Telecommuting-- substituting the computer for the trip to the job ---- has been hailed as a solution to all kinds of problems related to office work.
For workers it promises freedom from the office, less time wasted in traffic, and help with child-care conflicts. For management, telecommuting helps keep high performers on board, minimizes tardiness and absenteeism by eliminating commutes, allows periods of solitude for high-concentration tasks, and provides scheduling flexibility. In some areas, such as Southern California and Seattle, Washington, local governments are encouraging companies to start telecommuting programs in order to reduce rush-hour congestion and improve air quality.
But these benefits do not come easily. Making a telecommuting program work requires careful planning and an understanding of the differences between telecommuting realities and popular images.
Many workers are seduced by rosy illusions of life as a telecommuter. A computer programmer from New York City moves to the tranquil Adirondack Mountains and stays in contact with her office via computer. A manager comes in to his office three days a week and works at home the other two. An accountant stays home to care for her sick child; she hooks up her telephone modern connections and does office work between calls to the doctor.
These are powerful images, but they are a limited reflection of reality. Telecommuting workers soon learn that it is almost impossible to concentrate on work and care for a young child at the same time. Before a certain age, young children cannot recognize, much less respect, the necessary boundaries between work and family. Additional child support is necessary if the parent is to get any work done.
Management too must separate the myth from the reality. Although the media has paid a great deal of attention to telecommuting in most cases it is the employees situation, not the availability of technology that precipitates a telecommuting arrangement.
That is partly why, despite the widespread press coverage, the number of companies with work-at-home programs or policy guidelines remains small.
初一英语阅读理解:西方的购物方式
MODULE 8 Different habits
Unit 10 Can you play the guitar教学设计
七年级英语Starter Units 1~3导学案
Starter Unit 1 Good morning学案
重庆市涪陵九中七年级下What is your home like学案
Starter Moudle 1
The world around us
Unit 6 Do you like bananas教案(总第28课时)
初一英语阅读理解:招聘老师
MODULE 7 My school day
Where’s my backpack
MODULE 4 My family
七年级上册英语Unit 4集体备课教案
初一英语阅读理解:美国的学生
Unit 4 My Neighbourhood
Unit 9 My favorite subject is science教案及反思
初一英语阅读理解:我是Jim
MODULE 6 An invitation to the cinema
MODULE 9 A trip to the zoo
初一英语阅读理解:周末
It’s raining
Unit 6 Do you like bananas教学设计
MODULE 3 My new school
This is my sister
Don’t eat in class
初一英语阅读理解:Mr. Martin
Unit 9 My favorite subject is science
Unit 10 Where did you go on vocation
初一上册英语作文范文
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| 英语教案 |
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