Leadership and Management

ILM Level 3 Award in Leadership and Management: |Centre Number: |R31609 | |Centre Name: |Leeds Metropolitan Institute of Leadership and Management (ILM) Centre | |Student Name: |Alexandra Hunt | |Leeds Met Student ID: |33251825 | |Student Date of Birth: |15/01/1991 | |Student Email Address: |a. [email  protected] leedsmet. ac. uk | |Gender: |Female | |Assessment Summary | | | |This task requires you to develop and demonstrate your skills or potential skills in leading and building an effective team.In order to gain the ILM 3 | |Award in Leadership and Management you will need to complete and pass a number of questions in this short question test. | | | |Note: To complete the task you will need to draw upon your personal experiences in, for example; a part-time job, voluntary work, other groups (e. g. sports| |teams), and leadership you have observed, are familiar with or have read about. |Understanding Leadership Styles | |Assessment Criteria: |Describe the factors that will infl uence the choice of leadership styles or behaviours in workplace situations | |Question 1: |Describe 2 factors that will influence the choice of leadership styles or behaviours in workplace situations (approximately 100 | | |words) | |If the person is in a situation where a decision needs to be made fast for example a paramedic may use an autocratic leadership style due to being in an | |emergency and needing to work objectively and quickly. | |During my 12 months placement I was working as recruitment consultant, a paternalistic leadership style on reflection was what I used when speaking to | |potential candidates, as it involved me using a lot of enthusiasm and persuasion. I need to use perceptive skills in order to pick up how the candidate was| |reacting and if it was a warm lead or a dead cold call. | | | | |Assessment Criteria: |Explain why these leadership styles or behaviours are likely to have a positive or negative effect on individual and group behaviour | |Question 2: |Following on from the previous question, please explain why these leadership styles or behaviours are likely to have a positive or | | |negative effect on individual or group behaviour (approximately 100 words) | |A con of using autocratic leadership style would mean that you may miss good ideas, and does not encourage team work, so often taking on a heavier work | |load yourself as you put the team in a position where they are needing constant supervision and approval from the autocratic leader. |A con of paternalistic leadership is that the selling only lasts as long as you are on the phone or are around for, and some candidates/people are not easy| |selling targets, you also may waste your time persuading them without gaining any commitment – which came across me time and time again when working as a | |recruitment consultant. | | | | | |Assessment Criteria: |Assess own leadership behaviours and potential in the context of a particular leadership model, using feedback from others | |Question 3: |Assess your own leadership behaviours and potential in relation to a leadership model discussed on the programme.Your reflection | | |should be based on what previous team members have fed back to you (approximately 100 words) | |At university currently we are participating in a module called consultancy project, whereby as group we have to write a report, research and offer | |recommendations to a real life client. Over the 4 months we have had 2 peers assessments and my feedback fits into the empowering leadership style, I have | |gained 100% commitment from the client and my team, I have motivated all my team members giving them guidance and reassurance when writing the report and | |they do trust my decisions that I have made. | | |Assessment Criteria: |Describe appropriate actions to enhance own leadership behaviour in the context of the particular leadership model | |Question 4: |Describe at least 2 appropriate actions to enhance your own leadersh ip behaviour in the context of a leadership model discussed on | | |the programme (approximately 100 words) | |To enhance my leadership skills I think I firstly need to take a more asking approach instead of getting so stressed myself without even consulting the | |other group members. Sometimes I tend to take it all upon myself without building the rest of the teams effort. | |Sometimes also using an autocratic style might be worth it, due to recently working with a team member who does not seem to put as much effort in as the | |others, to improve the group and work on my leadership styles he may respond to getting things done and meet objectives if I set them for him, this is | |something I will take with me and use to improve my group work with. | | | | | | | | |Understanding the Communication Process in the Workplace | |Assessment Criteria: |Explain the importance of effective communication in the workplace | |Question 1: |Explain the importance of effective communication in the workplace (approximately 100 words) | |If communication in the workplace is bad it can have several effects such as decreased productivity, low morale and mistakes made. Communication is the key| |to running a successful business or project, it dismisses the pportunity for any important project to jeopardised (Allen Webster) | |High Productivity: the goal of any business, poor communication causes a breakdown in productivity resulting in profit loss or time loss. | |Morale: Not understanding a task causes low morale, as it makes employees feel confused and question wether they can contribute to the job role or not | |which leads to low self esteem. Tasks must be received in a clear concise manner focusing on the manager or the leaders communicative skills when | |surpassing important information. | |Mistakes: Written communication is essential and when writing emails which are now such a frequent task, you must be careful in choice of wording to ensure| |the email is not mi sunderstood or it can lead to unnecessary mistakes in the workplace. | | |Assessment Criteria: |Describe the stages in the communication cycle | |Question 2: |Describe the stages in the communication cycle (approximately 100 words) | |The basic flow of communication: | |Sender –> Message –> Transmission –> Recipient –> Receiver | | | | | |In this flow the sender sends a message to the receiver and then they can share feedback on the communication process. | | |Assessment Criteria: |Identify possible barriers to communication in the workplace | |Question 3: |Describe two possible barriers to communication in the workplace (approximately 100 words) | |Environmental Barriers: The things that surround us, which prevent us from receiving the speaker’s message for example, other peoples conversation, time | |pressures, the weather, physical discomfort in the room you are sat in. – External barriers. | |Environmental barriers are related to the listener such as how the listener is feeling at the time. |Attitudinal Barriers: The thoughts and feelings going on inside our heads which prevent us from listening, for example boredom, you do not like the person | |who is speaking, – internal barriers. | |Attitudinal Barriers have a lot to do with the mood and beliefs of the listener. | | | |Assessment Criteria: |Explain how to overcome a potential barrier to communication | |Question 4: |Explain how to overcome a potential barrier to communication (approximately 100 words) | |Effective communication requires listening and strong concentration.So it is important when receiving information, to ensure that the conditions are | |conducive to listening. ILM 3 has taught me that when important conversations are taking place and you are not in the right frame of mind due to | |attitudinal barriers be prepared to take them offline. You can also use the 6 steps to hearing attention, to improve your communication when needed m ost. | |For example an improved step I should take is be aware when it is getting to deep for me, and I tend to switch off when it gets to complicated or complex. | |This is something I need to work on to improve my communication skill set and follow through on challenging tasks that I need to complete. | | | | | | |Assessment Criteria: |Describe the main methods of written and oral communication in the workplace and their uses | |Question 5: |Describe the main methods of written and oral communication in the workplace and their uses (approximately 100 words) | |Written Communication: This should be used when needing to provide detailed information, such as figures and facts. Written communication is useful during | |briefs, it is useful when conducting a presentation to send extra written information out, the main use is when needing to refer back to it throughout a | |project or at a later date you can do, without having to ask the same questions again or repeat yourself. | |Or al Communication: This can be used during presentations, over the phone and is main form off communication. It is verbal, vocal and visual. You can | |convey the information you want to surpass on with passion and conviction and can be sure to get your message across clearly without any errors by using | |the tones in your voice. | | | | |Assessment Criteria: |Identify the main advantages and disadvantages of written methods of communication | |Question 6: |Identify the main advantages and disadvantages of written methods of communication (approximately 100 words) | |Advantages: Can store and be used at a later date. | |Easy to provide detailed information such as facts and figures | |Easy to pass on information from a third party. | | | |Disadvantages: Do not know if the information as been received unless a reply is needed. | |Writing skills are often difficult develop | |Poorly written documents can cost money. | | | | | | | | | | | | |Assessment Criteria: |Identify the main advantages and disadvantages of oral communication | |Question 7: |Identify the main advantages and disadvantages of oral communication (approximately 100 words) | |Advantages: Easy and quick | |Can communicate your point without much room for misunderstanding. |Can be given constructive feedback after a presentation from managers or vies versa | | | |Disadvantages: Need effective listening to be active and cannot always predict | | | | | | | |Assessment Criteria: |Explain how non-verbal communication can influence the effectiveness of oral communication | |Question 8: |Explain how non-verbal communication can influence the effectiveness of oral communication (approximately 100 words) | |A mixed message can occur when a persons body maybe ‘talking’, and when people do speak their bodies sometimes can say different things. For example eye | |contact is sign of confidence which much be used when attending interviews. | |At times a persons body maybe talking wh en they are actually sitting in silence. | | |Assessment Criteria: |Explain the value of feedback in ensuring effective communication | |Question 9: |Explain the value of feedback in ensuring effective communication (approximately 100 words) | |Constructive feedback is a positive way to improve somebodies skill set. When feedback is communicated effectively it can keep some goal orientated. When | |feeding back you must focus on specific behaviours rather than making general statements however still aiming to keep it impersonal. Always ask questions | |to ensure the person understands the feedback and make sure they do not feel like that have been attacked in a negative way. The value of constructive | |feedback is the key to improvement. | | | | |Assessment Criteria: |Assess own performance in a frequently used method of communication. Outline actions to improve own performance in communicating | |Question 10: |Assess your own performance (identifying your strengths and weaknes ses) in one frequently used method of communication. Possible | | |methods include; verbal communication, e-mail, telephone etc. Then state two ways in which you could improve your performance as a | | |communicator when using this method. |Written Communication | | | |Strengths – I have managed to establish relationships over email a varied amount of time throughout my 12 month placement, and I have managed to keep a | |professional working relationships with these people, via Linked In, and I feel confident that if I needed there support I would be able to rely upon them | |for advice and support even 12 months later. This shows I have conveyed my personality through email and have managed to be personable and approachable | |through my writing skills. | | |Weaknesses | |My spelling and grammatical errors I something I need to be aware off, I tend to rush many emails, and this cannot look when speaking to a professional | |body as it undermines the content of my email. | |Due to emailing tutors and friends from all over the world, I need to make sure I distinguish the difference between a friendly more informal email to a | |formal email, for example ending an email with Kind Regards and Many thanks, can change the way you want your whole email to come across. So being specific| |with my language is key. | |I have learnt during the ILM course to use the P. O. W. E.R | |Understand How to Establish an Effective Team | |Assessment Criteria: |Explain the benefits of effective working relationships in developing and maintaining the team | |Question 1: |Explain the benefits of effective working relationships in developing and maintaining the team (approximately 100 words) | |Bellman and Ryan define an extraordinary group as on which: | |‘Achieves outstanding results while members experience a profound shift in how they see their world’. | |Extraordinary groups are not only productive as employees, but also develop personally during there p articipation. |Authors suggest that effective team work can exhibit these common factors, | |Full engagement, shared leadership, embracing differences etc | |Assessment Criteria: |Describe behaviours which could develop and maintain trust at work | |Question 2: |Describe behaviours which could develop and maintain trust at work (approximately 100 words) | |During team work you spend many hours in creative and energised environment – you get to know each others strengths and weaknesses and become a small | |support network for each other. This enables the employees to form connections which go deeper than usual work relationships. Through my own experience of | |working in a team this year, it has evolved into a long term friendship on a personal level outside of the group work at university. |Assessment Criteria: |Explain the role of communication in developing effective team working | |Question 3: |Explain the role of communication in developing effective team working (ap proximately 100 words) | |Strong communication during team work can ensure that the team know and understand your visions and goals, and how you see the project going. This can make| |it easier when needing to combine an overall aim and setting various objectives. It means that you can achieve something together with no confusion and a | |mutual agreement. |Communication and personable behaviour can lead to strong support networks around, and creating a more confident and friendly environment to work in. | |Assessment Criteria: |Explain the differences between a group and a team | |Question 4: |Explain the differences between a group and a team (approximately 100 words) | |A team is internally organised, with specific goals and usually specific roles for different members of the team. A group is a collection of people with | |something in common something as simple as being in the same place or having a shared interest. | | | | |Assessment Criteria: |Describe the stages of an esta blished model of group formation | |Question 5: |Describe the stages of Tuckman’s model of group formation (approximately 100 words) | |Tuckman believes that all teams pass through four stages of development, gradually becoming more effective as the dynamics of the team change dramatically | |from periods of inefficiency and uneasiness through to a high period of performance. | |The four stages are as follows. |Forming: Uncertainty about roles, looking outside for guidance. | |Storming: Growing confidence in team, rejecting outside authority | |Norming: Concern about being different, wanting to be part of a team | |Performing: Concern with getting the job done | | | |He believes that a team will not be fully effective unless it reaches he stage of performing. Unless the four stage process is completed teams may | |degenerate too back into storming. | | |Assessment Criteria: |Explain how a manager could benefit from knowing team members’ preferred roles as defined i n an established team role model | |Question 6: |Explain how a manager could benefit from knowing team members’ preferred roles as defined in an established team role model, such as | | |Belbin’s model (approximately 100 words) | |If a manager can determine what roles are preferred by each team member they are able to have a strong insight into what is going on and who to go to for | |certain questions. For example if somebody is strong and enjoy financial analysis it makes it easier for the manager to delegate this to the team rather | |them than having to form together and get to know each other before assigning each other roles. Also if something goes the wrong the manager knows who to | |go to. | | |Belbin believes that new team members should be selected so that there is a balance both in terms of skill sets and team roles – if the manager knows what | |is missing he will be able to make an outside confirmed choice of what is needed in the team. | |Also ea ch role has its weaknesses. Knowing these weaknesses is useful for planning to avoid potential difficulties and for helping individuals develop – I | |personally feel this is the managers role. | | | | | Leadership and management Leadership has been the subject for quite some time now. Management experts have shown how leadership is important for organisations and how leaders emerge. There has been a debate on whether leaders are born or are trained to take on leadership roles. It has also been argued whether leaders are charismatic individuals or those who are highly skilled. Gibbons 1992 discusses how organisational roles shape the nature of leadership. Those in entrepreneurial positions are leaders who are risk takers; where as those who are in the supervisory roles tend to be those who conform to rules. George 1992 however takes the view that personality shapes leadership more than other traits. Leaders have been known to be persuasive, committed and visionary people and examples like Napoleon, Lincoln and Gandhi are often chosen to show how personality matters in Leadership roles. Management on the other hand is the ability to reach defined objectives using resources available. Managerial roles have not been seen as charismatic roles, they are more often than not logistical roles that skilled people occupy to be able to take the organisation toward its defined goals. Alvesson and Sveningsson 2003 examine the role of managers in providing leadership. In the modern context, managers are often asked to bear the responsibility of providing leadership in organisations. Today’s corporate manager is seen as a strategist and not someone who necessarily has all the traditional traits of being a leader. Management and Leadership: Similarities Management today is responsible for all the original roles that leadership played. Ohmae 1999 explains how today’s globalized world places different demands on those in power and occupying strategic roles in organisations. Management is responsible for hiring, training and nurturing talent by way of organising and supporting human resources. The manager is also someone who defines company policy in the context of laws and regulations that exist. Also managers are responsible for a long-term business plan that ensures the organisation keeps growing. In modern firms where a large number of employees work together across the globe, the dividing line between managers and leaders gets blurred and modern technology helps all managers communicate as effectively as leaders would have. Therefore today, the gap between leaderships and management is closing because of these growing similarities. Management and Leadership: Differences However there continue to be differences. Leadership is often a position that is acquired through informal developments that give certain people power. Management gives responsibility and authority. Leadership is what defines the long-term mission of organisations while management ensures that these goals are reached most effectively. Management requires specific skills and tools while leadership requires a set of traits that enable the leader lead from the front and do so in a manner that appeals to the entire team. Management is responsible for team building while leadership ensures that the team stays motivated and passionate about its tasks. Management is responsible largely to the shareholders while leaders must take into consideration all stakeholders. In today’s world where firms face pressure from voters, civil society organisations, the media and consumers, it is critical that top management take on a role where they act as spokespersons and ensure that such pressures do not act detrimentally to the interests of the firm. Leadership is often seen as a trait that is a function of the specific time and place and leaders bring special traits that enable them to operate successfully in the given context. Management however is a science that allows managers to operate efficiently anytime and in the globalized context, at any place where they apply the principles of management to generate efficiency. Leaders necessarily need to be good communicators, writers and speakers. Managers need to be clear in what they articulate not necessarily spectacular. Leaders inspire where as managers report. However any growing organisation today requires both leaders and managers. Those firms where managers take the leadership role find the going easier than others. But there are clear roles that both occupy. For firms to grow, in different markets and ensure that growth is sustainable, there is an active involvement from both managers and leaders in defining and implementing strategy. It is firms that are able to generate leaders and nurture managers who would perform well in the marketplace. Reference: Alvesson M and Sveningsson S, 2003, Managers Doing Leadership: The Extra-Ordinarization of the Mundane, Human Relations Gibbons P T, 1992, Impacts of Organizational Evolution on Leadership Roles and Behaviors, Human Relations J. M. George J M, 1992, The Role of Personality in Organizational Life: Issues and Evidence, Journal of Management Ohmae, K. 1999. ‘The Borderless World: Power and Strategy in the Interlinked Economy’. New York: Harper Business. Leadership and Management There are several subtle differences between the concepts of leadership and management. The functions and actions of each title differ in their foundation, expectation and execution. Those positions which exist under each title also differ – in their expectations, and motivations.   It is my goal, through achieving an MBA to develop a cohesion between these two roles in my work, and career endeavors. Leadership is less like a role, than it is an occasional action. (McCrimmon) It is the intention of a leader to inspire his or her followers to achieve their common goals. The focus of a leader is on the entirety of a project or goal. The followers, under the guides of leadership, assume the responsibility of carrying out the necessary actions required to achieve whatever goal is at hand. (CM) Management, on the other hand, handles the delegation of authority differently. Managers are concerned with all levels in the chain of command. Unlike the leaders, managers have subordinates – which, differing from followers, have much less personal inspiration for the work at hand. Managers have to overcome their subordinates’ personal desires with incentives. â€Å"Management requires efficiency, profitability, and depends on minimal inputs for maximum returns†. (McCrimmon) These two roles share a base theory – achieve a goal through the delegation of authority. It is in the manner and execution of this, in which they differ. The effectiveness of each has been proven, and while certain situations lend themselves to a particular set of expectations, both roles can achieve most any goal. Team work, in the American culture, derives from a centralized leader, and his or her subordinates. In the business setting, this would be the group manager. A properly organized team will consist of members which are chosen for their ability to execute certain aspects of a goal with efficiency. While it can be possible for a single person to be good a multiple tasks, if the situation allows, each person would be serve the group with only one responsibility. Conflict within the group setting can offer incentive to work harder, or, reciprocally, create tension. There are two main types of conflicts: affective and substantive. (Jehn 532) Substantive conflict arises through the competition of a task assigned to the group – and often works out through group communication. Affective conflict is far more disruptive. Affective conflict arises through differences in the members of the group – be it ethnic, cultural or other difference – and can stall group production completely. It is the responsibility of leaders and managers to address and – if possible – end conflict within a group. Without the cooperation within a group, it cannot complete the tasks at hand. Therefore, effective leadership and management must be able to identify and remove the sources of conflict. Through my experience as a manager and team leader in various situations including job responsibilities, and other school functions, and responsibilities in a group (i.e. organizational meetings in which I was a leader) I had to prove myself to others that I was up for the task of being a leader.   In order to manage effectively a certain amount of conflict resolution must be incorporated into any situation. I found that the conflict resolution texts that I have read in the past (centering around Gandhi and other peaceful leaders) gave me a certain edge of understanding when it came to difficult situations.   One particular incident in which I had to utilize my conflict resolution, and leadership skills was when I was working at my first job. Although I did not hold the title of manager yet, I was a well liked fellow employ at the local video shop.   Our goal was complete and total customer satisfaction:   the policy being that the customer is typically always right and that the employee must cater to the customer’s needs.   one day, I was just clocking in for my shift.   I went to the back of the store to ask the manager what station she wanted me on that day. She said to go ahead and go up front and handle customers since she was doing inventory in the back.   I went to the front of the store where a customer was already waiting impatiently for me.   He gave me his movies to rent and I asked for his membership card.   When his account came on my screen I informed him that he owed late fees amounting to over twenty dollars.   He was irate.   He said that he did not owe any late fees, because he turned those movies in on time.   The computer held testament that he was in fact late.   The tirade continued with a slew of swearing and the customer was obviously very upset about this. I knew that in situations like this it is much easier to react harshly, and yell back at the customer because he was definitely out of line with what he was calling me, and the emotions he was displaying.   However, I had to keep my job, and keep my head in this situation.   I took a moment in myself and realized that to react with the same negativity would only incite danger, and that this person was probably upset about something else in their life and was only letting it out on me because I was easy and he didn’t have to pay the consequences of his actions with me. With the utmost strength I had in self-control, and leadership, I asked the man kindly if he would like to take advantage of our promotion which was if a person donated canned goods then they only had to pay half of their late fees.   The man physically took a step back:  Ã‚   he did not expect this reaction I could tell.   I further informed him that if he wanted to leave and come back for the movies he wanted to rent, while getting canned goods I could hold the movies for him until his return. He took me up on the offer and came back with several cans of green beans, and cream corn, rented his movies, and even stuttered over his thank you when he left.   I feel that in this situation I took a leadership role in taking charge of the direction of the conversation and reflecting a cool demeanor without upsetting the customer.   This type of reaction was the necessary course in a business setting.   With an MBA degree I feel that I could enhance my leadership qualities and become a creative, manager utilizing conflict resolution. WORK CITED Jehn, Karen A. â€Å"A Qualitative Analysis of Conflict Types and Dimensions in Organizational  Ã‚  Ã‚  Ã‚   Groups†. Administrative Science Quarterly. Vol. 42, No. 3. September 1997. p. 530-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   557. McCrimmon, Mitch. â€Å"Leaders or Managers†. Leadersdirect.com. Self Renewal Group. 2006.  Ã‚  Ã‚  Ã‚   Date of Access: June 29, 2007. URL:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.leadersdirect.com/mgevslead.html â€Å"Leadership vs. Management†. Changingminds.org. 2006. Date of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Access: July 22, 2006. URL: Leadership and Management ILM Level 3 Award in Leadership and Management: |Centre Number: |R31609 | |Centre Name: |Leeds Metropolitan Institute of Leadership and Management (ILM) Centre | |Student Name: |Alexandra Hunt | |Leeds Met Student ID: |33251825 | |Student Date of Birth: |15/01/1991 | |Student Email Address: |a. [email  protected] leedsmet. ac. uk | |Gender: |Female | |Assessment Summary | | | |This task requires you to develop and demonstrate your skills or potential skills in leading and building an effective team.In order to gain the ILM 3 | |Award in Leadership and Management you will need to complete and pass a number of questions in this short question test. | | | |Note: To complete the task you will need to draw upon your personal experiences in, for example; a part-time job, voluntary work, other groups (e. g. sports| |teams), and leadership you have observed, are familiar with or have read about. |Understanding Leadership Styles | |Assessment Criteria: |Describe the factors that will infl uence the choice of leadership styles or behaviours in workplace situations | |Question 1: |Describe 2 factors that will influence the choice of leadership styles or behaviours in workplace situations (approximately 100 | | |words) | |If the person is in a situation where a decision needs to be made fast for example a paramedic may use an autocratic leadership style due to being in an | |emergency and needing to work objectively and quickly. | |During my 12 months placement I was working as recruitment consultant, a paternalistic leadership style on reflection was what I used when speaking to | |potential candidates, as it involved me using a lot of enthusiasm and persuasion. I need to use perceptive skills in order to pick up how the candidate was| |reacting and if it was a warm lead or a dead cold call. | | | | |Assessment Criteria: |Explain why these leadership styles or behaviours are likely to have a positive or negative effect on individual and group behaviour | |Question 2: |Following on from the previous question, please explain why these leadership styles or behaviours are likely to have a positive or | | |negative effect on individual or group behaviour (approximately 100 words) | |A con of using autocratic leadership style would mean that you may miss good ideas, and does not encourage team work, so often taking on a heavier work | |load yourself as you put the team in a position where they are needing constant supervision and approval from the autocratic leader. |A con of paternalistic leadership is that the selling only lasts as long as you are on the phone or are around for, and some candidates/people are not easy| |selling targets, you also may waste your time persuading them without gaining any commitment – which came across me time and time again when working as a | |recruitment consultant. | | | | | |Assessment Criteria: |Assess own leadership behaviours and potential in the context of a particular leadership model, using feedback from others | |Question 3: |Assess your own leadership behaviours and potential in relation to a leadership model discussed on the programme.Your reflection | | |should be based on what previous team members have fed back to you (approximately 100 words) | |At university currently we are participating in a module called consultancy project, whereby as group we have to write a report, research and offer | |recommendations to a real life client. Over the 4 months we have had 2 peers assessments and my feedback fits into the empowering leadership style, I have | |gained 100% commitment from the client and my team, I have motivated all my team members giving them guidance and reassurance when writing the report and | |they do trust my decisions that I have made. | | |Assessment Criteria: |Describe appropriate actions to enhance own leadership behaviour in the context of the particular leadership model | |Question 4: |Describe at least 2 appropriate actions to enhance your own leadersh ip behaviour in the context of a leadership model discussed on | | |the programme (approximately 100 words) | |To enhance my leadership skills I think I firstly need to take a more asking approach instead of getting so stressed myself without even consulting the | |other group members. Sometimes I tend to take it all upon myself without building the rest of the teams effort. | |Sometimes also using an autocratic style might be worth it, due to recently working with a team member who does not seem to put as much effort in as the | |others, to improve the group and work on my leadership styles he may respond to getting things done and meet objectives if I set them for him, this is | |something I will take with me and use to improve my group work with. | | | | | | | | |Understanding the Communication Process in the Workplace | |Assessment Criteria: |Explain the importance of effective communication in the workplace | |Question 1: |Explain the importance of effective communication in the workplace (approximately 100 words) | |If communication in the workplace is bad it can have several effects such as decreased productivity, low morale and mistakes made. Communication is the key| |to running a successful business or project, it dismisses the pportunity for any important project to jeopardised (Allen Webster) | |High Productivity: the goal of any business, poor communication causes a breakdown in productivity resulting in profit loss or time loss. | |Morale: Not understanding a task causes low morale, as it makes employees feel confused and question wether they can contribute to the job role or not | |which leads to low self esteem. Tasks must be received in a clear concise manner focusing on the manager or the leaders communicative skills when | |surpassing important information. | |Mistakes: Written communication is essential and when writing emails which are now such a frequent task, you must be careful in choice of wording to ensure| |the email is not mi sunderstood or it can lead to unnecessary mistakes in the workplace. | | |Assessment Criteria: |Describe the stages in the communication cycle | |Question 2: |Describe the stages in the communication cycle (approximately 100 words) | |The basic flow of communication: | |Sender –> Message –> Transmission –> Recipient –> Receiver | | | | | |In this flow the sender sends a message to the receiver and then they can share feedback on the communication process. | | |Assessment Criteria: |Identify possible barriers to communication in the workplace | |Question 3: |Describe two possible barriers to communication in the workplace (approximately 100 words) | |Environmental Barriers: The things that surround us, which prevent us from receiving the speaker’s message for example, other peoples conversation, time | |pressures, the weather, physical discomfort in the room you are sat in. – External barriers. | |Environmental barriers are related to the listener such as how the listener is feeling at the time. |Attitudinal Barriers: The thoughts and feelings going on inside our heads which prevent us from listening, for example boredom, you do not like the person | |who is speaking, – internal barriers. | |Attitudinal Barriers have a lot to do with the mood and beliefs of the listener. | | | |Assessment Criteria: |Explain how to overcome a potential barrier to communication | |Question 4: |Explain how to overcome a potential barrier to communication (approximately 100 words) | |Effective communication requires listening and strong concentration.So it is important when receiving information, to ensure that the conditions are | |conducive to listening. ILM 3 has taught me that when important conversations are taking place and you are not in the right frame of mind due to | |attitudinal barriers be prepared to take them offline. You can also use the 6 steps to hearing attention, to improve your communication when needed m ost. | |For example an improved step I should take is be aware when it is getting to deep for me, and I tend to switch off when it gets to complicated or complex. | |This is something I need to work on to improve my communication skill set and follow through on challenging tasks that I need to complete. | | | | | | |Assessment Criteria: |Describe the main methods of written and oral communication in the workplace and their uses | |Question 5: |Describe the main methods of written and oral communication in the workplace and their uses (approximately 100 words) | |Written Communication: This should be used when needing to provide detailed information, such as figures and facts. Written communication is useful during | |briefs, it is useful when conducting a presentation to send extra written information out, the main use is when needing to refer back to it throughout a | |project or at a later date you can do, without having to ask the same questions again or repeat yourself. | |Or al Communication: This can be used during presentations, over the phone and is main form off communication. It is verbal, vocal and visual. You can | |convey the information you want to surpass on with passion and conviction and can be sure to get your message across clearly without any errors by using | |the tones in your voice. | | | | |Assessment Criteria: |Identify the main advantages and disadvantages of written methods of communication | |Question 6: |Identify the main advantages and disadvantages of written methods of communication (approximately 100 words) | |Advantages: Can store and be used at a later date. | |Easy to provide detailed information such as facts and figures | |Easy to pass on information from a third party. | | | |Disadvantages: Do not know if the information as been received unless a reply is needed. | |Writing skills are often difficult develop | |Poorly written documents can cost money. | | | | | | | | | | | | |Assessment Criteria: |Identify the main advantages and disadvantages of oral communication | |Question 7: |Identify the main advantages and disadvantages of oral communication (approximately 100 words) | |Advantages: Easy and quick | |Can communicate your point without much room for misunderstanding. |Can be given constructive feedback after a presentation from managers or vies versa | | | |Disadvantages: Need effective listening to be active and cannot always predict | | | | | | | |Assessment Criteria: |Explain how non-verbal communication can influence the effectiveness of oral communication | |Question 8: |Explain how non-verbal communication can influence the effectiveness of oral communication (approximately 100 words) | |A mixed message can occur when a persons body maybe ‘talking’, and when people do speak their bodies sometimes can say different things. For example eye | |contact is sign of confidence which much be used when attending interviews. | |At times a persons body maybe talking wh en they are actually sitting in silence. | | |Assessment Criteria: |Explain the value of feedback in ensuring effective communication | |Question 9: |Explain the value of feedback in ensuring effective communication (approximately 100 words) | |Constructive feedback is a positive way to improve somebodies skill set. When feedback is communicated effectively it can keep some goal orientated. When | |feeding back you must focus on specific behaviours rather than making general statements however still aiming to keep it impersonal. Always ask questions | |to ensure the person understands the feedback and make sure they do not feel like that have been attacked in a negative way. The value of constructive | |feedback is the key to improvement. | | | | |Assessment Criteria: |Assess own performance in a frequently used method of communication. Outline actions to improve own performance in communicating | |Question 10: |Assess your own performance (identifying your strengths and weaknes ses) in one frequently used method of communication. Possible | | |methods include; verbal communication, e-mail, telephone etc. Then state two ways in which you could improve your performance as a | | |communicator when using this method. |Written Communication | | | |Strengths – I have managed to establish relationships over email a varied amount of time throughout my 12 month placement, and I have managed to keep a | |professional working relationships with these people, via Linked In, and I feel confident that if I needed there support I would be able to rely upon them | |for advice and support even 12 months later. This shows I have conveyed my personality through email and have managed to be personable and approachable | |through my writing skills. | | |Weaknesses | |My spelling and grammatical errors I something I need to be aware off, I tend to rush many emails, and this cannot look when speaking to a professional | |body as it undermines the content of my email. | |Due to emailing tutors and friends from all over the world, I need to make sure I distinguish the difference between a friendly more informal email to a | |formal email, for example ending an email with Kind Regards and Many thanks, can change the way you want your whole email to come across. So being specific| |with my language is key. | |I have learnt during the ILM course to use the P. O. W. E.R | |Understand How to Establish an Effective Team | |Assessment Criteria: |Explain the benefits of effective working relationships in developing and maintaining the team | |Question 1: |Explain the benefits of effective working relationships in developing and maintaining the team (approximately 100 words) | |Bellman and Ryan define an extraordinary group as on which: | |‘Achieves outstanding results while members experience a profound shift in how they see their world’. | |Extraordinary groups are not only productive as employees, but also develop personally during there p articipation. |Authors suggest that effective team work can exhibit these common factors, | |Full engagement, shared leadership, embracing differences etc | |Assessment Criteria: |Describe behaviours which could develop and maintain trust at work | |Question 2: |Describe behaviours which could develop and maintain trust at work (approximately 100 words) | |During team work you spend many hours in creative and energised environment – you get to know each others strengths and weaknesses and become a small | |support network for each other. This enables the employees to form connections which go deeper than usual work relationships. Through my own experience of | |working in a team this year, it has evolved into a long term friendship on a personal level outside of the group work at university. |Assessment Criteria: |Explain the role of communication in developing effective team working | |Question 3: |Explain the role of communication in developing effective team working (ap proximately 100 words) | |Strong communication during team work can ensure that the team know and understand your visions and goals, and how you see the project going. This can make| |it easier when needing to combine an overall aim and setting various objectives. It means that you can achieve something together with no confusion and a | |mutual agreement. |Communication and personable behaviour can lead to strong support networks around, and creating a more confident and friendly environment to work in. | |Assessment Criteria: |Explain the differences between a group and a team | |Question 4: |Explain the differences between a group and a team (approximately 100 words) | |A team is internally organised, with specific goals and usually specific roles for different members of the team. A group is a collection of people with | |something in common something as simple as being in the same place or having a shared interest. | | | | |Assessment Criteria: |Describe the stages of an esta blished model of group formation | |Question 5: |Describe the stages of Tuckman’s model of group formation (approximately 100 words) | |Tuckman believes that all teams pass through four stages of development, gradually becoming more effective as the dynamics of the team change dramatically | |from periods of inefficiency and uneasiness through to a high period of performance. | |The four stages are as follows. |Forming: Uncertainty about roles, looking outside for guidance. | |Storming: Growing confidence in team, rejecting outside authority | |Norming: Concern about being different, wanting to be part of a team | |Performing: Concern with getting the job done | | | |He believes that a team will not be fully effective unless it reaches he stage of performing. Unless the four stage process is completed teams may | |degenerate too back into storming. | | |Assessment Criteria: |Explain how a manager could benefit from knowing team members’ preferred roles as defined i n an established team role model | |Question 6: |Explain how a manager could benefit from knowing team members’ preferred roles as defined in an established team role model, such as | | |Belbin’s model (approximately 100 words) | |If a manager can determine what roles are preferred by each team member they are able to have a strong insight into what is going on and who to go to for | |certain questions. For example if somebody is strong and enjoy financial analysis it makes it easier for the manager to delegate this to the team rather | |them than having to form together and get to know each other before assigning each other roles. Also if something goes the wrong the manager knows who to | |go to. | | |Belbin believes that new team members should be selected so that there is a balance both in terms of skill sets and team roles – if the manager knows what | |is missing he will be able to make an outside confirmed choice of what is needed in the team. | |Also ea ch role has its weaknesses. Knowing these weaknesses is useful for planning to avoid potential difficulties and for helping individuals develop – I | |personally feel this is the managers role. | | | | |

Does True Altruism Exist? Essay

The concept of altruism has been around for a long time and the debate on its existence has been for almost as long in both philosophical and psychological circles. Altruism has been defined by Batson et al., (1981); the motivation that arises within in an individual to help another in distress, from the desire to reduce the other’s distress. Some have argued that true altruism does not exist. Those believe that every act of kindness us humans commit has an underlying ulterior motive; we help others to help ourselves. This is known as egoism, and current theories regarding the existence of altruism tend to be egoistic; that is, everything we do is directed towards one end-state goal, and that is benefiting ourselves. And benefiting ourselves does not necessarily entail gaining something in return for performing the act, but merely reducing our own personal distress by seeing another’s distress, can be defined as egoistic. Our distress (guilt, shock, fear) was as a result of seeing another in distress and by helping the other person by reducing their distress is not an act of altruism, but egoism, as reducing their distress reduced our own distress. A study was done by Cialdini et al., (1987) which provided a hypothesis supporting the egoistic theory. They performed two experiments in which they came to conclude that helping another in distress was as a result of relieving the personal sadness within the observer that arose from the heightened empathy the observer felt for the sufferer, rather than the selfless act to relieve the sufferer of their distress. In the first experiment conducted, it was found that high-empathy-set subjects did show elevated helping scores, but that they were no longer helpful when they received a sadness-canceling reward. Therefore, it is as a result of personal sadness that led to the motivation to help the sufferer, rather than empathic concern. In the second experiment conducted, Cialdini posed the Negative State Relief model. It was under this model that it was  believed that people help others as a response to their own egoistic behaviours. Regardless of the high levels of empathy, the subjects helped less when they were made to see their personal sadness as fixed. Thus, they concluded that it seemed to be personal sadness that led to the subjects helping, despite the high levels of empathy. However, there have been other theories in support of the existence of altruism. The Empathy-Altruism hypothesis predicts that empathy leads to altruism. And in a study conducted by Batson et al., (1981), when a young woman received electric shocks and then giving the subjects a chance to help her by taking her place, the researchers predicted that if empathy led to altruistic acts that the subjects would help the victim regardless if the chance to escape without helping is easy or difficult. And the results following both experiments supported the hypothesis that empathy leads to altruistic acts rather than egoistic. However, in the second experiment, when the conditions for escaping were difficult without helping, a low empathic response led to helping. This concludes that when subjects are being forced to help a sufferer, they will help, but only to escape the situation, and this is egoistically motivated behavior. By taking both of these articles and experiments into account, and regarding the theories posed by each, I have favoured the argument that true altruism cannot exist in the normal parameters of human psychology because by nature we are designed to ensure our own continued existence and will therefore perform acts and behaviours that will promote our survival, and avoid performing certain behaviours if we feel that it might cause us harm. For true altruism to exist, you would need to be able to place everyone else’s wellbeing before your own and receive nothing from it. Certain forms of these can be seen in actions we perform for our loved ones. But it is even in these deeds that we receive praise, reward and even heightened sensations of self-motivation, which then causes the actions to be egoistically motivated. Therefore it’s not completely selfless, the pleasure rewarded from the action can be seen as a suitable motivation to be selfless.

Education: A Mother’s Struggle For A Child

In â€Å"Kaffir Boy†, Mark â€Å"Johannes† Mathabane†s mother strives to send him to school. She does not let anything get in the way of her ambition. Even though her husband disapproves, she will not let anything get in her way, but now her desires for her son to be educated are stronger. Her courage speaks louder than the consequences she will face with her husband. It seems as though her husband is dealing with a great amount of jealously. A jealously that will decipher Johannes†s decision about school. â€Å"Did you hear what that woman said!† â€Å"Do you want the same to happen to you?† A statement and question raised by his mother to show Johannes the importance of an education. â€Å"They finally did. But what a battle it was, it took me nearly a year to get all them papers together.† Since it took his mother so long to get everything together there was no way she was going to let everything she worked so hard for go down the drain. Even though Johannes†s mother and father were from different tribes, that did not stop her from putting her son in school. â€Å"Your father and I fought today because I took you to school this morning.† Johannes†s mother expresses her courage throughout the story. â€Å"He had told me not to, and when I told him that I had, he became very upset. He was drunk. We started arguing, and one thing let to another.† She shows her courage by disobeying her husband†s orders. Unlike her husband, she wants Johannes to have a future and getting an education is the only way for a future. Being beaten was the consequence of disobeying her husband, but the beating how no effect for Johannes†s mother wanted to see her son succeed in the world. Johannes†s father seems to be jealous that his own son may have a chance to be educated. He says, â€Å"he doesn†t have money to wasted paying for you to get what he calls an useless white man†s education.† It seems that he does not understand that school will keep Johannes off the streets. He, himself being uneducated seems to be the result of not comprehending how valuable an education is. Johannes is extremely upset with his father because he beat his mother, and is also upset since his own father does not want him to be educated. Johannes sees school differently after he learns that his mother has always wanted to go to school. Also, her courage and ambition out weighs his father†s jealously. Johannes makes a decision that will forever affect him. After, he realizes all the trouble and hard work his mother went through, he promises his mother that he will forever go to school.

Fibre-reinforced plastic Coursework Example | Topics and Well Written Essays - 1500 words

Fibre-reinforced plastic - Coursework Example The aerospace, marine, construction and automotive industries are the most frequent users of FRPs. Traditional firms that supply carbon are Cytec, Toray, Hexcel, Formosa Plastics, SGL Group and Mitsubishi Rayon (Vasile, 2002, p.22). FRP composite materials that occur naturally are made from two or even more constituent materials. These component materials usually have differing chemical and physical properties, and they include resins and fibres (ngcc). They remain distinct and separate in the finished product to form the components of the FRP. Most of these composites have stiff and strong fibres in a matrix that is less stiff and weaker. The objective of this is to ensure that the final product is stiff and strong but with a very low density. In particular cases, contractors prefer thermoplastic polymers, which are mouldable after the final production. There has been the development of newer and more advanced forms of ERPs. Some of these improvements include more modern reinforceme nt styles such as nanoparticles and carbon nanotubes and development of high-performance resin systems. Fibre reinforced polymer components have become necessary substitutes or enhancements for development in infrastructure and structures typically constructed using traditional engineering materials, which include steel and concrete. FRP components are non-corrosive, lightweight and exhibit particular high strengths (Starr, 1999, p.34). Traditional firms that supply carbon are Cytec, Toray, Hexcel, Formosa Plastics.

Analysis of the Show 24 Essay Example | Topics and Well Written Essays - 500 words

Analysis of the Show 24 - Essay Example The show's uniqueness stems from the character relationships, the script, dialogue and attention to detail. The themes are handled in such a manner that the viewer is compelled to watch every twist and turn whether the shows are about kidnappings, bomb threats, personal vendettas, assassinations, or terrorist attacks. This show is best described as the most innovative, ground-breaking television show of the past 50 years. The reason for this is the fact that it uses split screen cameras, and a real-time format to create the elements of a quality made show previously unseen in other TV shows. As the hero is put through his paces, viewers learn to care about him as more of his life and his past is revealed. Playing Jack Bauer, Kiefer Sutherland is perfect for the role, displaying professionalism as the agent as well as showing the more human side of the character. The show also follows Jack's colleagues at the Counter Terrorist Unit in Los Angeles, as well as the actions of the terrorists and particularly an important political figure such as a Senator or President played by Dennis Haysbert whose acting, is superb. The support team of the show, among others, played Carols Bernard as Tony Almeida and Elisha Cuthbert as Kim Bauer, also play a major part in each episode.  Ã‚  

E-commerce (online shopping) in Saudi Arabia and the UK Coursework

E-commerce (online shopping) in Saudi Arabia and the UK - Coursework Example The need to promote the sales for many organizations has promoted the rise of E-commerce1. However, E-commerce was initially a preserve of large companies, until the perception for its structures and models changed. Recently, many organizations, both big and small are venturing into E-commerce, which is a promising prospect for enhanced growth. Therefore, to reap the benefits arising from E-commerce, many governments have been promoting technology use for the governmental and the private sector organizations2. In advancing technology use for business growth, Saudi Arabia and the UK alike have been involved in E-commerce. Structure of E-commerce in Saudi Arabia Saudi Arabia has adopted E-commerce as a channel for sales and distribution, to enhance the internationalization of the country’s brands and sales, while also reaching the target market 1. The country has a large retail market, consisting of domestic consumers of both genders, whose purchasing power is high. The rate of growth of the Saudi Arabian Middle Class has been on the rise, making it possible for a large population to earn good incomes, which increase their purchasing power 2. However, E-commerce has not been fully adopted in the retail sector, due to lack of effective knowhow, lack of necessary infrastructure and lack of requisite full government support

Discuss the theme of how it reflects to the play Essay

Discuss the theme of how it reflects to the play - Essay Example In this book, Henrick Ibsen shows a clear opposition of a male’s society and the women’s lives in the golden cages, and nothing is better than freedom, and money cannot substitute wings. Henrik Ibsen’s  A Doll’s House intrigues the audience by first developments of the feminism discourse. Oppression of a woman in the nineteenth century by males is represented by the writer as a common thing. Nora is just a doll and she is not an entity, she is the â€Å"other† pretty thing of her husband. Her husband gives funny names for her, such as â€Å"squirrel†, a â€Å"song bird† or a â€Å"little skylark†. He thinks that she does not have valuable ideas and her brain is empty. However, Nora is not a silly woman, because she realizes this ever existent oppression and she confirms that her father told her about his ideas all the time and, finally, these ideas became her own ideas. Actually, this woman was passed from her father’s hands to the hands of her husband like a fragile and empty thing. She feels uncomfortable and she suffers from her wasted life (Goldman 38). It is more comfortable to be a doll and to live in a dollâ €™s house in case a woman has experienced lobotomy, but a sound mind can never accept such a daily humiliation. Nora’s husband is strong enough to shelter and comfort her, but Nora feels like a bird in a golden cage. Material concerns of her husband and her father prevent her from making her own desires and wishes come true. She lacks freedom and does not have an opportunity to satisfy her material needs (Templeton 345). She borrows money from another person, but she cannot become a happy person. Torvald oppresses her and treats her like a child. It seems like he has some mental illness, because it is an inappropriate behavior of a modern, strong man to project his father’s feelings onto his wife. Because of material problems and the lack of social power, Nora did not have an opportunity to make friends even with women, because her

Careers and Development Assignment Example | Topics and Well Written Essays - 2500 words

Careers and Development - Assignment Example Almost every job undergoes change in the fast moving business environment requiring intensive training to the staff to meet those changes (Self Improvement). Another reason that makes career training important to individuals is their own career progression. Even in cases where there is no change in the industry in which one person is working career training could make their promotions faster. Competitive business environment in particular will necessitate an employee to undergo as much career related as possible to further their career. This has given rise to different approaches to career management and training and development. This paper analyzes the importance of career management and training and development to improve the marketability and employability. It is always the case with a majority of the organisations that the career management of the employees remains peripheral. This situation is mainly due to the attitude of the organisation to look into career management as optional which results in a lack of time and resources as well as the commitment from the management dedicated to such a strategy. Career management also requires a long term commitment which very often is overlooked in favour of the short term organisational expectations. In order that career management activities are made into an effective strategy it is linked both to business strategies as well as Human Resources Management strategies. The major objective of career management as perceived by a majority of organisations is to develop future leaders. But in the present day business context this objective alone can not meet the talent requirements of any organisation. Hence it is not enough if the organisations talk only about opportunities for advancement and progression within the organisation but also about the marketability and employability of the employees. This calls for the filling the future skill gaps and thereby retaining the employees. This again calls for the organisation developing strategies with respect to career management that cover all the employees and support all of their activities towards individual and organisational advancements. Another shortcoming with the career management policies of the organisations is that they carry the discussion relating to the career management at the fag end of the performance appraisal meetings at which point the employees will not have the opportunity to express their career options. As such the performance appraisal meetings will be ineffective as the individual employees will not be able to voice their opinion about their career advancement if they feel it is going to affect their performance measures. Principles of Career Management Zella King points out the important principles that can make the career management strategy effective to make the employee remain motivated. These principles outline what is expected out of the individual employees also to make their career growth beneficial to them. The following are some of the principles that can ensure the implementation of an effective career management strategy: Consistency The individuals are likely to gather

Can U.K. be Described as a Homogeneous Society Essay

Can U.K. be Described as a Homogeneous Society - Essay Example The rise of industrialization, with its drawing of people into slums in large towns and cities contributed to a new set of cultural distinctions based on class, and in turn on politics, with the emergence of Labour and Tory ideologies with their focus on the interests of working and middle classes respectively. These distinctions have been eroded, somewhat, with the rise of New Labour, and the dilemmas that all advanced capitalists states face when expansion no longer seems achievable or even appropriate. Class distinctions have shifted from the defining domain of work, to that of popular culture. The media feed multiple new sub-cultures, based on tastes in clothes, music, lifestyle, entertainment etc. The influence on the media on culture is, however , not without its problems. One effect is to cater for a highly commercialised product which is targeted at maximum coverage. This is so much commercial output is commodified to the point where it appears unoriginal. Recent empirical in vestigations of the actual perceptions of people in all regions of the UK, as opposed to popular myths suggest, however, that ancient assumptions about such distinctions as race and class may no longer hold in quite the way that people imagine. The idea, much vaunted by some, that the political culture in Scotland is fundamentally different than in England, for example, has turned out not to be well founded in fact: â€Å"despite all the very plausible reasons why Scots should be different, our comprehensive comparisons suggested far more similarity than difference between those who live in Scotland and those who live in the rest of Britain.† (Miller et al., 1996, p. 369) The strands of culture that divide people are no longer based so much upon indigenous peoples, but along grounds of class, politics, gender, religion and any number of other features. In his interesting analysis of the way government and politics have developed in Britain, John Kingdom traces the countryâ₠¬â„¢s journey in the last hundred years or so from being a force of world capitalism, governing an empire consisting of many colonies in far corners of the world, to its present position as a former colonial master, still dealing with the aftermath of empire, and failing to find a comfortable position in relation to the emerging consellation of powers on the European mainland. Concepts such as the once splendid â€Å"sceptered isle† (Kingdom, 2004, p. 87) and the â€Å"Rule Britannia† complacency of previous ages no longer apply in a world which is increasingly inter-connected. The process of globalisation changes the way that people relate to both space and time, bringing distant matters close, and speeding up all the communication and trading processes that underpin the world economy. John Kingdom points out that the United Kingdom can no longer take for granted a privileged position as driver of these changes, and is now entering into a period of decline. The geogra phical island situation which was once interpreted as a distinctive and ennobling feature, becomes something much more akin to isolation or even exclusion, as the British Prime minister recently discovered during European finance negotiations. In an entirely different domain, the transition from a position of dealing with

The Federal Registers Executive Order in Public policy Essay

The Federal Registers Executive Order in Public policy - Essay Example The president quoted a number of cases where the discussions on the security issues about Somalia were evident (Obama, 2010). These include the resolutions by United Nations Security Council, which took place between the year 2001 and 2009. The president also quoted the resolutions on US national security and policies on foreign affairs affecting the State, which took place in May 2009 (Obama, 2010). The orders concurred with the Office of Foreign Assets Control’s (OFAC) that dealt with sanctions to specific persons of USA who violated the US foreign-based business procedures. The main target group in this sanction included the following: individuals collaborating with pirates and armed robbers along Somalia coast and those who arm the pirates (Obama, 2010). The order also applies to those threatening the 2008 Djibouti Agreement and Transitional Federal Institutions including African Union Mission in Somalia (AMISOM), and any other threatening persons to peacekeeping missions and humanitarian groups in Somalia (Obama, 2010). Any person who involves himself in offering military training or supplying destructive equipments to the pirates could face seizing of his property in or out of USA (Obama, 2010). The implementation of the order took place immediately the president signed the law. The congress received a letter from the president’s office and made a clarification of the order to the treasury for implementation (Obama, 2010). The report of the order reached OFAC, which issued the list of the affected people to the media houses. The order received a boost from the media housed who announced that the law was in effect immediately after the president’s signature. The media also made the blacklisted list public (Obama, 2010). The order generated confusion among insurance companies and shipping industries. This is because most of the shipping companies have insured their

Indian Philosophy. What Is Indian Philosophy Essay

Indian Philosophy. What Is Indian Philosophy - Essay Example The main consideration is that, the practical drive of Indian Philosophy is motivated by the view that human life is full of suffering. Human beings suffer in their journey to realize actual truth about their life. Despite of many sufferings, Indian philosophy brings into light the importance of worship and meditation to achieve peace and liberty provided by the Supreme Being. Indian philosophy is strongly spiritual and emphasizes the need of realizing the truth about life. The philosophy aims at achieving the knowledge of truth. It helps human beings to attain instinctive vision of reality and perception of truth, which leads to actual realization. According to Datta (571), Indian philosophy is intimately linked with religious facts. For instance, Indians believe on the fact that existence does not come from non-existence. In other words, there is nothing in this world comes out of nothing. There is a supreme being who is sole cause and source of the universes. This contradicts with Descartes who in his philosophy believed that all philosophy do not start with God’s scripture. Descartes believed that all philosophy should start with the argument â€Å"I think I am†. Descartes assumed that existence occur in the essence of being perfect being without believing in the essence of finite thing. This follows that; the existence of human beings should not be compared with God’s existence. Secondly, most of Indian philosophies are derived from Vedas principles. Basically, these principles explore that just as a seed flourishes one time, human beings have all knowledge to become the best. The Vedas principles guide human beings to live in peace with one another and life in reference with the fear of Supreme Being. The principles guide human beings to live a life that is fulfilling in the spiritual realm. Indian philosophy accepts the principles and authority of Veda. Therefore, human beings are unable to seek realization and truth openly and freel y. This contradicts with the Western philosophers who believe in having complete freedom to do and act the way one wishes. Indian philosophy rejects the notion of doing things as per one’s desires and wishes but as per principles that guide human beings to live in harmony with one another. The nature of man depends on the nature of reality and his destiny. The Indian’s philosophy affirms that man is not an animal or plant, but a spiritual and thinking being set to accomplish his dreams and goals for higher purposes. Human beings should strive to live an integrated life that honours the maker. The accepted position in Indian Philosophy provides steps of obtaining truth to life. First, human beings are encouraged to read and hear the truth from a book or a teacher. Secondly, it is crucial to apply what one has heard or read in search for truth. Thirdly, human beings should meditate on the teachings and truth taught in books or by teachers. Indian philosophy values the co ncept of meditation as one that seize and motivates human beings to have a peace of mind and live in peace with another. According to Datta (571), Indian philosophy depends on direct and mystical experience. Indian philosophy is concerned with norms and values that relate to religion. However, western philosophy relates to the notion of science and nature, and in most cases it is concerned with facts. The doctrine or principle of inwardness is a major concern for Indian philosophy. Specifically, Indian philosophy is mainly concerned with the aspect of changing man’s mind rather than changing the world in which human being live. The whole aspect points out on the importance of changing the mindset to succeed and achieve the best in life. Based on this analysis, one would argue that Indian philosophy

themes and issues in Broken Soup essay Essay Example for Free

themes and issues in Broken Soup essay Essay Winner of the guardian children’s fiction prize, Broken Soup by Jenny Valentine is a novel for young inspired readers. Rowan Clark, a young 15 year old girl is thrown into a whirlpool of problems where one thing leads to another. Loss, grief, friendship, family and love play a big role in the story. The death of her brother Jack, attempted suicide of her mum, the unexplained relationship between Jack and her friend Bee and also the mysterious boy named Harper who befriends Rowan. Everything is linked. Everything will refer back to the themes and issues of Broken Soup. Broken Soup’s theme of loss and death is shown through Jack, his death and the detrimental effects it caused the Clark family. The calamity of Jack’s death affects and influences those all around him. The deceased Jack broke the hearts of many but left an exceptionally large hole in the one who gave birth to him. Jane Clark had missed her son more than anyone else and thus had lost the will to live. The tragic passing away of Jack transpires before the beginning of the book. Rowan’s younger sister Stroma is too young to remember Jack. Unfortunately, this is not the case for Rowan and her mother. The loss of Jack was so great that it destroyed the Clark family. Rowan’s father left the family forcing Rowan to care for the family. With little time to socialise, Rowan must look after both her mother and younger sister. The bereaved Jane Clark can no longer take it, ergo tries to escape the torture by all means killing her self. The death of a loved one can make people lose themselves. Their loss makes us do stupid things. Jane Clark is no exception. She is the paragon example of the severe effects of the theme loss and death. The romance between Jack and Bee illustrates what love can achieve; Valentine uses this to emphasise Broken Soup’s theme of Love and family. The end product of Jack and Bee’s relationship was a child whose part in Broken Soup was to bring Rowan and Bee together as a family. Sonny is given birth to after Jack dies and therefore can be said to have a part of Jack in him. This part of Jack later helps the ultimate recovery of Jane Clark. The love of Bee and Jack was subtle and a secret kept from their family and friends, thus the revelation about Sonny is used to bring those close to Jack together. If Bee and Jack had not met, the Clark family would still be in  strife. Love is powerful and unexplainable. How it brought two families together is an unforgettable part of the story, in which it creates the very essence of the themes love and family. The importance of a friendship can only be portrayed by the one between Harper and Rowan. Harper has ample time and Rowan has many problems so Harper is always there for Rowan, for the better and especially the worst. If Rowan ever needed to shed tears, Harper had his shoulder for her to lean on. Rowan’s mother is fortunately hospitalized after causing self inflicted injuries. As expected, Harper goes to the Clark residence to collect her belongings. Wondering why he took so long, Rowan is particularly moved when she hears Harper had cleaned the house of any blood. Harper was a boy who met Rowan by pure luck. The more they learned about each other the stronger the bond between them. Harper was seldom self centered. Upon hearing about Jack death, Harper does exactly what Rowan wants him to do. Harper is quiet; he takes Rowan’s hand and kisses it. Moments like this help to demonstrate the significant value of the theme friendship. Ultimately, the themes loss, grief, friendship, family and love are not only incredibly insightful issues but also relating to everyday problems. Jenny Valentine is without a doubt an emotionally deep writer. Readers have the opportunity to experience the themes and how they affect Rowan and those close to her. Valentine uses appropriate examples to profoundly exhibit all themes in Broken Soup. Naturally, the themes loss, grief, friendship, family and love all have their own significant meaning in the story.

Music And Songs In Teaching English

Music And Songs In Teaching English There is a belief that first musical instruments appeared as early as speech, which means that the language of words and that of music were formed in parallel, completing and enriching each other. That is why language of words shows so much similarity to music. Both speech and music are characterized by rhythm and melody. Close associations of language and music have rooted in peoples mind very deeply. People often use metaphorically the name of one to refer to the other: they call pleasant words music to their ears, face the music when accepting criticism or punishment for something they have done, use the phrase the language of music to describe a way of expressing meaning through sounds. Sound and word are combined to give birth to pieces of vocal music, where music brings to light the internal sense of the text, reveals what is hidden between the lines. So it is natural to teach language with the help of music and songs. Moreover, a great number of scholars consider music and son gs to be the most productive and effective ways of teaching a foreign language. The role of music and songs in teaching English is very important. Using songs and music is one of the tools a teacher can use to teach English to the class, regardless of the age of the learner. Songs and music are a tie that binds all cultures and languages and, therefore, the best way to make learning English fun. Jeremy Harmer in his book How to Teach English emphasizes the importance of music as a learning tool by stating that music is a strong incentive for student engagement because it speaks directly to our emotions while still allowing us to use our brains to analyse it and its effects if we so wish (Harmer 319); and it plays a multifunctional role in the process of learning a foreign language, it has the power of creating a propitious atmosphere, it can amuse and entertain, and it can make satisfactory connection between the world of leisure and the world of learning in the classroom (Harmer 319). Tim Murphey, indicates two chief assets in the usage of music and songs in re lation to language learning: music is highly memorable; it is highly motivating, especially for children, adolescents, and young adult learners (Murphey 4). Nevertheless, the role of songs and music in teaching English is often underestimated, and activities involving them are often neglected by teachers. The usage of music and songs in the classroom: has often been met with ridicule and a cautionary statement that although students were enjoying class, they were not learning (Salcedo, The Effects of Songs in the Foreign Language Classroom on Text Recall and Iinvoluntary Mental Rehersal). Teachers usually think that students will not take music and songs seriously at English classes; they will have too much fun and will not pay any attention to the pedagogical aim of the song. It is not rare to hear teachers ask questions like What do music and songs have to do with language learning?, What do you do with a song besides listen to it and possibly sing with it?, What else can be done with the song besides gap-filling? This testifies to the fact that teachers are often unaware of the opportunities songs and music can present. There are diff erent opinions, but it is for sure that it is a good way to make foreign language learning much more effective to learners of different age and different levels. Teachers who want to keep their students interested and motivated should use songs and music activities, since, according to Larry M. Lynch, it has lots of advantages: Songs almost always contain authentic, natural language; A variety of new vocabulary can be introduced to students through songs; Songs are usually very easily obtainable; Songs can be selected to suit the needs and interests of the students; Grammar and cultural aspects can be introduced through songs; Time length is easily controlled; Students can experience a wide range of accents; Song lyrics can be used in relating to situations of the world around us; Students think songs are natural and fun. (Lynch, 9 Reasons Why You Should Use Songs to Teach English as a Foreign Language.) Songs and music are invaluable in teaching English at elementary level. No other materials give the teacher such a broad range of possibilities for teaching various aspects of English. An illustration of language in action, the song can be subjected to linguistic analysis or turned into an exercise. Through the use of songs English pronunciation, vocabulary and grammar can be effectively taught. According to Cameron there are three stages of a song as a task for elementary level students: preparation stage (it is very important to activate the vocabulary and to form basic sentence structures in this stage); core stage (the best way to involve students and raise their interest in this stage is to sing the song several times in the core, changing pace or volume and making students perform actions and sing along chorally); follow-up stage (attempts to be a successful completion of the core stage ) (Millington, Using Songs Effectively to Teach English to Young Learners). Songs can be used to develop students listening skills. They improve listening skills because they provide students with practice listening to different forms of intonation and rhythm (Millington, Using Songs Effectively to Teach English to Young Learners). Songs can be really helpful in practicing listening skills warm-up work can provide a basis for students to make predictions before listening; listening activities can encourage listening for gist or listening for detail (Hancock 7). Their advantage lies in the fact that they usually go at slower speed than speeches or dialogues; words, phrases, sentences are being sung which usually means that they are uttered more slowly and often more distinctly than in case of speaking. There is a wide range of song-based listening activities for students at elementary level: picture discussion (the teacher presents some key words and/or the title from the lyrics and asks students to predict what the song is about); snippets of information (the teacher plays the first few seconds of the song and asks students to predict from the mood of the music what the song is about); picture selection (the teacher shows students two or more alternative pictures, magazine photos perhaps, and asks them to say which one best matches the contents or mood of the lyric and why); sequencing (the teacher gives students a copy of the lyric with the lines in the wrong order or cut into strips, and students listen and put them in the right order). While listening to songs students hear the language used so that they can both imitate the pronunciation and also subconsciously acquire some of its sounds and patterns. During the process of listening to songs, students subconsciously acquire some of English sounds and patterns. When it comes to singing, they imitate the pronunciation, learning to use rhythm and stress correctly. The task of learning the correct use of stress and rhythm becomes simpler because students are lead by the rhythm of a song. There are a few activities which students at elementary level can do with a song to practice pronunciation. The most effective one is repeating certain parts of the lyric (drilling). Songs are equally suitable for teaching vocabulary at elementary level. Teachers may use them for two purposes: either to present new vocabulary items or to practise the familiar ones. Often songs represent a theme or topic that can provide the context for vocabulary learning (Millington, Using Songs Effectively to Teach English to Young Learners). Neil Millington in the article Using Songs Effectively to Teach English to Young Learners gives examples of two songs: Teaching Practice Head, Shoulders, Knees and Toes serves to review body parts, or I Can Sing a Rainbow which is helpful for reviewing color names (Millington, Using Songs Effectively to Teach English to Young Learners). The repetition of monosyllabic words in childrens songs can help improving vocabulary acquisition (Millington, Using Songs Effectively to Teach English to Young Learners). There are songs which can be used as the basis for dramatization. Tim Murphey states that at elementary level the dramatization of the s ong can be useful to express, through gestures, the meaning of some actions (Murphey 121). The age-old technique of asking students to perform actions with words has become popular because of well-documented research that shows it to be very effective. The idea is that if students can move and do what is said matching words to the actions, language is learnt more deeply. Songs can be a good source of topics for discussion and different classroom activities at elementary level. The plot of the song is a good basis for story telling while characters in the song can serve as a basis for role play. By interpreting and converting song lyrics into prose and discussing the style of the song students have a chance to develop their productive skills speaking and writing. The main speaking activities for elementary level are: role-play (the teacher asks students to imagine that they are characters of the given song); continue the story (students may be asked to imagine how the characters ended up in the situation they are in.); Particular attention should be paid to the choice of songs. Mark Hancock (Hancock 3) thinks that just because a student might not choose to listen to a certain song outside the classroom, does not mean that the student would not enjoy it as part of a learning activity. Teachers are not advised to present the song as something students are supposed to like. Thus, any song could be used for teaching purposes. According to Tim Murphey, any song can be useful and motivating, however teachers should use the students choice of music and song as much as possible (Murphey 14). Another important issue is whether teachers should always use authentic songs or not. According to Jeremy Harmer, listening material as well as the kind of tasks which go with it are determined by the level of students (Harmer 319). Music and songs in English classroom are important and useful tools. This is a great formula for keeping students always interested in the language they learn. With their help students can not only learn English but also relax and enjoy their class. There are benefits to using songs in the classroom; however, more often than not, songs are used relatively ineffective, often as activities between learning. No matter how enjoyable or memorable singing songs can be, it will not teach learners to use the language and will not give them the ability to communicate in another language. Reframing songs into tasks according to preparation, core, and follow-up stages enhance songs potential as teaching and learning tools. Songs and music can be used for practicing different aspects of English, and all learning skills can be improved.

Leadership Competencies: Garbage Can Model

Leadership Competencies: Garbage Can Model There are two major decision making models. The garbage can decision making model is reality based, and intended to extend the understanding of organizational decision making by accentuating a time-based context (the situation at one point in time) and accepting chaos as reality. This is typical decision making in the emergency room of a hospital; the expertise of the medical team is vital. Rational (willful choice) decision-making models are a subset of reality-based models (Ledlow Coppola, 2011). In an emergency room situation, willful choice principles are mentally checked off by physicians at roughly the speed of light. Choice is guided by four basic principles: (1) unambiguous (knowing which questions are relevant) awareness of another possibility; (2) likelihood and knowledge of significances; (3) a rational and reliable priority system for alternate ordering; and (4) heuristics or decision rules to choose an alternative (Ledlow Coppola, 2011). After a decision is made using the garbage can decision method, rational choices are made regarding implementation. The garbage can model is quite different from traditional decision-making models. It assumes that organizations are a long way from flawless and work in a condition of insurgency (without guidelines), where hierarchical inclinations and procedures are indistinct to the individuals from the association and policy makers in the association change frequently. The garbage can model assumes that no authoritative procedure for finding an answer for an issue exists and that decision makers are separated from issues and arrangements (Bugajenko, 2003). Both willful choice and garbage can decision models are utilized in health organizations. The willful choice, or rational, model accepts that individuals in associations settle on choices considering reason, in a purposeful way, through an insightful and deliberate procedure that results in an ideal choice. It involves six sequential steps: 1. Identify the problem. 2. Collect data. 3. List all possible solutions. 4. Test possible solutions. 5. Select the best course of action. 6. Implement the solution based on the decision made (Ledlow Coppola, 2011). The garbage can, or reality-based, hypothesis accept that decisions are made on a messy and indiscriminate premise, like satisficing or wading through. In health care associations members in the decision-making process regularly have clashing viewpoints of the issue, have restricted time and assets to gather information, and are obliged to consider every conceivable solution by regulatory compliance requirements. In addition, time and money limits make it irrational to test all conceivable arrangements (Problem Solving and Decision Making in Health Organizations, n.d.) Use of both decision-making tools is vital in such instances as mental health, providing a greater range of important input in treatment decision making (Strauss, Lawless, Sells, 2009). Overall, it is shown that in the medical industry, both willful choice and garbage can decision making models are instrumental in the successful delivery of healthcare. References: Bugajenko, O. (2003). The garbage can model of decision making. Retrieved January 31, 2017, from http://study.com/academy/lesson/the-garbage-can-model-of-decision-making.html Ledlow, G. R., Coppola, M. N. (2011). Leadership for Health Professionals: Theory, Skills and Applications (14th ed.). Retrieved from https://bookshelf.vitalsource.com/#/books/9781449626440/cfi/6/4!/4/2/14/8/26/[emailprotected]:0 Maister, D. (2001). Davidmaister.Com > garbage can decision making. Retrieved February 3, 2017, from David Maister Professional Business Professional Life, http://davidmaister.com/articles/garbage-can-decision-making/ Problem Solving and Decision Making in Health Organizations. Retrieved February 3, 2017, from Frates Health Care, file:///G:/HSM410/07ch_frates_health_care_1.pdf Strauss, J., Lawless, M. S., Sells, D. (2009). Becoming expert and understanding mental illness. Psychiatry, 72(3), 211-21. doi:https://search.proquest.com/docview/220676554?accountid=41759

August Wilsons Rose: Surviving the Love and Deception Essay -- Litera

Alan Nadel in May All Your Fences Have Gates: Essays on the Drama of August Wilson states â€Å"August Wilson’s female characters are represented as nurturers† (6-7).This is exactly how August Wilson presents Rose to his readers. A key element is that Wilson names her after a flower just as his own mother; whose name was Daisy. It is apparent that through Rose, August Wilson wants us to see his mother. He intentionally portrays her as the caring, ideal woman, and one who stands by her man no matter how difficult this may be. Nadel also mentions: â€Å"What differentiates them is how they interpret the concept of nurturing, and what sacrifices they have to make in the process, for Wolfson’s world is always necessarily one of scarcity and limitation† (6-7). Evidently, Rose is submissive, powerful, caring and very nurturing. This is how women were anticipated to be in this era. Although Rose is submissive at the beginning of the play, she becomes a powerful woman at the end. Rose proves this when she decides to raise Raynell and by becoming involved in the church. Rose first marries Troy because she knew he would provide for her and the children they would have someday. Rose is determined to make her marriage work, even if it means giving up a little bit of herself in the process. She was certain she would be able to make Troy happy. The fact that Troy is older and confident is an important factor. Troy provides the stability that she needs. Rose was willing to be submissive as long as Troy remained faithful. Her kind-heartedness was profound. Rose took care of Troy for many years. Her nurturing ways were what made her who she was, the always caring wife, mother, and friend. Everyone who knew Rose knew s... ...right for her family. Rose rarely thought of herself. Her dream of a happy marriage would no longer be. Could she somehow relate to this poem? What happens to dream deferred? By Langston Hughes Does it dry up like a raisin in the sun? Or fester like a sore ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬--- And then run? Does it stink like rotten meat? Or crust and sugar over--- Like syrupy sweet? Maybe it just sags like a heavy load. Or does it explode? Fortunately for Rose, she did not explode. At the end of the play she still has her pride. Works Cited Hughes, Langston. What happens to a dream deferred? Poem, 1951. Nadel, Alan. May All Your Fences Have Gates: Essays on the Drama of August Wilson. Iowa City: U. of Iowa Press, 1994. Print. Wilson, August. Fences. New York: Theatre Communications Group, 2007. Print.

Pete Rose in the Hall of Fame Essay -- Art

Pete Rose in the Hall of Fame To some, including myself, baseball is the greatest sport that has ever been played. It is a game played by two opposing teams made of multiple players, but only nine players per team play at the same time. To be part of one of the thirty teams that get to play professional baseball, a player has to play the game extremely well (www.baseballhalloffame.com). When a player plays the game better than most have played he gets rewarded, usually with lots of money in a big contract. Then there are those rare players, the 244 elite players of the game that have already been inducted into the Hall of Fame. Being inducted in the Hall of Fame is the utmost of baseball fame. The players listed are remembered forever. This brings me to my argument. Pete Rose should be allowed induction into the Hall of Fame. Now, most of the baseball critics and brass do not want Pete Rose inducted. They claim that his illegal betting on baseball games should keep him out of the Hall of Fame. Almost all of the "highly questionable" evidence that Commissioner Bart Giamatti held was derived from former friends and associates of Rose. "Up to $30,000 per day", so some of Roses' "close" friends say. These former friends of Rose are Tommy Gioiosa, Donald Stenger, Mike Fry, and Paul Janszen. This evidence is what prompted the banishment from baseball of Pete Rose, which he signed. The evidence was enough for the Commissioner. In 1989, baseball's Commissioner Bart Giammati ...

Some People Think Parents Should Read or Tell Stories to Children

Some people think parents should read or tell stories to children, while others think parents need not do that, as children can read books, watch TVs or movies by themselves. Discuss both views and give your opinion. Parenting is always a heated topic in our society. What is the best way for children to read and learn? Some people insist on the more traditional method by reading or telling stories to children rather than letting children learn by themselves through books, TV and internet . As far as I am concerned, two complementary methods are necessary to be applied to motivate children to read and learn.It is evident that reading or telling stories to their children is not only a way of learning but also a good approach to strenghten the tie between parents and children. It brings much more happiness to families and make family bond closer. Furthermore reading or telling stories to children is a a more entertaining method thought which children get more enjoyment and a metheod chi ldren perhaps prefer. Consequently children`s interest in reading and learning would easily be motivated. Many of us could remember the lovely moment when we were looking forward to listening for stories before we went to bed.However, independent learning is a vital capacity for â€Å"old† children and young adults. Therefore parents should encourage their children to read and learn by themselves, searching information through various sources such as books, internet as well as TV. For children would be growing up and be independent to face the complicated society one day. This ability would help them much no matter what they do in the future. To sum up, each method discussed above has its merit to be considered as a proper way which parents employ to foster their children a good reading and learning habit and ability.