Business Environment And Societies In The Tropics †Free Samples

Question: Discuss About The Business Environment And Societies In The Tropics? Answer: Introducation MindChamps Preschool offers a good atmosphere where enrichment and learning programs can be conducted for students ranging from 1 year and 8 months to 6 years of age. The school aims to develop and mentor children socially, physically, spiritually and intellectually to enable them to prepare for future obstacles (Snyder, 2014). The small class sizes enable every child to achieve success. The schools curriculum puts an emphasis on Child Psychology, Theatre, and Neuroscience. The curriculum offers a wide range of activities that will facilitate the transitioning of the children from pre-school to primary school. Type of business: Learning institution MindChamps Preschool is a learning institution that provides a serene environment that encourages and motivates the development of children in the key areas of intellectual, social, spiritual, and emotionally. These skills are imparted through daily activities and the S.M.I.L.E.S. Environment which offer security and engagement (Snyder, 2014). The students are encouraged to develop independent thinking through teacher-assisted and individual activities. Moreover, the serene learning environment and well-structured classrooms foster the learning abilities of the children and enhance creativity. Core services The school offers a curriculum that will prepare the children for primary school. The S.M.I.L.E.S. Environment offers security and engagement to the child while at the same time nurturing their exploration capabilities. Further, the environment prepares the childs brain for future anticipations and optimal growth (Caswell, Chiem Bell, 2010). Another important component of the schools curriculum is conducted at the childrens unique gym, Neuro-Mooves. The gym enhances the development of balance, coordination, motor skills, right brain connectivity, and left brain connectivity. The Narrative Intelligence session ensures the children are successful in their reading activities (Snyder, 2014). Moreover, the session makes the children gain an appreciation and love of books, and also develop the culture of metaphor and story understanding. Location MindChamps Singapore Pte Ltd is located at 480 Lorong 6 Toa Payoh, Level 17 HDB Hub East Wing, Singapore 310480 (Caswell, Chiem Bell, 2010). The immediate environment of the preschool is the Changi Business Park. The Business Park offers a conducive working environment for innovative and forward-looking organizations. The park is home to top technological companies, as well as financial companies including IBM, Huawei, Credit Suisse and many others. Some of the key facilities in the institution include a properly-equipped gym for the children, a spacious outdoor learning environment, and modern classrooms. Staff members and position The school was founded by Mr. David Chiem who also happens to be the Group CEO and Chairman of MindChamps (Snyder, 2014). Mr. Chiem has several well-trained and talented teachers who undergo an intensive and compulsory 200 hours training period before they are recruited. Also, the school has other staff members who support and supplement the learning activities of the preschool. Achievements MindChamps Preschool is an industry leader seeking to positively impact the lives of children and gains recognition as a leader in the education sector. So far, the school has garnered both national and industry-wide awards. In 2015, MindChamps Preschool was recognized and awarded for being Asias Top Influential pre-school brand (Snyder, 2014). This was the first time the school got the award. Brand Alliance determined the school as the winner after conducting online surveys, analysis of the brand, social listening, and face-to-face surveys. Developing an effective workforce At MindChamps preschool, we value the idea of creating an effective work force. Various essential activities enable the school to achieve an effective workforce. To start with, the management sets clear and achievable goals for the employees. By so doing, the employees will work diligently and achieve the performance level expected by the schools management (Nelsey Brownie, 2012). The management is aware of the fact that setting mediocre goals leads to mediocre results. Evidently, every staff member responds to the challenge by stretching their performance capabilities. The school has also created a strong team culture that integrates all the employees into a cohesive, determined, and goal-oriented team. The management works hard to identify the top-achievers and raise their performance levels. This helps to increase the top-performers contribution, as well as initiating training and mentoring programs meant to improve the performance and skills of the employees as a whole (Bedwell, Fiore Salas, 2014). At MindChamps preschool, we imitate and learn from the best and utilize the good models which will positively impact the performance of the workforce. Also, the school achieves an effective workforce by aligning responsibilities and roles. MindChamps Preschool creates a role for each worker based on their competence, or ability to become competent. Also, the management insists on the importance of performing tasks effectively and having a passion to excel. Aligning responsibilities helps the institution to gain a milestone in key activities including learning and co-curricular activities. More importantly, it helps in timely completion of assigned roles. MindChamps Preschool also uses reinforcements to achieve an effective workforce. The reinforcements encourage and enable the repetition of productivity. Moreover, the reinforcements discourage counterproductive activities (Beck Boulton, 2012). The reinforcements at the school are divided into four main groups including extinction, punishment, negative, and positive reinforcements. The positive reinforcements recognize good performance, practices, and attitudes that enhance the schools productivity. The negative reinforcements work to prevent the employees from portraying unwanted behaviors or practices which may lead to negative consequences (Darling-Hammond, Jaquith Hamilton, 2012). Various punishments are also given to employees who portray negative behavior and extinction refers to the firing of the unproductive employees. Job Design using the Job Characteristics Model (JCM) The Job Characteristic Model (JCM) was created by Hackman and Oldman, who were both psychologists in the organizational sector. The Model explains that the job design is related to job satisfaction, work performance, and motivation. The management at MindChamps preschool, therefore, uses this model to determine how the job characteristic affects employees performance. In another perspective, the theory helps the management to study a number of factors that lead to job satisfaction for the employees and the school itself (Wood, Van Veldhoven, Croon, de Menezes, 2012). For this reason, the school improves its job characteristic to include skill variety, task identification, the significance of a task, and feedback. Skill variety requires a worker to possess several skills and talents in order to perform a given job. A variety of skills enables the employees to experience meaningfulness and satisfaction in their jobs. Task identity requires an employee to perform a task to completion, with visible and commendable outcomes. The employees tend to find a task meaningful if they can see a visible and complete outcome (Mark Smith, 2012). The school, therefore, emphasizes the need to work on a given task to completion, rather than working in bits. Task significance refers to the effect of a certain task to the people, whether they are people in the institution or outside the institution. Many people would agree that a job holds significance if it can positively impact other people, whether intellectually, emotionally, or physically. Having understood that their performance will positively impact the world, the employees at MindChamps preschool are motivated to work harder. At MindChamps preschool, the management acknowledges the need for feedback. Workers need regular and clear feedback on matters regarding their effectiveness and performance. This not only works to give them appraisal but also boosts their motivation and self-esteem (Schaufeli Taris, 2014). Finally, Autonomy refers to the flexibility, freedom, discretion, and independence offered by a job. Hence, an employee can determine his/her work schedule and come up with the right procedure of completing the work. For this reason, the school accepts the fact that workers bear a sense of responsibility and should be given their own space to perform tasks. The employees do not need to follow the orders given by the supervisor, or strictly follow the job procedures and manuals (Barrick, Mount, Li, 2013). At MindChamps preschool every employee has the right to feel responsible for individual actions. References Barrick, M. R., Mount, M. K., Li, N. (2013). The theory of purposeful work behavior: The role of personality, higher-order goals, and job characteristics.Academy of management review,38(1), 132-153. Schaufeli, W. B., Taris, T. W. (2014). A critical review of the Job Demands-Resources Model: Implications for improving work and health. InBridging occupational, organizational and public health(pp. 43-68). Springer Netherlands. Mark, G., Smith, A. P. (2012). operations stress, job characteristics, coping, and the mental health of nurses.British journal of health psychology,17(3), 505-521. Wood, S., Van Veldhoven, M., Croon, M., de Menezes, L. M. (2012). Enriched job design, high involvement management and organizational performance: The mediating roles of job satisfaction and well-being.Human relations,65(4), 419-445. Beck, A. J., Boulton, M. L. (2012). Building an effective workforce: a systematic review of public healthcare workforce literature.American journal of preventive medicine,42(5), S6-S16. Bedwell, W. L., FiReferencesore, S. M., Salas, E. (2014). Developing the future workforce: An approach for integrating interpersonal skills into the MBA classroom.Academy of Management Learning Education,13(2), 171-186. Nelsey, L., Brownie, S. (2012). Effective leadership, teamwork and mentoringEssential elements in promoting generational cohesion in the nursing workforce and retaining nurses.Collegian,19(4), 197-202. Darling-Hammond, L., Jaquith, A., Hamilton, M. (2012).Creating a comprehensive system for evaluating and supporting effective teaching. Stanford, CA: Stanford Center for Opportunity Policy in Education. Snyder, A. (Ed.). (2014).What Makes a Champion!: Over Fifty Extraordinary Individuals Share Their Insights. World Scientific. Caswell, B., Chiem, D. P. A., Bell, K. (2010).Pre-School Parenting Secrets: Talking with the Sky. World Scientific.