Organizational behaviour assignment

The introductory chapters describes things such the forces within SABA management environment and their impact in either influence positively or negatively the SABA, as well as the factors that influence their organizational structures and the resistance resented by some employees about the impact of the turnaround strategy. In addition, in the final part of the article, an overview of what methods must be made available to maintain the values and norms of its early culture and how their senior leadership should use their influence over the employees in a bid to successfully lead the organization in their glory days, it is presented.Paging 2 Question 1. The SABA s management environment was suffocating at the time of writing the extract. Identify the forces within SABA management environment, and comprehensively discuss the impact of such forces in influencing the success or allure of the SABA. If there is anything that is stead fast and unchanging, it is change itself. Change is ine vitable, and those organizations who do not keep up with change will become instable, with longtime survivability in question. There are things, events, or situations that occur that affect the way that business operates, either in a positive or a negative way.These things, events, or situations that occur that affect a business in either a positive or negative way are called Driving Forces or Environment Factors . There are two kind of driving forces: a) Internal driving forces are those things, vents, or situations that occur inside the organization, and are generally under the control of the company; and b) External driving forces are those things, events, or situations that occur outside of the organization and are by, and large beyond out of the control of the company.For the definitions above we can see that SABA management environment was facing both the Internal and External forces, which unfortunately their top management did not have any control over them, but yet they cou ld respond and adapt to their opportunities and treats. From now on, I will discuss the impact of such forces in either success or failure of SABA. Ã'‘ Impact of the internal driving forces.SABA management environment was largely criticized among the other things, for mismanagement, corruption and nepotism, lacking long-lasting top leadership, drop in the quality of news and documentaries, heavy staff base and too few local productions. In short, there is rising discontent that very little has been materialized of the vision for public service broadcasting. Ã'‘ Impact of the external driving forces. Out of the control of their top management, SABA management environment was facing the impact either positively or negatively of the following external driving ores. A) Economic Forces.Economic forces may well influence for the success of an organization in the sense that low level of unemployment and falling interest rates for example, may give people more money to spend and as resu lt, organizations such SABA can sell more goods and services. Good Organizational Behavior Paging 3 economic times can affect positively the organization because supply of resources becomes easier or more inexpensive to be acquired, and with that SABA can be able to respond effectively in terms of their customers demand, and the organizations have a big opportunity to flourish.In contrast, damage macroeconomic conditions for example, pose a major threat to them, as they reduce SABA manager s ability to gain access to the resources their organization need to survive and prosper. Poor economic conditions make the environment more complex and manager s Job more difficult and demanding. Organization such SABA often need to reduce the number of their employees, streamline their operations and identify ways to acquire and use resources more efficiently and effectively. B) Technological Forces.They can have a good impact in SABA management environment in the sense that tit the changes in t echnological advances that it s observed in the last decades, have also spurred technological advances in the SABA. While the most obvious benefit from technology is increase productivity, which can be translated into a lower cost structure for example, there are some other benefits that can help the bottom line of SABA as well. It can improve speed, the ease sharing and storing of information and a decrease of employees error through automation resulting in a reduction in costs and increase in revenue.In the other hand, with technological advances, have greatly increased the competitive nature of the economic business oral. Technological changes can create competitive pressures for broadcasting companies because as the technology advance, so do the desire of the consumers which will demand better and appropriate supplier of goods and services. If SABA deploys a new communication system for example, they will have to pay an extra fee to train employees to use that technology effecti vely. C) Demographic Forces. Demographics refers to study of people, such their age, sex, marital status, occupation, family size etc. Hough, demography is uncontrollable because managers cannot control the sex, age, marital status in their external environment, but accurate recast future trend and consumption of their organization goods and services. Example: the aging of the population has several implications for the workplace. Most significant are relative decline in the number of young people Joining the workforce and an increase in the number of active employees who are postponing retirement beyond the traditional age of 65. These changes suggest that organizations need to find ways to motive older employees and use their skills and knowledge. ) Political and Legal Forces. Political processes shape a nation s laws and the international laws that govern the relationships between nations/organizations. Laws constrain the operations of the organizations and managers and thus crea te both positive and negative impact in an organization. For example, has been a strong trend toward deregulation of organizations like Organizational Behavior Paging 4 SABA previously controlled and owned by the State. Many analysts described that in order to come up strong again, SABA should already formed partnership with private companies.Another important political and legal force affecting managers and organizations is the political integration of countries/organizations that has been taking place during past decades. Increasingly, nations and organizations can form political unions that allow free exchange of resources and capital. Beyond the opportunities that international agreements to abolish laws and regulations that restrict and reduce trade between countries and organizations can bring, it also pose a serious threat as they can easily increase competition in task environment for organizations like SABA.To conclude, it s better to remind that there still a lot of forces that can influence either in the success or failure of SABA management environment, but here, I tried to focused on the ones that I think are the most relevant to do so. Figurer . The forces within a management environment) Paging 5 Question 2. The change management team set up by the minister will likely encounter stiff resistance from the majority of the SABA employees for some reasons. Outline the sources of resistance and provide coping mechanism to such resistance.In order to understand the reasons behind the resistance, it is critical to define what is meant by the term resistance. Folder and Garlicky, early researcher on the subject, define resistance to change as employee behavior that seeks to challenge, disrupt, or invert prevailing assumptions, discourses, and power relations . If management does not understand, accept and make effort to work with resistance, it can undermine even the most well intentioned and well conceived change efforts. So, here are some reasons why I think employees may act reluctant or show resistance about the SABA turnaround strategy: a) Fear of Job losses.One of the potential reasons why people may be suspicious and fearful towards a organization s change initiatives, is when they perceive the proposed change as having the potential break the continuity of a work environment and thereby creating a climate of uncertainty and ambiguity. According key informants, some of the objective of the turnaround strategy was the cutting of the wage bill. As a result, most employees were concerned that they might lose their Jobs. B) Negative attitude. Most of the SABA employees seemed to exhibit negative tendencies and attitudes towards the organization s turnaround strategy.The impact has also been felt in terms or lowering employee s morale, disillusionment, fear and anger and the work space was considered not to be conductive for engaging in meaningful work. For example, one employee contacted seemed not have faith in the organizatio n s turnaround strategy as she alleged that it was disjointed and that some of activities ere not well monitored . C) Poor consultation by management. The consultation by the SABA s management towards the employees was not efficient. It seems as if the strategy was planned from and by the top management without any input by the rest of the employees. ) Communication and lack of understanding. The way that you communicate the changes that will occur within an organization can have a significant role in how the turnaround strategy is perceived and understood by the employees. The different communication channels and networks should be employed to communicate the turnaround strategy to employee pending on their levels of understandings. According Paging 6 many employees, some of information about the turnaround strategy was disseminated through e-mails and internet of which not all employees had access. E) Top down decision making.The use of medium such as intranet, posters and flyers by the management did not provide an opportunity of feedback by the employees at the grass root level. For example, one of the employees said: we Just saw posters and other promotional items and stickers in the toilet and some of us were not even sure what they were all about . Ã'‘ Recommendations on how the SABA to management can cope with this aeries presented by the employees: It is therefore recommended that the SABA should invest more money in ensuring that the turnaround strategy is disseminated clearly and comprehensively to all its employees.That is to make sure that all employees are on the same page in as far as understanding the turnaround strategy is concerned. The SABA should also ensure that all communique © about the strategy reaches all the employees at various levels and that the strategy is communicated at the level, and through the channels that will be understood by all employees. It is important that any decision that affect employees working environment sho uld be implemented in partnership with all the employees that are or will be affected.The SABA should afford all its stakeholders particularly the employees full and meaningful participation, that is from the planning phase, implementation phase and monitoring and evaluation phase. After the introduction of the turnaround strategy, the organization s climate was dominated by uncertainty and rumors of Job losses, which could have been averted by engagement processes by the SABA. This implies that the organization ought to create a climate of trust between itself and its stakeholders. There is need for accountability and transparency and a climate of climate of trust needs to be re- established.In view of these findings the researcher recommends that the SABA should not overlook the positive contribution that its employees can make, but also strike a balance between the needs of the organization and that of its employees. Paging 7 Question 3 A number of factors have a considerable inf luence on the choice of the organizational structure and designing the SABA structure remains a thorny issue for top management. With regards to these assertions, identify these factors and impressively discuss how each factor can influence the design of SABA s organizational structure.Designing an organizational structure is not a simple task for everyone, especially for big organizations such SABA. Managers design organizational structure to fit the factors or circumstances that are affecting the company the most and causing the most uncertainty. The challenge that the top management of SABA will face is to design a structure that (a) motivate managers and employees to work hard and to develop supportive Job behaviors and attitudes; and (b) coordinate the action of employees, groups, functions and divisions to ensure they work together effectively and efficiently.Thus, for the problems that SABA s top management was facing, the factors that they should look for to design their org anizational structure are as follows: v Organizational size. The larger an organization becomes, the more complicated it s his structure. Running a broadcasting company like SABA it s not simple as running a small organization that may not even require a formal structure, as their individuals simply perform tasks based on their likes, dislikes, ability and/or need.For large organizations, it becomes increasingly difficult to manage without more formal work assignments and some delegation of authority. Therefore, large organizations as SABA must develop formal structures, with tasks being highly specialized and detailed rules and guidelines must dictate work procedures. Inter- organizational communication must flow primarily from superior to subordinate, and hierarchical relationships must serve as foundation for authority, responsibility and control.The type of structure that develops will be one that provides the organization with the ability to operate effectively. That is one rea son large companies are often mechanistic mechanistic systems are usually designed to maximize specialization and improve efficiency. V Strategy. From the article we saw that SABA was struggling with problems such increased competition, unsuccessful methods to survive, change in ownership regulation and many more. The big problem that time was the incapacity to choose the right means to implement a strategy to cope with those problems.Different strategies often call for the use of different organizational structure and cultures. Let take in consideration increased competition for example: after being the monopoly roads for more than 4 decades, the SABA now has find herself competing with 14 private radio stations, 1 free-to-air private national terrestrial television channel, e-TV and melancholic. Paging 8 After find themselves in that condition, they should choose how they could position they self in the market in terms of its goods and services.They should focus on strategies that require a structure that helps the organization face the competition or its objectives. In other words, they should adopt a structure that must fit the strategy. Maybe for example, they ought to decide to be always the first on the market with the sweets and best goods and service (differentiation strategy) or it may decide that should produce a product already on the market more efficiently and more cost effectively (cost-leadership strategy). Strategy is how an organization is going to position itself in the market in terms of its goods and services.Many companies have been divesting business because managers have been unable to create a competitive advantage to keep them up to speed in fast-changing industries. They need to design a flexible structure to provide sufficient coordination among the different business vision, doing that, managers gain more control over their different business. V The environment. The environment is the world in which the organization operates and in cludes conditions such as economic, socio-cultural, legal political, technological and natural environment conditions which can easily influence the organization.Environments are often described as either stable or dynamic. By the criticism imposed on the SABA, I can conclude that they are operating in a more dynamic/flexible environment, where customer desires are continuously changing and are being difficult to solve. SABA is dealing with an external environment changing quickly and with that, the greater is the uncertainty within it and greater are the problems their top management face trying to gain access to scarce resources.In this case, to speed decision making and communication and make it easier to obtain resources, their top management should typically make organizing choices that result in more flexible structures and entrepreneurial cultures. They must likely decentralized authority, empower lower-level employees to make important operating decisions and encourage value s and norms that emphasize change and innovation a more organic arm of organization. V Technology. As Van Sly (2002:3) observes: The most powerful and technologically advanced public broadcaster in Africa was condemned by the very constituency that brought into being .SABA one of the most powerful and technological advanced public Broadcasting Corporation in Africa, even so, its criticized among other things, for drop in the quality of news and documentaries and too few local productions. How can such powerful and technological broadcasting organization facing all this problems? The more complicated the technology that an organization uses, the more difficult it s to regulate or control it because more unexpected events can arise.Organizational Behavior Paging 9 One of the major targets on the turnaround strategy is to finally ensure the launch of digital terrestrial television (TTT). With all these revolution in mind, the SABA top management must come up with a strong and capable f lexible structure and progressive culture to enhance managers and their subordinate s abilities to respond to unexpected situations and give them freedom and desire to work out new solutions to the problems they encounter.In order to create competitive advantage of genealogy, technological tasks must be accomplished using tools, equipment, techniques, and human know-how. V Human resource. A final important factor affecting an organization s choice of structure and culture is the characteristics of human resource it employs. SABA was characterized by lacking long-lasting top leadership, corruption and nepotism, mismanagement, weak and inappropriately skilled and experienced executive management.It is possible to see that is was far behind all expectations that is expected from a large company as SABA. To cope with this problems, when designing organizational structure and culture, heir top management must pay close attention to the needs and kinds of the workforce that they employs a nd to the complexity and kind of work that employees perform. (Figurer. Factors that influence the design of an organizational structure) Paging 10 Question 4 The founders of the organization have a major impact on the early culture of the organization.Critically discuss the various ways through which the SABA can maintain culture. An organizational culture, particularly during its early years is inevitably tied to the personality, background, and values of its founder or founders, as well as their vision or the future of the organization. Many organizations as well as SABA start out with exciting ideas and concepts, but as they grow, they can lose that culture that made them successful or they can continue growing and keep that culture they created. What separates one type of organization from the other?One of the key factors to keep business culture is to define the culture you want to create from the beginning, and integrate it into how you hire people, how you treat employees, t he type of customer service you provide, and the general environment of your organization. So, unfortunately, nowadays SABA does to incorporate all these factors effectively as we saw that they are far for hiring the best and the most capable to perform the tasks, do not motivate the employees, they are far as ever from keeping happy their customers by providing a quality customer service and are operating in a very turbulent organizational environment.The only ways that SABA can recover and maintain its culture or to ensure that its own culture lasts through growth and change, they should adopt the following steps: v Define the culture and how it is different from the other concepts. The core values that the menders instilled in the organization should remain the same and separate from other ideas, and of course, should be observed in the current company s devotion to work and in achieve the goals proposed by the founders. Develop a strategy plan for implementing that culture. SABA must create a systematic process of envisioning that culture, and translating this vision into broadly defined goals or objectives and a sequence of steps to achieve them. V Implementation of the culture. SABA senior management must implement that culture in all they do, including hiring, compensation, rewards and incentives creating the environment, marketing etc. V Make sure employees at all levels know what the culture is and that they buy into it.First of all, be aware of that all employees clearly understood how the top management of SABA want the organization to be running , what kind of values and norms they seek. Make all of them understand the SABA founder s basic principles. In other words, their subordinates must clear understand what is waiting for and what is expecting from them, and Organizational Behavior Paging 11 must know how to actually do the old behaviors, once they have already been defined and/or established.

Master of German Opera – Richard Wagner

Richard Wagner is the master of German opera. He molded opera according to his own creative definition with revolutionary zeal (Richard Wagner Biography, Arizona Opera). Adolph Hitler and his Nazi party enjoyed many of Wagner's works; this negative publicity has caused people hate Wagner and his music. Today Wagner is accepted, but his music is still outlawed in Israel. The youngest of nine children, Wagner was born in Leipzig, Germany to a blue-collar family, on May 22, 1813. His father, Friedrich Wagner, a police clerk, died when Richard was only six months old. His mother soon remarried to an actor and playwright named Ludwig Geyer and the family moved to Dresden. Some historians believe that Geyer was Richard's actual biological father; there is evidence that shows that Wagner may have believed this too. Egocentric from childhood, Wagner loved literature. He was especially fascinated by the works of Shakespeare. With his head always in the books, he tried writing tragedies but that never came to anything. He also began piano lessons, but unlike many other well-known composers, he never became skilled on this or any other instrument. Through his teens composing attracted him. In 1829, at age sixteen, he wrote his first compositions, which were not received well by the public. Then he took six months of formal training Theodor Weinlig, cantor of the Thomasschule, in 1831. Those studies resulted in the composition of a Wagner symphony, which was well received in Leipzig and Prague. He began work on an opera, Die Hochzeit, and tossed it aside unfinished. After that he completed Die Feen, but it was not performed until five years after his death. At 20, he began keeping journals in hopes of writing an autobiography in the future. He got a job as the chorus master for the Wurzburg Theatre when he was only 20 years old. He also started to write operas. In 1836, he got married to the actress, Minna Planner, this marriage was to last only until 1862. He was very unhappy with Minna, and regretted this marriage almost as soon as it came to be. In 1837, he and his wife escaped creditors to Paris. Wagner struggled to establish himself in Paris. Most of the time they were living on the verge of starvation; he was arrested and imprisoned on a few different occasions due to his debts. Producers rejected his preliminary ketches of the operas La Rienzi and Das Liebesverbot. Wagner stopped writing all together because of the embarrassment of being rejected. Then Wagner had a new idea and started work on The Flying Dutchman, even though he was impoverished and unknown he felt victorious at its completion in 1841. La Rienzi opened in Dresden in 1842 to enormous success. A success followed the next year for The Wagner became Kapellmeister of the Dresden opera and had financial security at last. However, he continued his poor money management, accumulating impossible debts. Within the five years that followed, he had completed Tannhauser, and Lohengrin. However, Lohengrin, which he considered his greatest effort to date, was rejected by Dresden opera and, in anger, Wagner helped to start a revolution. He wrote letters to Dresden rioters who were creating a growing rebellion in the state of Saxony. In 1849, when the revolution failed, Wagner was exiled, and forced to flee to Switzerland. In Zurich, 1851, he completed his furiously anti Semitic Jewishness in Music. During his thirteen-year exile, he concentrated on writing essays, which told his theories on musical drama. He also began work on his giant creation, a cycle of four musical dramas titled Der Ring es Nibelungen (The Ring of the Nibelungs). This cycle was made up of these four dramas Das Rheingold, Die Walkure, Siegfried and Die Gotterdammerung . Der Ring des Nibelungen took 22 years to complete, and stands as one of the most remarkable and extremely influential achievements in music. During the many years of Wagner's exile, Lohengrin was presented in Weimar and was received slowly just as Tannhauser had been. However, in the decade that followed, German audiences loved both operas. In fact, at the time his exile ended in 1860, Wagner was one of the few Germans who had never seen a performance of Lohengrin. During the long period of work on The Ring of the Nibelungs, Wagner's life went through some major changes. He wrote, maybe, his most popular opera, Tristan und Isolde in 1859, and another major work, Die Meistersinger Von Nurnberg in 1867. In 1864, the King of Bavaria, Ludwig II, brought Richard to Munich to provide financial support. There Wagner fell deeply in love with a daughter of Franz Liszt, Cosima von Bulow, who was married at the time to one of Wagner's associates. Eventually they got married. They began a project that would prove Wagner's biggest legacy to future generations (Richard Wagner, classicalmus. m), the building of an opera house that was devoted to only Wagner's works. Set in the Bavarian town Bayreuth, the Festspielhaus was the location for the first complete performance of the Ring cycle, in 1876. This was probably Wagner's biggest achievement, to have his greatest work performed in his own opera house. I don't personally listen to classic music; I don't enjoy a whole lot. I did, though, like Wagner's music. I didn't think that I would but I did. My favorite song was Lohengrin because it moves from very calm and quiet to very exciting and loud throughout the whole piece. Wagner has been classified politically as an anarchist and socialist, and simultaneously, a fascist, nationalist, and anti-Semite. His name has been connected to almost all the major trends in German history of the 19th and 20th centuries (Richard Wagner, Bena. com). Some people don't like him or his music just because some of the ideas that has been associated with his name. People need to look past the controversy and just listen to his music, and until people can do this, his wonderful music will never be fully enjoyed.

Debunking the myth of NGOs (non-government organizations) Essay

Debunking the myth of NGOs (non-government organizations) - Essay Example ?s global justice movement and colonial amnesia† the role of NGOs in Canada, even the Left-leaning ones, is in acknowledging and supporting the indigenous struggles. The NGOs have failed to acknowledge the link between colonialism and neoliberalism though they have acknowledged the latter as their enemy. According to Choudry, the Left-leaning NGOs in Canada do not acknowledge or support the struggles by indigenous people against neoliberalism. In order to substantiate this claim, Choudry points out that the issues of Indigenous people in Canada gained international attention as is evident from the fact that the 2008 UN Committee on the Elimination of Discrimination against Women urged Canada to conduct special inquiry into the atrocities against the indigenous women in Canada. Still, it is surprising to note that none of the so-called Left-leaning NGOs showed any interest or supported the struggles of the indigenous people. The reason for this is found by Choudry in the fact that even the Left NGOs are unable to acknowledge the existing element of colonialism in Canada, and hence, they adopt a ‘White progressive economic nationalist’ position. Thus, the NGOs fail to acknowledge the negative consequences of neoliberalism which surrounds them in various forms. While promoting baseless claims of nation-building, they fail to look into, or understand, the importance of the indigenous struggles. Choudry turns the eyes of the reader towards a factor that often goes unnoticed. That is nations like Canada, Australia, New Zealand, and the U.S are all colonies in nature, and in all these nations, the indigenous people are in the struggle to preserve their land and sovereignty. However, the NGOs, and the Left in general, think that the struggle by the indigenous peoples for the right to self-determination has nothing to do with the global justice movement. Thus, the NGOs in Canada tend to identify the transnational corporations, powerful governments and political

China Housing Bubble Dissertation Example | Topics and Well Written Essays - 10000 words

China Housing Bubble - Dissertation Example The Chinese government has also secured measures to manage high prices as well as high mortgage rates. The down-payment requisites for second properties were also increased (Dreger, et.al., 2011). For the high housing price areas, the owners were not allowed to more home purchases. The state-controlled mortgage lenders also reduced the mortgage discounts and more measures were installed to be implemented down the road, including increased property taxes. As a result, the housing prices in the cities stopped increasing, but were still very high (Dreger, et.al., 2011). The housing issue was not only an economic issue, but an issue which also refers to the livelihood of the people, especially one which can impact on stability. Families on average income are likely to be able to afford housing. The ratio of house prices is set at an average income more than 18 in Beijing (Wu, et.al., 2010). The challenge for the government is to eliminate the theoretical in-flows, while still maintaining the strong housing growth. However, although increasing house prices may indicate a bubble, is existence is still debatable. In fact, the trends of urbanization, as well as elevated incomes and decreased interest rates may have caused changes in the housing phenomenon. The higher prices of houses may still be in line with the basic elements and may still be within the demands under residential housing (World Bank, 2010). A burst in the house price bubble can present major destabilization in the economy.

Alternative Fuel for automobiles Essay Example | Topics and Well Written Essays - 1000 words

Alternative Fuel for automobiles - Essay Example he use of petroleum based oil should just be reduced or done away with, so as to curb some of itsundesirable effects.True to the government’s plans and efforts, America can boast of having reduced Arab oil consumption, and talk of an increase in domestic crude production. Nevertheless, the nagging concernis whether this is the way to handle the issue of fuel in America, and if it is the best way to go about dealing with fuel for automobiles (Schmitz, Wilson & Moss, 2011). This paper will examine alternative fuel for automobiles, and how the government can be at the forefront in increasing their use for the overall benefit of society. Propane, a fossil fuel, is also identified as liquefied petroleum gas, which is often used to powerengines, and is considered an alternative source of fuel for a number of reasons. The main reasonis that propane lowers the amount of harmful emissions and other greenhouse gases, for example; Carbon IV Oxide into the atmosphere. The fact that it is less expensive as compared to other petroleum-based oils and gasoline makes propane a preferred choice when it comes to alternative fuel. Automobiles get to enjoy this fossil fuel because it does not degrade vehicle performance, as is often seen with other fuels. America can now boast of producing almost 90% of their propane from domestic sources, which means that time, may be the determining factor when it comes to theavailability of the product to those who want it (Schmitz, Wilson & Moss, 2011). Some of the uses of propane include; water heating (especially in homes), refrigerating different foodstuffs, powering equipment and machinery, and even drying clothes. There is one major type of propane gas. It consists of a mixture of propane and other liquefied gases, these are; butane and butylene. Autogas is a combination of the three gases, which makes the alternative fuel an easier choice, especially in automobiles converted to use this type of fuel. Some of the properties of propane, for

Homeland Security - Response & Recovery Essay Example | Topics and Well Written Essays - 2000 words

Homeland Security - Response & Recovery - Essay Example a system in the sense that it consist of a number of independent elements that must work together to achieve common outputs – such as rapid alleviation of suffering by the victims of a natural disaster, industrial accident or terrorist attack† (p.1). Thus, he mentioned of three essential independent elements: namely the private sectors like Red Cross; state and local agencies; and federal agencies should coordinate and collaborate with each other to achieve the desired result which is to have a more efficient and effective disaster response programs. There were scenarios before in United States of America in which the Federal government only aids local states in financial matters alone (p.2) and in which Miskel mentioned that in a typical disaster, the government plays no operational role –a meaning they just support them in terms of money reimbursement (p3). Therefore, the first thing that the primary elements should do first is to coordinate with one another. Th e three major elements (private sectors, state and local government, and federal government) must contribute and work together to achieve a better result and achieve the goals of quick-reducing suffering from timely and effective coordination. The National response system (NRS), under the Federal government, endorses this so-call Incident Command System (ICS) or Unified Command (UC) as an effective tool of managing all emergency response of incidents for multi-jurisdictional situation. This brings together local government, the federal government and the Responsible Party (RP) in coordination to retort in oil spills and/or other harmful chemical substances that can endanger to the lives of its constituents. Aside from this, they should implement programs that will aid the citizens in times of calamities or disasters. The Community Emergency Response Team (CERT) Program, under the Federal Emergency Management Agency (FEMA) is a tool in helping the people through its advocacy in givin g seminars and education to prepare themselves whenever unexpected things happened. â€Å"It educates people about disaster preparedness for hazards that may impact heir area and trains them in basic disaster response skills, such as fire safety, light search and rescue, team organization, and disaster medical operations.† (CERT’s official website article). So, government should also seek for people empowerment as one of the effective tool to achieve success especially in large, multi-agency and multi-jurisdictional society, thus, we must always put in mind that we are not always there when accidents happen. Thus, it is also safe to ensure that the people themselves could help themselves. Under our law, there two main agencies that are in-charge of management disaster control namely: the Federal Emergency Management Agency (FEMA) under the Executive cabinet of Department of Homeland Security (DHS); and the Center for Excellence in Disaster Management and Humanitarian A ssistance (COE) that was established by the US Congress. In line with the DHS, the Citizens Corps (a voluntary organization) seeks to mitigate disaster and prepare the population for emergency response through public education, training, and outreach. What our state do is to give seminars and actual-case demo to at least make our citizen prepare when an unexpected things occurs. We target the youngsters in schools and teach them what they would do in times of calamities. An example would be earthquake drills, first aids and alike. We target class rooms and young people

Assignment 3 Buyers Behavior Example | Topics and Well Written Essays - 500 words

3 Buyers Behavior - Assignment Example Marketing, understanding the customers would help an organization to develop and distribute its products at the right places and appropriate prices (2014). Therefore, understanding of the organization’s customers, regardless of if it is small or large, is an essential factor towards the financial success of the company. Both the consumers and businesses have specific patterns that can enable an individual to determine the buying behaviors. There are various steps, both for the business and customers, which determine how well their buying behaviors are. Adopting an appropriate buying behavior for the business will ensure that the customer will the product that they need at the right place and at the right time. There are various steps that a typical business or organization will go through when purchasing its products. In summary, the business should first identify the existing need or problem among the available customers. This would help it to determine how they will be able to meet those needs. Secondly, the business should develop product specification to determine what specific products will meet their needs. The search for products and the supply points is the third step in the purchasing process. This can be achieved through ways such as exhibitions, the company’s sales force, and other advertising ways that can provide relevant valuable information. Fourth, the business can now be ready to place an order, after which the management would evaluate the performance of the product and supplier. After all these steps, the business should follow on the purchase made, since the first purchase should not be viewed as merely a one of a time purchase, but as the beginning of a long te rm business relationship. Likewise, Shah points out that there are several processes that are involved in the determination of the consumer behavior (2015). Primarily consumers would tend to look at the commodities that they would like to consume after which they will tend to select

Fundamental Assumptions of Psychoanalytic Theory Essay

Fundamental Assumptions of Psychoanalytic Theory - Essay Example Basic Instincts According to Freud’s psychoanalytic theory (Lauretis, 2008), the two basic instincts that drive all behavior are sex and aggression. He believed that people are mostly ignorant towards these motivating forces in themselves (Lauretis, 2008). For example, a boy who was mistreated by a bully, adapted his manners by following his behavior. By copying the aggressor, the boy alters himself from the individual who is threatened to the individual who is threatening others. For Freud, the basis of all human action is â€Å"psychic energy† (Humberto, 1969). Freud believed that this energy is a restricted resource because â€Å"directing this energy into one activity prevented it from being used in another† (Loker, 2006). Therefore, a person who uses lots of energy venting anger on his or her spouse will have slight or no energy to spare for the wants of his or her kids. The two basic instincts that stimulate or boost psychic energy, Freud called ‘libi do’ and the ‘death instinct’ or the ‘drive to aggression’. In his initial work, Freud believed that the two basic instincts or drives were self-continuation (or continued existence) and species-continuation. The need to save the species was mentioned in the sex drive. Although, later on he combined these two views - continuation of self and of species - into ‘libido’ as the single source including both types of drive. Unconscious Motivation Unconscious motivation plays a major role in Sigmund Freud's psychoanalytic theory. In accordance with this theory, most human behavior is the outcome of needs, wishes, and recollections that have been suppressed into an unconscious condition, however, it still control actions. Freud thought that the human psyche is made of a small, conscious part that is accessible for direct observation and a much bigger subconscious part that has an even more vital part in shaping behavior (Horney, 2000). The mind is similar to an iceberg and only a small portion is exposed to conscious understanding, whereas the bigger, deeper bases for human actions lie under the surface. Example of unconscious motivation is when someone is incapable to stay in a continuing relationship and always gets a basis to end his associations. He may claim that there is a normal reason for ending a relation, although his behavior may actually be the result of an â€Å"unconscious need for affection and belongingness, and an overpowering fear of rejection. In his heart, he wishes and wants to be in a caring bond; however, he finds reasons to end the relationship to avoid being rejected† (MacIntyre, 2004). The view of unconscious motivation was included into Freud’s psychoanalytic theory only after testing it technically as well as medically. He insistently stated that unconscious procedures, which direct human behavior, could be identified by special methods developed by psychoanalysts (Molino, 2004). P sychic Determinism Everything that takes place in someone’s mind and everything someone does has a particular, exclusive reason namely psychic determinism. Psychoanalysis has no space for wonders, upsets or independence. All apparent inconsistencies of psyche as well as behavior can be determined; nothing is unintentional, for example, it is not accidental when a person fails to remember someone’

Human Growth and Development Essay Example | Topics and Well Written Essays - 250 words

Human Growth and Development - Essay Example I will ask her the reason why she is taking drugs. I will then explain that taking drugs have adverse effects on her that she may not know now but will later on have bad effects on her well-being. If she tells me that it is because of peer pressure that she used drugs, I will suggest to her that I think it is best that she stays away from those group of friends because they are not a good influence on her. I will also assure my daughter that I am always here ready to listen to her and that I want to help her to stop using drugs. Assuming that my daughter denies the use of drugs when I confront her, I can also ask the help of a qualified counselor who can help both my daughter and me deal with the problem. These people are professionally trained to handle situations like this. They will be able to assist me to dig deeper into the problem of my daughter and determine the real reason behind the use of drugs. They could recommend specific course of treatment for my daughter, depending on the severity of the use of drugs. As a parent, I will need a lot of professional advice from these counselors on how to relate with my daughter so that she will be more open to me and not resort to her friends Lastly, I should try to give more attention to my daughter and try to know her friends too.

Care study for operating department practitoner(odp) Essay

Care study for operating department practitoner(odp) - Essay Example Silvestre, to theatre for a minor operation under local and is being checked into the department, she remained restless throughout the entire period of admission process. My mentor, Dr. Hughes, supervised me as I took Mary and Mrs. Silvestre through the theater admission procedures. After sometime, Mrs. Hughes decides to quickly nip to the toilet during the process in order to get back ready to transfer the patient into theatre. He leaves me behind to complete the remaining procedures and prepare the patient for admission. It is during this time that I observed that the consent form has been signed by Mary and a comment added to the notes that Mary thinks she may be pregnant. I proceed to confirm this comment setting Mary free for theater admission after completing all required procedures. After transferring Mary into theatre my mentor attempted to insert a cannula into the dorsum of Mary’s hand. To my utter amazement, Mary is startled by the sharp pain inflicted upon her by the inserted cannula. She immediately withdraws her hand resulting in the cannula becoming dislodged with some blood spillage. I privately ask Dr. Hughes, my mentor, why such a unique occurrence is taking place and she quickly confesses that she has not really attempted a cannulation procedure unsupervised before. I concluded that she must have forgotten to follow certain necessary procedures resulting into the pain experienced by the patient and consequently, the blood spillage upon withdrawal. Despite all these, however, Dr. Hughes decided to have another go on the patient in order to save time. Nursing practitioners have a huge role to play in seeing forth the liberation of patients from the anguish of various diseases. The situations to which nursing practitioners are often exposed as health care professionals are sometimes so complex and demanding including serious issues of health and well being of various patients. It is for this reason that nursing practitioners have to be well

Child Rearing in the Us and Colombia Essay Example for Free

Child Rearing in the Us and Colombia Essay Early care-giving is a major factor for a child to feel secure to explore the world around them (Carbonell, Alzate, Bustamente Quiceno , 2002). How different is this early care-giving between two cultures such as the United States and Colombia? This is a look at the differences and similiaries of raising girls, both born in 1988, in Colombia and the United States. Both girls were raised in nuclear families, with one older sibling, close enough in age to be a major part of each girls daily life. One was raised in Colombia, although she moved to the United States at the age of eleven, while the other was raised completely in the United States. Both parents of each girl were interviewed as well as the girl herself. The basic stepping stones, the times that parents love to videotape, the babys first moments all seem to happen relatively similarly in both girls. Self-reported by Paulina, was that she walked around the age of ten months. Similarly, Jane walked at the age of ten months. Both were somewhat delayed in speech, enough so to be taken to doctors. In each case, the parents were told that the child would speak if the family stopped following the non-verbal directions from the child. Paulinas first words were eso, Spanish for that, and Ma. Janes first word was Ah-yah which was meant to be Alex, her brothers name. Paulina stood alone at the age of eight months (personal communication with subject), as did Jane (personal communication with subject). Punishment is something all parents must figure out. Hispanics tend to mollify children and be more lenient (Figueroa-Moseley, Ramey, Keltner Lanzi, 2006). Hispanic parents tend to try to calm their child rather than work towards developmental goals, which tend to be more valued in the United States. Neither girl was punished in the form of grounding, but both were warned with simple looks from their parents, such as glaring and both girls were yelled at as well. Corporal punishment was used for each girl as well. Paulina was smacked, and Jane was occasionally spanked. Jane would be sent to her room or made to sit in a chair as in a Time Out, however Paulina never experienced a Time Out and recollects that such a thing was not common in Colombia. Both girls were raised to speak their mind, and not wait to be spoken to, as long as what was said was respectful. Questions were welcomed by both families, but the girls were expected to know the time and place in which to ask questions. Each girl was also allowed to pick out her own clothes, which has been shown to be good for children, as children see it is important for them to make some of their own decisions, and identify with the choices (Ardila-Rey, Killen, 2001). Paulinas mother tried to teach her what matched, but eventually gave up trying when it, although Colombian mothers tend to worry about the outward appearance of their children (Carbonell et al, 2002). When asked what Jane would choose to wear, Janes mother replied, Anything that didnt match, although she, too, tried to teach her daughter matching. No major restrictions were set upon either girl, except to be respectful. Respect was emphasized in both situations. As respect was emphasized from child to adult, so was it shown from adult to child. Both children were kept informed of what was happening in the family. Children were expected to be a part of dinner conversation and were allowed to participate in the adults lives. Also, both children were given reasoning behind decisions and had things explained? because I said so was used only when the situation would be later explained, and the consequences of an action were described rather than a mere dont do it. Chores were a part of each girls life as well. Both were expected to do what was asked of them to help around the house dusting, vacuuming, clearing the table, etc. Jane was expected to help with dinner, which included getting food from the refrigerator, carrying things to the table, loading the dishwasher, setting the table, and occasionally stirring. Jane was given an allowance of approximately five dollars a week, but this was never in exchange for doing her chores. Paulina, too, was not paid for doing her chores. She states, I was part of the family and therefore I was expected to work in the house without any sort of reward (personal communication, April 10, 2007). Colombia tends to be a collective society that looks to the benefit of the group, rather than the individual (Pilgrim, Reuda-Riedle, 2002), which applies to this situation in that Paulina was expected to help keep the house in order, without ? payment because it was for the greater good of the family, being part of the group is an important aspects of a collective culture. Family relationships and interdependence? a common bond between family members, working together for the benefit of the family? tend to be much more emphasized in Hispanic cultures (Carbonell et al, 2002). A major part of any culture is food and dining, and children are a part of that. Children often lose some of their appetite between ages two and six, and because parents worry, bad food habits are put into place. Sugary foods are offered if a child finishes a meal, and many foods have vitamins and nutrients added. However iron, zinc, and calcium are seen to be deficient because juices and sodas are replacing milk, and cereals and processed foods replace fresh fruits and vegetables (Berger, 2006). It is also hard to maintain good eating habits during this age, because children often need meals to be just right. Children have very determined ideas for what should be eaten, how it should be eaten, and the entire situation surrounding the meal. Often times the food required is not healthy food, but rather sugary or similar to fast-food, like chicken nuggets or French fries. Paulina ate dinner together with her family every night, generally at eight oclock, as is customary in Colombia. Her mother did most of the cooking, and after dinner, either her mom would not clean up, or her mother would, but with the help of her daughters, while her father did other household things. On weekends, most meals were eaten together. Breakfast was generally around ten oclock in the morning and lunch was around three oclock in the afternoon. Very few times, her father would cook, although he cooks more now that they live in the United States. Food was as healthy and fresh as possible. Snacks were fresh fruits, and there were never packaged foods in the house. Jane would eat dinner with her family as well, often around seven oclock in the evening, when her father came home. She would eat breakfast and lunch with her brother until this was no longer possible because of school. Janes mother did most of the cooking, and the children were expected to help. Snacks were often dry cereal like Cheerios, apples, crackers, or cheese. Paulina started learning numbers and how to read and write at the age of four, when she went to preschool. The debate of how children should be taught to read can be broken into two sides; phonetics and whole language (Berger, 2006). Phonetics looks at each sound of each letter, while whole language, encouraged by Piaget, says that concentrating on the goal of fluency and communication is more important than individual words (Berger, 2006). Jane also attended a preschool at the age of four, but it was not as much structured, formal schooling. Both were taken to a part-day day-care or nursery school for the opportunity to socialize with other children. While at nursery school, Paulina was mostly made to play with toys. Jane attended a Co-op nursery school at a Unitarian Universalist church. In a Co-op nursery school parents take turns coming into the school to help supervise stations and participate in the nursery school experience. Stations were set up, such as a Reading Corner, Snacks, and a daily feature, such as tracing bodies on large sheets of paper or crafts. Co-op nursery schools are not typical in the United States, but Janes parents thought it was important to be involved with their children when possible and for their children to have the socialization experience. Both were read to everyday. Jane was read to a two to three times a day, for about fifteen minutes each time, but also had labels, signs, and anything printed read to her during everyday life. Jane was occasionally, but not often spoken to in Baby Talk, while Paulina was never spoken to in Baby Talk, as her parents thought speaking to her regularly would help her learn to understand. Both parents acknowledge that their children were not raised in a way that is typical to their individual cultures, and that is evident looking at the two girls in adolescence and early adulthood. Both girls realize that because their parents were stricter when they were young, that as the girls grew older; their parents didnt need to be as strict. Each girl knew what was expected of her and was therefore given more freedom as she matured. Many times this appeared to friends as though the girl could do what she pleased, although this was not the case. The girls knew the limits of what they could do without being told. Both sets of parents relied more on their trust in their daughter than blatantly telling her what she could or could not do. Obviously, there are some differences and some similarities between raising children in Colombia versus the United States. Developmentally, the children seem to be similar, and most of the parenting is more alike than different. References Ardila-Rey, A. Killen, M. (2001). Middle class Colombian childrens evaluations of personal, moral, and social-conventional interactions in the classroom. International Journal of Behavioral Development, 25 (3), 246-255 Berger, K. (2006). The Developing Person: Through Childhood and Adolescence (7th ed. ). New York: Worth Publishers. Figueroa, C. , Ramey, C. , Keltner, B. , Lanzi, R. (2006). Variations in Latino Parenting Practices and Their Effects on Child Cognitive Developmental Outcomes. Hispanic Journal of Behavioral Sciences, 28, 102-114. Pilgram, C. Rueda-Riedle, A. (2002). The importance of social context in cross-cultural comparisions: First graders in Colombia and the United States. The Journal of Genetic Psychology, 163 (3), 283- 296. Posada, G. , Jacobs, A. , Richmond, M. , Carbonell, O. , Alzate, G. , Bustamante, M. , Quiceno, J. (2002). Maternal Caregiving and Infant Security in Two Cultures. Developmental Psychology, 38 (1), 67-78.

Time Management Essay Example for Free

Time Management Essay One of the most important aspects of completing an education course is the amount of time spent on your course study. The better you are at setting aside regular study time and keeping to a schedule, the more successful you’ll be in completing your course work with a satisfactory grade. Completion won’t happen if you are a procrastinator! So, take a few moments before starting your course to think about your schedule. Be realistic. If you find yourself falling behind, reevaluate your priorities and make adjustments where needed. Here are some additional things to think about: Set aside dedicated study time (maybe in 1/2 hour chunks) and let nothing interrupt this time. Break assignments into small tasks that can be accomplished in given time periods. Determine what time of day is your best. Tackle the more difficult tasks during this time of day to take advantage of your greatest concentration and attention level. Establish one or more quiet, comfortable study areas where you have easy access to all necessary materials. Make your selection based on acceptable noise levels, light level, study-conducive furniture (chair and/or desk or study table), and minimal distractions. Keep in mind the time it takes to travel between home, school, work, and your selected study spot. If your instructor has not provided course deadlines, set them yourself and stick with them. If you start falling behind, set aside more time to catch up. Don’t put off completing your coursework to the end of your enrollment period. Do not let a problem or lack of understanding hold you up – set it aside for a short time so you can come back to it with fresh eyes. If you still don’t get it – ask for help from your instructor or from other students in the class. If this is the first distance course you’ve taken, you may soon see how easy it is to fall behind your intended schedule. By setting mid-course targets that are realistic and obtainable, you can complete the course successfully and count distance learning as another accomplishment! The institution will maintain an academic environment in which freedom to teach, conduct research, learn and administer the university is protected. Students will benefit from this environment by accepting responsibility for their role in the academic community. The principles of the student code are designed to encourage communication, foster academic integrity and defend freedoms of inquiry, discussion and expression across the university community. Institution requires students to conduct themselves honestly and responsibly, and to respect the rights of others. Conduct that unreasonably interferes with the learning environment or violates the rights of others is prohibited. Students and student organizations are responsible for ensuring that they and their guests comply with the code while on property owned or controlled by the university or at activities authorized by the university. The university may initiate disciplinary action and impose disciplinary sanctions against any student or student organization found responsible for committing, attempting to commit or intentionally assisting in the commission of any of the following prohibited forms of conduct: * cheating, plagiarism or other forms of academic dishonesty * forgery, falsification, alteration or misuse of documents, funds or property * damage or destruction of property * theft of property or services * harassment * endangerment, assault or infliction of physical harm * disruptive or obstructive actions * misuse of firearms, explosives, weapons, dangerous devices or dangerous chemicals * failure to comply with university directives * misuse of alcohol or other intoxicants or drugs * violation of published university policies, regulations, rules or procedures * any other actions that result in unreasonable interference with the learning environment or the rights of others. This list is not intended to define prohibited conduct in exhaustive terms, but rather offers examples as guidelines for acceptable and unacceptable behavior. Honesty is a primary responsibility of you and every other UAF student. The following are common guidelines regarding academic integrity: 1. Students will not collaborate on any quizzes, in-class exams, or take-home exams that contribute to their grade in a course, unless the course instructor grants permission. Only those materials permitted by the instructor may be used to assist in quizzes and examinations. 2. Students will not represent the work of others as their own. A student will attribute the source of information not original with himself or herself (direct quotes or paraphrases) in compositions, theses, and other reports. No work submitted for one course may be submitted for credit in another course without the explicit approval of both instructors. Alleged violations of the Code of Conduct will be reviewed in accordance with procedures specified in regents’ policy, university regulations and UAF rules and procedures. For additional information and details about the Student Code of Conduct, contact the dean of student affairs, visit www. alaska. edu/bor/ or refer to the student handbook that is printed in the back of the class schedule for each semester. Students are encouraged to review the entire code.

Athletic Directors Leadership Traits and Job Satisfaction

Athletic Directors Leadership Traits and Job Satisfaction This chapter will provide a review of the literature and research related to the purpose of the study. Because research identifying specific leadership traits of high school athletic directors is almost nonexistent, this literature review begins with a summary of: (a) leadership defined (b) general educational leadership traits and theories, (c) roles and responsibilities, (d) job satisfaction and finish with the (e) summary. Leadership Defined Leadership is a term that can be found throughout all workplaces. The meaning of leadership can be defined in a variety of ways. According to Fiedler (1967), leadership is defined by managing group work with appropriate control and organization. According to Dr. Jamie Williams (Sugarman, 1999), leadership is like gravity. You know its there, you know it exists, but how do you define it? Nahavandi (2008) explained that researchers disagree with leadership definitions because of the fact that leadership is a complicated phenomenon mixed with the leader, the follower, and the situation. For example, Coach John Woodens ability to motivate his mens basketball program at UCLA to win 11 national championships during his coaching tenure provides evidence of Woodens transformational leadership. Wooden inspired his players to play to the best of their ability and to never accept losing. He was also instrumental in making sure that his players stayed very humble in the process. Hughes et al. (2008) explained that some researchers have paid attention to the leaders personal traits while others have focused on the relationship between leaders and followers or situational factors that influence leadership behavior. Roach and Behling (1984) defined leadership as the procedure of guiding an organized team toward achieving its objectives. This is definition is accepted by any sports team that wins a championship or achieves their team goals. Rost (1993) defined leadership as influence dynamics among leaders and followers who attempt to bring true organizational changes that reflect their common goals. Daft (1999) stated that in the new era represented by a dramatic change, an old philosophy of control-oriented leadership is not effective anymore, and that leaders should make effort to retain soft elements of leadership qualities in addition to hard management skills. Watkins and Rikard (1991) defined leadership as the process of influencing the activities of an organized group toward goal achievement. There are many categories, given the different ways the influencing process is played out. Three such categories are transactional leadership transformational leadership, and situational leadership. Leadership Traits and Theories Theories of leadership have evolved and debate over the act of leadership, and what is required, continues. This study will explore the leadership traits of high school athletic directors and if they correlate with job satisfaction. According to Young, et al (2010), the documentation of educational leadership traits for high school athletic directors is scarce. However, the traits of organization, roles and responsibilities and job satisfaction of high school athletic directors are prevalent in previous research. Since the twentieth century there have been many researching leadership and creating theories to go with their findings (Dulewicz Higgs, 2003; Grint, 2000; Higgs, 2002; Kets de Vries, 1993). Leadership theories can be grouped into one of eight theory categories. These eight theories are the Great Man theory, trait theories, contingency theory, situational theories, behavioral theories, participative theories, management theories and relationship theories. This research will look into the details of the trait theory, behavioral theories, situational theories, and transformational and transactional leadership. Trait theories will identify which characteristics are shared by leaders. According to Shead (2010) since certain traits are associated with proficient leadership, it assumes that if you could identify people with the correct traits, you will be able to identify leaders and people with leadership potential. Trait theory takes on the assumption that leaders are born with leadership traits or not. This idea appears to be incorrect. Shead (2010) states that it is possible for someone to change their character traits for the worse and that someone who is known for being honest can learn to become deceitful. In addition, someone who is deceitful can learn to become honest. Often times we look for honesty, drive, goal oriented, competent and intelligent people to become our leaders. Between 1940 and into the late 1990s, researchers (e.g., Dulewicz Higg s, 2003; Partington, 2003) categorized approaches to leadership theory improvements into several schools, according to time order. Trait school, behavioral school, contingency school, and visionary school were considered the four major trait schools. The trait school leadership theories were largely popular in the 1940s. Stogdill (1974) referred to the Great Man Theory, which stated that leaders are different from followers due to common leader traits. Additionally, Turner (1999) supported Stogdills (1974) claim about leaders being different from followers by explaining that leaders are born into being great leaders and not made into great leaders. Hogan (1991) explained that traits refer to repetitive patterns in a persons behavior and the trait approach attempts to explain peoples behavioral trends in terms of certain strengths of traits that they retain. Stogdill (1974) also stated that leaders traits are shown through hardwork, friendliness, conscientiousness, and willingness to take on responsibility rather than personality, ambition and physical makeup such as height. Turners (1999) research supports Stogdill (1974) by showing that effective managers have traits such as energy and drive, self-confidence, and highly effectiv e communication skills. The behavioral approach to leadership was well studied between the 1940s and 1960s. During this time period, researchers from the University of Michigan and The Ohio State University posited that leaders behaviors can be explained within two independent factors called consideration and initiating structure (Fleishman, 1973; Halpin Winer, 1957). According to the Ohio State researchers, the term consideration applies to the degree in which leaders show support and friendship towards followers, while the phrase initiating structure applies to the manner in which leaders stress the importance of achieving goals and tasks. According to Bower Seashore (1966), the behavioral students conducted by the University of Michigan researchers posited that effective group performance shows a relationship with four dimensions of leadership behaviors: support, interaction facilitation, goal emphasis, and work facilitation. The leader support behaviors shows a relationship with concern for subordinat es, while interaction facilitation shows a relationship with reconciling relational conflicts among group members. Bower and Seashore (1966) explained that in sum, goal emphasis and work facilitation are job-centered dimensions, but leaders support and interaction facilitation are employee-centered dimensions. Recent studies by (e.g., Curphy, 2003; Smither, London, Flautt, Vargas, Kucine, 2003) have claimed that considering certain leadership behaviors are adopted for effective leadership, leadership can be developed. The behavioral school states that, leaders can change their behavior via reflection, organizational development systems, and 360-degree feedback amongst others (McCauley, Ruderman, Ohlott, Morrow, 1994). According to Bass (1985), these two categories are points on a continuum of leadership behavior. Athletic directors are going to fall into one of the two leadership categories. Bass (1998) described transformational leadership as behavior that transcends the need for rewards and appeals to the followers higher order needs, inspiring them to act in the best interest of the organization rather than their own self-interest. Thus, leaders must possess high ethical and moral standards in order to provide the highest reward to the organization. One might infer that even the most ethically and morally charged athletic director cannot possibly provide the highest rewards each and every year to the organization that he/she represents. However, ethics and morals are two very important characteristics in an individual when determining the type of leader one might become. Leadership styles are known to change, and thus a transformational leader could dip into the realm of transactional leadership and vice versa. Generally, personality and character traits can provide us with the determination as to whether or not you are a transformational or transactional leader. According to Bass (1998) transformational leadership is universally applicable. He proposed that regardless of culture, transformational leaders inspire followers to transcend their own self-interests for the good of the group or organization. Followers become motivated to expend greater effort than would usually be expected. If an AD exemplified Basss transformational leadership model, coaches in the school would offer up all that they have to support the athletic director and school that they work for. For example, the athletic director buys-in to the complete offerings of his/her current employer as we continue to transform the area of athletics. According to Sugarman (1999), excellence in leadership is acquired by people who have a strong sense of vision, have passion and are able to get people to commit 100% and take the necessary action to see that vision becomes a reality. Great leaders excel in the art of communication and motivation, mutual respect, instilling confidence and enthusiasm, and showing credibility and integrity on a consistent basis. Various high school athletic directors and coaches all across the United States create programs teaching their student athletes leadership styles and how they can be applied. One popular program that was used to establish athletic leadership for Wheeler High Schools football team in Valparaiso, Indiana is based off the acronym for L.E.A.D.E.R.S.H.I.P. Coach Snodgrass of Wheeler High School utilized the L.E.A.D.E.R.S.H.I.P. program that he learned while attending the Indiana Football Coaches Association Annual Clinic in 2003. According to Snodgrass (2004), the acronym is as foll ows: Influence, Integrity, Communication, Attitude, Courage, Sacrifice, Goals, Servant-Hood, Vision, and Perseverance. Each one of these terms forms a strong resilient leadership program for any athletic program. The athletic director must decide how important it is for him or her to provide this type of leadership program to his or her student athletes, school administration, and school community. With the proper education comes an ability to manage, facilitate, and guide. A true leader, however, does not simply read books or study what leadership should be. Rather, a true leader is someone who shows transformational or transactional traits naturally. Providing a program like the one that Wheeling High School provided for its football players shows that the leadership is transformational at this school. Giving the students an opportunity to understand what leadership is all about and how leadership is applied in everyday life allowed those football players at Wheeling High School i n Valparaiso, IN to become stronger individuals in the classroom, community, and field. The football coach for this team showed his athletic director a true meaning of transformational leadership. Bolman and Deal (2003) stated that leadership is universally offered as a panacea for almost any social problem (p. 336). Within the athletic arena, leadership is a term used to describe any event which coaches, staff members, administrators, and ADs go above and beyond their normal work day. Bolman and Deal (2003) noted further that if leaders lose their legitimacy then they lose the capacity to lead. For example, a high school athletic director has authority but not necessarily leadership. Additionally, a leader is also not necessarily a manager. Many managers do not know how to lead. Bennis and Nanus (1985) asserted that managers do things right, and leaders do the right thing. It is very important for high school athletic directors to understand the distinction between the terms leader and manager because high school athletic directors will not produce a successful leadership style if they cannot distinguish differences in leading and managing. Leadership and management can be situational. According to Hersey and Blanchard (2001) the situational leadership model combines task and people into a two-by-two chart, which shows four possible leadership styles: telling, selling, participating, and delegating. Bolman and Deal (2003) stated this model distinguishes four levels of subordinate readiness and argues that the appropriate leadership style depends on the situation. The four styles are as follows: Leadership through participation involves having a high relationship with ones subordinates with low tasks involved. This style is used when followers are able but unwilling or insecure to accomplish the task at hand. According to Sugarmann (1999), Vince Lombardi says, Leaders are made, they are not born; and they are made just like anything else has ever been made in this country by hard work. Additionally, Sugarmann (1999) stated that leading by example is paramount to becoming known as a great leader. Leadership through selling is exemplified when there is a high relationship value with followers and the tasks level is high. This style is used when followers are unable, but willing or motivated to accomplish the tasks at hand. The third style is leadership through delegation, and this is used with there is minimal relationship with followers and a low task requirement. The style is used when followers are able and willing or motivated to accomplish the tasks at hand. The four possible leadership styles explained by Hersey and Blanchards (2001) situational leadership model are significant in the maturation process of a high school athletic director. Each one of these leadership styles could be used during varying circumstances within the athletic directors position. Hersey and Blanchards (2001) situational leadership concept provides supporting information that in order to become an effective leader one must consider all four styles within the situational leadership model. Situational Leadership Situational leadership is another theory that focuses on the development of the follower and styles of each leader being exhibited. Hersey and Blanchard (2001) stated that there are four leadership styles (S1 to S4) that match the development levels (D1 to D4) of the followers. The four styles suggest that leaders should put greater or less focus on the task in question and/or the relationship between the leader and the follower, depending on the development level of the follower. The four leadership styles are named, S1 telling and directing, S2 selling and coaching, S3 participating and supporting and S4 delegating and observing. Hersey and Blanchard (2001) situational theory is broken down as follows: S1: Telling / Directing Follower: R1: Low competence, low commitment / Unable and unwilling or insecure Leader: High task focus, low relationship focus When the follower cannot do the job and is unwilling or afraid to try, then the leader takes a highly directive role, telling them what to do but without a great deal of concern for the relationship. The leader may also provide a working structure, both for the job and in terms of how the person is controlled. The leader may first find out why the person is not motivated and if there are any limitations in ability. These two factors may be linked, for example where a person believes they are less capable than they should be may be in some form of denial or other coping. They follower may also lack self-confidence as a result. If the leader focused more on the relationship, the follower may become confused about what must be done and what is optional. The leader thus maintains a clear do this position to ensure all required actions are clear. S2: Selling / Coaching Follower: R2: Some competence, variable commitment / Unable but willing or motivated Leader: High task focus, high relationship focus When the follower can do the job, at least to some extent, and perhaps is over-confident about their ability in this, then telling them what to do may demotivate them or lead to resistance. The leader thus needs to sell another way of working, explaining and clarifying decisions. The leader thus spends time listening and advising and, where appropriate, helping the follower to gain necessary skills through coaching methods. Note: S1 and S2 are leader-driven. S3: Participating / Supporting Follower: R3: High competence, variable commitment / Able but unwilling or insecure Leader: Low task focus, high relationship focus When the follower can do the job, but is refusing to do it or otherwise showing insufficient commitment, the leader need not worry about showing them what to do, and instead is concerned with finding out why the person is refusing and thence persuading them to cooperate. There is less excuse here for followers to be reticent about their ability, and the key is very much around motivation. If the causes are found then they can be addressed by the leader. The leader thus spends time listening, praising and otherwise making the follower feel good when they show the necessary commitment. S4: Delegating / Observing Follower: R4: High competence, high commitment / Able and willing or motivated Leader: Low task focus, low relationship focus When the follower can do the job and is motivated to do it, then the leader can basically leave them to it, largely trusting them to get on with the job although they also may need to keep a relatively distant eye on things to ensure everything is going to plan. Followers at this level have less need for support or frequent praise, although as with anyone, occasional recognition is always welcome. Note: S3 and S4 are follower-led (p. 259-261). Roles and Responsibilities The focus on the athletic director as an employee, leader, and representative of interscholastic athletics is needed to understand the gravity of where athletic directors come from and who they have become today. Todays athletic directors have many difficult tasks. It is their job to ensure that interscholastic athletics perform at a very high level. In addition, it is imperative that athletic directors maintain the integrity of the student-athlete. Davis (2002) states that previously, leadership ability was assumed because of athletic success. Today, those in athletic director positions are getting more training and education in administrative leadership. The training and education allow the athletic director to begin providing leadership at the beginning of his/her job. Thus, the success of the interscholastic athletic program hinges on the type of leadership training and education received by the athletic director. Athletic directors job descriptions will continue to evolve as the requirements to managing a successful program evolve. One sample written job description of an athletic director for a small private school in Florida shows that their athletic director will perform the following duties: direct the athletic program, assure that the school complies with all policies and procedures of the Florida High School Athletic Association (FHSAA), supervise the scheduling of all athletic contests, identify and recommend the hiring and firing of coaches for each sport, ensure that all school policies and procedures are followed by the entire coaching staff (including, assistant coaches), in addition to many other duties as assigned by the headmaster of the school. After reviewing this job description one could see how little time there might be for an athletic director to provide direct leadership. With all of the tasks listed within the job description the athletic director must provide leadershi p more via example, rather than through direct communication with his/her student-athletes and coaching staff. Doing nothing more than following the specific tasks list of the job description above would associate the athletic director with transactional rather than transformational leadership. Simply following the task list of the job description would essentially provide the student-athletes with a basic and universal athletic program. The athletic director would also be performing his or her job duties for the sake of getting the most basic job done. This shows the community that the interest level of providing leadership on a much higher level to the community, student-athletes, and administration is obsolete. Most people are able to complete the tasks that are provided for them by a school administration. What exactly does this do for the advancement and recognition of the efforts put forth by the student-athletes, as well as teaching the student-athletes and coaches the value of having strong ethics and morals? The next sample job description is from a public school in Virginia: Athletic Director Requirements and Responsibilities are to work with administration and the assistant athletic director to create and maintain a comprehensive program for student activities that emphasizes positive public relations, coaching performance, and student recognition, utilize a computerized software program for scheduling, prepares and distributes schedules for athletic and academic competitions, including contracts where required, supervise the preparation and distribution of eligibility lists, ensure that all students participating in athletic or academic competition are eligible, and have a Virginia High School License (VHSL) physical form and Stonewall Jackson High Schools Handbook (SJHS) sign off on file, oversee the athletic/academic activities budget, approve all athletic expenditures, follow school procedures for ordering, and determine allocations for athletic/academic program with the principal, obtain officials, ticket takers, clock operators, announcers, etc. f or all home events, work with the transportation department to arrange transportation for away events and practices where necessary, attend district, regional, and state VHSL meetings, ensure that annual equipment and uniform inventories are conducted by head coaches, and assist head coaches in updating equipment/uniforms, assist principal in selection of coaching staff, complete evaluation form for each head coach with an endorsement by the principal at the end of the season, ensure that head coaches submit required documentation in a timely fashion at the end of each season, including evaluation form for assistant coaches, inventories, end of season reports, etc, work with the Booster Club in coordinating their activities, including presenting requests for funding for all programs to the Booster Club, submit news releases on awards, etc. to local media, supervise the maintenance of the Sports Zone web page and ensure that it is up-to-date at all times, inform local media, official s, coaches, bus drivers and administrators immediately upon cancellation of an event and rescheduled dates as soon as available; post cancellations/rescheduled games on web site, prepare money for ticket takers, water for officials, scoreboard, PA system, etc. for home events, supervise events in conjunction with the building administrators, serve as a liaison between school clubs, departments and administration for scheduling events which do not conflict with VHSL athletic and academic events, work with custodial staff for proper maintenance of facilities and equipment. When comparing the two job descriptions above, one can see how important the athletic director position is to interscholastic athletics. Each athletic director shares many of the same responsibilities regardless of the population within the school with which they are employed. As an employee, the Athletic Director is the second most important position next to the schools Principal. High school athletic directors are vital to ensuring that the climate of the school which they direct will stay positive and energized. The athletic director as a leader is an integral part of the school system. Each year, the job description of athletic directors becomes more complex. Recently, responsibilities added to the athletic directors job description are (a) purchasing and distribution of equipment, supplies, and uniforms, (b) planning and scheduling for the use of facilities, (c) public relations, (d) fund-raising, (e) legal and medical protection for coaches and student-athletes, (f) compliance with national and state policies and procedures, (g) administration of events, (h) completion of the goals and objectives of the school, and (i) implementation and management of media events (Smith, 1993). These responsibilities make it highly unlikely that just one individual can effectively manage a successful interscholastic athletic program, especially at a large school with a c omprehensive athletic program. ADs must be willing to put the time and effort into getting the job done. According to Barnhill, (1998) in order to do so, a high school athletic director must call on his/her support staff, such as coaches and other administrators at the school. Additionally, Barnhill (1998) stated the high school athletic director must be a leader with the ability to delegate and manage delegated tasks. If the athletic director fails at delegating and managing the tasks necessary to lead a successful athletic program, his/her coaches will begin to lose faith in the athletic directors ability to lead. The many responsibilities that an athletic director assumes when taking a position within administration are largely dictated by the athletic directors fellow administrators. The athletic directors position is supported by many other administrators such as the director of development, dean of students, director of advising, director of admissions, and director of college recruitment to name a few. The director of development will help the athletic director with fundraising for athletics, the dean of students assists the athletic director with student-athlete disciplinary issues, the director of admissions assists the athletic director in qualifying the students for eligibility, and the director of college recruitment assists the athletic director in qualifying student athletes for colle ge recruitment. With all of these administrators working together the leadership within the school is strong and successful. The athletic directors ability to recruit co-workers to assist in leading the department of athletics as well as the institution itself would classify him/her as a transformational leader. As stated earlier according to, Bass (1997) transformational leadership is universally applicable. He proposed that regardless of culture, transformational leaders inspire followers to transcend their own self-interests for the good of the group or organization. In order for this to occur the transformational leader must possess certain characteristics to inspire followers. According to Parks and Quarterman (2003) stated, those characteristics include: trusting his or her subordinates, meaning that a good leader will make use of employees energy and talent. The key to productive relationship is mutual trust. Secondly, develop a vision for employees to follow a visionary leader. They want to know what they are working for. Thirdly, keeping his or her cool, explains that leaders demonstrate their met tle in crisis under fire. They inspire others to remain calm and to act intelligently. Fourth, they are experts at what they do, informing us that employees are much more likely to follow a leader that radiates confidence, is intuitive, and continues to master the profession. Fifth, they invite dissent, meaning a leader is willing to accept a variety of opinions and integrate them. Sixth, they simplify the position, so that leaders can focus on what is important and reach elegant, simple answers to complex problems by keeping the details to themselves. Lastly, they encourage risk. Risk encourages employees to take chances and readily accept error (p. 179-180). One who exudes all of these characteristics is often seen as a leader in sport that is few and far between. While it is important that any leader become an effective manager, being an effective manager and an effective leader are two different matters. According to Hersey and Blanchard (2001) the definition of management is the process of working with and through individuals and groups to accomplish organizational goals (p. 9). In addition, they defined leadership as the process of influencing the activities of an individual or a group in effort toward goal achievement in a given situation (p. 78). Some theorists suggest that both management and leadership are necessary to those who seek professional management in high school athletics and other sport careers. Parks and Quarterman (2003) stated that many athletic directors find themselves involved with management as a process approach. This approach sees managers using interactive activities such as planning, organizing, staffing, directing, coordinating, reporting, and budgeting in order to accomplish the goals and objectives of the organ ization or institution. Conversely, the remaining athletic directors consider themselves as a leader in some capacity. As previously noted, two possible leadership styles of high school athletic directors nationwide are transformational and transactional. According to Bass (1985), transactional leaders are engulfed in the way of thinking that compliance is the key. The coach will get rewarded if he/she follows directions and orders. Additionally, Bass (1985) identified two factors as composing transactional leadership. Leaders can transact with followers by rewarding effort contractually, telling them what to do to gain rewards, punishing undesired action, and giving extra feedback and promotions for good work. Such transactions are referred to as contingent reward (CR) leadership. Field and Herold (1997) described transactional leadership as a reward-driven behavior, where the follower behaves in such a manner as to elicit rewards or support from the leader. If a high school athlet ic director is primarily transactional in style, coaches who work for that high school athletic director will only pursue the notion of success if they know ahead of time that there is a reward for achieving that success. In some instances, a primarily transactional leadership style may actually derive from the athletic directors own quest for external, tangible rewards. So, the question arises with many transactional leaders as to why they are involved with coaching or administration if all they are looking for is an end reward? Some administrators in athletics have not had relevant sports management training and likely have developed expertise in other areas, such as business, physical education, or simply general education. A high school athletic director with a traditional business background might be brought in by the administration simply to raise funds for the athletic program, manage the program, and direct the program much like one would manage a corporate operation. Likewi se, a high school athletic director who is brought in with a physical education background is traditionally done so because of his or her success with coaching the student-athlete and having the ability to get through to the student-athlete as needed to provide a successful interscholastic program. The umbrella that encompasses this can be very lucrative for the school if done correctly. In other words, an athletic director who has a physical education background starts out building r

Economics :: essays research papers

Island of Mocha Essay The Island of Mocha in the video is an example of a traditional economic system evolving into a market system. Every person plays a key role in this traditional system. They had fisherman, coconut collector, melon seller, lumberman, barber, doctor, preacher, brownies seller, and a chief. The Mochans got sick of trading goods all across the island just to get the things that they want or needed. The Chief decided that they would use clam shell for currency instead of trading. The first type of economic system that they movie shows is a traditional system. A traditional economy is an economic system in which the allocation of scarce resources and other economic activity is the result of ritual habit or customs. In other words a traditional economy is a barter or trade system, everybody decides WHAT WHEN and FOR WHOM. When the video first starts the Mochans had to trade all over the island to acquire what needed. After a while they had enough of trading the chief decided to switch to currency instead of trade. The economic system that they switched to is called a market economic system. A market economy is an economic system in which supply, demand, and the price system help people make decisions and allocate resources. So with a market economy you decide WHAT WHEN and FOR WHOM. In the movie Pablo the lumberman starts up a company and sells stock to allow him to be able to get all of the supplies needed. Big Daddy had triplets and need lumber to make the nursery bigger, since they switched to a market economy he had no money because the islanders would give the chief a portion of what they had. So Big Daddy had to start a tax in order to pay for the expansion of the nursery. Since all the businesses were all doing so well every business wanted to expand so the demand for lumber was great which caused a lumber shortage, the lack of resources the price when up which cause inflation all over the island. With inflation going on Big Daddy had to do something in order to stop it. The island of Mocha was going in to a recession so Big Daddy took control and put a price freeze on everything. Now the economic system turned into a command economy. A command economy is an economic system characterized by a central authority that makes most of the major economic decisions.

Organizational Structures that are Suitable in the Business Circumstances Today :: Papers

Organizational Structures that are Suitable in the Business Circumstances Today The world today is experiencing the most rapid pace of change in its history. The purpose of this essay is to discuss what organizational structure is suitable in the business circumstances of today. This essay will argue that ‘the environment of the 21st century is such, that to be effective, organizations are tending towards less formalized structures than used in the past’. To support this argument, firstly organizations will be defined, and then the properties that make an organization effective will be identified. Next organizational structure will be appraised, and what constitutes business environment will be established. Finally the influences globalisation and technology have had on the will be addressed in relation to changes in organizational structure. Robbins et al. define an organization as ‘a deliberate arrangement of people to accomplish some specific purpose’ (2000: 5). While Wood et al. consider organizations as ‘collections of people working together in divisions of labour to achieve a common purpose’ (1998: 15). These definitions fits a wide variety of groups such as sporting clubs, religious bodies, voluntary associations etcetera however for this essay will concentrate on business organizations. A Business organizations’ purpose is to deliver and product or service in such a way that a benefit is gained for the organization, profit or goodwill for example. The Macquarie dictionary is defines effective as ‘producing the intended or expected result and producing a striking impression’ (1990). Thus an effective organization is an arrangement of people that successfully achieved their purpose, ie. a large profit of fine product, and have done so in a noteworthy, exemplary, commendable method or fashion. It is understood that to be effective an organization must be efficient. Efficiency is defined as ‘the relationship between inputs and outputs, the goal of which is to minimize resource cost’ (Robbins et al., 2000: 8). Usually a business organizations’ success is primarily measured in financial profit, though this is not the only benchmark. Organizational structure is defined as ‘the organization’s formal framework by which job tasks are divided, grouped and coordinated’ (Robbins et al., 2000: 351). Generally an organizations’ structure is considered to be the managerial framework that directs the non-managerial employees. Traditionally western organizational structure can be argued to have developed from the feudal system of government where a strict pyramidal power and class structure existed.

Al Capone Biography :: Biography

  Ã‚  Ã‚  Ã‚  Ã‚  Al Capone was possibly the largest and most feared mofia boss America has ever seen. This 1920’s gangster made his mark on the world through organized crime during the Prohibition era. He is solely attributed with Chicago’s reputation as a lawless city.   Ã‚  Ã‚  Ã‚  Ã‚  Alphonsus Capone was born on January 17, 1899 in Brooklyn, New York. As a child he was a member of the Brooklyn Rippers and the Forty Thieves Juniors â€Å"kid gangs.† Capone quit school at age fourteen in the sixth grade. He worked a few odd jobs in Manhattan in a bowling alley and a candy store. Then Capone took a position as a bouncer in Frankie Yale’s Brooklyn dive and the Harvard Inn. While working at the Inn he was attacked by a man and received the facial scars that would give him the byname â€Å"Scarface.†   Ã‚  Ã‚  Ã‚  Ã‚  Capone met Anne â€Å"Mae† Coughlin at a dance in 1918. Later that year on December 4, 1918 she gave birth to their son, Albert â€Å"Sonny† Francis. Less than a month later they were married.   Ã‚  Ã‚  Ã‚  Ã‚  Capone became a member of the Five Points gang in Manhattan. During this time he hospitalized a rival gang member in a fight. Feeling the heat from the conflicting group, he moved his family to Chicago. He began to work for John Torrio, an old partner and mentor of Yale. Capone was soon helping to manage Torrio’s bootlegging business. He quickly gained the respect of Torrio and became his number two man. After being shot by an opposing gang member, Torrio left Chicago. Capone became boss of the â€Å"outfit.† Torrio’s men respected Capone and trusted his business decisions. They referred to Capone as â€Å"the big man.† In the next five years he expanded his industry of crime. Capone controlled speakeasies, nightclubs, brothels, gambling houses, and much more. His bootlegging provided the city of Chicago with alcohol during prohibition. Capone had a reported income of $100,000,000 a year.   Ã‚  Ã‚  Ã‚  Ã‚  Capone had an intricate spy network throughout Chicago. Crooked police men let him prepare for liquor raids and some of his other men made him aware of assassination plots. He would use hotels as his headquarters and front businesses for a hideout. Capone was always good at successfully knocking off his enemies when they became too powerful. Although he killed men himself, it was much safer for his henchmen to do his dirty work. Capone’s men would rent an apartment across the street from their target and gun him down when he stepped outside. These operations were quick and precise, and Capone always had an alibi.   Ã‚  Ã‚  Ã‚  Ã‚  On St. Valentines Day, 1929, four of Capone’s cohorts entered the