'How has the Y Generation changed HRM practice' Thesis

'How has the Y Generation changed HRM practice' - Thesis Example A fundamental concern in employee retention is how the so-called Generation Y affects HR practices. This issue emerged out of the principle that generations of employees differ in their characteristics, and, hence, have different needs, desires, behaviour, expectations and requirements needed to be satisfied. With the aim to investigate the impact of Generation Y on HR practices, four objectives were laid down. A case study approach was adopted for the study which is qualitative in nature. Data was collected through both primary and secondary methods. Primary data was collected through interviews of employers and survey of employees. More or less the same questions were posed to both and the responses evaluated. All the four objectives have been achieved. The study concludes that as yet organizations have not changed their policies to a large extent. They have made some changes in areas such as salaries and work schedules but training, mentoring and incentive programs still need to b e looked into. Moreover, some of the changes which they feel is in the interest of the Yers, is not what the Yers expect. The Yers expect challenging assignment s and personal development while the organization believes that they would expect higher salaries.This suggests that the HR managers have not understood the values and beliefs of the Gen Y. The Yers seek rewards and recognition programs which is a better motivator than higher salaries. The HR professionals yet do not seem to know what drives the Gen Y. The study concluded after making recommendations for further research on the subject. Limitations to the study were highlighted. Table of Contents Chapter I Introduction 1.1 Background 1 1.2 Rationale for research 2 1.3 Research aims and objectives 3 1.4 Organization of the study 4 Chapter II Literature Review 2.1 Introduction 5 2.2 Generation Y 2.2.1 Definition 5 2.2.2 Characteristics of Gen Yers 6 2.2.3 Generational differences 7 2.3 Career expectations and aspirations 7 2.4 Difference in work attitude 9 2.5 Challenge for the HR practitioners 10 2.6 Summary of literature review 11 Chapter III Methodology 3. Methodology 13 3.1 Research philosophy 13 3.2 Research phenomenon 13 3.3 Epistemology 14 3.4 Research approach 14 3.5 Research Methodology 15 3.6 Case study method 15 3.7 Time Horizon 16 3.8 Data collection 16 3.9 Data Analysis 17 3.10 Ethical concerns 18 Chapter IV Findings and Discussions 4.1 Introduction 19 4.2 Findings 19 4.3 Discussion 21 Chapter V Conclusion and Recommendations 5.1 Conclusion 25 5.2 Recommendations 27 5.3 Limitations of the study 27 5.4 Reliability and validity 28 References 29 Appendix 31 Chapter I Introduction 1.1 Background Retaining talent is a major concern for all organization in every sector. This has become intense due to labor mobility prompted by the forces of globalization. Recruitment too becomes a challenge as older members start to retire while the younger members just enter the workforce. Thus, the organizations too need to be as dynamic as the changing business environment (Reisenwitz and Iyer, 2009). They must be aware of the characteristics of the entry level recruits and understand their needs and aspirations. It may appear that there is not much difference in attitudes and aspirations between the current youngest generation, namely Gen Y and the previous generation, Gen X. Many scholars and researchers have conducted studies and they have found significant difference between these two generations. To maintain competitive advantage while also focusing on profitability HR experts experience ‘a war of talents’ as they scramble to deal with talent shortage and its consequences. To manage talent successfully an organization cannot afford to focus on the top performers alone. The

Product Assessment Essay Example | Topics and Well Written Essays - 1250 words - 4

Product Assessment - Essay Example The table on the right shows that about 85% of the total population in the United States uses mobile phones. The age group which owns a mobile phone ranges from 18-29 years old while the age group with the least percentage of mobile phone ownership is the 65+ age group which stands at only 58%. The mobile phones have lost the popularity in the recent years and statistics reveal that it is likely that the product will continue to decline given the emergence and the sudden rise in the popularity of smartphones. It is estimated that in the year 2012, almost half of all the mobile phone users will have switched to the smartphones and this will mean that with time, mobile phone ownership and usage will decrease before it becomes more or less a non-existent product eventually. (Stewart) Companies such as Apple, Samsung and HTC have witnessed huge rises in their sales in the recent years and their popularity has gone sky high thanks to the introduction of newer versions of smartphones which offer an incredible amount of functions and opportunities to explore. This gives the mobile phone manufacturers and marketers enough to worry about with the US census supporting the view that people may actually shift from mobile phones to smartphones in the near future. The table above shows the methods used by the American households to use the internet. The usage of internet in the United States is very high and is now considered as one of the basic necessities of the public. The table shows the data from a US census in the year 2010 and it shows that about 9.1% of the households now use mobiles for internet usage. The internet accessibility in mobile phones is very limited and people have started to shift to smartphones due to the fact that these smartphones offer a wide range of internet options and much better accessibility and surfing options. Also the competition among the top 4 smartphone

Model Of Planned Organizational Change Management Essay

Model Of Planned Organizational Change Management Essay These changes require that we alter what we expect from the people we work with. We have to change the values we live by. Values like awareness, teamwork, tolerance, responsibility and information are paramount just as flexibility and change readiness. Overview Change management can be describe as the act of changing the current state of affairs to new ways of doing things through a series of activities including communication and education, leadership, and team work When switch from manual system to automate system we have to consider about the change management because organizational changes typically involve many different types and levels of personal loss for the people in the organization. For example, change always requires the effort to learn the new, which is a loss in terms of time and energy that could have been used elsewhere. Although some may welcome the learning opportunity, many of us dont want to invest that time and energy unless we are dissatisfied with the current arrangements or see powerful advantages to the proposed change. Upgrading to new software in which the future benefits may not be seen as sufficient to outweigh the short-term investment required to learn the new programs. Second, people want to feel good about themselves Ideally, people are able to take pride in their work, feel responsible for a job well done, feel they are part of a high-quality enterprise, and feel that their time has some significance. In many work situations, the work itself and the organizational culture make it difficult for people to feel good about themselves. In these poorer situations, people usually invent strategies to help them feel better about themselves, and these strategies involve getting some sense of control, belongingness, and significance out of their work. Sometimes this involves opposition to management, on the assumption that management is always up to no good. More commonly, the worker-management relationships are not completely alienated. Still, the workers strategies for achieving good feelings are unknown to or quite misunderstood by management. Therefore, change initiatives, unknowingly and unintentionally, threaten to cause the workers serious personal loss. Not surprisingly, the workers resist and do all they can to sabotage such change initiatives. Third, change initiatives often require large losses for middle managers. Generally, people perceive that information systems increase the ability of top executives to know more about what is going on and to exert more direct control. New systems require us to learn a new set of behaviors. Reasons for Change Factors may lead to a necessity for change To improve performance To reduce waste and inefficiency To improve management control and satisfaction of the employees To improve the quality and productivity of an organization To compete in the changing market environment To achieve the desired business results as early as possible Model of planned organizational change Change can be managed. By observing external trends, patterns and needs, managers use planned change to help the organization to adapt to external problems and opportunities. When organizations are caught flat footed, failing to anticipate or respond to new needs, management is at fault. Four events make up the change sequence: Internal and external forces for change exist Organization managers monitor these forces and become aware of a need for change; and The perceived need triggers the initiation for change, which Is then implemented. How each of these activities is handled depends upon the organization and managers styles. Organizational Development Organizational development (OD) is the application of behavioral science knowledge to improve an organizations health and effectiveness through its ability to cope with environmental changes, improve internal relationships, and increase problem-solving capabilities. Organizational development improves working relationships among employees. The following are three types of current problems that OD can help managers address. Mergers/Acquisitions Culture differences should be evaluated during the acquisition process, and OD experts can be used to smooth the integration of two firms. Organizational Decline/Revitalization OD techniques can contribute greatly to cultural revitalization by managing conflicts, fostering commitment, and facilitating communication. Conflict Management Conflict can occur at any time and place within a healthy organization. Organizational development efforts can help solve these kinds of conflicts. OD Activities. A number of OD activities have emerged in recent years. Some of the most popular and effective are as follows. Team-Building Activities Team building enhances the cohesiveness and success of organizational groups and teams. Survey-Feedback Activities Survey feedback begins with a questionnaire distributed to employees. Employees are engaged in problem solving based on the data received from questionnaire. Intergroup Activities These activities include retreats and workshops to improve the effectiveness of groups or departments that must work together. Process-Consultation Activities Organizational development consultants help managers understand the human processes within their organization and how to manage them. Symbolic Leadership Activities This approach helps managers to use the techniques for cultural change, including public statements, ceremonies, and slogans. Forces for Change Forces for organizational change exist both in the external environment and within the organization. Environmental Forces External forces originate in all environmental sectors, including competitors, technology, economic forces, Internal Forces Internal forces for change arise from internal activities and decisions. If top managers select a goal of rapid company growth, internal actions will have to be changed to meet that growth. Change Process Unfreezing: Moving: Refreezing: Breaking from the Instituting the reinforcing and old ways of doing change supporting the things new ways Unfreezing stage, Management realizes that its current practices are no longer appropriate and the company must break out of (unfreeze) its present pattern by doing things differently (Bateman Snell, 2004:559). This could be triggered by the environmental changes or the performance gap (drivers of change). In this stage, people need to move towards recognizing that some of the past ways of thinking, feeling and doing things are outdated. Bateman Snell (2004:559) state that the most effective way to do this is to communicate to people the negative consequences of the old ways by comparing the organizations performance to its competitors. However, care must be taken not to arouse peoples defensiveness by pinning the blame directly and entirely to them. Moving Institute change begins with establishing a vision of where the company is heading (Bateman Snell, 2004:560). The organization needs to get the vision right. This could be done by getting the people to establish a vision and strategy to focus on emotional and creative aspects necessary to drive service and efficiency. It is of critical importance to inspire people to move and make objectives real and relevant. In addition, a team has to be built with the right people in place with the right emotional commitment, and the right mix of skills and levels. This is complemented by Van der Linde (2002:47) in his highlight of the importance of visionary leadership in instituting change. Van der Linde (2002:47) contends that visionary leadership is engaged through clarity, commitment, communication, capabilities, organization culture, configuration and continuous learning. Refreezing Refers to the enhancement of the new behaviors that support the change The changes are spread and stabilized throughout the organization in order for people to identify and behave accordingly. During this stage, control measures, corrective and rewarding measures that support the change are implemented to change behaviors. Bateman Snell (2004:560) highlight the importance of guarding against refreezing rigid behaviors that might be problematic in future. Bateman Snell (2004:560) contend that, the behaviors that should be refrozen are those that promote continued adaptability, flexibility, experimentation, assessment of results and continuous improvement. Implementing Change Creative culture, idea champions and new-venture teams are ways to facilitate the initiation of new ideas. The other step to be managed in the change process is implementation. A new, idea will not benefit the organization until it is in place and being fully utilized. One frustration for managers is that employees often seem to resist change for no apparent reason. To effectively manage the implementation process, managers should be aware of the reason for employee resistance and be prepared to use. Techniques for obtaining employee cooperation are: Why Do Employees Resist Change Idea champion often discover that other employees are unenthusiastic about their new idea. Members of a new-venture group may be surprised when managers in the regular organization do not support or approve their innovations. Several reasons for employee resistance are: Self-Interest. Employees typically resist a change they believe will take away something of value. A proposed change in job design, structure, or technology may lead to a perceived loss of power, prestige, pay, or many company benefits. The fear of personal loss is perhaps the biggest obstacle to organizational change. Lack Of Understanding And Trust. Employees often do not understand the intended purpose of a change or distrust the intentions behind it. If the previous working relationships with an idea champion have been negative, resistance may occur. Uncertainty. Uncertainty is the lack of information about future events. It represents a fear of the unknown. Uncertainty is especially threatening for employees who have a low tolerance for a change and fear the novel and unusual. Different Assessment And Goals. Another reason for resistance to change is that people who will be affected by innovation may asses the situation differently from an idea champion or new-venture group. Managers in different departments pursue different goals and an innovation may detract from performance and goal achievement for some departments. The reasons for resistance are legitimate in the eyes of employees affected by the changes. The best procedure for managers is not to ignore resistance but to diagnose the reasons and design strategies to gain acceptance by users. The strategies for overcoming resistance to change typically involve two approaches: the analysis of resistance through the force field technique and the use of selective implementation tactics to overcome resistance. Force Field Analysis Its the process of determining which forces drive and which resist a proposed change. To implement a change, management should analyze the change forces. By selectively removing forces that restrain change, the driving forces will be strong enough to enable implementation. As restraining forces are reduced or removed, behavior will shift to incorporate the desired changes. Overcoming Resistance to Change The other approach to managing implementation is to adopt specific tactics to overcome employee resistance. The following five tactics have proven successful: Communication and Education. Communication and education are used when solid information about the change is needed by users and others who may resist implementation. Education is especially important when the change involves new technical knowledge or users are unfamiliar with the idea. Participation. Participation involves users and potential resisters in designing the change. This approach is time consuming, but it pays off because users understand and become committed to the change. Negotiation. Negotiation is more formal means of achieving cooperation. Negotiation uses formal bargaining to win acceptance and approval of a desired change. Coercion. Coercion means that managers use formal power to force employees to change. Resisters are told to accept the change or lose rewards or even their jobs. Coercion is necessary in crisis situation when a rapid response is urgent. Top Management Support. The visible support of top management also helps overcome resistance to change. Top management support symbolizes to all employees that the change is important for the organization. Benefits and significance of change management Some of the unique benefits of change management from organizational perspective are given below: Understanding environment (society, government, and customers) it is important for organization to understand, assess and gauge the dynamics in its external environment in order to envisage and establish an appropriate relationship with various actors like government, customers and society. Therefore managers by knowing the subject of change management can better be prepared to understand whatever is going on in the environment. Objectives, strategy formulation implementation (to develop competitive advantage) second is consequent upon knowing the impact of change at extraneous level on its own internal dynamics, and the foremost is objective setting and seeking competitive advantage. Employees (trained, high performing work practices, reliable organization) The employees are the recipient of change plan. One such perpetual concern of senior managers is to make organization highly reliable; therefore employees ought to be trained and high performing one in todays hyper competitive world Technology Issues Technology is considered the engine of growth in todays world. Perhaps the greatest challenge for contemporary organizations is the acquisition and integration of technology in its strategy, structure and process. CONCLUSION change management and its impact during the implementation of a new business model including a shared service. The implementation of shared services requires a significant integration and coordination, including human resources, to ensure success. To be a partner to the business, the shared services unit and its employees must understand profoundly what capabilities drive successful implementation and how the nature of work affects those capabilities.

Comparing Development of the King in Richard II, Richard III, Henry IV,

Shakespeare’s Development of the King  in  Richard II, Richard III, Henry IV, Henry V   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shakespeare's plays beginning with Richard II and concluding with Henry V presents an interesting look at the role of a king. England's search for "the mirror of all Christian kings" provided the opportunity to explore the many facets of kingship showing the strengths and weaknesses of both the position and the men who filled that position. Through careful examination, Shakespeare develops the "king" as a physical, emotional, and psychological being. By presenting the strengths and weaknesses of these characteristics, Shakespeare presents a unified look at the concept of "kingship" and demonstrates that failure to achieve proper balance in "the king versus the man" struggle, leads to the ongoing bloodshed examined in this tetralogy and the next.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Richard II demonstrates the extreme of the conceit of divine right. He abuses his power and position caring only for the regal image he projects. His desire is for the physical, majestic appearance accompanied by the power and wealth of royalty. Richard desires to "look" the part which he succeeds in doing. In Richard II III.iii, York says of Richard in line 68, "Yet looks he like a king!" Richard does not care if he truly is a king with regard to responsibility for his subjects. He has interpreted divine right to be an agreement from God to him with no obligations to the subjects over whom he has dominion. This is exemplified in his attitude toward his ailing uncle, John of Gaunt, when he says to his friends, "Come, gentlemen, let's all go visit him. Pray God we may make haste and come too late (RII I.iv.63-64)." Richard's only interest is in the estates Gaunt's ... ...: Yale UP, 1990. 6. Chapman, George. All Fools. [1605.] Ed. Frank Manley. Lincoln: U of Nebraska P, 1968. 7. Council, Norman. When Honour's at Stake. London: George Allen & Unwin Ltd., 1973. 8. Craig, Horace S. Dueling Scenes and Terms in Shakespeare's Plays. Los Angeles: U of California P, 1940. 9. Edelman, Charles. Brawl Ridiculous: Swordfighting in Shakespeare's Plays. New York: Manchester UP, 1992. 10. Kiernan, V.G. The Duel in European History. Oxford: Oxford UP, 1988. 11. Marlowe, Christopher. The Jew of Malta. [1633.] Ed. James R. Siemon. New York: W W Norton, 1994. 12. Seldon, John. Table-Talk. [1689]. Ed. Edward Arber. London: Alex, Murray & Son, 1868. 13. Shakespeare, W. "The Tragedy of King Richard the Second." The Complete 14. Signet Classic Shakespeare. Toronto: Harcourt Brace Johanovich, Publishers, 1972   

“Celia behind Me” by Isabel Huggan Essay

â€Å"Celia behind Me† is a Canadian short story, which was written by Isabel Huggan and published in 1984. The setting of the short story is a typical neighborhood in Canada, where two girls, Celia and Elizabeth, are living. The short story is written from Elizabeth’s point of view. * The title ‘Celia behind me’ is exactly what it says; Celia is always behind the narrator, Elizabeth, whether it’s in school, on the way home or in their community. Celia is always a few steps behind. Ex. Celia is in the grade below Elizabeth, she always walks just a few steps behind Elizabeth on the way home, and Elizabeth is only a smidge better than Celia in her social circle. Celia is a diabetic and obese girl; she wears thick glasses and has a rare name, which always makes her classmates mock her. She is an easy victim for humiliation, because she is different from her classmates in both behavior and appearance. She really wants to be a part of the popular group and make friends, but it is almost impossible for her, as she is expelled from her classmates’ community. Celia is always alone, even though she very well could be a very nice, and sensible, girl. She only tries to get along, but unfortunately she seems to be so desperate, that her behaviour annoys her classmates. No matter what she does, she is always the selected scapegoat. The teasing only gets worse, after she falls behind in school and has to do the entire grade all over again. Elizabeth is a young girl and the story’s narrator. Elizabeth is very uncertain about herself, and she is afraid of being bullied, so she tries to be a part of the clique with her classmates, and being in the clique means, that Elizabeth has to be the bully. Her clique victimizes Celia. Elizabeth is aware of the reality; if it wasn’t for Celia, she would be the next in the line of being humiliated by her so called friends. She bullies Celia as a way to guard her reputation and place in the clique. Elizabeth knows what it feels like to be a victim of bullying, and she is scared. She sucked her thumb openly in kindergarten and got the nickname: â€Å"Sucky†, which everybody called her until Grade 3. She ignores Celia’s feelings, because she has a very low self-confidence and feels alone, so she won’t face the risk of standing up to her mean classmates. She doesn’t feel peace inside herself, which makes her very frustrated. (P. 3 ll. 60-66) â€Å"Little beasts we were, making our way along slippery streets. Celia, her glasses steamed up even worse than mine, would scuffle and trip a few yards behind us, and I walked along wishing that some time I’d look back and she wouldn’t be there. But she always was, and I was always conscious of the hatred that had built up during the winter, in conflict with other emotions that gave me no peace at all.† Elizabeth abhors Celia, because she knows deep down inside, that they have a lot in common. They both wear glasses, they are both a little chubby and they both have a rare, way too grown-up name. It is obvious, that Elizabeth’s worst fear is to be singled out with Celia, because she will not be able to deal with being a victim. The girls control Elizabeth’s behavior, because they can expel her from their clique, and treat her like they treat Celia. The girls really are very poor in solidarity, and they leave no place for differences. Elizabeth’s mother warns her about the way she treats Celia, telling her that she herself will get to feel that way in the future. One day Elizabeth falls behind on the way home from school, Celia is still following them around, and when Celia calls for Elizabeth to wait, the girls turn on Elizabeth. They start calling her ‘Sucky’ and doing what Elizabeth fears most; they bully her like they do Celia. Elizabeth snaps, and starts beating the living daylight out of Celia, yelling at her how much she hates her. When the other girls get her pulled of Celia, Elizabeth runs. (P.6 ll. 164) â€Å"She’d been half-carried; half-dragged home by the heroic others†¦Ã¢â‚¬ ¦Ã¢â‚¬  I think it is kind of ironic, that the mean, bullying clique of girls carry Celia home, because a few minutes earlier, before Elizabeth attacked Celia, they had left Celia wandering around alone and scared in the pipe. That is a testimony of how fake girls can be. Celia being the way she is forgives Elizabeth very quickly, but even as Celia dies at seventeen, Elizabeth never really does forgive Celia. Because what Celia has done to Elizabeth is a lot worse than a physical beating, Celia is the one that showed Elizabeth, how ark and frightening she really is. * The short story’s main theme is bullying, which clearly reflect all trough the story. The more original thing in the story is that we experience the occurrences in Elizabeth’s perspective. Normally you would follow the story in the victim’s point of view, but is more interesting and provoking, to follow the mind of the â€Å"mean† character, like for example Elizabeth.

Education vs. Non-Education Essay

There are two important stories called, â€Å"Front Seat Brahman† and â€Å"Teachers of Import† that have a common conflict. That common conflict is education vs. non-education. The character in â€Å"Front Seat Brahman† is Sushil Rao. He is from Bombay, India. The characters in â€Å"The Teachers of Import† are Amarel Collymore and Elke Walcher. Amarel is from Bridgetown, Barbados and Elke is from Austria. They all moved to Queens, New York for a particular reason. Sushil did not mention whether or not he went to elementary or high school. However, from the story it sounds like he took school lightly compared to Amarel and Elke. Sushil states, â€Å"I went away to agriculture college to learn how to be a farmer, but they made me dissect frogs in a botany class so I quite. So I enrolled in a philosophy college. A year later, my father died and I was kind of out of control. I quite college and became a traveling hippie† (Lehrer/ Sloan, 32). This proves that he did try to go to college, but was not dedicated enough to finish college. He thought there were better opportunities and prospects out in the world than just going to college. That was not the case for Amarel and Elke. Amarel was a college graduate and taught high school English. She had decades of teaching experience and decided to come to New York. Elke was also a college graduate and taught science. Both teachers came to teach in New York because there was a shortage of teachers and the New York City Board of Education was looking to recruit teachers from different countries. Amarel was not used to the student’s behavior the first week of classes. She states, â€Å"In Barbados, if a student acts up, they get put out the door right away. When I first started teaching here I thought the kids were raging all the time. Then I figured out its just normal for them to curse and swear† (Lehrer/ Sloan, 55). This shows the differences between the way students act in Barbados vs. America. I think American students, depending on the school though; have very low respect for their teachers compared to certain countries. Elke had a different experience. She said, â€Å"It’s a prejudice Europeans have against blacks anyways. The movies give the impression that all blacks are criminals and they all live in the Bronx. I couldn’t believe the class was half black. Most of the guys are wearing gang jackets and bandanas† (Lehrer/ Sloan, 59). This proves that Elke was in for a big surprise and they were not like the Austrian students that she was used to. Sushil was more of a spiritual person rather than educational. For example Sushil says, â€Å"You can live without food for days at a time. But water you need almost every four hours. Water is like diamonds. Our life depends on it† (Lehrer/ Sloan, 36)! People know they cannot live without water, but I have never heard anyone phrase is quite like that. This shows that Sushil is such a deep and meaningful man. Sushil has such a great view of life and appreciates it so much more than the average American. The two teachers and Sushil make the education vs. non-education conflict have some similarities and differences. The two teachers take such great pride in their work as teachers. Just as Sushil takes pride in sharing his stories with people, cooking and his publishing company. He did not need college to succeed like Amarel and Elke, but the women definitely make education a big part of their lives. These are just two different views these people have. In a way, Sushil was teaching the people in the cabs about his country and his beliefs, just as the two teachers teacher their students. Sushil does not mention how education is portrayed in India, but according to Amarel and Elke teachers are very well respected and getting an education is very highly though of. The two teachers were not sure they wanted to stay in New York or go back home and teach. In the end, they did both want to stay. Amarel concludes with, â€Å"I’ve gotten accustomed to these kids. The Lord brought me here for something. I am not yet sure what it is. I know now if I hate to, I could teach anywhere. But I’d like to teach here again next year if I can† (Lehrer/ Sloan, 57). Elke concludes with, â€Å"Teaching is a calling. If you do it just for the money you won’t last. Especially in New York. Some of the teachers look at me like I’m nuts whenever I talk with great enthusiasm for teaching† (Lehrer/ Sloan, 61). This show that both teachers are now getting used to the idea that they can help these students and teach them to respect teachers more. They both succeeded in the end. Sushil also succeeded even though he did not go to college and education was not a part of his life. He was starting to make dinners for his friend and all his friends. Then Sushil and his friend started up a publishing company together. That proved he did not need a professional education. He was poetic and creative and that made him a success.