Paralinguistic Cues in Computer

Abstract Computer based communication is an integral communication modality within the social, educational and professional environments. However, when using text-based CMC, it is common for people to form prejudice impressions about the personality traits of another individual.Advertising We will write a custom report sample on Paralinguistic Cues in Computer-Mediated Communications in Personality Traits specifically for you for only $16.05 $11/page Learn More This experiment investigated the effect of the presence or absence of paralinguistic cues in computer-mediated communications on personality traits. The findings suggest that the impressions formed about a personality trait of an individual rely on the presence or absence of paralinguistic cues during interaction. Introduction Computer based communication has become more popular and vary greatly with the ways in which individuals communicate within social, educational and professional environments . The differences not only lie in the surrounding environment, but also in the method of communication (Storms, Grottum Lycke, 2007). Communication entails both verbal and non-verbal aspects. While verbal communication involves exchange of words between individuals, non-verbal communication takes in different forms (Walther, Deandrea Tong, 2010). Computer-mediated communications (CMC) refers to the communicative transaction involving the use of computers and communicative networks. The scope of computer mediated communications cuts across sociopsychological elements, particularly the topic on online interactions and their relations to everyday life, and to the application of paralinguistic aspects like emoticons (Storms, Grottum Lycke, 2007).Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Paralinguistic cues play a significant role in human speech communication. A lot of studies have been carri ed out in attempts to elucidate how the use of paralinguistic features such as body language, facial expression and posture affect the level of communication (Amant, 2007). It is common for human beings to form prejudices about others even before speaking to them when socializing on a face-to-face basis. These preconceptions are often based on paralinguistic cues like gestures and appearance (Epley Kruger, 2005). However, in the computer-mediated communications, these impressions would only be formed based on text message interactions. According to DeLamater and Myers (2007), the accuracy of communication is greatly enhanced by the use of multiple cues, as opposed to a single communication channel. Computer-mediated communication features such as lack of social context cues often make this form of communication less personal (Holland, 2008). There is need to gain more insight on how the presence or absence of paralinguistic cues affects the expectations or preconceptions that people form of each other in CMC interactions. Various theories have been proposed in attempts to explain the role of paralinguistic cues in influence the stereotypes and expectancies over computer-mediated communication. Some of these theories include the social context cues theory and the social information processing theory.Advertising We will write a custom report sample on Paralinguistic Cues in Computer-Mediated Communications in Personality Traits specifically for you for only $16.05 $11/page Learn More The social context cues theory proposes that the absence of paralinguistic cues in CMC makes it highly ambiguous (Epley Kruger, 2005). As a result, people depend on their personal stereotypes to make preconceptions about the other person’s character. CMC, thus, allows the persistence of expectancies or stereotypes due to the absence of paralinguistic cues ordinarily the question then (Holland, 2008). A highly standardized experiment was performe d by Epley and Kruger (2005) to investigate impressions on different communication channels and the resultant stereotypes and expectancies. The researchers performed three experiments, whereby they moderated the participant’s anticipations regarding the interviewee. The interviews were done either on phone or e-mail. Phone communication was found to confer features reminiscent of face-to-face interaction, even though the conversations relied on simple, preset questions and rapid responses. In contrast, communication through e-mail conferred no actual interactions between the parties, though the answers the interviewees gave were similar to those from phone communication. The results indicated that the preformed notions about the interviewee persisted more over e-mail than over the phone (Epley Kruger, 2005). Conversely, the social information processing theory suggests that potential deficiencies of CMC are indemnified by the use of text based non-verbal cues like ‘Lau ghing Out Loud’ (LOL) and ‘mhhh’. The usage of emoticons in CMC provides an emotional setting to users (Walther D’Addario, 2001).Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More CMC users can, thus, express socio-emotional content with only written text via these non-verbal cues and timing of the messages. A recent social experiment showed that live CMC chats could challenge pre-interaction stereotypes better than phone communication (Walther, Deandrea Tong, 2010). In this study, the researchers let the interviewees respond naturally to questions posed by the interviewers through phone and live chats. The study demonstrated that live chats provide a variety of non- or marginally verbal expressions surpassing those provided by voice communication. This is because people can use live chats intelligent features, involving verbal and non-verbal cues, to deliver precisely what face-to-face could achieve (Walther, Deandrea Tong, 2010). However, these experiments were hampered by a variety of limitations. One limitation was the use of faulty experimental designs, which did not correctly simulate natural CMC interactions (Epley Kruger, 2005). Other experiments l acked control parameters, hence making it difficult to establish causal relationships (Walther, Deandrea Tong, 2010). The aim of the current study was to investigate whether paralinguistic cues in CMC interactions were sufficient to challenge the expectation that the target individual was introverted on personality trait rating. It is predicted that the presence or absence of paralinguistic cues in computer-mediated communication interactions will not have an effect on personality trait ratings, according to the social cues theory. It is also predicted that the presence or absence of paralinguistic cues in computer-mediated communication interactions will have an effect on extroversion ratings, according to the social information processing theory. Method Participants The participants were undergraduate introductory psychology students at Monash University from Clayton, Caulfield, Peninsula, Sunway and South Africa campuses. Materials Internet connected computers were used to condu ct the experiment. An online profile for the CMC interaction was created. The profile, called MINGLE.COM, consisted of an individual’s photo and personal details such as date of birth, relationship status and work details. A questionnaire with 20 questions was designed to provide extraversion ratings. The CMC interaction to be observed involved a series of questions and responses between the target and the interviewer. The interviewer questions were like, â€Å"what would be your favorite way to spend the summer holiday? Examples of the responses from a target were â€Å"DEFINITELY at the beach. †¦..: D, LOL†¦..sure thing:), yep. Just be warned†¦dun dunduuuuuun! Extraversion ratings were on a scale of 1-7, depending on the responses of the participants. The responses to the questions had seven options to choose from. To measure the personality, the extraversion scale was utilized whereby individuals with introvert personality would have a score of 20 to 80 wh ile those having an extrovert personality would have a score range of between 80 and 140. Procedure The sample was divided into three groups A, B, and C who observed a CMC interaction. Group A was the paralinguistic cues group with 120 men and 342 women (M=20.7 years, SD=5.3). Group B was the plain text group with 125 men and 308 women (M=21.2 years, SD=5.4). Group C was the control group with 131 men and 329 women (M=20.9 years, SD=5.1). The total sample had 1355 participants (M=20.9, SD=5.23). Convenience sampling was adopted as this study was part of the course requirement. Initially, the participants were naà ¯ve regarding the true nature of the study. However, they were debriefed and instructed online as to the intent and procedure. The participants were directed to observe a past CMC activity. A profile stimulating the expectation in participants that the target individual was introverted was designed. Participants looked at this profile, and then observed the target individu al communicating with an uncontrolled third party. Participants were then divided into two groups. One group looked at the basic text interaction while the other looked at a realistic paralinguistic communication with many cues hinting that the target was an extrovert. The text used for the interactions was made from a real paralinguistic interaction from which all cues were removed to produce a basic text interaction. Therefore, the conversations had identical contents apart from the paralinguistic introduced. The major aim was to establish if paralinguistic information in CMC provided enough evidence to clear the preformed ideas that the target was an introvert. Design The study used an independent measure design. There were two levels of independent variable conditions used. These were the group with the basic text interaction and the group with the paralinguistic interaction. The dependent variable was the extroversion rating. Results The participants were asked questions, which they were to respond to from the given options such as strongly disagree, disagree, somewhat disagree, neither agree nor disagree, somewhat agree, agree, and strongly agree. From the 20 questions posed to the participants, responses were measured on an extraversion scale of 1-7, with the highest possible personality score being 140 and the lowest being 20. The higher the score, the more the extraverted rating an individual was given. It was predicted that presence or absence of paralinguistic cues would not influence the extroversion ratings when considering the social cues theory. In relation to the social information processing theory, it was also predicted that the presence or absence of paralinguistic cues would influence extroversion ratings. Group A, which had participants observing a CMC interaction for paralinguistic cues, rated the targets as extrovert (M=91.74, SD=37.42) while group B, with participants observing plain text interaction, rated the targets as introvert (M=7 9.84, SD=29.08). Group C, which was the control, indicated that the targets were introverts (M=72.16, SD=29.08). Discussion The results indicate that the presence of paralinguistic cues in computer-mediated communication can influence the impressions formed about the personality traits of an individual. In group A, the participants rated the target as highly extrovert in spite of the fact that the targets were presented as introverts. The findings further advance the social information processing theory which emphasizes more on the style of communication as an important aspect of impression formation. Use of non-verbal, text based cues such as emoticons, ellipses and hyphens can help in deciphering the personality trait of a person in a CMC interaction (Hancock Dunham, 2001; Walther, Deandrea Tong, 2010). In group B, most participants used their preformed concepts to rate the target as being introvert. This is because plain texts may often undermine the impressions about the perso nality traits as a result of the inadequate information it relays. These results, therefore, support the social cues theory proposition that absence of social cues in a computer-mediated communication environment increases ambiguity, hence people use their stereotypes to form preconceptions about personality traits. The findings are in agreement with the arguments by Epley and Krugler (2005) that absence of nonverbal cues hinders people from discerning another person’s characters. Conclusion The data from group C, the control, rated the targets as introverts. Given that this data falls between the data for groups A and B, then group C suggests that the profile was successful in measuring the objectives of the study. It can, therefore, be concluded that the presence or absence of paralinguistic cues in computer-mediated communication can influence the impressions about the personality traits of a person. The impressions formed depend on the communication style. References Aman t, K. (2007). Linguistic and cultural online communication issues in the global age. Hershey, PA: Information Science Reference. DeLamater, J. D., Myers, D. J. (2007). Social psychology, 6th edn. Belmont, CA: Thomson Higher Education. Epley, N., Kruger, J. (2005). What you type isn’t what they read: The perseverance of stereotypes and expectancies over email. Journal of Experimental Social Psychology, 41, 414-422. Hancock, J. T., Dunham, P. J. (2001). Impression formation in computer-mediated communication revisited: An analysis of the breadth and intensity of impressions. Communication Research, 28, 325-347. Holland, S. (2008). Remote relationships in a small world. New York, NY: Peter Lang. Storms, H. I., Grottum, P. P., Lycke, K. H. (2007). Content and processes in problem-based learning: A comparison of computer-mediated and face-to-face communication. Journal of Computer Assisted Learning, 23(3), 271-282. Walther, J. B., D’Addario, K. P. (2001). The impacts of emoticons on message interpretation in computer-mediated communication. Social Science Computer Review, 19, 324-347. Walther, J. B., Deandrea, D. C., Tong, S. T. (2010). Computer-mediated communication versus vocal communication and the attenuation of pre-interaction impressions. Media Psychology, 13, 364-386. This report on Paralinguistic Cues in Computer-Mediated Communications in Personality Traits was written and submitted by user Ryland Eaton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Meep

METAPHYSICS Whereas sciences deal with particular kinds of beings, metaphysics is concerned with beings as such. According to Aristotle, there is no such thing as mere being; to be is always to be a substance or object, a quantity, a quality, or a member of some other basic category. I. Substance and Accidents Substance is the primary mode of being according to Aristotle. The world is not one of atoms or particles, even though they have a place in the world. The basic notion of Aristotle’s logic reflects a distinction in the way reality is structured and reflects the basic way that we view reality. Substance is whatever is a natural kind of thing and exists in its own right. Examples are rocks, trees, animals and the like. For instance, a dog is basically the same whether it is black or brown. A dog would be substance because it exists in its own right; it does not exist in something else, the way a color does. Accidents are the modifications that substance undergoes, but that does not change the kind of thing that each substance is. Accidents only exist when they are the accidents of some substance. For Aristotle, there are ten categories into which things naturally fall. They are substance and a total of nine accidents: quantity, quality, relation, action, passion, time, place, disposition (the arrangement of parts) and â€Å"rainment† (whether a thing is dressed or armed, etc) All of these distinctions are basically logical, but in a sense they reflect the structure of reality. One never finds any substance that we experience without some accidents, or an accident that is not the accident of a substance. II. Matter and Form Aristotle utilized the concept of matter and form in an entirely new way, stating that everything that becomes consists of a foundation, a substratum (that which forms the foundation), and form. Aristotle’s theory was firmly rooted in his broader metaphysics, according to which all things are a combination of m... Free Essays on Meep Free Essays on Meep METAPHYSICS Whereas sciences deal with particular kinds of beings, metaphysics is concerned with beings as such. According to Aristotle, there is no such thing as mere being; to be is always to be a substance or object, a quantity, a quality, or a member of some other basic category. I. Substance and Accidents Substance is the primary mode of being according to Aristotle. The world is not one of atoms or particles, even though they have a place in the world. The basic notion of Aristotle’s logic reflects a distinction in the way reality is structured and reflects the basic way that we view reality. Substance is whatever is a natural kind of thing and exists in its own right. Examples are rocks, trees, animals and the like. For instance, a dog is basically the same whether it is black or brown. A dog would be substance because it exists in its own right; it does not exist in something else, the way a color does. Accidents are the modifications that substance undergoes, but that does not change the kind of thing that each substance is. Accidents only exist when they are the accidents of some substance. For Aristotle, there are ten categories into which things naturally fall. They are substance and a total of nine accidents: quantity, quality, relation, action, passion, time, place, disposition (the arrangement of parts) and â€Å"rainment† (whether a thing is dressed or armed, etc) All of these distinctions are basically logical, but in a sense they reflect the structure of reality. One never finds any substance that we experience without some accidents, or an accident that is not the accident of a substance. II. Matter and Form Aristotle utilized the concept of matter and form in an entirely new way, stating that everything that becomes consists of a foundation, a substratum (that which forms the foundation), and form. Aristotle’s theory was firmly rooted in his broader metaphysics, according to which all things are a combination of m...

The Role of Public Affairs in U.S. Military Operations Essay

The Role of Public Affairs in U.S. Military Operations - Essay Example The media has also improved the accuracy of reporting and allowed the audience to know their perspective. The benefit is especially important when there is an express need for the military to rapidly influence public opinion such as at the outset of a military action so as to mobilize immediate public support. The relationship with the media was strained during the Vietnam War but later the Department of Defense improved this relationship, which gave rise to the ‘embedded media process’. This had a positive effect on public opinion. In reality, conducting Public Affairs is a complicated task. It is a skill of the PAO to handle any kind of sensitive information and deal effectively with those who are informing and those are to be informed. The office of PA is very important in the age of real time news, and the public media has a very powerful influence and immediate effect such that army conduct can very easily have strategic consequences. This research paper begins with a brief description of the office of Public Affairs and the role of the Public Affairs Officer, and then surveys the important role of Public Affairs in US military operations focusing on how public media has had a positive influence on the US Army. However, some problems and deficiencies are also highlighted. Finally, a case study focuses on the PA and media experience in the war against Iraq. The offices of Public Affairs are important branches of the US Department of Defense that deal with the public media as well as playing a community role. They comprise of not only military officers and enlisted personnel but also civilians. The role of the main Public Affairs Officer (PAO) is to develop â€Å"a working relationship with reporters and other media representatives, maintaining a robust community relations program, keeping contact with other government agencies, and keeping†¦[its own internal members and the general public] informed on issues that may affect them† (Wikipedia,

Michael Porter, Competitive Advantage ( Please see the assignment Coursework

Michael Porter, Competitive Advantage ( Please see the assignment criteria ) - Coursework Example At a certain point of time (during the year 1981) the bank chose to capture the market of wholesale credit. The bank although succeeded in achieving its aim but the achievement of leadership position in this loan segment could not be transformed into competitive advantage. Conversely, this strive towards leadership made the bank grant even those loans which other banks were not granting at that point of time to the borrowers. Thus, the bank got involved in escalation of cost and gradually the bank became ineffective (Porter, 1998). The bank failed to transform its leadership strategy into competitive advantage because the structure of the industry did not support leadership (University of Pennsylvania, 2011). For achieving the competitive position, the bank should have focused on attaining both differentiation as well as cost leadership. Leadership indicated that the bank had to deal with various corporations which are quite large and are sensitive towards prices of the loans. The po or position of the bank made various wholesale operators withdraw their funds from the bank that left the bank in a situation of liquidity disaster.

The Home Video Game Case Study Example | Topics and Well Written Essays - 500 words

The Home Video Game - Case Study Example Nintendo is a one-century old video game company in Japan. Before diversifying into the video game business, Nintendo had built up a card playing business. Nintendo Company is located in Kyoto and is managed by Yamauchi family. It started diversifying into the video game business in the 1970s. Nintendo acquired a video game technology license from Magnavox. The company introduced a home video game system in Japan in 1977. The game was based on the technology which played a Pong variation. Later, in 1978, Nintendo started selling coin-operated video games. Nintendo encountered the first hit with Donkey Kong, a company designed by Shigeru Miyamoto (Hill 20). Capabilities and competitive advantage that led to Nintendo’s success in the home game industry included the decision of the company’s manager which involved Nintendo developing its own video game machine. The manager pushed the engineers of the company to construct high-quality machines. The machines combined high graphics capabilities and their cost was low. They were sold at a half price less than the competing machines (Hill 20). The designed machines were based on consoles, controllers, and plugs in the cartridge format. The machines were made up of two chips which included an eight-bit processing unit and a graphics processing unit. Each chip performed an essential function. To lower the cost of the machines, the manager avoided using the 16-bit processor that was available at that time. The most important aspect of Nintendo Company’s strategy was the creation of cheap but high-quality games. Another important aspect was creating games with few instructions. The environment of the home video game does not allow for a single company to remain dominant over a long period. This is because success in the industry attracts many competitors.  Ã‚  

Analysis of Theory Z of Management

Analysis of Theory Z of Management THEORY Z Definition It is a management theory developed by William Ouchi, describing the Japanese system of management characterized by the workers deep involvement in management, higher productivity than the U.S. Management model, and a highly developed system of organizational and sociological rewards. Ouchi contends that this management system can be used anywhere with equal success. Theory Z is an approach to management based upon a combination of American and Japanese management philosophies and characterized by, among other things, long-term job security, consensual decision making, slow evaluation and promotion procedures, and individual responsibility within a group context. Proponents of Theory Z suggest that it leads to improvements in organizational performance. The following sections highlight the development of Theory Z, Theory Z as an approach to management including each of the characteristics noted above, and an evaluation of Theory Z. Realizing the historical context in which Theory Z emerged is helpful in understanding its underlying principles. The following section provides this context. DEVELOPMENT OF THEORY Z Knowing the historical context in which Theory Z emerged is helpful in understanding its underlying principles. Theory Z has been called a sociological description of the humanistic organizations advocated by management pioneers such as Elton Mayo, Chris Argyris, Rensis Likert, and Douglas McGregor. In fact, the descriptive phrase, Theory Z. can be traced to the work of Douglas McGregor in the 1950s and 1960s. McGregor, a psychologist and college president, identified a negative set of assumptions about human nature, which he called Theory X, while those he categorised in Theory Y were more positive about human nature as it relates to employees. In McGregors view, managers who adopted Theory Y beliefs would exhibit different, more humanistic, and ultimately more effective management styles. McGregors work was read widely, and Theory Y became a well-known prescription for improving management practices. But in the 1970s and 1980s, many United States industries lost market share to international competitors, particularly Japanese companies. Concerns about the competitiveness of U. S. companies led some to examine Japanese management practices for clues to the success enjoyed by many of their industries. This led to many articles and books purporting to explain the success of Japanese companies. It was in this atmosphere that Theory Z was introduced into the management lexicon. This theory was presented by William Ouchi in his 1981 book, à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¹Ã…“Theory Z: How American Management can meet Japanese Challenge. Ouchi is Professor of Management at UCLA, Los Angeles, and a board member of several large US organisations. Theory Z was first identified as a unique management approach by William Ouchi. Ouchi contrasted American types of organizations (Type A) that were rooted in the United States tradition of individualism with Japanese organizations (Type J) that drew upon the Japanese heritage of collectivism. He argued that an emerging management philosophy, which came to be called Theory Z, would allow organizations to enjoy many of the advantages of both systems. Professor Ouchi advocated a modified American approach to management that would capitalize on the best characteristics of Japanese organizations while retaining aspects of management that are deeply rooted in U.S. traditions of individualism. Ouchi cited several companies as examples of Type Z organizations and proposed that a Theory Z management approach could lead to greater employee job satisfaction, lower rates of absenteeism and turnover, higher quality products, and better overall financial performance for U.S. firms adapting Theory Z management practices. THEORY Z AS AN APPROACH TO MANAGEMENT Theory Z represents a humanistic approach to management. Although it is based on Japanese management principles, it is not a pure form of Japanese management. Instead, Theory Z is a hybrid management approach combining Japanese management philosophies with U.S. culture. In addition, Theory Z breaks away from McGregors Theory Y. Theory Y is a largely psychological perspective focusing on individual dyads of employer-employee relationships while Theory Z changes the level of analysis to the entire organization. According to Professor Ouchi, Theory Z organizations exhibit a strong, homogeneous set of cultural values that are similar to clan cultures. The clan culture is characterized by homogeneity of values, beliefs, and objectives. Clan cultures emphasize complete socialization of members to achieve congruence of individual and group goals. Although Theory Z organizations exhibit characteristics of clan cultures, they retain some elements of bureaucratic hierarchies, such as formal authority relationships, performance evaluation, and some work specialization. Proponents of Theory Z suggest that the common cultural values should promote greater organizational commitment among employees. EVALUATION OF THEORY Z Research into whether Theory Z organizations outperform others has yielded mixed results. Some studies suggest that Type Z organizations achieve benefits both in terms of employee satisfaction, motivation, and commitment as well as in terms of financial performance. Other studies conclude that Type Z organizations do not outperform other organizations. Difficulties in the Japanese economy in the 1990s led some researchers to suggest that the widespread admiration of Japanese management practices in the 1970s and 1980s might have been misplaced. As a result, Theory Z has also received considerable criticism. It is unclear whether Theory Z will have a lasting impact on management practices in the U. S. and around the world into the twenty-first century, but by positioning target research at the organizational level rather then the individual level, Ouchi will surely leave his mark on management practice for years to come. Management Concepts Motivation: Believes that people are innately self motivated to not only do their work, but also are loyal towards the company, and want to make the company succeed. Leadership: Theory Z managers would have to have a great deal of trust that their workers could make sound decisions. Therefore, this type of leader is more likely to act as coach, and let the workers make most of the decisions. Power and Authority: The managers ability to exercise power and authority comes from the workers trusting management to take care of them, and allow them to do their jobs. The workers have a great deal of input and weight in the decision making process. Conflict: Conflict in the Theory Z arena would involve a great deal of discussion, collaboration, and negotiation. The workers would be the ones solving the conflicts, while the managers would play more of a third party arbitrator role. Performance Appraisals: Theory Z emphasises more frequent performance appraisals, but slower promotions. THE PRIMARY FEATURES OF THEORY Z 1. Long-Term Employment Traditional U.S. organizations are plagued with short-term commitments by employees, but employers using more traditional management perspective may inadvertently encourage this by treating employees simply as replaceable cogs in the profit-making machinery. In the United States, employment at will, which essentially means the employer or the employee can terminate the employment relationship at any time, has been among the dominant forms of employment relationships. Conversely, Type J organizations generally make life-long commitments to their employees and expect loyalty in return, but Type J organizations set the conditions to encourage this. This promotes stability in the organization and job security among employees. 2. Consensual Decision Making The Type Z organization emphasizes communication, collaboration, and consensus in decision making. This marks a contrast from the traditional Type A organization that emphasizes individual decision-making. 3. Individual Responsibility Type A organizations emphasize individual accountability and performance appraisal. Traditionally, performance measures in Type J companies have been oriented to the group. Thus, Type Z organizations retain the emphasis on individual contributions that are characteristic of most American firms by recognizing individual achievements, albeit within the context of the wider group. 4. Slow Evaluation And Promotion The Type A organization has generally been characterized by short-term evaluations of performance and rapid promotion of high achievers. The Type J organization, conversely, adopts the Japanese model of slow evaluation and promotion. 5. Informal Control With Formalized Measures The Type Z organization relies on informal methods of control, but does measure performance through formal mechanisms. This is an attempt to combine elements of both the Type A and Type J organizations. 6. Moderately Specialized Career Path Type A organizations have generally had quite specialized career paths, with employees avoiding jumps from functional area to another. Conversely, the Type J organization has generally had quite non-specialized career paths. The Type Z organization adopts a middle-of-the-road posture, with career paths that are less specialized than the traditional U.S. model but more specialized than the traditional Japanese model. 7. Holistic Concern The Type Z organization is characterized by concern for employees that goes beyond the workplace. This philosophy is more consistent with the Japanese model than the U.S. model. Overview Theory Z is basically the combination of best aspects of Japanese and American theories. The three theories bring forth three types of firms, which is Type J Firms, Type A firms and Type Z firms. To clearly understand the features of theory z an understanding of the theory J and Theory A is necessary. Features of theory J: Lifetime Employment Collective decision making Collective responsibility Slow promotion Implied control mechanisms Non specialised career Paths Holistic concern of employees. Features of Theory A: Short term employment Individual decision making Individual Responsibility Rapid promotion Explicit Control mechanism Specialized career paths Segmented concern for employees Theory Z picks the best feature from each and either incorporates it as it is, or slightly modifies the feature. The end result is the Theory Z which is referred to as Best choice for American firms. Features of Theory Z: Long-term employment Collective decision making Individual responsibility Slow promotion Informal Control Moderately specialized career paths Holistic concern for employees CONCLUSION According to Ouchi, Theory Z management tends to promote stable employment, high productivity, and high employee morale and satisfaction. Theory Z is focused on increasing employee loyalty to the company by providing a job for life with a strong focus on the well-being of the employee, both on and off the job.

Hemp Rediscovered :: essays papers

Hemp Rediscovered â€Å"Make the most of the hemp seed and sow it every where,† a quote by George Washington in 1794 (qtd. In â€Å"Get the Scoop†). In early American history hemp was an essential crop, it was used to make rope, sails, lamp oil, and almost anything else. Henry ford built a car out of hemp than ran on hemp fuel oil. The original Levi jeans were fashioned out of hemp fibers. And even the first drafts of the Declaration of Independence and the US Constitution were written on hemp paper (â€Å"Get The Scoop†). In fact, hemp was one of the largest produced crops in the US until it’s demise in 1937 under the Marihuana Tax Act. This act of congress was aimed at Americas newest enemy, marijuana or cannabis sativa C, but the bill also criminalized the cultivation of marijuana’s cousin cannabis sativa L, commonly referred to as hemp. Hemp had one more day in the spot light in 1942 when it was called into battle in World War II under a flag that read à ¢â‚¬Å"Hemp for victory† (â€Å"About†). The Tax Act was quickly reenacted after the war and hemp has not been grown legally on American soil since. The reason hemp is such a valuable plant, is that it grows fast, dense, and easily. The germination period for hemp is about one hundred days depending on the application for which it is being used (â€Å"About†). In comparison with other cash crops this is good, but in comparison with some of the resources it can replace, such as trees and fossil fuel, there is nothing better. Hemp provides a much higher yield than other American cash crops, and can be used for so many things that it’s market value should remain stable with increased production. Also, hemp can be grown without pesticides and it actually replenishes the soil so it can be rotated with other crops to produce higher yields of bath (Field 1). The maintainability of the hemp industry relies on demand, but with hemp’s 25,000 different uses this is no great barrier (â€Å"About†). With current processing technology every part of the cannabis sativa L plant is useful. The seeds can he hulled and used in food for flavor and as a protein supplement. These seeds can also be crushed into hemp-seed oil which is used as lamp oil or as a moisturizing ingredient in cosmetics and soaps.

The Moths

Through the use of Symbolism and Characterization In the short story â€Å"The Moths† by Helena Maria Viramontes, the author uses symbolism and characterization to paint the scene of a girl in a literary fiction that has lost her way and ends up finding herself within her Grandmother through the cycles of life.Through the eyes of an unnamed girl we relive a past that has both a traumatic ending and a new leash on life; however, we do not get there without first being shown the way, enter â€Å"The Moths†. The author utilizes opposite ends of the light spectrum to signify beginnings and endings by painting a vivid picture for the reader: â€Å"There comes a time when the sun is defiant.Just about the time when moods change, inevitable seasons of a day, transitions from one color to another, that hour or minute or second when the sun is finally defeated, finally sinks into the realization that it cannot with all its power to heal or burn, exist forever, there comes an il lumination where the sun and earth meet, a final burst of burning red orange fury reminding us that although endings are inevitable, they are necessary for rebirths, and when the time came, just when I switched on the light in the kitchen to open Abuelita’s soup, it was probably then that she died† (Viramontes 4).She explains to the reader why the sun causes different shades of red and orange throughout the day, the shades themselves represent a life span of different ages, which turn different colors with the coming seasons â€Å"of the day†, as opposed to the year, at the end of that day the sun dies and a new moon is born in place of that sun, and when a moon dies the sun is reborn the next day, and so goes the cycle of life. With this the narrator also states that â€Å"endings are inevitable† and so when we look at the Grandmother we already know that she will die because her end is, as the narrator says â€Å"inevitable†.The final line in the excerpt is perhaps the single most important piece that ties all of the usage of symbolism together. When the narrator turns the light on, a new day has started in the form of a rebirth caused by her Grandmothers death, you see, the moon in the story is not as present as the sun, however, we know that the Grandmother’s name is â€Å"Luna†, which translated in the narrators native tongue of Spanish is â€Å"moon†, we know her language is Spanish because of the consistent use of Latin terms like; â€Å"Placa†, â€Å"Menudo†, or even â€Å"Heliotrope†, which is a native plant of Peru.Since the moon is the polar opposite of the sun we can say that, in the human element of the story there is Grandma Luna which is currently at the ending of her â€Å"moon life† and at the beginning of her rebirth towards a new day as the â€Å"sun†, the light bulb, as a symbol of rebirth representing the sun, appears one more time in the story, where in the wake of her Grandmothers death, the narrator is watching the moths â€Å"fluttering to light†, carrying her Grandmother’s soul to a place were it can become reborn.I believe that the author’s carefully chosen name of â€Å"Luna† for the Grandmother was in fact to show the reader that our death is inevitable but our rebirth in terms of happiness is changeable.Equally important in the story is the use of characterization to show the reader exactly who the protagonist in the story is and what kind of life she is living, we first read of her sisters and how they act in contrast to the protagonist: â€Å"I [the narrator] wasn't even pretty or nice like my older sisters and I just couldn't do the girl things they could do†, the narrator first bluntly tells the reader that she is different from her sisters and then shows the reader exactly how they are not the same through the use of characterization, â€Å"My hands were too big to handle the fin eries of crocheting or embroidery and I always pricked my fingers or knotted my colored threads time and time again while my sisters laughed and called me bull hands with their cute waterlike voices. †. With all of this information we can tell that the narrator is having difficulty in her own path and does not feel comfortable in her own body, it seems that she is more of a boy then a girl according to the standards set forth by her mother and father. But why is it that the narrator should conform to these standards? At this point we already know that they are in contrast to each other but the reason as to why is deep rooted through yet another mean, conformity.Her father is very devoted to his religious beliefs and wants his family to conform, â€Å"He would pound his hands on the table, rocking the sugar dish or spilling a cup of coffee and scream that if I didn't go to mass every Sunday to save my goddamn sinning soul, then I had no reason to go out of the house, period. P unto final. †, the narrator has issues with this because she does not want to conform to something she does not herself believe in. The reader knows she feels uncomfortable in a church because she says â€Å"I was alone. I know why I had never returned† when she went to the chapel, therefore we are left to the conclusion that the narrator has a free spirit that yearns to become free of the beliefs that have been bestowed upon her. In other words she is completely opposite of her entire family, or so we see thus far.Grandma Luna is an interesting character, she does not have many lines in the story but the presentation of her character plays a very important role as to who exactly she is, where she came from, where she is going, but even more important, where she is leading the narrator. The Grandmother’s life parallels that of the narrator in the respect that sometime during her life she was also defiant, â€Å"The scars on her back which were as thick as the li fe lines on the palms of her hands made me realize how little I really knew of Abuelita†. This line is informative to the narrator, for the first time she realizes that she is not alone in her personal beliefs.She also wants to become free like her Grandmother is, â€Å"I liked her porch because it was shielded by the vines of the chayotes and I could get a good look at the people and car traffic on Evergreen without them knowing†, she likes the porch because the vines are growing in and around her Grandmothers home, she also feels protected by the vines. We also know she cares for her Grandmother, because of the way she talks about her, â€Å"Really, I told my Ama it was only fair†. Even before her realization of Grandma Luna’s defiance the narrator felt a strong connection to her, but seeing the scars she has a great sense of why it is that she gets along so well with her Grandmother. They are both very much alike, and she feels â€Å"safe† around her, â€Å"I [the narrator] always felt her gray eye on me.It made me feel, in a strange sort of way, safe and guarded and not alone. Like God was supposed to make you feel†, the authors choice of the word â€Å"was†, tells us that god does not make her feel safe, instead it is her Grandmother whom she confides in. The narrator herself is defiant and even disrespectful at times, however her defiance is not done without reason; it is done because of her personal beliefs. Her mother and father have strong religious beliefs and try to force those beliefs upon her, when she does not want to conform she fakes going to church and instead, goes over to her Grandmother’s home where she finds comfort in helping her Grandmother with her daily chores.Viramontes chooses to keep the narrator unnamed so that the reader feels like they are taking on the role of the narrator, if she had named her â€Å"Alice† or â€Å"Lisa† then the audience might not have felt a strong connection with the narrator and the message of rebirth and changing your own mental status to achieve a form of enlightenment, may not have been accomplished. In the end we realize the purpose of the story, it tells about the rebirth any individual can make by changing the way they see the world. The narrator saw the world brand new for the first time in a different light because of her Grandmother’s death and subsequent rebirth through the moths, carrying her soul to â€Å"new light†. It’s not in a literal sense that the narrator is born again; instead it’s more of a mental status change that the narrator has undergone, and because of that she is at peace with herself. The Moths Through the use of Symbolism and Characterization In the short story â€Å"The Moths† by Helena Maria Viramontes, the author uses symbolism and characterization to paint the scene of a girl in a literary fiction that has lost her way and ends up finding herself within her Grandmother through the cycles of life.Through the eyes of an unnamed girl we relive a past that has both a traumatic ending and a new leash on life; however, we do not get there without first being shown the way, enter â€Å"The Moths†. The author utilizes opposite ends of the light spectrum to signify beginnings and endings by painting a vivid picture for the reader: â€Å"There comes a time when the sun is defiant.Just about the time when moods change, inevitable seasons of a day, transitions from one color to another, that hour or minute or second when the sun is finally defeated, finally sinks into the realization that it cannot with all its power to heal or burn, exist forever, there comes an il lumination where the sun and earth meet, a final burst of burning red orange fury reminding us that although endings are inevitable, they are necessary for rebirths, and when the time came, just when I switched on the light in the kitchen to open Abuelita’s soup, it was probably then that she died† (Viramontes 4).She explains to the reader why the sun causes different shades of red and orange throughout the day, the shades themselves represent a life span of different ages, which turn different colors with the coming seasons â€Å"of the day†, as opposed to the year, at the end of that day the sun dies and a new moon is born in place of that sun, and when a moon dies the sun is reborn the next day, and so goes the cycle of life. With this the narrator also states that â€Å"endings are inevitable† and so when we look at the Grandmother we already know that she will die because her end is, as the narrator says â€Å"inevitable†.The final line in the excerpt is perhaps the single most important piece that ties all of the usage of symbolism together. When the narrator turns the light on, a new day has started in the form of a rebirth caused by her Grandmothers death, you see, the moon in the story is not as present as the sun, however, we know that the Grandmother’s name is â€Å"Luna†, which translated in the narrators native tongue of Spanish is â€Å"moon†, we know her language is Spanish because of the consistent use of Latin terms like; â€Å"Placa†, â€Å"Menudo†, or even â€Å"Heliotrope†, which is a native plant of Peru.Since the moon is the polar opposite of the sun we can say that, in the human element of the story there is Grandma Luna which is currently at the ending of her â€Å"moon life† and at the beginning of her rebirth towards a new day as the â€Å"sun†, the light bulb, as a symbol of rebirth representing the sun, appears one more time in the story, where in the wake of her Grandmothers death, the narrator is watching the moths â€Å"fluttering to light†, carrying her Grandmother’s soul to a place were it can become reborn.I believe that the author’s carefully chosen name of â€Å"Luna† for the Grandmother was in fact to show the reader that our death is inevitable but our rebirth in terms of happiness is changeable.Equally important in the story is the use of characterization to show the reader exactly who the protagonist in the story is and what kind of life she is living, we first read of her sisters and how they act in contrast to the protagonist: â€Å"I [the narrator] wasn't even pretty or nice like my older sisters and I just couldn't do the girl things they could do†, the narrator first bluntly tells the reader that she is different from her sisters and then shows the reader exactly how they are not the same through the use of characterization, â€Å"My hands were too big to handle the fin eries of crocheting or embroidery and I always pricked my fingers or knotted my colored threads time and time again while my sisters laughed and called me bull hands with their cute waterlike voices. †. With all of this information we can tell that the narrator is having difficulty in her own path and does not feel comfortable in her own body, it seems that she is more of a boy then a girl according to the standards set forth by her mother and father. But why is it that the narrator should conform to these standards? At this point we already know that they are in contrast to each other but the reason as to why is deep rooted through yet another mean, conformity.Her father is very devoted to his religious beliefs and wants his family to conform, â€Å"He would pound his hands on the table, rocking the sugar dish or spilling a cup of coffee and scream that if I didn't go to mass every Sunday to save my goddamn sinning soul, then I had no reason to go out of the house, period. P unto final. †, the narrator has issues with this because she does not want to conform to something she does not herself believe in. The reader knows she feels uncomfortable in a church because she says â€Å"I was alone. I know why I had never returned† when she went to the chapel, therefore we are left to the conclusion that the narrator has a free spirit that yearns to become free of the beliefs that have been bestowed upon her. In other words she is completely opposite of her entire family, or so we see thus far.Grandma Luna is an interesting character, she does not have many lines in the story but the presentation of her character plays a very important role as to who exactly she is, where she came from, where she is going, but even more important, where she is leading the narrator. The Grandmother’s life parallels that of the narrator in the respect that sometime during her life she was also defiant, â€Å"The scars on her back which were as thick as the li fe lines on the palms of her hands made me realize how little I really knew of Abuelita†. This line is informative to the narrator, for the first time she realizes that she is not alone in her personal beliefs.She also wants to become free like her Grandmother is, â€Å"I liked her porch because it was shielded by the vines of the chayotes and I could get a good look at the people and car traffic on Evergreen without them knowing†, she likes the porch because the vines are growing in and around her Grandmothers home, she also feels protected by the vines. We also know she cares for her Grandmother, because of the way she talks about her, â€Å"Really, I told my Ama it was only fair†. Even before her realization of Grandma Luna’s defiance the narrator felt a strong connection to her, but seeing the scars she has a great sense of why it is that she gets along so well with her Grandmother. They are both very much alike, and she feels â€Å"safe† around her, â€Å"I [the narrator] always felt her gray eye on me.It made me feel, in a strange sort of way, safe and guarded and not alone. Like God was supposed to make you feel†, the authors choice of the word â€Å"was†, tells us that god does not make her feel safe, instead it is her Grandmother whom she confides in. The narrator herself is defiant and even disrespectful at times, however her defiance is not done without reason; it is done because of her personal beliefs. Her mother and father have strong religious beliefs and try to force those beliefs upon her, when she does not want to conform she fakes going to church and instead, goes over to her Grandmother’s home where she finds comfort in helping her Grandmother with her daily chores.Viramontes chooses to keep the narrator unnamed so that the reader feels like they are taking on the role of the narrator, if she had named her â€Å"Alice† or â€Å"Lisa† then the audience might not have felt a strong connection with the narrator and the message of rebirth and changing your own mental status to achieve a form of enlightenment, may not have been accomplished. In the end we realize the purpose of the story, it tells about the rebirth any individual can make by changing the way they see the world. The narrator saw the world brand new for the first time in a different light because of her Grandmother’s death and subsequent rebirth through the moths, carrying her soul to â€Å"new light†. It’s not in a literal sense that the narrator is born again; instead it’s more of a mental status change that the narrator has undergone, and because of that she is at peace with herself.

The eNotes Blog A Conversation with Joyce CarolOates

A Conversation with Joyce CarolOates The team visited this years LA Times Festival of Books to bring you recaps of the captivating interviews with some of the most anthologized writers. You may recognize the first as part of your syllabus if youve ever read her infamous short story, Where Are You Going, Were Have You Been? Its the prolific and talented Joyce Carol Oates! In 1984 Joyce Carol Oates relegated a manuscript shed been working on, complete but imperfect, to a dark drawer. As its pages yellowed and mildew took up residence, the would-be novel emerged into the light of day just once every seven years or so, only to promptly return. Writing is very intuitive, Oates says of her most recent (or most recently published) novels thirty year history. You cant quite force it. Luckily for her readers, the manuscript found its way back into Oates hands at just the right time, for now we have The Accursed. Oates began her conversation on the novel with some explication on its genre. As a formalist, she admits the attraction of writing in various styles. Over the years she has dabbled in just about everything, though the same vein of sinisterness is rather pervasive throughout. As for The Accursed, Oates herself called it her foray into a neo-Gothic genre a post-modernist horror. (In case one couldnt tell from the book cover, it has a bit to do with vampires.) But the author could just as easily be noted for dipping a toe into the historical fiction pool, given the number of historic figures who meander in and out of the plot. Set in Princeton in 1905, The Accurseds minor players include writers and politicians who lived in the college town at that moment in history; Franklin Roosevelt (then just 23), Upton Sinclair, Mark Twain, and Jack London to name a few, which Oates labels the Shakespearean sub-figures of her work. In a minor way, their presence as relative rabble-rousers of their time advances the themes of The Accursed: those  of class betrayal and racial discriminationhardly light topics for a vampire novel. To unpack these themes a bit more, it is imperative to point out the timing of that mildewy manuscripts resuscitation. When Oates picked it up again in 2010, America had at last elected an African-American man as its presidenta decision that is a far cry from the attitudes of 1905 upper class Princeton, though the threads of racial tension remain. The author admits that her choosing to revive the novel at that particular time is not unlike Millers writing of The Crucible when he did, since it takes a contemporary problem and places it in another time, thereby highlighting it more. In all, one could look at Oates’ latest as a Gothic family drama, a supernatural romance story (complete with the bride being kidnapped by a vampiric seducer at the altar), even a historical satire.   Or one could simply recognize The Accursed for what it is outside of Oates formalist playan homage to American history, literature, and themes, however sordid those may be. Ready to test your knowledge? Take the   Joyce Carol Oates quiz here!

Institute of Leadership and Management Level 5 Diploma in Management The WritePass Journal

Institute of Leadership and Management Level 5 Diploma in Management Introduction Institute of Leadership and Management Level 5 Diploma in Management ).   Performance Gap Analysis can take various forms. Typically they identify the different components which an employee needs to possess in order to do his or her job well.   Then, for each component, there is an assessment whether that skill or ability is critical or non-critical (non-critical components are useful, but not essential to possess), whether the employee currently possesses that skill (and to what level), and therefore where there exists a gap which needs to be filled by training and/or education (Q Finance 2013 [online]).   I am using a model which combines categories from CPS (2007) with the suggestions made by Q Finance (2013, online).   There are many versions of PGA tools, but I chose this one as I felt the competencies discussed match the requirements of the job in question very well. The member of my team is Amanda M (please note, a pseudonym has been used)]. A Junior Finance Assistant, she is one of the most junior in the department, and has been with us only 4 months.   She joined the department directly from education, so has not had any relevant work experience before. I met with her for 40 minutes to discuss the different aspects of her job, and identify her competency in each. I explained the purpose of the analysis, and she was very enthusiastic about the technique. As she had been with us for a relatively short period of time, she has not had another formal review of her job, and has expressed to me on several occasions that she would be interested in finding out how she is getting on.   Both Amanda M and I particularly valued the way that the tool offers a physical record of the meeting, which both allows credit to be given for areas in which the employee is performing well, and also helps identify areas in which the employee is underperforming, whil e allowing improvements to be tracked over time. This led to the following gap analysis (presented below): Skill/ Competency Critical or non-critical (desirable) Degree to which skill/competency possessed (out of 5) Skill gap / Action Technical ability (financial expertise required for job) C 3 Will take some time to fully understand technical aspects of job. Reassess in 6 months Teamwork C 4 Works well in team Initiative NC 2 As expertise builds, offer experiences which build confidence in using initiative Work standards C 4 Conscientious. Could check more. Recommend daily checking of work at end of day Customer / client focus (ability to liaise with clients) NC 3 Lacks confidence with service users. Recommend confidence-building course in next 6 months Understanding of organisational ‘vision’ C 5 Committed, understands aims of organisation. Communication C 3 Written communications good, verbal communication needs work. We identified need for confidence building on speaking to groups. Training to take place in next 2 months. Decision-making NC 3 Reassess in 6 months, still building expertise in role. Adaptability C 4 Flexible. No further action at moment. Planning Organising C 4 Well-organised. No further action at moment. Conflict management NC 3 Finds conflict difficult. Reassess need for extra training in 6 months. Table 1: Performance Gap Analysis with Amanda M In summary, both Amanda M and I found the gap analysis a useful tool for assessing strengths and weaknesses and planning SMART (specific, measurable, attainable, realistic and timely) objectives (Williams 2011). Implementing a Personal Development Plan for an Individual in the Organisation The Personal Development Plan As well as conducting a gap analysis with Amanda M as described above, I also (with her input) devised a personal development plan (PDP). The detailed discussions which were involved in developing the PGA raised a number of key objectives which fed into the PDP. The plan is presented in table 2 (note, this is written from the viewpoint of Amanda M: Objectives (What do I want to be able to do, or do better?) Success criteria (How will I recognise success? How will I review and measure my improvement?) Actions (What methods will I use to achieve my learning objectives?) Implementation (How will I practise and apply what I learn?) Full understanding of the accounting procedures within the Department By being able to take on more responsibility outside my current job description This will be reviewed during supervision and measure against my performance By shadowing those already currently doing the job. Also by reviewing completed tasks and comparing them with mine. By reading relevant literature. By undertaking more work within the department. Time planning and workload – getting things done on time and on schedule By meeting my targets within the specified time line of the finance timetable. By measuring current time taken to carry out tasks, and comparing with future timescales. Review current work process and look for ways to improve them To practise reflective learning (review tasks after completion) Break current tasks into constituent parts, assess (alone, and with peers / manager) whether any can be done more efficiently. Think about daily tasks and assess whether I am doing them in the best way. Compare how I work with others, both within firm and beyond. To be able to do budgeting and forecasting When am actually able to produce a budget for a new service and also when senior managers are confident enough to come and ask me questions about existing contracts I will have my budgets reviewed initially by line manager. Looking up old budgets done and trying to understand the basis on which they were set up Going on courses for budgeting Working on hypothetical ones so as to have an understanding of what is involved Manager will set me task of doing budget, and will closely supervise and talk through my process. Improve communication skills Improve the quality of my communication skills i.e. written and verbal skills Practical training, courses in written communication, verbal communication. Identifying weak areas with manager and ‘role play’ new approaches Roleplay with colleagues. Use checking techniques to make sure I am understood. Will assess my confidence re: communication at 6 month review. Take lead and use own initiative By implementing new ways to work better within the department Reducing my need to ask for assistance before acting Conduct analysis of current situation, i.e. number of times (per week) I ask for help making decisions currently, number of times (per week) I initiate new ideas or act independently. Compare this with situation in 1 month, 3 months etc. Short course in confidence building Seek detailed feedback from peers and manager about instances in which I take the lead and use initiative Use analysis of current situation to see where I could act more independently. By identifying these situations, responding more proactively to them in the future. Peer to peer mentoring – work alongside confident colleague who will support me in taking lead Use identification of possible situations for using initiative to act when I recognise these situations in future. Table 2: Personal Development Plan Delivery of the Personal Development Plan The employee identified a number of objectives she would like to achieve. Each of these objectives involved a slightly different means of delivery.   Please see table 2 for details of delivery methods.   One area which it was important to take into account was learning preferences. I found the ideas that there are different ways of learning and that different individuals are happiest learning in different ways very useful in this situation.   The idea of learning styles was developed by Kolb (1984), who suggested that people prefer to learn in different ways, with four main styles: The accommodator: learns from experience and trying things out for themselves, as well as from other people. Intuitive rather than intellectual. Prefers teamwork. The diverger: prefers thinking and analysis to practical tasks. Good at things involving ideas, and may be sensitive and like the arts. They like people, are emotional. Good at team work. The assimilator: uses reflective observation and is abstract and conceptual, not as keen on working with people or experiencing things directly. Logical, rational. The converger: combines an abstract, conceptual approach with experimentation. Solves practical problems through thinking or learning. Good at putting abstract ideas into practice. (Evans 2006). This model helped me understand the best methods for Amanda M to achieve her objectives. I felt that she was closest to the assimilator model of learning as she takes an abstract and conceptual approach, and enjoys learning from textbooks. This not only explained the areas in which she most needed development (fitting in with the time constraints imposed by others, communication, taking the lead and practical action) but helped me plan ways to help her address these objectives. I felt that taking courses would help Amanda M understand the concepts behind the objectives, and would feed her desire for learning. I also felt that working with colleagues to address issues would help her overcome her slight resistance to working with people and direct experience. Another area which needed to be taken into consideration in devising the PDP was the organisational culture. Organisational culture has been defined in many different ways. A common notion is that an organisational culture reflects the ideologies, shared philosophies, values, beliefs, assumptions, attitudes and norms of an organization (Martin 2005, p. 490). It can also cover the usual ways of doing things which new employees have to familiarise themselves with. Organisational culture is transmitted through a range of methods including direct verbalisation, symbolism   and unspoken ways of doing things.   I feel that the organisational culture at WDP is relatively forward thinking and socialistic rather than influenced by capitalist values. Collaborative working and openness is prized, and values are collective rather than individualistic. There is a large emphasis upon the organisations commitment to social equality, and to employees understanding the vision of the organisation.   Ã‚   For this reason, when devising the PDP I felt it was appropriate to emphasise shared activity and working with other people, and downplay individualistic material rewards as a learning tool. From a slightly different perspective, one aspect of the organisational culture that I feel is counter-productive to personal development is the current situation with regards to reviews. New employees currently have to take part in three probationary reviews, one after 5 days, one after 8 weeks and one after 20 weeks, with the last review being key in determining whether the individual passes probation or not. However, I feel that the current final review relies upon outdated tools, and that it fails to assess the correct aspects of an employee’s ability. For example, currently a large part of the probationary review consists of a formal test of accountancy skills. While this is relevant to some extent, I feel a review which looked at whether the employee had developed the skills required in the job, not simply accountancy ability but wider ranging skills like teamwork, as well as the ability to apply formal knowledge to our particular work situation. Currently, the review al so fails to look at the extent to which the probationer has understood, and is in agreement with, the wider aims of the organisation. Given the nature of our work, I feel that this is a key area, and that it is extremely important for employees to be ‘on board’ with our mission.  Ã‚   I would like to see changes here. Learning environment was also relevant. I feel that WDP promote learning as part of the environment. They are proactive in assessing training needs, and take training and development of employees seriously. They promote in-house, on-the-job and off-site training where possible. Weiss identifies several principles which can mean an organisation promotes the best possible learning environment, and I feel these describe the culture at WDP fairly well. They include (Weiss, 2012): the promotion of self-learning (helping people be open to learning and giving them the tools to learn in different ways). WDP are generally positive about learning, and promote learning opportunities. giving responsibility to both leaders and employees for learning WDP train managers to think about the learning needs of their employees, but also offer ways for individuals to identify and address their own learning needs. just-in-time learning making it possible for learning to take place whenever it is needed and wherever it is needed. WDP recognise the need to be adaptable and flexible regarding learning. For example, as a manger I am encouraged to think of innovative, quick ways to address employees’ learning needs once identified. Monitoring Progress Towards the Personal Development Plan Part of the personal development plan (see table 2) is the need to identify ways to find out if the objective has been achieved, and ways to review and measure improvements. These are summarised in the table. However, I feel objectives in general, and the objectives set for Amanda M in particular can be better achieved if detailed outputs and outcomes are set, and these should be given a specific time-frame for achievement.  Ã‚   Shapiro (2012) identifies different types of monitoring of a project or individual’s progress: goal based, in which progress towards a target is assessed, decision-making, where the aim is to gather information to support a decision, goal-free, where there is no good or bad outcome, and expert judgement. The closest to the type of monitoring necessary here is goal-based. The aim is to identify whether the employee has achieved certain objectives, and it can also be asked if the goals were achieved in the most effective way and whether they were the most appropirate goals. A suitable methodology for this type of monitoring is to compare a baseline with progress over a period of time, and indentifying key indicators (Shapiro 2012).   To this end I created an excel spreadsheet which has a worksheet for each set of actions associated with a desired objective that breaks down the actions into smaller sections to be achieved, and associates each with a likely timeline. This not only identifies which actions need to be completed for the achievement of each objective, but helps Amanda M see how perhaps daunting larger scale actions can be broken down into small, very achievable pieces. One issue with monitoring progress concerns institutional matters.   That is, an individual’s progress can be hampered by organisational failings. I feel that although WDP support learning in general, and promote it in an abstract way, they could be better at providing the detailed support that individuals need to learn. For example, while the directors agree in principle that employees should be given time off for training, in practice I have been asked to justify letting staff leave the office to do library research for example, and have had the sense that it is sometimes seen as a waste of time. Summary In the above I have looked at the processes through which employees’ development needs can be assessed. I have touched upon relevant theory in the discussion, but it has been shaped through devising a gap analysis and a personal development plan for one employee working in my department. While the case of one particular employee has been used to illustrate how development needs can be addressed, it should also be kept in mind that other members of the financial team are involved in these development needs. It is important to involve more experienced staff in expanding the experience and addressing knowledge gaps of Amanda M. For example, other staff members can offer support through allowing Amanda to shadow them for a day, or by acting as mentors over a longer period of time. Previously, in group meetings, we have addressed issues raised by training new members of staff, and it has been agreed that there is a need for an approach with a broad, team-wide sweep which involves everyone in training the new staff member. However, I also recognise that some individuals may find this easier than others. In my opinion, there is a need for further team-wide training to help less confident members of the organisation develop best practice for supporting new staff. References CPS Human Resource Services (2007) ‘Workforce Planning Tool Kit: Supply/Demand Analysis and Gap Analysis’, CPS, Washington, DC Evans, C (2006 Learning styles in education and training, Emerald Group Publishing, UK Kolb, D A (1984) Experiential Learning: Experience as a Source of Learning and Development, Prentice-Hall, Englewood Cliffs, NJ Martin, J (2005) Organizational Behaviour And Management (3rd edn.), Cengage Learning EMEA, USA QFinance (2013) ‘Performing a Skills Gap Analysis’, [online] (cited 16th January 2013) available from qfinance.com/performance-management-checklists/performing-a-skills-gap-analysis Qfinance ‘Performaing a Skills Gap Analysis’ (2013) Self Care Connect (2013) ‘Tool 5 – the Gap Model’, [online] (sited 15th January 2013) available from selfcareconnect.co.uk/tools_sc4pc/tool5.php Self Care Connect ‘Tool 5 – the Gap Model’. 2013 Shapiro, J (2002) ‘Monitoring and Evaluation’, Civicus, South Africa. Van Tiem, D, Moseley, J L and Dessinger, J C (2012) Fundamentals of Performance Improvement: A Guide to Improving People, Process, and Performance (3rd edn.), John Wiley Sons, USA Weiss, D S (2012) Leadership-Driven HR: Transforming HR to Deliver Value for the Business (2nd edn),   John Wiley Sons. Williams, C   (2011) Effective Management: A Multimedia Approach (5th edn.), Cengage Learning, Mason, CA Institute of Leadership and Management Level 5 Diploma in Management Introduction Institute of Leadership and Management Level 5 Diploma in Management Introduction2 Assessment of the Effectiveness of Organisation in Measuring Team Performance against Organisational Goals and Objectives2.1. Measurement Methods Used2.2 Team Objectives and Measurement Against Organisational Targets2.2.1 Organisational Objectives2.2.2 Developing our Reputation2.2.3 Understanding what we Have to Do2.2.4 Developing the Potential of our People2.2.5 Developing Financial Resources2.2.6 Sharing what we learn with others2.3. Evaluation of Effectiveness of Organisational Leadership in Helping Teams to Achieve the Set Goals2.4. Being Able to Develop and Lead Teams ConclusionReferencesRelated Introduction The following report evaluates the role played by leadership in successful teams, and the effectiveness of measuring team performance. Based upon this evaluation, I will critically examine my own leadership style, and highlight changes which could be implemented.   I work for Westminster Drug Project, a charity which helps people with drug and alcohol dependency. We are based in London but work across several London boroughs. I am the financial accountant for the organisation. For a fuller description of the organisation and my role, see appendix 2 Assessment of the Effectiveness of Organisation in Measuring Team Performance against Organisational Goals and Objectives 2.1. Measurement Methods Used Our organisation uses two main methods of assessing team performance against organisational goals and objectives. These are ‘Key Performance Indicators’ (KPIs) and the ‘Balanced Scorecard’ approach. KPIs are also sometimes known as ‘Key Success Indicators’. For a fuller description of KPIs and the Balanced Scorecard approach, see appendix 2. We adapt the balanced scorecard framework by specifying individual objectives within each perspective (see appendix 3 for full details). 2.2 Team Objectives and Measurement Against Organisational Targets My company uses both KPI and balanced scorecards to identify a number of team objectives, and to allow progress towards these to be measured.   For all objectives, the process is similar: objectives are agreed overall at board level, then these are filtered down to individual managers and their teams. Managers discuss team targets (what they are, how to progress towards them, and how they will be measured) in meetings with staff.   Discussions are mainly amongst the whole team, but sub-teams and individuals can also be the focus.  Ã‚   This section looks at our different objectives and the measurements for these, and identifies task and behaviour elements of them, looks at how these targets contribute to the organisation as a whole, examines the line of sight to strategic objectives, and critically assesses the efficacy of the measurements. 2.2.1 Organisational Objectives Our organisational objectives are primarily maintaining accurate budgets and cost control.   These ensure that our services are financially strong with an aim of facilitating growth (particularly diversifying into other areas in the drug / alcohol field, for example last year we took over an organisation offering residential rehabilitation services). Team objectives fit into organisational budgets in this respect, as company-wide standards for budgeting and cost-control are implemented. Team behaviour is designed to ensure that standards within the department are those used within the organisation as a whole.   For example, my budgeting activities are spot-checked by my line manager, against methods used organisation-wide. In this sense there is a good ‘fit’ between team objectives and organisational ones.   I feel also that the line of sight to the strategic objectives is well-managed. That is, we are trained not only in the methodology of budgets and cost control but also in the reasons why we use the particular methods we do, with the reasons always tying back to the organisation as a whole.  Ã‚   Measurements are varied and include monitoring of behaviour (periodic watching of staff carrying out budgeting tasks etc.), spot-checks of records and other administration. Measurements are carried out by in-team m anagement but also by auditors from outside the team.  Ã‚   Cost control in particular is monitored regularly as there are so many outside and internal factors which can affect costs.  Ã‚   I feel that overall the correct aspects of organisational objectives are measured, and that the ‘fit’ between team and organisation are well managed and that the balanced scorecard method and use of KPIs is well-integrated.   This area corresponds to 1.a in the appendix below. 2.2.2 Developing our Reputation In this area I feel there is a poorer fit between team performance and organisational objectives. The latter include full transparency in financial procedures and excellent customer relations.   Most of our income is from grants and contracts, which means that some funds are restricted (that is, must be spent on what the money was donated for).   We have to provide very detailed accounts to funders of our spending, with complete transparency.  Ã‚   There is clearly a strong need to adhere to these constraints, with the rationale for doing so a part of the overall vision for the organisation.   In practice, however, I feel that customer relations are often side-lined in terms of team management and goals. The emphasis within the team seems to be primarily upon meeting goals in this area and this is managed with something of a feel of reluctance and antagonism. I feel more could be done to disseminate a positive approach here.   This area corresponds to 1.b in the appendix be low. 2.2.3 Understanding what we Have to Do In this case, the requirement translates into financial analysis and also understanding how projects work overall. The problem here is that working in the financial department can be isolating, and team members can become separate from the overall purpose of the organisation. There is less client-facing contact. For this reason, site visits and other ways of helping us understand the vision behind projects have been introduced.  Ã‚   In this case I feel a poor fit between overall objectives and team ones has been overcome through thoughtful planning.  Ã‚   Historically workers in finance had a poor line of sight between team objectives (quantitative and financially based) and the overall purpose of the organisation. However, this has been overcome. However, I feel more could be done to measure the impact of these new initiatives. For example, although I feel, through talking to colleagues, that site visits have improved the team sense of what the organisation is about, there need s to be formal measurement of this, perhaps through employee questionnaires. This area corresponds to 1.c in the appendix below. 2.2.4 Developing the Potential of our People Developing the potential of employees is something that the organisation as a whole are very committed to. However, I feel there is something of a mismatch here between the holistic vision and the department interpretation of this. In finance we do provide training to everyone, and additionally provide training on financial matters to people from other departments, however the training tends to be predominantly focussed upon technical aspects of our job. I understand that this reflects our role, but I feel that more could be done to integrate the overall vision which seems to be holistic in approach and focused upon developing people to their full potential, which integrates areas outside the narrow focus of the job.   For example, I would like to see more access to education of all sorts, for example learning new languages or arts related, as I believe this would both produce more rounded employees and fit better with organisational goals. This area corresponds to the KPI 1.d in t he appendix below. 2.2.5 Developing Financial Resources I feel that the ‘fit’ here is fairly good. This objective means, in practice, managing financial resources prudently. This is a clear objective which has been tackled well through straightforward departmental systems. We work closely with senior management to provide information, for example monthly management accounts. Measurement of success here is straightforward: we are asked for figures and provide them.   I feel team objectives contribute greatly to organisational success, as without the information we provide we would be unable to provide information to funders, and hence our income would be withdrawn. This area corresponds to KPI 1.a in the appendix below. 2.2.6 Sharing what we learn with others In practice this objective translates into clinical governance, team meetings and making sure all skills are utilised.   We do address both these elements within the finance department, however I think there is a slight mismatch here between team and organisational objectives. Governance and meetings in our department tend to be very focused upon detail, and the wider, more visionary objectives are not really translated into the team context.  Ã‚   Occasionally we will discuss what the organisation is really ‘about’, but I feel this gets forgotten as there is simply so much detail to get through. However, at the same time, I do feel that by sharing knowledge regularly, we fulfil an important organisational function.  Ã‚  Ã‚  Ã‚   Also, I think we, as a department, fully utilise and share skills at team meetings. By open communication I believe we learn from past mistakes and tell others how to avoid making the same mistakes. This is facilitated by an atmosphere of seeing ‘mistakes’ as opportunities to learn, not blame. 2.3. Evaluation of Effectiveness of Organisational Leadership in Helping Teams to Achieve the Set Goals Overall, I feel that there is a mis-match between organisational leadership and the desire of individual team management to achieve goals. The overall culture at the organisation is somewhat lassie faire (Tannebaum and Schmidt 1973), that is, individuals are given a high degree of autonomy to achieve goals in their own way.   This has been called a type of non-management (Bilton 2007) and, I believe, in my organisation is not effective.  Ã‚   Aside from cost-control and budgeting, there is a mis-match between what the organisation as a whole seems to champion and both what individual managers consider desirable and the means they employ to achieve the desirable. Individual staff are also left to their own devices to pursue team goals, and organisation wide there is little cohesion or sense that individuals are part of a large, organic whole.  Ã‚   There is little intervention from higher levels in terms of achieving goals, rather an assumption that if targets are met the method must be correct. Additionally, targets tend towards the quantitative, and primarily the cost related.   While individuals display high degrees of creativity in achieving goals, there is little sense that achieving those goals will fit into a corporate vision. I also find that this high degree of individualism works against effective teamwork. Where individuals do work together as a team, this is frequently motivated (with the support of team managers) by short-term goals (such as winning a evening out for the team) rather than a larger sense of organisational purpose.  Ã‚   In my experience this leads, long-term, to individual ‘burnout’, high turnover and a lack of longer term motivation.   I have also had experience of lack of communication and understand across organisational teams, for example recently I did a financial report for a manager, to find that not only had he not seen such a report before but worse that he had no clear understanding of what it meant . There needs to be better training of managers regarding how to motivate teams in a way which fits organisational objectives, but perhaps more importantly better promotion within our organisation of what these objectives actually are.   Managers need to go on more training courses. There also needs to be more open communication between managers in the organisation so they can share knowledge and learn from each other.  Ã‚   Career structure within the organisation needs to be addressed. Currently there are very few opportunities to progress within the organisation, as most vacancies seem to be filled by people new to the organisation. This is not good for staff morale, and it creates a situation in which there is no sense of possibility within the organisation.   Finally, there is a lack of communication of the deepest values held by the organisation across all employees. It seems to me that many managers are unaware of the corporate vision. However, there is also a problem beca use not all agree with some parts of the vision, for example some believe we should not hold reserves, although by doing so we are able to invest in new directions and ultimately help more people. Tannebaum and Schmidt (1973) discuss other types of leadership in addition to the laissez faire,  Ã‚   They suggest a continuum of styles from the extreme of laissez faire leadership to a situation where the manager controls all activity.   I believe that an intermediary position between the two extremes, for example the position where the manager engages with a team to discover different viewpoints before assimilating this knowledge into decisions is more appropriate. 2.4. Being Able to Develop and Lead Teams There are some areas in which I would welcome training to better manage teams. I am fairly new to the experience, and have been learning as I progress. I have been helped along the way by other managers in the organisation who have given useful feedback. As I wasn’t expecting to be promoted to a managerial position, I feel I was particularly unprepared. I have been daunted by the challenge, but also have become aware of the difference a good manager can make.   Initially I have made many mistakes, but I now feel I am learning from them. I feel this is helped because the department has quite an open culture and learning from others is highly valued. One particular challenge so far has been to communicate with others in my team, particularly as I was unclear myself about what my role precisely involves, and what my objectives are.   However, through learning to use tools such as delegation, empowerment and motivating others I’m now much more confident in communicating with others.   I have had success by developing action plans in past unit reviews, for example I set the goal of clarifying my job role and what it entails, breaking this down into a series of achievable steps and setting a time-scale to complete each step by. Having done this I have a full understanding of my objectives and am working towards achieving them, but I am also convinced of the effectiveness of practical action plans. Although I have made many improvements in managing teams, there remain changes which I need to make to more effectively lead teams in the future, which I will address through action planning.  Ã‚   The main change is to do with my line-management skills. I believe that by setting achievable goals for the people who report directly to me, clarifying the objectives expected of them, and being better trained in motivating and empowering people I can make my department more productive and a happier place to work.  Ã‚   Please see the appendix for the action plan Conclusion This report has critically assessed the situation in my organisation in regards to leadership and team performance. I have looked at the ways in which team goals are matched to organisational goals across a range of relevant areas. I have also evaluated the extent to which leaders are effective in helping teams achieve goals, and looked at my own successes and shortfalls in this area. References Barrow, C and Molian, D (2005) Enterprise Development: The Challenges of Starting, Growing and Selling Businesses, Cengage Learning, UK Bilton, C (2006) Management and Creativity: From Creative Industries to Creative Management,   John Wiley Sons, USA Cornelius, N (2001) Human Resource Management: A Managerial Perspective, Cengage Learning, UK Havenga, J and Hobbs, I (2004) A Practical Guide to Strategy: Making Strategic Thinking, Development and Implementation Accessible’, Sun Media, South Africa. Kaplan, R S and Norton, D P (1992) ‘The balanced scorecard: measures that drive performance’, Harvard Business Review, 70:1, 71-79 Schmeisser, W, Clausen, L, Popp, R, Ennemann, C and Drewicke, O (2011) Controlling and Berlin Balanced Scorecard Approach, Oldenbourg Verlag, Germany Tannebaum, R and Schmidt, W   (1973) How to Choose a Leadership Pattern, Harvard Business Review, May/June 1973

Sx wk2 Essay Example | Topics and Well Written Essays - 500 words

Sx wk2 - Essay Example This is where Freud suggests that children begin to form an attraction to their opposite sexed parent. In the fourth stage, called the latency stage, the child has dormant sexual feelings instead of acting on them (six years old to puberty). Finally in the fifth stage, the child is beginning to show interest in their genitals and they are they are beginning to start sexual activity or at least talking about it (puberty and up). (Feist and Rosenberg, 2010, p. 505). Freud believed that sexuality was a natural experience for a human being. He believed that there was nothing wrong with homosexuality and it was not at all pathological. He said that "all human beings are intrinsically bisexual" (Bohan, 1996, p. 76). Basically he felt that heterosexuality and homosexuality were natural outgrowths of human sexuality. He also called it a "developmental distortion" (Bohan, p. 76). Freud thought that children determined their sexuality when they were younger and it would depend on the relationship that the child had with their parents. He believed that both heterosexuality and homosexuality came form a "castration complex" when a boy found out that his mother was different than he was because she did not have a penis; a boy could also have problems breaking away from a mother who was domineering (Faqs.org). He also saw that boys and girls had their first attractions to people of the opposite sex when they found themselves attracted to their opposite sex parent. He stated that boys would develop an Oedipus Complex and girls would develop an Electra Complex. He believed that no matter what the sexuality, it was a healthy outgrowth of development. Freud was a very interesting man and it is known that he studied mostly the people who were in mental institutions where he worked. This is why many researchers criticize his work. Do you think that studying the mentally ill tainted his results? Would you think that the

Case Study Example | Topics and Well Written Essays - 250 words - 32

Case Study Example KFC does not face any micro political risk, which arises from environmental and economic changes for outlets in foreign countries. Micro risks are inherent in United States KFC adaptation strategy involves adaptation of Chinese culture. This is observed in its involvement with Chinese governing bodies, and hiring of local staffs in it operation. Its goes further to incorporate Chinese food in its Menu, a rare feature and valuable strategy for business to thrive and survive. It strives to identify itself with locals in all processes, though it is an entity situated in a foreign land. Feeding of birds genetically to enhance their growth rate results to ailments Among them include extreme obesity, fatty livers and kidneys, heart attacks and other ailments. Overcrowding of birds to an extreme where some of them break wings, and hanging of chickens with conveyor belts while they are still alive are unethical practices observed in KFC business