13th month payment: Killing the beast.

Fri, 2 Dec 2011
2 min read
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Killing the beast.

I wrote about this before when I received my first 13th month payment and I was confused about what it entailed exactly.

It’s time to kill this beast, as with other beasts that have stalked and skulked around our society menacingly and unnecessarily.

To help us in doing so, please read this post which clarifies the idea of the payment of salaries i.e. one is paid consistently for all days of work, so the 13th month payment is an entitlement and not a privilege.

For comparison, this is what the Ministry of Manpower has to say about it:

The Annual Wage Supplement (AWS) is commonly known as the 13th month payment. It is a single annual payment to employees that supplements the total amount of annual wage earned by them.

Payment of AWS depends on the contractual agreement between the employer and the employee i.e. whether it is provided for in the employment contract or collective agreement.

If it is not stipulated in the employment contract, AWS payment is subject to negotiation and mutual agreement between the employer and employee, or the trade union representing the employee.

That’s why some people have been short-changed by their employers or have been unfairly conditioned into believing the ’13th month payment’ is a bonus.

Hard truths.

Thu, 24 Nov 2011
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This was one of the results on Google Images so I used it.

The Laremy Lee version.

  1. Human beings are animals.
    That’s why you can learn a lot about humanity by watching Dog Whisperer. That’s also why we need rules and boundaries to maintain order, especially when…

  2. Human beings are like currents – they follow the path of least resistance.
    Not everyone is altruistic enough to do that which takes effort to be done, hence the solution in (1).

  3. Every child is a reflection of her/his parents. Similarly, every student is a reflection of her/his teacher(s).
    A lackadaisical child/student is the product of lackadaisical parents/teachers.

  4. From (3), the way a child/student speaks is the exact same way her/his parents/teachers speak.
    A polite, eloquent child/student is the product of polite and eloquent parents/teachers. Ill-mannered, uncouth and impolite children/students…

    By the way, not to belabour the point, but this is also why the Speak Good English Movement will never succeed – because it addresses the wrong target audience.

  5. In most situations, less is more.
    That’s why I’m ending here.

What are some of your hard truths?

Also, if anyone can design/customise a picture for me (i.e. include my picture as well) based on the original text, I’d be very grateful!

Absent with apologies.

Mon, 24 Oct 2011
3 min read
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Principles of design, the Mr Laremy way.

A long time ago, a friend asked why we write ‘Absent with Apologies’ on minutes.

“If it were me, I’d write it as ‘Absent with Glee’ instead,” she said, “because I’d much rather be absent from a meeting than in it!”

Thenceforth, I decided that if I were to ever run a company or an organisation, my first mandate would be to instruct my minute-taking minions to only ever write ‘Absent with Glee’ instead of ‘Absent with Apologies’.

Otherwise, they’d find themselves the next ones listed under the ‘Absent with Apologies’ column at the next meeting.

*

‘Absent with Apologies’ makes sense, because it’s much more polite than just being plain ‘Absent’.

But I’ve been absent from this space with both apologies and some degree of glee, because I’ve been busy, mainly with work.

On that note, I thought I’d share with everyone something that transpired in the classroom today – this is one of those things that has resulted in my absence.

If I can refer you to the picture above again, you can see I’ve listed out some principles for good idea design, especially ideas involving getting human beings to carry out things you want them to do.

I decided to write this down today because:

  • I found myself repeating stuff I had said before yet again because the kids hadn’t really understood what I was telling them. Or perhaps what I was telling wasn’t making sense.
  • This is something I’ve been thinking about for a while, and I think this is one of the easiest ways to understand what makes ideas work.

For those of you without image suppork, what is written on the board in the pig-ture is as follows:

Mr Laremy’s Principles for GI = EE.

  1. Human beings are animals (piglets) – regulations/processes are needed (DON’T ASSUME THEY WILL DO IT).
  2. Human beings are like currents – they follow the path of least resistance (MAKE IT EASY FOR THEM TO DO IT).

From (1) and (2): [Create] INCENTIVE [for them to do what you want them to do].

If you [yourself] won’t carry out the idea, don’t suggest it!

I hope there’s some kind of ‘meta’ element to this i.e. I hope what I wrote on the board fulfills those two principles.

In any case, the juxtaposition of the student and the ideas on the board is quite unfortunate, but you have it on good authority that this is her default look… LOL.