Leadership in Virgin Group Company History

Virgin Group is a diversified grouping of more than 200 privately held companies. The largest of these are Virgin Atlantic Airways, the number two airline in the United Kingdom; Virgin Holidays, a vacation tour operator; Virgin Rail, the second largest U. K. train operator; the Virgin Retail Group, which operates numerous Virgin Megastores, a retail concept featuring videos, music CDs, and computer games; and Virgin Direct, which offers financial services. Other Virgin businesses include beverage maker Virgin Cola, a record label, book and music publishing operations, hotels, an Internet service provider, movie theaters, a radio station, cosmetics and bridal retailing concepts, and a line of clothing. Holding this disparate group of companies together is the combination of Richard Branson and the Virgin brand name. British entrepreneur Branson dropped out of boarding school at the age of 17, in 1967, to start his own magazine. That venture was an immediate success, establishing the foundation for what would become a multibillion-dollar conglomerate during the 1990s. Along the way, Branson would attain cult status in his home country–the result of his business exploits quests for adventure, and unique personal style. The Virgin brand had meantime become, according to the company, one of the top 50 brands in the world by the late 1990s; a poll of British consumers at that time showed that 96 percent had heard of Virgin. Key Questions Q1. Given the freewheeling style of Branson and his managers, do you think that the virgin enterprises can be classified as a TQ organization? Why or why not? Yes I believe that virgin enterprises can be classified as a TQ organization because virgin is very successful group, their products are of high quality they focus on improving the quality all the time as improvement is the continuous process. Virgin has expanded their business a lot. Virgin has a great team of management they are very passionate and devoting to their work. Branson s moves reflected the immense growth and complexity of Virgin Group. Brans on always focus on caring people he do not have hard and fast rules but still he possess a large number of brands under one group Virgin. Q2. How well do you think that Branson and his managers perform the strategic planning process? What are some indicators that they do or not do strategic planning? Branson and his managers are performing strategic planning very well. they are fulfilling their objectives as their objectives were y y y y y y y Expansion internationally To lead the entertainment industry Increase the profit and for the sake of good reputation Quality improvement Competitive edge Utilization of new technology Loyalty among customers Virgin group have used diversification as their business is expanding very quickly and they are entering into new diversified markets. Some indications are y Virgin Atlantic air line is the good indicator as Branson was having a competitive edge because they were offering a luxury package and at low price while the competitors were charging high price with poor quality. Management was focusing on innovative plans so that they can meet customer expectations and satisfaction. y Q. 3How well do you think that Branson and his managers perform managerial and leadership tasks? How might these tasks be better balance? Richard Branson is very famous for his innovative, competitive and risky style of leadership. He adds value to his products in order to diversify his business. His leadership style is charismatic he creates the very friendly environment over work place and avoids strictness. Everybody was the part of organization and any one can participate in order to bring innovativeness rather just to follow orders. Top management encourages and motivates employees to obtain the best of their abilities and the best reward for the company. As the company benefit in other words is individual benefit. Benifits are meant for all members of organization so that everyone is motivated to do their jobs and tasks then be better balanced. The idea behind this is to promote the philosophy that the overall benefit of the company will lead to individual benefits for each person involved. Group contribution will eventually lead to rewards for executives, managers, employees, shareholders, and customers alike. Q4. What leadership theory do you think best fits the senior leadership of the virgin company? What theory best fit the Branson as leader? Why might there be a difference? Richard Branson is the born leader he is charismatic leadership style because he can influence any one very easily. Transformational leadership comes from the top managers and executives within the company. Leading is perhaps the most interesting and important function of management to the Virgin Group. The leadership dynamics start with Chairman Richard Branson. He is a very vocal and flamboyant leader. His mission is to inspire those who work below him to work to the best of their abilities for the good of the company. He often pushes his belief that by contributing to the good of the company it will increase the rewards for everybody involved. He has stated that he tries to bring the best out of people and does this for workers at the lowest levels as well as the top ranking executives. This philosophy is encouraged to all managers within the company. Management is expected to embrace this principle and pass it on to the employees that they are managing. Another aspect of Branson s leadership style is that he tends to give people a high level of freedom in their work . It is his goal to first give them direction in their work, and then let them take control of the situation there after. Freedom in their work allows them to excel without the need for micromanagement. Richard Branson s leadership style and vision for the company has made him the center of attention within many business and management discussions throughout the world.

Public Addressing System

Table of Contents Acknowledgment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ * Background of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ * Statement of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ * Objective of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ * Scope and Limitations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. * Significance of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ * Conceptual Framework†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦ * Schematic Diagrams†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ * Parts List†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Glossary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ AcknowledgmentThe proponents would like to express their sincerest and deepest gratitude to the following for their contribution and involvement in the project: to God Al mighty, for His unfathomable grace and overwhelming blessings, to their parents, for providing the place to stay throughout the project. If it weren’t for their financial, emotional, mental, and spiritual support, the proponents wouldn’t have completed the project, to the librarians of the Don Honorio Ventura Technological State University for their assistance, to their supportive Electronics Engineering Department Instructor, Engr.May Layson for giving them the opportunity to fulfill this project and lastly, to their friends, classmates, colleagues and everyone who were not mentioned who also, even in their small ways, helped in the improvement and fulfillment of the project, and supported the proponents until the end. They are forever in debt to everyone for their undying support, for without them, this project wouldn’t be completed. Abstract There had been a number of projects that focuses on the important aspects of a Public Addressing System.This study was then conducted in order to understand and appreciate the working principles of PA systems from their construction, functions and daily applications. Specifically, this research aimed to identify the role and reliability of PA Systems as a tool for communications. The design of the device was based on the perspectives of the instructors on how the system will satisfy the needs of the institution. The advantages and disadvantages of using the tool were also discussed. Weighted means were computed to analyze the significance of the project.The results showed that the project is capable of being an optional sound reinforcement system since it can do mixing and amplifying signals of different inputs. This in turn benefits the student’s society as it enables them to have means of addressing with one another through a sound amplification system. This also helps in reducing the constraints of having a poor sense of communication in a limited range. Nonetheless, the students involved also agree that the accuracy of the data obtained from the test results are quite difficult to ensure considering that the knowledge about the device is limited.Future researchers could easily take enhancements recommended for the betterment of the project. Moreover, legal consultation had been correlated to this tool. As stated from literatures, these finding clearly emphasizes the need for some additional resources from the previous studies and advices from instructors to ensure the reliability and validity of the results obtained. Items that point out to lack of available components must be taken out. Furthermore, outcomes of project enhancement and appraisal can be more successful by combining the concepts and ideas made based from the prototype versions.Introduction Communication plays an important role in the development of a nation. It is an integral part of development. Societies cannot change and develop without communication, as it is a process of social interaction throug h which people are influenced by ideas, attitudes, knowledge and behavior of each other. Nowadays, communication has attained a great importance in the developmental programs. It is through the process of communication that people are made aware of the nature and objectives of the programs.The useful developmental messages are conveyed to the target groups through various communication approaches. This helps people in acquiring new knowledge required for coping with fast changing society and in adoption of innovations for the improvement of their practices, methods and quality of life. Through the advancement of technology, electronics paved way for the development of communication systems. One of the innovations brought about these technologies is the Public Addressing System.A Public Addressing System or simply PA System is an electronic sound amplification and distribution system. It is anything that amplifies sound so more people can hear it. Most basic systems these days includ e several different parts such as one or more microphones, one or more speakers, a mixer that allows the user to control the volume, tone and balance of different voices or instruments, an amplifier (built into the mixer, built into the speakers, or purchased separately) and stands to hold the speakers and microphones at appropriate height and angles.From this documentation, the researchers were able to explore and delve deeper about the concepts on how a PA System work and how does it contribute to development in the field of communication systems. Background of the Study A Public Address (PA) system is a collection of audio equipment that allows broadcasts over a designated area. Often found in schools and office buildings, PA systems can be used for general announcements or emergency information, providing a simple way to get information out quickly. PA systems can be basic or advanced, and people can customize them to fit a variety of needs.There are even personal models that ca n be less expensive, but allow for a much shorter range. The term is also used for systems which may additionally have a mixing console, amplifiers, and loudspeakers suitable for music as well as speech, used to reinforce a sound source, e. g. , recorded music or a person giving a speech, and distributing the sound throughout a venue or building. Sound reinforcement systems and PA systems may use some similar components, but with differing application, although the distinction between the two is not clear-cut.Sound reinforcement systems are for live music or performance, whereas PA systems are primarily for reproduction of speech. The presence of the light weight components included in the circuit makes it easier to carry, and therefore, making it handy. Recently from the previous projects, we have used several components to amplify signals. Some of which are the bipolar junction transistor, field-effect transistor and metal-oxide semiconductor transistor, now we will use one of the best amplifying device, the IC OP-AMP. 41 OP-AMP is a versatile IC that can be used as a differential amplifier. From this, the researchers must be able to conceptualize and build effective Portable Public Addressing System using operational amplifiers and other electronic components as the center of the study. Statement of the Problem What is the purpose of a Public Addressing System? The purpose of a portable PA system is to provide an accessible way of addressing in a crowd. This is very useful when communications are to be made in a limited broadcasting range. Objective of the StudyTo be able to conceptualize and build an effective public addressing system using IC-Operational Amplifiers and other electronic components and understand and appreciate its principles of operation as well as its primary function and applications. Scope and Limitations While a simple and portable PA system is often fairly expensive, it can provide a speaker with some options for addressing a crowd of people. This type of public announcement hardware provides someone with extremely limited broadcasting range, often including only a single speaker, but still serves to amplify the user's voice.All PA systems are also delimited since they have a potential for audio feedback, which occurs when sound from the speakers returns to the microphone and is then re-amplified and sent through the speakers again. Another thing is, more advanced versions increase in price considerably, especially with numerous cords, wireless hubs, and adaptors that may be required. This all depends, however, on what a person or business needs in terms of PA system hardware and installation. Significance of the StudyThe project is intended to enrich and upgrade the knowledge of the proponents about the different uses of IC Operational Amplifiers by constructing a simple portable Public Addressing System. This study will be a significant endeavor in promoting the construction of useful devices with the advancem ents of electronics. It will also be beneficial to the students and instructors in some applications employing conduction of gatherings, meetings, seminars and workshops for effective learning in their classroom setting particularly in different concepts related to electronics.By understanding the needs of the students and benefits of quality education, these instructors and students are assured of a competitive advantage. Moreover, this project will provide recommendations on how to evaluate the performance of the researchers involved in accordance to the outcome of the study. Conceptual Framework A Public Address System is an electronic sound amplification and distribution system with an audio input, amplifier and an audio output. The Portable Public-Addressing System (PA systems) is capable of amplifying different input signals like microphone, audio, and guitar signals simultaneously.Microphones The transmission can begin with a microphone, which is a device that can assist in m agnifying an audio source's volume. A microphone is classified as a device that transforms sound into an electrical signal. Microphones used in PA systems are usually dynamic or condensers. Dynamic microphones are more rugged than condensers and are able to withstand the elements a little better. Condenser microphones utilize their own power source and produce better-quality audio signals, but can sometimes be so sensitive that they also receive background noises.Mixers If a microphone or another audio source is used in a PA system, it is plugged into a mixer. The mixer allows for multiple channels of sound to be broadcast at different levels. This can help prevent feedback if a PA system will involve multiple microphones, instruments, or other audio sources. For example, someone may use a PA system to sing along with a pre-recorded CD. The CD track could be plugged into one channel, while the singer's voice would be broadcast through another. Amplifier The amplifier is usually side by side or incorporated with the mixer.The amplifier's job is to magnify the audio signal by manipulating its varying frequency qualities. Gain in an amplifier refers to the decibel level of the sound coming out of the speakers. Another quality, Output Dynamic Range, refers to the loud and soft levels of a specific channel's sound. Too low of an output could result in just broadcasting noise; too high of an output can lead to distortion. Loudspeakers The loudspeaker is the output end of the PA system, transforming the electrical signal back into sound that a group can hear.A good loudspeaker system will separate the differing sound frequencies and broadcast them through different sound channels for better quality output. Parts of a loudspeaker system include a woofer, which broadcasts low frequency sounds; and tweeters, the drivers of high frequency output. Some speakers also contain crossover systems that are responsible for separating these frequencies, reducing the electrical no ise that can sometimes accompany a PA system broadcast. Discussions The design of the system internally contains three major stages. These stages are connected to each other to attain the circuit of a Portable Public Address System.The first stage is the power supply of the circuit; has a center-tapped transformer with the primary set to 220Vac and secondary of 12-0-12Vac. This transformer is connected to diodes and capacitor which is responsible for filtering and to produce a full-wave output. This output will become a DC voltage which will serve as +VCC for the next stage. The second stage is for the Pre-amplifiers. There are three Pre-amplifiers which contain two inputs for the microphone and one for the guitar. The Pre-amplifiers in the project use an IC which is generally considered as one the most versatile component there is.The purpose of the IC is to amplify the input sound signals to produce a sound suitable for speakers. Normally in the pre-amp, the output of the sound is not quite satisfying. An increase in the volume of the sound will be attained when it is connected into another stage which is the Power-Amplifier stage. This is the last stage of the circuit. The Power-Amplifier is one that drives the input sound coming from the pre-amplifier to produce an output through speakers. The Power-Amplifier uses an IC also. The loudness of the sound is produced by the Power-Amplifier. Schematic Diagrams * Audio * Guitar Microphone * Microphone Power Amplifier * Power Supply Parts list Label| Quantity| Description| R1, R2, R3| 3| 1K 1/4W Resistor| R4, R5, R6| 3| 10K Logarithmic Pot| R7| 1| 1Meg 1/4W Resistor| R8, R10| 2| 10K 1/4W Resistor| R9, R11| 2| 100K Linear Pot| C1, C2, C5, C6| 1| 0. 1uF Ceramic Disc Capacitor| C3, C4| 2| 22nF Ceramic Disc Capacitor| U1, U2| 2| 741 Op Amp| J1, J2, J3| 3| Input Jacks| MISC| 1| Board, Wire, Knobs, IC Sockets| Conclusion A Portable Public Address System is an electronic sound amplification and distribution system with a microphone, amplifier and loudspeakers used to allow a person to address a large public for example for announcements of ovements at large and noisy air and terminals. The PA system contains a mixing console where the amplifiers and loudspeakers are suitable for music and as well as speech used to reinforce a sound source and distributing the sound throughout a venue or building. It is often used in small areas such as school auditoriums, churches, small bars or other places. The significance of being portable is by means of you can carry it anywhere because it is lighter and useful for emergency or immediate announcements.It also contains two systems combine in one module. The two systems may use some similar components but with different application. It has a sound reinforcement system which is the guitar input use for music performance and a PA system which is the microphone input use for speech purposes. Glossary A Amplify – to  make  larger,  greater,  or  st ronger;  enlarge;  extend. Audio – pertains to employed  in  the  transmission,  reception,  reproduction  of  sound. B Bipolar junction transistor (BJT) – has three terminals connected to three doped semiconductor regions.Board – piece  of  wood  sawed  thin,  and  of  considerable  length  andbreadth  compared  with  the  thickness. C Condenser-lens  or  combination  of  lenses  that  gathers  andconcentrates  light  in  a  specified  direction,  often  used  to direct  light  onto  the  projection  lens  in  a  projection  system. Constraints – limitation  or  restriction. Circuit – the  complete  path  of  anelectric  current,  including  the  generating  apparatus, intervening  resistors,  or  capacitors. Capacitor – is a passive two-terminal electrical component used to store energy in an electric field.Console â€⠀œ a physical device to operate a computer. D differential amplifier  Ã¢â‚¬â€œ a type of electronic amplifier that amplifies the difference between two voltages but does not amplify the particular voltages. F field-effect transistor  (FET) is a  transistor  that uses an  electric field  to control the shape and hence the  conductivity  of a  channel  of one type of  charge carrier  in a  semiconductor  material feedback – occurs when a sound loop exists between an audio input (for example, a  microphone  or  guitar pickup) and an audio output (for example, a  loudspeaker).H hub  Ã¢â‚¬â€œ makes the networking of multiple computers in the home or office easier. I Integrated circuit (IC) – the patterned diffusion of trace  elements  into the surface of a thin  substrate  of  semiconductor  material. Input  Ã¢â‚¬â€œ term  denoting  either an entrance or changes which are inserted into a  system  and which activate /modify a  process. J Jack – is a small, round electrical connector found on audio and video products that is used to interconnect components. Junction – point where at least three circuit paths meet. KKnob – a small rounded ornament or handle. M MOSFET (metal-oxide semiconductor field-effect transistor – special type of field-effect transistor (  FET  ) that works by electronically varying the width of a channel along which charge carriers (  electron  s or  hole  s) flow. Microphone – an acoustic-to-electric transducer or sensor that converts sound into an electrical signal. N Noise  Ã¢â‚¬â€œ unwanted sound. O Operational-Amplifiers – widely used electronic devices today, being used in a vast array of consumer, industrial, and scientific devices.Output – term denoting either an exit or changes which exit a system and which activate/modify a process. P Portable – denotes something that is handy. Plug – a male fitting for making an electrical connection to a live circuit by insertion in a receptacle (as an outlet). Pre-amplifier (pre-amp) – an electronic amplifier that prepares a small electrical signal for further amplification or processing Potentiometer – commonly used to control electrical devices such as volume controls on audio equipment. RResistor – is part of an electrical circuit that resists the flow of current. Reinforcement – is when a behavior is increased or maintained by its consequences. Rugged – having a rough uneven surface. S Signal – a detectable physical quantity or impulse (as a voltage, current, or magnetic field strength) by which messages or information can be transmitted. Speaker – an output device used specially for audio signals. T Transistor – a semiconductor device used to amplify and switch electronic signals and electrical power.Terminal – a position in a  circuit  or device at which a connection can be made or broken. References Articles * Basic P. A. Systems: A Primer For Using P. A. Systems by Yorkville Sound Books * Electronic Devices and Circuit Theory by Robert L. Boylestad and Louis Nashelsky * Electronic Principles by Albert Paul Malvino * Teach Yourself Electricity and Electronics 5th Edition by Stan Gibilisco Websites * www. yorkville. com * www. wikipedia. com * www. circuitstoday. com * www. ehow. com * www. howstuffworks. com Appendices LM741 Operational Amplifier General DescriptionThe LM741 series are general purpose operational amplifiers which feature improved performance over industry standards like the LM709. They are direct, plug-in replacements for the 709C, LM201, MC1439 and 748 in most applications. The amplifiers offer many features which make their application nearly foolproof: overload protection on the input and output, no latch-up when the common mode range is exceeded, as well as freedom from oscillations. The LM741C is identical to t he LM741/LM741A except that the LM741C has their performance guaranteed over a 0 °C to +70 °C temperature range, instead of ? 5 °C to +125 °C. Connection Diagram Recommendations All PA systems have a potential for audio feedback, which occurs when sound from the speakers returns to the microphone and is then re-amplified and sent through the speakers again. Sound engineers take several steps to maximize gain before feedback. If you are setting up a sound system and want to avoid feedback, there are a few general measures that can help avoid such problem: * Keep a certain distance between the position of the microphone and the speakers. * Use a unidirectional microphone. If you have access to an equalizer, dampen the frequencies where feedback is occurring. * Ensure that both microphone and speakers are in good performance state. * Never place a mobile phone near the speakers or even at the microphone. Since the Power-Amplifier is responsible for the driving of the input soun d (coming from the pre-amplifier), it is necessary to have an efficient circuit of a power amplifier with a sufficient wattage needed to obtain a desired output. The greater the wattage value of a power amplifier circuit, the better the output sound.

Effects of Guilt in Crime and Punishment Essay

Guilt is a force in all that has the ability to bring people to insanity. When guilt becomes great enough, the effects it has on people go much deeper than the surface. People’s minds and body’s are overpowered by the guilt that consumes them every second they live with their burden. The devastating effects of guilt are portrayed vividly in Dostoevsky’s fictional but all to real novel Crime and Punishment. In the story, the main character Raskolnikov commits a murder and suffers with the guilt throughout. Eventually his own guilt destroys himself and he is forced to confess. Through Raskolnikov, Dostoevsky bestows on the reader how guilt destroys Raskolnikov’s physical and mental well being, which, in time, leads to complete alienation from society. When one suffers with a great deal of guilt, their physical health quickly deteriorates. Raskolnikov’s physical suffering begins shortly after the murder with delusions and nonsense ravings while constantly drifting in and out of reality. He often goes into a state of â€Å"not completely unconscious† but is in a â€Å"feverish state, sometimes delirious, sometimes half conscious†(98) while blaming it on his previous sickness. Raskolnikov is being destroyed by his guilt. He is unable to physically live in society while he has such a burden constantly looming over him. When in the police station, Raskolnikov hears talk of the murders and with just a reminder of his crime, he quickly becomes weak. When he â€Å"recovered consciousness†(88) the men at the station undoubtedly notice his illness and point out that â€Å"he can barely stand upright.†(89) His guilt has driven him to a serious state of sickness. He can no longer function normally or even keep consciousness when he is reminded of his crime. Raskolnikov can no longer function normally because his guilt has destroyed is physical capabilities so drastically. The mental abilities of a person are stifled when they are suffering with a great deal of guilt. Along with his physical health, Raskolnikov’s mental health quickly deteriorates following the murder. He is in a constant state of mental delirium and has constant ravings that are very irrational.  However, Raskolnikov’s true state is shown when Razumihin tells him â€Å"You are delirious you know!† and Raskolnikov’s response is a bold â€Å"No I am not!†(93) Even though Raskolnikov is in a state of delirium, his problem is so serious because he is totally oblivious to his state and completely denies it when wise, rational men tell him that he is. Raskolnikov’s guilt has taken him from a wise, educated, scholar to being incapable of rational thought. As the story progresses, the guilt becomes increasingly heavier on Raskolnikov’s mind. Others begin to notice this to including Petrovich who describes Raskolnikov as a â€Å"moth near a candle† who will keep â€Å"circling around [him], circling around [him]† all the time â€Å"narrowing the radius more and more, and-whop!†(352) Petrovich is aware of Raskolnikov’s state and he knows that Raskolnikov cannot live with his guilt. He knows like a moth around a candle that it is only a matter of time before the guilt is unbearable and Raskolnikov will have to confess everything. Raskolnikov’s guilt becomes his biggest enemy as it continues to break down his mind and leads him away from normal society. As Raskolnikov becomes torn apart by his guilt, he begins to separate himself from society which leads to complete alienation from everybody. He becomes a man that is so different from everyone around him that he no longer belongs. With â€Å"a sweep of his arm†(96), a drastic realization falls on Raskolnikov as he flings the coin into the water. â€Å"It seemed to him, he had cut himself off from everyone and everything at that moment.†(96) Raskolnikov no longer puts value on what his society values the highest. He is terribly poor and hungry, but throws twenty cockpeckcs into the river and thus destroying any ties he still had with society. Because of his alienation, Raskolnikov is no longer able to express his feelings and emotions with anybody. When Raskolnikov claims of hearing things, Natasha tells him that â€Å"it’s the blood crying in [his] ears.†(96) Unknowingly, she realizes his disconnection from society as she tells him â€Å"when there is no outlet for it and it gets clotted, [he] begins fancying things.†(96) The blood in his ears is a metaphor for his alienation and how when there is no outlet, meaning he has no one to talk to, it clots and he imagines things, which is his state of delirium. As Raskolnikov becomes detached from society, he begins to make his own world in his head where his ideals are  his deciding factors. He even has reason for murder. He convinces himself that â€Å"it wasn’t a human being [he] killed† but rather he believes â€Å"it was a principle!†(223) Raskolnikov believes he has become the world’s superman and truly done a good deed by riding the world of an â€Å"illness†(223) to society. By this point, Raskolnikov has no ties to society as he has created his own value system and believes he has a license to kill. Raskolnikov’s guilt changes him such that he breaks away from society, which snowballs into him being completely alienated with no one who thinks on an equal level. Guilt is the main factor that drives Raskolnikov to insanity which leads to his alienation. Guilt attacks his physical heath making him drift in and out of consciousness, which makes him no longer function normally in society. During this, his mind is being consistently deteriorated by the guilt causing irrational thought. Raskolnikov eventually becomes alienated from society as he no longer thinks or acts like the people around him. Raskolnikov does not improve until he confesses and takes the consequences does he return to normal. Through Raskolnikov, Dostoevsky brilliantly shows the power that guilt truly has on a person.

How is the music industry being affected by iTunes and similar Research Paper

How is the music industry being affected by iTunes and similar services - Research Paper Example This work "How is the music industry being affected by iTunes and similar services?" outlines how the introduction of iTunes, Amazon MP3, Napster, Zune Marketplace and Rhapsody have changed the music industry business. Instead of buying the whole CD just for one song people nowadays prefer buying their favorite single. Previously people were forced to buy the whole album of a particular artist or band on CD if they liked a particular song however now people have the choice of buying only the song they prefer instead of the whole album. This means that people save on their cost and can buy many more such singles instead of wasting their money on just a single album, whose songs they will hardly listen to except for that one song. Hence services like Amazon and iTunes allow people to choose amongst various songs from a plethora of songs in their database. With services such as iTunes, music has become increasingly accessible for the consumers. It is now very easy to transfer your favor ite song to your handheld device allowing you to listen to your favorite song on the go. Instead of going to the neighborhood’s music shop to buy the album that had your favorite song now you can just sit at home and buy your favorite song online. Artists who worked hard on making their whole album a success are at a disadvantage as others can easily steal their spotlight by introducing their one single hit and then disappearing into anonymity. This has led to a decline in the artists’ creativity.... This means that people save on their cost and can buy many more such singles instead of wasting their money on just a single album, whose songs they will hardly listen to except for that one song. Hence services like Amazon and iTunes allow people to choose amongst various songs from a plethora of songs in their database. With services such as iTunes, music has become increasingly accessible for the consumers. It is now very easy to transfer your favorite song to your handheld device allowing you to listen to your favorite song on the go. Instead of going to the neighborhood’s music shop to buy the album that had your favorite song now you can just sit at home and buy your favorite song online. Artists who worked hard on making their whole album a success are at a disadvantage as others can easily steal their spotlight by introducing their one single hit and then disappearing into anonymity. This has no doubt led to a decline in the artists’ creativity as we no longer s ee albums with all the songs that were a hit. On the other hand however, there has been an increase in the sale of individual songs because they are cheaper than the whole album. In fact by 2010, iTunes had sold 10,000,000,000 songs and the online music store is still going strong with consumers buying thousands of songs from the iTunes store every day. However the increase in sales does not add that much in revenue that it can offset the decline in revenue from the fall in sales of music CDs. In a study conducted by Elberse, she found out that for every one percent rise in the consumers who shift to buying music online there is a six percent drop in the sale of albums. Sales of a ‘mixed bundle’ (the album plus its single) fell from $15000 in 2005 to just $7000 in 2007 (a staggering

Contribution of Mahatma Gandhi and Martin Luther King Essay

Contribution of Mahatma Gandhi and Martin Luther King - Essay Example What Gandhi had achieved for India, the same has achieved by King for the African-Americans. They are often referred as the leaders who were mutually influenced and both suffered exceptionally to cherish their dreams. When king had taken his first steps to political activism, he protested against the anti-black violence. The Civil Rights Movement of King was mainly influenced by the non-violence resistance of Gandhi (The Martin Luther King Education and Research Institute, 2014). King entered to the African American Civil Rights Movement in 1955. It was he who led the movement and took the decisive role in spreading it. The Civil Rights Movement actually began when a black Montgomery resident was arrested for not surrendering her seat on bus to a white man. The black activists, under the leadership of King protested against the Segregation law and boycott the Montgomery transit system. They also formed the Montgomery Improvement Association. This movement forced the Montgomery city g overnment to abolish the segregation on buses. King’s fighting, without violence caused for a political change and he was thus established as a powerful leader. Another significant contribution of King to American politics and social life was his endeavor to assure the voting rights for the African -Americans. The Voting Rights Act of 1965 assured the enfranchisement of African-Americans and it outlawed the discrimination in voting system.

Social Policy and the Social Security System Essay

Social Policy and the Social Security System - Essay Example As addressed by bush in the State of the Union Address in 2005, "One of America's most important institutions - a symbol of the trust between generations- is in need of wise and effective reform. Social Security was a great moral success of the 20th Century, and we must honor its great purpose in this new century. The system, however, on its current path, is headed toward bankruptcy. And so we must join together to strengthen and save Social Security." The threat of bankruptcy that the Social Security System is facing is a source of much concern throughout the United States and is an issue that the past and current administrations have taken very seriously (The Problems Facing, 1). Since its establishment in 1935 with the signing of the Social Security Act by President Roosevelt, the Social Security System has undergone a great number of changes. Originally formatted to provide income to retired workers, the Act was adapted in 1939 to include coverage for the dependents and survivors of deceased workers, greatly increasing the payout to each retiree. In 1956 the system had two major changes, the first being the creation of Disability Insurance and the second being the allowance of early retirement for women at the age of 62 (History of Social Security, 1). The same early retirement was allowed for men by 1961. In 1972 the issue of inflation was addressed with the introduction of Cost of Living Adjustments (COLAs) (History of Social Security, 1). The COLAs had many problems, which were remedied in 1977. Created in 1983 was the National Commission on Social Security Reform. "The commission called for 1) an increase in the self-employment tax; 2) partial taxation of benefits to upper income retirees; 3) expansion of coverage to include federal civilian and nonprofit organization employees; 4) an increase in the retirement age from 65 to 67, to be enacted gradually starting in 2000" (History of Social Security, 1). The Social Security system went through a major change when The Social Security Trustees' Report in 1996 announced starting in 2012 the system would begin running deficits, exhausting the trust funds by 2029. The very next year it was decided by the Social Security Advisory Panel that Social Security's funds would be invested in the private sector. Payroll taxes were drastically affected by this change. (History of Social Security, 2). Social Security is a system initially established in 1935 when the vast majority of women were housewives (The Problems Facing, 1). When the program was established, many factors attributed to the great success of the program. One of the contributing factors was the much lower life expectancy in the United States. In many cases, workers would not live long enough to qualify to receive Social Security. As a result, "there were more than 40 workers to support every one retiree" (the Problems Facing, 1). Those statistics have drastically changed since the establishment of the system. Today, the average life expectancy is 77 years old. In addition, more than 60% of women are currently working. With this change of statistics, the ratio of workers to retiree's has shifted, causing the gradual

Human Resource Problems in Roanoke Branch Essay Example | Topics and Well Written Essays - 750 words

Human Resource Problems in Roanoke Branch - Essay Example In order to fully determine the human resource problems in the Roanoke Branch, I have spent two weeks with the company’s employees. Since the branch is relatively small, I have administered a conference with them in order to hear their complaints and grievances. During this forum, all of them participated in clarifying the issues that they are facing. I have also conducted a survey in order to gain their consensus on issues of compensation, reward, workload, and their interrelationship with other colleagues and superiors. In summary, the Roanoke branch of Phoenix Advertising is challenged with low employee morale. The branch employees are not sufficient in order to accomplish the heavy workload. The mounting customer demand requires overtime which are unpaid. Aside from these, the Roanoke branch is paying relatively low compensation compared to the industry rates. Artists also feel rejected and almost everyone is not motivated to excel in their positions. All these result to o perational inefficiencies and substandard output. There is also a threat from workers that they might resort to other business organizations which can better give them the better benefits and working condition. Recommendations 1. Employee empowerment can boost employee morale. This can be done by including artists in decision making. Before starting a project, the company's account supervisor should closely coordinate with the artists in order for them to know the customer's requirement. With this, artists will not feel that their creative efforts are rejected. This also helps in eliminating reworks. 2. A new compensation package should be designed. The Roanoke Branch should see to it that it is pays employees for their overtime and holiday works. It is recommended that the branch based its compensation package on industry rates. 3. The branch should hire two more artists in order to efficiently allocate the workload. 4. Evaluation of employee performance should be conducted on a quarterly basis. 5. The new compensation package should also include non-monetary rewards. This includes recognition for the jobs well done in the form of spa and leisure packages for exceptional employee performance. 6. The Roanoke branch must establish a program where employees can air their complaints and grievances. This will enable the branch to improve its dealings with employees.

Gender Discrimination Essay Example | Topics and Well Written Essays - 2500 words

Gender Discrimination - Essay Example It is understood that the human rights activist cry for equality, a collective recognition is deemed acceptable for all and not merely censored on a few and singular groups. The potential for random discrimination in relation to gender is not dismissed. The so-called moral activists in adherence to old conservative theories still utter a different lament. The social change will take its toll and be delegated to the far recesses of one's imagination unless laws that protect the identity of women and transsexuals are recognized and properly implemented particularly in the workplace environment where common complaints of gender inequality are often heard. With the passing of certain laws that govern sexual discrimination, how are this implemented in the workplace This seemingly simple question carries a multi-faceted approach that require knowledge of the laws that govern our rights. Since the advent of sex discrimination legislation, the United Kingdom and the European region in general saw significant cultural changes across the workplace. When the European Convention on Human Rights recognized individuals other than the traditional gender classification of male and female a ground breaking law was established. In the field of sexual orientation the protection of transsexual rights of gay and lesbian under Article 8 of the European Convention has been interpreted "to extend to an adult's right to participate in private, consensual homosexual activity". In Cossey v U.K.1, when the applicants challenge the government to change their birth certificates to reflect their new gender the basis of denial dwell on the substantial administrative burdens imposed on the birth certificates. This might have to do with the explanation of trying to see to it that the historical records of accuracy are maintained and discrimination is not cited. At the onset of the recognition of transsexual rights, anti-discrimination laws were reviewed immensely. The current framework of Anti-Discrimination Law is made up of three main statutes in the equal protection sense which deals with sex, race and disability issues. The Sex Discrimination Act 1975(SDA 1975)2 prohibits discrimination on the grounds of sex; marital status and now includes gender re-assignment in the field of employment, education and provision of goods and services. The applicability of such laws is considered in England, Scotland and Wales. This Act is currently considered the most valuable tool to combat today's discrimination of employees in the work environment. It is undeniable that for some reasons, employers still practice such measures of exclusions despite claiming substantial media attention on the prosecuted violators. The habit of an imperialistic attitude bordering on the offensive refuses to die immediately which brought relevant complaints from women and transsexuals and will probably continue if proper dissemination of this particular law is not made available to the parties concerned. On the basis of gender discrimination a person's right to exercise his/her skills and training are impeded in the workplace. In SDA 1975, sexual classification as the weaker sex is tantamount as an insult to a person's identity as pointed out in Snook 19993. It is a woman's civil right to a career of her own choice and to earn for herself and her family like any man. With the advent of this law, we can now see a

Customer Service Assignment Example | Topics and Well Written Essays - 500 words

Customer Service - Assignment Example Customer service policy explains the code of conduct for employees; that is what they can do for customers and what they cannot do. The main purpose of evaluating the performance of customer service policy is to identify the ways through which customer satisfaction can be increased. Customer service policy is designed to assist employees by providing them guidelines on how to deal with customers and satisfy their needs. Customer service policy evaluation provides information to the management about the lacking in customer service policy and ways to make constructive changes in policy design and execution (Kim, Haung, & Young-Gul 3). The information collected through the customer service policy evaluation helps organization to understand the difference between actual employees’ performance and the predetermined standards. Customer service policy evaluation supports an organization in planning staff training and development programs. It provides accurate information about the job description of customer service employees and their training requirements. Effective evaluations provides information about the areas in which employees need training and management, design future training programs on the basis of collected information (Lawler et. Al 21). Effective and responsive customer service provision helps organization to exceed customer satisfaction and creates superior customer relationship (Lakos, and Phipps 5). Customer perception is influenced by providing better services to them. Post purchase services plays vital role in increasing customer satisfaction. Organizations that assure post purchase services are considered good where as those organizations who fail to deliver post purchase services lose its customers and market share. Setting customer service standards and evaluating them helps organizations to ensure that its customer relationship employees are working according to the requirements and policies. Companies whose customer care

Competation Law Coursework Example | Topics and Well Written Essays - 2750 words

Competation Law - Coursework Example According to researcher’s viewpoint, very first thing is that it is a competition and not competitors so that it is to be protected. And also the ultimate aim of every business is to please the customers so that it is very much necessary to avoid the customers harm. â€Å"I like aggressive competition – including by dominant companies – and I don’t care if it may hurt competitors – as long as it ultimately benefits consumers. That is for the reason that the chief and ultimate aim of Article 82 is to protect customers and this does, of course, need the defense of the undistorted competitive practice on the market. There are two main laws in UK that defending competitions that are, the Competition Act in the year of 1998 and the Enterprise Act in the year of 2002. These are laws are, supported by Articles 101 and 102 of the â€Å"TFEU† (Treaty on the Functioning of the European Union (TFEU) 1990) that are, previously the Articles 81 and 82 of the Treaty of the EC. â€Å"The Competition Act 1998 prohibits anti-competitive agreements between businesses. You must not, for example: †¢ agree to fix prices or terms of trade, eg agreeing price rises with your competitors †¢ agree with your competitors to limit production in order to reduce competition †¢ Share out markets or customers with your competitors - eg agreeing with a competitor that you'll bid for one contract and they'll take another. The law mostly applies to contracts among businesses with an important presence in the marketplace. But even the smallest company requires avoiding anti-competitive contracts like price fixing. In addition to formal contracts, the law also relates to other looser types of cooperation among businesses. The â€Å"Competition Act† (Competition Act 1998) forbids the mistreatment of a dominant position in a marketplace. This can apply to companies that have an extremely big market share. It is also an illegal and illicit offence for persons fraudulently engaged in certain kinds of cartel behavior in the â€Å"Enterprise Act 2002† (Enterprise Act n.d.). Fundamental aim of Article 82, when examining exclusionary conduct is the defense of competition on the marketplace as a way of enhancing wellbeing of the customer and of guaranteeing a well-organized distribution of resources. â€Å"Adopting an economics-based approach to Article 82 will also unify and provide a clearer and more consistent enforcement approach of the Treaty provisions on competition law† (The Reform of Article 82: Recommendations on Key Policy Objectives 2005, p. 4). The concern is to stop exclusionary behavior of the dominant organizations which is expected to limit the remaining competitive constrictions on the dominant organizations, consisting of entry of beginner, so as to avoid that customers are harmed. This denotes that it is competition and not merely competitors as such, that is to be confined and protected. In addition, â€Å"the purpose of the Article 82 is not to be protect competitors from dominant firms genuine competitions based on factors such as higher quality, novel products, opportune innovation or otherwise better performance but to ensure that these competitors are also able to expand in or enter the market and compete therein on the merits, without facing competition conditions which are distorted or impaired by dominant firm† (Jones & Sufrin 2008, p. 327). And also, Anti-competitive activities are injurious not only to customers but also to compan ies that contend moderately or which are themselves consumers of certain goods or services. So that in order to assess this statement, we require to be considered not only the short term harm but also both long and medium harm that may arise from the exclusion of competitors. Failure to obey with UK or EU competition law can have extremely grave consequences. â€Å"

Design an interview schedule and evaluate it Essay

Design an interview schedule and evaluate it - Essay Example In fact, it may be seen that educational exchange programmes create maximum cultural interaction and exchange of views and ideas between different cultures. The city of Newcastle was selected in this project because the city is important in many respects. One, it is a prominent destination in the UK with regard to educational facilities and students, especially foreign students come to this place to pursue their education. The city also provides umpteen facilities and resources for students to exploit and further their educational aspirations. However, the city also has its fair share of problems. Cases of harassment based on colour, religion and ethnicity have recently been recorded from the city and people are apprehensive about local groups that are notorious for harassing foreign students. However, in spite of such irritants, the city administration has done a fair job of providing many facilities for education seekers who come to this place in search of a professional degree and qualifications. The interview will be designed to elicit the answer to the question ‘whats it like being an overseas student in Newcastle?’ The interview will try to encourage respondents to answer what their experiences are as a student at Newcastle. The interview will try to analyse the background of the students and also the common problems that they face as a student in this place. The country has witnessed a tremendous amount of progress in the area of educational reform over the last fifty years: the educational achievement gap between those of different races is narrowing and more and more students are finding the resources necessary to pursue higher education. However, it still has not solved one of the most persistent and pervasive inequities in the educational system: poorer communities suffer from substandard instruction and a lack

Energy Summary Essay Example for Free

Energy Summary Essay University of Phoenix This summary of Energy will review three cases, The Arctic National Wildlife Refuge, Yucca Mountain, and The Three Gorges Dam. It will identify each type of energy source, its relative abundance and environmental impact along with evaluating the economic and ethical issues of each energy source highlighted by these three cases. The summary will identify the interests of prominent stakeholders, and evaluate the advantages and disadvantages of each energy source according to each stakeholder’s point of view and present possible strategies for solving the limited-resource issues raised in these case studies with explaining the role of conservation in these strategies. The Arctic National Wildlife Refuge Since 1980 there has been an on and off debate regarding opening the refuge to oil drilling. The refuge is close to the Trans-Alaska Pipeline, one of the world’s largest pipeline systems that begins at Prudhoe Bay and continues south to Valdez. Prudhoe Bay has produced 14 billion barrels of crude oil. In the early 1990’s, it was the first time in history that the United States would import more than half the oil it used. The interest of opening the refuge to oil drilling started again after it subsided for five years following the Alaskan oil spill. The Department of the Interior admitted that the oil drilling will harm the area’s ecosystem and therefore both the Senate and House of Representatives agreed to allow it. The economic and ethical issues pertaining to developing this site to oil drilling such as domestic oil could help the balance of trade and the United States would be less dependent on oil from foreign countries (Raven, Berg, Hassenzahl, 2010). Conservationists believe drilling will disrupt the balance of nature for the Alaskan wilderness. Studies that were conducted by the United States Fish and Wildlife Service that support habitat damage, and decline in wolves and bears in the Prudhoe Bay area. Yucca Mountain The Yucca Mountain in Nevada was chosen by Congress in 1987 as the only area to be considered as a permanent underground storage site for high levels of nuclear wasted from power plants. The mountain site is 90 miles Northwest of Las Vegas. Yucca Mountain can hold more than 42,000 tons of spent fuel produced in the United States and future production of spent fuel until the year 2025 (Raven, Berg, Hassenzahl, 2010). Once it reaches to full capacity, another storage site will be needed. A possible environmental impact to storing spent fuel in the mountain is the mountain is near a volcano and active earthquake fault lines. Although there hasn’t been an eruption in 20,000 years, the chance of an eruption is one in 10,000 during the next 10,000 years. In 1992, 12 miles from Yucca Mountain a magnitude 5.6 earthquake developed. Scientist examined the effects of this earthquake and found the water table to have changed to 1-meter caused by the earthquake. Most experts believe this is not a serious concern. The United States Department of Energy has conducted many studies on the mountain that cost billions of dollars. Their results reflected that the site is safe from these two possible mother-nature disasters. Nevadans disagree and do not want their state as a radioactive waste site. Congress in 2002 approved Yucca Mountain as the United States nuclear waste site with no regard to the Nevadans concerns. Still today it is unclear when the site will be licensed and opened (Raven, Berg, Hassenzahl, 2010). The Three Gorges Dam The Three Gorges Dam (TDG), located in China, is a hydroelectric dam. The dam is the world’s largest hydropower project and has created massive floods, deaths, and displaced many people living in the river basin. The dam was designed to produce 18 gig watts of electrical power (Raven, Berg, Hassenzahl, 2010). China is known to have air quality issues, and they are reliant on imported energy. This dam is an advantage for China. It will permit ships to travel far upstream and provide recreation as well as create a living for commercial fisherman. As with advantages, there also comes disadvantages such as displacement of 1.5 million people who received very little or none at all government assisted funding to help these people find new places to live. The dam also puts the Yangze river dolphin along with several other species at risk for extinction. Possible strategies in solving these limited resource issues raised in these cases would be to invest in renewable energy sources and energy conservation for The Arctic National Wildlife Refuge. The Yucca Mountain case would need to determine if storing the spent fuel in the mountain would be better for the environment than possibly in deep underground sites. As for the Three Gorges Dam indirect solar energy such as wave energy may be an option in the future. Each case, The National Arctic Wildlife Refuge, The Yucca Mountain, and The Three Gorges Dam have different types of energy sources, oil, nuclear, and hydropower. They have the same issue when it comes down to the environment, humanity, wildlife, and the economy. Government agencies want to generate revenue such as domestic oil drilling in Alaska and transportation up the reservoir in China, all at the expense of all living and non-living beings. It seems to be a never-ending debate as solutions to these issues are still not solved today. References Raven, P. H., Berg, L. R., Hassenzahl, D. M. (2010). Environment (7th ed.). Hoboken, NJ: John Wiley Sons.

Effect of Knowledge Transfer on Organisational Learning

Effect of Knowledge Transfer on Organisational Learning Acknowledgements I would like to express my thanks and appreciation to my supervisor Dr Zahra Salimi, for her valuable pragmatic advice and outstanding guidance during this research. Im particularly thankful to all my staff for their constant support from frome work viewpoint that has allowed me to complete this research. Many thanks to Papyrus organisation, management and employees who have participate. Finally, I would like to thank my wife Nashmeel who has been extremely supportive and patient during the time of my studies, this is dedicated to her and my boys Ayman, Shkar, and Ahmad. INTRODUCTION: The concept of knowledge management has attracted widespread interest and has been the subject of study from numerous practitioners and researchers over a long period of time. There is strong believes among world business that knowledge management is one of the most important factor for success of organisations, Romer, (1993). Therefore as individuals fail to gain employment within both formal and informal sectors, the idea of having ones own business becomes more competitive and attractive (Aderemi et al.2008). Business leaders and managers within the printing industry for example, face an increasing threat from the growing capabilities of the internet (and its related technologies) and their influence on how traditional business models find an alternative strategy for their business operation. (Andrew,1998) cited in, Cope and Freeman, 2002, p. 183). Managements of organisations are constantly looking for thebest ways to achieve better results and performances. In recent years the n ature and sources of organisational knowledge transfer within international business have received a great deal of interest, mainly due to the huge impact thatknowledge transfers make in anorganisations competitive advantage, thereby knowledge transfer can be the establishment for peoples relation. Roberts, (2000) hence organisational knowledge becomes the main focus of thought for many business practitioners and academic researchers, Harrison (2009). This research serves to explore the process of knowledge management level within Papyrus Design, and to offers recommendations to improve the level of transfer of knowledge between the organisations employees and its affect on organisational learning and performance. The aim of this study however is to concentrate on the adoption and use of knowledge management approaches and how these have contributed to the effectiveness and efficiency of the knowledge management process in establishing different approaches which can be adopted at Papyrus Design. Today the contexts of using Knowledge transfer within an organisation are very important and popular, there are many driving forces behind these popularities and can be explore some of those factors. Firstly, the interest of organisations in the development of knowledge management and learning of employees. Secondly, the requirement for existing methods of learning transfers knowledge to match the need of continuous development of knowledg e management for employees. Thirdly, the need for flexibilitys need in terms of the employees knowledge development process and learning. The Papyrus Design organisation is one of the most dynamic and trendy organisations in the North West of England. Based in Manchester and established 15 years ago, the company have over 35 employees. The main productions company is printing and marketing advertisement, the companys management structure is control management style The control management style is not helpful to learning organisations feature thats necessary to improve organisational learning, there is main manager for all departments and each department have their own manager which are the Design department and the Production department its include finishing and packing sections. Strategic significance of the research: The area to be investigated is the level of transfer knowledge inside the organisation and how this affects organisational learning. The fact that motivated author was in what extent knowledge management system existing within Papyrus Design, This raised the matter of whether the knowledge transfer is already exist but however not been well established and formulated, and to clarify the importance of advantage and opportunity of knowledge transfer among employees inside organisation. And how the organisations can be beneficial from using knowledge transfer system? The investigation outcome of existing knowledge management system within SMEs in North West of England showing that majority of them does not have the knowledge management system. Moreover the results of research presents on the extent to which knowledge management approaches were being used within UK by SMEs. The main finding is that SMEs are generally not aware of how knowledge transfer possibly be create by using of know ledge management system, Koh and Maguire (2004). Learning organisation is an organisation skilful at generating, achieving and transferring knowledge, and adapting its performance to reflect new knowledge such as organisations can transfer knowledge successfully from one part to another and hence they are much more creative and will have a greater chance in surviving than those that do not adapt. Generally an organisation can recognise extraordinary increases in performances during knowledge transfer; however successful knowledge transfer is not easy to achieve. (Argote, et .al, 2000, cited in ,Chauvet , 2003). Organizational learning its a way to the process of developing performance to better knowledge and understanding. (Fiol and Lyles, 1985, p.803) This approach is showing that organisation better with long-term results, Organisational learning is a long-term activity that can create competitive advantages over time and need managements consideration constantly. Every organisation should be able to learn; some of them learn better than others and can survive whilst at the same time are the successful learners, but the ones that do not succeed in learning will, in the end, disappear.(Easterby-Smith,et.al, 2004). The difficulty in knowledge transfer in organisations rise above the individual rank to take in transfer at higher levels of analysis, such as the group, product line, department, or division. For instance, one manufacturing team can learn from other departments on how to better collect a product, or a geographical division may learn a different approach to product aim from its partner in another division. We can measure knowledge transfer by the changes in performance and knowledge. when one sector becomes affected by another in an organisation therefore we can understand that knowledge transfer is happening. The conclusion is, organisation knowledge transfer shows itself by changes in the learning knowledge or performance at the time of units recipient. Furthermore, the strategic importance of this research can help strengthen the PAPYRUS DESIGN in the way of clarify any strength, weakness and opportunities and can suggest recommendation which help new employees learning. By giving attention to those the research objectives were summarised as the following shows: The research aim and objectives:  § To investigate the level of knowledge transfer within Papyrus Design organisation.  § To propose recommendation how knowledge management improve organisational performance Literature Review: Knowledge Management Knowledge management concept been put dawn as most recent development in management study (Easterby-Smith and Lyles 2005).and suggestion by( Hansenal ,1999) that knowledge management always been used by organisations however but not on purpose or systematic approach .Knowledge management during the 1990s becomes very popular by (Nonaka and Takeuchis,1995) Regardless of its popularity there will be still a level of confusion in term of defining knowledge management (Cong and Pandya, 2003; Vera and Grossan, 2005). Three topics been identify within knowledge management study by Scarborough and Swan (2005), literature; performance improvement, , describing managing knowledge as resource strategy and the storage and process of knowledge .Knowledge management been summarise by Vera and Grossan (2005) as â€Å"managed learning† and assumption will result a positive effect on performance , the theories and concept of knowledge management are prescriptive in the matter of what can be doing by organisation in order to manage knowledge. Organisational learning conversely is showing as resource can provide the study and regarding competitive advantage is concerned about the process of the way knowledge is developed, created ,transferred and shared (Argote and Ingram, 2000; Nonaka and Takeuchi, 1995; Pisano, 1994; Szulanski, 1996), the other view about organisational knowledge is partly stored inside peoples as sort of skills, personal ability and experience , and some other parts into the organis ation in the appearance of regulations ,rules and standards (Weick and Roberts 1993). Therefore can provide some definitions for knowledge management as below: Van der Spek and Spijkervet (1997 p43) The explicit control and knowledge management inside organisation meant to reach objectives of the company. OLeary (1998 p34) the proper way of management of knowledge helping creation, reprocess and access of knowledge, using advanced technology properly. Bassi (1999 p424) the creating process, using and capturing knowledge in order to improve organisational performance. Liebowitz and Wilcox (1997 pi) the organisations ability to manage, value, store and distribute knowledge. Cong and Pandya (2003 p27) the organisations ability to use their collective knowledge during knowledge generations process, exploitation and sharing allowed by technology to reach their objectives. its widely recognized that knowledge has two types ; explicit, (in this type knowledge has at minimum been â€Å"captured† and expressed and has perfectly been â€Å"codified†, that is , structured, documented and disseminated) , tacit ( this types of knowledge is living in individuals heads or â€Å"muscle memory† and its possible to be destined to stay there), Lynne ( 2001). Through processing of education, socialization and learning can knowledge to be transferred (Roberts J, 2000). Knowledge transfer in organizations is the process through which one unit (group, department, or section) getting affect by the experience of another. (Argote, L Ingram P, 2000). The establishment and transfer of knowledge within an organisation it has developed crucial factors in an organisations success and competitiveness. It is important to understand what does knowledge transfer mean? (Major and Cordey-Hayes, 2002, p. 422) cited in(Syed-Ikhsan S, Rowland F,2004) suggesting tha t Transfer of knowledge is a transportation of knowledge from one position, individual, ownership, etc, to another one, furthermore, there must be involvement of two or more parties and the ground for foundation and destination same time. Normally when something is transferred, someone benefits from it and someone else will lose as a result. However knowledge which is considered as intangible resources is different from tangible sources, because tangible resources expect the value to be reduced when they are used, therefore when someone transfers their knowledge, they will not lose it. As a result knowledge will grow therefore individual shares the knowledge they have (Syed-Ikhsan and Rowland, 2004). Knowledge transfer is the process during the affectation of one group member by the experience of another group, usually knowledge transfer can show itself during changes of performance or knowledge of the units recipient. Knowledge sometime can showed similar to product something out there, its possible searched out, obtained ,measured ,codified and distributed across the firm , knowledge can also be view as a process, ,rising from within the people but intimately formed by relations with other peoples. However we can see knowledge as dynamic because knowledge changes when peoples interpretation of the world around them changes (Harrison R, 2009). The organization that can transfer successfully production development mad at one organization to another will be more creative than its counterparts who are unsuccessful at knowledge transfer (Goodman Darr, 1996) cited by (Argote L, 2005). Its helpful to look at some of authors view to find out what means to them knowledge management, and why they believes that knowledge cannot be managed? can be began with the â€Å"founding fathers† of the concept, possibly the founding father- Karl Erik Sveiby, in 1990 ,wrote about subject his first book under the title, Kunskapledning in Swedish (Sveiby, 1990). Generally researchers within academic field and teachers not need to be â€Å"stuck with† whatever unsuccessful to resist to rigorous analysis, but its fascinating can see the founders of â€Å"knowledge management† is unhappy with the term However the following are much more individual views: I dont believe knowledge can be managed. Knowledge Management is a poor term, but we are stuck with it, I suppose. Knowledge Focus or Knowledge Creation (Nonaka) are better terms, because they describe a mindset, which sees knowledge as activity not an object. A is a human vision, not a technological one. (Sveiby, 2001. Cited in Wilson, 2002). One of the first one to write about the â€Å"knowledge society† and â€Å" knowledge economy† concept Drucker,(1969) and argue about the idea that knowledge can be managed. Drucker, scoffs at the notion of knowledge management. â€Å"You cant manage knowledge â€Å" he says, 2knowledge is between two ears, and only between two ears† To that extent, Drucker says its really about what individual workers do with the knowledge they have. When employees leave accompany, he says, their knowledge goes with them, no matter how much theyve shared. (Drucker, 1969. Cited in Wilson,2002). Types of Knowledge: Knowledge can be recognized as two types: tacit knowledge and explicit knowledge (Polyani, 1966). Polyani argues that tacit knowledge its something belong to personal but is still stay as a personified when the meeting happen between the people and culture he belong to, (Polanyi,1962, 1966) . the point of Polanys concept about â€Å"tacit† is means â€Å"hidden† tacit knowledge is means hidden knowledge, hidden even from knowers consciousness, this is the grounds Polanyi have the expression â€Å"We know more than we can tell† this expression even used by those they mis-use the concept and they believe this hidden knowledge , unreachable to the consciousness of knower, and in some ways can be captured.( Wilson,2002). Tacit knowledge has two dimensions; first one is technical dimension, which is cover the type of informal personal skills or crafts often referred to as (know-how). Second one is the cognitive dimension; it based of values, beliefs, ideals, schemata, and mental models (James et. al, 1999-2000). Tacit knowledge is where people have the knowledge in their minds; it is very difficult to transfer or share with other people. Tacit knowledge is considered as very personal and strongly rooted from peoples ideas, experiences, values and emotions. The technical part is indicating with specific capability and skill it has been developed (Nonaka and Takeuchi 1995), Tacit knowledge is useful knowledge can be using it to perform a task, and this type of knowledge is used as a method in order to handling whats been concentrate on (Sveiby, 1997, p. 30). Therefore tacit knowledge within business context is: action-oriented, practical, context-linked, experience-based and personal, but the work done by tacit knowledge has to be examined for strength ,quality, and reductions in term of product costs . however , there are many argument within literature see that tacit knowledge is which diced to what degree businesses within global economy and turbulent market will be competitive (Nonaka Takeuchi, 1995; Spender Grant, 1996; Sweeney, 1996; Teece, Pisano, Schuen, 1997). Furthermore tacit knowledge has a personal quality and is hard to take out from the individuals mind thereby making it difficult to transfer and communicate. This type of knowledge is deeply rooted in action, commitment and involvement in a particular context (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is codified and can be precisely and properly expressed. It is much more formal and efficient, possible to communicate and easy to transfer. This type of knowledge has been described by individuals and assumed that it isuseful knowledge of individual within the firm. This kind of knowledge is likely more specific and objective, connecting to past activities (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is emphasised more, both in literature and practice, therefore this type of knowledge can be passed on across people formally and easily. Cook and Brown (1999) challenging that by knowing tacit and explicit knowledge only are not enough to completely understand the knowledge concept , they see the knowledge idea have to be added to the response what someone really knows. As tacit and explicit knowledge overcomes by individuals, knowing it will be about â€Å"practice† and interconnect with the physical and social world. Mainly knowledge concern with cognitive function such as facts and skills (know what) as more knowledge concern by knowledge of behaviour as action (know how) (Vera and Grossan 2005). The other fact referring to knowledge is practical as it seats more emphasis on individual actually putting knowledge within practice instate of just its transfer, creation and storage. Brown and Duguid (1998). However they suggesting that the core capability of organisations needs the knowledge (know how) to place knowledge (know what) within practice. Cook and Brown (1999) also suggesting put the factors of knowle dge and knowing inside learning perspective by proposing they are learning processes content , that learning is a change within knowledge and knowing, it will result in changes to individuals behaviour and cognition. The use of Knowledge Organisational learnings most important consideration is how the knowledge used Nutley and Davis (2001 p36) they suggesting that present and past management of knowledge is the organisational learnings important part. Organisational learning concerning also about adaptation and building of knowledge (Stonehouse and Pemberton 1999), has been confirmed that one of the most important role about peoples learning is showing the way to organisational knowledge (Pemberton and Stonehouse 2000). Nonaka and Takeuchis (1995) .Knowledge creation model offers an understandable view about the organisational learning impact on knowledge management, clarifying the development of knowledge transfer among peoples, group, inter-organisational levels and organisation. However Alder et al (1999) recommend the role of management is to create best environment for learning that can help individuals and organisations interactions in order to build and share knowledge. This needs from organisations to provide a processes or system available in order to obtain knowledge to change or developing â€Å"the organisations that purposely search for developing organisational learning are most of the time describe as learning organisations† (Nutley and Davies 2001 p36). The concept of learning organisations was seeing as an important element to organisations capability to deal with continuous (Dixon 1994). Despite the growing attention within organizational learning. Those organisations are competent learners are described as â€Å"learning organisations†, Garvin (1993) defined a learning organisation as â€Å" an organisation acquiring, skilled at creating, and transferring knowledge, and at modifying its behavior to reproduce new knowledge and insights . Organisational learning viewed by most scholars as a development, a cognitive enterprise which over time unfolds .but they different on other matters which is more important, there are some they believes that change of behavioural is necessary for learning(Fiol and Lyles 1985), but there are others believe new ways of thinking it will be enough (Huber, 1991), and some others emphasizing that tangible market , the information process systems i.e.,( dissemination and information generation ) as a instrument during which learning should happen (Sinkula, 1994), the others suggests the need for shared organizational visions, share d mental models, and open-minded approaches in order to solve the problem (Senge,1990, 1992) Sinkula J. Baker W. Noordewier T. 1997. Journal of Academy of Marketing Science. Volume Learning Organisations Senge suggesting that learning organisation is the one continually peoples are develop their ability in order to gain the result they actually wish to and learn how to perform and learn together in best way (Senge,1990). This definition is more relaying on culture inside organisations and motivated people to learn. Garvin (1993 p.80) clarifying learning organisation as the one is acquires, creates, and transferring knowledges and adapting its behaviour in order to responses to new knowledge and insights. After this argument can summarised as fallowing:  § There is clear link between organisational learning and knowledge management.  § There is a link between learning process and process of knowledge creation.  § In order to occur organisational learning its require from organisation to develop system and structures that support peoples learning but also encourage the process of social learning and as a result the subsequent creation, capturing and sharing of knowledge.  § The establishing system is needed for organisation to use and store acquired knowledge as a main capability therefore this helps its adaptation, development and change. There are some arguments suggesting that there must be difference be made between organisational learning and individual. Although learning of individuals is important to organisations , simply the organisational learning is not the sum each persons learning .organisation its different than individuals, maintain and develop learning system that not just affect directly their members. However they pass on to others by way of organization histories and norms. (Lawrence Dyer, 1983; Martin, 1982; Mitroff Kilmann, 1976) . Hedberg(1981) suggesting that organisational learning although happens through individuals, organisations dont have brains as a human being , however but they have memories and cognitive systems. as individuals developing their personal habits, personalities, and beliefs over the times , organizations developing ideologies and world views. organizations members come and go, changes leaderships , but the memories of organizations protecting the mental maps, certain behav iours, values and norms over time . Models for Learning Organisations: Argyris (1976) suggested a theory of double loop learning which is appropriate to learn how to change underlying assumptions and values. The main theorys concentration is on problem solving that are ill-structured and complex and which change as problem-solving progress. Argyris and Schon (1978) present models for learning organisations, stand on single and double-loop learning, those types of learning have been used within organisations and recognised as adaptive and generative learning as pointed out by Senge (1990). Single-loop learning occurs when noticing errors and correcting it whilst organisations continue with their current polices and goals. Single-loop learning is the most common form of learning within firms; Senge (1990) describes this type of learning as ‘coping. The theory of Double loop outlined by Argyris Schon (1974) and is based upon (theory of action) perspective , this point of view evaluates from human beings realitys viewpoint as actors. Change in behsvi or, values, leadership and help others. Generally there are four necessary steps in processing of learning action theory:  § Finding of espoused and theory-in-use.  § New meanings invention.  § New actions production.  § Generality of results. Double loop learning involve making any of those steps applying to itself , assumptions underlying current outlooks in double loop learning are hypotheses and questioned about publically testing behavior. The double loop learnings last result should be improving of decision-makings effectiveness and enhanced acceptance of mistakes and failures. Can single-loop learning be compared with becoming affective more at what already youre doing? Whereas double-loop learning is about searching the efficiency of the target. Or in other word (single-loop learning is making things correct, while double-loop learning is making the correct things). Double-loop learning is not just related to ability of pointing and correcting errors, but also in questioning and adapting existing norms. Double-loop learning is capable of changing anorganisations knowledge base, its activities or routines. This type has also been describes by (Senge, 1990) as higher-level learning (or type of learning that can expand the capabilities of an organisation) and strategic learning. Deutero-learning occurs when the organisations are capable in carrying out single-loop and double-loop learning. It is not possible for the first two types of learning to occur if the organisations are not aware that learning should happen; however awareness of ignorance encourages learning (Nevis,1995). There is another matter regarding whats exactly controlling the process and in what extent these types of learning within organisations should occur , the main aims of double-loop learning is to challenge the question and norms, this type of learning if effectively not controlled and managed can lead to disorganisation and disharmony, that will resulting in failure to reach the goals of organisations, generally the organisational learnings key part is to improving performance or efficiency of organisations. as a result double-loop learning then require to happen within limited time , which might change within organisation according to the levels inside organisation . A primary weakness within this model is its concentrating learning of individuals. there is no any explanation or clarifying and to offer how learning of individuals is leads or connected to organisational learning. Majority models or theories of organisational learning are concentrating on the organisations individual activities, which ends to ‘individual action bias (Huysman 1999).these likely over look the playing role by institutional forces, structural conditions ,culture, history and organisational values and norms. Double-loop and Deutero Learning focuses onwhy and how to change the organisation, whereas single-loop learning is looking at the change and accepting it with no questioning underlying assumptions. However single and double-loop learning recognized as focusing too deeply on problem based learning. Another idea of organisational learning being processing constantly is Learning Cycle model. Developing new skills and ability of effectiveness is not dependent on proper training only, but also about taking experience from day to day work. However learning is a continuing process which may be seen as a cycle of ongoing development. It is dependent on our favourite particular stage of this cycle we are relaxing with. We can start learning wherever within the cycle, reliance which way you learn (Dixon N M, 2000). In order for learning to occur one has to complete the cycle; however one must not cross the cycle but go around it. Therefore the learning cycle may apply to both a specific and a general level. There are four process stages that the learning cycle has to present for learning to happen Argyris and Schon (1978): Feeling: Learning from a particular knowledge and relating it to individuals; this can be sensitive to other peoples feeling. Watching: Examining the information before making a decision; should be viewing the situation from different perspectives. Thinking: Making connections between logical experience and ideas, and reacting to how these logical analyses attach and understand with other ideas or different situations. Doing: Capability of making things happen by taking necessary action or influence people as well as taking a risk. The Learning Cycle is attaching in a methodical understanding of learning theory. even though Robert Karplus is in general conceder of this model of instruction as the father , its linked go back to the learning theories development of Piaget. To some extent more models theoretical discussion as below provided in more psychological conditions. Piaget (1964) recognized four main aspects which he thinks applicable to cognitive reasoning abilities development. The factors are: Maturation students must be physically developed and biologically mature and therefore be able of controlling physically inside their environment. Experience students past tangible experience and the capability to remember these experiences are significant for additional development. Piaget draw two kinds of experience: Physical Experience (drawn straight from objects) and Logical- Mathematical Experience (drawn with actions which influence objects). Social Communication students have to have capablility of communicating information through oral language and written . Equilibration for cognitive growth, students should be complete a state of cognitive challenge where their existing the operations of mental are not sufficient. The accommodative development (called equilibration) by which dealing student with this new information will affecting cognitive growth. Knowledge Creation: The significance of organisation knowledge creation in recent years as a corporate resource has created substantial attention. Many views consider knowledge creation as an important aspect of organizational learning. Knowledge creation is an increase development of interactions between tacit and explicit knowledge, the interactions among those types of knowledge will result to the new knowledges creation (James et. al, 1999-2000)The process of knowledge-creating is necessarily context-specific in space, time with others relationships (Nonaka and Toyama, 2003).There are arguments suggest that whilst developing new knowledge by individuals happen the organisation can play an important role in articulating and amplifying that knowledge, therefore the development of theoretical framework can provide an analytical view on the element dimensions of knowledge creation. There are two theories of organisational knowledge creation developed by Nonaka and his colleagues. The first one is episte mological dimension, which is the site of â€Å"social interaction† between tacit and explicit knowledge, and therefore knowledge is transformed from one type to another and new knowledge is produced. The second one is â€Å"ontological† dimension, which describes the way from individual to inter-organizational knowledge through group and organizational levels. However during this process an individuals knowledge is improved and crystallized as an element of the knowledge network of an organisation and this process is described as â€Å"spiral†. Nanaka and Takeuchi (1995) suggest that organizational learning results from a process in which individual (tacit) knowledge is transferred upwardly to the organisational level. This development is considering spiral of knowledge conversion come from tacit to explicit. There are some views which suggest that the explicitness of organisational knowledge creation came from exchanges between tacit and expl Effect of Knowledge Transfer on Organisational Learning Effect of Knowledge Transfer on Organisational Learning Acknowledgements I would like to express my thanks and appreciation to my supervisor Dr Zahra Salimi, for her valuable pragmatic advice and outstanding guidance during this research. Im particularly thankful to all my staff for their constant support from frome work viewpoint that has allowed me to complete this research. Many thanks to Papyrus organisation, management and employees who have participate. Finally, I would like to thank my wife Nashmeel who has been extremely supportive and patient during the time of my studies, this is dedicated to her and my boys Ayman, Shkar, and Ahmad. INTRODUCTION: The concept of knowledge management has attracted widespread interest and has been the subject of study from numerous practitioners and researchers over a long period of time. There is strong believes among world business that knowledge management is one of the most important factor for success of organisations, Romer, (1993). Therefore as individuals fail to gain employment within both formal and informal sectors, the idea of having ones own business becomes more competitive and attractive (Aderemi et al.2008). Business leaders and managers within the printing industry for example, face an increasing threat from the growing capabilities of the internet (and its related technologies) and their influence on how traditional business models find an alternative strategy for their business operation. (Andrew,1998) cited in, Cope and Freeman, 2002, p. 183). Managements of organisations are constantly looking for thebest ways to achieve better results and performances. In recent years the n ature and sources of organisational knowledge transfer within international business have received a great deal of interest, mainly due to the huge impact thatknowledge transfers make in anorganisations competitive advantage, thereby knowledge transfer can be the establishment for peoples relation. Roberts, (2000) hence organisational knowledge becomes the main focus of thought for many business practitioners and academic researchers, Harrison (2009). This research serves to explore the process of knowledge management level within Papyrus Design, and to offers recommendations to improve the level of transfer of knowledge between the organisations employees and its affect on organisational learning and performance. The aim of this study however is to concentrate on the adoption and use of knowledge management approaches and how these have contributed to the effectiveness and efficiency of the knowledge management process in establishing different approaches which can be adopted at Papyrus Design. Today the contexts of using Knowledge transfer within an organisation are very important and popular, there are many driving forces behind these popularities and can be explore some of those factors. Firstly, the interest of organisations in the development of knowledge management and learning of employees. Secondly, the requirement for existing methods of learning transfers knowledge to match the need of continuous development of knowledg e management for employees. Thirdly, the need for flexibilitys need in terms of the employees knowledge development process and learning. The Papyrus Design organisation is one of the most dynamic and trendy organisations in the North West of England. Based in Manchester and established 15 years ago, the company have over 35 employees. The main productions company is printing and marketing advertisement, the companys management structure is control management style The control management style is not helpful to learning organisations feature thats necessary to improve organisational learning, there is main manager for all departments and each department have their own manager which are the Design department and the Production department its include finishing and packing sections. Strategic significance of the research: The area to be investigated is the level of transfer knowledge inside the organisation and how this affects organisational learning. The fact that motivated author was in what extent knowledge management system existing within Papyrus Design, This raised the matter of whether the knowledge transfer is already exist but however not been well established and formulated, and to clarify the importance of advantage and opportunity of knowledge transfer among employees inside organisation. And how the organisations can be beneficial from using knowledge transfer system? The investigation outcome of existing knowledge management system within SMEs in North West of England showing that majority of them does not have the knowledge management system. Moreover the results of research presents on the extent to which knowledge management approaches were being used within UK by SMEs. The main finding is that SMEs are generally not aware of how knowledge transfer possibly be create by using of know ledge management system, Koh and Maguire (2004). Learning organisation is an organisation skilful at generating, achieving and transferring knowledge, and adapting its performance to reflect new knowledge such as organisations can transfer knowledge successfully from one part to another and hence they are much more creative and will have a greater chance in surviving than those that do not adapt. Generally an organisation can recognise extraordinary increases in performances during knowledge transfer; however successful knowledge transfer is not easy to achieve. (Argote, et .al, 2000, cited in ,Chauvet , 2003). Organizational learning its a way to the process of developing performance to better knowledge and understanding. (Fiol and Lyles, 1985, p.803) This approach is showing that organisation better with long-term results, Organisational learning is a long-term activity that can create competitive advantages over time and need managements consideration constantly. Every organisation should be able to learn; some of them learn better than others and can survive whilst at the same time are the successful learners, but the ones that do not succeed in learning will, in the end, disappear.(Easterby-Smith,et.al, 2004). The difficulty in knowledge transfer in organisations rise above the individual rank to take in transfer at higher levels of analysis, such as the group, product line, department, or division. For instance, one manufacturing team can learn from other departments on how to better collect a product, or a geographical division may learn a different approach to product aim from its partner in another division. We can measure knowledge transfer by the changes in performance and knowledge. when one sector becomes affected by another in an organisation therefore we can understand that knowledge transfer is happening. The conclusion is, organisation knowledge transfer shows itself by changes in the learning knowledge or performance at the time of units recipient. Furthermore, the strategic importance of this research can help strengthen the PAPYRUS DESIGN in the way of clarify any strength, weakness and opportunities and can suggest recommendation which help new employees learning. By giving attention to those the research objectives were summarised as the following shows: The research aim and objectives:  § To investigate the level of knowledge transfer within Papyrus Design organisation.  § To propose recommendation how knowledge management improve organisational performance Literature Review: Knowledge Management Knowledge management concept been put dawn as most recent development in management study (Easterby-Smith and Lyles 2005).and suggestion by( Hansenal ,1999) that knowledge management always been used by organisations however but not on purpose or systematic approach .Knowledge management during the 1990s becomes very popular by (Nonaka and Takeuchis,1995) Regardless of its popularity there will be still a level of confusion in term of defining knowledge management (Cong and Pandya, 2003; Vera and Grossan, 2005). Three topics been identify within knowledge management study by Scarborough and Swan (2005), literature; performance improvement, , describing managing knowledge as resource strategy and the storage and process of knowledge .Knowledge management been summarise by Vera and Grossan (2005) as â€Å"managed learning† and assumption will result a positive effect on performance , the theories and concept of knowledge management are prescriptive in the matter of what can be doing by organisation in order to manage knowledge. Organisational learning conversely is showing as resource can provide the study and regarding competitive advantage is concerned about the process of the way knowledge is developed, created ,transferred and shared (Argote and Ingram, 2000; Nonaka and Takeuchi, 1995; Pisano, 1994; Szulanski, 1996), the other view about organisational knowledge is partly stored inside peoples as sort of skills, personal ability and experience , and some other parts into the organis ation in the appearance of regulations ,rules and standards (Weick and Roberts 1993). Therefore can provide some definitions for knowledge management as below: Van der Spek and Spijkervet (1997 p43) The explicit control and knowledge management inside organisation meant to reach objectives of the company. OLeary (1998 p34) the proper way of management of knowledge helping creation, reprocess and access of knowledge, using advanced technology properly. Bassi (1999 p424) the creating process, using and capturing knowledge in order to improve organisational performance. Liebowitz and Wilcox (1997 pi) the organisations ability to manage, value, store and distribute knowledge. Cong and Pandya (2003 p27) the organisations ability to use their collective knowledge during knowledge generations process, exploitation and sharing allowed by technology to reach their objectives. its widely recognized that knowledge has two types ; explicit, (in this type knowledge has at minimum been â€Å"captured† and expressed and has perfectly been â€Å"codified†, that is , structured, documented and disseminated) , tacit ( this types of knowledge is living in individuals heads or â€Å"muscle memory† and its possible to be destined to stay there), Lynne ( 2001). Through processing of education, socialization and learning can knowledge to be transferred (Roberts J, 2000). Knowledge transfer in organizations is the process through which one unit (group, department, or section) getting affect by the experience of another. (Argote, L Ingram P, 2000). The establishment and transfer of knowledge within an organisation it has developed crucial factors in an organisations success and competitiveness. It is important to understand what does knowledge transfer mean? (Major and Cordey-Hayes, 2002, p. 422) cited in(Syed-Ikhsan S, Rowland F,2004) suggesting tha t Transfer of knowledge is a transportation of knowledge from one position, individual, ownership, etc, to another one, furthermore, there must be involvement of two or more parties and the ground for foundation and destination same time. Normally when something is transferred, someone benefits from it and someone else will lose as a result. However knowledge which is considered as intangible resources is different from tangible sources, because tangible resources expect the value to be reduced when they are used, therefore when someone transfers their knowledge, they will not lose it. As a result knowledge will grow therefore individual shares the knowledge they have (Syed-Ikhsan and Rowland, 2004). Knowledge transfer is the process during the affectation of one group member by the experience of another group, usually knowledge transfer can show itself during changes of performance or knowledge of the units recipient. Knowledge sometime can showed similar to product something out there, its possible searched out, obtained ,measured ,codified and distributed across the firm , knowledge can also be view as a process, ,rising from within the people but intimately formed by relations with other peoples. However we can see knowledge as dynamic because knowledge changes when peoples interpretation of the world around them changes (Harrison R, 2009). The organization that can transfer successfully production development mad at one organization to another will be more creative than its counterparts who are unsuccessful at knowledge transfer (Goodman Darr, 1996) cited by (Argote L, 2005). Its helpful to look at some of authors view to find out what means to them knowledge management, and why they believes that knowledge cannot be managed? can be began with the â€Å"founding fathers† of the concept, possibly the founding father- Karl Erik Sveiby, in 1990 ,wrote about subject his first book under the title, Kunskapledning in Swedish (Sveiby, 1990). Generally researchers within academic field and teachers not need to be â€Å"stuck with† whatever unsuccessful to resist to rigorous analysis, but its fascinating can see the founders of â€Å"knowledge management† is unhappy with the term However the following are much more individual views: I dont believe knowledge can be managed. Knowledge Management is a poor term, but we are stuck with it, I suppose. Knowledge Focus or Knowledge Creation (Nonaka) are better terms, because they describe a mindset, which sees knowledge as activity not an object. A is a human vision, not a technological one. (Sveiby, 2001. Cited in Wilson, 2002). One of the first one to write about the â€Å"knowledge society† and â€Å" knowledge economy† concept Drucker,(1969) and argue about the idea that knowledge can be managed. Drucker, scoffs at the notion of knowledge management. â€Å"You cant manage knowledge â€Å" he says, 2knowledge is between two ears, and only between two ears† To that extent, Drucker says its really about what individual workers do with the knowledge they have. When employees leave accompany, he says, their knowledge goes with them, no matter how much theyve shared. (Drucker, 1969. Cited in Wilson,2002). Types of Knowledge: Knowledge can be recognized as two types: tacit knowledge and explicit knowledge (Polyani, 1966). Polyani argues that tacit knowledge its something belong to personal but is still stay as a personified when the meeting happen between the people and culture he belong to, (Polanyi,1962, 1966) . the point of Polanys concept about â€Å"tacit† is means â€Å"hidden† tacit knowledge is means hidden knowledge, hidden even from knowers consciousness, this is the grounds Polanyi have the expression â€Å"We know more than we can tell† this expression even used by those they mis-use the concept and they believe this hidden knowledge , unreachable to the consciousness of knower, and in some ways can be captured.( Wilson,2002). Tacit knowledge has two dimensions; first one is technical dimension, which is cover the type of informal personal skills or crafts often referred to as (know-how). Second one is the cognitive dimension; it based of values, beliefs, ideals, schemata, and mental models (James et. al, 1999-2000). Tacit knowledge is where people have the knowledge in their minds; it is very difficult to transfer or share with other people. Tacit knowledge is considered as very personal and strongly rooted from peoples ideas, experiences, values and emotions. The technical part is indicating with specific capability and skill it has been developed (Nonaka and Takeuchi 1995), Tacit knowledge is useful knowledge can be using it to perform a task, and this type of knowledge is used as a method in order to handling whats been concentrate on (Sveiby, 1997, p. 30). Therefore tacit knowledge within business context is: action-oriented, practical, context-linked, experience-based and personal, but the work done by tacit knowledge has to be examined for strength ,quality, and reductions in term of product costs . however , there are many argument within literature see that tacit knowledge is which diced to what degree businesses within global economy and turbulent market will be competitive (Nonaka Takeuchi, 1995; Spender Grant, 1996; Sweeney, 1996; Teece, Pisano, Schuen, 1997). Furthermore tacit knowledge has a personal quality and is hard to take out from the individuals mind thereby making it difficult to transfer and communicate. This type of knowledge is deeply rooted in action, commitment and involvement in a particular context (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is codified and can be precisely and properly expressed. It is much more formal and efficient, possible to communicate and easy to transfer. This type of knowledge has been described by individuals and assumed that it isuseful knowledge of individual within the firm. This kind of knowledge is likely more specific and objective, connecting to past activities (Nonaka, I. and Takeuchi, H. 1995). Explicit knowledge is emphasised more, both in literature and practice, therefore this type of knowledge can be passed on across people formally and easily. Cook and Brown (1999) challenging that by knowing tacit and explicit knowledge only are not enough to completely understand the knowledge concept , they see the knowledge idea have to be added to the response what someone really knows. As tacit and explicit knowledge overcomes by individuals, knowing it will be about â€Å"practice† and interconnect with the physical and social world. Mainly knowledge concern with cognitive function such as facts and skills (know what) as more knowledge concern by knowledge of behaviour as action (know how) (Vera and Grossan 2005). The other fact referring to knowledge is practical as it seats more emphasis on individual actually putting knowledge within practice instate of just its transfer, creation and storage. Brown and Duguid (1998). However they suggesting that the core capability of organisations needs the knowledge (know how) to place knowledge (know what) within practice. Cook and Brown (1999) also suggesting put the factors of knowle dge and knowing inside learning perspective by proposing they are learning processes content , that learning is a change within knowledge and knowing, it will result in changes to individuals behaviour and cognition. The use of Knowledge Organisational learnings most important consideration is how the knowledge used Nutley and Davis (2001 p36) they suggesting that present and past management of knowledge is the organisational learnings important part. Organisational learning concerning also about adaptation and building of knowledge (Stonehouse and Pemberton 1999), has been confirmed that one of the most important role about peoples learning is showing the way to organisational knowledge (Pemberton and Stonehouse 2000). Nonaka and Takeuchis (1995) .Knowledge creation model offers an understandable view about the organisational learning impact on knowledge management, clarifying the development of knowledge transfer among peoples, group, inter-organisational levels and organisation. However Alder et al (1999) recommend the role of management is to create best environment for learning that can help individuals and organisations interactions in order to build and share knowledge. This needs from organisations to provide a processes or system available in order to obtain knowledge to change or developing â€Å"the organisations that purposely search for developing organisational learning are most of the time describe as learning organisations† (Nutley and Davies 2001 p36). The concept of learning organisations was seeing as an important element to organisations capability to deal with continuous (Dixon 1994). Despite the growing attention within organizational learning. Those organisations are competent learners are described as â€Å"learning organisations†, Garvin (1993) defined a learning organisation as â€Å" an organisation acquiring, skilled at creating, and transferring knowledge, and at modifying its behavior to reproduce new knowledge and insights . Organisational learning viewed by most scholars as a development, a cognitive enterprise which over time unfolds .but they different on other matters which is more important, there are some they believes that change of behavioural is necessary for learning(Fiol and Lyles 1985), but there are others believe new ways of thinking it will be enough (Huber, 1991), and some others emphasizing that tangible market , the information process systems i.e.,( dissemination and information generation ) as a instrument during which learning should happen (Sinkula, 1994), the others suggests the need for shared organizational visions, share d mental models, and open-minded approaches in order to solve the problem (Senge,1990, 1992) Sinkula J. Baker W. Noordewier T. 1997. Journal of Academy of Marketing Science. Volume Learning Organisations Senge suggesting that learning organisation is the one continually peoples are develop their ability in order to gain the result they actually wish to and learn how to perform and learn together in best way (Senge,1990). This definition is more relaying on culture inside organisations and motivated people to learn. Garvin (1993 p.80) clarifying learning organisation as the one is acquires, creates, and transferring knowledges and adapting its behaviour in order to responses to new knowledge and insights. After this argument can summarised as fallowing:  § There is clear link between organisational learning and knowledge management.  § There is a link between learning process and process of knowledge creation.  § In order to occur organisational learning its require from organisation to develop system and structures that support peoples learning but also encourage the process of social learning and as a result the subsequent creation, capturing and sharing of knowledge.  § The establishing system is needed for organisation to use and store acquired knowledge as a main capability therefore this helps its adaptation, development and change. There are some arguments suggesting that there must be difference be made between organisational learning and individual. Although learning of individuals is important to organisations , simply the organisational learning is not the sum each persons learning .organisation its different than individuals, maintain and develop learning system that not just affect directly their members. However they pass on to others by way of organization histories and norms. (Lawrence Dyer, 1983; Martin, 1982; Mitroff Kilmann, 1976) . Hedberg(1981) suggesting that organisational learning although happens through individuals, organisations dont have brains as a human being , however but they have memories and cognitive systems. as individuals developing their personal habits, personalities, and beliefs over the times , organizations developing ideologies and world views. organizations members come and go, changes leaderships , but the memories of organizations protecting the mental maps, certain behav iours, values and norms over time . Models for Learning Organisations: Argyris (1976) suggested a theory of double loop learning which is appropriate to learn how to change underlying assumptions and values. The main theorys concentration is on problem solving that are ill-structured and complex and which change as problem-solving progress. Argyris and Schon (1978) present models for learning organisations, stand on single and double-loop learning, those types of learning have been used within organisations and recognised as adaptive and generative learning as pointed out by Senge (1990). Single-loop learning occurs when noticing errors and correcting it whilst organisations continue with their current polices and goals. Single-loop learning is the most common form of learning within firms; Senge (1990) describes this type of learning as ‘coping. The theory of Double loop outlined by Argyris Schon (1974) and is based upon (theory of action) perspective , this point of view evaluates from human beings realitys viewpoint as actors. Change in behsvi or, values, leadership and help others. Generally there are four necessary steps in processing of learning action theory:  § Finding of espoused and theory-in-use.  § New meanings invention.  § New actions production.  § Generality of results. Double loop learning involve making any of those steps applying to itself , assumptions underlying current outlooks in double loop learning are hypotheses and questioned about publically testing behavior. The double loop learnings last result should be improving of decision-makings effectiveness and enhanced acceptance of mistakes and failures. Can single-loop learning be compared with becoming affective more at what already youre doing? Whereas double-loop learning is about searching the efficiency of the target. Or in other word (single-loop learning is making things correct, while double-loop learning is making the correct things). Double-loop learning is not just related to ability of pointing and correcting errors, but also in questioning and adapting existing norms. Double-loop learning is capable of changing anorganisations knowledge base, its activities or routines. This type has also been describes by (Senge, 1990) as higher-level learning (or type of learning that can expand the capabilities of an organisation) and strategic learning. Deutero-learning occurs when the organisations are capable in carrying out single-loop and double-loop learning. It is not possible for the first two types of learning to occur if the organisations are not aware that learning should happen; however awareness of ignorance encourages learning (Nevis,1995). There is another matter regarding whats exactly controlling the process and in what extent these types of learning within organisations should occur , the main aims of double-loop learning is to challenge the question and norms, this type of learning if effectively not controlled and managed can lead to disorganisation and disharmony, that will resulting in failure to reach the goals of organisations, generally the organisational learnings key part is to improving performance or efficiency of organisations. as a result double-loop learning then require to happen within limited time , which might change within organisation according to the levels inside organisation . A primary weakness within this model is its concentrating learning of individuals. there is no any explanation or clarifying and to offer how learning of individuals is leads or connected to organisational learning. Majority models or theories of organisational learning are concentrating on the organisations individual activities, which ends to ‘individual action bias (Huysman 1999).these likely over look the playing role by institutional forces, structural conditions ,culture, history and organisational values and norms. Double-loop and Deutero Learning focuses onwhy and how to change the organisation, whereas single-loop learning is looking at the change and accepting it with no questioning underlying assumptions. However single and double-loop learning recognized as focusing too deeply on problem based learning. Another idea of organisational learning being processing constantly is Learning Cycle model. Developing new skills and ability of effectiveness is not dependent on proper training only, but also about taking experience from day to day work. However learning is a continuing process which may be seen as a cycle of ongoing development. It is dependent on our favourite particular stage of this cycle we are relaxing with. We can start learning wherever within the cycle, reliance which way you learn (Dixon N M, 2000). In order for learning to occur one has to complete the cycle; however one must not cross the cycle but go around it. Therefore the learning cycle may apply to both a specific and a general level. There are four process stages that the learning cycle has to present for learning to happen Argyris and Schon (1978): Feeling: Learning from a particular knowledge and relating it to individuals; this can be sensitive to other peoples feeling. Watching: Examining the information before making a decision; should be viewing the situation from different perspectives. Thinking: Making connections between logical experience and ideas, and reacting to how these logical analyses attach and understand with other ideas or different situations. Doing: Capability of making things happen by taking necessary action or influence people as well as taking a risk. The Learning Cycle is attaching in a methodical understanding of learning theory. even though Robert Karplus is in general conceder of this model of instruction as the father , its linked go back to the learning theories development of Piaget. To some extent more models theoretical discussion as below provided in more psychological conditions. Piaget (1964) recognized four main aspects which he thinks applicable to cognitive reasoning abilities development. The factors are: Maturation students must be physically developed and biologically mature and therefore be able of controlling physically inside their environment. Experience students past tangible experience and the capability to remember these experiences are significant for additional development. Piaget draw two kinds of experience: Physical Experience (drawn straight from objects) and Logical- Mathematical Experience (drawn with actions which influence objects). Social Communication students have to have capablility of communicating information through oral language and written . Equilibration for cognitive growth, students should be complete a state of cognitive challenge where their existing the operations of mental are not sufficient. The accommodative development (called equilibration) by which dealing student with this new information will affecting cognitive growth. Knowledge Creation: The significance of organisation knowledge creation in recent years as a corporate resource has created substantial attention. Many views consider knowledge creation as an important aspect of organizational learning. Knowledge creation is an increase development of interactions between tacit and explicit knowledge, the interactions among those types of knowledge will result to the new knowledges creation (James et. al, 1999-2000)The process of knowledge-creating is necessarily context-specific in space, time with others relationships (Nonaka and Toyama, 2003).There are arguments suggest that whilst developing new knowledge by individuals happen the organisation can play an important role in articulating and amplifying that knowledge, therefore the development of theoretical framework can provide an analytical view on the element dimensions of knowledge creation. There are two theories of organisational knowledge creation developed by Nonaka and his colleagues. The first one is episte mological dimension, which is the site of â€Å"social interaction† between tacit and explicit knowledge, and therefore knowledge is transformed from one type to another and new knowledge is produced. The second one is â€Å"ontological† dimension, which describes the way from individual to inter-organizational knowledge through group and organizational levels. However during this process an individuals knowledge is improved and crystallized as an element of the knowledge network of an organisation and this process is described as â€Å"spiral†. Nanaka and Takeuchi (1995) suggest that organizational learning results from a process in which individual (tacit) knowledge is transferred upwardly to the organisational level. This development is considering spiral of knowledge conversion come from tacit to explicit. There are some views which suggest that the explicitness of organisational knowledge creation came from exchanges between tacit and expl