Human

In her article “Should Human Cloning Be Permitted? ,” Patricia Braid (2000) argues against human cloning. Human cloning is a new type of reproduction, specifically asexual reproduction. With this new technology, people have a choice instead of just a chance to have a biological child. Human cloning is rejected by the majority of people from different countries because most are not scientists and don’t have a deep understanding of it. People can however, make judgments about complex issues.

There are advantages for those that agree with cloning humans because of personal reasons, such as an infertile couple wanting a child of their own, lesbian or gay couples that want to make a family, or a couple wanting to save a dying child. She states that “[in] these scenarios, there are other options available to form a family’ (Paragraph 4). For the cloned humans, she emphasizes on the possible physical and psychological harm that can occur to them.

Patricia Braid questions the risks ND dangers of cloning humans in the future because it not only impacts people that choose to use it but also for society and future generations. She describes cloning as creating a product, not a human and says that it will change the way we think of children that have been cloned. Cloning could become marketable, change laws and most importantly, people may be able to control human evolution. In her conclusion, she accentuates the significance of it being a collective decision on whether or not human cloning should be permitted.

HRM Incident 1: A Strange Pairing

1.         What do General Motors and the Army National Guard have in common?

Both the General Motors and Army National Guard are both searching for ways on how to improve and optimize their use of information technology. Also, both companies want to enhance the capabilities of their technical staff by providing updated and efficient technological training.

2.      In what other areas might this form of training be valuable?

The training could help in saving the company lost of money in the future. Through the training, technicians can be more effective in accomplishing their duties which can lessen poor quality outputs and unsatisfied remarks from clients.

HRM Incident 2: Solving a Disciplinary Action Problem over the Internet

1.         Do you believe that this is a realistic approach to training regarding disciplinary action?

I think the internet serves a useful tool to address sensitive issues such as alcohol abuse particularly in the workplace. There are instances wherein alcoholic employees are wary about disclosing their addictions specifically to their superiors and sometimes other co-workers are uncomfortable about helping alcoholics. In this situation, the internet can act as a way where individuals can learn how to deal with their issues which could eventually lead to a personal interaction and resolution of the problem.

HRM Incident 3: There Is No Future Here!

1.   Evaluate the career planning and development program at this company.

The company lacked in ensuring their employees that they can further their career within the organization. The management was so confident that their employees are satisfied with their career planning and development program which resulted to the resignation of Bob. Also, the management failed to inform their employees about the opportunities they want to offer them.

2.    What actions might have prevented Bob’s resignation?

 If the company only informed Bob about their plans for the growth of his career, he would not have thought of seeking for better opportunities with other companies. More so, if Bob was promoted during his tenure within the company might have convinced him that there he has a great chance of climbing up the corporate ladder.

HRM Incident 4: Adding Value

1.  Do you agree with J. D.’s assessment of what it takes to be successful in today’s workplace? Discuss.

Yes, it is important to be updated with the industry that you are working in. In this modern ear, most of the jobs have become highly competitive. In order to stay ahead of the pack, one must possess the “in demand skills.” Tenure is no longer considered as a major factor in determining the level of proficiency of an individual. However, it still remains as one of the element that is looked at by employers. So, it is essential that all employees try to be updated with the new trainings or new information about their work to be able to be perceived as a first-class professional.

2. Do you agree with J. D.’s statement that “improving your skills is never a waste of time” considering that he has learned obsolete systems in the learning process? Discuss.

Yes, I agree with this statement. Improving one’s skills can never lead to a bad thing.

However, since we are living in a world that is constantly changing, there are skills or information that we have acquired in the past that can no longer be applied in the present. But this does not mean that all goes to waste, everything that we have learned in the past can be considered as the preliminary step in acquiring more advanced skills that are highly appropriate in the present time.

Read about paradigm shift in human resource management

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Ethics in business may involved everything including hiring decisions, pricing decisions, strategic decisions, and so on. The need for a process for making ethical decisions in business is great. There are a large number of instances where ethical decisions are necessary in business operations, and corporations find that they can get themselves into trouble even when they are trying to be ethical if they do not have a strong and effective procedural structure to guide employees in making such decisions.

The Human Resources department must operate with ethical standards that are clear and that address the kinds of issues this department will face. The HR professional handles more than hiring and firing of employees, also being responsible in some degree for orientation, training, union negotiations, decisions regarding compensation, special programs for addressing workplace problems, and so on. All of these tasks must be infused with an ethical structure that helps HR professionals make good decisions.

Hallier and Leopold (1996) note the nature of defining the problem of characterizing the personnel function by pointing out that the terminology is “ambiguous, contradictory and controversial” (p. 46) and yet as a discipline on which a good deal is placed: At its most ambitious, however, HRM has been seen and promoted as a set of beliefs and practices which are radically different from those of traditional personnel management. Most significantly, the management of the workforce is seen as central, if not the key, to competitive advantage (Hallier & Leopold, 1996, p. 46).

To a degree, the distinction made between personnel and HRM is only a matter of terminology, yet more respect is accorded HRM than the personnel function in the literature. Human Resource Managers will have to respond to a number of demographic changes in coming years, each requiring some special consideration, including older workers, minority groups, and single and childless couples. Managers will have some guidance in these areas from legislation passed to cope with the changes and to both protect workers and define the rights of business to make certain decisions.

The breadth of issues facing HR professionals is indicated by Lachnit (2002) when she writes, How does your company treat employees when they bring management bad news or unpopular opinions? Are your organization’s core values real, or are they just pretty words to be inscribed on corporate trinkets (para. 5). There is no doubt that the relationship between the worker and the average company has been changing for some time, with less job security and more flexibility for the company.

This has created particular problems in the public eye, notably a perception that older workers are not being treated fairly (as one analyst notes, “Age discrimination is the most frequent type of discrimination complaint; it is not only unlawful, it is bad business” [Age discrimination in the workplace, 2005]) or that minorities may not be given sufficient opportunity if affirmative action programs are outlawed in the future.

Managers may have to develop more creative ways to achieve diversity and to incorporate demographic changes into their thinking, but they first have to recognize the scope of the problem and the need for creative solutions. Human resource development (HRD) has three important components–training, education, and development. When the three are properly coordinated, HRD has a positive effect on worker productivity and so on the productivity of the company. Training improves the performance of workers and so increases their motivation, and as they work harder and produce more, the company profits.

HRD is also dedicated to seeing to it that skills do not become obsolescent. Employees may have their skills upgraded through added training and education, and this benefits them in terms of promotion. Workplace diversity is another issue that will remain important. A recent survey among members of the International Association of Business Communicators found that diversity was one of the most critical challenges faced by these communicators (Geddie, 1999, pp. 27-30).

These professionals found that cultural and language diversity can pose significant barriers to effective communication, but there are other factors which can be equally daunting. In addition to cultural and language diversity, the American workplace is increasingly made up of individuals with varying degrees of technical competence as well as educational backgrounds. Mergers can bring together employees from different corporate cultures as well, and overcoming differences in corporate cultures can sometimes be as difficult as overcoming differences in national origin.

Translators can address the differences between languages and culture, but cannot help a company when it merges with another organization and needs to synthesize a new corporate culture. In these situations, the best approach is to develop a corporate communication strategy which should be in accordance with the company’s overall strategic goals and objectives (Geddie, 1999, p. 38). Diversity training also needs to take into account the various levels of the organization. It is common, for example, for companies to provide diversity training at the low and mid? levels of an organization, but to ignore the executive level.

Despite the gains which have been made by minorities and women, the executive level in many companies remains largely white male, and there is sometimes the belief that diversity training and effective interpersonal communication training is not needed at these levels (Flynn, 1999, p. 52). Leadership is required throughout organizations, but it is necessary in the HR department as these changes are implemented in order to assure that the changeover is smooth, that needs are met, that laws and regulations are fulfilled, that workers are satisfied and motivated, and that the needs of both workers and employers are met to the degree possible.

The HR professional has a role in this process. The Human Resources professional has to understand human behavior and is also involved in shaping that behavior, and this is why Human Resources can be called a behavioral science. The HR professional has to be capable in several areas of human behavior, including communication and motivation Warnick (1993) discusses the importance of communication for the Human Resources professional, which he says is the single most difficult profession in the business world today.

In part, he says this because of the communication requirements placed on the professional. He states that employees expect the professional to take up their cause and resolve issues in their favor; line executives expect him or her to take care of “people problems” no matter what the cause; and top management expects him or her to keep the company out of legal problems and to maintain high employee morale.

The HR professional must advise management on a variety of issues but especially in areas that concern laws or guidelines involving employee rights. The need to keep the company out of legal problems begins with the HR professional’s job of advising and counseling employees to ensure that they do not feel the need to appeal to any of the many government agencies that now exist to provide redress. In these two roles, however, there is a potential for disaster because they are conflicting roles.

The model for civil law in the U. S. is adversarial, and this is true in labor law as well. Warnick asks how it is possible for the HR professional to advise management and still maintain confidence in management’s possible legal position while at the same time advising employees about what’s in their best interest? The professional who gives too much weight to either side will lose the confidence of the other. The HR professional is a communication facilitator who is management’s spokesperson and the employees’ advocate.

He or she is expected to play a peacemaker role. Communication between management and employees is the responsibility of human resources. When management decides that a change is needed, Human Resources announces, explains, and justifies the change. Human resources also takes the concerns of employees and employee issues to management for consideration, review, and possible redress. Employees expect human resources to serve as their advocate and to plead their cause to management.

TRUE/FALSE 1. The first goal of recruiting is to communicate the position in such a way that job seekers respond TRUE 2. Employee referrals are not an effective means of locating potential employees for hard-to-fill positions. TRUE 3. An expatriate is a citizen of the host country hired by an organization based in another country TRUE 4. A blind-box ad is an advertisement that does not identify the advertising organization. TRUE 5. Younger employees are absent more often than older workers. TRUE MULTIPLE CHOICE 6. Which of the following is not true regarding recruiting?

Answer: a) It is fairly easy to generate a pool of qualified candidates. People always need jobs. 7. Jamie is the director of recruiting for a large corporation. Which of the following is a warning signal that her efforts are not effective? Answer: d) Fewer qualified applicants are applying for jobs. 8. Youan, a recruiter, is trying to identify the different constraints that may impact his recruiting efforts. Which of the following is not a major constraint on recruiting efforts? Answer: e) Internal organizational policies 9. Sharifa, the new chief financial officer of a Fortune 500 company, was likely located through the following source:

Answer: a) Websumes 10. Which of the following is not an external source of the job candidates? Answer: c) Employee referrals 11. If your school wants to hire 5 new professors for next year (2 French, 1 Management, 1 Biology, and 1 Religion) and can only place one print ad, where should the advertisement be placed? Answer: e) Chronicle of Higher Education 12. David is a recruiter for a large manufacturing organization. Today, as part of community outreach, he worked with an employment agency that places people drawing unemployment compensation in the area. What kind of agency involved?

Answer: a) Public Employment agency. 13. You graduate this year and don’t have a clue about what or where is next. If you want your job search to include the most options in the most locations, which of the following should you do? Answer: c) Create a websume 14. Which of the following is accurate regarding the work preferences of Baby Boomers? Answer: b) They are interested in the market leadership of the company and the “image” it has. 15. Which of the following is not an advantage of the promotion-from-within-wherever-possible policy? Answer: b) it leads to a more diverse workforce.

Conformity and obedience are forms of social influences which strongly affect our behaviour in social situations from following fashions to committing immoral acts because we are commanded to by someone who appears to be in a position of authority. This essay looks at to what extent are conformity and obedience likely outcomes of human behaviour and can individuals avoid these social influences? Conformity is a change in belief or behaviour in response to real or imagined group pressure when there is no direct request to comply with the group nor any reason to justify the behaviour change (Gross: 2010: P401).

Research has shown that when confronted by social norms individuals will often adjust their behaviour closer to the perceived norm. The Asch (1951) experiment involved subjects performing a perception task saying which of a selection of lines matched a control line in length. The subjects were unaware that the other participants in the room were confederates. During the experiment confederates would give the same incorrect answer to the question. Asch found that no one conformed on all the critical trials, and 13 of the 50 participants (26 per cent) never conformed.

One person conformed on 11 of the 12 critical trials, and about 75 per cent conformed at least once during the experiment. (Gross: 2010: P403). This is backed up by Doms and Avermaet (1981) experiment they reproduced the same result as Asch. Obedience means behaving as instructed, but not necessarily changing your opinions. Obedience happens when you are explicitly directed to do something. Most obedience is reasonable, but when it is to unjust authority, the consequences may be disastrous. Flanagan: 2008: P125) In Milgrams experiment (1963) each participant took the role of a teacher who would then deliver a shock to the student every time an incorrect answer was produced. Whilst the participant believed that he was delivering real shocks the student was actually a confederate in the experiment. As the experiment progressed the teacher would hear the learner plead to be released. Once the 300-volt level had been reached the learner banged on the wall and demanded to be released.

After this point the learner was completely silent and refused to answer any more questions. The experimenter then instructed the participant to treat this silence as an incorrect answer and deliver the shock. Most participants asked the experimenter if they should continue. The experimenter issued a series of commands to prod the participants along “please continue” and “the experiment requires that you continue”. The results of the experiment show that of the 40 participants 26 delivered the maximum shocks while only 14 stopped before reaching the highest levels.

Some participants became extremely agitated and angry at the experimenter but continued to follow his orders. The findings from both these experiments would suggest that we conform and obey to a great extent. However levels of obedience did alter when we look at different variations of Milgram’s experiment (1963) for example proximity of learner – If the teacher was placed in the same room as the learner and had to press the learner’s hand on the shock plate, obedience fell to 30%. Flanagan: 2008: P125). Moscovici in his experiment of minority influence showed that people did not conform or obey. He placed 2 confederates together with 4 genuine participants all had no colour blindness. They were shown 36 slides which were clearly different shades of blue and asked to state the colour out loud. In the first part of the experiment the 2 confederates answered consistently green for each of the 36 slides. In the second part they answered inconsistent green 24 and blue 12 times.

Moscovici found that the participants in the consistent condition yielded and called the slides green in 8. 4% of trials. 32% of the participants in the consistent condition reported a green slide at least once. Participants in the inconsistent condition yielded and called the slides in only 1. 3% of the trials. In this situation we can see that social influence occurs as a result of minority, rather than majority influence therefore minorities can influence the majority but not all the time and only when the confederates behaved consistently.

Moscovici shows that if majority influence was the only process, then opinions would never change because we all would continue to follow the majority. Yet history is littered with examples of changing attitudes, such as those towards females and homosexuals. These changes are due to minority influence. These findings to somewhere towards answering the initial question of this discussion – to what extent are conformity and obedience likely outcomes of human behaviour?

Obviously there is no definite answer and never will be as all humans are individuals with their own personality. Every person is born into society with their own particular culture, language, style of dress and behaviour. However, every person is introduced to acceptable attitudes and beliefs, and learn certain norms and values which are thought ‘appropriate’ by other members of their group. This socialisation can effect peoples decision making and choices because we as humans feel the need to have acceptance and to be part of a group – therefore to conform and obide.

In answer to the second question can individuals avoid these social influences? Social influence occurs when one’s emotions, opinions or behaviours are effected by others and can be seen in conformity and obedience. Social Influence is largely concerned with the factors that maintain the status quo by conforming to the views or behaviour of the majority or obedience to those in a position of authority. People with strong moral convictions are less likely to be influenced therefore avoiding social influence. (Flanagan: 2008).

Human Values and Ethics in the Workplace Improving Leadership and Performance in the Water Education, Supply and Sanitation Sectors RESOURCE PAPER Teaching Managers Human Values “Human Values and Ethics in the Workplace” is a capacity-building initiative developed in a collaborative effort between the Global Dharma Center (GDC) and UN-HABITAT, within the framework of the Human Values Water, Sanitation and Hygiene Education (HVWSHE) Initiative of the Water for African/Asian Cities Programmes.

The purpose of the capacity-building is to improve leadership and performance in every aspect of the water education and water supply and sanitation sectors, and to help bring about a new ethic in water use and management. © 2005 UN-HABITAT and Global Dharma Center For more information: www. globaldharma. org/hvew. htm 2 Teaching Managers Human Values by B. Gustavsson, School of Business, Stockholm University, Sweden; A. N. Tripathi, Institute of Technology, Banaras Hindu University, India; G. P. Rao, Department of Management Studies, Madurai Kamaraj University, India.

Abstract The authors are convinced of the necessity in a human dimension in managerial decisionmaking. The problem is to define values in a human context. We have suggested a framework for understanding the origins and scope of human values. We trace values to theistic, humanistic and empirical origins, and connect these to individual, sociological and ecological levels of application. We have illustrated our framework with a case study of a systematic approach to teach human values to managers in India.

While this approach is mainly using a theistic approach, we recommend that other approaches to values can be included in courses teaching human values to managers. Human values are necessary in today’s management. Business is no longer confined to a national state but is really borderless. Hence business from the international viewpoint, cannot be regulated by governments unless international agreements can be reached. In this “lawless land” the responsibility of the executive is greater than ever. Which values does s/he promote in her/his actions and decisions?

Which responsibility does s/he take? Only towards the bottom line or also towards the growth of mankind? On a national level we find similar concerns with ethics and values in management. Being a generator and facilitator of human material wealth, does her/his responsibility towards human values end there? We do believe that the manager of today has a wider responsibility than that. We believe that it is in the interest of the managers themselves to have a heightened awareness of the values of humankind and also to promote them.

I. Human values: what are they? Like most basic areas of human knowledge and experience, the concept of human values defies definitions. Yet it can be instinctively felt, cognitively grasped, discussed as a shareable experience, and thus made a valid area of enquiry. This enquiry is a major under-current of the wisdom literature of all the ancient civilisations and of the later day philosophers, scholars and great leaders of social and political movements.

The profusion of ideas, divergent approaches and intermixing of several strands of thought make the effort of conceptualising human values a daunting task for modern scholarship. However, for a clearer understanding of the scope, significance and interrelationship of these ideas it is necessary to have a conceptual framework for classifying them. In the following paragraphs we make a humble attempt at this difficult academic endeavour. Classical literature does not make a distinction between values and human values. Perhaps there was no need for it then.

Philosophical ideas on value enquiry were directed towards finding the nature, meaning and purpose of human existence. In the present century search for a theory of values has become a separate branch of modern philosophy and has been called axiology. Although the different realms of this value enquiry cover all areas of human concern like ethics, religion, art, science, social science, law etc. , no separate or special significance is attached to the term human values. One main approach to this classical value enquiry we would like to call the ideal-normative approach. In the

Western tradition it is represented by Plato’s formulation of the absolute values of Truth, Goodness and Beauty. They are conceived as having independent existence of their own and are 3 used as ideal norms for value judgement at the relative level of human existence. In the Indian tradition absolute values are related to the absolute reality whose nature is described as Sat,Chit and Anand. Attainment of a state of eternal bliss by the realisation of identity of the individual self with the universal Self of this absolute reality is the highest and ultimate object of human striving.

Closely related to this absolutist perception is the theistic view which may be called a sub-group of the idealistic-normative approach. It is based on a metaphysical belief system which accepts the reality of a divine cosmic order and faith in the authority of a creator God who is also the upholder of all values. The basis of all ethical, social and other human values is sought in the enduring truths, either revealed or obtained through super conscious insights of sages, contained in the sacred religious literature.

Although differing in their belief systems, rituals and customs, the great world religions have a large area of agreement on the basic moral values, conceptions of personal virtues and social group behaviour based on humanistic values of love, brotherhood, caring and sharing. Many leaders of the Indian renaissance, e. g. Swami Vivekananda, Sri Aurobindo, Rabindranath Tagore and Mahatma Gandhi, were inspired by the absolutist-theistic value system and used it as the basis for their efforts towards the spiritual, social and political rejuvenation of the Indian society.

In recent times the term ‘human values’ has been used for this theistic approach to value system (Chakraborty, 1995a,b; Swami Ranganathanand, 1991). This is perhaps because of the need to highlight the universal humanistic aspects of this value approach, as against the merely speculative, mystical, or life-denying ascetic aspects. In the modern interpretation of theistic value approach the authors have shown its relevance and significance to the managers and other professionals.

Another reason for the use of adjective ‘human’ before these values may be to distinguish this value approach from the modern, so-called scientific, approach to human phenomena and associated values. Interpreted in its narrow sense this scientific approach robs man of the dignity of his divine association, his spiritual nature and reduces him to a biological organism of a random collection of atoms. It denies any meaning and purpose to life and rejects all considerations of faith, belief, feeling and intuitive religious perceptions.

This mechanistic, deterministic interpretation makes man merely a malleable automaton, to be ‘programmed’ to meet the demands of the existing socio-technological order, through manipulation of his lower order needs and desires. In the second sub-group of the idealistic-normative approach to human values we would like to place all the different strands of humanistic thoughts, ranging from love and compassion of Buddha to the radical humanism of Marx. Included in this sub-group are the ideas of humanists having varying degrees of theistic, non-theistic and atheistic leanings but attaching prime importance to man and to human values.

As Fromm (1981, p. 148) points out “There is a remarkable kinship in the ideas of the Buddha, Eckhart, Marx, and Schweitzer: their radical demand for giving up the having orientation; their insistence on complete independence; their metaphysical skepticism; their godless religiosity, and their demand for social activity in the spirit of care and human solidarity” (emphasis added). These humanist ideas and movements developed as protests against oppressive constraints on human spirit of freedom, creativity and dignity, imposed by religious dogmas or by dehumanising social or technological orders at their day.

They developed a new ethics of man based on interconnectedness of humankind, love and respect for life, the joy of sharing and caring, and the faith in man to shape his own destiny. They find deep reflections in the literary traditions of both the East and the West over the last few centuries (Bharati, 1990), and gave rise to different kinds of social and political theories, like liberalism and socialism, for the betterment of humankind, particularly of the oppressed and the exploited.

In recent times it has led to the declaration of Universal Human Rights by the United Nations. The term human values has generally been understood in this context of humanistic thoughts. The second main approach to human values we would like to call the empirical-purposive approach adopted by modern psychologists and other social scientists like Rokeach (1973), Schwartz (1994) 4 and Mukherjee (1965). It views the of values as a distinct component of the total human personality, which guide or affect attitude and behaviour of the individual and social groups.

In Schwartz’s view values are “responses to three universal requirements with which all individuals and societies must cope: needs of individual biological organisms, requisites of coordinated social interaction and requirements for smooth functioning and survival of groups” (Schwartz, 1994, p. 21). This approach is non-normative and is not based on any religious, philosophical system of ideas or world view, nor on any social-political ideology. Identification of values, their classification, and search for interrelationships between them is based on empirical methods of observation, attitude surveys, statistical validation techniques etc.

Conceptualisation of human values based on the findings of empirical research is fast becoming a distinct area of social science research. These empirical studies and researches on human values are not merely idealistic or intellectual exercises. They are purposive in the sense that the knowledge gained by them is sought to be utilised for practical purposes in diverse areas like, management science (leadership and team building, human resource development etc. , socio-political policy decisions (welfare programmes, race relations, positive action programmes for minorities, population control programmes, environmental policy etc. ). Hence the use of the term purposive in the descriptive title ’empirical-purposive’ for this approach to human values. Another way of classifying the different approaches to human values could be in terms of the level of aggregation they focus their attention on. These levels may be called the individual, the sociological and the ecological.

The first level focuses on the individual human being, taken as an independent entity. Some illustrative value terms referring to this level are survival values, character, personal virtues, aesthetic appreciation, human rights, salvation, self-realization, etc. At the second level individual values are subordinated to the sociological values. It is concerned with operation of values at the collective level of human society and includes values associated with family and other social institutions and professions; caring nd sharing, sense of social responsibility, social and economic justice, sarvodaya, values of humanity and human interconnectedness, etc. Similarly the ecological level subordinates the first two and consists of values from the standpoint of human beings as a part of the total ecological system. In the reports commissioned by the Club of Rome there is a concern for developing a “new world consciousness… , a new ethic in the use of material resources, a new attitude towards nature, based on harmony rather than on conquest … sense of identification with future generations” (Mesaroric, M. D. and Pestel, E. , 1974, p. 148) to avoid global catastrophe caused by unrestrained economic growth. “For the first time a demand is being made for an ethical change, not as a consequence of ethical belief but as the rational consequence of economic analysis” (Fromm, 1988, p. 149). Human values perceptions from this perspective focus on the inter-dependency of human beings and nature and include expressive terms like respect for and harmony with nature, concept of Mother Earth, sustainability, conservation etc.

We thus arrive at a two-dimensional matrix for the classification of human values concepts. One dimension of this matrix consists of the different approaches and the other of the three levels of aggregation, shown as the horizontal and the vertical columns of the table below. Approach Level Individual Sociological Ecological Table 1: Two-dimensional classification framework of human values IDEAL-NORMATIVE Theistic Humanistic x x x EMPIRICALPURPOSIVE x x x 5 It needs to be emphasised that the categories in this proposed classification scheme are far from being exclusive. In fact they very much overlap.

For example many of the humanistic approaches have theistic foundations and many items of the empirical approach are reformulations of the idealistic approach. What is being implied in the classification is the identification of the main emphasis or main focus of the approach. The entries in the matrix indicate what we consider to be the main level(s) of aggregation which a particular approach focuses on. In our view the theistic approach focuses mainly on the individual level in its quest for making a “good” man, whereas the humanistic approach is concerned with both the “good” man and the “good” society.

This is not to deny the sociological and ecological concerns of the theistic approach; however we feel that these concerns are secondary to that for the individual. On the other hand the different empirical approaches together cover all the three, individual, social and ecological levels. The progression in the above matrix, both in the vertical and the horizontal directions, has a chronological order. The earliest human value perceptions were related to the individual level. The growing complexities and tensions of the human societies enlarged the scope to include the sociological considerations as its second focus.

And the disastrous impact of the rapid technological developments, coupled with the population explosion, of the present century has made ecological concern as the third focus. Once again this chronological flow has no exclusivity. The philosophical speculations and beliefs of the earliest civilisations, including the aboriginal civilisations in existence today, have remarkable sensitivity and insights about the nature and man’s relation to it. However it is only in the recent times that the theme has acquired an urgency to prompt development of a concerted approach to human values in relation to ecology.

Similarly many of the later day humanistic values have been traced to the earliest Upanishadic idealistic-theistic views on life and its value (Devaraj, 1988). Yet there is a general chronological flow from the absolutist, theistic view of human values to the humanist view and finally to the present day empirical view. II. Can human values be taught? The question of interest to us is if human values can be taught to modern managers in any systematic way and, if so, to what effectiveness. S. K.

Chakraborty, Management Centre for Human Values, Indian Institute of Management, Calcutta, has since 1983 been giving workshops on the theme “Human Values” on an in-house basis in many companies and as open workshops for managers from different companies and academics, mainly from India, but also from abroad. The impetus for this development is said to have come from managers at various management development programmes given at Indian Institute of Management in Calcutta, asking for Indian insights that could be valuable for organizations and management.

The objective of the workshops is to enhance in course participants the sensitivity to and sustenance of the value-system, which Chakraborty has distilled from what he calls “the Indian ethos”, based on studies of Buddhist, Vedantic and Yogic literature together with Indian epics and Pauranic literature. It is claimed that Indian values are found in the deep-structure of the Indian psyche, as reflected in these sources. The basic idea is purification of the mind, partly through a mind-stilling technique, and partly through practice of nourishing noble thoughts (e. g. compassion, friendliness, humbleness), and rejecting wicked ones (e. . greed, jealousy, arrogance). Such practice will reveal the “divine”, or “higher self”, within the individual and s/he will be able to perceive the same in others. The goal is that in a management setting these practices will have repercussions on business life, more specifically in respect of the individual, improved cooperation, non-attachment to the selfish rewards of the work, increased creativity, service to the customer, improved quality, creating an ethico-moral soundness, cultivating self-discipline and self-restraint, and enhancing generosity (Chakraborty, 1991, pp. 9-20). 6 The content of the workshops varies according to the duration. There are three modules, the first one lasting three days and the next two lasting two days each. Each module elaborates on different principles. Module I, also called the “foundational module”, develops the basic concepts and practices. It is argued that managerial effectiveness is dependent on a sound values system, undergirding the superstructure of skills, which in turn emanates from a pure mind.

The factors influencing a pure mind are discussed in terms of higher and lower self, disidentification and reidentification with the latter and the former respectively, the guna, karma, samskaras, nishkam karma and other theories. The first steps of the mind-stilling technique relating to these principles are given at this stage. Module II focuses on leadership and teamwork and elaborates on a number of principles from the Vedantic and Buddhist literature connected to the theme. Additional steps in the mind-stilling techinque are also introduced. Module III covers the topics stress, counselling and communication.

The main issue here is to identify with one’s innermost self, which is ananda, as the basic remedy for stress-generating influences. A few more steps are included in the mind-stilling process in this module. These modules can be taken separately or jointly. In the annual workshop at the Management Centre for Human Values all three modules are offered integrally. The workshops are promoted directly and indirectly: directly through mailing of pamphlets to selected companies, and indirectly through the network of previous course participants on the workshops.

Initiatives to the in-house workshops can come from top management, HRD (personell) department, open workshop participants who want to bring in the workshop to the company, persons who have come in contact with Chakraborty’s ideas, etc. The participation in the workshops are mostly on a voluntary basis, whereas there could be occasions when managers have been asked by the CEO or someone high up to attend the workshops. Following our categorization of human values above, these workshops would fall into the “idealnormative” approach, with theistic leanings.

The source of the values taught at the workshops are derived from the sacred texts of Indian wisdom literature, and the values are claimed to have an eternal and universal character to a great extent. It is normative in the sense that the values are something people ought to have from the ideal perspective, not accepting certain values, or disvalues, just because people are having them. The basic foundation of values is taken to be divine, implying a theistic approach, whereas the humanistic elements are found in caring values, concern for others, love and compassion.

The level of focus is mainly on the individual in terms of personal virtues. It is stated that in order to change the environment we must start with ourselves. Thus, more aggregated human levels (organizational, political, societal, ecological, global) are not neglected, but the starting point is the individual. III. Participant responses The participants are asked to submit on the last day of the workshop plans of action which they would like to implement in the six months to follow.

We have such plans of actions from a total of 208 participants who attended seven in-house workshops and one Annual International Workshop, held between August 1995 and February 1996, as per the following particulars: 7 Serial No. 1 2 Workshop Tata Iron and Steel Company (TISCO) Tata Engineering and Locomotive Limited (TELCO I) Bokaro Steel Plant (BSP) Ordnance Factory Ambajhari (OFAJ) Tata Engineering and Locomotive Limited (TELCO II) Hindustan Aeronautics Limited (HAL) Indian Farmers and Fertilisers Company Limited ( IFFCO ) TOTAL No of participants 22 32 4 5 23 17 23 6 7 17 32 166 42 208 8 Annual International Workshop ( IIMC ) GRAND TOTAL Table 2: Workshops examined TISCO and TELCO belong to the well established and highly reputed Tata Group of Companies in India, while the others are leading public sector undertakings / government organisations. Managers belonging to senior and middle management cadre normally participate in these in-house workshops. The rank during the workshops can vary; some are pure peer-groups and at some there can be a superior-subordinate relationship during the same workshop.

The annual international workshop, on the other hand, attracts top and senior practitioners, owner-managers, academia, consultants, and government officials from India and abroad. The respondents whose plans of action would be analysed thus represent a cross section of highly educated,motivated and successful persons in their chosen spheres of activity. The responses/ data which constitute their plans of action, however, have certain built in limitations : 1. We can only make inferences from the immediate time at the end of the workshop; 2.

We can only study the managers’ responses to, and expectations of human values, not how they are reflected in their behaviour; 3. We do not know whether there has occured any changes in the managers’ attitudes towards human values, as we don’t have data from them prior to the workshop; 4. We do not know how honest their attitudes are due to perceived group pressure from peers, super/subordinates, from the course leader, desire to give a good (or bad) impression or other possible factors. 5.

The answers are given spontaneously without forewarning and therefore may not be well thought out ideas. 8 The analysis of the plans of action meant to understand the intentions of the participants, and make inferences from their statements the extent to which these workshops have influenced human values in managers. The intended actions are analysed with reference to (a) the contents of the workshop, and (b) the purpose of, and the direction in, which they want to make use of the contents, inputs, knowledge and skills they have learnt from the workshops.

A) Content Analysis A content analysis of the responses shows that the most frequent item figuring in almost all of the course participants’ plan of action is the resolve to practice the mind-stilling and breathing exercises taught in the course as an essential experiential practice for Chitta-Shuddhi and for communion with the higher Self. Its enthusiastic reception may have also been prompted by the urgent need for maintaining a calm mind in the tension ridden life of practicing managers. The next most common resolve relates to the practice of a cluster of values and value-principles emphasised in the course.

It includes, (i) cultivation of values related to higher self and suppression of disvalues associated with lower self, (ii) practice of nishkam karma (self-less action) in work-life as well as personal life, (iii) practice of giving model of life based on the concept of five fold debts (deva rin, rishi rin, pitririn, nri rin, and bhuta rin) (iv) cultivation of satwaguna over rajoguna, and (v) introspection to examine, and to rearrange one’s career goals, life styles, attitudes and value systems in the light of the above noted paradigm of higher values.

Some responses indicate a desire to propagate and share the ideas learnt in the course with members of the family as well as members of the work-group. A smaller number of responses show the desire to learn more about these ideas by reading the sacred wisdom literature of India, like Gita, Upanishhads, writings of Vivekanand, etc. One can conclude from this content analysis that the value concepts of Indian psycho-spiritual tradition have been well received. They have had a positive impact on the participants as indicated by their resolve to internalise them and to use them as a basis for self-development.

B) Purpose/Direction Analysis A perusal of the plans of action indicated that the purpose of the participants was to apply the knowledge gained by them for development of the self, members of his/her workgroup, viz, superiors, colleagues, and subordinates, and of his/her family members and friends. They also wanted to transmit or communicate the knowledge they gained to the members of their workgroup, family and friends. The purpose thus was three-fold (development of self, workgroup members, and of family and friends): and, the direction two-fold (toward workgroup members, and toward his/her family and friends).

Juxtaposing the purpose and direction, a table is prepared containing relevent particulars and percentage analysis. 9 WORKSHOP NO. OF PRTICIPANTS WITH MAJOR FOCUS ON SELF DEVEL. OTHERS TOTAL NO. OF PLANS OF ACTION FOCUSING ON SELF OTHER PERSONS DEVEL. IN OUTSIDE ORG. 5 85 (75%) 89 (96%) 92 (80%) 29 (66%) 61 (90%) 37 (54%) 147 (96%) 540 (82%) 215 (87%) 755 (84%) 6 14 (12%) 3 (3%) 18 (16%) 11 (25%) 4 (6%) 25 (37%) 4 (2. 5%) 79 (12%) 21 (9%) 100 (11%) 7 15 (13%) 1 (1%) 5 (4%) 4 (9%) 3 (4%) 6 (9%) 2 (1. 5%) 36 (6%) 11 (4%) 47 (5%) TOTAL PLAN TO COMMUNICATE KNOWLEDGE TO OTHERS WITHIN ORGAN. 15 (52%) 2 (67%) 11 (48%) 7 (29%) 1 (100%) 15 (88%) 5 (63%) 56 (53%) 5 (38%) 61 (52%) OUTSIDE ORG. 10 14 (48%) 1 (33%) 12 (52%) 17 (71%) nil 2 (12%) 3 (37%) 49 (47%) 8 (62%) 57 (48%) TOTAL 1 1. TISCO (N=22) 2. TELCO (N=32) 3. BS P (N=23) 4. OFAJ (N=17) 5. TELCO (N=23) 6. HAL (N=17) 7. IFFCO (N=32) TOTAL 8. MCHV (N=42) GRAND TOTAL 2 11 (50%) 28 (87%) 11 (48%) 4 (24%) 18 (78%) 4 (24%) 31 (97%) 107 (65%) 37 (88%) 144 (69%) 3 11 (50%) 4 (13%) 12 (52%) 13 (76%) 5 (22%) 13 (76%) 1 (3%) 59 (35%) 5 (12%) 64 (31%) 4 22 32 23 17 23 17 32 166 42 208 8 114 93 115 44 68 68 153 655 247 902 11 29 3 23 24 1 17 8 105 13 118

Table 3: Analysis of plans of action from course participants on workshops for human values As stated, two values (percentages) have been calculated, viz. number of participants with 50% or more plans aimed at self-development; and, number of plans aiming at self-development as a percentage of total number. of plans. For example, in the first workshop included in the table (TISCO, N=22), 50% of participants had their plans aimed at self-development (column 2), while 75% of the total number of plans discernible from the statement of the participants of the workshop were meant for self-development (column 5).

The most forceful and consistent finding from above relates to the self in terms of both the number of participants focussing on themselves, and also the number of plans made for their own development. In all, 69% of participants had 50% or more of their plans aimed at self-development (column 2) and 84% of the plans of actions envisaged related to self -development (column. 5) such as those discussed under the content analysis. The first three workshops in the first category, viz. the percentage of participants with focus on self, are IFFCO (97%), IIMC (88%) and TELCO-I (87%).

TELCO-II, IFFCO, and TELCO-I workshops occupy the top three positions with 96, 96 and 90 percentages respectively in the second category, viz. the percentage of plans aimed at self-development. The remaining three workshops have corresponding percentages as follows: BSP (48% of participants, and 80% of plans being selforiented), OFAJ (24 and 66), and HAL (24 and 54). Even in the case of OFAJ and HAL workshops which have lowest percentage of participants with 24 each, also have more than 50 percent plans each (66 and 54%) aimed at self-development.

It thus appears that self-orientation in terms of the percentages of participants and of plans of action cuts across, and permeates, all the eight workshops covered. The other finding deserving attention relates to the desire of the participants to use their knowledge gained through the workshops for the development of their workgroup members, i. e. superiors, 10 colleagues and subordinates of the participants. On the whole, 31% of participants had their plans primarily aimed at the deveopment of their workgroup members (column 3). Eleven percent of the plans of action were aimed at such development (column 6).

However, the public sector organizations, OFAJ, HAL and BSP, show significantly higher interest in their workgroup members. This can bee seen in both the number of participants with major focus in their plans on others (76, 76 and 52 % respectively, column 3), and in the number of plans of action focusing on others persons in the organization (37, 25 and 16 %, column 6). The inferences are that the public sector managers perceive -as compared to their counterparts in private sector – higher need for training of others and lower need for themselves.

This difference may be indicative of a different organizational behaviour and social thinking in these organizations with respect to individual and group focus. It may indicate that the managers in the governmental organizations consider themselves less needy in development than their subordinates (“I’m OK but you’re not”). Or it may indicate a sincere concern of the managers in the governmental sector for their fellowmen. Such difference in organizational behaviour could stem from factors connected to the difference in ownership influencing the organizational culture.

However, the responses in our data are too inconclusive for us to make any definite conclusion on this point. IV. Our conclusions Chakraborty’s innovative approach to value education for practising managers is impressive. He has culled out selected psycho-spiritual values from the traditional wisdom literature of India, suitably reinterpreted them and woven them together to form a coherent theory of human values. This theory is then utilised to explain the problems and tensions of both personal and work life of modern professionals and to indicate the way for a better quality of life.

That this approach finds deep resonance in the hearts and minds of Indian managers is evident from our observations of the course participants’ enthusiastic, and at times deeply moving, articulations at the conclusion of the workshops. At the beginning of section II we raised the question whether human values can be taught and with what degree of effectiveness. Judging from the course participants responses, Chakraborty’s approach seems to have met with mostly deep appreciation. Such response undoubtably provides a fertile soil for reexamining and developing one’s human values.

To that extent it is evident that the workshops have been effective in influencing the human values of the course participants. However, it is difficult to reach any conclusion as to what extent the course objectives have been interiorised by the course participants and the general learning effects of the workshops in the daily lives of the participants. What are the effects in the managers’ work and family lives, and do their decisions reflect an increased awareness of human values?

Neither can we draw any conclusions about the duration of the effects, i. e. whether it will last for a day or week and then vanish, or if the effects are stable and enduring. It is also evident from the responses and the stated objectives of the course that the main focus is on the self; self-awareness, self-analysis and self-development. It is consistent with the view that the individual is the cornerstone of all changes and transformations at the organizational as well as the societal levels.

While the necessity of this self-development as a precondition for the value transformation in society may not be in doubt, the emphasis on it may convey the message that it is also sufficient for all the value problems of today’s living. At the organizational level the difficulty may be posed in terms of two distinct, though related, categories of intra-personal and inter-personal values. The latter are of vital significance to managers’ organizational role of a team leader, a change agent or a member of a work group. A heightened sensitivity to personal virtues, which is very effective t the intra-personal level, in itself may not be sufficient for values needed for effectiveness at the inter-personal level. Additional emphasis on humanistic values like human warmth, friendliness, acceptance of the other person as s/he is, trust, 11 empathy etc. , may help bring about a better value balance. As indicated in our study, the emphasis on the inter- and intra-personal levels, as also the extent to which other approaches to human values should be emphasized, may have to be adjusted depending on the type of organization that is approached.

The manager significantly affects, and is affected by, the value culture of the society, through the mediating agency of organizations and other social institutions. Proper appreciation of this value dynamics requires understanding, and interiorisation, of the operation of human values at the societal and ecological levels of our categorization. It is not clear as to what extent values at these levels can be developed and nourished through the present structure and approach of the human value workshops.

An evaluation of the impact of the workshops, including long-term effects and effects on different levels of human values, may help clarify the position and lead to suggestions for expansions and alterations in the course contents as well as the methodology of the workshops. References Bharati, D. (1990). Mnav Mulya Aur Shitya (in Hindi; transl. : “Human Values and Literature”) Delhi, Bhartiya Jnanpith. Chakraborty, S. K. (1991). Management by Values. Delhi: Oxford University Books. Chakraborty, S. K. (1995a). Human Values for Managers. Delhi: Wheeler Publishing Co. Chakraborty, S. K. (1995b).

Ethics in Management. Delhi: Oxford University Press. Devaraj, N. K. (1988). Humanism in Indian Thought. Delhi: Indus Publishing Co. Fromm, E. (1981). To Have or To Be. New York: Bantam Books. Mesaroric, M. D. and Pestel, E. (1974). Mankind at the Turning Point. New York: E. P. Dutton, quoted from Fromm, 1988, p. 148. Mukherjee, R. (1965). The Social Structure of Values. Delhi: S. Chand. Rokeach, M. (1973). The Nature of Human Values. New York: Free Press. Schwartz, S. H. (1994). “Are there universal aspects in the structure and conduct of human values? ” Journal of Social Issues, 50, no. 4, 19-45. Swami

Ranganathanand (1991). Human Values in Management. Delhi: Bharati Vidya Bhavan. Notes 1. The authors are grateful to professor S. K. Chakraborty, convenor of the Management Center for Human Values, Indian Institute of Management, Calcutta, India, for his collaboration, support and comments on this paper. © Gustavsson, Tripathi & Rao 1996. No part of this work may be reprinted in any form, physical, electronic, or otherwise, without written consent from the author. About the authors B. Gustavsson graduated (civ. ek. ) 1975 from School of Business, Stockholm University, Sweden, and received his Ph. D. (Ekon. r. ) there in 1992. He is presently working as assistant professor at School of Business, Stockholm University. His latest project is a study on values transition in Indian management. A. N. Tripathi is a professor of electrical engineering at the Intstitute of Technology, Banaras Hindu University, India. He obtained his B. Sc engg (electrical) from Banaras Hindu University in 1960, M. Tech (control systems) from Indian Institute of Technology, Karaghpur in 1965, and Ph. D. from University of Wales in 1971. He is presently working on a project called “Human Values in the Engineering Profession”. G. P.

Rao is senior professor and head of the Department of Management Studies, Madurai Kamaraj University, Madurai, India. He has an M. A. in economics and postgraduate Diploma in Management 12 (PGDM) from Indian Institute of Management, Calcutta (IIMC). He has recently finalized a project called “Human Values in Industrial Organizations: A Feminine Perspective”. . 13 United Nations Human Settlements Programme (UN-HABITAT) P. O. Box 30030, Nairobi, KENYA www. unhabitat. org www. unwac. org Tel: +254-20-623060 Fax: +254-20-623588 Global Dharma Center (GDC) Dallas, Texas 75240 USA www. globaldharma. org Tel/Fax: +1-646-514-8260 14

Baja, and their responses were used for data analysis using the Pearson Product Movement Correlation at 99% confidence level. It was concluded that there is a significant positive relationship between human capital development and quality of service delivery in the telecommunication industry. In order to ensure effective human capital development, it was recommended that organizations should set meaningful training programmers, skills and quality service delivery systems.

Before any production of goods and or services can commence, four (4) important monuments must be put in place, I. E. Humans, finances, materials and machines. Out of these four (4) components, human capital is the only active factor without which all the others cannot function. The historical experience of the development of countries of the world has shown that people are the most important and promising source of economic development due to their involvement in quality service delivery.

Equipments and technology are products of the human mind and can be made productive only by the people. The success of any development programmer depends on human innovative ideas and creativity. Most economists as well as human resource experts would probably agree that it is the human resources of a firm, and not its capital nor its material resources that ultimately determine the character and face of its social economic development. According to Harrison (1962), human resources constitute the ultimate basis for the wealth of nations.

The goals of management are the maximum possible utilization of human beings in productive activities and the fullest possible development of skills, knowledge and capacities of the labor force. Therefore, capital and natural resources are passive factors of reduction, and human beings are the active agents who accumulate capital, exploit natural resources, build social, economic and political organizations and carry forward national development.

Clearly, a company which is unable to develop skills and knowledge of its people and utilize them effectively in service delivery will be unable to develop anything else. Thus, human capital development is now regarded as the primary determinant of a company’s standard of its service delivery because its development determines how well a company succeeds. Indeed, effective and efficient human capital is very crucial to the development and growth of organizations and the economy as a whole.

This paper is to sketch a variegated role of human capital development in service delivery in the telecommunications industry, using MAT Nigeria as a case study. Specifically, the paper is packaged with the following objective; To discuss ethical issues in human capital development and make recommendations on the best human capital development practice for improved service delivery and sustainable development. This work is structured based on theoretical views of management experts and writers, and on practical realities that are bound in domestic and international economies.

In order to achieve the objectives of the study, the following hypothesis are formulated and stated in null form. HOI There is no significant relationship between human capital development and training in service delivery. HUH There is no significant relationship between human capital development and quality of service delivery HUH There is no significant relationship between human capital development and customer satisfaction. 2. 0 A BRIEF HISTORY OF MAT NIGERIA. MAT Nigeria is part of the MAT Group, Africans leading cellular telecommunications company.

On May 16, 2001, MAT became the first GSM Company to make a call allowing the globally lauded Nigerian GSM auction conducted by the Nigerian Communications Commission earlier in the year. Thereafter, the company launched full commercial operations beginning with Lagos, Baja and Port Harcourt. MAT paid US$million for one of four (4) GSM licenses in Nigeria in January 2001. To date, in excess of IIS$I . Billion has been invested building mobile telecommunications infrastructure in Nigeria. Since launch in August 2001, MAT has steadily deployed its services across Nigeria.

It now provides services in 223 cities and towns, more than 0,000 villages and communities and a growing number of highways across the country, pning the 36 states of Nigeria and the Federal Capital Territory (FACT), Baja. Many of these villages and communities are being connected to the world of telecommunications for the first time ever. The company’s digital microwave backbone, the 3,400 kilometer Yellowish” was commissioned by President Ligneous Bassoon in January, 2003 and is reputed to be the most extensive digital microwave transmission in the whole of Africa.

The Yellowish” significantly helped to enhance call quality on the MAT network. The company subsists on the core brand values of leadership, relationship, integrity, innovation and ‘can do’. It prides itself on its ability to make the impossible possible, connecting people with friends, family and opportunities. MAT Nigeria also recently expanded its network capacity to include a new numbering range with the prefix – 0806, making MAT the first GSM network in Nigeria to adopt an additional numbering system, having exhausted its initial subscriber numbering range – 0803.

In its resolve to enhance quality customer service, MAT Nigeria has also introduced a self-help toll-free 181 customer-care line which subscribers can resolve their frequently asked questions (FAQ) free of charge. Mint’s overriding mission is to be a catalyst for Insignia’s economic growth and development, helping to unleash Insignia’s strong development potential not only through the provision of world class communications but also through innovative and sustainable corporate social responsibility initiatives.

Literature review

Human Capital Development is a framework for the expansion of human resource Walton an organization. Human capital Development Is a accommodation AT Railing ND Education that ensures the continual improvement and growth of both the individual and the organization. Adam Smith states, “The capacities of individuals depended on their access to education”. (Kelly, 2001). Human Capital Development is the medium that drives the process between training and learning.

Human Resources Development is not a defined object, but a series of organized processes, “with a specific learning objective” (Needle, 1984) Human Resources Development is the structure that allows for individual development, potentially satisfying the organization’s goals. The development of the individual will benefit both the individual and the organization. Human Capital Development framework views employees, as an asset to the enterprise whose value will be enhanced by development, “Its primary focus is on growth and employee development… T emphasizes developing individual potential and skills” (Elwood, Hilton and Trot, 1996) Human Capital Development can be in-room group training, tertiary or vocational courses or mentoring and coaching by senior employees with the aim for a desired outcome that will develop the individual’s performance. An apprentice will step through the development process to become a tradesman in their field as will a white-collar trainee to become a professional in their field.

Training will allow the individual to complete a task within their field today. Guttering and Hutchison maintain that, “Training provides maintains and enhances skills to perform the job” (Needle, 1984) Education and training will develop the individual to become a tradesman or a professional in the future. A successful Human Capital Development program will prepare the individual to undertake a higher level of work, “organized learning over a given period of time, to provide the possibility of performance change” (Needle 1984).

Human Resources Development is the framework that focuses on the organizations competencies at the first stage, training, and then developing the employee, through education, to satisfy the organizations long-term needs and the individuals’ career goals and employee value to their present and future employers. Human Resources Development can be defined simply as developing the most important section of any business, its human resource, by “attaining or upgrading the skills and attitudes of employees at all levels in order to maximize the effectiveness of the enterprise” (Kelly 2001).

The people within an organization are its unman resource. Human Capital Development from a business perspective is not entirely focused on the individual’s growth and development, “development occurs to enhance the organization’s value, not solely for individual improvement. Individual education and development is a tool and a means to an end, not the end goal itself”. (Elwood F. Hilton II, James W. Trot Jar. ) According to Dough S. L. (2007), Effective Human Capital Development has the following advantages to; The Organization: Improved quality product/services Improved services to customers Increased motivation amongst employees

Maintenance of sufficient and suitable range of skills among employees The development of knowledge and skills in the workplace The harnessing of work experience and other forms of on-the-Job development in a planned way Achievement of improved Job performance and productivity (competitive advantages) I en Uninominal: Increase in personal repertoire skills Increase in Job satisfaction Increase value of employee in the labor market Improved prospects of internal promotion.

Service delivery

This includes those activities associated with the direct provision of a service which meets the needs of an individual customer.

The quality of service delivery of a firm is tested at each service encounter. Customers form service expectations from many sources, such as past experiences, word of mouth, and advertising. In general, customers compare the perceived service with the expected service quality level. If the perceived service quality falls below the expected service quality level, customers are disappointed. However, if it meets or exceeds the customer’s expectations he will opt to use the same service provider again.

Successful companies add benefits to their offerings that not only satisfy customers but surprise and delight them. Delighting customers is a matter of exceeding their expectations. Pursuant, Eightieth and Berry, formulated a service-quality model that highlights the main requirements for delivering high service quality. The model shows:

1. The gap between customer expectation and the management perception. Management does not always correctly perceive what customers want.
2. Gap between management perception and service delivery specification. Management might correctly perceive customers’ wants but not set a performance standard.
3. Gap between service quality specification and service delivery. Personnel might be roll trained or incapable of or unwilling to meet the standards or they may be held to conflicting standards, such as taking time to listen to customers and serving them fast.
4. Gap between delivery and external communications. Customer expectations are affected by statements made by company representatives.
5. Gap between perceived service and expected service.

This gap occurs when the customer wrongfully perceives the service quality. Based on this service quality model, the researchers identified the following five (5) determinants of quality service delivery in order of importance:

1. Reliability – the ability to perform the promised service delivery, and accurately.
2. Responsiveness – the willingness to help customers and to provide prompt service.
3. Assurance – the knowledge and courtesy of employees and their ability to convey trust and confidence
4. Empathy – the provision of caring individualized attention to each customer.
5. Tangibles – the appearance of physical facilities, equipment, personnel and communication materials.

The survey research design was adopted for this study. The design was suitable because the study seeks to determine the relationships between the independent ND the dependent variables; human resource development (independent variable) and service delivery (dependent variables). Management staff of MAT Nigeria, Baja makes up ten population wanly 25 Because ten population AT ten study Is small, It was adopted as a sample size.

That is, N = n = 25 The study was carried out with the use of a four-point Liker-type questionnaire. The dependent variable (service delivery) was divided into quality of service delivery, customer satisfaction. Respondents were expected to indicate by ticking the extent to which they agreed or disagreed to statements that were simply stated. These responses were measured by means of a four category rating system as follows; AS-4 (strongly agree), A-3 (agree), D-4 (disagree) and SD-I (strongly disagree).

Efforts were made to ensure clarity and brevity in item construction. Altogether, there were 16 items on the questionnaire; 4 on each of the variables. A total of 25 questionnaires were issued to the Management staff of MAT Nigeria and all were retrieved. Secondary data were also used for this study, including from textbooks, Journals, internet materials, MAT Nigeria office in Baja.

Testing of hypothesis

In order to test the hypothesis formulated by the researcher, the Pearson Product Movement Correlation was used as a tool for data analysis.

All data analysis was done using the Statistical Package for Social Science (SPAS 14. 0) computer programmer. Hypothesis One HOI: There is no significant relationship between human capital development and training in service delivery In order to establish the relationship between human capital development and training in service delivery, the Pearson Movement Correlation was performed on scores of items measuring human capital development and those measuring training n service delivery. Hence, the null hypothesis is rejected. This implies that there is a significant relationship between human resource development and training in revive delivery.

Hypothesis Two HUH: There is no significant relationship between human capital development and quality in service delivery. In an attempt to establish the relationship between human capital development and quality in service delivery, the Pearson Movement Correlation was performed on scores of items measuring human capital development and those measuring quality in service delivery. The analysis is shown in Table 1. 2 below; TABLE 1. 2: Pearson Development and Quality in Service Delivery. Quality in Service Delivery . 745 From the table above, the correlation coefficient is 0. 745, which shows a high sleeve correlation.

Hence, ten null nepotisms Is rejected. I Nils Implies Tanat tenure Is a significant relationship between human capital development and training in service delivery. Hypothesis Three HUH: There is no significant relationship between human capital development and customer satisfaction, the Pearson Product Movement Correlation was performed on scores of items measuring human capital development and those measuring customer satisfactions. From the above, the correlation coefficient is 0. 36 which shows a high positive correlation. Hence, the null hypothesis is rejected. This implies that there is a significant relationship between human capital development and customer satisfaction.

Discussions of research findings

The test of the first hypothesis revealed that there is a significant relationship between human capital development and training in service delivery in the telecommunications industry. It has shown that training is an essential part of the human capital development process. Hypothesis two revealed that there is a significant relationship between human AP tall development Ana quality AT service delivery.

I en services approval Day ten company are undeniably of top international standard, it is obviously the Nigerian telecommunications industry leader and its parent company (MAT Group), rated as the one of the leader in the African telecommunications industry, indicated by the numerous acknowledgements in Africa and the world, Just to name a few; its winning the award for ‘Best Telecommunication Company in Africa’, at the maiden edition of the Mobile World Telecoms Africa Awards in 2009; being named as the as the ‘The African Business of the Year’ by the Common Wealth Business Council (CB) for two years running (2008 and 2009).