Trust Among Project Managers and Their Team Essay Example for Free

Trust Among Project Managers and Their Team Essay One of a Project Manager’s most important roles is that of building a team. In building that team, he or she must gain the respect and trust of all of the members within that team. In the book trust is defined as â€Å"the confidence one person places in another that the other will honor all commitments†(Thompson, p. 93). This is a vital component because the team must have faith in the person who is leading the project. Being the project manager is a very important job which requires not a lot of experience, but also hard work and determination. The project manager has to have a good understanding of what the objective is, understand what is needed to get to that objective, and be able to communicate all levels of the project effectively to the team. Basically, the project manager must go above and beyond that of meeting the expectations of all of the members in order to gain their trust. It is not only important that the members of the team trust the project manager, but also that the project manager can trust the rest of the team. Being a part of a team involves risk, especially when there is a level of self-management that the team members will have to do. Having trust in the team can have many benefits such as improving communication, better performance and less conflict among the members. Many times in groups we see implicit trust which is when we trust someone for little or no reason at all based on short interactions that we may have had. (Thompson, p. 95) When we have extremely high levels of trust in a group, we can tend to see the level of performance go down. We can see the performance of a team improve when the project manager and the team members are all monitoring each other’s activities or keeping themselves aware of what is going on in all different areas of the team. Monitoring the team is not necessarily an indicator in a lack of trust, but merely an attempt to assess the project and the progress of the team. It is important to use discretion when choosing when and how much to monitor the team activity because too much monitoring can affect the performance of the team. It has been said that high levels of trust are associated with low monitoring and low trust is associated with high monitoring. (Langfred 2004) Although the team needs to have a strong and organized leader, the team also needs to feel a sense of independence and trust. The image below shows how trust can affect a team’s performance. http://search. ebscohost. com/login. aspx? direct=truedb=buhan=13405639site=ehost-live As we can see, there are several different aspects of trust that can affect the team and its performance. By placing more trust in the members of team and giving them challenges that will require them to work individually as well as together as a team, you will have a more successful outcome. Team members will work better together and separately when they feel that they can be trusted and that what they are contributing to the project is making a difference.

Legal Arguments on Same Sex Marriage

Legal Arguments on Same Sex Marriage Yoel Reina Dicks in the Court The limitation of marriage to opposite-sex couples may long have seemed natural and just, but its inconsistency with the central meaning of the fundamental right to marry is now manifest, claimed Justice Anthony M. Kennedy, whom has tailored all court decisions which recognize gay rights. With that knowledge, must come the recognition that laws excluding same-sex couples from the marriage right impose stigma and injury of the kind prohibited by our basic charter. The news on June 26, 2015 captivated American citizens all around the country, news that may have seemed as too much to absorb. If an individual was near a live television set, or near the proximity of any telecommunication broadcast, the chants of victory over laws restricting same-sex couples to marry could be heard at an amplified rate. The issue of gay marriage is a strange one, one which is surrounded by much fervor, emotion and unknown consequences. One must ask, what consequences would that be?, Jim Obergefell fought and won the case of Obergefell v. Hodges, a case that Jim did not have to succumb to as his partner passed away in 2013, just two years prior to his victory. The person I love was physically falling apart, and I was happy and privileged to be able to be there to help him what else would I do? Jim Obergefell (Geidner). To answer the question, the consequence is love. The love to feel and be with someone else regardless of their creed and sexuality, the right all human beings should have. The loss Jim faced was tragic, but the tenacity wielded by this individual to take on thousands who opposed his right to marry is immeasurable. The case of Obergefell v Hodges, begins when two same-sex individuals bring their case into their respective district, another fourteen same sex couples follow suit. These cases reflect the denial of each individuals right to marry, or the right to have a marriage which was performed at a different state be recognized in their home state. These cases were heard in the states of Ohio, Michigan, Tennessee and Kentucky. The marriage is between a man and a woman, were the current outlook and law by the defined states. Strangely enough so early on, each state corresponding to its petitioner ruled in their favor. Unfortunately, the representatives of the current law (marriage between a man and a woman), petitioned the decision by the courts. In turn this caused the Court of Appeals for the Sixth Circuit to rule in favor of the respondents which in turn reversed the previous ruling by the state courts. The original petitioners decided to continue fighting by escalating the matter to the Sup reme Court. Alas once the petitioners received certiorari by the Supreme Court, each petitioner argued that the reversal by the respondents violate the Fourteenth Amendment by restricting the individuals right to marry or denying its recognition. This situation makes it nearly impossible for an individual to be recognized as a married coupled as the laws are not static nationwide and each state can permit or deny gay-marriage. The emotional approach taken by the petitioner is the claim that they viewed marriage by the institution at a high level and they sought that form of value, and it wasnt an approach to diminish marriage. However, the respondents approach to the situation was that the individuals were attempting not attempting to seek the recognition of marriage, but were in fact looking for a new and unestablished right to marry within the same sex. The respondents reminded the court that marriage is naturally between a man and a woman, the respondents included that the ability for a same- sex couple to marry would demean marriage by its core definition. The respondents also claimed that there is an insufficient amount of democratic discourse to decide on an issue as important as the definition of marriage. Oddly enough the inclusion of a statement as bizarre as same sex couples inability to marry due to the severance of marriage and procreation was also claimed. Both legal arguments were weighted out by the Supreme Court and a decision was to be made, one which sadly did not pass by a large majority ruling, but a ruling in favor of gay marriage was made none-the-less. The Court ruled by majority of 5 to 4 in favor of the petitioners. The verdict, carried by Justice Kennedy (Ginsburg, Breyer, Sotomayor, and Kagan, JJ. joined), initially measured the matter arising from the cases of Michigan and Kentucky, of whether states are obligated to record same-sex marriages (Oyez). The first testament made by the majority ruling in favor of gay marriage was the fact that marriage has evolved over time due to legal and social attributes. A statement identifying every states disarray on the decision of gay marriage was also brought into light. The Fifth and Fourteenth Amendment also contain a due process clause. Due process deals with the administration of justice and thus the due process clause acts as a safeguard from arbitrary denial of life, liberty, or property by the Government outside the sanction of law. The due process clause was strongly used in winning the rights to marry for same sex couples, as liberties protected by the clause extend to choices that are central to a persons dignity and autonomy. These dignities and autonomous action also stretch into personal beliefs and identity. The Supreme Court parried the respondents arguments of the petitioners not seeking to pursue a right to wed, but in its place pursued an innovative right to same sex marriage, with being inconsistent with the Courts prior method to essential rights, as well as that of matrimonial pairing. The claim that rights could not be restricted only by individuals who have previously exercised them was also made. If this was the case, law would be stale and would not evolve with the times and social changes. This informal approach would restrict groups from invoking rights denied to them in the past (womens right to vote, black equality, etc). Furthermore, same-sex marriage is protected by the equal protection clause, stating that the Court recognized that new insights and societal understandings can reveal unjustified inequality within our most fundamental institutions that once passed unnoticed and unchallenged. The marriage laws confronted by the petitioners are in its core unequal. The laws deprived same-sex couples all the benefits approved to opposite-sex pairs and labor as seriously committing harm, in essence serving to disregard and declare gays and lesbians as inferior. At the end the respondents showed no evidence of marriages severance due to the acceptance of gay marriage. The four Justices who were not in favor of the ruling made their dissenting judgements. Chief Justice Roberts, joined by Scalia, Alito and Thomas, dissented from the majority claiming that the Constitution of the United States does not allow judges to refabricate the definition of marriage as it is a decision to be made by the legislature. Chief Justice Robert finalized his dissent by claiming that the majority had no legal basis for its conclusion. Scalia was in agreement with Justice Roberts dissent but included that citizens were robbed of their freedom to govern themselves. After reading over the case and assessing the competition Jim had I am overwhelmed with joy and thanks to this individual and all those who have fought for my right to legally get married. It is a horrendous thought and a very treacherous approach to deny an individual rights granted to another individual. There was reservation saved specifically for Judge Thomas who is of African American heritage, an individual who shared a history of ancestors whom faced a similar struggle towards equality. Although the African American struggle was much harsher than that of gay rights, it was a struggle none-the-less which should give an understanding and compassion towards the importance of civil liberties and rights for all, one he seemed to forget. I could not imagine a world where I could not marry the person I love, to be told that I am different and do not have that right. This case is one that puts law into a perspective that not everything is set in stone. Law mutates, it changes and adjusts to the times may they be impacted by the environment or social changes. It also begs to question the Constitution as a whole, does it not? What is the difference between a dream and the U.S. Constitution when both can be translated based on the outlook of the individual, in this case the courts. Alas, although the Courts did have a majority ruling for gay rights, unfortunately there are dicks (no pun intended to the case), whom are still sitting in the court whove not adjusted to the times itself.

Public Expenditure on Education in India

Public Expenditure on Education in India Abstract Prioritizing amongst the competing ends for the government treasury is a big challenge for a developing country like India. Poverty eradication, health and other crucial social needs compete with education and create fiscal pressures. But an investment in education is considered inevitable. This research paper compares public expenditure on education in India in 2005-06 and 2010-11. As observed, government spent more on revenue account than capital account. Share of the State and Union territories in public expenditure on education was more than that of the Centre. States/UTs spending were highest for Non-plan expenditure across all categories of public expenditure on education. Spending was almost double in 2010-11 as compared to 2005-06 in absolute terms but the relative shares between categories hardly changed. Share of expenditure on education was highest for elementary education followed by secondary education, university education higher education, technical education and then adult education. Key words Public expenditure, education, plan, non-plan, revenue, capital, India INTRODUCTION There are primarily three sources of financing the education in India i.e. financing through central government, state government and non-government sector (including parents, non-government organizations, banks, philanthropic contributions and as a part of corporate social responsibility activities amongst others). Government is expected to shoulder greater responsibility in providing for education due to the social returns associated with education. The central and state financing is further bifurcated in Revenue account and capital account and Plan and Non-plan expenditure. Expenditures on capital account are long-term in nature. They are used for acquiring fixed assets such as land, building, machinery and equipment. Other items that also fall under this category include loans and advances sanctioned by the Centre to the State governments, union territories and public sector undertakings. However, expenditures incurred for the routine functioning of the government departments and various other services, largely not associated with acquisition of assets such as subsidies, salaries, interest, etc. incurred by the government are referred to as revenue expenditure. Plan expenditure refers to the expenditure devoted towards the funding of the plans by the government. On the other hand, non-plan expenditure refers to the expenditures other than those devoted for the plans of government. Plan and non-plan expenditure are incurred on capital and revenue accounts. The objective of this paper is to analyze in detail the contributions made by the Centre and the State governments towards expenditure on education in 2005-06 and 2010-11 and observe the changes thereby. The selected years were chosen due to the availability of comparable data. Data for actual expenditure, revised estimates of budgeted expenditure and budgeted estimates were available, but for the purpose of analysis the data related to actual expenditure incurred was only considered. Henceforth State would refer to State and Union territories combine, CAPITAL AND REVENUE EXPENDITURE ON EDUCATION In absolute terms the budgeted expenditure on education and other departments by Central and State governments in 2005-06 accounted for INR 1,14,389 crores out of which the expenditure on revenue account was about INR 1,13,229 crores (98.99%), on capital account was about INR 1,143 crores (1%) and on loans and advances was about INR 17 crores (0.01%). Similarly for 2010-11 the total expenditure accounted for INR 2,97,311 crores out of which the expenditure on revenue account was about INR 2,93,478 crores (98.71%), on capital account was about INR 3,776 crores (1.27%) and on loans and advances was about INR 57 crores (0.02%). While the absolute budgeted expenditure on education almost increased 2.5 times over the period of five years, the relative share of revenue account, capital account and loans and advances almost remained same. There was just a shift of 0.27% from revenue to capital account. It was further observed that the entire contribution on capital account came from the Sta tes with no share at all from the Centre. As can be observed the share of revenue account left almost negligible share for capital account and loans and advances from the total expenditure. Since capital expenditures are incurred on procurement of fixed assets, the data indicated that lesser expenditure was incurred in acquiring land, building, machinery and equipment. Growth in education would be difficult if it was not duly supported by a growth in acquisition of assets. It can also be observed that the contribution for expenditure on salaries, subsidies and interest payments through revenue account was high. PLAN AND NON-PLAN EXPENDITURE While plan and non-plan expenditure were also incurred on capital account, the amount being comparatively meager, plan and non-plan expenditure on revenue account only had been analyzed. The total budgeted Plan and Non-plan expenditure by education and other departments on revenue account were INR 1,13,229 in 2005-06 and INR 2,93,478 in 2010-11 as suggested in the previous section. In 2005-06 Plan expenditure accounted for 27.9% and Non-plan expenditure accounted for 72.1% of the total budgeted expenditure on revenue account. Similarly in 2010-11 Plan expenditure accounted for 33.2% and Non-plan expenditure accounted for 66.8% of the total budgeted expenditure on revenue account. Therefore over a period of five years about 5% of the share of Non-plan expenditure was shifted to Plan expenditure. For 2005-06 and 2010-11 the Plan expenditure for Center was more and Non-plan expenditure of State was more. Across the total budgeted Plan and Non-plan revenue expenditure the highest share was of Non-plan expenditure by States. The Non-plan expenditure by States accounted for 67% of the total revenue expenditure in 2005-06 and 59% in 2010-11 respectively as can be seen in figure 1. Figure 1: Budgeted Plan and Non Plan Expenditure on Revenue account for Center and State for 2005-06 and 2010-11 Source: MHRD (2008, 2014) Hence it can be concluded that the budgeted expenditure on education was incurred most on the revenue account and of the revenue account the contribution of the non-plan expenditure by the State was highest. EXPENDITURE ON EDUCATION AS A PERCENTAGE OF GDP Expenditure on education as a percentage of GDP is a globally accepted criterion which is widely used for international comparisons of financing of education. Figure 2 depicts public expenditure on various sectors of education namely elementary, secondary, university higher, technical education as a percentage of GDP. Expenditure of Adult education was nominal and so has not been included. Public expenditure included the expenditure incurred by education department and other departments and ministries respectively for various sectors. India being a developing nation highest public expenditure on education as a percentage of GDP was incurred on elementary education in 2005-06 (1.61) and in 2010-11 (1.7). It was followed by expenditure on secondary education, university and higher education and technical education for 2005-06 as well as 2009-10. In comparison with 2005-06 public expenditure on education as a percentage of GDP was incurred more in 2010-11 across all levels of education. Expenditure on education as a percentage of GDP by states was highest for elementary education followed by secondary education, university higher education and technical education for 2005-06 and 2010-11. But the expenditure on education as a percentage of GDP by Centre was highest for elementary education, and was followed by university and higher education, technical education instead of secondary education, that got the least share. Compared to 2005-06 in 2010-11 the commitment by the Centre increased for university higher education and technical education with little left for secondary education. The contribution by the Centre almost doubled for university and higher education and more than doubled for technical education. For secondary education there was a fall in the public expenditure on education from 0.7% to 0.1% of the GDP from 20 05-06 to 2010-11. It can be further observed that the contribution of state for all levels of education was more than that for Centre for both the years 2005-06 to 2010-11 as can be observed in figure 3. While not much change could be observed in the share of State and Centre as a percentage of GDP in 2005-06 and 2010-11 for elementary and secondary education, a dramatic rise in the share of the Centre as compared to State could be observed for university higher education and technical education for the same period. Figure 3: Sector-wise share of State and Centre in Public expenditure on education as a percentage of GDP for 2005-06 and 2010-11 Source: MHRD (2008, 2014) The share of State (76.4%) and Centre (23.6%) for elementary education in 2005-06 almost remained stagnant as observed for State (74.7%) and Centre’s share (25.3%) in the GDP in 2009-10. Similarly the share of State (92.2%) and Centre (7.8%) for secondary education in 2005-06 was almost the same for State (89.9%) and Centre (10.1%) in 2009-10. Share of Centre for university and higher education in public expenditure as a percentage of GDP increased from 23.9% to 38.4% and that of the States decreased from 76.1% to 61.6%. Likewise the share of Centre for technical education increased from 33.3% to 50% and that of the States decreased from 66.7% to 50% from 2005-06 to 2010-11. Therefore the shift from the Centre to State in the share of university and higher education was to the tune of about 15% and for technical education it was about 17%. CONCLUSION The present scenario calls for serious action in support of financing the higher education access in India. A bigger financial commitment surpassing the inflationary conditions both by the central and the state government is warranted. A larger share as a percentage of GDP should be allocated for the expenditure on education to enhance the access to education. Higher funds would be required to address the expenditures on revenue account, like that for filling the vacant faculty positions. On the other side, the expenditure on capital account like raising the qualitative learning infrastructure would be obligatory to achieve a higher rate of enrolments. Access to equitable and qualitative higher education is the need of the hour for a country like India aspiring to excel in the economic growth and development. The commitment from government and private sector towards the investments in developing human capital will determine if the demographic advantage will be a dividend or a liability. Governments today increasingly face the limitation to raise means owing to the fiscal pressures, increased demand for access to education, rising costs, expectations for improvement in infrastructure, increasing the resources, enhancing, quality and competing prioritized demands on the government treasury. For a developing country like India, it is difficult to assume that government alone would be able to achieve the mammoth task of assuring access to education for the masses. Higher efficiencies can be achieved by the allocation of the funds on the criterion of ‘performance based funding’. Increased accountability should be accompanie d by increased autonomy to raise funds at the institutional level, with wisdom to assure the opportunity of access to quality education for anyone willing to pursue the same. The government through necessary regulatory changes should incentivize philanthropic and alumni contributions by allowing tax rebates on incurring such expenditures by individuals. Income generated through consultancies, research and development and providing training workshops in the area of expertise should be appreciated and encouraged. Considering the present and future demand for higher education in India, it cannot be denied that financing remains a serious challenge. To achieve this mammoth task, all possible sources of funding will have to be explored to assure a qualitative and equitable access to higher education.

Atlantis :: essays research papers

Atlantis: We will never know Fantasy is a tough sell in the twentieth century. The world has been fully discovered and fully mapped. Popular media has effectively minimized the legend and the fantastic rumor, though to make up for this it has generated falsities not as lavish but just as interesting. Satellites have mapped and studied the earth, leaving only a space frontier that is as yet unreachable. But standing out is a charming fantasy the modern world has yet to verify or condemn: the lost continent of Atlantis. The father of the modern worlds perception of Atlantis is Plato (circa 428- circa 347 b.c.). (1) The Greek philosopher spoke in his works Timaeus and Critias of a continent in the Atlantic ocean larger than Africa and Asia Minor combined which rivaled Athens as the most advanced in the world. (2) According to the legend surrounding Platos dialogues, the island of Atlantis was violently thrown into the sea by the forces of nature, and its few survivors managed to swim ashore and relate their story. (3) There the legend was passed by word of mouth until an Egyptian priest related the story to Solon, a character in Timaeus. The priest admired the achievements of prehistoric Athenians, because when the rulers of Atlantis threatened to invade all of Europe and Asia the Athenians, on behalf of all Greeks, defeated the Atlanteans to avoid enslavement. (4) The works of Plato opened the floodgates to endless speculation on whether the continent described was fact or fiction. Atlantis has since been placed in Spain, Mongolia, Palestine, Nigeria, the Netherlands, Brazil, Sweden, Greenland and Yucatan. Every nook and cranny of the globe has been hypothesized; mountain peaks, desert lands, the ocean floor and even the barren wasteland of Antarctica have been mentioned in theories. (5) While some of these theories are compatible with Platos works and are within relative reason, numerous crackpot theories have been developed using the lost continent as a basis. One of these theories, posted on the computer internet where it has access to over fifteen million people, talks in twenty-one pages of pre-historical lands with names like Oz and Luxor. These world wide web pages list over two hundred separate articles of proof for the existence of Atlantis, as in the following: (6) Most all ancient civilizations believed in the TITANS, the race of giant humans that inhabited Earth long ago. Different races knew them by different names. These 7 to 12 foot humanoids were thought to be legendary until the excavation of over a dozen skeletons 8 to 12 feet tall, around the world, shocked archeologists. These skeletons were positively human.

Oneills Debate On Education :: essays research papers

O'Neill's Debate on Education Students are not getting the Basic Knowledge needed today due to the poor upbringing and lack of respect for the need of education. In O'Neills editorial his reason for this was because the students as a whole did not want their ignorance exposed. However, he forgot to include that teachers are just as ignorant as the student. Give a teacher the same test and see hoe much they remember about what they we taught some odd number of years ago. It's not safe to assume that because a person can't remember who the 31st president was, that they don't have the basics of gobble history . How many teachers know the basics, if asked on the spot. Lets Examine another quote from O'Neill's editorial in his opine Charie Chaplin a classic movie star, and that because when asked about him no one know who he was, Well , if the students didn't watch old TV shows on the late night TV channels then how would they know of Charlie? They don't cover a class in classic television. There fore that question would be unfair to pit on the test. O'Neill's just assume that everyone is raised in the same back ground as him. Charles Darwin did not create gravity but he did believe in evolution. The concept that we were originated from organs to monkeys then humans. In church we stray away from that kind of talk "that is the devil trying to score your mind" that's what they would say. O'Neill says "I broke the rules of this time-honored gam when I presented my English-composition students with an 86 question test the first day of class." Know that all students think of doing the first day of class. Concentrating on a 86 question test is a common students retinal. The student always for every question read it through out and back and forward. O'Neill told the students that the students that it wouldn't be graded. Any time you tell students that, automatically that means just fill it out. As long as it get done. You can't go by a test like that for the simple fact that there is know evidence each and every one gave it a true try. Sure they finished the test but did they even read it. When students in the hall where stopped and asked to fill out the questions stated on the handout the results where the same. Charles Darwin invented electricity. Christ was born around Elvis's birthday. The geographical part of the test was outstandingly wrong.

Potiki And The Art Of Telling Stories :: essays research papers

This is an explorative essay on the theme in Patricia Grace’s novel Potiki that ‘telling and retelling stories is an important and valuable part of being human’. An important theme in Potiki is the enduring idea that creating and sharing stories as a central part of being human is important. It is a significant theme because the novel is heavily imbued with Maori culture, in which the stories and spoken teachings are given prominence, and also because it is a popular belief that people need narratives to give meaning, structure and value to their lives. This theme is displayed resolutely and poignantly in Potiki’s plot, characters, setting and symbolism, as the people of a small rural New Zealand community rediscover themselves through stories spoken and found in Maori carvings. The idea that humans need narratives is the core theme in Potiki, and it is used also to link other themes and aspects of the novel; it is in this way that we know the idea of storytelling is an intrinsic part of the novel’s structure. The idea that ‘creating and sharing stories is important as a central part of being human’ is shown in Potiki’s plot and characters when the mother of the main family in the book, Roimata, decides to let two of her children learn at home instead of at school. Instead of teaching them herself in the style of a traditional European education system, both Roimata and the children learn naturally from stories and histories which are shown as being part of everyone's life. For example, Roimata says, â€Å"It was a new discovery to find that these stories were, after all, about our own lives, were not distant, that there was no past or future that all time is now-time, centred in the being.† (Pp39.) In this way Roimata and the children are essentially learning in a way in which all people learn to some extent: by sharing stories. The idea that the telling and retelling of stories sustains, enlarges and defines our view of the world is shown in Potiki when Roimata continues, â€Å"They were not new stories to us, except that stories are always new, or else there is always something new in stories.† (Pp132.) The character is emphasising the moral and educational value of stories in human development and understanding by saying that there is always something to learn from stories, even when they are retold repeatedly.

Manpower Issues Essay

The fast food industry is a labor driven sector. It has an extensive requirement of manpower to serve the increasing flow of consumer traffic at the outlets. Skilled labor with fast pace of work is the basic requirement for this job. It is mostly youngsters who are eligible for this job but it can be stressful and at times hazardous. This industry requirement for long hours of duty, on the toe at all times and attentive to the needs of the customer is quite an uphill task. There is no doubt that the emergence and growth of this industry sector has solved the unemployment problem to a great extent. Many youngsters have found a living in this industry but the pay packages earlier were not very attractive. The pay scales have no doubt improved now but the work conditions remain almost the same. The Back Yard Burgers currently employ over 10,000 people throughout their chain of restaurants. Each restaurant employs around 25 employees, of which some are part timers. A company-operated restaurant has a unit supervisor and two co-unit supervisors. Each unit supervisor reports to the district manager. A district manager has about five to eight restaurants in their supervision. Their role constitutes of keeping tabs on all aspects of operations and management of the restaurants in their jurisdiction. Each of these district managers’ report to the Director of Operations. The company endorses strict training and personnel development strategy. All personnel have to go through a personnel-training program on fast friendly and efficient customer service, restaurant cleanliness, and proper management of day-to-day operations. The employees have to go through classroom sessions that brief them about aspects of food safety, sanitation, laws, and regulations related to the food industry and operational aspects of restaurant. The company envisages labor to be a critical factor in the coming years since the opportunities have increased manifolds. The demand for skilled labor is rising and this will lead to higher wages and compensation packages. Managing and retaining quality workforce in this industry will be a little difficult task and the key to effective manpower management is to keep the employees happy and satisfied with their jobs.