Black Boy Essay Example for Free

Black Boy Essay Essay Topic: African American Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints Most African American families in the South were lower class and committed dangerous acts to survive, â€Å"Richard suffered poverty and hunger experiences that later became themes of his work†. He would have to wait a long period of time before food was available for him, â€Å"You’ll have to wait till I get a job to buy food†. The lower class did desperate things to get money â€Å"Richard sneak into saloons and begs for pennies and drinks†. Many African Americans suffered horribly from poverty, â€Å"My mothers’ suffering grew into a symbol, gathering to itself all the poverty, the ignorance, the helplessness, the pain, hunger ridden days and hours†. The Jim Crow South brought many adversities for Blacks and poverty was a major part of that. Poverty not only took away the physical things in their lives, but also it took away from their internal selves as human beings. The things they had in their lives that they were deprived of, did not mean as much to them as losing who they are as a person, â€Å"I would send other words to tell, to march, to fight, to create a sense of the hunger of life that gnaws in us all, to keep alive in our hearts a sense of the inexpressibly human†. Racism in the Jim Crow South was brutal, unnecessary, and in some cases fatal. Racism in the United States South was a major theme, and impacted the life of Richard both in a positive and negative way. The only positive aspect of it was that he and many other African Americans overcame it and helped them become better people. In most cases racism affected lives in a negative way. Most African Americans were both physically and mentally pushed to their limit and caused permanent scars in their lives, â€Å"Having been thrust out of the world because of my race, I had accepted my destiny by not being curious about what shaped it†, The quote by Richard shows the racism was present and unfair, you can still move on and not let it be damaging to your daily lives and emotions. Richard experienced many abusive events resulting from racism, â€Å"He experienced some of the most severe abuses of racial oppression in Mississippi†. African Americans have the theory that White people are dangerous and not to be trusted, â€Å"the Jim Crow South was a system of racial segregation practiced in some states of the US, and it gave whites a reason to treat Blacks as second class citizens†. Richard falls into a category of Black youth who fears the White community and has a hard time interacting with them, â€Å"Richard feels psychological tension around Whites†. The major reason why Richard is a part of the Great Migration and fled North is because of racism. The segregation Blacks had to deal with also took away many educational opportunities, â€Å"No education could alter what the meaning of living, came only when one was struggling†. Racism took away many privileges and rights away from Blacks. Many African Americans in the South moved north for better opportunities, and this vast moment was known as the Great Migration. It was hard for many African Americans to leave the South because that was the only life they knew, â€Å"Nine out of ten African Americans lived in the American South in 1900, by 1930, 3 in 10 lived outside the house†. Richard Wrights’ Black Boy shows how racism destroyed the lives of many African Americans, but for some it did just the opposite, as for Richard it drove him to be the successful writer he is today. Violence affected African American youth in a negative way, and it varied how they let it affect the rest of their lives. Poverty took a major toll on the lives of African Americans during the Jim Crow South system, and affected the majority in an unconstructive way. Racism made a huge impact on the lives of the Blacks because it affected their emotions, physicality, home life, and way of being. For some, racism lead to death or completely ruined their lives, but others took the hardship of racism and went with it in the opposite direction. Richard Wright, once a trouble African American boy, now a flourishing writer. Black Boy. (2016, Dec 23).

How Will I Write Reflective Account Essay Example | Topics and Well Written Essays - 1250 words

How Will I Write Reflective Account - Essay Example 2008). Personally, my interest in both academics and life in general constitutes a good source for a reflective account. Key Learning Points Personal interests especially in academics revolves around growth and development in the specific field that offers a course that builds a long lasting career without the need to change from one career to another. This depicts an aspect of fully grown interests that have been met given the pursued course. For me my academic and career experience is a field in which I have several learning points. These learning points lay down a systematic structure which leads to the achievement of desired results without difficulty, representing success, growth and development in that particular field. These key learning points makes a good reflective account if one particular experience is critically considered, and they include: Diversity, dynamism and sensitivity My current academic and career experiences have never depicted an aspect of static systems over the years. Change has characterized almost every aspect of my life. For this reason, embracing change cannot be ignored. I have to integrate this change in my line of interest if I am to remain competitive in expressing one or more experiences I have had in a reflective account. Being diverse encompasses being different from the usual. Different people have portrayed different personal, regional and national cultures, making it even more necessary to embrace change in the context of diversity. Sensitivity goes beyond personal feeling and opinion. It integrates external observations such that the reflected on at such an instance denotes internal and external rather than fixed concepts. Awareness and training Writing a reflective account is not an easy task (Youll, 2005). The experiences aforementioned may vary depending on the specific idea that I may want to include in the account. It is important that I be aware of these differences so that the specific account I want to focus in best brings out the meaning of a reflective account. Awareness is not a onetime achievement due to the differences aforementioned. Training is a fundamental program that I perceive perfect for creating awareness. Training programs are likely to equip me with all the various aspects, concepts and the differences therein in such a way that I can easily differentiate and make use of them without difficulty when writing a reflective account. Training and awareness are important for me because they are set to prepare me for the characteristic changes and transitions from one account to the other. Motivation and skills of presentation Motivation is a process and not a stage in a training or academic system. I closely relate motivation to the skills of presentation. Although the two are two different key learning points for me, the link between them is strong and a key determinant of personal achievement, not only in academics but also in life. Learning to motivate and be motivated is like ly to influence personal growth and development, and more especially the career that one takes. For me, motivation is a life and career constituent that is complemented by skills of presentation. I have to share and pass around what I have learnt and gained through education and life experiences that constitute my expertise. Skilful presentation is critical in such a process, and it is as well a critical learning point when it comes

Performance management Essay Example | Topics and Well Written Essays - 1500 words - 1

Performance management - Essay Example Performance management concept links the individual interests and objectives with the mission and strategic objectives of the organisation thus enabling employees to focus on the performance objectives (Aguinis 2012). Historical development of performance management Some of the earliest theorists of scientific management include Fredrick Winslow Taylor who advocated for scientific management concepts with the aim of improving the productivity of each individual employee. According to Taylor, simplification of the jobs would increase employee productivity, and enable cooperation in the organisation. Ideally, Fredrick Taylor contributed to performance management through advocating for the replacement of the ‘rule of thumb’ and replace it a scientific method that could enhance the efficiency of work in the organisation. Taylor’s second scientific management principle is geared at matching workers to their jobs depending on the job description, skills and capabilities of each individual inn the organisation. ... ocation of the work between management and workers in a manner that managers spend most of their work time while laying out strategies and training while workers perform the routine activities in an efficient manner. Taylor made a contribution to performance management through ensuring job description, task specialization and incentive schemes for the highly performing employees (Aguinis 2012). Another early theorist of performance management in organisations was Mc Gregor. He came up with improved performance appraisal methods and measures of improving organisational effectiveness. According to Mc Gregor, performance management should involve appraisals that cater for administrative needs such as salary levels and promotion opportunities, information need such as the need for feedback and suggestion and finally motivation of the workforce. McGregor challenged the original notions of Taylor since employees could not be machine parts that can be redesigned or even eliminated. He perce ived employees as individuals with unique needs thus introduced a human relations approach to performance management. According to his theory X and Y, theory X asserts that average employees dislike work and thus individuals must be coerced since they tend to avoid both work and responsibility. Some of the modern methods that have been implemented in order to encourage this category of employees perform effectively include punishments and rewards (Bacal 2011). Theory Y asserts that work is natural just like play and people will apply self-direction and control in attaining organisational objectives, thus eliminating the need of coercion and punishments. In addition, employees will accept and seek more responsibility if rewards are associated with achievement and creativity of the individual

Thunder Heart analysis Essay Example | Topics and Well Written Essays - 1000 words

Thunder Heart analysis - Essay Example Ray is able to suspect the existence of conspiracy and cover-up in the entire murder saga which puts him at loggerheads with his co-agent in the investigations. The environmental impact that the mining of uranium in the local reservation has created, is evident in the poor state of the areas poor water and dirty condition. The mining has further led to major conflict between two powerful forces leading to the death of many people in the small town which exposes a number of social evils such as crimes, corruption and moral decadence that had been taking place in the region. The cultural attributes of the Native Americans is made evident in the movie in a number of occasion owing to the fact that investigations on the murder of a former political activist on a Native American Reservation in South Dakota. F.B.I agent Ray Levoi has been selected for the task of leading the investigation mainly because of his familiarity with the culture of the Natives owing to the fact that he is from a mixed race background. The film brings out diverse American architecture which is multicultural in nature with a lot being borrowed from the Native American culture (Marubbio, 102). The landscape in the region in which the movie is set portrays diverse nature of the American terrain. Mountainous landscape is an indication of a secure environment marked by the existence of natural features that could easily act as camouflage to criminal activities. The cultural artifacts of the Native Americans such as peace pipe, moccasins, and teepee are made evident particularly among the people that The FBI agent meets and interviews over the death the politician. The use of native plants and animals are very important part of the lives of the Indians. As Ray tours the region in which he has been assigned, he notices a number of cultural practices that he had been told by his parent but had never experienced in his entire life. As much as he was against the

The Education System In Palestine

The Education System In Palestine Developing education in Palestine is a unique experience, rich and full of challenges and obstacles. First, it is unique due to the fact that it is one of the few countries where the Ministry of Education was established from scratch. Rich because of the enthusiasm and inspiration of Palestinians to learn. It is a challenge because Palestine is not yet a state and is facing a daily conflict with the Israeli occupation (UNESCO, 2002). Since the beginning of the Aqsa Intifada in 2000 and until now, the suffering of the Palestinian education increased like other vital sectors in Palestine as a result of the ongoing and repeated Israeli aggression. In particular, the aggression affects the lives of Palestinian children, their lives, future and school. Hundreds of students were killed, arrested and injured by the occupation army, which demolished many schools and some were transformed to military barracks. Not only has the Israeli occupation authorities stopped to this limit, but they est ablished the Apartheid Wall, which increased the suffering of the educational family and prevented the access of teachers and students to school safely; thus, this forced them to travel long distances or wait for the Israelis to allow them to cross the gates that are set up on the wall (MOEHE, 2009). Background: As a result of the 1948 Mandate and the banishing of a lot of people from their houses, Palestinians sought for recompense in education in order to protect a satisfactory level of living (Fasheh, 1990; Hallij, 1980). As far as the Israeli Occupation inflated, Palestinians considered education as a mean to keep them away from the obliteration and the Israelis confiscation, and the possibility of being a weapon to contend with (Tahir, 1985; Hallij, 1980). Throughout the period between 1967 and 1994, the Israeli government was in charge for the education sector in the West Bank and Gaza. After the Palestinian Authority was established in 1994, enrolment of students into all schools reached over a million from 650,000. However, the Ministry of Education suffered in creating methods for planning, synchronization and budgeting whilst handling the situation with the students growth and the continual crisis of the Israeli occupation (Nicolai, 2007, p. 1). After the Oslo I Accord in 1994, the Palestinian Authority Ministry of Education was founded. According to the West Bank report of the Educational Sector Analysis published in 2006, in September 2000, it was the first time when the Palestinian national curriculum was launched in the Palestinian schools and particularly in the first till the sixth grades for which this curriculum replaced the Jordanian and Egyptian curricula used since the Israeli occupation in the West Bank and Gaza in 1967. Moreover, this curriculum created an advantage for Palestine as being the first Arabic country that teaches the English language in the first grade, as well as initiated and taught Information Technology as an obligatory material from the fifth till the twelve grade. Additionally, schools had elective subjects such as home economics, health and environment from the seventh grade till the tenth grade, and economics and management in the eleventh and twelve grades (Passia, 2008, p. 356). The education system endured from striking damages through that period; schools and universities were closed for a long time and even some universities closures extended to about four years, where Israelis obliged a big number of teachers to leave their jobs. Moreover, it was prohibited to reveal anything about the Palestinian history, culture, geography and inheritance neither in class nor in the situation, for which the Jordanian textbook were in the West Bank and the Egyptian textbooks were in Gaza at that time (Nicolai, 2007, p. 1). According to the World Bank report (2006a, p. 44), a total of 266 schools and 7,350 classrooms were built between 1995 and 2005. The MOEHE was directly accountable for the building of 118 new schools and 2,675 educational classrooms in order to decrease the schools double shifts. According to the PCBS, 41% of classes had 30 students or less in 2004/2005 and only 18% of classes had more than 40 students (ibid: p. 51). According to the MOEHE (2007/2008), the survey results indicated that there are 1,182,246 male and female students studying in kindergartens and schools including 710,287 students in the West Bank and 471,959 students in Gaza Strip; 592,389 males and 589,857 females. Moreover, there are 766,730 students in government schools, 253,116 students in UNRWA schools, 78,111 students in private schools and 84,289 children in kindergarten. There has been an obvious increase in the number of schools since the years 1994 and 2007. The total number of schools increased from 1,469 (1,080 governmental schools, 254 UNRWA, and 135 private) to 2,337 schools (1,775 governmental schools, 286 UNRWA, and 276 private) in the West Bank and Gaza during 1994/1995 and 2006/2007. The number of sections also increased during the same period. In 2007, the class sections in the Palestinian schools reached 31,963 (34% student rate per each section), 22,833 in Governmental schools (33.3% students), 6,188 in UNRWA s chools (40.9% students), and 2,942 in private schools (24.6% students) (MOEHE, 2007, p. 1). Due to the harsh and hard situation that the Palestinian people have been facing until recent years, yet, the drop out rate decreased since 1993/1994 (2.25%) until 2005/2006 (0.9%) in Palestinian schools, and 3.33% in governmental schools compared to 0.1% in governmental schools in the same years sequentially (ibid: p. 2). In 2000, while the MOEHE was attempting to endure the corrosion of the education system, the Aqsa Intifada began. This Intifada caused to increase the corrosion in the education system that the MOEHE was facing. Based on the World Bank report (2006a, p. 37), Palestinians are the most educated people in the Middle East and North Africa (MENA) area with 91% adult literacy rate. According to the MOEHE, in year 2007/2008, only 1,867 out of 2,415 schools were operating with one shift and the remaining 548 schools were operating with two shifts, including 67 schools in the West Bank and 481 in Gaza Strip (Passia, 2008, p. 359). Education Structure in Palestine: The education cycle is divided into 12 phases, starting from the first grade to the twelfth grade; the pre-school education provides educational services for children from the age of four up to the age of five, which is not yet a mandatory phase in the Palestinian educational system (World Bank, 2006a, p. 6). The common education system is divided into two phases. Phase one, the basic education that is covering grades from one to ten and is divided into preparation phase from grade one to four, and empowerment phase from grade five to ten. The second phase is the secondary education, which is not obligatory, that covers grades from eleven to twelve. These grades are alienated to literature, scientific, and vocational education, which included industrial, agricultural, commercial, hotel and home economics. In the West Bank and Gaza, there are fifteen industrial schools, as there are only three of them governmental (ibid: p. 9). According to the World Bank Report (2006b, p. 53), in 2004/2005, the total number of students attending schools and pre-schools was about over a million, 60% in the West Bank, 70% in governmental schools, 24% in UNRWA schools, and 6% in the private sector. As for teachers employment, governmental schools employed 66% of teachers, UNRWA 18% and the private sector 18%. However, the private sector is not investing adequate education and mostly vocational training due to the high expenditures and the slow profits anticipated from these projects. On the other hand, the private sector invests in nurseries and kindergartens (Fronk, Huntington and Chadwick, 1999). Schools Enrolment in Palestine: West Bank and Gaza accomplished high enrollment rate compared to other developing countries in the MENA region. According to the MOEHE (2005), during the period of 2005/2006, there are 383,748 students in the preparation stage; including 195,618 male and 188,130 female that are registered in schools in Palestine. A total of 62% of students (238,500 students) registered in governmental schools, 29% (109,419 students) in UNRWA schools and 9% (35,829 students) in private schools. As for the empowerment stage, a total of 569,873 students are registered in schools; including 296,247 male and 283,626 female. A total of 70% students (Among them, 398,672 students) are in governmental schools, 25% (145,133 students) in UNRWA schools, and 5% (26,068 students) private schools. Quality of Education in Palestine: According to Kellaghan and Greaney (2001, pp. 22-23), quality is the term relates to the adequacy or appropriateness of objects or processes for the purposes for which they were intended. Furthermore, quality implies a scale, and often implies standards. An object can be of good or poor quality, or it can meet, or fail to meet, a standard. There are many features of the system that would influence the educations quality; such as the schools building condition, teachers status, administration staff, teacher training, and the curriculum, for which any weakness in any of these indicator will affect the other indicators. Nonetheless, the outcome is the most important part, but what really matters is not the high enrollment rate, but the fact that if the students are obtaining the suitable knowledge, understanding and skills and are not dropping out of schools. To measure the quality of education in Palestine is not easy because of the major effect of the political situation on the education sector. Curfews, closures and all Israelis policies forced on the Palestinians affected the education sector mainly during Al-Aqsa intifada; students need to cope with all emergency situations, as well as for the teachers and schools administrators. Those aspects demoralize the educational quality. According to the MOEHE, about 43 schools were occupied and turned into Israeli military bases since the outbreak of the Al-Aqsa intifada (Nicolai, 2007, p. 2). According to the World Bank report (2006a, p. 4), developing countries regularly reach to a serious point after the attainment of high schools enrolment; but had to shift their concerns to the educational quality that might have been affected by the fast extension. The report also reconfirmed that the MOEHE has to shift their focus more on monitoring, evaluation and investing in human resources such as training teachers instead of their focus on construction and the provision of textbooks. Current Educational Situation in Palestine: Based on UNICEF (2010) statistics, there are 1,141,828 students in 2,611 schools from the first till the twelfth grade; 1,955 governmental schools, 325 UNRWA schools and 308 private sectors. Compared to the details demonstrated before, there is a clear change in number of students. According to the MOEHE, in governmental schools, there are 70% attendance, 22% in UNRWA and 8% in private sectors. Since the last elections in 2006, Gaza has been under siege and the needed construction material has been prevented to enter Gaza, which caused a problem of the increasing number of students leading to increasing the double shifts in schools. Double shifts reached 82% in governmental schools, 90% in UNRWA schools which lead schools to cut off the educational hours in order to observe the large numbers of students. In addition, the Ministry added that there is a high need to build new schools in the next five years in order to absorb the increasing number of students. Thus, its recommendation w as to build at least 100 UNRWA schools and 105 governmental schools. Nonetheless, obstacles hindering the movements of students to their schools havent got easier; they still suffer from long distances and are obliged to walk as high as 25 km to reach their schools in addition to paying a lot of money on a monthly basis (UNICEF, 2010, pp. 1-2) Conclusion: The problem of the education sector in Palestine is not easy; the complexity of the political situation is affecting this sector, the stages that the Palestinians went through and changing the responsible authority on the education sector since the British mandates left its finger prints on the current deterioration in the education sector. The problem of the schools crowdedness is not only due to the population growth but also due to the accumulated problems during the period 1967-1994; this freezing period in the education sector development affected deeply the quality of education in Palestine. Since the start of the MOEHE in 1994, the PA has only been trying to rebuild the education system through the expansion policy and constructing additional schools and classrooms. Yet the Israeli occupation is still hampering the education development through the closure policies. Previously and currently, the MOEHE is still facing many problems; such as, the continuous growth rate of students and the limited number of educational classrooms in addition to the unsuitable geographic distributions of schools site due to the Israelis imposed checkpoints, settlers road that increased throughout the second Intifada, and the segregation between Palestinian areas; as a result, students face the problem of crossing long distance to arrive at their schools. Moreover, governmental schools faced a main problem of the small sizes educational classrooms in the West Bank.

Dominate Cultural Patterns of Switzerland Essays -- essays research pa

Interpersonal Relations/Communications Dominant Cultural Patterns in the United States as Compared and Contrasted to Dominant Cultural Patterns in Switzerland   Ã‚  Ã‚  Ã‚  Ã‚  Switzerland is one of the most mountainous countries in Europe. The Alps cover more than half of the country. It is a small country of 15,942 square miles. The country can be geographically divided into 3 areas: the Alps, the Mittleland (plateau), and the Jura mountains.   Ã‚  Ã‚  Ã‚  Ã‚  The population of Switzerland is about 7.3 million, with the majority of the population living in the Mittleland area. Switzerland is a melting pot of different ethnic groups-Germans, French, Italians, and Romansch. About 6% of the people who live in Switzerland have come from the Middle East, the former Yugoslavia, Greece, Italy, and other countries. Most of them are guest workers and do not have Swiss citizenship (Culturgram 277). Due to the diversity of cultures, Switzerland has four official languages-German, French, Italian. and Romansch. Romansch is spoken by 1% of the population.   Ã‚  Ã‚  Ã‚  Ã‚  Switzerland is one of the world’s oldest democracies. The founding of the Swiss Confederation took place on August 1, 1291. Switzerland became a neutral country in 1815, making it illegal for the Swiss federal government to enter into political alliances or to make war except for in self-defense.   Ã‚  Ã‚  Ã‚  Ã‚  The country is divided into 26 states. These states are known as cantons. Political powers are divided between the federal government and the cantons (state) government. The citizens enjoy close control over the laws of the cantons, as well as the federal government. Referendums allow people to demand popular vote. Initiatives give the citizens the right to bring specific issues before the people to vote upon.   Ã‚  Ã‚  Ã‚  Ã‚  Now that you have a brief overview of Switzerland, we can successfully compare and contrast this country to the United States. Not just socially, or economically, for the reason behind this paper is to compare and contrast the dominant cultural patterns of the United States (individualism, equality, materialism, science and technology -progress and change, activity and work) to the dominant cultural patterns of Switzerland.   Ã‚  Ã‚  Ã‚  Ã‚  When comparing and contrasting the dominant cultural... ...as skiing, bobsledding, camping, hiking, climbing, boating and swimming. We as American’s enjoy many different forms of â€Å"play†. There is a great demand for amusement parks, sporting events, art, music, hobbies, and food. We enjoy spending time with family and friends, indoors as well as outdoors.   Ã‚  Ã‚  Ã‚  Ã‚   Switzerland is considered to be an industrial nation, as is the United States. The Swiss are known for their craftsmanship and take pride in their work. Manufacturing includes the production of various precision instruments, watches, machine tools, textiles, and chemicals.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, I have decided that the United States and Switzerland are similar in many ways. Our social and political systems are similar. Both of these countries are innovative, industrious, prosperous, and value freedom and independence. Works Cited â€Å"Switzerland.† Culturgram 2000, Ed. Grant P. Skabelund. 2 vols. Brigham Young University and eMSTAR, Inc. USA, 1999 â€Å"Switzerland.† Funk & Wagnalls New Encyclopedia, Ed. Leon. L Bram. 29 vols. United States  Ã‚  Ã‚  Ã‚  Ã‚  of America: Rand McNally & Company, 1986 â€Å"Switzerland.† New Enc

A Study of Recruitment & Selection Process in Bank

A STUDY OF RECRUITMENT & SELECTION PROCESS IN BANK A project proposal (synopsis) report submitted in partial fulfillment of the requirements of the award of the degree of MASTER OF BUSINESS ADMINISTRATION (MBA) From Guide: Dr. Nitin G. Vighne By: PRN. No. :- 200801737737 Study Centre No. :-44175 *SESSION: 2009*-10 To YASHWANTRAO CHAVAN OPEN UNIVERSITY, NASHIK (M. S. ) Title: A STUDY OF RECRUITMENT & SELECTION PROCESS IN BANK Without a sound and effective banking system in India, it cannot have a healthy economy. The banking system of India should not only be hassle free but it should be able to meet new challenges posed by the technology and any other external and internal factors. For the past three decades India’s banking system has several outstanding achievements to its credit. The most striking is its extensive reach. It is no longer confined to only metropolitans or cosmopolitans in India. In fact, Indian banking system has even reached to the remote corners of the country. This is one of the main reasons of India’s progress. During the first phase of financial reforms, there was a nationalization of 14 major banks in 1969. This crucial step led to a shift from Class banking to Mass banking. Since then the growth of the banking industry in India has been a continuous process. The Government’s regular policy for Indian bank since 1969 has paid rich dividends with the nationalization of many private banks of India. As far as the present scenario is concerned the banking industry is in a transition phase. The Public Sector Banks (PSBs), which are the foundation of the Indian Banking system account for more than 78 per cent of total banking industry assets. Unfortunately they are burdened with excessive Non Performing assets (NPAs), massive manpower and lack of modern technology. On the other hand the Private Sector Banks in India are witnessing immense progress. They are leaders in Internet banking, mobile banking, phone banking, ATMs. While at the same time, the Public Sector Banks are still facing the problem of unhappy employees. There has been a decrease of 20 percent in the employee strength of the private sector in the wake of the Voluntary Retirement Schemes (VRS). As far as foreign banks are concerned they are likely to succeed in India. Some Banks in India: – ING Vysya Bank, HDFC Bank, Industrial Development Bank of India, SBI Bank, ICICI Bank; etc. In today’s rapidly changing business environment, organizations have to respond quickly to requirements of the people. The Financial market has been witnessing growth which is manifold for last few years. Many private players have entered the economy thereby increasing the level of competition. In the competitive scenario it has become a challenge for each company to adopt practices that would help the organization to stand out in the market. The competitiveness of a company of an organization is measured through the quality of products and services offered to customers that are unique from others. Thus the best services offered to the consumers are result of the genius brains working behind them. Human Resource in this regard has become an important function in any organization. All the practices of marketing and finances can be easily emulated but the capability, the skills and talent of a person cannot be emulated. Hence, it is important to have a well-defined recruitment policy in place, which can be executed effectively to get the best fits for the vacant positions. Selecting the wrong candidate or rejecting the right candidate could turn out to be costly mistakes for the organization. Therefore a recruitment practice in an organization must be effective and efficient in attracting the best manpower. Like in the case of BPO’s, banking sector too faces the problem of attrition. Thus, recruitment is an ongoing process carried through out the year. The project is based on the study of recruitment process. The various recommendations suggested have been the result of the study. The idea is to generate ways of dealing with high attrition and making hiring process manageable and efficient. To know the recruitment and selection process in Banks. To know the purpose & importance of Recruitment & Selection process for the banks. To know the challenges faced by HR Department in these Processes. To know the sources used by the banks for the recruitment and selection process. To know factors effecting the on the Recruitment & Selection process & working of the banks. To evaluate the recruitment and selection process in banks. 4. HYPOTHESIS 5. RESEARCH METHODOLOGY A Research design is simply the framework of plan for a study that guides for the collection and analysis of data. The study is intended to know the Recruitment and Selection Process in the two banks and comparing the processes held. The study design is descriptive in nature. Descriptive study is a fact-finding investigation with adequate interpretation. The descriptive studies come under formal research. It is the simplest type of research and is more specific. It is mainly designed to gather descriptive information and it also provides basic information for formulating more sophisticated studies. Nature of the Study – This research is ‘Quantitative’ and ‘Qualitative’in nature. RESERCH METHODS:- SAMPLING DESIGN Sampling Method Used: – DATA COLLECTION:- Sources of Data collection Primary data Sources– Personal Interview Structured Questionnaire Ope_n-ended Questions_: – It is a type of questions that requires participants to respond in his/her own words without being restricted to pre-defined response choices. Close-ended Questions: – It is a type of questions which restrict the interviewee’s answers toper-defined response options. Secondary data Sources – Study of recruitment and selection at ICICI & HDFC Banks by the manual provided by the HR department. Internet Books Newspapers Magazines Journals 6. *Expected Contribution Attract and encourage more and more candidates to apply in the organization. Create a talent pool of candidates to enable the selection of best candidates for the organization. Determine present and future requirements of the organization in conjunction with its personnel planning and job analysis activities. Recruitment is the process which links the employers with the employees. Increase the pool of job candidates at minimum cost. Help increase the success rate of selection process by decreasing number of visibly under qualified or overqualified job applicants. Help reduce the probability that job applicants once recruited and selected will leave the organization only after a short period of time. Meet the organizations legal and social obligations regarding the composition of its workforce. Begin identifying and preparing potential job applicants who will be appropriate candidates. 10. Increase organization and individual effectiveness of various recruiting techniques and sources for all types of job applicants 6. CHAPTERISATION Introduction Research methodology & limitation Company profile Product profile Problem analysis Data analysis conclusion & recommendation Bibliography