Developing a Learning Organisation: HRM

Developing a Learning Organisation: HRM You are a HRM manager in a global company. Your CEO has made it a strategic priority that the company should become a learning organisation. You have been asked by the CEO to manage this project. Discuss what is meant by a learning organisation, why it is important and as a HR manager how you would establish and develop a learning culture in the organisation. WHAT IS HUMAN RESOURCE MANAGEMENT? WHAT MAKES STRATEGIC HRM MORE STRATEGIC THAN HRM Strategic HRM has become topical in recent years but years but definitions as to what is meant by the term vary widely. XXX. Typically, strategic HRM bridges business strategy and HRM and focuses on the integration of HR with the business and its environment. The main rationale for strategic HRM thinking is that by integrating HRM with the business strategy, rather than HR strategies being a separate set of priorities, employees will be managed more effectively, organizational performance will improve and therefore business success will follow. This in itself may not be enough. Tony Grundy (1998) suggests: Human Resources Strategy in itself may not be effective. Integrating Corporate Strategy and HR matters into an Organization and People Strategy may prove more successful. Human resources management needs to be closely integrated with managerial planning and decision making (i.e., international human resources, forecasting, planning, and mergers and acquisitions). Increasingly, an organizations top management is aware that the time to consider organizational HRM strengths or limitations is when strategic organizational decisions are being formulated, not after critical policies have been decided. A closer integration between top managements goals and HRM practices helps to elicit and reward the types of behavior necessary for achieving an organizations strategy. For example, if an organization is planning to become known for its high-quality products, HRM staff should design appraisal and reward systems that emphasize quality in order to support this competitive strategy. Strategic HRM is an outcome, as organizational systems are designed to achieve sustainable competitive advantage through people. For others, however, SHRM is viewed as a process, the process of linking HR practices to business strategy (Armstrong, 2006). Strategic management of human resources includes HRM planning. The HRM planning process involves forecasting HRM needs and developing programs to ensure that the right numbers and types of individuals are available at the right time and place. Such information enables an organization to plan its recruitment, selection, and training strategies. For example, lets say an organizations HRM plan estimates that 12 additional information systems (IS) technicians will be needed during the next year. The organization typically hires recent IS graduates to fill such positions. Because these majors are in high demand, the organization decides to begin its recruiting early in the school year, before other organizations can snatch away the best candidates. WHAT IS AN LEARNING ORGANISATION According to Peter Senge (1990: 3) learning organizations are: à ¢Ã¢â€š ¬Ã‚ ¦organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. A learning organization is simply put an organization that learns and encourages learning among its people and knowledge which innovates fast enough to survive and thrive in a rapidly changing environment. It provides exchange of information hence creating a more knowledgeable workforce. This produces a more flexible organization encouraging risk taking with new ideas, allows mistakes, learn from experience and adapt to new ideas and changes through a shared vision. Learning organizations are not simply the most fashionable or current management trend, they can provide work environments that are open to creative thought, and embrace the concept that solutions to ongoing work-related problems are available inside each and every one of us. All we must do is tap into the knowledge base, which gives us the ability to think critically and creatively, the ability to communicate ideas and concepts, and the ability to cooperate with other human beings in the process of inquiry and action (Navran Associates Newsletter 1993). (Navran Associates Newsletter.) THE FIVE DISCIPLINES Peter Senge is a leading writer in the area of learning organizations, whose seminal works The Fifth Discipline: The Art and Practice of the Learning Organization, and The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization explain that there are five disciplines, which must be mastered when introducing such an organization: Shared Vision: The key vision question is What do we want to create together?. Taking time early in the change process to have the conversations needed to shape a truly shared vision is crucial to build common understandings and commitments, unleash peoples aspirations and hopes and unearth reservations and resistances.   Leaders learn to use tools such as Positive Visioning, Concept-shifting and Values Alignment to create a shared vision, forge common meaning/focus and mutually agree what the learning targets, improvement strategies and challenge-goals should be to get there. (Senge 1990: 9) Mental Models: One key to change success is in surfacing deep-seated mental models beliefs, values, mind-sets and assumptions that determine the way people think and act. Getting in touch with the thinking going on about change in your workplace, challenging or clarifying assumptions and encouraging people to reframe is essential.   Leaders learn to use tools like the Ladder of Inference and Reflective Inquiry to practise making their mental models clearer for each other and challenging each others assumptions in order to build shared understanding. (Senge 1990: 8) Personal Mastery is centrally to do with self-awareness how much we know about ourselves and the impact our behaviour has on others. Personal mastery is the human face of change to manage change relationships sensitively, to be willing to have our own beliefs and values challenged and to ensure our change interactions and behaviours are authentic, congruent and principled. Leaders learn to use tools like Perceptual Positions and Reframing to enhance the quality of interaction and relationship in and outside their teams. (Senge 1990: 139) Team Learning happens when teams start thinking together sharing their experience, insights, knowledge and skills with each other about how to do things better. Teams develop reflection, inquiry and discussion skills to conduct more skillful change conversations with each other which form the basis for creating a shared vision of change and deciding on common commitments to action. Its also about teams developing the discipline to use the action learning cycle rigorously in change-work.   Leaders learn to use tools like the Action-Learning Cycle and Dialogue to develop critical reflection skills and conduct more robust, skillful discussions with their teams and each other.   (Senge 1990: 10) Systems Thinking is a framework for seeing inter-relationships that underlie complex situations and interactions rather than simplistic (and mostly inaccurate) linear cause-effect chains. It enables teams to unravel the often hidden subtleties, influences, leverage points and intended/unintended consequences of change plans and programs and leads to deeper, more complete awareness of the interconnections behind changing any system. Leaders learn to use Systems Thinking Maps and Archetypes to map and analyse situations, events, problems and possible causes/courses of action to find better (and often not obvious) change options/solutions. (Peter Senge (1990: 23) THREE TYPES OF ORGANISATION LEARNING Single-Loop Learning Double-Loop Learning Triple-Loop Learning Are we doing things right? Are we doing the right things? How do we decide what is right? Single-Loop Learning Single-loop learning assumes that problems and their solutions are close to each other in time and space (thought they often arent). In this form of learning, we are primarily considering our actions. Small changes are made to specific practices or behaviors, based on what has or has not worked in the past. This involves doing things better without necessarily examining or challenging our underlying beliefs and assumptions. The goal is improvements and fixes that often take the form of procedures or rules. Single-loop learning leads to making minor fixes or adjustments, like using a thermostat to regulate temperature. Are we doing things right? Heres what to do-procedures or rules. Double-Loop Learning Double-loop learning leads to insights about why a solution works. In this form of learning, we are considering our actions in the framework of our operating assumptions. This is the level of process analysis where people become observers of themselves, asking, What is going on here? What are the patterns? We need this insight to understand the pattern. We change the way we make decisions and deepen understanding of our assumptions. Double-loop learning works with major fixes or changes, like redesigning an organizational function or structure. Are we doing the right things? Heres why this works-insights and patterns. Triple-Loop Learning Triple-loop learning involves principles. The learning goes beyond insight and patterns to context. The result creates a shift in understanding our context or point of view. We produce new commitments and ways of learning. This form of learning challenges us to understand how problems and solutions are related, even when separated widely by time and space. It also challenges us to understand how our previous actions created the conditions that led to our current problems. The relationship between organizational structure and behavior is fundamentally changed because the organization learns how to learn. The results of this learning includes enhancing ways to comprehend and change our purpose, developing better understanding of how to respond to our environment, and deepening our comprehension of why we chose to do things we do. How do we decide what is right? Heres why we want to be doing this-principles. LEARNING ORIENTATIONS CREATING A LEARNING ORGANISATION The very first thing needed to create a learning organization is effective leadership, not based on traditional hierarchy, but a mix of different people from all levels of the system to lead in different ways (Senge 1996). Secondly, there must be the realization that we all have inherent power to find solutions to the problems we are faced with, and that we can and will envision a future for our library system and forge ahead to create it. As Gephart and associates point out in Learning Organizations Come Alive, the culture is the glue that holds an organization together; a learning organizations culture is based on openness and trust, where employees are supported and rewarded for learning and innovating, and one that promotes experimentation, risk taking, and values the well-being of all employees (Gephart 1996,39). Here we will look at the three aspects of leadership that he identifies and link his discussion with some other writers on leadership. Overall, to create a culture and environment that will be the foundation for a learning organization, people must realize the beginning comes with a shift of mind from seeing ourselves as separate from the world to connected to the world (Senge 1996,37); from seeing ourselves as integral components in the workplace, rather than as separate and unimportant, robotic caricatures. Finally, one of the biggest challenges that must be overcome in any organization, is to identify and breakdown the ways people reason defensively. Until then, change can never be anything but a passing phase (Argyris 1991,106). Everyone must learn that the steps they use to define and solve problems can be a source of additional problems for the organization (Argyris 1991,100). References Single-Loop and Double-Loop Models in Research on Decision Making Author(s): Chris Argyris Source: Administrative Science Quarterly, Vol. 21, No. 3 (Sep., 1976), pp. 363-375 Published by: Johnson Graduate School of Management, Cornell University Stable URL: http://www.jstor.org/stable/2391848 Senge, P. (1998) The Practice of Innovation, Leader to Leader 9 http://pfdf.org/leaderbooks/l2l/summer98/senge.html Senge, P. et. al. (1994) The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G. and Smith, B. (1999) The Dance of Change: The Challenges of Sustaining Momentum in Learning Organizations, New York: Doubleday/Currency). Senge, P., Cambron-McCabe, N. Lucas, T., Smith, B., Dutton, J. and Kleiner, A. (2000) Schools That Learn. A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education, New York: Doubleday/Currency

Ap Economics Study Questions

AP Economics Final Exam Study Sheet v2010 (Mankiw) 1. Economics deals primarily with the concept of? 2. Economists use the word equity to describe†¦? 3. What you give up to obtain an item is called your 4. A furniture maker currently produces 100 tables per week and sells them for a profit. She is considering expanding her operation in order to make more tables. Should she expand? 5. Rational people make decisions at the margin by†¦? 6. The term market failure refers to†¦? 7. An example of an externality? 8. Productivity is defined as? 9. An increase in the overall level of prices in an economy is referred to as? 10. Which of the following items is not a factor of production? 11. Which markets are represented in the simple circular-flow diagram? 12. Production is efficient if the economy is producing at a point†¦.? 13. (Production Possibilities Graph). The economy has the ability to produce at which point or points? 14. A production possibilities frontier shifts outward when†¦? 15. Trade can make everybody better off because it†¦? 6. For each good produced in a market economy, the interaction of demand and supply determines†¦? 17. A competitive market is a market in which†¦? 18. A monopoly is†¦? 19. A likely example of complementary goods for most people would be†¦? 20. A likely example of substitute goods for most people would be†¦? 21. The law of demand says†¦? 22. (Demand Graph) The movement from point A to point B on the graph would be cau sed by†¦? 23. An increase in demand is represented by†¦? 24. According to the law of supply†¦? 25. If the number of sellers in a market increases, what conditions would you expect? 26. (Supply Graph) The movement from S to S1 is called? 27. (Supply Graph) The movement from S to S1 could be caused by? 28. The unique point at which the supply and demand curves intersect is called†¦? 29. (Supply and Demand Graph) Equilibrium price and quantity are? 30. (Supply and Demand Graph) Determine price and quantity 31. (Four different Supply and Demand Graphs) Which of the four graphs represent the market for peanut butter after a major hurricane hits the peanut-growing south? 32. Four different Supply and Demand Graphs) Which of the four graphs represents the market for winter coats as we progress from winter to spring? 33. (Four different Supply and Demand Graphs) Which of the four graphs illustrates an increase in quantity supplied? 34. During the last few decades in the United States, health officials have argued that eating too much beef might be harmful to human health. As a result , there has been a significant decrease in the amount of beef produced. Which of the following best explains the decrease in production? 35. In general, elasticity is a measure of†¦?

What You Dont Know About Pre Written Research Papers

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The Armed Forces (Special Powers) Act - Free Essay Example

Sample details Pages: 8 Words: 2376 Downloads: 9 Date added: 2017/06/26 Category Law Essay Type Analytical essay Level High school Did you like this example? The Armed Forces (Special Powers) Act and Jurisprudence behind the Act THE Background OF ARMED FORCES SPECIAL POWERS ACT In November 2011, the central government extended the Armed Forces Special Powers Act in JK for another year. The Act was first imposed in the state in 1990 and since then its term has been extended every year by the unanimous agreement of all concerned agencies. This time around, however, the decision to extend the Act met with some opposition. Don’t waste time! Our writers will create an original "The Armed Forces (Special Powers) Act" essay for you Create order The Intelligence Bureau opposed its extension citing the à ¢Ã¢â€š ¬Ã‹Å"improvedà ¢Ã¢â€š ¬Ã¢â€ž ¢ security situation in the state where as both the state government and the Ministry of Defence (MoD) strongly supported its extension. Taking the cue from the state government and the army, the central government declared the whole of Assam a à ¢Ã¢â€š ¬Ã‹Å"disturbed areaà ¢Ã¢â€š ¬Ã¢â€ž ¢ and extended the Act for another year.[1] Similarly in March 2012, the Tripura government extended the AFSPA in the state for another six months.[2] The Act, which was imposed in 1997, is presently fully enforced in 34 police stations and partially in six police stations of the state. In the case of Tripura too the state government opted for the extension of the Act despite clear improvement in the security situation.2 Presently, the Act is in force in Assam, Nagaland, Manipur (except the Imphal municipal area); Tripura (40 police stations); the Tirap and Changlang districts of Arunachal Pradesh an d a 20 km belt in the states with a common border with Assam.3 Apart from the Northeast, the AFSPA is also in force in Jammu and Kashmir, which came under its purview on July 6, 1990 as per the Armed Forces (Jammu and Kashmir) Special Powers Act of 1990. Earlier, Punjab was also brought under the Act through the Armed Forces (Punjab and Chandigarh) Special Powers Act of 1983. The AFSPA is imposed in areas affected by internal rebellion, insurgency or militancy. Since it is a common practice in the country to deploy the armed forces to quell such unrest, this Act provides the armed forces with an enabling environment to carry out their duties without fear of being prosecuted for their actions. Genesis of the Armed Forces (Special Powers) Act, 1958 The origins of the Armed Forces (Special Powers) Act, 1958 can be traced to the Armed Forces (Special Powers) Act of 1948. The latter in turn was enacted to replace four ordinancesà ¢Ã¢â€š ¬Ã¢â‚¬ the Bengal Disturbed Areas (Special Powers of Armed Forces) Ordinance; the Assam Disturbed Areas (Special Powers of Armed Forces) Ordinance; the East Bengal Disturbed Areas (Special Powers of Armed Forces) Ordinance; the United provinces Disturbed Areas (Special Powers of Armed Forces) Ordinanceà ¢Ã¢â€š ¬Ã¢â‚¬ invoked by the central government to deal with the internal security situation in the country in 1947.[3] The Armed Forces Special Powers Act of 1948, as a matter of fact, was modelled on the Armed Forces Special Powers Ordinance of 1942, promulgated by the British on August 15, 1942 to suppress the à ¢Ã¢â€š ¬Ã‹Å"Quit Indiaà ¢Ã¢â€š ¬Ã¢â€ž ¢ movement. As the title itself indicates, à ¢Ã¢â€š ¬Ã‹Å"special powersà ¢Ã¢â€š ¬Ã¢â€ž ¢ were bestowed on à ¢Ã¢â€š ¬Ã‹Å"certain officersà ¢Ã¢â€š ¬Ã¢â€ž ¢ of the armed forces to deal with an à ¢Ã¢â€š ¬Ã‹Å"emergencyà ¢Ã¢â€š ¬Ã¢â€ž ¢.[4] These à ¢Ã¢â€š ¬Ã‹Å"special powersà ¢Ã¢â€š ¬Ã¢â€ž ¢ included the use of force (even to cause death) on any person who does not sto p when challenged by a sentry or causes damage to property or resists arrest. Most importantly, the Ordinance provided complete immunity to the officers; their acts could not be challenged by anyone in court except with the prior approval of the central government. Incidentally, the Armed Forces (Special Powers) Act of 1948 was repealed in 1957, only to be resurrected a year later in 1958. The context was the fast deteriorating internal security situation in the à ¢Ã¢â€š ¬Ã‹Å"unified Assamà ¢Ã¢â€š ¬Ã¢â€ž ¢. The Nagas, who inhabited the Naga Hills of Assam and Manipur, had opposed the merger of their area with that of India on the grounds that they were racially and socio-politically different from the Indians. They had even voted in favour of a referendum declaring independence in 1951 and raised the banner of revolt. They boycotted the first general election of 1952, thereby demonstrating their non-acceptance of the Indian Constitution and started committing violent acts again st the Indian state. In order to deal with this rebellion, the Assam government imposed the Assam Maintenance of Public Order (Autonomous District) Act in the Naga Hills in 1953 and and intensified police action against the rebels. When the situation worsened, Assam deployed the Assam Rifles in the Naga Hills and enacted the Assam Disturbed Areas Act of 1955, in order to provide a legal framework for the paramilitary forces as well as the armed state police to combat insurgency in the region.8 The Assam Disturbed Areas Act of 1955 was a mirror image of the Armed Forces Special Powers Ordinance of 1942 as it gave à ¢Ã¢â€š ¬Ã‹Å"special powersà ¢Ã¢â€š ¬Ã¢â€ž ¢ to the armed forces engaged in counter insurgency. According to Sections 4 and 5 of the Act: à ¢Ã¢â€š ¬Ã…“A magistrate or police officer not below the rank of sub-Inspector or havildar in case of the armed branch of the police or any officer of the Assam Rifles not below the rank of havildar/jamadarà ¢Ã¢â€š ¬Ã‚  had the power to arrest, shoot or kill any person on suspicion. Section 6 of the Act provided protection against any kind of prosecution without the consent of the central government.9 But the Assam Rifles and the state armed police could not contain the Naga rebellion and the rebel Naga Nationalist Council (NNC) formed a parallel governmentà ¢Ã¢â€š ¬Ã¢â‚¬ the Federal Government of Nagalandà ¢Ã¢â€š ¬Ã¢â‚¬ on March 22, 1956. This intensified the widespread violence in the Naga Hills. The state administration found itself incapable of handling the situation and asked for central assistance. Responding to the appeal of the state government, the central government sent the army to quell the rebellion and restore normalcy in the region. The President of India promulgated the Armed Forces (Assam and Manipur) Special Powers Ordinance on May 22, 1958 to confer à ¢Ã¢â€š ¬Ã‹Å"special powersà ¢Ã¢â€š ¬Ã¢â€ž ¢ on the armed forces as well as provide them the legal framework to function in th e à ¢Ã¢â€š ¬Ã‹Å"disturbed areasà ¢Ã¢â€š ¬Ã¢â€ž ¢ of Assam and the Union Territory of Manipur.10 A bill seeking to replace the ordinance was introduced in the monsoon session of the Parliament on August 18, 1958. While introducing the Armed Forces Special Powers Bill, the home minister, G. B. Pant, argued that the bill would enable the armed forces to function effectively in a situation marked by arson, looting and dacoity.[5] The bill, however, faced some opposition. Several members of Parliament argued that giving such sweeping powers to the armed forces would lead to the violation of the fundamental rights of the people; that it would allow the government to circumvent the Constitution to impose an emergencyà ¢Ã¢â€š ¬Ã¢â‚¬ without actually declaring it and the armed forces would usurp all the powers of the civilian government; and that it would result in the armed forces committing excesses with impunity. Laishram Achaw Singh, an MP from Manipur, described the bill as a à ¢Ã¢â€š ¬Ã…“lawless lawà ¢Ã¢â€š ¬Ã‚ .12 Nevertheless, after a discussion lasting a total of seven hours, the bill was passed by both the houses of the Parliament with retrospective effect from May 22, 1958. The bill received the Presidentà ¢Ã¢â€š ¬Ã¢â€ž ¢s assent on September 11, 1958 and was printed in the Statute Book as The Armed Forces (Special Powers) Act, 1958 (28 of 1958).[6] Armed Forces Act Concept of Rights and Duties: Jurisprudential Analysis The word à ¢Ã¢â€š ¬Ã‹Å"rightà ¢Ã¢â€š ¬Ã¢â€ž ¢ is often used broadly to cover legal relations in general has probably been at least unclearly realized by all thoughtful students of law. Thus, to take a concrete example, nearly all of us have probably noted at some time or other that the à ¢Ã¢â€š ¬Ã…“rightà ¢Ã¢â€š ¬Ã‚  (privilege) of self-defense is a different kind of à ¢Ã¢â€š ¬Ã…“rightà ¢Ã¢â€š ¬Ã‚  from the à ¢Ã¢â€š ¬Ã…“rightà ¢Ã¢â€š ¬Ã‚  not to be assaulted by another; but that legal thinking can nev er be truly accurate unless we constantly discriminate carefully between these different kinds of rights, few of us have sufficiently realized.[7] Speaking of the rights of the citizens; What matters is whether Utopia is entitled under the regional laws to respond to the violence through the use of armed force on the territory of the union. It is submitted that it is so entitled. In fact, a right to self-defence against the attacks of the state agency (Military or Police) exists in the present. In this and numerous additional cases it revolve out upon test that the word à ¢Ã¢â€š ¬Ã…“rightà ¢Ã¢â€š ¬Ã‚  is being used to represent first one notion and then an additional, often with resulting uncertainty of thoughts. With the clear recognition of the fact that the same term is being used to represent four distinct legal conceptions comes the conviction that if we are to be sure of our logic we must adopt and consistently use a terminology adequate to express the distinctions involved. The great merit of the four terms selected by Hohfeld for this purpose à ¢Ã¢â€š ¬Ã¢â‚¬Å" right, privilege, power and immunity[8] à ¢Ã¢â€š ¬Ã¢â‚¬Å" is that they are already familiar to lawyers and judges and are indeed at times used with accuracy to express precisely the concepts for which he wished always to use them. The term à ¢Ã¢â€š ¬Ã‹Å"rightà ¢Ã¢â€š ¬Ã¢â€ž ¢, with regards go hand in hand with the present argument. Right in the constricted sense ; as the correlative of duty à ¢Ã¢â€š ¬Ã¢â‚¬Å" Right in correlation signifies an affirmative claim against another, as differenced from à ¢Ã¢â€š ¬Ã‹Å"privilegeà ¢Ã¢â€š ¬Ã¢â€ž ¢, oneà ¢Ã¢â€š ¬Ã¢â€ž ¢s freedom from the right or claim of another. Privilege is a term of good repute in the law of defamation and in that relating to the duty of witnesses to testify. In defamation we say that under certain circumstances defamatory matter is à ¢Ã¢â€š ¬Ã…“privilegedà ¢Ã¢â€š ¬Ã‚ , that is, that the person publishing the same has a privilege to do so. Basic sense of this argument is that the à ¢Ã¢â€š ¬Ã‹Å"dutyà ¢Ã¢â€š ¬Ã¢â€ž ¢ correlated with à ¢Ã¢â€š ¬Ã‹Å"rightà ¢Ã¢â€š ¬Ã¢â€ž ¢ is more of an affirmative claim, whereas à ¢Ã¢â€š ¬Ã‹Å"privilegeà ¢Ã¢â€š ¬Ã¢â€ž ¢ correlated with à ¢Ã¢â€š ¬Ã‹Å"dutyà ¢Ã¢â€š ¬Ã¢â€ž ¢ is generally considered as negative inference. Rights of the citizens are not honored, when we discuss the inhuman practices done by the military or police in such states, therefore the duty is of also expected of higher paramount on stateà ¢Ã¢â€š ¬Ã¢â€ž ¢s part. And if talk about the State like JK, where citizens have given à ¢Ã¢â€š ¬Ã‹Å"privileged rightsà ¢Ã¢â€š ¬Ã¢â€ž ¢, the duty also changes tits nature. Therefore the subjectivity of the matter cannot be left for any extent. By this account we are not asserting that the person having the privilege has an affirmative claim against another, for example, that other is under a duty to refrain from practicing his rights, as we ar e when we use à ¢Ã¢â€š ¬Ã…“rightà ¢Ã¢â€š ¬Ã‚  in the strict sense, but just the contrary. The statement is merely that under the situations there is an absence of duty on the part of the military to refrain from doing what they are supposed to do under the situations of emergency. So in reference to the duty of a witness to testify: upon some occasions we say the witness is privileged, i.e., that under the circumstances there is an absence of duty to testify, as in the case of the privilege against self-incrimination. à ¢Ã¢â€š ¬Ã…“Privilegeà ¢Ã¢â€š ¬Ã‚  therefore denotes absence of duty, and its correlative must denote absence of right. à ¢Ã¢â€š ¬Ã‹Å"Powerà ¢Ã¢â€š ¬Ã¢â€ž ¢ and à ¢Ã¢â€š ¬Ã‹Å"Liabilityà ¢Ã¢â€š ¬Ã¢â€ž ¢: à ¢Ã¢â€š ¬Ã‹Å"Powerà ¢Ã¢â€š ¬Ã¢â€ž ¢ and à ¢Ã¢â€š ¬Ã‹Å"Liabilityà ¢Ã¢â€š ¬Ã¢â€ž ¢ is correlative is well-established. à ¢Ã¢â€š ¬Ã…“Supposethat A is fee-simple owner of Blackacre. His à ¢Ã¢â€š ¬Ã‹Å"legal interestà ¢Ã¢â€š ¬Ã¢â€ž ¢ or property relating to the tangible object that we call land consists of a complex aggregate of rights (or claims), privileges, powers, and immunities. First, A has multital legal rights [rights in rem], or claims thatothers, respectively, shallnot enter on the land, that they shall not cause physical harm to the land, etc., such others being under respective correlative legal duties. à ¢Ã¢â€š ¬Ã…“Second, A has an indefinite number of legalprivilegesof entering on the land,using the land, harming the land, etc., that is, within the limits fixed by law on grounds of social and economic policy, he hasprivileges of doing on or to the land what he pleases; andcorrelativeto all such legal privileges are respectivelegal no-rightsof other persons.à ¢Ã¢â€š ¬Ã‚ [9] An analysis of these statements is that the power assigned to the armed forces is correlated with the liability in terms of taking care of the weakest associate of the public. The liability on the part of the state is of greater extent as far as the welfare of the general public is concerned. This argument is based upon the fact that armed forces have given special powers and therefore their liability must also be of special concern. The non-conformation of this action could result in complete disruption from the faith. The cases like Irom Sharmila are the evident of this non-compliance of correlatives. A person holding such a à ¢Ã¢â€š ¬Ã…“powerà ¢Ã¢â€š ¬Ã‚  has the legal ability by doing certain acts to alter legal relations. Whenever a power subsists there is at least one other human being whose legal relations will be altered if the power is exercised. This situation is described by Hohfeld by saying that the one whose legal relations will be altered if the power is exercised is under a à ¢Ã¢â€š ¬Ã…“liabilityà ¢Ã¢â€š ¬Ã‚ . Care must be taken to guard against misapprehension. à ¢Ã¢â€š ¬Ã…“Liabilityà ¢Ã¢â€š ¬Ã‚  as commonly used is a vague term and usually suggests something disadvantageo us or burdensome. Not so in Hohfeldà ¢Ã¢â€š ¬Ã¢â€ž ¢s system, for a à ¢Ã¢â€š ¬Ã…“liabilityà ¢Ã¢â€š ¬Ã‚  may be a desirable thing.[10] For example, when armed police officer acts to stop the undesired action upon his rational, the rights of the citizen is abolished. Because armed forces are given special powers such actions can be justified but there is absolute adherence to law. [1] à ¢Ã¢â€š ¬Ã…“Armed Forces Act term extended in State,à ¢Ã¢â€š ¬Ã‚  The Assam Tribune, Guwahati, 19 December 2011, at https://www.assamtribune.com/scripts/detailsnew.asp?id=dec2011/at06, accessed on 16 April 2014. [2] à ¢Ã¢â€š ¬Ã…“Special Powers Act in Tripura extended,à ¢Ã¢â€š ¬Ã‚  igovernment, Agartala, 19 March 2012, at https://www.igovernment.in/site/special-powers-act-tripuraextended, accessed on 16 April 2014 [3] Report of the Committee to Review the Armed Forces (Special Powers) Act of 1958, Ministry of Home Affairs, Government of India, 2005, p 10. [4] [5] Home Minister G B Pant as quoted in The AFSPA: Lawless Law Enforcement According to the Law? (New Delhi: Asian Centre For Human Rights, 2005), p 3. [6] 13. The Armed Forces (Special Powers) Act, 1958, n 10. [7] Walter Wheeler Cook (ed.), Fundamental Legal Conceptions as Applied in Judicial Reasoning and Other Legal Essays by Wesley Newcomb Hohfeld, à ¢Ã¢â€š ¬Ã‹Å"Introductionà ¢Ã¢â€š ¬Ã¢â €ž ¢ by W.W. Cook, pp. 1 -15 (1919), See https://archive.org/details/fundamentallegal00hohfuoft, accessed on 17 April 2014. [8] Ibid, pg.23-25. [9] Albert Kocourek, The Hohfeld System of Fundamental Legal Concepts(1920), https://en.wikisource.org/wiki/The_Hohfeld_System_of_Fundamental_Legal_Concepts [10] Walter Wheeler Cook (ed.), Fundamental Legal Conceptions as Applied in Judicial Reasoning and Other Legal Essays by Wesley Newcomb Hohfeld, à ¢Ã¢â€š ¬Ã‹Å"Introductionà ¢Ã¢â€š ¬Ã¢â€ž ¢ by W.W. Cook, pp. 1 -15 (1919), See https://archive.org/details/fundamentallegal00hohfuoft, accessed on 17 April 2014.