jan 1). health and safety employment act 1993. Retrieved from New Zealand legislation : http://www.legislation.govt.nz/act/public/1992/0096/latest/DLM279232.html GTAW. (2017, march 11). Retrieved from wikipedia : https://en.wikipedia.org/wiki/Gas_tungsten_arc_welding metalsupermaket. (2014, septemeber 14). difference between hot rolled and cold rolled steel . Retrieved from metal supermarket : https://www.metalsupermarkets.com/difference-between-hot-rolled-steel-and-cold-rolled-steel/ qualitty EDM. (2008). Electrical discharge machining (EDM). Retrieved from qualitty EDM: http://www.qualityedm.com/sinkeredm.html serope kalpakjian, s. R. (2014). manufacturing engineering and technology. new york: pearson. sme. (2005, october 1). Retrieved from advanced manufractruring : http://advancedmanufacturing.org/waterjet-vs-edm/ wikipedia . (2017, march 24). cad/cam. Retrieved from wikipedia : https://en.wikipedia.org/wiki/Computer-aided_manufacturing

Construction Productivity Measurement Techniques

Construction Productivity Measurement Techniques The construction industry remains one of the few most labour intensive industries in the developed world. It is therefore imperative to understand the measure of construction labour productivity. Furthermore, recent institutional and industrial calls for an increase in productivity suggest a desperate need to get the measurement of productivity levels right. The research reported in this paper forms part of an ongoing Ph.D. study into the issue of construction labour productivity. An earlier study highlighted that less than 50% of the industry actually actively measure and monitor productivity levels, with a majority of those companies that claim to measure go about measuring on the basis of the intuition of key site management personnel. This may seem alarming, however, it was argued that productivity measurement techniques could be perceived as theoretical, arduous and expensive for construction companies to adopt. This paper reviews the methods of productivity measurement availabl e and describes two case studies conducted during this research, with a view of reporting the problems and issues faced when attempting to establish productivity levels at a project level. Lessons learnt are then drawn from the experience. INTRODUCTION The quest for productivity improvements in the UK construction industry has been an especially important agenda over the last decade (Latham, 1994; Egan, 1998). However, what is found baffling is the fact that the measure of productivity is often conflated with the measure of performance. One only needs to turn to the Construction Productivity Network (CPN) to seek an instance of such misapprehension. Indeed, the very name of the network is misleading since it deals with such far wider issues as risk management and knowledge management. Clearly, the network might be more suited to have adopted the term Construction Performance Network as compared to the use of the term productivity, which traditionally refers to the quantifiable ratio between inputs and outputs in physical terms. Indeed, the industrial Key Performance Indicators (KPIs) rightly recognise the clear distinction by acknowledging the measure of productivity as a subset of the wider measure of business performance. However, in the pursuit of convincing the industry to take on board improvement programmes and initiatives, recommendations have tended to represent simplistically improvements through headline measures such as reduction in construction time, defects, accidents etc., for instance, in the case of the Movement for Innovation (M4I) demonstration projects. Productivity, interestingly, was measured by the M4I by taking the median of the company value added in monetary terms per employee. This value added approach mirrors the value-added approach conventionally applied at the industrial (macroeconomic) level (see e.g. Jonsson, 1996). While it is understandable, from a marketing perspective, to report headline indicators per se, given the fact that embarking on any initiative undoubtedly needs corporate buy-in by senior managers, it is felt that capturing productivity measurements at the strategic level may be insufficient to guarantee that improvements actually occur at the operational level. Therefore, it is firmly believed that going back to the basics of measuring productivity at the project site level would be necessary in facilitating improvements. This is because the construction industry is largely project-based. Groà ¡k, for instance, issued a stern warning that there is an inherent failure to recognise that the site was the defining locus of production organisation (1994: 288) for construction. However, there lies a problem here. Apart from the formal measures propounded by such initiatives as the M4I stated above, many construction companies just do not have formal measures in place at the project level. For example, Chan and Kaka (2003), in a questionnaire survey to 400 UK contractors, found that of the 77 respondents, more than half of them do not monitor productivity levels at the project level. Furthermore, a third of those who claim to do so base their judgement of productivity on gut feeling and experience of dealing with contract schedules. Similar findings were noted in a large study commissioned by the Investors in People in the UK, which was aimed at examining productivity measurements inter alia across sectors including manufacturing, transport, service and construction. The Investors in People (2001) noted that while 22% of the respondents did not measure productivity levels at all, 36% and 22% of the respondents used formal and informal techniques to establish productivity levels respectively. Yet, past research have shown that the very process of formalising on-site productivity measurements itself delivers project improvements. For example, Winch and Carr (2001) notably identified a growing competitive spirit among the workforce as they progressed in their study investigating the benchmarking of on-site productivity, thus reinforcing an earlier comment made about the importance of measuring productivity levels at the project site level. Nonetheless, Chans and Kakas (2003) and the Investors in People (2001) reports beg the question as to why there is reluctance for formal productivity measurements, and which forms the premise of this paper. The chief aim of this paper is to explore the pertinent issues that would explain some of the reasons behind what we would call industrial inertia towards productivity measurement at the project level. In so doing, we would tackle it from both theoretical and practical perspectives. The next section briefly reviews the key textbook approaches to measuring on-site productivity and highlights the limitations in terms of reliability and relevance of these approaches that restrict industrial adoption. Thereafter, we will report on the relevant findings of two live projects observed as part of a wider study into understanding the concept of construction labour productivity, revealing some of the practical issues encountered when measuring on-site productivity. Conclusions are then draw n from both the review and the case studies that lead to the recommendations for future research that would hopefully encourage the industry to measure on-site productivity. PRODUCTIVITY MEASUREMENT TECHNIQUES Construction textbooks are awash with details of key productivity measurement techniques and it would be inappropriate to replicate the explanation of these techniques within the constraints of this paper. According to Noor (1998), productivity measurement techniques fall within a spectrum between two broad categories of observational methods, namely continuous observation (e.g. direct observation and work study) and intermittent observation (e.g. audio-visual methods, delay surveys and activity sampling). Noor recognised that while continuous observations such as direct observation and work study provide high levels of accuracy and detailed data for understanding productivity, these are often time-consuming, arduous and costly. Given the operational imperative of construction projects and the ever increasing time pressures exerted on project schedules, the cost of employing personnel to conduct such observations both in terms of the monetary cost of wages and the time value of observation that does not result in the physical growth of buildings (i.e. non value added) would deter companies from adopting such measurement techniques. Furthermore, the benefits of continuous observations are marred by the inexorable restriction of scope and thus, would make it difficult for large projects to pursue this approach. Where the use of technical equipment for audio-visual methods is concerned, Winch and Carr (2001) were especially cautious that the workers might feel that the surveillance was un necessarily intrusive. As such, they avoided the use of such methods to observe the workers and opted instead for direct observation where the researchers got to know the individual workers on a personal level. Therefore, while the absence of the workers uneasiness was achieved, the inability to observe the whole construction process became an evident trade-off. With respect to intermittent observations, Noor noted that these are prone to errors in determination since the data tends to be aggregated statistically through the observation of a representative sample. To add to this, Radosavljevic and Horner (2002) recently revisited formwork and masonry productivity data sets across eleven sites in the USA and the UK, only to confirm their suspicion that productivity is not normally distributed, thereby implying that some basic statistical diagnosticsà ¢Ã¢â€š ¬Ã‚ ¦ may give misleading results and are not applicable (p. 3). Accordingly, this questions the dubious reliability of conventional productivity measurement techniques. Serendipitously, Radosavljevic and Horner made a brief comparison of the data with volatility studies in econometrics to reveal surprising similarity with Pareto distributions, which are typical of chaotic systems. They concluded therefore that using test statistics that rely on normality usually have been taken for grant ed, and consequently not much could have been done to achieve a better understanding of the ubiquitous complexity (p. 11) as they call for a paradigm shift to understand the complexities of construction labour productivity, possibly through chaos theory. However, it is felt that such complex methods of analysing productivity levels might further discourage companies to measure productivity since this would mean additional investment of statistical expertise. Another problem with many of the conventional productivity measurement techniques is the reductionistic approach in analysing work time (see e.g. Drewin, 1982). To put simply, much of the analysis of productivity data had been concerned with the binary relationship between productive (or value-adding) time and time loss. However, contenders such as Thomas et. al. (1990) challenged this underlying assumption the inverse relationship between productive and non-productive time, and that reducing time loss leads to productivity improvements as they claimed while these assumptions seem sensible and logical, they will be shown to be unsupportable for most construction operations (p. 712). In fact, a later study (Thomas, 1991) provided evidence that would cast doubts on the assumption of the binary relationship between productive and non-productive time, and hence on the productivity measurement techniques. A further limitation relates to the application of productivity measurement techniques in past research. A review of the literature revealed that measurement techniques were mainly concentrated, in past research, on a number of key construction operations: namely concrete works (Proverbs et. al., 1999; Winch and Carr, 2001), masonry projects (Thomas and Yiakoumis, 1987; Olomolaiye, 1990), structural steel (Thomas and Yiakoumis, 1987) and electrical works (Thomas, 2000). Evidently, with the exception of electrical works, much of the studies were concerned with the structural elements, i.e. elements that contribute to the structural frame of the building. This means there is an overwhelming lack of research aimed at studying such other aspects of the building process as architectural elements (e.g. plastering, internal fit-out, painting and decoration) or services installations (e.g. mechanical and sanitary installations). Indeed, the studies surrounding electrical works were related t o the effects of schedule acceleration, in part, due to the effects of productivity-related problems of the earlier structural phase of projects (see e.g. Noyce and Hanna, 1998; and Thomas, 2000). One of the possible reasons for this phenomenon is the lack of previous studies (unlike where areas such as bricklaying and concrete operations are concerned) or industrial productivity data for comparison. Notably, the National Electrical Contractors Association (NECA) in the US has been deeply keen in examining productivity issues ever since the late 1960s (Thomas et. al., 1990) and have been actively developing labour consumption curves (NECA, 1983) to inform the industry for possible applications on different project types (Thomas, 2000), offering perhaps an explanation as to why productivity on electrical projects are examined. Olomolaiye (1990) is one of the few who explains his decision to focus on bricklaying as he attributed his preference to the predominance of bricks as one of the main construction materials in the UK. He added a bulk of construction manpower still goes into bricklaying as it remains highly labour-intensive (p. 302). On the decision to focus on concrete operations, Winch and Carr (2001) cited Horners and Zakiehs (1996) claim that studies of estimating have shown that the largest items in the bill can be used to determine overall outputs very closely. Furthermore, they expounded that data on concrete deliveries by ready-mix trucks for any given period are easily obtained from site records, and because concrete is perishable, we can infer that deliveries on a day have been poured that day (p. 581). It is argued, however, that concentrating on the predominant or largest activity results in a reductionistic approach, which fails to take into account the entire construction process. Intere stingly, Kazaz and Ulubeyli (2004) in a recent study aimed at reconciling governmental statistics and real project data on productivity rates in Turkey elected to examine only 82 work items deemed to be used most in practice, thus affirming the researchers observation, although they acknowledged that these only constitute 6.11% of all possible work items. In this respect, conclusions made in past studies are limited in their scope in offering plausible recommendations for implementation for the improvement of construction labour productivity. The limitations of productivity measurement techniques discussed hitherto, to some extent, help to explain the low industrial uptake within construction. These encompass the issues of reliability and relevance of existing techniques that would inhibit the ability of companies to meaningfully analyse their project productivity so as to bring about improvements to the entire construction process. Furthermore, there are the investment constraints of time and expertise in implementing the existing productivity techniques. These emerging issues from the brief review explains some of the general difficulties claimed by the participants of the Investors in People (2001) study, particularly the difficulties in obtaining accurate information, the varied nature of individual job roles and the complex nature of productivity that is dependent on several intervening factors (p. 6). CASE STUDIES AND PRELIMINARY FINDINGS Having briefly discussed the theoretical issues surrounding existing productivity measurement techniques, this section now turns to the two projects, hereinafter known as projects A and B, observed during the course of the study. The purpose of the case studies is to explore the issues faced by practitioners when measuring project productivity. The two projects were selected because project participants had either attempted to measure productivity (project A) or claimed to have a formal method of measuring productivity in place (project B). Each case will begin with a brief synopsis of how the researchers got involved with the projects and an account of the observational process. This will then be followed by a succinct report of the key issues involved in the implementation of the productivity measurement techniques in the two projects. Project A: Multi-storey Car Park Background to project A Project A is the construction of a multi-storey car park for a Scottish airport. This was initially selected as a pilot study at the onset on the basis of convenience, access and geographic proximity as instructed in Yin (1994: 75). It is perhaps worthwhile, at this point, to provide an insight into how and why access was given to this project in the first place. A marketing flyer accompanied by a cover letter was sent to companies to seek collaboration and access to projects, people, data etc. at the start of the research. A positive response from the main contractor executing project A then resulted from this initial call for participation. The contractor was a fast growing company at that time that aimed both to penetrate the Scottish construction market and to succeed in gaining repeat business with British Airports Authority (B.A.A.). Because the company had not undertaken any on-site productivity measurement, they were therefore keen for the researchers to assist in the develop ment of on-site productivity measures. And so, access to the project was granted on a two-days-a-week basis and the project quantity surveyor of the company was involved with the researchers in developing the measurement technique. To overcome the problems discussed in the previous section regarding the isolation of construction activities in measuring productivity, a decision was made to measure productivity levels using the existing company worker timesheets. Timesheets were found to be extremely useful mainly because timesheets were used for the purpose of calculation of hourly wages and linking this to productivity measurement would probably show meaningfully the notion of a fair wage. Furthermore, measuring productivity on a daily basis was considered to be the most appropriate technique as corrective action could be taken as quickly as possible. For data collection purposes, foremen were instructed to complete time inputs and physical outputs for each worker under their charge within a set time sheet on a daily basis. Table 1 below shows a simplified example of a recording on the activity of pouring concrete by a gang of concrete labourers. Based on the data presented in table 1, a total of 66 man-hours w ere used to produce 232m3 of concrete, yielding a productivity rate of à ¯Ã¢â‚¬Å¡Ã‚ » 3.5m3 of concrete per man-hour. Emerging issues A number of issues arose whilst attempting to measure on-site productivity levels for project A in this way. The desire for a speedy construction process meant that many proprietary systems, e.g. in the case of formwork, were used as part of the construction techniques. These were undertaken by specialist subcontractors (with whom access was not granted). What was observed was that the core labourers used by the main contractor were general operatives who were often mobile in terms of the task they did. So, for example, an operative could be involved in general housekeeping on day n, shifting what is known as tables (a proprietary form of the conventional birdcage scaffolding that is on wheels to support the formwork) on day n + 1, and putting stop ends along the perimeter of a plot prior to concreting to prevent the concrete from spilling over on day n +2 and so on. Perhaps the only stable groups of workers were those who were relatively more skilled, e.g. concretors and steelfixers , who tended to stick within the task of their trades. Even so, these workers moved to other projects in the vicinity when their tasks were not scheduled for project A. Therefore, while measuring productivity levels in this way appear to be more holistic and probably closer to reality than the methods highlighted in the previous section, the mammoth task of tracking workers posed an immense challenge. Moreover, although the data was collected at the gang level (through the foremen), the boundaries of the gang were found to be arbitrary because of the volatile movement of the workers. This resulted in high variability of the productivity data obtained, which supports Radosavljevics and Horners (2002) observations, but which implies that discerning the factors affecting productivity especially those related to the workforce issues was particularly problematic. Administering the measurement was also not without problems. To start with, foremen were not akin to filling out forms and throughout its implementation, the project quantity surveyor discovered that there was a need to constantly explain to the foremen the mechanisms of recording. Two reasons accounted for this. The first relates to the inevitable problem with determining output quantities given that construction operations are often associated with work-in-progress that can be difficult to ascertain. Rules of credit (see e.g. Thomas and Yiakoumis, 1987) may go some way to facilitate this process, although time and manpower is needed to maintain a database of such information for which the project quantity surveyor did not have. In fact, the project quantity surveyor resigned in the middle of the project and the measurement of productivity halted due to the absence of a willing successor. To exacerbate the problems of measurement, the project quantity surveyor had identified a compl ex list of more than 170 task descriptions, thus causing further confusion for the foremen in the recording process. This enormous list of task descriptions is believed to be due to the fact that many proprietary systems were used in the construction process. Still, as the predicted trend for the construction industry is towards greater outsourcing and use of innovative technology in the production of buildings (see e.g. CRISP, 2001), it would be sensible to take into account such complexities when measuring productivity. It is here that project B sheds some light. Project B: Headquarters of a Commercial Bank Background to project B Project B involves the construction of the headquarters of a commercial bank on a greenfield site just outside Edinburgh. Access was given to interview senior project managers and to conduct questionnaire surveys with the site operatives. During the interviews, the researchers were struck by the ability of the managers to report what they allege to be the precise number of man-hours expended on the project to date, a phenomenon that was non-existent in other projects observed during the study. Inquisitively, the researchers investigated how project participants captured this data through further probing during the interviews. According to the project managers, project B utilised what is known as The Last Planner system, a planning system that has gradually gained recognition and refinement since its inception in 1994. Much has been written about the system (see e.g. Ballard, 2000), although this is really related to planning and never intended to be used as a means of measuring on-site productivity. However, one of the KPIs resulting from this system, known as the Percent Plan Complete (PPC), was thought to be extremely valuable by the project participants for them to gain an informed view of the on-site productivity levels. Basically, the PPC refers to how much of the planned work on a weekly basis is actually completed. In a similar vein, this ostensibly is comparable to the earned value analysis used in project management (see Project Management Institute, 2000). Figure 1 above shows an extract from a weekly progress update, which enables project Bs participants to keep track of how productively the wo rk packages were performing to plan. To help improve the PPC, the progress meetings were used as a platform to understand what went wrong, i.e. what intervening events or factors resulted in a low PPC (e.g. weather, lack of materials etc.). Emerging issues While this paper is not aimed at analysing whether this system constitutes a credible means for measuring on-site productivity, it was felt that this system provided an effective way for managers to establish how progress was being made. Hence, this allowed project participants to get a feel of the productivity of the workers by complementing the measure of PPC with the number of man-hours expended. To show a simplistic example, using figure 1 above, let us assume that work package 1 utilises the same amount of man-hours throughout the project. Therefore, one can safely deduce that achieving 100% PPC in say week 13 and 76% PPC in week 14 would signify a dip in labour productivity. In other words, PPC can be viewed as an output in the productivity ratio and so alleviate the problems of complexities involved in construction operations and sub-contracted work packages experienced in project A above. Furthermore, such information should provide useful feedback to the workforce regarding their performance. Implementing this system for the project participants was also met with a number of challenges. For instance, the system is largely paper based and therefore archiving such information and managing it within a database would still require the deployment of manpower. Nonetheless, as compared with the attempts in project A, this is perceived to be relatively more straightforward. It would also be tempting to proclaim that running this system commenced from the first day of the project. In fact, the project managers had attempted to implement such a system on a previous project six years ago but faced immense resistance from the project workers as it was then thought to create a blame culture so that fault could be apportioned when things went wrong. Interestingly, another project observed, which involved the construction of an office block in central London and built by the same contractor running project B, had initially tried to adopt the system. However, it was abandoned as soon as it started on the same basis of resistance. Still, project B participants learnt from their previous experience from six years ago and thus, made a conscious effort to allay fears of a blame culture right from the very start of the project through constant reassurances given during early briefing sessions. CONCLUSIONS In conclusion, the paper raised the issue of the importance of, and lacklustre attitude of companies towards, measuring on-site productivity. Thereafter, a review of the limitations behind the key textbook approaches to measuring productivity was provided and these represent some of the problems, which contribute to the industrys reluctance to measuring productivity. We have then taken the reader on a journey through two projects observed and summarised here some of the practical issues faced in the implementation of an on-site productivity measurement system. These include the time and expertise needed in handling the complexities of productivity data and resistance from the workforce. In essence, the underlying theme throughout the experience is that a productivity measurement system has to be comprehensive enough to take into account the complexities of todays construction operations and ever increasing emphasis on sub-contract work packages as seen in project A; but simple enough to be effective as portrayed in The Last Planner system in project B. However, the reliability of using The Last Planner system to measure productivity was beyond the remit of this current study. Nonetheless, the experience of project participants in project B shows that it works in reality to help provide that informed view of on-site productivity levels needed to bring about improvements. Therefore, further work is required to establish the feasibility of using such a system in measuring productivity.