Booker T. Washington, Early Black Leader and Educator

Booker T. Washington (April 5, 1856–November 14, 1915) was a prominent black educator, author, and leader of the late 19th and early 20th centuries. Born into slavery, Washington rose to a position of power and influence, founding the Tuskegee Institute in Alabama in 1881 and overseeing its growth into a well-respected black university. Washington was a controversial figure in his time and since, criticized for being too accommodating on the issues of segregation and equal rights. Fast Facts: Booker T. Washington Known For: Born a slave, Washington became a prominent black educator and leader during the late 19th and early 20th centuries, founding the Tuskegee Institute.Also Known As: Booker Taliaferro Washington; The Great AccommodatorBorn: April 5, 1856 (the only record of this birthdate was in a now-lost family Bible) in Hales Ford, VirginiaParents: Jane and unknown father, described in Washingtons autobiography as a white man who lived on one of the nearby plantations.Died: November 14, 1915 in Tuskegee, AlabamaEducation: As a child laborer, after the Civil War, Washington attended school at night and then school for one hour a day. At 16, he attended the Hampton Normal and Agricultural Institute. He attended the Wayland Seminary for six months.Published Works:  Up From Slavery, The Story of My Life and Work, The Story of the Negro: The Rise of the Race from Slavery, My Larger Education, The Man Farthest DownAwards and Honors: First black American to receive an honorary degree from Harv ard University (1896). First black American invited to dine at the White House, with President Theodore Roosevelt (1901).Spouses: Fanny Norton Smith Washington, Olivia Davidson Washington, Margaret Murray WashingtonChildren: Portia, Booker T. Jr., Ernest, adopted niece of Margaret Murray WashingtonNotable Quote: In all things that are purely social we [blacks and whites] can be separate as the fingers, yet one as the hand in all things essential to mutual progress. Early Life Booker T. Washington was born in April 1856 on a small farm in Hales Ford, Virginia. He was given the middle name Taliaferro but no last name. His mother Jane was a slave and worked as the plantation cook.  In Washingtons autobiography, he wrote that his father—whom he never knew —was a white man, possibly from a neighboring plantation. Booker had an older brother, John, also fathered by a white man. Jane and her sons occupied a tiny, one-room cabin. Their dreary home lacked proper windows and had no beds for its occupants. Bookers family rarely had enough to eat and sometimes resorted to theft to supplement their meager provisions. Around 1860, Jane married Washington Ferguson, a slave from a nearby plantation. Booker later took the first name of his stepfather as his last name. During the Civil War, the slaves on Bookers plantation, like many slaves in the South, continued to work for the owner even after the issuance of Lincolns 1863 Emancipation Proclamation. In 1865 after the war ended, Booker T. Washington and his family moved to Malden, West Virginia, where Bookers stepfather had found a job as a salt packer for the local salt works. Working in the Mines Living conditions in their new home were no better than those back at the plantation. Nine-year-old Booker worked alongside their stepfather packing salt into barrels. He despised the work but did learn to recognize numbers by taking note of those written on the sides of the salt barrels. Like many former slaves during the post-Civil War era, Booker longed to learn how to read and write. When a black school opened in a nearby community, Booker begged to go. His stepfather refused, insisting that the family needed the money he brought in from the salt packing. Booker eventually found a way to attend school at night. When he was 10, his stepfather took him out of school and sent him to work in the nearby coal mines. From  Miner to Student In 1868, 12-year-old Booker T. Washington found a job as a houseboy in the home of the wealthiest couple in Malden, General Lewis Ruffner, and his wife Viola. Mrs. Ruffner was known for her high standards and strict manner. Washington, responsible for cleaning the house and other chores, impressed Mrs. Ruffner, a former teacher, with his sense of purpose and a commitment to improving himself. She allowed him to attend school for an hour a day. Determined to continue his education, 16-year-old Washington left the Ruffner household in 1872 to attend Hampton Institute, a school for blacks in Virginia. After traveling over 300 miles—by train, stagecoach, and on foot—Washington arrived at Hampton Institute in October of that year. Miss Mackie, the principal at Hampton, was not entirely convinced that the young country boy deserved a place at her school. She asked Washington to clean and sweep a recitation room for her; he did the job so thoroughly that Miss Mackie pronounced him fit for admission. In his memoir Up From Slavery, Washington later referred to that experience as his college examination. Hampton Institute To pay his room and board, Washington worked as a janitor at Hampton Institute. Rising early in the morning to build the fires in the school rooms, Washington also stayed up late every night to complete his chores and work on his studies. Washington greatly admired the headmaster at Hampton, General Samuel C. Armstrong, and considered him his mentor and role model. Armstrong, a veteran of the Civil War, ran the institute like a military academy, conducting daily drills and inspections. Although academic studies were offered at Hampton, Armstrong placed emphasis on teaching trades. Washington embraced all that Hampton Institute offered him, but he was drawn to a teaching career rather than a trade. He worked on his oratory skills, becoming a valued member of the schools debate society. At his 1875 commencement, Washington was among those called upon to speak. A reporter from The New York Times was present at the commencement and praised the speech given by 19-year-old Washington in his column the following day. First Teaching Job Booker T. Washington returned to Malden after his graduation with his newly acquired teaching certificate. He was hired to teach at the school in Tinkersville, the same school he had himself attended before Hampton Institute. By 1876, Washington was teaching hundreds of students—children during the day and adults at night. During his early years of teaching, Washington developed a philosophy toward the advancement of blacks. He believed in achieving the betterment of his race by strengthening the character of his students and teaching them a useful trade or occupation. By doing so, Washington believed, blacks would assimilate more easily into white society, proving themselves an essential part of that society. After three years of teaching, Washington appears to have gone through a period of uncertainty in his early 20s. He abruptly and inexplicably quit his post, enrolling in a Baptist theological school in Washington, D.C. Washington quit after only six months and rarely ever mentioned this period of his life. Tuskegee Institute In February 1879, Washington was invited by General Armstrong to give the spring commencement speech at Hampton Institute that year. His speech was so impressive and so well received that Armstrong offered him a teaching position at his alma mater. Washington began teaching night classes in the fall of 1879. Within months of his arrival at Hampton, night enrollment tripled. In 1881, General Armstrong was asked by a group of educational commissioners from Tuskegee, Alabama for the name of a qualified white man to run their new school for blacks. The general instead suggested Washington for the job. At only 25 years old, former slave Booker T. Washington became the principal of what would become Tuskegee Normal and Industrial Institute. When he arrived at Tuskegee in June 1881, however, Washington found that the school had not yet been built. State funding was earmarked only for teachers salaries, not for supplies or the building of the facility. Washington quickly found a suitable plot of farmland for his school and raised enough money for a down payment. Until he could secure the deed to that land, he held classes in an old shack adjacent to a black Methodist church. The first classes began an astonishing 10 days after Washingtons arrival. Gradually, once the farm was paid for, the students enrolled at the school helped repair the buildings, clear the land, and plant vegetable gardens. Washington received books and supplies donated by his friends at Hampton. As word spread of the great strides made by Washington at Tuskegee, donations began to come in, mainly from people in the north who supported the education of freed slaves. Washington went on a fundraising tour throughout the northern states, speaking to church groups and other organizations. By May 1882, he had collected enough money to construct a large new building on the Tuskegee campus. (During the schools first 20 years, 40 new buildings would be constructed on campus, most of them by student labor.) Marriage, Fatherhood, and Loss In August 1882, Washington married Fanny Smith, a young woman who had just graduated from Hampton. A great asset to her husband, Fanny became very successful at raising money for Tuskegee Institute and arranged many dinners and benefits. In 1883, Fanny gave birth to the couples daughter Portia. Sadly, Washingtons wife died the following year of unknown causes, leaving him a widower at only 28 years old. In 1885, Washington married again. His new wife, 31-year-old Olivia Davidson, was the lady principal of Tuskegee at the time of their marriage. (Washington held the title administrator.) They had two children together—Booker T. Jr. (born in 1885) and Ernest (born in 1889). Olivia Washington developed health problems after the birth of their second child and she died of a respiratory ailment in 1889 at the age of 34. Washington had lost two wives within a period of only six years. Washington married his third wife, Margaret Murray, in 1892. She, too, was the lady principal at Tuskegee. She helped Washington run the school and care for his children and accompanied him on his many fundraising tours. In later years, she was active in several black womens organizations. Margaret and Washington were married until his death. They had no biological children together but adopted Margarets orphaned niece in 1904. The Growth of Tuskegee Institute As Tuskegee Institute continued to grow both in enrollment and in reputation, Washington nonetheless found himself in the constant struggle of trying to raise money to keep the school afloat. Gradually, however, the school gained statewide recognition and became a source of pride for Alabamans, leading the Alabama legislature to allocate more funds toward the salaries of instructors. The school also received grants from philanthropic foundations that supported education for blacks. Tuskegee Institute offered academic courses but placed the greatest emphasis on industrial education, focusing on practical skills that would be valued in the southern economy such as farming, carpentry, blacksmithing, and building construction. Young women were taught housekeeping, sewing, and mattress-making. Always on the lookout for new money-making ventures, Washington conceived the idea that Tuskegee Institute could teach brick-making to its students, and eventually make money selling its bricks to the community. Despite several failures in the early stages of the project, Washington persisted—and eventually succeeded. The Atlanta Compromise Speech By the 1890s, Washington had become a well-known and popular speaker, although his speeches were considered controversial by some. For instance, he delivered a speech at Fisk University in Nashville in 1890 in which he criticized black ministers as uneducated and morally unfit. His remarks generated a firestorm of criticism from the black community, but he refused to retract any of his statements. In 1895, Washington delivered the speech that brought him great fame. Speaking in Atlanta at the Cotton States and International Exposition, Washington addressed the issue of racial relations in the United States. The speech came to be known as The Atlanta Compromise. Washington expressed his firm belief that blacks and whites should work together to achieve economic prosperity and racial harmony. He urged southern whites to give black businessmen a chance to succeed in their endeavors. What Washington did not support, however, was any form of legislation that would promote or mandate racial integration or equal rights. In a nod to segregation, Washington proclaimed: In all things that are purely social, we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress. His speech was widely praised by southern whites, but many in the black community were critical of his message and accused Washington of being too accommodating to whites, earning him the name The Great Accommodator. Tour of Europe and Autobiography Washington gained international acclaim during a tour of Europe in 1899. Washington gave speeches to various organizations and socialized with leaders and celebrities, including Queen Victoria and Mark Twain. Before leaving for the trip, Washington stirred up controversy when asked to comment upon the murder of a black man in Georgia who had been strung up and burned alive. He declined to comment on the horrific incident, adding that he believed that education would prove to be the cure for such actions. His tepid response was condemned by many black Americans. In 1900, Washington formed the National Negro Business League (NNBL), with the goal of promoting black-owned businesses. The following year, Washington published his successful autobiography, Up From Slavery. The popular book found its way into the hands of several philanthropists, resulting in many large donations to Tuskegee Institute. Washingtons autobiography remains in print to this day and is considered by many historians to be one of the most inspirational books written by a black American. The stellar reputation of the institute brought in many notable speakers, including industrialist Andrew Carnegie and feminist Susan B. Anthony. Famed agricultural scientist George Washington Carver became a member of the faculty and taught at Tuskegee for nearly 50 years. Dinner With President Roosevelt Washington found himself at the center of controversy once again in October 1901, when he accepted an invitation from President Theodore Roosevelt to dine at the White House. Roosevelt had long admired Washington and had even sought his advice on a few occasions. Roosevelt felt it only fitting that he invite Washington to dinner. But the very notion that the president had dined with a black man at the White House created a furor among whites—both northerners and southerners. (Many blacks, however, took it as a sign of progress in the quest for racial equality.) Roosevelt, stung by the criticism, never again issued an invitation. Washington benefited from the experience, which seemed to seal his status as the most important black man in America. Later Years Washington continued to draw criticism for his accommodationist policies. Two of his greatest critics were William Monroe Trotter, a prominent black newspaper editor and activist, and W.E.B. Du Bois, a black faculty member at Atlanta University. Du Bois criticized Washington for his narrow views on the race issue and for his reluctance to promote an academically strong education for blacks. Washington saw his power and relevance dwindle in his later years. As he traveled around the globe giving speeches, Washington seemed to ignore glaring problems in America, such as race riots, lynchings, and the disenfranchisement of black voters in many southern states. Although Washington later spoke out more forcefully against discrimination, many blacks would not forgive him for his willingness to compromise with whites at the cost of racial equality. At best, he was viewed as a relic from another era; at worst, a hindrance to the advancement of his race. Death Washingtons frequent travel and busy lifestyle eventually took a toll on his health. He developed high blood pressure and kidney disease in his 50s and became seriously ill while on a trip to New York in November 1915. Insisting that he die at home, Washington boarded a train with his wife for Tuskegee. He was unconscious when they arrived and died a few hours later on November 14, 1915, at the age of 59. Booker T. Washington was buried on a hill overlooking the Tuskegee campus in a brick tomb built by students. Legacy From a slave to the founder of a black university, Booker T. Washingtons life traces the vast changes undergone and distances traversed by black Americans after the Civil War and into the twentieth century. He was an educator, prolific writer, orator, adviser to presidents, and considered the most prominent black American at the height of his career. His accommodationist approach to advancing the economic lives and rights of black in America was controversial even in its own time and remains controversial to this day. Sources Harlan, Louis R. Booker T. Washington: The Making of a Black Leader, 1856–1901. Oxford, 1972.Wells, Jeremy. â€Å"Booker T. Washington (1856–1915).† Encyclopedia Virginia.

A Study By Lechtenberg Et Al - 864 Words

A study by Lechtenberg et al. (2015) points at another significant gendered difference: the components of therapy they found to be most helpful. According to Lechtenberg et al. (2015, p.98), while men and women both appreciate the use of male and female co-therapists and an emphasis on safety throughout the process, women were much more likely than men to value single-gender meetings before and after the conjoint sessions. While this may not have monumental implications, it does allow therapists to tailor their treatment, at least somewhat, around the particular aspects individuals find helpful. Men, who in general do not find these sessions particularly helpful, can be given alternative treatment. Lastly, it has been found that female victims of IPV are more likely to â€Å"experience the somatization of psychological symptoms [than male victims]† (Bossarte, Swahn, and Breiding 2009, p.79). That is, women are more likely experience the psychological stress of IPV as physical symptoms. The implications of finding are two-fold: women would be more inclined than men to seek medical help, and there is a significant opportunity for more research to be done on this matter. Understanding why women experience greater somatization of psychological symptoms than men, in this matter, could allow for a greater understanding of the gendered manifestation of psychopathologies and perhaps insight into other medical issues (gendered or not). Discussion A consideration as to why theseShow MoreRelatedThe Breast Vs. Bottle Debate1718 Words   |  7 Pagesfeeding a newborn can also produce a highly healthy, happy child. The decision to breastfeed or bottle-feed is up to the mother, her comfort level, her ability to produce milk, as well as her religion or culture. According to Brown, Isaacs and Lechtenberg (2011), babies need to be fed on breast milk for the 6 months of life. Beyond this period, Clark (2008) encourages feeding on breast milk for no less than 12 months. Regardless of experts’ belief that breastfeeding is the suitable nutritional choice

The Aircraft Collision Issues Free Essays

On March 27, 1977 at 1706:52 G. M. T. We will write a custom essay sample on The Aircraft Collision Issues or any similar topic only for you Order Now A KLM 747 collided with a Pan Am 747 in dense fog on runway 30 at Los Rodeos Airport in the Spanish Canary Islands. KLM flight 4805 was a 747-206B with serial number PH-BUF. Pan Am flight 1736 was a 747-121 with serial number N736PA. Both aircraft were properly maintained and airworthy according to the regulations of the country of registration. All crew members of both aircraft were properly certified and current for their particular crew member positions on the Boeing 747. The KLM captain had 11,700 hrs. With 1,545 of those hours on the 747. The First officer had a total of 9,200 hours at the time of the accident with only 95 hours on the 747. The flight engineer had 17,031 hours with 543 hours on the 747. The Pan Am captain had 21,043 total with 584 hours on the 747. His co-pilot had 10,800 hours with 2,796 hours on the 747. The flight engineer had 15,210 hours total flight time with 559 hours on the 747. KLM 4805 was a charter flight from Amsterdam, Netherlands to Las Palmas, Canary Islands on behalf of Holland international Travel Group. Pan Am 1736 was also a charter flight to Las Palmas originating in Los Angeles, California the previous afternoon with a stop over and crew change at New York (JFK). The two aircraft involved in the accident were diverted to Los Rodeos because of a terrorist bomb explosion at Las Palmas Airport. There was a threat of another bomb so for security reasons no one could land there. Upon arrival at Los Rodeos several other diverted airliners were already on the ground waiting to go to Las Palmas. The Pan Am parked next to the KLM. The captain of the KLM was constantly on the radio trying to find out when the airport would reopen. He was concerned that he and his flight crew were going to run out of duty time. He decided to get fuel while he was waiting in order to avoid the servicing delay that would be awaiting them at Las Palmas. Las Palmas was reopened while the KLM was in the middle of refueling. The Pan Am was ready to depart but had to wait for the KLM to finish refueling because they couldn’t taxi around them. Both aircraft were given instruction to use the active runway 30 as a taxiway because aircraft were parked on the paralleling taxiway. The KLM taxied to the end of the runway and made a 180 degree turn to align itself for takeoff. The Pan Am lagged behind because a blanket of fog surrounded them making it difficult to find their turn off. The Pan Am crew was unsure which taxiway they were to get on. The controller told the Pan Am to exit at the 3rd taxiway. This didn’t make sense to them because they would have needed to make a 135 degree turn. The fourth taxiway was only 45 degrees. As the KLM 747 completed its turn and the pre-takeoff checklists were complete the captain started adding power for take off. The first officer noticed this and said, â€Å"Wait a minute, we don’t have an ATC clearance. The captain held the brakes and said, â€Å"No†¦ I know that. Go ahead ask. † The KLM requested ATC clearance. The tower read them their departure clearance but did not clear them for takeoff. The KLM captain advanced the throttles again as the first officer read back the clearance. The KLM first officer told ATC they were, â€Å"at takeoff. † The Pan Am heard this and said that they will report when clear the runway. They understood â€Å"at takeoff† to mean at takeoff position. The KLM second officer questioned the captain, â€Å"Did he not clear the runway – that Pan American? The captain said, â€Å"Yes, he did. † Moments later the Pan Am first officer noticed the takeoff lights of the KLM approaching fast. He shouted, â€Å"Get off, Get off! † The captain put in full power and tried to drive the airplane into the grass. The pilots on the KLM noticed the Pan Am slewing across the runway after V1 was called. The captain knew that there wasn’t enough room to stop so he over-rotated causing the tail of his aircraft to strike the runway in a shower of sparks. But lift the KLM did – just before reaching the Pan AM. The KLM smashed (with a nose up attitude) into the port side of the Pan Am 747. The KLM continued airborne down the runway another 450 meters past the point of collision where it crashed with full fuel and burned killing all 248 souls on board. The Pan Am was soon engulfed in flames. The impact tore off the top of the Pan Am 747 fuselage from the tail to the back of the cockpit. The Pan Am with its entire top fuselage having been carried away by the KLM, caught fire killing 326 of the 396 souls on board. No one in the tower saw the accident because of the fog. Other aircraft waiting on the taxiway saw a series of explosions and reported them to the tower. Emergency crews were immediately notified. The dense fog delayed the effort of the emergency crews to find the planes. The firemen didn’t realize that there were two aircraft involved until they were at the wreckage of the KLM and the fog cleared a little bit to see the Pan AM on fire further down the runway. The main cause of this accident was that the KLM captain took off without clearance. The captain also failed to heed the towers instruction to â€Å"standby for takeoff. Finally, the captain did not abandon the takeoff when it became apparent that the Pan Am was still on the runway. He was obviously in a hurry due to the fact that he and his crew might run out of flight time. They had been flying for a long time and probably had get-homeitis. KLM 4805 was nearing the takeoff minimums perscribed for KLM because of the thick fog which put more pressure on the Captain to takeoff. He didn’t want to have to leave the aircraft over night and wait for a change of crew because that would inconvienience everyone and cost money. It is also interesting to note that a procedure error took place. This experienced captain should know the difference between being given takeoff clearance and being given a route of flight clearance. The fact of the matter is that the captain had been spending most of his time for the past ten years as a training captain at Schiphol Airport. â€Å"This tended to reduce his day to day familiarity with route flying and its procedures†(Job 177). This idea then leads to the probability that there was a miscommunication between the tower and the KLM. The tower controller and the Pan Am transmitted over each other information that would have prevented the accident. The tower said, â€Å"OK†¦ standby for takeoff†¦ I will call you. † The Pan Am said, â€Å"We are still taxiing down the runway! † The KLM only heard the controller say, â€Å"OK. † The first officer on the KLM declined to take their clearance while they were taxiing because they were too busy doing their pre-takeoff checklists. They instead received their clearance as they lined up for takeoff. This led the captain to believe that the airway clearance they were given also counted as their clearance to takeoff. The first officer already told him once that they didn’t have their clearance. He wasn’t about to do it again out of fear because the first officer felt resignation. He thought that this captain gave him his 747 rating only 95 flight hours ago and he was in no place to second guess him. The crew of the KLM had poor situational awareness because they turned a deaf ear to the conversations between ATC and the Pan Am crew. They never heard the tower tell Pan Am to report when they were clear. This is proven by the emphatic response to the flight engineers query as to whether or not the Pan Am was cleared of the runway. The captain and first officer said, â€Å"Yes, he’s cleared! † The Pan Am crew contributed to the accident by missing their assigned taxiway. If they had turned at the assigned taxiway they would have been off the runway in time. There are several contributing factors to the Tenerife disaster that could have been avoided. If any one of these mistakes didn’t happen, the accident would have never happened. If the Pan Am crew had better charts and diagrams of the Los Rodeos Airport, they would have never missed their turn off. The Pan Am would have been off the runway in plenty of time. If the KLM crew was not in such a hurry, the captain would not have commenced takeoff roll before distinct clearance to takeoff. If KLM had Cockpit Resource Management training, the first officer would not have felt intimidated by the captain. He would have corrected the captain again for trying to takeoff without adequate clearance. The captain would have been trained to accept the input of his fellow crew members. If the Pan Am first officer and the tower had not stepped on eachother over the radio, the KLM would have heard both warnings that would have prevented the accident. How to cite The Aircraft Collision Issues, Essay examples

Business Measurement Model Strategy and Innovation

Question: Discuss about the Business Measurement Model Strategy and Innovation. Answer: Introduction: According to Moynihan Pandley (2010), performance management is the process of aligning systems, employees and organizational resources to the organizations strategic goals. It includes activities ensuring consistent achievement of targets in an efficient and effective manner. Operations management, on the other hand, involves controlling the whole production process so as to control efficiency in the organization regarding the provision of goods and services, (Subramanian Ramanathan, 2012). Performance management in the context of operations management, therefore, focuses on the performance of employees, departments, entire organization and process of creating goods and services within the firm. It is used to refer to tools, activities, processes and programs that are applied by the company in the management of teams and departmental or individual performance. Cost leadership: A company may have a target to reduce the costs of its product so as to make them more affordable to the customers, (Teece, 2010). This is cost leadership. It is a strategic objective that can be achieved through offering price cuts and customized products to enable low and middle-income families to afford them. Differentiation objective: This is an objective that can be used by firms to make their goods and services unique, (Rathaermel, 2015). A company may make exclusive brands which are different from those of its rivals. This may make the firm more competitive as compared to other enterprises as it will be able to develop a market niche Focus: A company with this objective can concentrate on customer satisfaction through provision of high-quality products at high prices, or cost reduction by adopting cost leadership, (Teece, 2010). A firm which utilizes cost leadership may have an objective of focusing on low and middle-income families, so as to gain a competitive edge. Operational excellence goal: A company may develop an objective of automating the production process so as to improve efficiency in its activities. This may enable it to develop cost leadership, (Guest, 2011). When the organization can provide goods at affordable prices, then it may achieve customer loyalty for its products. Product leadership: This is an objective that enables a firm to provide superior products to the market. It can be accomplished through automation of the production process and utilizing the services of experienced personnel, (Gurman, 2011). This objective can also be used to achieve product differentiation. Importance of performance management to ABC garments Ltd concerning; Regular feedback enhances efficient communication in the organization. Performance management assists in determining the weaknesses and strengths of the enterprise, (Guest, 2011). This could be monitored regarding the machines available and the type of workforce in the firm. It also allows for a forum to exchange expertise and views in the business, (Guest, 2011). Primarily, it gives the management of ABC a better understanding of the firm- whether the machines should be serviced, whether to employ more skilled staff or to adopt a particular technology so as to improve the operating system. A Clear understanding of the job expectations. When the subordinates and the managers have an explicit knowledge of the particular operations they should carry out, any complexities in the workplace can quickly be eliminated. Performance management may, therefore, enable ABC to hold each employee accountable for their actions. This will empower and clarify the responsibilities of each worker in the operating system, (Kamruzzaman, 2011). Also, performance management plans involve clear, precise, understandable and practical improvement in productivity and operations. Through conducting this activity, the management of ABC Ltd can identify key areas of weaknesses so as to adjust in them. Some operations may be cash traps to the firm, (Pertusa-Ortega, Molina-Azorin Claver-Cortes, 2010). Such transactions should be retrenched so as to reduce unprofitable expenditures. The company is also able to evaluate the key capabilities and weaknesses through evaluating its employees performance and the available machines, (Ullah, 2015). Cost reduction can also be achieved through risk management. The manager can identify possible risks that the business is exposed to and adjust to them in time before incurring losses. Performance management will enable the management of ABC to identify the potential of every employee. This makes the management to stage the employee in appropriate positions that they can work inappropriately. It will encourage efficiency in the organization by reducing wastages in terms of time and resources, (Titacchi, Tonelli Cagnazzo, 2010). Minimization of costs of operation will also be achieved, making the firm to be more profitable. As explained by Gurman (2011), conducting performance appraisal enables a company to utilize the physical resources available in the environment optimally. These may include raw materials, technology, and gaps in the market. Through conducting performance management, ABC Ltd can identify the training needs of its employees and train them appropriately so that they can obtain the relevant skills to use the recent technology in the market to promote its products. These may include social media marketing and e-commerce. Through performance measurement, the management is in a position to identify the effectiveness of devices and determine maintenance and replacement times. The management of ABC is also able to monitor the skills of its employees so as to ensure that the machines are being handled efficiently. Performance management is also an essential basis for determining training needs in the enterprise, (Guest, 2011).Whenever the ABC detects mishandling of machines, then it may be able to train the employees on the proper ways of handling the tools so as to increase productivity. References Gruman, J. A., Saks, A. M. (2011). Performance Management and Employee Engagement. Human Resource Management Review, 21(2), 123-136. Guest, D. E. (2011). Human Resource Management and Performance: Still Searching for Some Answers. Human Resource Management Journal, 21(1), 3-13. Kamruzzaman, M. (2011). ABC Knit Dyeing Finishing Mills Ltd (Falcon Group) (Doctoral Dissertation, Daffodil International University). Moynihan, D. P., Pandey, S. K. (2010). The Big Question for Performance Management: Why Do Managers Use Performance Information? Journal of Public Administration Research Theory, 20(4), 849-866. Pertusa-Ortega, E. M., Molina-Azorn, J. F., Claver-Corts, E. (2010). Competitive Strategy, Structure and Firm Performance: A Comparison of the Resource-Based View and the Contingency Approach. Management Decision, 48(8), 1282-1303. Rothaermel, F. T. (2015). Strategic Management. New York, NY: Mcgraw-Hill. Subramanian, N., Ramanathan, R. (2012). A Review of Applications of Analytic HierarchyProcess in Operations Management. International Journal of Production Economics, 138(2), 215-241. Taticchi, P., Tonelli, F., Cagnazzo, L. (2010). Performance Measurement and Management: A Literature Review and a Research Agenda. Measuring Business Excellence, 14(1), 4-18. Teece, D. J. (2010). Business Models, Business Strategy and Innovation. Long Range Planning, 43(2), 172-194. Ullah, A. (2015).Garment Industry in Bangladesh: An Era of Globalization and Neo- Liberalization. Middle-East Journal of Business.