Foundation Day Anchoring Essay

Good morning everyone. Today is a wonderful day and . It gives me immense pleasure to welcome you all on the 8th Foundation Day of our school. Well, my first and foremost duty – On behalf of the Principal and Teaching staff i would like to welcome all the visionaries of our school that means all the trustee members of our school. To begin this propitious occasion, may I invite Mrs. Reena Roy to invoke the almighty by a very beautiful prayer song. Thank you mam. Now, we will have our traditional auspicious LAMP-LIGHTENING ceremony as a tribute to Mother Saraswati, the Godess of knowledge by our honourable trustee members. (Mother, we pray for your blessings with all humility – give us wisdom to make this world a better place. May all human beings live in harmony with nature and other forms of life. May the truth prevail. May the darkness of ignorance be swept away by the dawn of self-realization.) Thank you This occasion gives us an opportunity to take stock of our achievements and to re-dedicate ourselves to face the new challenges that lie ahead. â€Å"The ideal of this school is to develop individuals who will be competent to change their environment to greater conformity with moral ideals.† our ultimate mission is of creating conscientious and forward -thinking students . In the present globalized world, the role of the School has undergone a sea-change and the education system needs to be geared to address the fundamental challenges that have emerged out of this. It requires our institutions to be leaner, fitter, professionally prepared and alwaysa ready to convert half opportunity into success. Here at Winners We value our intellectual capital, and nurture it through a perfect blend, of the traditional as well as contemporary ways and means, for the comprehensive development, of the students’ personality, so that every year the society at large is benefitted with the well equipped professionals who can significantly contribute to the value creation process. Welcome Now its time to sink into the depth of music, song, bliss and enjoyment and for this Today, we will have rainbow of cultural programmes prepared by our  teachers. First of all we will have a Desi fusion dance. . It involves various movements, figures and mesmerizing formations which will engross you to the core. So i would like to call all the teachers for the fusion dance. That was indeed a lovely performance. How captivating ! poetry of footsteps !! A blend of cosmic tune and divine music !. This type of performances show the unity and harmony of our teachers in each and every field. Unity is strength†¦ when there is teamwork and collaboration, wonderful things can be achieved. Our next performance will be a melodious song with lyrics yu hi kat jaega safar Thak u Just ask UNIVERSE for help and we see wonders. That is what we call a â€Å"MIRACLE† Our next performance will be a holy divine song by Sashikant sir. I think they have truly spread the spiritual vibes this eve creating a state of trance with their magnetic performance. Lets move to our next programmee, Here comes a scintillating dance performance by Jitali mam. .mam, u Truly justified the characteristics of a great dancer – Elegance,poise,strength ,gracefulness everything.. Now its time for a very special performace by the jhankar beats group. In the history of winners for the first time all the gens teachers will shake their legs together .so without much adu i want to call the teachers

Explain the welfare requirements and guidance of the relevant early year’s framework Essay

Explain the welfare requirements and guidance of the relevant early year’s framework Welfare requirements were bought in, in September 2008 as part of the EYFS welfare requirements and are compulsory. These are split into 5 groups which our operational planning covers. Safeguarding and promoting children’s welfare has legal and statutory guidance, general legal requirements cover and as a setting we must take necessary steps to safeguard and promote the welfare of children. We must promote the good health of children and take necessary steps to prevent cross infections, and take appropriate action when they are ill. Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. Specific legal requirements and statutory guidance covers safeguarding, information and complaints, premises and security, outings, equality of opportunities, medicines, illness and injuries, food and drink, smoking and behaviour management; these cover the many day to day activities we provide as a nursery. Suitable people include vetting procedures, health, training levels, qualifications and ratio and staff qualification levels. Suitable premises covers children are looked after that premises and environments are safe. Organisation is more to do with the promotion of learning and development. This is where planning and organising of settings systems provide each child with fun, yet challenging learning and development experiences to meet the child’s individual needs. Like key workers promote equality of opportunities and anti-discriminate behaviour, sensitive observations, fire detecting equipment, suitable for all users, meets all the health and safety regulations. Documentation records and documentation that is kept in the setting referring to policies and procedures required for the safe and efficient management of the setting and to meet children’s individual needs. All records are kept in accordance with the data protection act 1998 and the freedom of information act 2000 and children must have certain data kept on them at the setting; such as their name, date of birth, and address, emergency contact details.

Leadership Case Study

Leadership in General The study of leadership has an extremely long history, and presently is one of the most popular areas of management study and publishing. Yet, despite this long history of interest in the subject of leadership much is still unknown and unresolved about the idea of leadership. Today, there are many different conceptions about what constitutes leadership and effective leaders. Notice that most people talk about leadership as if they clearly understand what constitutes leadership. They also assume that other people share that unspoken understanding.Yet, both of these assumptions are probably false most of the time. Leadership in General For example, try to clearly and concisely define what you mean by â€Å"leadership. † Then ask someone else for their definition of leadership. Can either of you define it well? Do your definitions agree? Are your definitions so broad that they could describe activities that you do not think constitute leadership? Conversely, are your definitions so narrow that they cannot describe leadership in a variety of different situations? Now define â€Å"management. Is your definition of â€Å"management† different than your definition of â€Å"leadership? † Should â€Å"management† and â€Å"leadership† be defined differently, or are they in reality the same concept? The questions could go on, but you get the point. Leadership is difficult to define and differentiate from other concepts. Now think about what constitutes â€Å"effective† leadership? Hundreds, if not thousands, of books on leadership have been published over the past two or three decades. Each book propounds a somewhat unique theory of what constitutes â€Å"effective† leadership; each supporting its claims with anecdotes and testimonials.Similarly, magazine articles, television shows, and books constantly herald the newest effective leader. Often, a few years later, either the company fails or the lead er acts in a manner that calls into question whether that person ever possessed the leadership qualities and behaviors attributed to him or her. Think about the rise and fall of some chief executive officers over the past few years. But, does defrauding people, ending up in jail, or bankrupting a company necessarily mean that the person was never an effective leader?  Also you can read about  History of the Culinary Arts.Some might argue the final results determine the effectiveness of leadership; others might argue that it is the process of leading, not the outcome, that defines effective leadership. Despite all this uncertainty, people are so fascinated by the idea of â€Å"leaders† that they continue to believe that â€Å"leadership† exists and matters. This course cannot possibly reconcile all the competing leadership theories, nor can it do much to explain why some apparently effective leaders fail miserably later, or fail as leaders in some other aspect of th eir life. Moreover, few of us want to read about every leadership theory ever espoused by someone.Rather, the primary objective of this course (and the textbook) is to introduce you to a variety of different leadership theories that have some research support and have stood the test of time (to varying degrees). When people make conflicting claims about leadership, the scientific model proposes that research should be conducted to determine which of the competing theories has more factual support. Without research, there would be no way to determine which plausible theory better reflects reality, or whether any theory actually reflects reality.Chapter 1- The Nature and Importance of Leadership There are many different definitions of leadership, and the textbook outlines several definitions. However, most definitions have the common theme that leadership is about influencing people to achieve goals that are accepted by the group members, or followers. Notice that this theme doesn't l imit leadership to formal leadership positions, nor does it say that there can only be one leader at a time, or that leadership only flows from the â€Å"top-down. † The other common theme in many definitions is that leadership is a process, not a role.Thus, many people can be leaders at the same time because all are involved in the leadership process. One person may be more effective than the other people. But all of the people could be acting as â€Å"leaders† in the process sense of leadership. In this light, leadership is a broad construct that encompasses many different types of influence from many different types of people in many different types of contexts. While this is a broad definition, maybe more of a description, some people question whether there is any great value in trying to more narrowly define leadership.The study of what determines the effectiveness of different influence techniques in organizations doesn't necessarily require agreement on the defi nition of the overarching construct, or what is called leadership. On the other hand, the argument can be made that a better definition of leadership helps ensure that everyone is discussing the same concept. There is no clear answer to this debate, but for the purposes of this course leadership refers to the processes that people use to influence other people to achieve accepted goals. The leader is simply the person or persons who are making that influence effort.Another critical point of the chapter is that leadership outcomes result from the reciprocal interactions of the â€Å"leader,† followers (or â€Å"group members†), and the situation. Although we often think of leadership as a one-way influence, the leadership process necessarily includes the context in which the influence attempt occurs (i. e. , the situation) and the object of the influence attempt (i. e. , the followers). Thus, followers shape the leader's behaviors and attitudes just like leaders shape t he followers' attitudes and behaviors.In the extreme case of â€Å"servant leadership† and â€Å"stewardship† models of leadership, the general thrust is that effective leaders focus on aiding or facilitating the followers. This in turn helps the leader accomplish organizational goals. This general framework shapes the organization of the book (see Figure 1-2). The distinction between â€Å"leaders† and â€Å"manager† is discussed in this chapter (see Table 1-1 Leaders versus Managers). Leader| Manager| Visionary| Rational| Passionate| Businesslike| Creative| Persisitent| Inspiring| Tough-Minded| Innovative| Analytical| Imaginative| Deliberative| Experimental| Authoritative|Warm and Radiant| Cool and reserved| Initiator| Implementer| Acts as a coach, consultant, teacher| Acts as a boss| Does the right things| Does things right| Inspires through great ideas| Commands through position| Knows results are achieved through people| Focuses on results| Focuses o n uplifting ideas| Focuses on plumbing| The distinction is largely unproductive because the extent to which a person performs managerial versus leadership roles is largely a question of degree, as the book points out. Managers' jobs are difficult enough without considering them to be second-class citizens incapable of leadership.In fact, effective leaders need to be good managers, and vice versa. This is highlighted in the textbook's discussion of leadership roles because many of them could also be characterized as â€Å"managerial† roles. Moreover, according to a common framework proposed by Henry Mintzberg, leadership is only one of many managerial roles. (See Mintzberg, H. (1980). The Nature of Managerial Work. Prentice Hall. ) A major concern relating to the first chapter is the issue of whether leadership makes a difference in reality. While this question could have been put off until the end of the course it is useful to at least think about it now.Then, you can see if your opinions change during the course. Moreover, before devoting time to studying leadership one should know whether the time will be well-spent. The general conclusion is that leadership makes a difference in many cases, but not in all situations. When there are factors that substitute for leadership (or even neutralize leadership attempts), leaders may not be able to make much difference. The book outlines a number of factors that substitute for leadership, but there are many more factors that have been researched with mixed results.In reality, there is no evidence that leadership substitutes always exist, or that they necessarily undercut attempts at leadership. Therefore, people should be careful about attributing success or failures solely to leadership. Leaders can only do so much given the constraints they face. The existence of constraints is the basis for Pfeffer's â€Å"leader irrelevance† theory. Similarly, â€Å"complexity† theory holds that leaders have l ittle influence in complex organizational systems. For example, look at coaches and managers in profession sports.Often they are fired after poor seasons, yet no new manager or coach can succeed either because their players simply aren't as good as the other players and teams in the league. Usually they have little control over which players are hired, which makes it even more irrational to attribute the success or failure of the coach to his or her leadership ability. Another common example is organizational success in good economic times and organizational downturns in poor economic times. Obviously, the economy is out of any individual's control, so good times and bad times cannot be attributed to the leader.On the next page, you will read an excerpt from an article that suggests that leadership does make a difference. Leadership Makes a Difference Below you can read a short excerpt from an article about Commander D. Michael Abrashoff and what he calls â€Å"Grassroots Leadershi p. † This article suggests that leadership does make a difference. But what makes this a particularlyinteresting leadership anecdote is that it appears that the best explanation for the dramatic improvement on the ship is probably the change in commanders. The reason is that all Navy ships operate under substantially similar rules with basically similar crews.Therefore, when a change occurs on one ship that doesn't occur on other ships, then the change is quite likely due to whatever changed in the situation, in this case the change in leadership. Whether you find the article persuasive or not, the other point is that by the end of the course you should be able to characterize Commander Abrashoff's leadership style in terms of the theories you will be studying in this course. Enlightened Leadership in the U. S. Navy by Jonette Crowley Commander D. Michael Abrashoff had a mission. Through what he calls â€Å"Grassroots Leadership,† he turned around the operations of the USS Benfold, one of the U.S. Navy's most modern warships. His methods aren't complex, yet the results are astounding. * Under Mike Abrashoff's 20-month command, the Benfold operated on 75% of its allocated budget, returning $1. 4 million to the Navy coffers. * During that time, the ship's combat readiness indicators were the highest ever in the history of the Pacific Fleet. * The promotion rate of his people was 2-1/2 times the Navy average. * The pre-deployment training cycle, which usually takes a total of 52 days, was completed by the Benfold crew in just 19 days. During a 12-month period under the previous command, there were 28 disciplinary actions for which 23 sailors were discharged. During Abrashoff's tenure there were five disciplinary cases and no discharges. * Under his predecessor 31 people were detached from the ship for limited duty, usually for complaints of â€Å"bad backs. † He had only two crew members leave for health reasons. * A third of all recruits don' t make it through their first term of enlistment, and only 54% of sailors stay in the Navy after their second duty tour. Commander Abrashoff had 100% of the Benfold's career sailors signing on for another tour.It is estimated that this retention alone saved the Navy $1. 6 million in 1998. What did he do to stage such a turnaround in less than 20 months? He asked questions, he listened, he acted on what he heard. Almost immediately upon taking command, he had a 15 to 20 minute personal interview with each of his staff of 300. He asked these questions: * â€Å"What do you like best about this ship? † * â€Å"What do you like least? † * â€Å"What would you change if you could? † He made it a point to â€Å"see the ship from the eyes of each crew member. † Abrashoff acted as quickly as he could to institute the ideas that came from these interviews.He focused on what was important: morale and combat readiness. â€Å"I didn't put an emphasis on paperwork,â⠂¬  says Abrashoff. He encouraged his middle managers (junior officers) to delegate the paperwork that had always swamped them and focus instead on the training that enabled them to run the weapons and the ship. â€Å"That inspires confidence in the officers for our combat readiness, and the lower level people loved the responsibility for the paperwork stuff that the officers used to do,† the commander reports. Abrashoff analyzed the processes, always assuming that there has got to be a better way.Simply following SOP (Standard Operating Procedures), or doing things the way they've always been done, didn't hold water. The rules were changed or bent, always with the vision in mind of doing what was best for the crew. â€Å"Saving money wasn't the focus, it was a by-product of efficiency. We did things right the first time. † He set the vision and trusted his crew. He helped people take pride in their work. â€Å"I gave my officers my trust and free rein. They didn't w ant to lose that trust. † Abrashoff said, â€Å"I focused on doing right by the crew, not by the admirals.I didn't even care if I ever got promoted again. That gave me the freedom to do what made sense. † One of the biggest complaints was the food, so he sent five of the Benfold's cooks to culinary school. The ship is now known as having some of the best food in the Navy, making it a showcase for VIPs. By focusing on the needs and ideas of his people, by relaxing the rules, by giving control over to his officers, a ship's culture has been changed, and with it the lives and confidence of scores of young sailors. A â€Å"virtuous cycle† has been set up that is continuing to inspire the crew to do even better.Even after Mike Abrashoff has taken up other duties at his home base in San Diego, the USS Benfold continues to have the highest combat readiness indicators ever seen in the entire Pacific Fleet.  © 1999 Enlightened Leadership Int'l, Inc. Enlightened Leadersh ip International Transforming Organizations Through People www. enleadership. com [email  protected] com 800-798-9881 or 303-729-0540 Chapter 2 – Traits, Motives and Characteristics of Leaders Trait-based theories of leadership are among the oldest leadership theories, and they are still considered somewhat important today.The earliest theories were â€Å"universal† theories that tried to find the leader's personal qualities that differentiated effective from ineffective leaders in all situations. Although these personal characteristics and qualities are usually called traits, they are not limited to personality traits (inner qualities). For example, the textbook refers to many different personal characteristics, including personality traits, in Chapter 2. Unfortunately, the trait approach does not tell us which traits are most important, in which situations or how much of a trait is required.The biggest problem was that people who possessed the traits deemed critica l were not always leaders, i. e. , the traits were necessary, but not sufficient for leadership. Moreover, trait-based theories cannot explain why people are not always successful leaders in all situations. History is full of military leaders who were effective in war, but not in peace. The converse is also true. On the other hand, recent research has found that some traits are important in a wide-variety of situations, but not all situations. In addition, in specific situations there are likely to be specific traits that are important.The â€Å"trait-based† theories do not limit themselves to personality traits, so do not be fooled into limiting the scope of the personal qualities to personality dimensions. The theories include any characteristic on which individuals differ, such as intelligence, physical characteristics, attitudes, values, and personality traits, to name a few. At some point, the distinction between a trait and a behavior is blurred, but in general the dist inction is between â€Å"who you are† versus â€Å"what you do. † The textbook lists a wide-range of traits found to be important, and categorizes them into: * Personality Traits Motives and Drives * Power Motive * Tenacity * Strong Work Ethic * Drive and Achievement Motive * Cognitive Factors * Analytical Intelligence * Knowledge of the business * Creativity * Insight into people and situations * Farsightedness and conceptual thinking While you don't need to memorize every possible leadership trait, it is worthwhile reading the lists. You should be able to recognize the most important traits. Perhaps more importantly, you should be able to reject some traits as unrelated to effective leadership, such as gender and race.In conclusion, research suggests that effective leaders possess different personal characteristics than ineffective leaders or non-leaders. Knowing which traits are associated with leadership effectiveness helps in the selection of leaders. To the exten t you can train people to develop a trait, knowing the importance of different traits helps organizations to design leadership development programs. For example, some aspects of emotional intelligence, which is a collection of traits and behaviors, can be taught and practiced. The trait-based approach to leadership is less valuable ecause present research cannot definitively specify which traits, and how much of those traits, are most useful in a specific situation. General Comments about Assignments Write your answers and comments concisely, answering the question(s) as directly as possible. Remember, you must answer the questions about cases using the facts of the case and the concepts introduced in the textbook and any additional readings. The general format for all your case answers is to relate the concepts and principles from the textbook or other readings to the facts in the case.Reporting all sorts of background information is unnecessary. However, you do need to refer back to the facts in the case that support your statements and conclusions. Your answer will be graded on the quality of your analysis and its clarity. It is difficult to describe the length of and amount of detail that should be in good answers. Obviously, this is a judgment call that varies case by case, and question by question. However, usually you can write good answers in 500-700 words per case, although obviously this varies according to the number of questions you are asked to answer.You may exceed the word limits without penalty when necessary to adequately answer the questions. Review the Syllabus for more information on answering case assignment questions, but in general good tests of the quality of your analysis is to ask yourself â€Å"Does this answer show that I read and understood the material in the text? † and â€Å"Could I have written this answer without reading the book? † As for the self-assessment exercises in this course, if there is more than one se lf-assessment exercise assigned during the week, then you must submit all of your scores and comments in one assignment submission.When more than one self-assessment exercise is assigned in a week, clearly identify the separate exercises. Don't forget to discuss whether you think the score is an accurate reflection of you or the person being evaluated. Other reflections are also valuable. Refer to the Syllabus for more detailed comments about answering questions and the grading standards. The Syllabus controls in the event of some accidental inconsistency between the Weekly Schedule and the Syllabus. General Instructions for Submitting Assignments What follows is a brief review of how to submit assignments. For details, efer to the Welcome page. Submit your answers to the assignments by locating the assignment within each weekly module. You can also find the list of assignments by going to the Assignments tool over in the toolbar on the left. But if you only use the toolbar, you may miss important information that is contained within each weekly module. Make certain you choose the correct assignment and submit the correct answer for that assignment. This week you will be submitting†1. 1 – Week 1 Case Assignment† for your answer to the case assignment and â€Å"1. 2 – Week 1 Self-Assessment Exercise† for your self-assessment answers.Next week and in the following weeks, the set-up will always be the same. You will NOT be attaching a document to submit. I suggest you compose your answer in a Word document so that you can edit and spell check but for submission, copy and paste your answer into the text box under the word â€Å"submission† in the assignment tool. If you submit the answer to the wrong link, your answer will not be graded. You can be penalized for late submissions, as outlined in the Syllabus. Required Readings The following items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findi ngs, Practices, and Skills (7th ed).Mason, OH: South-Western * Chapter 1: The Nature and Importance of Leadership * Chapter 2: Traits, Motives and Characteristics of Leaders Copies of these two chapters are included in the â€Å"Textbook eReserves† folder on the Course Homepage for your convenience. If you have not yet purchased your textbook, you should do so immediately. Please go to MBS Direct to find the appropriate textbooks for this course. Discussions After reading the course materials and required readings, you should be prepared to participate in our weekly discussion. * Week 1 Discussion – Effective LeadersIdentify a person you interact with and regard as an effective leader. * What traits described by DuBrin in Chapter 2 apply to this person? * What traits do not apply? * Do these affect his or her overall performance? If so, how Once you post your answer please respond to at least one other students' post. A link to the discussion can be found on the follow ing page. Assignments Please complete the following assignments and submit via the Assignments tool. You will find a link to each of these assignments within this module. Directions for completing the assignments can be found in the syllabus.Remember to use the text box for your submission – Do not attach a document. * Case Study * Ch. 1 Leadership Case Problem A – Mike Todman Makes a Splash at Whirlpool. Pgs. 30-31 * Questions 1, 2, and 3. * Self Assessments * Ch. 1 Quiz 1-1 Readiness of the Leadership Role. Pgs. 11 – 12 * Ch. 2 Quiz 2-2 Behaviors and Attitudes of a Trustworthy Leader. Pg. 42 This week you will continue studying leader traits in the context of charismatic leaders and transformational leaders. Charisma is clearly a trait the some people possess, which suggests it may be difficult to teach, i. e. the â€Å"right stuff† of leadership. However, there is some evidence that if a person exhibits behaviors that followers associate with charismat ic people, the person will be seen as charismatic. Thus, perhaps charisma can be taught, or, at least, faked. When a leader's charisma is oriented towards transforming an organization, it becomes one factor in transformational leadership. However, transformational leadership encompasses more than charismatic leaders. Transformational leaders focus on developing the followers and getting them to direct their efforts towards changing the status quo.This contrasts with the idea of â€Å"transactional† leaders who primarily focus on exchanges with the followers that result in the maintenance of the status quo. Thus, transformational leadership relates to organization development and change; therefore, this aspect of leadership is taught in most organizational behavior courses. Then we completely shift the focus away from â€Å"trait-based† theories of leadership to â€Å"behavior-based† or â€Å"behavioral† leadership theories. Behavioral theories suggest tha t â€Å"leaders can be made† by teaching would-be leaders the behaviors used by effective leaders.As you will see, leader's traits are not part of this group of leadership theories, although they may predispose people to behave certain ways. Basically, the simplest model divides leader behaviors into relationship-oriented and task- or performance-oriented behaviors. There are many variations on this dichotomy, which is the main point of the chapter. Several â€Å"universal† models of leadership emerged from the research on leader behaviors, but like the universal â€Å"trait† models studied last week, the models do not explain why the same leader behaviors are effective in one situation and not in another.However, pay attention to these behavioral models because they form the bases for many of the contingency theories you will see later in the course. Leadership studies conducted at Ohio State University identified the importance of two broadly defined categorie s of leadership, â€Å"consideration† and â€Å"initiating structure†. Consideration is the degree to which leaders interact with others in a friendly and supportive manner. Initiating structure, the second factor, represents how the leader structures his or her subordinate's roles to accomplish common objectives.The Ohio State studies were accompanied by a comprehensive research program at the University of Michigan. The focus of the research at Michigan was on relationships related to leader behavior, group processes and group performance. The principle types of leader behavior identified in the Michigan studies were â€Å"job centered† which is similar to consideration and â€Å"employee centered† which is similar to initiating structure. Required Readings The following items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findings, Practices, and Skills (7th ed).Mason, OH: South-Western * Chapter 3: Charisma and Transformati onal Leadership * Chapter 4: Leadership Behaviors, Attitudes and Styles Additional Readings * Review the article on leadership and emotional intelligence: Goleman, D. , Boyatzis, R. , & McKee, A. (2001). Primal Leadership: The Hidden Driver of Great Performance. Harvard Business Review, 79(11), 42-51. This and other articles are available from the library website. Click on the Library link in the Course Menu to get direct access to the Webster University library. Be sure to read the material before doing the assignments and discussions.Hover your mouse here: Directions for accessing the Library to see the steps for accessing a database in the Webster University Library. 1. The Library link under the Course Menu on the left side of your course page will take you directly to the Library Resources for Walker School of Business and Technology. 2. In the area â€Å"Find other database content by subject: Choose Business and Financials 3. On the right side of the page, under More Informa tion, choose Journal/magazine/newspaper list. 4. In Find the Journal title, type Harvard Business Review and click Search. 5. The journal will be identified on the next page.Click on Look up Article. 6. In the box that says â€Å"Article Title† type â€Å"Primal Leadership† and in the Date box type â€Å"2001† then click Search. 7. The next page lets you know the article is available. Click Article. 8. On the Journal/Magazine/Newspaper List page, at the middle of the page where it indicates â€Å"Find a journal title†, enter Harvard Business Review and click on Search 9. You will be required to enter your last name, your student number, and EWL at the end of your student number to gain access to the library databases. Chapter 3 – Charismatic and Transformational LeadershipCharismatic Leadership The oldest line of leadership research appears to be the search for the defining traits of leaders. One line of this research was the attempt to explain cha rismatic leaders. Charismatic leaders are so exciting, stimulating, magnetic, and visionary that followers willingly accept their leadership. This clearly roots the idea of charismatic leadership in the realm of trait-based leadership models. As you might expect, the original theorizing about charismatic leaders was not in the organizational context, but around religion and social movements.There are several theories of charismatic leadership, and according to most, charismatic leaders have the following attributes: Charismatic Leadership Attributes| They have compelling visions. | They have masterful communication skills. | They have the ability to inspire trust. | They are able to make group members feel capable. | They have energy and an action orientation. | They have emotional expressiveness and warmth. | They romanticize and take personal risks. | They use unconventional strategies. | They have a self-promoting personality. | They challenge followers. | They are dramatic and u nique. |There are a variety of charismatic leaders, but the most important distinctions are between leaders with personalized power motives versus leaders with socialized power motives. A socialized charismatic leader uses power to benefit the followers and the group, whereas the personalized charismatic leader uses power to serve his or her own interests. This may or may not help the group attain its goals, but attaining those goals is not the focus of the personalized charismatic leader. Research suggests that a person can increase his or her charisma by copying the behaviors of charismatic leaders. These behaviors include the following: 1.Articulate compelling visions for the future 2. Be enthusiastic, optimistic, and energetic (perhaps these are traits, but you can act like you are enthusiastic, optimistic, and energetic) 3. Persist in the face of adversity 4. Personalize your interactions with people, such as remembering their names 5. Maintain your physical appearance 6. Appea r to be candid 7. Reject the status quo or be defiant. Transformational Leadership Transformational leadership is related to charismatic leadership, but this newer group of theories focuses not on the leader's traits, but on the transformation of the organization.Perhaps being charismatic helps, but it is not enough to transform an organization. The transformational leader helps bring about major, positive changes in the organization. Four factors are seen as elements of transformational leadership are : * charisma * inspirational leadership * intellectual stimulation * individualized consideration According to one transformational leadership theory, the transformational leaders can be contrasted with a transactional leader. The transactional leader focuses on routine, day-to-day exchanges (or transactions) with the followers.The transactional leader rewards followers who meet existing standards of performance. While the concept of transactional leadership highlights the distinction between maintaining versus transforming an organization, the concept is not used much. Instead, the research focus has been on the more specific theories that you will learn later in the course, such as behavioral or contingency theories of leadership. Chapter 4 – Leadership Behaviors, Attitudes, and Styles This chapter introduces students to research on leadership behaviors, sometimes called leadership styles.When the research on leader traits and other characteristics was relatively unsuccessful in explaining leadership, the research changed orientation from â€Å"what a leader is like† to â€Å"what a leader does. † The focus was on leaders' behaviors, not on their underlying traits. This was a somewhat optimistic shift as well because this line of research indicated that leaders could be trained. This is in contrast to the â€Å"leaders are born† orientation of the trait-based leadership research. There are relatively few important behavior-based uni versal models, and most have been superseded by newer contingency models (discussed in Chapter 5).Knowing these early behavior-based models are important for a couple reasons. First, knowing them help students appreciate how leadership models evolve. Second, they are important because contingency theories (discussed in Chapter 5) attempt to incorporate these behaviors into their frameworks. Behavior-based Leadership Models Researchers at Ohio State University and the University of Michigan were among the first to study what behaviors were used by effective managers or leaders. The research found that effective leadership behaviors can be categorized as focusing on: 1. Relationships with followers (i. . , addressing their social and emotional needs) or 2. The tasks that need to be performed to increase productivity. There are many different terms or phrases describing effective leaders' behaviors. Task-oriented behaviors are called a variety of names, such as: * Work-oriented * Task- oriented * Production-oriented * Concern for production * Initiating structure * Directive behaviors With respect to the social and emotional focus, the labels or names include: people-oriented, worker-oriented, relationship-oriented, social, consideration, concern for people, and concern for relationship. Note: There are subtle differences among the different concepts, but you do not need to know them for this course. ) Some theories assumed that leaders could be either task-oriented (Concern for Results) or relationship-oriented (Concern for People), but not both. However, researchers at Ohio State assumed that leaders could demonstrate high or low amount of each type of behavior. In other words, task-oriented and relationship-oriented behaviors were not mutually inconsistent and a leader could be high on both dimensions, low on both dimensions, or high on one and low on the other dimension.This last view became the foundation for contingency theories and more modern universal mod els, such as the â€Å"Leadership Grid† (see Figure 4-3 pages 126 and 127). The descriptions of the positions on the chart are as follows: * 9,1 Controlling * 1,9 Accommodating * 5,5 Status Quo * 1,1 Indifferent * Paternalistic (1,9 and 9,1) * Opportunistic (all green quadrants) * 9,9 Sound Although behavior-based leadership theories are usually considered to be universal leadership models, the textbook's discussion of â€Å"adaptability† suggests more of a contingency approach. Undoubtedly, the behavioral research can be modified to accommodate ontingencies, but they were originally universal in nature. Other dimensions have also been investigated since the original research, but the importance of behavior-based theories rests primarily in the recognition of two broad dimensions of leader behaviors. You will see this more clearly when you study contingency leadership theories. Participative Leadership The chapter then briefly addresses â€Å"participative leadership. † Despite the relatively little coverage of this topic in the text, a key decision managers and leaders must make is how much to â€Å"empower† the followers.Tannenbaum and Schmidt developed an early model that had a continuum of leadership decision making behaviors that ranged from â€Å"boss-centered† to â€Å"employee-centered† behaviors. This theory focused on allocating decision making authority to employees, ranging from autocratic (â€Å"boss-centered†) to more or less participative (â€Å"employee-centered†) decision making. These two leader decision making behaviors were at opposite ends of a continuum. Therefore, in theory, a leader cannot be autocratic and participative at the same time. However, towards the center of the continuum the two styles blur together somewhat, with moderate levels of each style.The textbook addresses this topic in terms of a subsequent model that divides this continuum into autocratic and participative s tyles. The participative style is subdivided into consultative, consensus, and democratic styles. Issues The text next discusses two issues related to leadership. First, the book describes entrepreneurial leaders' traits and behaviors as if there was one way to be an entrepreneur (i. e. , a universal approach to entrepreneurship). However, this may be misleading because the best entrepreneurial style may depend on the followers and entrepreneurial idea.In other words, quite possibly there are no universally effective entrepreneurial styles. Perhaps future research will shed more light on this issue. Next, the textbook discusses whether men and women have fundamentally different leadership styles that are relatively consistent across situations. If so, in essence these differences would be universal styles for each gender. Past research on gender differences in leadership has been hampered by many factors, such as there being relatively few female leaders of large organizations. In d dition, the observed gender differences may be due to the followers' expectations based on their stereotypes about each gender's typical leadership styles and relatively inflexible social norms that shaped both gender's behaviors. You can draw your own conclusions about the chapter's comments on gender differences in leadership styles. However, it may be useful to reflect on a couple points. First, if you reject the importance of universal models of leadership, then any difference in male and female leadership styles becomes relatively unimportant. If contingency theories are correct, there is no one best way to lead.Thus, neither gender can corner the market on leadership, even if there are relatively stable differences in male and female leaders' preferred leadership styles. Second, there is so much individual variation in preferred leadership styles within each gender that discovering a â€Å"typical† or average style is unlikely to adequately describe the leadership style of any specific person. Many men are relationship-oriented, and many women are task-oriented, contrary to the typical stereotypes. The text concludes this chapter by stating that there is no one best leadership style. This idea sets the stage for the next chapter on contingency theories.Self-Assessment Quizzes I want to make a couple comments about the self-assessment quizzes. My hope is that by answering the questions in the self-assessments you will get a better sense of what the concepts mean and that hopefully you will gain some insight into your traits, styles, and preferences. However, the scores should be taken with a grain of salt because no inventory, and especially short inventories like those you are completing in this class, can accurately assess all your nuances. If you think the total score doesn't reflect you, or that certain questions do not measure you accurately, that is fine.Reflection upon the self-assessment inventories is valuable. Whether you agree with that assessment is of lesser importance. Analysis Paper One of the requirements of this course is for you to complete an Analysis Paper which will be due the last week of the course. For this assignment, you are to read one of the four books listed below. You are to identify the author's purpose for the book, its major themes, principles and concepts, and describe how those themes, principles, and concepts relate to the themes, principles and concepts presented by DuBrin in the text.In other words, I want to see at minimum four (4) concepts from your â€Å"chosen author† and how they to compare to DuBrin: where they agree, where they don't or if they don't. This is not a book review but rather it is an analysis of an outside reading, and the documentation of that reading's relatedness to the material you have been studying throughout this class. Technical Requirements: * The paper should be submitted as a Word document attached to the assignment. * APA citation style is required * Length: 6-10 pages – no more, no less * Double- spaced, 12 point font Must include, at a minimum: * an Abstract * an Introduction Section * a Discussion Section * a Conclusion Section * a Reference page * Both your name and page number must be included on each page of the paper (in a header is preferred). * Be certain you have carefully reviewed the paper for the requirements, misspellings, syntax errors and page numbers. The book you select will need to be obtained from a local library, Webster's library, a bookstore, an online book service such as Amazon. com (linked below), or some other book source.I would encourage you to actually purchase the book so you can retain it for future purposes. The books from which you must choose are: * Outliers: The Story of Success by Malcolm Gladwell ( 2011) * It's All politics: Winning in a World Where Hard Work and Talent Aren't Enough by Kathleen Kelley Reardon ( 2006) * Tribal leadership: Leveraging Natural Groups to Build a Thriving Organization by Dave Logan, John King and Halee Fischer-Wright (2011) * The Zen leader: 10 Ways to Go From Barely Managing to Leading Fearlessly by Ginny Whitelaw (Apr 22, 2012) If, because f special circumstances (i. e. you are out of the country), you are unable to obtain one of the books listed above, and would like to review and report on an alternative, you must send me, no later than the beginning of Week 5, the title of the book you are requesting to use, the date of its copyright, and a valid rationale for using the alternative. An appropriate rationale could be, for example, that none of the books are available to you because you are on military deployment, and book resources at your location are limited.Just wanting to review a book that is: 1) more easily available, 2) one you are currently using in another course, 3) one you have read previously for another class or 4) one you would like to review for personal reasons, is not an adequate reason and will not be approved. Once you have decided on your book, go to the Course Home Page and click on the link entitled â€Å"Analysis Paper Book Sign Up. † Click â€Å"Sign Up† next to the book that you are choosing so that I know which book you will be using. You should choose your book for analysis, and indicate your choice on the sign up sheet, by the end of Week 5.Please be aware: 1. This assignment is due on Wednesday of Week 9 2. Late submissions will NOT be accepted unless arrangements have been made with me personally no later than the beginning of Week 7. 3. You will be required to submit your paper to Turnitin prior to submitting it in the Assignments tool. The Turnitin assignment will be found on the course homepage. Make a copy of the Turnitin originality report to include with the assignment submission. Should you have any questions or concerns, please let me know. Week 2 Activities Required Readings The following items are required reading for this week: . DuBrin, A. (2013) Lead ership: Research Findings, Practices, and Skills (7th ed). Mason, OH: South-Western * Chapter 3: Charisma and Transformational Leadership * Chapter 4: Leadership Behaviors, Attitudes and Styles Copies of these two chapters are included in the â€Å"Textbook eReserves† folder on the Course Homepage for your convenience. 1. Also, review the article on leadership and emotional intelligence: Goleman, D. , Boyatzis, R. , & McKee, A. (2001). Primal Leadership: The Hidden Driver of Great Performance. Harvard Business Review, 79(11), 42-51. DiscussionsAfter reading the course materials and required readings, you should be prepared to participate in our weekly discussion. * Week 2 Discussion – Charasmatic Leadership In Chapter 3 of the text, DuBrin suggests it might be artificial to separate charismatic from transformational leadership. In fact, on page 93 of the text, DuBrin clearly states that charismatic leadership is a component of transformational leadership. Respond to al l 3 questions using concrete examples to support your answer and then respond to at least 1 other student’s posting whose answer you relate to. 1.Have you experienced charismatic leaders who were unable to be transformational? 2. Have you experienced transformational leaders who were not charismatic? 3. What were the circumstances surrounding the situation(s) you have experienced? Once you post your answer please respond to at least one other students' post. Assignments Please complete the following assignments and submit via the Assignments tool. You will find a link to each of these assignments within this module. Remember to use the text box for your submission – Do not attach a document. Directions for completing the assignments can be found in the syllabus. Case Study * Ch. 3 Leadership Case Problem B – Time to Rebound at Willow Pond. Pgs. 101- 102 * Questions 1, 2, and 3. * Self Assessments * Ch. 3 Quiz 3-1 The Emotional Expressiveness Scale. Pgs. 79 †“ 80 * Ch. 4 Quiz 4-2 What Style of Leader Are you or Would You Be? Pgs. 125-126 Analysis Paper The list of available books from which you will choose one will be provided this week. By the end of Week 5, please use the â€Å"Analysis Paper Book Sign Up† link on the Course Homepage to indicate which book you will be reading. You are responsible for obtaining this book on your own. Ch. Quiz 3-1 â€Å"The Emotional Expressiveness Scale†: My composite score for the Chapter 3 Quiz was 72. This score places me in the level that defines my emotionality as â€Å"about right for a charismatic individual† and that I am â€Å"emotionally expressive†. I believe this is fair assessment. On numerous occasions in my past jobs, my employees and co-workers have commented on their trust in my abilities to get the job done and that I will not â€Å"throw them under the bus† for my own gain or as a result of a decision I have made. Also, my last supervisor commente d to me on my vision in leading my division. Ch. Quiz 4-2 â€Å"What Style Leadership Are You or Would You Be? †: I scored 14 on this assessment. The scale defined in the text is that a score of 15 and higher indicates a Participative style and a score of 5 or below indicates an Authoritarian style. There is no description for the scores (like mine) that do not fall in either range. I submit that the leadership style required will depend on the situation and environment you are in at the moment. There are times where you have to be the authoritarian and other times where you have to be more democratic in your approach. The trick is to know when. ) There are several reasons while this case pertains to this chapter on charismatic and transformational leadership. As indicated in the issues Heather and the owners see as most pressing, Willow Pond as an organization that must transform itself from a low performer to a higher level to survive. Considering the task at hand, Heather will have to demonstrate many of the traits of a charismatic leader to be successful. This case demonstrates the need for both utilized in unison to achieve success. 2) There are several key leadership areas where Heather can focus to transform Willow Pond.I will present the three areas that I believe to be the highest priority. First, Willow Pond has been losing money for the past three years. She must concentrate resources where most needed. Especially in the areas that could impact passing the state inspections which could close them down. If this were to occur, not only would the residence by impacted but also the employees. Also, there are services (i. e. wireless internet/fresh paint/improved food quality) that could be put into place that would improve the physical appearance of the facility and the quality of life for the residence.Second, she must work to help the staff understand the need for change. Not only from the possible loose of income but in that the focus of their organization is to take care of people. Mistreating the residents when they make simple requests is an unacceptable behavior. This not only impacts the morale of the residents but can generate a reputation that can cause others not to choose Willow Pond as their assisted living choice. Lastly, I believe she needs to build trust not only in the management and employees but also with the residents that all parties have a vested interest in success.If the residents trust that the staff will take care of them and the employees trust that she is doing all she can to support them, the cumulative effect will be success. 3) Heather can utilize many charismatic aspects of her personality to aid in the transformation of Willow Pond. She will have to employ her â€Å"masterful communication skills† to get her vision on how great Willow Pond can become with everyone’s support. She must be very tactful in her communication to ensure she keeps folks on board with her plans.This is very important considering that Willow Pond has lost money for the last three years and the possibility of the facility being closed if it does not turn around. Additionally, she will need to set the example for others with her energy and her actions by going the extra mile to ensure success. 1. Have you experienced charismatic leaders who were unable to be transformational? 2. Have you experienced transformational leaders who were not charismatic? 3. What were the circumstances surrounding the situation(s) you have experienced 1) Yes. Dubin implies for a leader to be transformational he/she must be charismatic.However, charisma on its own does not make one a transformational leader. If the charismatic leader cannot provide the vision and focus required to change the culture and/or subculture of the organization, he/she will not be effective. 2) Honestly, I cannot say that I have worked for a transformational leader that was not charismatic at some level. 3) What I have experienced are transformational leaders that have several difference levels of charisma. What drove the success of these leaders was their type of charisma match to organization required for transformation.For example, one of my past supervisors was a more reserved personality but was very personable, good at promoting individual growth and setting goals. These traits proved to be valuable in merging two product offices and building a project office organization. He would be a â€Å"Hedgehog† utilizing Jim Collins definitions in the book â€Å"Good to Great†. The flip side, I have had one supervisor who was very charismatic but was not effective in leading transformation. He could not focus the organizations energy on a common goal. Jim Collins would classify him as a â€Å"Fox†.It sounds like he may have been successful in some aspects, but at what cost. This type of work environment not only drives a lot of good people away it has a tendency to taint those who stay. The long term impacts on the organization and personnel may be more harmful than any perceived short-term success. V/R, JS Week 3 Activities Required Readings The following items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findings, Practices, and Skills (7th ed). Mason, OH: South-Western * Chapter 5: Contingency and Situational Leadership * Chapter 6: Leadership Ethics and Social ResponsibilityWeek 3 Overview Overview The contingency model discussed in Chapter 5 assumes that the most effective leadership style or behavior depends on the situation or the followers. The leader's   behaviors are similar to those discussed before, but in this case the appropriate behavior depends on the situation, i. e. , is contingent upon some other factors. The theories differ in terms of what types of contingent factors are important and how leaders should behave in light of those contingent factors. You will need to become familiar with the key contingency variables th at differentiate the various contingency theories.Chapter 6 introduces the concepts of ethical and moral leadership as well as social responsibility. While these topics have always been important, recent events involving arguably unethical leader behaviors makes these ideas more relevant today. Required Readings The following items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findings, Practices, and Skills (7th ed). Mason, OH: South-Western * Chapter 5:   Contingency and Situational Leadership * Chapter 6: Leadership Ethics and Social Responsibility Week 3 Instructor NotesChapter 5 – Contingency and Situational Leadership This chapter introduces the concept of contingency leadership, or what has also been called situational leadership ( Hershey and Blanchard). . The theories collected in this general category extend the behavior-based leadership research by recognizing that specific leader behaviors are more effective in some situations than o ther situations. In other words, the most effective leadership behavior is contingent upon the situation, which can be broadly defined to encompass anything in the leader's environment.For example, one contingency factor that is found in almost every contingency theory focuses on the follower's personal characteristics. Other common contingency variables include: the nature of the task, the nature of the work group, the organization's culture, and the amount of power the leader possesses. Each theory incorporates specific factors based on what factors the researcher felt were most important. There are many different contingency theories, but the textbook introduces the most important theories. Fiedler's Contingency TheoryThe first contingency theory introduced in the textbook ( pages 144-146) is Fiedler's Contingency Theory, or what is sometimes called â€Å"leader match† or â€Å"LPC theory. † In this theory, the contingent factors are 1) the leader's relationship wit h the group or follower, 2) how clearly defined or structured the task is that the person or group must perform, and 3) the amount of position power possessed by the leader. Dichotomizing these three variables results in eight possible combinations that range from little leader control to high leader control.The theory matches the leader's preferred style, either high task or high relationship, with one of the possible combinations. When the leader's style matches the existing situation, this should result in effective leadership. Fiedler's model is important because it was one of the first theories to highlight the contingent nature of leadership. While the research support is mixed for his theories, nevertheless Fiedler's theories were important in the development of leadership research. Another contingency theory developed by Fred Fiedler and his colleague Joseph Garcia is called the Cognitive Resource Theory.This theory describes how stress plays a key role in determining how a leader’s intelligence is related to group performance. These are the three points made by Cognitive Resource Theory. 1. Those leaders with greater experience but lower intelligence are like to have higher-performing groups under high-stress conditions. Or under low stress conditions – the leader’s experience e is less relevant. 2. Leaders with high intelligence are more valuable than an experienced leader when innovation is needed and stress levels are low. 3.The intellectual abilities of a leader who is experience stress will be diverted from the task at hand. As a result, measures of leader intelligence and competence do not correlate with group preference when the leader is stressed (New Approaches to effective Leadership: Cognitive Resources and Organizational Performance, 1987). Path – Goal Theory The next major contingency theory introduced in the textbook is path–goal theory, which is usually associated with Robert House's theories. While th ere are several variations of this theory, the book presents the most common version.Although the theory is relatively complex, it focuses on the followers and the situation, just like Fiedler's LPC theory. However, the important characteristics of the followers and the situation are different than in Fiedler's LPC theory. The contingency variables in path-goal theory are based on expectancy theory, one of the more powerful motivation theories. Because effective leaders must motivate followers, it makes sense to integrate a motivation theory with a leadership theory. Unlike many other contingency theories that focus on only two leader behaviors or styles, path-goal theory attempts to explain in which situations each of four ifferent leadership styles are most effective: directive, supportive, participative, and achievement oriented leadership styles. A newer version of the theory adds transformational leadership behaviors, but this is not covered in the book and you do not need to k now it for this course. Blanchard Situational Leadership Model The next leadership model, the Situational Leadership II model, is one of the most popular leadership models. Many companies train managers in this theory. The Situational Leadership model was specifically developed to simplify the complexity of most contingency theories (see Figure 5-4).As leadership theories become more complex, they also become more difficult for managers to use on a day-to-day basis. Accordingly ,Blanchard developed a simplified theory focuses only on the followers' characteristics. They concluded that the follower's readiness to perform a task is the most important contingency factor, even though there are many other relevant factors. Followers' â€Å"readiness† levels are comprised of their abilities and willingness to do a specific task. In this model, the leaders' behaviors are either task oriented or relationship oriented, which makes it similar to the Leadership Grid and Fiedler's LPC mo del.Although the logic of Situational Leadership's prescriptions is somewhat questionable, and the research support is somewhat weak, nevertheless this theory has had a big impact on management and leadership training. Blanchard subsequently developed a modified version of this Situational Leadership model that shares the same name, which can create confusion. Normative Decision Model The next contingency model introduced in the textbook is the Normative Decision Model proposed by Vroom and Yetton, and later modified by Vroom and Jago.As the name indicates, this theory attempts to prescribe the best type of decision-making in a given situation: autocratic, consultative, or group-based decision making. This is a contingency theory because the critical decision nodes or points in the theory reflect either a concern with the situation or with the followers. When diagrammed, the decision nodes or points in this model create a decision tree. Thus, this model is also referred to as the â €Å"decision tree model. † Leader-Member Exchange (LMX) Theory Another perspective under the contingency approach is the Leader – Member Exchange (we will see this model again in Chapter 9).The textbook finishes with a short description of how top executives actually lead and a discussion of leading during a crisis. These two topic areas are descriptive, and lack the kind of theoretical reasoning found in other theories and they have very limited research support. According to the text, top executives perform multiple leadership styles, the choice of which depends on the situation (a contingency approach). All of the styles reflect some combination of strategic leadership and change leadership, with relatively little emphasis on motivating individual followers.In a sense, these styles are variations on the transformational leadership style discussed earlier in the textbook. Week 3 Instructor Notes Chapter 6 – Leadership, Ethics, and Social Responsibility This ch apter introduces the concepts of ethical and moral leadership behaviors. Whether you can prevent unethical or immoral behaviors by teaching ethics and morality is not clear. However, being aware of ethical and moral issues is valuable, if for no other reason to have students reflect on their own ethics and morality. The text has a multifaceted approach to ethics. To be ethical, you should: * Be honest and trustworthy (have integrity) Pay attention to all relevant stakeholders * Find compatible goals for all stakeholders (â€Å"build community†) * Respect individuals by treating them fairly and honestly * Demonstrate modesty and restraint in accomplishing moral victories (â€Å"accomplish silent victories†) Leaders, of course, differ in their morality and ethical nature. One of the more interesting ideas is that leaders' level of moral development varies (from pre-conventional, to conventional, to post-conventional levels). However, the situation can also have a large i mpact on the leader's behavior.Certain corporate cultures seem to ignore ethical issues, while others have extremely strong ethical values. There is a table outlining leaders who have questionable ethics, which will no doubt become longer over the near future. Whether leaders recently have become less ethical, or they are simply being detected and publicized more is an unanswered question. Corporate social responsibility is the next concept in the chapter. This refers to the idea that organizations, and thus their leaders, have an obligation to society beyond simply following laws and making money for owners and shareholders.This idea reflects an ethic, but goes beyond any simple ethical principle (see Figure 6-1 Initiatives for Achieving a Socially Responsible and Ethical Organization). As the book notes, the topic cannot be covered well in the space allotted, but being sensitive and responsive to the community and the employees is the key idea. Whether an organization should lose money to help the community and employees is the key issue. If the concept of a â€Å"virtuous circle† is correct, then there is no trade-off between profits and social responsibility because social and financial performance reinforce each others.Week 3 Discussion Description (click to collapse) Week 3 Discussion| Refer to the leadership styles shown on page 153 of the text (Figure 5-4 Situational Leadership II ). * What is your present style of leadership in most situations (directing, coaching, supporting and/or delegating)? * Is this leade

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Medical & social needs of homecare clients - Essay Example Conclusion Medical and social needs of Homecare Clients. 1. Introduction. Home health aide has a role of assisting the client and family in managing the condition of health at clients home. This essay will describe the needs of the clients, explain the role of home health aide and relate rights of client and family to Maslow’s hierarchy of needs. It will also discuss culture, life style and experiences of clients while identifying common reaction to illness or disability. The essay will identify body functions, diseases and disorders and emotional or spiritual needs of patients. 2. Basic physical and emotional needs of clients. Home health aides help clients who have diverse needs so that they feel comfortable and get assistance. They include the elderly, infants, mentally ill, people with physical and developmental disabilities together with people with nutritional needs. Majority of the clients require physical assistance in form of service. They require to be bathed, dress and given a hand to conduct self grooming. The client needs to be assisted to wash their hands and perform hygienic tasks to control infections. They need someone to support them as they manage pain. The urinal system may be causing incontinence and they will need someone to help them (Harris, 2004, p. 5). Clients may have nutritional requirements. The home health aide will assist by making the right combination of food and serve them. Those with skin ailments or wounds require help to take care of the skin and the wounds. The home health aide may be required to change the dressing at the right time. The disabled and the elderly may have musculoskeletal system problem. They will need someone to assist them in mobility. The bedridden will require someone who understands the best position when turning them in bed or moving them to another location. The home health aide will give a hand in ambulation and motion. The client will be in need of a safe environment, the home health aide mak es the environment safe for the client. They can clean and arrange their house (Eldelman and Madle 2010, p. 22). The home health aide is involved in organizing and arranging appointments for the client. Organizing entails arranging the means of transport and accompanying the client to their appointments. At times, the home health aide assists in doing shopping and cooking appropriate food for the client. They give the patient company. Additionally, they keep track of medication taken and appointments with the doctors. They facilitate them to participate in certain activities as well as exercise. Because they work closely with the doctors, the home health aides are required to report on the progress of their client. They can be shown to check respiration rate and temperature for the purpose of giving a report. They follow the directions of the physician to give the correct medication. According to Ahroni (1989, p. 77), the client needs to be assisted in lifting and coordinating activ ities. They need someone to give them company. They call in for help in case of emergencies. Clients in home health care need emotional support from the home health aide. This can be achieved if they talk to them, share stories, read books, and listen to them. Emotional support is needed by the client as they cope with their condition and situation. The family too needs emotional support. Families living with the mentally ill patients, disabled and terminally ill need encouragement. The new born can be delicate to handle and people may

The most Important Legacy of Reformation for us Today Essay

The most Important Legacy of Reformation for us Today - Essay Example The protestant reformation started in Europe in the early sixteenth century1. The works of Martin Luther King’s activities that he carried out in the late fifteenth century informed the reforms. During such times, it was evident in the Roman Catholic Church that the pope had the powers to sale of penance letters to people following the fact that he was deficient of the authority to forgive sins. In those days, the priest was highly regarded more important than any other person. Therefore, anything that he did was highly regarded as of moral right and was subject to no rejection or question. In this regard, the Catholic Church considered priests more than other considered other people. Following the ever questionable issues noticed by Luther regarding the practice of the pope, Luther advocated for provision of the Bible to everyone to read for themselves. It is due to such ill beliefs and practice that forced Martin Luther to call an end to such practices. He gained many follow ers in various countries by inspiring many religious reformers to break away from the Catholic Church and develop their own ideas. ... The reformations led to various religious wars that was termed the Thirty Years War. Christians believe in the ability of God to forgive sins since he has the power to do so. However, the notion that a person can influence God to forgive another is misleading. It is the idea of forgiveness of sins as well as the massive power accorded to the pope that led to the call to reformation. Reformation is an important aspect of human life. It is of crucial importance to highlight that different reformation always follow quests of justice with regards to certain matters that affect humanity. As such, people may always engage in protests with the hope of correcting a wrong where necessary. Such issues that always bring notable protests that mark the beginnings of reformations always arise from several sources. A major factor that may push for reformation may involve political factors. This may be evident where certain issues are considered oppressive to the general wellbeing of humanity. In ad dition, several protests championing for reforms may follow differences in religious views. As such, several religious societies may collude and strongly oppose a wrongdoing that may be evident in the society. Major reformations in history came with regards to the Roman Catholic church. The church in earlier days had several provisions and guidelines hat majority of followers considered oppressive. Such did not marry well with their beliefs and the faith they had in Christianity. Majority of such issues were being steered forth by the people of high ranks in the church. Such issues were considered oppressive to the faith and beliefs that were maintained by the faithful. This brought forth major reforms in

EXPENDITURE PLANNING AND CONTROL Essay Example | Topics and Well Written Essays - 1750 words

EXPENDITURE PLANNING AND CONTROL - Essay Example Conclusion......................................................................................13 Appendix A: Time and Cost Calculation................................................15 Appendix B: Preliminaries cost due to the Prolongation of the Works. 15 References 16 Bibliography 17 Expenditure Planning and Control – Assignment 1 I. Introduction I have been instructed by the main contractor (‘the Contractor’) to prepare a report in relation to a construction project which has experienced significant problems from the get go, which have resulted in delay and disruptions during the course of the Works. These delays and disruptions have inevitably affected the Contractor’s ability to complete the work in a timely fashion. This report provides an independent assessment of the surrounding particulars and contract documentation with a view to resolving the matter. I have specifically been instructed to include in the report the following points: an analysis of the delays; extension of time (‘EOT’); liquidated damages; valuation of work and claims for loss and / or expense. Generally speaking, I am instructed to provide my opinion in relation to the parties’ rights and obligations under the contract. The report begins by outlining in brief the ‘Background Facts’ and issues which arose (see section II). Section III of the report provides an ‘Analysis of the Issues’. Under this section, each problem is addressed in chronological order. The ‘Procedural Issues’ are set out at section IV. Section V addresses the ‘Methods of Quantification’. Finally, section VI is the Conclusion. II. Background Facts The contract was entered into by the parties for the construction of an extension to a cancer centre at a hospital in the north east (‘the project’). The project can be more specifically summarised as the construction of an extension and some refurbishment work t o the cancer unit. The standard form construction contract used for the works is the JCT Standard Building Contract with Quantities (SBC/Q) (‘JCT05’) with sectional completion. This form of contract is generally used where the works have been designed / detailed by or on behalf of the Employer. The contract documentation is comprised of the JCT05 contract, contract drawing and the bill of quantities. The Contract Sum for the Works was set at ?4,000,000 under a firm price contract; otherwise known as a fixed price contract. The Contractor was to be paid monthly with 3% of the Contract Sum being retained by the Employer until completion. The duration of the contract was 34 weeks with a start date scheduled for 1st February 2008. The Works were to be executed whilst the neighbouring hospital buildings were to be occupied. It was specifically mentioned in the Preliminaries, however, that the Works were to be carried out with ‘as little disruption as possible to the da y to day working of the hospital’. Albeit, contractors were advised to visit the site at the pre-tendering stage in order to assess the conditions which could potentially impede the execution of the Works (see the Preliminaries). Furthermore, there is only one site entrance, which is situated along a busy road and is also on a ‘blind corner’, which requires careful supervision at the time of site deliveries. The following issues arose on site soon after the works commenced: Relevant Issues i) A delay of six weeks resulted after site conditions were found to be of poor quality which demanded that the foundations be redesigned; ii) A further five

Poetic skills Tennyson Essay Example for Free

Poetic skills Tennyson Essay To finally come to a conclusion on this question we will be referring to 3 narrative poems which are, The Lady of Shalott, The Charge of the Light Brigade and Mariana. A narrative poem is a poem that tells a story such as Mariana which tells us a story of a girl who is waiting for her lover who would not return to her. The poetic skills that can be used in such poems are techniques such as description, use of mood and atmosphere, use of words, structure (stanzas, rhythm, rhyme scheme) and style (repetition, imagery, personification, alliteration, onomatopoeia, metaphor, contrast, simile), also narrative skills, e. g. suspense and tension (created within the story). In The Lady of Shalott, Tennyson divides the poem into 4 parts. The first part (part 1) sets the scene and consists of 4 stanzas. The second part (part 2) also consists of 4 stanzas. In this part we are inside the tower and we meet the lady, we also learn the she has a curse on her and that she must not look out of the window. In part 3 there are 5 stanzas. Here Sir Lancelot is introduced riding and singing on his way to Camelot. The lady can not resist and goes to look at him. The curse is broken and it is upon her, The curse is come upon me, cried The lady of Shalott (part 3 stanza 5 lines 8-9) Part 4 is the climax to the story and the poem. This part consists of 6 stanzas. Here she leaves the castle, goes out into the storm and finds a boat. The river takes her far. She sings her last song and dies. She is now seen by the people and Sir Lancelot for the first time. The second poem Mariana is made up of 7 stanzas. At the start of each stanza there is a narrative voice and Marianas voice at the end. Each stanza describes a different area of her life. In the first stanza we see everything falling apart, The rusted nails fell from the knots (Stanza 1 line 3) This is a comparison to how her life is falling apart. At the end of each of the first six stanzas there are three lines which are always the same, He cometh not, she said, she said; She said, I am aweary, aweary, I would that I were dead! (stanza 1 2 3 4 5 6 lines 10-11-12) The effect could be that we start to feel sorry for this poor, wretched woman as she always says that she wants to be dead. These three lines show that Mariana is waiting for someone but he never arrives. She wishes she was dead. The whole poem is about a woman alone in her house with everything falling apart.

Construction Plan for Business Expansion | Case Study

Construction Plan for Business Expansion | Case Study BEJAY GILOI YAPP Task 1 SENARIO 1 Building economics is a small part of a much larger subject of environmental economics whereby it consists of the application of the techniques and expertise of economics to construction projects. Its is important as economics are introduced in the early design stage for the entire build team and even for the client. This is concerned with the study of man’s needs in connection with shelter and the suitable and appropriate conditions in which to live. Building economics is also important to ensure that the resources available to the industry is effectively used and not wasted. Moreover, it ensures the increase rate of growth of construction work in the most efficient manner. Consideration must be given to other economic aspects such as the roles of the profession and the division of design and construction. Furthermore, the types of development and the size of the industry and its relationship to other industries should also be considered. Lastly, it is important that the types and sizes of construction firms and the variations in building costs and its influencing factors to be considered. Task 2 SCENARIO 2 Before Mr. Hashim should purchase a new office block to expand his business, I would advice him about a few factors that he might need to consider. The factors are as follows: One of the factors that Mr. Hashim should consider is the Accessibility. The site should be easily accessible by automobile and within walking distance of some potential users. Mr. Hashim should also count in the safety of the location whereby it would be safe for potential users to work in the proposed location. Next, is the Visibility of the office block. It is important that a prominent location is required so that the users can easily identify the office block. Visual Quality is also one of the factors that should be taken as the quality of the existing neighborhood or surroundings needs to complement with the office block. For example, it is not appropriate to set up an office whereby the surrounding buildings are residential buildings. Moreover, Mr. Hashim should consider on the Site Capacity whereby the site should be large enough to provide sufficient space for the users including parking space or for future expansion. Most importantly, Mr. Hashim should consider on the rental cost or the building cost of the proposed office property. It should be reasonable or to say atleast following his budget. This is to ensure that the rentals or price of the office block are affordable so that he can run his business accordingly and in the same time his business can be profitable. Lastly, Mr. Hashim should also consider the Facilities provided around the office property. For example, the presence of restaurants, cafes and department stores which will be really beneficial for him and his workers as they will not need to travel far to have there meals during Break hours. We can almost say that the meaning of the words Value and Cost are almost similar, although when it comes to building economic terms, these two components have totally different definitions. Value is usually meant by the sum of original cost estimates and assumptions. Although in building economic terms, value can be defined as the measure of benefits that an individual or company can gain either form goods or service. In construction, value is what the building is worth based on various market rates. It can be said that the as the demand and supply for a particular building or product increases, the value will also increase accordingly. Value can also be the amount of money that say, an asset has for a certain time period whether at present or any other time. There are few factors that can affect the value of a certain building. As for example the Location of a proposed project as a 2 Story Bungalow build in the center of the city has a different Value compared to a 2 Story Bungalow built in the village. Cost can be defined as the expenses or actual cost of a given project. In other words, it can also be defined as the total price of the project itself beginning from the design process to the finishing. This can be related to the components of cost which are the labor cost, material cost, plant and equipment cost, overhead cost and also the profit. These components can majorly affect the cost. For example, during the construction process of a given project, there happens to be a major breakdown on the equipment used. This will surely affect the end cost of the project. Task 3 SCENARIO 3 Wall to Floor Area Ratio is the measurement of the total floor area built or to be built in relation to the total size measurement of the project. The Wall to Floor Area Ratio is calculated by dividing the External Wall Area (EWA) by the Gross Floor Area (GFA) and the result ratio can be used to compare the building designs. Calculations:(Floor Height = 3m) External Wall Area (EWA) = (10+10+10+10) X 3 = 120 Gross Floor Area (GFA) = (10 X 10) = 100 EWA GFA = 120100 = 1.2 Calculations:(Floor Height = 3m) External Wall Area (EWA) = (10+5+15+5+10+5) = 150 Gross Floor Area (GFA) = A (10 X 5) + B (10 X 5) = 100 EWA GFA = 150100 = 1.5 FIRST SECOND Gross Floor Area (GFA) (10 X 10) = 100 A(10 X 5) + B(10 X 5) = 100 External Wall Area (EWA) (10+10+10+10) X 3 = 120 (10+5+15+5+10+5) = 150 EWA/GFA 1.2 1.5 Based on the calculations, the FIRST floor plan is more economical because it has a lower wall to floor ratio which is 1.2 compared to the SECOND floor plan with a wall to floor area ratio of 1.5. The lower the wall to floor ratio, the more economic will be the design. Task 4 SCENARIO 4 (i) Time- Time can be defined as the given period or length of time during any construction process. Time should be discussed in detail to the client so that they may know when the construction project starts and when is the given time for the completion of the project to be done according to the deadline. (ii) Cost It is the total cost of the project to be finished up or completed. The cost of a given project should be carefully analyzed and controlled from over budgeting and causing problems to the build team and especially to the client. Cost can come from the proposed land the project to be built, the materials used for construction and other various factors. (iii)Quality It is based on the finished product and will be judged by the client itself either from the quality of design, its looks and its overall function. It is also judged through the ability of the contractor to execute the project in such a way that the finished product is according to the client expectations and that the finished product does what it is intended. The three components, Time, Cost and Quality in the construction industry do play a big role in the success of a construction project. Although, these components should be balanced to ensure the success of a construction project. For example, if we reduce the time for a given project, the cost will drastically increase and the quality of work also increase. For example, Mr. Kumar is deciding to further expand his current business. He currently owns a 2 Block Restaurant and now he is deciding to extend his restaurant. Although, there are a few factors that have to be suggested by Mr. Kumar’s consultant in order to minimize the total end cost of the project itself. It would be great for Mr. Kumar to have a specific time line for the construction of the new extension of his current restaurant. This is to ensure that expenses for the project will be used by the best way possible and that his investment is profitable. Having a very short time period of construction process would only burden him as the cost of the construction process will be a bit more expensive but in the other hand, this will result in a great quality in it. The extension of the restaurant will surely be able to have a return on Mr. Kumar’s investment if it has a short time period of construction time and will eventually incur a high price, but in the end hav e a great quality on the project. Task 5 Quality in the construction industry usually means excellence. It is the totality of the attributes of a building in which enable it to satisfy needs, including the way in which individual attributes are related, balanced and integrated in the whole building and its surroundings. Thus, it is also considered a philosophy rather than a mere attribute. For example, we tend to judge the two objects by their qualities. In the construction industry especially in manufacturing, quality can be divided into different parts such as quality control, quality assurance and many others. Quality in the construction industry can also be devided into different views, which are the customer’s view itself, the producer’s view and the government’s view. In Malaysia, we have certain certifying bodies based on the construction projects. For example, we have Jabatan Kerja Raya (JKR) and Construction Industry Development Board (CIDB) whereby these bodies set their own regulations to con trol the Quality of work according to the views of different clients. Whereby Standards in the construction industry is more to achieving a recognized level of quality within an organization. For example, to ensure that a proper standard of insulation is done and the proper standard of carpentry is done on a house according to the given standards within an organization. For Standards, there are also several certifying bodies in Malaysia. For example, SIRIM QAS International Sdn. Bhd. And Bureau Verritas Certification Sdn. Bhd. Which is responsible of controlling the standards on the construction products in Malaysia. There are three categories of quality cost. Firstly, is the Prevention Cost whereby its main purpose is to avoid defects on the product in the beginning of production stage. It also supports activities whose purpose is to reduce the number of defects of the products. For example, this costs in put in place through methods and procedures which ensures that the product is made according to its standards, meet its requirements and that it is made according to the design. Secondly, is the Appraisal Cost, whereby it is usually influenced by a third party. Appraisal Cost or also know as Inspection Cost where its main function is to identify defective products before the products are shipped to costumers. For example, some sample of the products pass through another inspection test or quality test before being certified to be packed and shipped to the costumers. Lastly, is the Inter Failure Cost whereby this cost is divided into two, which are Internal Failure Cost and External Failure Cost. Internal Failure Cost is a result from identification of defects before they are shipped to customers while the External Failure Cost include warranty, repairs and replacements of the product.